History education generally includes the study of a textbook and/or a historical source. By working with the textbook or source students learn how to gain knowledge and are trained in skills related to history. When comparing and contrasting historical sources students extend their skills in analysing elements of sources, such as content, tone, style, and provenance. They move outside the single source and are asked to find central elements in a number of sources for a specific purpose. In this way they are trained in focusing on certain contextual elements and also in getting an overview of a larger corpus of sources. They have to establish a basis for comparison in order to achieve this. Comparing sources is the less demanding part of the teaching method by inviting students to find elements in sources that agree or disagree. When asked to contrast sources students will also have to make choices as to which sources will serve the purpose best and argue their choices. For example when asked to contrast the most pro- and the most con- source. In this way another and higher level of historical skills is trained. The teaching method ‘Compare and Contrast’ also gives added value to the students, because this competence can be used in other school subjects as well.
Students compare different sources on the event.
Censorship and Information about the November Pogrom 1938
In this activity students compare and contrast the situation in Europe in 1914 to the situation in the sixteen years previous. The aim is to see if ‘1914’ was really that different, tension wise, and if that is an explanation for the start of World War One at that moment.
Slow burner: a heightened sense of international tension
Why did the peace fail? - the ‘uniqueness of 1914’ in contrast to previous years.
How modern was society in 1914? Investigating the nature of society in 1914.
The students will discuss about the plurality of informations and the instruments of censorship nowadays in democratic societies, being divided in groups and then discussing the analysis altogether.
How does censorship work in non authoritarian societies?
Students will compare the sources on censored songs and movies in Yugoslavia,
Can we draw a parallel between the music and movies that were subjected to censorship in Yugoslavia and the situations today?
Compare and Contrast is the method used to analyse sources and contexts
What was forbidden and what was enhanced in women’s image and role under the fascist dictatorships? What about nowadays?
Compare and Contrast is the method used to analyse sources; one can also compare two different totalitarian regimes.
Discover the attitude that Mussolini kept toward the press, starting from his speech to the newspapers editors on 10th October 1928.
Students have to compare and contrast between different countries and also between education in totalitarian regimes and nowadays
How effective is education as a tool to influence society?
Students compare and contrast different types of source material to learn about realities and attitudes about fighting on the Western Front.
How fictional accounts can nevertheless be useful to the historian
Students will identify and discuss the similarities and differences between the features of three important European peace treaties.
What are the similarities and differences between some of the key European peace treaties?