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Lecturer(s)
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Course content
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1.The Role of School History in the Context of History as an Academic Discipline 2.The Role of School History in the Context of the Czech Educational System 3.The Role of School History in the Context of Historical Culture: Social Frameworks of Collective Memory in Czech Society 4.Place-Based Approaches to School History (Local, National, Regional, and General History) 5.Horizontal Interdisciplinarity ? History in the Context of the Educational Area ?Man and Society? 6.Vertical Interdisciplinarity ? History and Civics (Vlastivěda) 7.Internal Interdisciplinarity ? History and the World of Historiographical Disciplines in Schools 8.Interdisciplinarity According to the FEP: Cross-Curricular Themes Distance Learning Topics: 1.The Project as a Practical Implementation of Interdisciplinarity 2.Project Scaffolding: Subject-Specific (Historical) 3.Project Scaffolding: Locally Defined 4.Project Scaffolding: Comparison of Historical Approaches 5.Projects in Czech Schools ? Practical Inspiration
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Learning activities and teaching methods
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unspecified, unspecified, unspecified, unspecified, unspecified, unspecified
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Learning outcomes
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Based on the updated Framework Educational Programs (FEP) and their implementation in School Educational Programs (SEP), the course explores intersections between various fields of modern history (e.g. art history, history of technology; local, national, regional, and general history), aiming to help its participants recognize the possibilities and advantages of a multiperspective approach to history teaching. A key focus is on managing vertical interdisciplinarity (the continuity of history education across different school levels) and horizontal interdisciplinarity (cooperation between educational subjects, especially within specific educational areas). The course further develops concepts of project-based learning. Last but not least, it addresses the potential of extracurricular and field-based teaching ? in museums, galleries, historical sites ? and in virtual environments such as the internet.
The student: 1.Demonstrates knowledge of contemporary concepts in historiography. 2.Is familiar with the organization of Czech secondary schools (levels II and III). 3.Develops communication skills and is able to moderate discussions. 4.Transforms knowledge of history as a scientific discipline into the school environment.
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Prerequisites
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The course builds upon the following subjects: Introduction to the Study of History ? KHI/KBH48 History Didactics ? Practical Exercises ? KHI/KBH67 Reflective Seminar on Teaching Practice ? KHI/PBH68 The course is conducted in cooperation with the following subjects: History Didactics ? KHI/KMU10 Preparatory Seminar for Teaching Practice ? KHI/KMU12 Continuous Teaching Practice ? KHI/KMU13 Historiography ? KHI/KMZ10
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Assessment methods and criteria
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unspecified
The student prepares a project proposal focused on the use of local history, primarily based on professional historical analysis and a selected approach from contemporary historiography. The student analyzes various forms of project-based learning. The student is able to describe the diverse outcomes of project-based learning.
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Recommended literature
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ČERNÍN, David, GRACOVÁ, Blažena; STEFAN, Michael a TOMEČEK, Slavoj. Dějepis mezi vědou a vyprávěním. Ostrava. 2023.
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Märc Josef. Dějepisné výzvy mezioborovým vztahům. Ústí nad Labem, 2010. ISBN 978-80-7414-257-.
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Märc Josef. Žena jako subjekt a objekt dějepisného vyučování. Ústí nad Labem, 2010. ISBN 978-80-7414-367-0.
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Stradling Robert. Multiperspektivita ve vyučování dějepisu: příručka pro učitele. Praha, 2004.
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