English subtitles for clip: File:Arbetssättet i Välkommen till min plats.webm

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The basic idea of this project

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came to us by realizing that

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when students work with history

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– and not only students,
but really for most people –

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it feels like something very 
distant,

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not only distant in time
but also in space.

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Students read about big processes
like industrialization,

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the first world war,
or urbanization.

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There are many hard, big words, 
and they

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seldom have to do with me
or with what I recognize.

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From here we got the idea to start

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to work with students from a

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very close perspective, and that 
specific places

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are something 
with which one has connections.

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It is possible to start with
other things

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that I know well,

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like interests, or so. 

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But the place connects the class
as the school

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is located on a specific place.

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There are many advantages I think

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of starting with the small things,
that are close to the students.

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Above all, I think history

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becomes much more concrete
if you start there.

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It is not abstract, not far away,
not long ago

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but here and now. 

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To start there, and then to slowly
build the larger

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history from the small facts, 
seeing the connections.

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I think that is a great 
advantage of this method.

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A simple example to use,

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anywhere in this country,

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that's the church,

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with its long history.

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Almost everywhere in Sweden,
there is an old church. Start there!

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You can stroll around in the churchyard,

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and read on the gravestones. 

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That's fantastic! 

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Find titles, human beings.

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You see when they were born
and died.

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Already there, we have history,
a local history, with real humans.

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They may not be alive,
but they have lived here.

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That's something to think about!

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Why are there so many smiths
at this churchyard?

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Why is that? 

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Does that have something to do
with the local mill?

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Why are there so many homestead owners?

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And what is a homestead?

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That's a place to start!

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The church and its yard are splendid
places to start local history on.

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To a large extent, this project
is all about

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understanding what history is
and how it is created.

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That history is not the always the same,
something given that's just there,

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but that it is –  all the time
– created by people,

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has been created by people
and is created by people,

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influenced by time, and so on.

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And that historical sources
may be of different types.

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They can be images, texts.

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And indeed stories. 

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That is where "Platser.se" as platform
enters the picture,

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as an important place
where one can compile those 

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stories which do not have

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a place in the history book
or the encyclopedia,

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but that still is a story of the place. 

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By letting the students
tell their own story there,

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or that of someone else 
that they have interviewed, 

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they contribute to the preservation
of the immaterial cultural heritage. 

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By doing this, they do

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an important historic contribution,

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a real collection as a contribution

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to future historians. 

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With a pedagogical project
there is of course

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a learning perspective, that the
students should learn something new.

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They should learn about the nearby region,
how to search for information,

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source criticism, and so on.

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But indeed, that is something
we as adults

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could learn from as well, especially 
how to regard the world we live in. 

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And I think that the historical 
perspective in itself

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plays an incredibly important role
when it comes to

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identity, belongingness, and such things.

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In Stockholm, the suburbs are often
seen as something

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that had a history a long time ago

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but after that, a large white space,

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until history started again
with the bulding of the Million Programme

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and the Million Programme is often 
spoken of

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as the constant teenager.

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But I believe that through this kind
of projects

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you can actually get
another view of where you live

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and your place in history.

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That is something that encourages
me to work,

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the democratic right for
everyone living in a place

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to feel that you are a part
of that place's history. 

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The idea with this project 
consists of several parts.

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One part is the historical 
consciousness,

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to understand how history is created
and used, and be a part of that.

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We have done that through starting in
our days, in what's close, where you are now,

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and how you experience that,

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from there look back towards
a past which

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spacially is close
but past us in time

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and then look forward,
ponder the thought that this place 

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will remain, and that other things will
happen here

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after I have left it.

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This is the "process of 
historical consciousness",

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to understand that I am a part of history
and its processes.

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The other part is source criticism,

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to search for information in different 
sources,

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different places, books and online,
and so on.

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To value the sources: can I trust
this source, and why? 

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And when I can trust it,
re-use it,

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and explain for someone else that

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this source is trust-worthy, 
I have valued it. 

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And for the more practical parts,
to be able to cite a source,

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be able to explain where I found it 
and how to use it.