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Detailed knowledge of the theory of the history didactics; knowledge of the new curriculum (2016) for the secondary school I and its theoretical foundations; students are able to independently create the teaching modules and to implement the theoretical and the methodological knowledge into practice.

Consolidation of the theory of the history didactics; knowing the principles of the history didactics and working with basic concepts. Planning of the nine modules for 2nd grade of secondary school I (AHS/NMS) by means of concrete topics, according to the curriculum. Concepts will be tried out, discussed and reflected. Special emphasis is put on the independant creation of usefull work tasks in consideration of the historical concepts.

Lecture, reading, discussion, presentation of teaching units by the students, reflection.

Classes with continuous performance assessment: attendance at all sessions, regular and active participation in discussions, oral presentation and handout, didactic seminar paper (min. 10 pages).

Günther-Arndt, Hilke/ Meik Zülsdorf-Kersting (Hg.) (2014⁶): Geschichtsdidaktik. Praxisbuch für die Sekundarstufe I und II. Berlin: Cornelsen.

Körber, Andreas/ Waltraud Schreiber/ Alexander Schöner (Hg.) (2007): Kompetenzen historischen Denkens. Ein Strukturmodell als Beitrag zur Kompetenzorientierung in der Geschichtsdidaktik. Neuried: Ars una.

(http://www.ku.de/fileadmin/140205/Publikationen/Sonderdruck_Kompetenzen_2Auflage.pdf)

Kühberger, Christoph (2015³): Kompetenzorientiertes historisches und politisches Lernen. Methodische und didaktische Annäherung für Geschichte, Sozialkunde und Politische Bildung. Innsbruck: Studienverlag.

Pandel, Hans-Jürgen (2013): Geschichtsdidaktik. Eine Theorie für die Praxis. Schwalbach/Ts.: Wochenschau Verlag.