Učit dějepis jinak? Letní samostudium historické gramotnosti (nejen) pro začínající učitele

This article deals with a model case of a history teacher who would like to teach alternatively, as he has experienced that a mere transmission of historical facts within deeprouted narratives attracts little attention from his students. However, what does it mean to introduce history as a school subject alternatively? The teacher rediscovers the principles of constructivism in education, as they allow for the implementation of inquirybased learning in school lessons, which leads students to actively fulfil the specific tasks. They develop skills like analysing primary evidence and figuring out how to contextualize it, and in the end, they are led to adopt the knowledge that can be recognized as historical literacy or historical thinking. This text discusses practical issues (the curriculum, planning the schoolwork according to Bloom’s taxonomy, and others) that the teacher faces while preparing her alternative lesson on history when the new school year starts. How can he teach such a lesson and evaluate it afterwards, if such a teaching decision should be possible and hopefully more effective than traditional history teaching?