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Open Access Antiquity revisited: Challenges and opportunities in the creation of the new Greek history curriculum

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This paper presents and discusses the rationale behind the curriculum covering ancient Greek history, a topic that is taught twice during the course of Greek compulsory education (covering 6–15 year olds). The undertaking to develop a new history curriculum set the framework for a reconsideration of themes and approaches to the teaching of antiquity, based on changes to the scope, aims, teaching topics, methodological approaches and assessments introduced. The approved new history curriculum attempts to elevate the status of prehistory relative to other historical periods, so as to strike a balance between local, national and global history, highlighting the common origin and evolution of modern humans. It introduces archaeology, material culture and museums as structural tools for research into and understanding of antiquity by students. It also focuses on social and cultural history, and reassesses dominant historiographical views of the ancient world. Additionally, a methodological framework that encourages students to create their own accounts and interpretations of the ancient past is recommended, by proposing activities that support historical enquiry and the development of key historical concepts.
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Keywords: ARCHAEOLOGY; GREECE; GREEK ANTIQUITY; HISTORICAL UNDERSTANDING; HISTORY CURRICULUM – HISTORY EDUCATION

Document Type: Research Article

Publication date: October 1, 2019

More about this publication?
  • The History Education Research Journal (HERJ) is an international, open-access, peer-reviewed journal that focuses on the global significance and impact of history education. It covers all aspects of history education theory, scholarship, and pure and applied research. Articles illuminate contemporary issues, concerns, policies and practice, drawing upon the eclectic research methodologies of history education. The journal is published in partnership with the Historical Association.

    HERJ is a relaunch of the International Journal of Historical Learning Teaching and Research. All past issues up to and including vol. 15, no. 1 were published under this title. HERJ vol. 15, no. 2 is the first to be published by UCL IOE Press.
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