Istorijos mokymo naudojat žemėlapius lygmenys: teoriniai ir praktiniai aspektai
Levels of Map-Aided History Teaching: Theoretical and Practical Aspects

Summary/Abstract: The article investigates the possibilities to apply history maps to history teaching in comprehensive schools. The author of the article, having generalized history teaching experience of both Lithuanian and foreign authors over different periods, suggests his own conception concerning a possibility to use history maps at different levels. According to the author, the first level implies a possibility to use a history map as a means to localize historical objects. This is the initial stage at which pupils become aware of the place of a certain historical object in a spatial context. When a map is used as a source of knowledge about nature, its conditions and people’s activities, the second level is reached. At this level, while researching a history map, it is obligatory to extract explicit information, and the fulfillment of tasks requires more time. Even though these tasks can be performed mechanically and do not require critical thinking, they are associated with a more sophisticated treatment of maps. The third level, according to the author, could be characterized by the fact that a history map serves as a means to define the causes and effect of events. At this level a history map could be used as a means of teaching history if students already have knowledge how to use maps and possess the abilities of critical thinking. Finally, the fourth level is reached when a map is used as a historical source, with the help of which pupils can define the author of a map as well as the ideology or world outlook of the society (or its part) of that period; it is the highest and most complicated level in teaching history. Consequently, according to the author, consistency in levels is important and obligatory while using maps in history teaching.

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