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Lecturer(s)
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Course content
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1. Practical workshop IV.: didactic figures II. 2. Didactic analysis and its use in history 3. Didactic source - concept, possibilities, practice. Use of written texts in history lessons 4. Use of iconic material in history lessons 5. Use of film in history teaching 6. Use of digital technologies in history teaching 7. Possibilities of teaching outside school, cooperation with other institutions 8. Practical workshop V.: organization of didactic figures within the teaching unit 9. Specifics and possibilities of teaching prehistory and antiquity 10. Specifics and possibilities of teaching the Middle Ages 11. Specifics and possibilities of teaching the modern era until the end of the 18th century 12. Specifics and possibilities of teaching modern history 13. Specifics and possibilities of teaching the 20th and early 21st centuries 14. Practical workshop VI.: organization of didactic figures within the thematic unit
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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 current development of history didactics, or rather school history, the subject deepens students' theoretical knowledge and at the same time enables them to acquire practical skills in various activities necessary for teaching history, especially in practical workshop lessons that are focused on the preparation and implementation of model lessons. The student gains an overview of the basic concepts, techniques, and methods of history didactics, especially from the contemporary Czech environment. The teaching allows them to become familiar with practical outputs used in Czech schools. The teaching also takes place within the framework of observation visits at individual school facilities. The key topics are the concepts of critical thinking, historical literacy, and research-oriented teaching.
The student: 1) demonstrates the ability to conduct didactic analysis in relation to the selected didactic unit 2) is able to create didactic sources of various types 3) deepens communication skills and is able to moderate discussions 4) is able to create teaching figures 5) is able to organize teaching figures within larger teaching units
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Prerequisites
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The course is a continuation of the courses: Didactics of History I. KHI/PMU10 The course is conducted in cooperation with the courses Interdisciplinary Relations of History II. KHI/PMU21 Continuous Pedagogical Practice at the 2nd Grade of Elementary School KHI/PMU22 The student is able to use basic technological skills in working with a computer.
KHI/PMU10
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Assessment methods and criteria
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unspecified
The student creates a portfolio of basic outputs for a predetermined, selected thematic unit. This portfolio is defended in a student colloquium, in the moodle application environment. After a successful defense, the student passes an oral exam, the first part of which is based on both theoretical and practical reflection of the portfolio. In the second part, the exam tests the student's ability to discuss professionally anchored problems in history teaching.
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Recommended literature
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Činátl Kamil, Pinkas Jaroslav. Dějiny ve filmu. Film ve výuce dějepisu.. Praha, 2014. ISBN 978-80-87912-11-9.
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Gracová Blažena. Příručka ke studiu didaktiky dějepisu. Ostrava, 2010.
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Havlůjová Hana Najbert Jaroslav. Paměť a projektové vyučování v dějepise. Praha, 2014. ISBN 978-80-87912.
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Lencová Hana, Märc Josef. Brána školního dějepisu otevřená. Ústí nad Labem, 2012. ISBN 978-80-7414-451-6.
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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. Mystifikace dějinami, mystifikace ve výuce dějin. Ústí nad Labem, 2010. ISBN 978-80-7414-266-6.
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Märc Josef. Stereotypy a mýty v dějepisném vyučování. Ústí nad Labem, 2008. ISBN 978-80-7414-032-7.
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Seixas, Peter, Morton, Tom. The Big Six: Historical thinking concepts. Toronto, 2013. ISBN 978-01-7654-154-5.
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