Teaching History - in Denmark

Curriculum and Content Demands on what subjects to cover: Periods: Before After Societies in antiquity - The making of Denmark - Medieval Europe - The meeting of cultures: Christian and Islamic culture Before The teacher decides: Timeframe (within limits) Overview or in depth study Focus – one or several Materials, books and/or copies - The Renaissance - The Reformation - The Enlightenment - The meeting of cultures: colonization After Revolutions - Danish democracy - National identity - The industrial revolution - The meeting of cultures: imperialism - The clash of ideologies - The welfare state - Decolonization - Human rights - The fall of the Iron curtain/ the Wall - The role of Denmark in the international community - European integration - Globalization

“Students should be able to demonstrate their knowledge of important developments and chief events in the history of Denmark, the history of Europe and global history, including relations between the national, regional, European, and global development. demonstrate their knowledge about different types of societies show their ability to formulate problems and relate them to the present time analyse relations between human beings, natural resources and society over time analyse examples of relations between material circumstances and mentality in time and space explain societal changes and discuss principles of periodization explain ways of forming and governing societies and see the consequences of these for the individual reflect on man as made by history and as a maker of history collect and organize information about and from the past work up on different sorts of historical material and relate critically and methodologically to examples of how narratives of the past are used.” The objectives “Students should be able to demonstrate their knowledge of important developments and chief events in the history of Denmark, the history of Europe and global history, including relations between the national, regional, European, and global development. demonstrate their knowledge about different types of societies show their ability to formulate problems and relate them to the present time analyse relations between human beings, natural resources and society over time analyse examples of relations between material circumstances and mentality in time and space explain societal changes and discuss principles of periodization explain ways of forming and governing societies and see the consequences of these for the individual reflect on man as made by history and as a maker of history collect and organize information about and from the past work up on different sorts of historical material and relate critically and methodologically to examples of how narratives of the past are used.”

Consequences for teaching history We have a great deal of autonomy We have to be critical and teach critically We present subjects from several perspectives Student democracy (as far as practically possible)

The image of the participating countries in Danish textbooks

Consulted textbooks: Torben Peter Andersen: Historiens kernestof (2006) = ”The coresubjects of history” (TPA) Knud Helles et.al.: Store linjer i verdenshistorien (1996) =”Great lines of world history” (Helles) Olav A. Abrahamsen et. al.: Portal (2006) = ”Portal” Syskind/Söderberg: Det 20. århundredes verdenshistorie (5. Udg.2003) = ”World history of the 20. Century” (Syskind) Hans-Kurt Gade et.al.: Europas vej (1996) = ”The path of Europe” (Gade)

Sweden Sweden the worst enemy of Denmark in long periods of history (TPA) Century: Sweden to poor and sparsely populated to be a rival to the Hanseatic League (TPA) 1332: The Scanian population asked the Swedish king to rule.(TPA) Until 1397: Conflict between Sweden and Denmark (TPA) The Kalmar Union relatively successful while queen Margrete was ruling.After her death the Swedish resistance against the Union grew.(TPA) 1520: ”The bloodbath in Stockholm” (TPA) 16. And 17. Century: Increasing demand for Swedish products: timber, copper and iron. Swedish rearmament and change in balance of power between Sweden and Denmark (TPA). 30-years war: Successful Swedish intervention (PA, Helles, Gade)

Sweden Sweden is an example of a state not to become absolutistic during the 17. century (Helles) 1659: Denmark almost swallowed up by Sweden (TPA). Until beginning of 18. century: Denmark tries to regain Scania (TPA) 19. Century: Sweden becomes industrialised. (Syskind) Supplies Germany with iron during WWII. (Syskind) Volvo as an example of the introduction of self-governing groups in industry. (Syskind) Sweden neutral under the cold war. Not a member of NATO.(Syskind)

Norway United as a kingdom (TPA) From about 1200: ”a country that only played a European role as supplier of fish to the European market”(TPA) Weakened by war and illness in late 14. century. Therefore chose to be part of the Kalmar Union.(TPA) Too week to protest against the Kalmar Union in middle of the 15. Century. (TPA) Adopted the Lutheran faith in (Portal) Occupied by Germany 1940.(Syskind) Not a member of the EU. Member of NATO (Syskind) Oil producing country (TPA)

Finland 19. Century: Under Russia but language and culture respected by the Russians (Gade). Emerging national feeling in the late 19. century (Gade) Gained independence during the civil wars following the Russian revolution (Syskind) Under the Soviet sphere of interest according to the Hitler-Stalin pact. (Syskind) Winter war with Soviet Union Allied with Germany in WWII. (TPA, Syskind). Improved relations with the Soviet Union after 1956 (Syskind) Not a member of the EU in the 1980’ies

The Baltic countries. Object for crusades in the middle ages (Gade) Occupied by Soviet Union 1940 (Portal) Under the Soviet sphere of interest according to the Hitler-Stalin pact. (Syskind)

Poland 16. and 17. Century: Serfdom. Stagnation (Gade). Late 18. Century: Partitions of Poland. (TPA) and 1948: Revolution/national rebellion (TPA, Helles, Gade). 19. Century: Increasing national sentiment. After WWI: Creation af Polish state (TPA). Hitler-Stalin pact. Partition of Poland (Helles Syskind) After WWI: The question of government and borders. (TPA, Helles, Syskind). 1956: Strikes. Demands for multiparty system. Result: Less autoritarian ledership.(TPA, Helles, Syskind).

1970 and 1976: Strikes (Helles) Early eighties: The creation of the Solidarity movement. Military law (Helles, Syskind) 1989: Solidarity in power (TPA, Syskind) 1995: (ex)communist president elected by free elections (Syskind) Member of NATO and EU (TPA, Syskind)

Danish History – in English General Danish history: (partly English) Ancient Danish history: Danish kings: The National Museum of Denmark: Danish museums on-line search: Danish museums listed: )

Danish history - links From the Danish foreign ministry: (not for students!) Danish possessions: The university of Århus is making a website over Danish history in English. It will be netbased at the end of chapters of Danish history. An encyclopedia with 1000 articles about persons, events and phenomena. Written sources A book in English: Jespersen, Knud J. V., f. 1942: A history of Denmark, Palgrave Macmillan, 2004