1. Historical Understanding within Teaching and Learning Process in Montenegrin Schools Džoana Perkaj, Educational Adviser for History Department for Quality Assurance Bureau for Education, Podgorica, Montenegro

2. VII c. – arriving of the Slavs, ancestors of modern Montenegrins in roman province Praevalis 1077 – the Kingdom of Duklja (later Zeta). 1496 – falling under the Ottoman ruling 1878 – recognition of Montenegro as a sovereign state at the Kongres of Berlin 1918-1990 – Montenegro as a part of Yugoslavia 2006 – reestablishing of the sovereignity at referendum. VII c. – arriving of the Slavs, ancestors of modern Montenegrins in roman province Praevalis 1077 – the Kingdom of Duklja (later Zeta). 1496 – falling under the Ottoman ruling 1878 – recognition of Montenegro as a sovereign state at the Kongres of Berlin 1918-1990 – Montenegro as a part of Yugoslavia 2006 – reestablishing of the sovereignity at referendum. 2 Historical landmarks of Montenegro

3. The Basic Structure of the Educational System in Montenegro 3

4. General Objectives of the History Curriculum in Montenegro General objectives include: Affirmation of national history content which develops the sence of national identity and consciousness of belonging to the national community. Affirmation of argumentative dialogue Influence on shaping a human being’s personality free of intolerance, xenophobia, prejudice and nationalistic ideals, fostering democratic values, skills and behavior, religious and ethnic tolerance. Enhancin and supporting pupils’ interest in studying the past, teaching them to be open to studying other cultures, different opinions and presenting their arguments. General objectives include: Affirmation of national history content which develops the sence of national identity and consciousness of belonging to the national community. Affirmation of argumentative dialogue Influence on shaping a human being’s personality free of intolerance, xenophobia, prejudice and nationalistic ideals, fostering democratic values, skills and behavior, religious and ethnic tolerance. Enhancin and supporting pupils’ interest in studying the past, teaching them to be open to studying other cultures, different opinions and presenting their arguments.

5. Does the Curriculum promote historical understanding in the classroom with different backgrounds? In two ways: Within the 20 % of Curriculum ( the content which promotes the values of local community) Within the Concept History of Region instead the History of the state or National history In two ways: Within the 20 % of Curriculum ( the content which promotes the values of local community) Within the Concept History of Region instead the History of the state or National history

6. Who participates in the open part of Curriculum planning process? Open part of Curriculum (subject material that affirms the values of local community) Local community – institutions provide financial and professional support. Students – with proposals submitted to the Pupils’ Parliament and presented at the class meetings. Parents – through the Parents’ Council and in cooperation with the teachers at the class level. Teachers – within the Curriculum they plan up to 20% of the subject material that affirms the values and tradition of the local community. 6

7. Pupils present different experiences of their own, from the classroom, local environment and their families. What is common, what unites and initiates reconciliation of relations in the classroom and in the community. 7 Classroom Activities -Emphasis on pupils’ activities. -Discussion on prejudice, ethnicity, stereotypes, national history, etc., in order to come to a profound understanding of historical processes and events.

8. Koncept Istorija područja IV century-roman province Praevalis Principality of Duklja around year 1050 Kingdom of Duklja around year 1100 XIV century-Balšić dynasty Montenegro on 1878Montenegro nowadays Concept History of Region Instead of: History of the State or National history Reasons: State borders’ changes throughout different historical periods Multiconfessionality and Multinationality of Montenegro Concept History of Region Instead of: History of the State or National history Reasons: State borders’ changes throughout different historical periods Multiconfessionality and Multinationality of Montenegro 8

9. How does Bureau for Education affect promotion of historical understanding in the classroom with different backgrounds? Three methods are included as follows: 1.Designing the Curriculum 2.Through the methodology of external evaluation of educational work performance, is estimated religious, ethnic, gender and social status of the employees relations, the mutual trust, respect, acceptance and unity. In multiethnic societies, are estimated issues concerning the teaching proces in the local language as well 3.In the field, during the school performance evaluation, including personal contacts and debates with representatives of the Parents’ Council, Pupils’ Parliament, School Board. Three methods are included as follows: 1.Designing the Curriculum 2.Through the methodology of external evaluation of educational work performance, is estimated religious, ethnic, gender and social status of the employees relations, the mutual trust, respect, acceptance and unity. In multiethnic societies, are estimated issues concerning the teaching proces in the local language as well 3.In the field, during the school performance evaluation, including personal contacts and debates with representatives of the Parents’ Council, Pupils’ Parliament, School Board.