Unteaching 'Great Men' History: Strategies for Introducing Social History to Undergraduate Students in Post-Soviet Armenia

• In Event: Contested Narratives: Education, Identity, and Politics in the Post-Soviet Era (Cases of Armenia and Russia)

Abstract

Teaching a university-level course on social history in the Republic of Armenia presents a significant challenge. At the beginning of each academic year, students often arrive with the preconceived notion that history is predominantly the history of “Great Men.” In this view, kings, generals, and politicians are seen as the primary agents shaping the course of events. Consequently, students assume that history should focus primarily on these figures and the political, military, and diplomatic domains they represent. In essence, their perceptions are fundamentally at odds with the core principles of social history, which guide students through the histories of ordinary and marginalized groups. Social history primarily examines non-political, non-military, and non-diplomatic aspects of the past, focusing on topics often considered “trivial,” such as food, medicine, or cultural perceptions—subjects traditionally overlooked by conventional historiographies. This paper outlines several strategies of refutational teaching as a means of introducing students to the significance of social history. These strategies involve in-class, student-centered group activities that present participants with small, manageable challenges. The paper argues that such activities have the potential to shift students’ attitudes toward history and foster a learner-oriented exploration of unconventional historical topics. These strategies are straightforward and, with minor adjustments, can be adapted for use across various academic levels, from secondary school to post-secondary education.

Author

• Tigran Matosyan, American U Armenia (Armenia)