Bringing History to Life : Teaching Fact and Fiction, livre ebook

History has never been as present in our daily lives as it is today.
Through any number of media outlets, tens of millions of people are in daily contact with historical discourses and practices. Between games, informational articles, social media posts and other sources, history is everywhere—in Civilization VI, live-action role-playing games, The Berlin Trilogy, Game of Thrones, and the works of Tolkien or Satrapi.
This rise in popularity of history, along with an unprecedented access to social platforms, provide opposing and irreconcilable views of what should be commemorated (or debunked), of decolonization and reconciliation, and of other historical and social justice questions such as the elimination of police brutality and racism.
How can we help our youth develop the critical thinking they need to address these questions?
Reflecting on the use of works of non-academic history in the classroom, the authors of this book explore the use of popular or public history to teach historical thinking that will enable students to become informed and engaged citizens.

Historical discourse is widespread in popular culture today. Some forms of popular history have been discounted because of their lack of credibility, while other fictional depictions of the past permeate the daily lives of students and their parents in various forms of media, blurring the boundaries between fiction and history. Research in both history and education tends to show that popular discourses, like those surrounding films and video games, have a lasting effect on collective consciousness, including the consciousness of students. According to many historians, however, the discipline of history must remain distinct from fiction to maintain its scientific status—acquired after a hard-fought battle against amateurish, literary, hagiographic, mythical, or sacred forms of history—as if the world of so-called scholarly history were inconsistent with the world of so-called popular history. Where does the truth lie and what position should teachers take on these issues?

List of Figures
List of Tables
Foreword
INTRODUCTION
Marc-André Éthier and David Lefrançois
SECTION 1
CHAPTER 1
History: Town and Gown
Valérie Theis and Étienne Anheim
CHAPTER 2
Understanding, Creating, and Learning History: Using the Past as Raw Material
David Lefrançois and Marc-André Éthier
SECTION 2
CHAPTER 3
History on Television: Exploring Its Pedagogical Uses
Olivier Côté and Alexandre Lanoix
CHAPTER 4
Using Moving Images to Teach History: Theory and Practice
Bastien Sasseville and Marie-Pier Tremblay
CHAPTER 5
Using Film and Theatre in the Classroom
Vincent Boutonnet
SECTION 3
CHAPTER 6
Historical Interpretation and the Building of Virtual Worlds in the Age of Civilization,SimCity and Minecraft
Vincent BoutonnetCHAPTER 7
Historical Grand Strategy Video Games
Simon Dor
CHAPTER 8
From the Perspective of Action: The Example of Assassin’s Creed
Julien Bazile
SECTION 4
CHAPTER 9
The Historical Novel: The Role of Fictional Characters in Developing Historical Thinking
Audrey Bélanger and Sabrina Moisan
CHAPTER 10
The Historical Graphic Novel: A Dialectical Reading of Popular and Scholarly Discourse
Jean-François Boutin and Virginie Martel
CHAPTER 11
Teaching History through Song and Poetry
Charles-Antoine Bachand
SECTION 5
CHAPTER 12
Museums, Historic Sites, and Monuments
Anik Meunier
CHAPTER 13
Historical Re-enactments: Strengths and Limitations of a Large-Scale Pedagogical Activity
Alexandre Lanoix
CHAPTER 14
Built Heritage and Nonmaterial Culture
Julia Poyet and Stéphanie Demers
Bibliography