Final objectives of the third grade of mainstream secondary education - KSO

Core Curriculum main page - Third grade mainstream secondary education

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 ears 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 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 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 extend a number of historical concepts and issues and apply them in a broader historical context;

2  give a similarity and a difference among the stages of development of western society and between the stages of developmental of western and other societies;

3 indicate 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 19^th and 20^th century

The pupils:

4 describe fundamental conflicts and divisions confronting societies;

5 describe the divisions in the developing Belgian society from 1830 onwards;

6 describe an important element in the cultural field for some developmental stages of western society, in relation to the other fields of social reality;

7 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 19^th and 20^th century societies

The pupils:

8 show the structural differences between, on the one hand, agricultural, and on the other hand, industrial and post-industrial societies;

9 demonstrate that ideologies or mental attitudes or systems of values or world philosophies have an influence on societies, human conduct;

10 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:

11 select information effectively from a varied range of material about a historical or current problem statement;

12 justify their selection of information in a critical way.

2.2.2 Surveying of the historical data

The pupils are able to:

13 independently obtain the necessary data from the historical information material, such as visual material, diagrams, tables, schedules, maps, cartoons, diary fragments, travel reports, memoirs to answer a historical question;

14 formulate a question to approach the historical information critically and from different points of view.

2.2.3 Historical argument

The pupils are able to:

15 weigh up different types of argument against each other;

16 build up a series of arguments on the basis of a historical study  to nuance their point of view regarding a social problem;

17 evaluate, and if necessary, adapt the method that is used for their historical research;

2.2.4 Historical reports

The pupils are able to:

18    The pupils are able to clearly represent the result of their own assignment or of group work, in a verbal or written form, or visually or graphically.

2.3 Attitudes

The pupils:

19 * are prepared to relate current fields of tension to historical developments;

20 * are prepared to take a critical look at current/historical fields of tension, from different points of view;

21 * are prepared to confront the points of view they have adopted with conflicting data and are prepared to put their views into perspective on this basis;

22 * are able to respond to forms of disinformation on the basis of an honest, intellectual approach to information;

23 * accept that historical evolutions generate a range of social identities;

24 * recognise the social dynamic forces in the tension between things that change and things that stay the same;

25 are prepared to participate actively and constructively in the evolution of society on the basis of a historical awareness that individuals and groups interfere in social processes.

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Attitudes have been indicated by* in the margin, for checking by the inspectorate.

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