Educational Content of Historical Literacy in Lithuanian and Foreign Theoretical Didactics and the Core Curriculum for Lower Secondary Education

Abstract

The article analyses the content of historical literacy and its compliance with the requirements applied to history education in the present-day Core Curriculum for Lower Secondary Education. The proposed new paradigm consistent with the content of the Core Curriculum will contribute to historical literacy as a learning outcome. By referring to the studies by contemporary foreign and Lithuanian researchers of history didactics, Lithuanian and foreign (Australian and Canadian) curricula of history, the article examines the content of historical literacy and presents the comparative analysis of the requirements for historical literacy set out in the Core Curriculum.