CITANKA ZA 3 RAZRED GIMNAZIJE PDF

Čitanka () (Group of authors) Čitanka za 3. razred gimnazije (Zagreb: Školska knjiga). Dujmović-Markus, Dragica, and Sandra Rosetti-Bazdan (). DOWNLOAD CITANKA ZA 3 RAZRED SREDNJE SKOLE Texas, Volume 3: Nell’s Cowboy & Lone Star Baby (Heart of Texas #) – How to Make Your. DOWNLOAD CITANKA ZA 3 RAZRED SREDNJE SKOLE. Page 1 Your Tinnitus In 3 Days or Less? – Horoscope & Astrology Leo: The Complete.

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Textbooks I consulted writing this paper cover almost entire XX century so it was possible to detect some similarities and differences towards this matter.

Istorija Osmanskog Carstvaed. For period after the World War the Second I consulted two [8] textbooks used in the period betweenfor elementary school, and three textbooks used from to nowadays [9].

But, through the rational use of natural and social potentials, our economy has good conditions for development.

Feudal obligations of the raya were, in the beginning, less unbearable than these given to domestic gentlemen in the period before Ottoman conquest.

Even if having been finished, historically, somewhere deep in history?

Excerpts from the sources refers mostly to sufferings and unbearable terror over the Christians. Strugar, Istorija za 7. I was in a position to use these materials by kindness of D. Thus, the myth razrde born: According to authoritative theories [2] of the myth as a phenomenon of great importance for human society, the most important characteristic cltanka social function of the myth is explication of the facts, whether natural or cultural.

The guilt for misfortunes and failings is regularly found in cruel otherness. Sometimes the myth gets also the form of joke: In these works there could be find a lot of story but lack of history! And, of course, our youths were favorite because of their moral and physical superiority. Ottoman Empire is presented as unstable state, descending into corruption, with permanent aggravation of a position of the Christians.

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In the view of this example, it is interesting to mention another general remark given by the author of the textbook: Stojanovic, who took part on the conference. It also supports the mythical character of the question. Of course, it cannot be explicitly presented in History textbooks, but what happens, for instance, in Geography textbook [12] for III grade of gymnasium, which is my favorite one?

According to one it was every year, another believes that it was in every fifth, and maybe in every seventh year.

Školski pribor

It is particularly emphasized in history textbook for the first grade of gymnasium. This, let me say, spiritual yoke is mirrored, as it is mostly acceptedin low level of social life of the state, spreading from corruption and backwardness in the economy and administration, over the entirely peculiar, oriental taste in the music, up to the unclean public water closets.

Jugovic, Istorija srednjeg veka za vise razrede gimnazijeBeograd Grubac, Istorija za 7.

Given in the simplest interpretation, the myth could be displayed as such: The effects of such simplified interpretations are at least expectable and in their basis logical: I will not enter the discussion about ideological changes clearly evident, but some of them are to be mentioned. Such ignorance is not regarded as a problem, because there are poetic descriptions of event, just enough to replace the lack of knowledge.

If accepted, these interpretations introduce one logical question: From my point of view even if originally self-made this myth supported by irresponsible relation towards the truth is useful as an element of national cohesion. Corovic, Istorija SrbaNis Lesson which is supposed to inform the students about population of Yugoslavia gives historical account about migrations toward the Balkans. Without intention to be cynic or to diminish its importance, it should be honest and confess that, except the general remarks about severity of the Turks, nothing about devshirme is understandable for the students.

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See references in the end of the text. My intention is to explain the mythical characteristics of the problem such defined, to show how it functions as a myth.

jani :: Chitanka za 2 razred srednje skole pdf

The image remains negative at all. This textbook allows to get more measured picture about Ottoman period, but more emotional, too, when compared with textbooks from period after The World War the Second, including modern textbooks. From historiography through educational system, myth is transferred to the people. Mihailovic, Poznavanje prirode i drustva za citana. Possible upper time-borders are also, or All these questions are involved with or without serious reason in this problem, involved by historians, politicians, scientists, common people making almost inevitable the fact that it is impossible to make chronological frame within could be precisely defined duration of Ottoman period of Serbian history.

Examples are numerous, and it is impossible to mention them all. This point is suggested in the title of the work.

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Not even a word was spoken about some political or cultural successes of Ottoman Empire. Why Is This a Myth? Analysis was made by Gimnzije. Pregled istorije jugoslovenskih narodaI-II, Beograd