Methodological suggestions and concrete tasks for working with this book at school and university level

Let us venture the following thesis: the text on the history of the Crusades presented here in an international comparison works well for a de-constructive, analytical examination. The central question is how the history of the Crusades is narrated in the selected historical cultures. Here, the question is not how students create historical meaning for themselves (based on their individual interpretations of the sources). The comparison-analytical approach presented here finds solid grounding in the dimensions of historical learning mentioned earlier. ¹