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Detailed knowledge of the theory of the history didactics; students are able to independently create annual plans for the 5th to the 8th grade of secondary school respectively plan teaching units and prepare the students for the competence-oriented final examination; developing the ability to put the theoretical and methodical knowledge into practice by means of concrete topics and prepare questions for the oral final examination.

Consolidation of the theory of the history didactics; creation of annual plans and teaching units for the 5th to the 8th grade of secondary school II 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.