Final objectives of the third grade of mainstream
secondary education - ASO
HISTORY
1 Criteria
The historical reality which is to be studied, both as regards
the frame of reference and the societies studied, is chosen freely. It is
therefore not reflected in set final objectives. However, the method for approaching
the chosen frame of reference and the societies studied, and the integration of the societies studied and
the chosen frame of reference, must comply with certain criteria.
1.1 Criteria relating to the historical frame
of reference
General
The historical frame of reference is an instrument for structuring
historical information, which is
gradually completed.
1 The framework of concepts and the issues dealt
with in primary education, in the first and the second degree are repeated
and are studied more broadly and in detail.
2 The historical frame of reference is also
an instrument for structuring information acquired outside school.
Time framework
3 The historical frame of reference comprises
the history from pre-historical times to the present.
4 It is constructed with an emphasis on the
two aspects of time: continued effect and change.
5 Dividing into periods is , based on the important
stages in the evolution of man and society.
6 Attention is devoted to other eras than the
Christian one.
Spatial framework
7 A worldwide dimension is clearly present in
the spatial framework, reflected in “systems”, empires, large-scale regions and spheres of influence, as
well as a local dimension.
8 Attention is devoted to the relationships
among and within these entities.
Social dimension
9 Social domains are characterised, using general
historical concepts for all the development stages of the frame of reference.
10 Problems are characterised in a general way.
They are examined into their comparability , both in a temporal and spatial
perspective.
Approach
11 The general historical concepts are dealt
with in a clearly differentiated way in the third degree.
12 For every stage of development it is essential
for pupils to clearly recognise the fundamental problems confronting man and
society.
“Fundamental problems” are problems which occur in various societies
and which have major repercussions on their development.
They
can be grouped under headings such as the relationship between man and his
means of sustaining life, the relationship between the individual and the
group, the relationship between man and power, the relationship
between man and culture, and the relationship between man and the environment.
1.2 Criteria for the societies studied
General
13 The developmental stages of western societies,
as well as at least one other society, are chosen from the frame of reference.
Their history is explored in depth and in is made concrete by way of various
different social fields.
Time framework
14 Attention is paid to the categories of the
time dimension in the societies that are chosen.
15 Attention is devoted to the synchronous character
of the interaction of the different social aspects of a society.
16 Attention is devoted to the stratification
of time and thus to differences in the pace and duration of the evolution
of social aspects.
Spatial framework
17 Attention is devoted to the influence of the
categories of the dimension of historical space on the societies that are
studied.
18 Attention is devoted to the changing role
of geographical determining factors.
Social dimension
19 The various social domains in which the dimension
of social development is situated, appear in the studied societies.
20 Attention is devoted to contacts between the
society that is studied and other societies.
21 Attention is devoted to mutual coherence,
interaction and evolution. Aspects of social development, such as structures,
mechanisms and processes, relationships, social networks, fields of tension
between individuals and groups and among groups themselves, are given a historical
meaning.
Approach
22 The study reveals a problem-oriented and current
reality-oriented approach.
23 The pupils should be able to recognise and
understand the issues that are studied.
1.3 Criteria related to the integration of the
historical frame of reference and the societies that are studied
General
24 The aim of integrating the historical frame
of reference and the societies that are studied is for pupils to understand the connection
between the problems of a particular society and significant problems in other stages of the
frame of reference. This is achieved with respect for the relevant historical
context, including current reality that can be perceived by the pupils.
25 Starting with primary education, the first
and the second degree, the general historical framework of concepts is studied
more broadly and in detail.
Time framework
26 The approach to the historical frame of reference
involves two aspects of time, and therefore attention is also devoted to elements
of continuity and discontinuity, change and status quo, evolution and revolution
in the societies that are studied.
Spatial framework
27 The framework covers all areas, from the local
to the world wide, in such a way that all the aspects of the historical space
dimension are dealt with at least once when integrating the frame of reference
and societies. Not all aspects can be dealt with for every developmental stage
or society.
Social dimension
28 The dimension of social development consists
of the various social fields, with an emphasis on the search for similarities
and differences with earlier and later societies and present-day society in
particular.
29 Special attention is devoted to the way in
which societies assigned meaning to their social reality.
30 Attention is devoted to mutual coherence,
interaction and evolution. Aspects of social development such as structures,
mechanisms and processes, relationships, social networks, fields of tension
between individuals and groups and among groups themselves, are defined.
Approach
31 As concepts and social problems arise, they
are related to prior knowledge from primary education, the first degree and the
second degree and to the frame of reference.
32 Special attention should be devoted to the
interpretation of concepts and the way in which they are specified and generalised.
This is achieved by comparing the content of concepts in one society with
that in other societies. The aim is to gradually achieve an understanding
of general historical concepts.
33 The establishment of relationships between
the historical dimensions of time, space and social development, and in particular
between the social problems in various societies and in the ways in which those problems were approached by
different sets of values, are inherent in the aim of achieving integration
in the study of history.
2 Final objectives
2.1 Knowledge, insight and skills in relation to time, space,
and social reality
2.1.1. Knowledge, insight and skills in relation to
the historical frame of reference
The pupils:
1 reveal the relative nature of western historical periods
by comparing it with the elements in the periods, seen in a different culture
or from a global point of view;
2 extend a number of historical concepts and issues and apply
them in a broader historical context , based on arguments;
3 compare developmental stages of western society with each other and
developmental stages of western and other societies, , based on a problem in
the dimension of social reality;
4 are familiar with the main lines of the historical frame
of reference in terms of time, space and social reality.
2.1.2 Knowledge, insight and skills in relation to the studied
societies of the 19th and 20th century
The pupils:
5 apply the concepts of civilisation, modernity and globalisation
to western society and to another society;
6 analyse fundamental conflicts and divisions confronting
societies;
7 analyse the divisions in the evolution of Belgian
society from 1830;
8 describe the most important elements in the cultural field
for each developmental stage of western society, in relation to the other
fields of social reality;
9 indicate the role of our country as a player
in the European and global context.
2.1.3 Knowledge, insight and skills with regard to the integration
of the historical frame of reference with the studied 19th and
20th century societies
The pupils:
10 show the structural differences between, on the one hand,
agricultural, and on the other hand, industrial and post-industrial societies;
11 demonstrate that ideologies, mental attitudes, systems of
values and world philosophies have an influence on societies, human conduct
and the interpretation of the past;
12 are able to apply one category of each historical
dimension to western society;
13 ask questions about the past to clarify areas
of tension in the present.
2.2 Skills related to the methodological structure
2.2.1 Collection of historical data
The pupils are able to:
14 select information effectively from a varied range of material
about a broadly formulated historical or current problem;
15 justify their selection of information in a critical
way.
2.2.2 Surveying the historical data
The pupils are able to:
16 independently obtain the necessary data from the historical information
material, such as visual material, diagrams, tables, schedules, maps, cartoons,
diary fragments, travel reports, memoirs in order to answer a historical
question;
17 formulate a question to approach the historical information
critically and from different points of view;
18 advance arguments which are used to support views in relation
to problems in the past and in the present.
2.2.3 Historical argument
The pupils are able to:
19 weigh up different types of argument against each
other;
20 build up a series of arguments , based on the study of the
past and the present to defend their point of view regarding a social problem;
21 evaluate, and if necessary, adapt the method that is used for their
historical research;
2.2.4 Historical reports
The pupils are able to:
22 take initiatives with regard to a socially relevant (current
or historical) issue, agree on an effective historical methodology with their
fellow pupils, evaluate individual conclusions, and present a coherent
report.
2.3 Attitudes
The pupils:
23 * are prepared to relate current fields of tension
to historical developments;
24 * are prepared to take a critical look at current/historical fields of
tension, from different points of view, taking into account the possible
underlying values, norms and attitudes;
25 * are prepared to confront the points of view they have adopted
with conflicting data and are prepared to put their view into perspective
on this basis;
26 * are able to respond to forms of disinformation , based on
an honest, intellectual approach to information;
27 * accept that historical evolutions generate a
range of social identities;
28 * recognise the social dynamic forces in the tension between
things that change and things that stay the same;
29 * are prepared to participate actively and constructively
in the evolution of society , based on a historical awareness that individuals
and groups interfere in social processes.
Attitudes have been indicated by * in the margin, for checking by
the inspectorate.
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