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Lecturer(s)
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Course content
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1. Didacticized source - concept, possibilities, practice 2. Use of written text in the classes of history 3. Use of iconic material in the classes of history 4. Use of film in the classes of history 5. Possibility of teaching outside of school, cooperation with other institutions. 6. Locally limited approaches to teaching history at schools (local, national, regional history) 7. Specifics and possibilities of teaching Prehistoric and Ancient periods 8. Specifics and possibilities of teaching Middle Ages 9. Specifics and possibilities of teaching Modern History till the end of the 18th century 10. Specifics and possibilities of teaching Modern History 11. Specifics and possibilities of teaching the 20th century 12. Evaluation, verifying and testing in teaching history 13. Teaching history on the internet (specialized pages, foreign servers, DUM - digital teaching materials, etc.) 14. Planning and preparation for classes of history History teacher and practice - a visit to school Teaching history and controversial topics Teaching styles and their realization
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Learning activities and teaching methods
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unspecified, unspecified, unspecified, unspecified, unspecified, unspecified, unspecified
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Learning outcomes
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The present-day state of the didactics of history or the school history enables us to deepen the theoretical knowledge of the students and at the same time allows them to gain practical skills in various activities needed for teaching history. The students will have an overview of the basic concepts, techniques, methods of didactics of history from foreign countries as well as from Czech Republic. The teaching helps us to learn the practical outputs used at Czech schools. The students will also have the possibility to visit schools and attend classes for children there.
The student is able to create various kinds of materials for practical use in the class (worksheet, discussion web, portfolio). The student knows and manages various teacher's roles in the discussion (moderator, partaker, record-keeper, expert). The student can create a programme which allows coordination of history class with other subjects of education. The student will describe the rules of creating educational projects. The student is building his own personal teaching style.
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Prerequisites
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The subject follows the Introduction into the didactics of history, Didactics of History I or Interdisciplinary relations I (KHI 481). The student uses skills learned in the subject of General didactics, or in PVK connected with this subject, or other subjects of pedagogy and psychology. The student is expected to have knowledge of history in the scope of bachelor's degree.
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Assessment methods and criteria
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unspecified
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Recommended literature
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Beneš Zdeněk, Gracová, Blažena. Průcha, J. Sondy a analýzy. Učebnice dějepisu ? teorie a multikulturní aspekty edukačního média.. Praha, 2008.
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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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Havlůjová Hana Najbert Jaroslav. Paměť a projektové vyučování v dějepise. Praha, 2014. ISBN 978-80-87912.
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Hudecová Dagmar. Analýza dějepisných vzdělávacích programů ve vybraných státech Evropy a její výsledky. Praha, 2006.
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Labischová, Denisa - Gracová, Blažena. Příručka ke studiu didaktiky dějepisu. Ostrava, 2008. ISBN 978-80-7368-584-3.
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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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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. Jak učit evropské dějiny 20. století. Praha, 2003.
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Stradling Robert. Multiperspektivita ve vyučování dějepisu: příručka pro učitele. Praha, 2004.
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