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Lecturer(s)
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Course content
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1.The Position of History in the Framework Educational Program (FEP) ? Educational Area: Human and Society 2.History and Natural Sciences 3.History and Languages 4.History and Arts Education 5.Use of Narrative Sources in History Lessons 6.History and Programs such as Critical Thinking, Face To Face, Disappeared Neighbors, etc. 7.Use of Maps in History Lessons 8.Historical Knowledge and Skills in Relation to Students? Age and the Continuity of History Teaching Across Educational Levels
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Learning activities and teaching methods
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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 to help graduates appreciate the possibilities and benefits of multiperspective history teaching. A key focus is the management of both vertical and horizontal interdisciplinarity. The course further develops different concepts of school history education, with a particular emphasis on project-based learning. It seeks connections among various school subjects?especially between history and geography, literature and other arts, languages, as well as natural sciences and modern communication technologies.
The student will actively participate in the seminar work. The student maps historical knowledge in the selected region, cooperates with memory institutions. The student is oriented in dealing with the past in public space. The student is able to use knowledge of dealing with history in the selected environment to create an interdisciplinary project based on discovering the local past.
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Prerequisites
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The student completes the course Interdisciplinary Relations in History I and is able to prepare materials (historical sources) based on basic historical research for their use in school practice (school historical source).
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Assessment methods and criteria
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unspecified
-The student prepares partial presentations on individual topics in both written and oral form. -The student participates in discussions as both moderator and participant. -The student coordinates their activities with fellow classmates. -The student will analyze several educational materials. -The student will be able to design a project that integrates cooperation among multiple topics and various educational subjects.
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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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DVOŘÁKOVÁ, M. Projektové vyučování jako možnost integrace obsahu vzdělávání.
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Havlůjová Hana Najbert Jaroslav. Paměť a projektové vyučování v dějepise. Praha, 2014. ISBN 978-80-87912.
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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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VALENTA, J. a kol. Pohledy. Projektové vyučování. Praha, 1997.
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