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HTY 224 Bulgarian History (681-1990): Home

About the Guide

There are several levels of instruction in history:

1. The subject matter – facts, people, places, events, dates;

2. Interpretation;

3. Research and analytical skills students must learn to find information and create their interpretations.

This guide is created to instruct students taking HTY301 Falsifications in History those research and analytical skills needed to find, evaluate and use information effectivelly.

General Information about the course

The aim is to cover both chronologically and topically major events of Bulgarian history : Bulgarian Medieval States; Modern Times : Bulgarian Society during the Revival Period, Capitalism and Nationalism in Bulgaria; and the most recent controversial history – Communist rule in Bulgaria. Less known topics such as “Minorities in Bulgaria” receive a specific attention during the class.

The course emphasizes on broader regional and European context for better understanding of the historical development of Bulgaria.

Goals and objectives

This class Bulgarian history 681-1990 introduces a variety of topics, to make the students aware and learn about the most influential trends in Bulgarian history.

The course is designed to help save students from the dangers of too narrow a focus on both historical and contemporary events in Bulgarian history. Knowledge of historical context provides a deeper and more sophisticated understanding of the pre-modern and modern world and the Bulgaia’ place in it.

The course also guides students towards thinking about “hidden” topics, for example establishment of the Communist rule and the treatment of minorities in Bulgaria.

Through studying Bulgarian past, the student:

• Sees the specific role and place of Bulgaria in South-Eastern Europe;

• Understands the formation of Bulgarian national and cultural identities.

• Is exposed to the cultural heritage of the peoples of the region – Bulgarians, Greeks, Turks, Armenians, Jews, Gypsies, Karakachanis, etc.

• Develops a broader context to understand his/her’s own history;

• Becomes aware of the theory and practice of the creation of stereotypes (ethnic, gender, religious and political), and becomes more critical of their use in the public sphere;

• Is exposed to the methodological differences between the study of history and memory.

Exercise

Subject Guide