1. A collection of nineteenth-twentieth century wall charts, used in European classrooms, can be found at:


Anderson, B. (1983). Imagined Communities. Reflections on the Origin and Spread of Nationalism. London: Verso.

Barton, K. C., & Levstik, L. (2004). Teaching History for the Common Good. Mahwah, NJ: Lawrence Erlbaum.

Berger, S. (Ed.). (2007). Writing the Nation. A Global Perspective. Basingstoke: Palgrave Macmillan.

Black, J. (2005). Using History. London: Hodder Arnold.

Cajani, L., & Ross, R. (Eds.). (2007). History Teaching, Identities and Citizenship. Stoke on Trent: Trentham Books.

Carretero, M. (2011). Constructing Patriotism. Teaching History and Memories in Global Worlds. Charlotte, NC: Information Age Publishing.

Cunningham, D. L. (2007). Understanding Pedagogical Reasoning in History Through Cultivating Historical Empathy. Theory and Research in Social Education, 35(4), 592-630.

Davis Jr., O. L., Yeager, E. A., & Foster, S. J. (Eds.). (2001). Historical Empathy and Perspective Taking in the Social Studies. Oxford: Rowman & Littlefield Publishers, Inc.

De Bruijn, P. (2014). Bridges to the Past. Historical Distance and Multiperspectivity in English and Dutch Heritage Educational Resources. Ph.D. thesis, Erasmus University Rotterdam.

De Groot, J. (2008). Consuming History. Historians and Heritage in Contemporary Popular Culture. London, UK: Routledge.

Eltis, D., & Engerman, S. L. (Eds.). (2011). The Cambridge World History of Slavery Volume 3: AD 1420-AD 1804. Cambridge: Cambridge University Press.

Erdmann, E., & Hasberg, W. (Eds.). (2011). FacingMapping—Bridging Diversity. Foundation of a European Discourse on History Education. Wochenschau Verlag: Schwalbach.

Gillis, J. R. (Ed.). (1994). Commemorations: The Politics of National Identity. Princeton, NJ: Princeton University Press.

Grever, M. (2010). History Wall Charts: Scenes from a Shared European Past or Images of History Learning in Europe? EUROCLIO Bulletin, 30, 64-69.

Grever, M. (2011). Geschichtsschulwandbilder im Internet. Ein digitalisiertes Erbe europaischer Bildungsgeschichte [History Classroom Wall Charts on the Internet. A Digitized Heritage of European Educational History]. Zeitschriftfur Museum und Bildung, 73, 44-55.

Grever, M., & Stuurman, S. (Eds.). (2007). Beyond the Canon. History for the Twenty- First Century. Basingstoke: Palgrave Macmillan.

Grijzenhout, F., Van Sas, N., & Velema, W. (Eds.). (2013). Het Bataafse experiment. Politiek en cultuur rond 1800 [The Batavian Experiment. Politics and Culture around 1800]. Vantilt: Nijmegen.

Haydn, T. (2010). History Teaching and ICT. In I. Davis (Ed.), Debates in History Teaching (pp. 236-248). London, UK: Routledge.

Haydn, T. (2013). What Does It Mean “To Be Good” at ICT as a History Teacher. In T. Haydn (Ed.), Using New Technologies to Enhance Teaching and Learning in History (pp. 6-28). London, UK: Routledge.

Herzog, T. (2012). How Did Early-modern Slaves in Spain Disappear? The Antecedents. Republics ofLetters: A Journal for the Study of Knowledge, Politics, and the Arts, 3(1), 1-7.

Hobsbawm, E., & Ranger, T. (Eds.). (1983). The Invention of Tradition. Cambridge, UK: Cambridge University Press.

Hondius, D. (2011). Access to the Netherlands of Enslaved and Free Black Africans: Exploring Legal and Social Historical Practices in the Sixteenth-Nineteenth Centuries. Slavery & Abolition, 32(3), 377-395.

Hoy, A. W., Davis, H., & Pape, S. (2006). Teacher Knowledge and Beliefs. In P. A. Alexander & P. H. Winne (Eds.), Handbook ofEducationalPsychology (pp. 715-737). Mahwah, NJ: Erlbaum.

Husbands, C. (2011). What Do History Teachers (Need to) Know? In I. Davies (Ed.), Debates on History Teaching (pp. 84-95). London, UK: Routledge.

Husbands, C., Kitson, A., & Pendry, A. (2003). Understanding History Teaching (pp. 66-94). Maidenhead: Open University Press.

Jonker, E. (2012). Reflections on History Education: Easy and Difficult Histories. Journal ofEducational Media, Memory, and Society, 4(1), 95-110.

Klein, S. (1995). Patriots Republikanisme. In Politieke Cultuur in Nederland 1766-1787. Amsterdam: Amsterdam University Press.

Klein, S. (2010). Teaching History in the Netherlands: Teachers’ Experiences of a Plurality of Perspectives. Curriculum Inquiry, 40(5), 614-634.

Lee, P., & Ashby, R. (2001). Empathy, Perspective Taking, and Rational Understanding. In O. L. Davis Jr., A. E. Yeager, & S. J. Foster (Eds.), Historical Empathy and Perspective Taking in the Social Studies (pp. 21-50). Oxford: Rowman & Littlefield Publishers, Inc.

Lechner, F. (2008). The Netherlands. Globalization and National Identity. London, UK: Routledge.

Levesque, S. (2008). Thinking Historically. Educating Students For the Twenty-First Ccentury. Toronto: University of Toronto Press.

Lorenz, C. (2010). Unstuck in Time. Or: The Sudden Presence of the Past. In K. Tilmans, F. van Vree, & J. Winter (Eds.), Performing the Past. Memory, History, and Identity in Modern Europe (pp. 67-102). Amsterdam: Amsterdam University Press.

Los, W. F. (2012). Remembering or Forgetting? Accounts of the Recent Revolutionary Past in Early Nineteenth Century History Textbooks. Journal of Educational Media, 4(1), 20-39.

Nimako, K., & Willemsen, G. (2011). The Dutch Atlantic: Slavery, Abolition and Emancipation. London: Pluto Press.

Nora, P. (1984-1992). Les lieux de memoire (7 vols.). Paris: Gallimard.

Oostindie, G. (2009). Public Memories of the Atlantic Slave Trade and Slavery in Contemporary Europe. European Review, 17(3-4), 611-626.

Oostindie, G. (2011). Postcolonial Netherlands. Sixty-Five Years of Forgetting, Commemorating, Silencing. Amsterdam: Amsterdam University Press.

Rigney, A. (2000). Introduction: Values, Responsibilities, History. In A. Rigney & J. Leerssen (Eds.), Historians and Social Values (pp. 7-15). Amsterdam: Amsterdam University Press.

Rigney, A. (2010). When the Monograph Is No Longer the Medium: Historical Narrative in the Online Age. History and Theory, 49, 100-117.

Tosh, J. (2008). Why History Matters. Basingstoke, UK: Palgrave Macmillan.

Savenije, G. (2014). Sensitive History under Negotiation: Pupils’ Historical Imagination and Attribution of Significance While Engaged in Heritage Projects. Ph.D. thesis, Erasmus University Rotterdam.

Seixas, P., & Morton, T. (2013). The Big Six Historical Thinking Concepts. Toronto: Nelson Education Ltd.

Smith, L., Cubitt, G., Fouseki, K., & Wilson, R. (Eds.). (2011). Representing Enslavement and Abolition in Museums. Ambiguous Engagements. London: Routledge.

Stradling, R. (2003). Multiperspectivity in History Teaching: A Guide for Teachers. Strasbourg: Council of Europe.

Symcox, L., & Wilschut, A. (Eds.). (2009). National History Standards. The Problem of the Canon and the Future of Teaching History. Charlotte, NC: Information Age Publishing.

Van Boxtel, C., & Grever, M. (2011). Between Disenchantment and High Expectations. History Education in the Netherlands, ca. 1968-2008. In E. Erdmann & W. Hasberg (Eds.), FacingMapping—Bridging Diversity. Foundation of a European Discourse on History Education. Schwalbach: Wochenschau Verlag.

Van Drie, J., & Van Boxtel, C. (2008). Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning About the Past. Educational Psychology Review, 20, 87-110.

Van Sas, N. (2004). De metamorfose van Nederland. Van oude orde naar moderniteit 1750-1800 [The Metamorphosis of the Netherlands. From the old regime to modernity 1750-1800]. Amsterdam: Amsterdam University Press.

Van Stipriaan, A. (2001). The Long Road to a Monument. In G. Oostindie (Ed.), Perspectives on the Commemoration of Slavery from Africa, the Americas and Europe (pp. 118-122). Kingston: Ian Randle Publishers.

Van Stipriaan, A. (2007). Disrupting the Canon: The Case of Slavery. In M. Grever & S. Stuurman (Eds.), Beyond the Canon,. History for the Twenty-First Century (pp. 205-219). Palgrave Macmillan: Basingstoke, UK.

Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher Knowledge and the Knowledge Base of Teaching. International Journal of Educational Research, 35, 441-461.

Wils, K., & Verschaffel, T. (2012). Longing for the Present in the History of History Education. Paedagogica Historica: International Journal of the History of Education, 48(6), 41-799.

Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts. Charting the Future of Teaching the Past. Philadelphia, PA: Temple University Press.

Zerubavel, E. (2003). Time Maps. Collective Memory and the Social Shape of the Past. Chicago, IL: The University of Chicago Press.

Websites (Accessed April 22, 2015)

Dutch websites Website (Dutch) designed by The National Institute for the Study of Dutch Slavery and its Legacy (educational website TYPE B). Slave Trade in the Atlantic World (Dutch/English) was a collaborative effort of Erasmus University Rotterdam, The Royal Tropical Museum Amsterdam, NiNsee, and history teachers in secondary schools (educational website type B). Website designed by the Zeeland Archive which holds the archival records of the most important slave trading companies in the province of Zeeland (educational website type B). Website on slavery and music from the Royal Tropical Museum Amsterdam (educational website type B). The topic of slavery in the official Canon of the Netherlands (educational website TYPE A). Website with collection designed by the Amsterdam municipal archive (heritage portal). eeuw Website with collection of Amsterdam Museum (heritage portal). Website of the Dutch Public Broadcasting Company (heritage portal) with television series and additional materials. Website showing places in the city of Utrecht, connected to narratives of slave trade and slavery (local project).,4.894109&t=h&source=embed&ie =UTF8&msa=0&spn=0.025542,0.03974&mid=z_50lGRHy2eM.k0vGbMjogrkc.

Google map with locations in Amsterdam of the houses of plantation owners in 1863 (local project).

English websites (teaching material portal by six museums). (teaching material portal). Collection of materials by teachers in the UK (teaching material portal). (heritage portal). (Bristol local project). (Liverpool local project).




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