LFU:online

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 deconstruct and compare two selected textbooks from the latest generation of history textbooks for the secondary school I. They should also connect the textbooks with the requests and targets of the new curriculum.

Consolidated knowledge of the theory of history didactics (historical and political competences, basic concepts, didactic principles); development of a research design for the analysis of textbooks; analysis of two textbooks from the latest generation of history textbooks for the secondary school I; development of expert knowledge regarding the legal requirements and a critical examination with the new curriculum 2016 for the secondary school I.

Lecture, reading, discussion, presentation of the research design and the results of the analysis 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.

Further literature will be announced in the course.

For advanced students!