Historical and Civic Education. Topics in Didactics of History, Social Science and Civic Education

The Centers for Didactics of History, Social Studies and Citizenship Education (FDZ GSP) of the Universities of Vienna and Graz, edit the journal 'hpb - historisch politische bildung' which provides thematic dossiers on historical and political education (hpb journal). The thematic dossiers are intended to support history teachers at secondary school I and II in their planning and implementation of lessons on history and citizenship education by providing academic articles on relevant topics together with examples of process-oriented teaching design.

This scientific series aims to promote discourse between researchers in history didactics from various countries and regions in Europe. It highlights intercultural comparative studies and offers space for research on didactics of history in the Austrian, European and international context.

Published titles

• Pictures of Austria (hpb 11) - in preparation
• Industrialisation (hpb 10) - in preparation
• Cultures of Remembrance (hpb 9)
• Austria and the Revolutions of 1989 (hpb 8)
• The March of Warsaw Pact Troops into Prague in 1968 (hpb 7)
• Asylum & Migration (hpb 6)
• Environmental History (hpb 5)
• Political Parties in Austria (hpb 4)
• Political Festive Culture as Exemplified by International Workers' Day Celebrations (hpb 3)
• Representation of Women in the Public Space (hpb 2)
• State Parliaments and State Parliament Elections in Austria (hpb 1)

Content structure of publications in the hpb series

• Editorial
  Introduction to the topic and a brief description of the contents of this issue.

• Academic part
  Academic specialists introduce the current state of research on the specific topic and offer related background information that serve as a theoretical basis for specific teaching units.

• Didactic part
  Experts in the field of didactics of history present practical examples for teaching at secondary levels I and II, which build on the information presented in the academic part. The examples are theory and research-based, process-oriented, multimedia-supported and competence-oriented. The teachers from 6th to 12th/13th grade are thus offered a wide range of opportunities to develop learning designs for historical thinking and learning, for historical sense-making and for adapting the content independently in new situations. The suggestions included for lessons allow educators to teach in a process-oriented way that corresponds to current scientific knowledge.
  
  All the lesson designs are clearly structured according to the following listed criteria: approximate duration of exercise, target group, targeted skill-training for a specific competence, methods and materials used, possible forms of feedback, a process-based description of the lesson, proposal for assessment.

• Teaching materials
  Templates and suggested solutions for exercises can be found according to the teaching materials.

• Glossary
  A glossary for the subject of the journal issue summarises the most relevant technical terms.