Holdet 3i hi (2025/26) - Undervisningsbeskrivelse

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Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2023/24 - 2025/26
Institution Næstved Gymnasium og HF
Fag og niveau Historie A
Lærer(e) Magnus Johan Lindstrøm Thorup-Skovsted
Hold 2023 hi/i (1i hi, 2i hi, 3i hi)

Oversigt over gennemførte undervisningsforløb
Titel 1 1. What is history?
Titel 2 2. The dream of Rome
Titel 3 DHO-dansk grønlandsk identitet
Titel 4 Medieval Europe-The Catholic century
Titel 5 Renaissance and the age of exploration
Titel 6 Age of enlightenment and revolutions
Titel 7 National identity and Danish democracy
Titel 8 Imperialism and decolonization
Titel 9 Rwanda; fastest genocide in the world
Titel 10 The cold war
Titel 11 Afsluttende metodeforløb

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 1. What is history?

Introduction to history
Introduction to history, with a focus on the Viking age.
In this course we will define what history is and how it functions as a scientific field.
After this general introduction, we will focus on the Vikings and work with how history is written and to what end. We will also discuss what the point is of studying history and especially how written history changes over time.

We will work with 'history as a social construct,' source criticism and 'historical consciousness'

Finally we will discuss the use (and abuse?) of the Viking age in modern times.


Materials:
-"Why History?" (PDF)
-"historical consciousness" (PDF/Image)
-Chambers; "The Western experience," 2007. pp. 205-207.
-Danish National Museum on the Vikings:
https://en.natmus.dk/historical-knowledge/denmark/prehistoric-period-until-1050-ad/the-viking-age/

-Clip from HBO’s “Vikings”-Lindisfarne.
-Powerpoint "Vikinge symbolik"
Sources:
-"To tyske historiebøger," 1971
-Ibn Fadlan "Letters on the Vikings"
-"Anglo Saxon chronicle" (Peterborough manuscript) 793-794


Faglige mål:
̶ skelne mellem forskellige typer af forklaringer på samfundsmæssige forandringer og diskutere periodiseringsprincipper
̶ reflektere over samspillet mellem fortid, nutid og fremtid samt over mennesket som historieskabt og historieskabende
̶ anvende en metodisk-kritisk tilgang til at udvælge og analysere historisk materiale, herunder eksempler på brug af historie
̶ demonstrere viden om fagets identitet og metoder.

Kernestof:
̶ kulturer og kulturmøder i Europas og verdens historie
̶ historiebrug og -formidling
̶ historiefaglige teorier og metoder.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 7 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 2 2. The dream of Rome

The Dream of Rome
Course on antiquity focusing on the Romans.
We will focus on the Roman world and development from city-state, to republic, to empire and investigate how the Roman society was constructed. We will also work with the Punic Wars and how these affected how the Romans viewed themselves and their place in the world.
The latter half of the course will focus on the civil wars and the roles of Caesar and Octavian (Augustus) and the transformation from Republic to Empire.
After a discussion the fall of the empire, we will watch Ridley Scott's "Gladiator" with a focus on 'use of history'.

Materials:
-Chambers "The Western experience," 2007: pp. 92-94, 97-97, 97-99, 100-104, 106-112, 113-116, 120-127, 133-139 (PDF)
-"Map of the Roman empire 264 bc" (PDF)
-Ridley Scott; "Gladiator" (2000)

Sources:
-Cicero "On running for consul," paragraph 11
-Herodian on Commodus, excepts: book 1. 14, book 1. 15


Faglige mål: Eleverne skal kunne:
·         Redegøre for centrale udviklingslinjer og begivenheder i Danmarks, Europas og verdens historie
·         Redegøre for sammenhænge mellem den lokale, nationale, regionale, europæiske og globale udvikling
·         Demonstrere viden om fagets identitet og metoder. ’


Kernestof:
·         Hovedlinjer i Danmarks, Europas og verdens historie fra antikken til i dag
·         Forskellige styreformer og samfundsorganiseringer
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 14 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 3 DHO-dansk grønlandsk identitet

FORLØB AFVIKLET PÅ DANSK

DHO forløb i samarbejde med Dansk, om det dansk-grønlandske forhold.
Studietur til Aarhus med besøg på det Grønlandske hus.

materialer: Kompendium i mappe:
https://drive.google.com/drive/folders/11A9-qPL7KQvJT-OJD7MhVekB_w8KIVlB

læste kilder:
-Selvstyret på Grønland er en katastrofe - afskaf det dog - politiken.dk

-"Thule flyttes til Inglefieldfjorden." Grønandsposten nr 12/1953

-"Medlem af Folketinget Frederik Lynges svar til Aksel Larsen vedrørende flytningen af Thule-befolkningen ved Folketingets åbningsdebat d. 16 oktober 1953." Tidsskriftet Grønland: Det Grønlandske selskab nr. 1-2, 1978. Tema: Politiske taler 1948-1977

"Et smerteligt farvel" Artikel med erindringer om begivenhederne i 1953, bragt i avisen Sermitsiaq nr. 32/ 1995.

-"Uddrag af landsretsdommen 20. august 1999" Citeret efter Per Walsøe: Thule farvel. Tiderne skifter, 2003.

-"Fælleserklæring, der rummer en undskyldning til THule-befolkningen for det procesuelle i sagen, 1999.
Fælleserklæring er citeret efter Per Walsøe: Thule farvel. Tiderne skifter, 2003.
Indhold
Kernestof:
Omfang Estimeret: 10,00 moduler
Dækker over: 9,47 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 4 Medieval Europe-The Catholic century

This course will focus on the medieval world og Europe from about 500-1500 AD.
Focus is on the shaping of the early medieval world and Charlemagne and the feudal structure of society.
We will explore the relationship between church and nobility, the role of faith in medieval society and what drove Europenas on crusades.

We will work with "history as a construct," regarding the idea of 'the dark ages' vs modern views on the medieval periode and sourece criticism, when reading medieval source material.

We will also watch "Kingdom of Heaven" and use the movie to discuss use/abuse of history and how movies generally can tell history.


Faglige mål: Eleverne skal kunne:
·    Redegøre for centrale udviklingslinjer og begivenheder i Danmarks, Europas og verdens historie
·    Redegøre for sammenhænge mellem den lokale, nationale, regionale, europæiske og globale udvikling
·    Analysere eksempler på samspillet mellem mennesker, natur, kultur og samfund gennem tiderne
. Formulere historiske problemstillinger og relatere disse til elevernes egen tid

Kernestof:
·       Hovedlinjer i Danmarks, Europas og verdens historie fra antikken til i dag
·       Forandringer i levevilkår, teknologi og produktion gennem tiderne
·       Forskellige styreformer og samfundsorganiseringer
. Kulturer og kulturmøder i Europas og verdens historie


Materials:
"The western experience" pp. 196-205, 216-219, 219-225, 235-237, 238-244
"Kingdom Of Heaven," 2005.
"Why was 900 years of histiry labelled 'the dark ages?*" (https://www.historyhit.com/why-were-the-early-middle-ages-called-the-dark-ages/ )

Sources:
-Excerpt of Sct. Benedict
-Pope Urban crusade speech
Indhold
Kernestof:
Omfang Estimeret: 8,00 moduler
Dækker over: 8 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 5 Renaissance and the age of exploration

Course centered around the age of exploration, the Renaissance and the Reformation.
We will work with how and why the Europeans sailed across the oceans to the new world and what affect this had on the Europeans and the natives.

We will also work with the Renaissance as a historical period, how it was a shift from the medieval world and what characterizes the renaissnce world, regarding art and political thought.
In this we will also delve into the Reformation and the concept of humanism in stark contrast to the growing slavetrade during this period in history and what Colonization is.
Finally we will discuss slavery and to what extent states today should apologize for trading with slaves.

Materials:
https://www.britannica.com/event/Renaissance
https://www.history.com/topics/renaissance/renaissance-art
https://www.virgin-islands-history.org/en/history/slavery/

Marvin Perry pp. 198-190, 195-200, 200-205, 223-226, 226-229

Sources:
Leonardi Bruni; Study of Greek literature (Perry pp. 188)
Seventeenth century slave traders: Buying and transporting Africans. (Perry pp 228)


Kernestof:
̶ forandringer i levevilkår, teknologi og produktion gennem tiderne
̶ forskellige styreformer og samfundsorganiseringer
̶ kulturer og kulturmøder i Europas og verdens historie
̶ stats- og nationsdannelser, herunder Danmarks
̶ nationale, regionale og globale konflikter og samarbejdsrelationer
̶ globalisering
̶ historiebrug og -formidling
̶ historiefaglige teorier og metoder.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 11 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 6 Age of enlightenment and revolutions

Lyrics for the "marseillaise"
https://www.classicfm.com/discover-music/periods-genres/national-anthems/marseillaise-french-lyrics-meaning/
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 13 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 7 National identity and Danish democracy

Course on national identity, nationalism and the developement of Danish democracy.
We will work with Benedict Anderson's "Imagined Communities" and analyse the development of perceptions of Danish identity. This will then be compared to the development of danish democracy and we will discuss how notions of Danish identity and democracy are interlinked.

Materials:
Fokus 2: s 88-94, 94-101

Read sources:
Afstemningsplakat S°nderjylland 1920
Kunst - Otto Bache - Chr. 9. i skanserne pÕ Dybb°l 22. marts 1864 - 1888
Kunst - Vilhelm Rosenstand - 8. brigades modst°d ved Dybb°l d. 18. april 1864 - 1894
"Danmarkshistiorien i transmnational, imperialt lys". Michael Bregnsbo, 2013.
'Hvo bør vælges til Rigsdagsmedlemmer?'  i ”Almuevennen,” 1848
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 7 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 8 Imperialism and decolonization

This course is about the age of imperialism and decolonization.
We will work with the concepts of imperialism, colonialism, "white mans burden" and how the Europeans missions in the colonies changed from economically driven to a "civilizing" mission.
We will focus on the Imperialism in a broad scope and afterwards work with The Congo Free state and British India as examples of imperialism.

Core terms we work with during this course: Shift and continuity, historicity, source criticism

(in this course there are also  class(es) focused on Fascist Italy, due to upcomming travel to Rome-later cancelled)


Materials:
https://www.britannica.com/event/British-raj#ref343743
https://www.globalpolicy.org/component/content/article/154/25597.html
Compendium "Imperialism 2i" Link: https://drive.google.com/drive/folders/1kKgpbrOFOYsj8ZFtZraLN1n_q9j74UD5



Sources:
"Pears' soap" commercial, 1890.
T. Rice Holmes: " A history of the Indin Mutiny," 1883 (uddrag på dansk.)
V. D. Savakar: "The Indian war of independence of 1857," 1909 (uddrag på dansk)
S. N. Sen: "Eighteen Fifty-seven," 1957. (Uddrag på dansk)
Kipling; "The white man's burden" 1899 (http://www.kiplingsociety.co.uk/poems_burden.htm)
"Afkoloniseringen var en historisk katastrofe," Politiken 3/1-2016
George Washington williams: "An open letter to his Serene majesty King Leopold the 2," 1890.
Edmund Morel, from king Leopolds rule in Africa. 1904.

Kernestof:
̶ hovedlinjer i Danmarks, Europas og verdens historie fra antikken til i dag
̶ forandringer i levevilkår, teknologi og produktion gennem tiderne
̶ forskellige styreformer og samfundsorganiseringer
̶ kulturer og kulturmøder i Europas og verdens historie
̶ stats- og nationsdannelser, herunder Danmarks
̶ nationale, regionale og globale konflikter og samarbejdsrelationer
̶ politiske og sociale revolutioner
̶ demokrati, menneskerettigheder og ligestilling i nationalt og globalt perspektiv
̶ globalisering
 
Indhold
Kernestof:
Omfang Estimeret: 10,00 moduler
Dækker over: 10 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 9 Rwanda; fastest genocide in the world

Course centered on the Rwandan genocide.
The start of the course is about Genocide therory using the Holocaust as both a case study and as the foundations of the general theories on genocide.
We have worked with the following theories: Barbara Harff, Gregory Stanton and Ervin Staub.

During the course we have worked with reasons for the Rwandan genocide, the inability of the UN to intervene and how the theories on genocide can help explaining the how the genocide developed.

Finally we watched "Hotel Rwanda" and discussed if and why movies should portray genocides as well as the concepts of use/ abuse of history.

Sources:
"A German schoolgirl's view on the Jews," Der Stürmer. 1933
-"Cartoon of a Tutsi exterminating a Hutu," Echo des 1000 Collines, 1991
-"Hutu commander that was killed," on the Cover of News magazine 'Kangura', 1993.
-"A cockroach cannot give birth to a butterfly," Kangura 1993.
-"Testimony of Jean de Dieu Twahirwa (genocide perpetrator) in this clip: https://www.youtube.com/watch?v=MslanLXzx6Y (23.29-28.00)

Kernestof:
Holocaust og andre folkedrab
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 17 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 10 The cold war

Course on the Cold war and the divided world after the Second World War.
Starting with the end of WW2 we will focus on the divison of Europe, the "Berlin question" and the Marshall help. Furthermore we will investigate how the Soviet Union responded to the Truman doctrine and how the escalated conflict almost led to nuclear war during the Cuban misile crisis.
Finally we will work with the Berlin wall and the significance of the events of 1989 and 1991.

Materials:
Marvin Perry, pages 517-519, 519-521, 521-522
Powerpoint on Huntington and Fukuyama
test exam


Kernestof:
-hovedlinjer i Danmarks, Europas og verdens historie fra antikken til i dag
̶ forandringer i levevilkår, teknologi og produktion gennem tiderne
̶ forskellige styreformer og samfundsorganiseringer
̶ kulturer og kulturmøder i Europas og verdens historie
̶ demokrati, menneskerettigheder og ligestilling i nationalt og globalt perspektiv
̶ politiske ideologier, herunder ideologiernes kamp i det 20. århundrede
̶ globalisering
̶ historiebrug og -formidling
̶ historiefaglige teorier og metoder.

Sources:
-Cuban threat to USA. Comic from 1961, published in the South African newspaper Die Vaderland (0,5 ns)
https://www.original-political-cartoon.com/cartoon-gallery/buy/cuban-threat-to-usa/3526/

-President Kennedy’s radio address during the Cuban misile crisis, 1962. (excerpt) (1 ns)
https://www.jfklibrary.org/learn/about-jfk/historic-speeches/address-during-the-cuban-missile-crisis

-Soviet leader Khruchchev address on the Cuban Misile crisis, December 1962. (excerpt) (1,2 ns)
https://www.nationalarchives.gov.uk/education/resources/cold-war-on-file/khrushchev-on-cuban-crisis-1962/

-Pictures of missile threat range. 2017 (0.5 ns)
https://oedeboyz.com/2017/08/04/kennedy-khrushchev-and-the-great-compromise-1962-3/

-Sixty years from the Cuban Missile Crisis, the US has learned its lessons-but Putin has not. 2022 (Excerpt) (1.7 ns)
https://www.theguardian.com/commentisfree/2022/dec/22/sixty-years-cuban-missile-crisis-us-putin-ukraine


-"ToTyskeHistoriebøger" (Uddrag på dansk, om dagens Berlinmuren blev bygget"
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer