‘No, no, the Cold War was not that dramatic’: A case study on the use of a drama task to promote Dutch secondary school students’ historical imagination

Imagining what it was like to live in the past may help secondary school students understand historical developments and situations. In this case study, opportunities of a drama task are explored by using mixed-method approach. small groups, Dutch 14–15-year-old examined sources produced short film clip on daily life Netherlands during Cold War. Results indicated that both their teacher perceived as motivating. The group discussions were rich on-task utterances, reported they thought valuable for gaining insight into thoughts feelings people past. However, clips relatively poor information, assessment proved be challenge teacher.