2 hours lecture /week, a total of 22 hours per semester, combined form; (primarily full-time)

Student workload: 2L (4 credits): 11x 2 hours of direct teaching ꞊ 22 hours; 30 hours preparation for mid-term evaluation; 50 hours exam preparation. Total 102 hours of student work.

Learning methods: lecture, discussion of the topic covered; situation analysis method; e-learning.

Relevant literature:

IVANIČ, P. – PINTÉROVÁ, B.: Kapitoly z dejín Slovenska v stredoveku. Vysokoškolská učebnica. Nitra : Univerzita Konštantína Filozofa v Nitre, Filozofická fakulta, 2020 (Reviewed by J. Nemeš).

ČAPLOVIČ, D. – LUKAČKA, J. – ČIČAJ, V. – KOVÁČ, D. – LIPTÁK, Ľ.: Slovenské dejiny. Bratislava : AEP, 2000.

Recommended literature:

NEMEŠ, J. – KOŽIAK, R. (eds.): Pohanstvo a kresťanstvo. Bratislava: Chronos, 2004.

KUČERA, M.: Slovenské dejin y I. Od príchodu Slovanov do roku 1526. Bratislava : Literárne informačné centrum, 2011.

MANNOVÁ, E. et al.: Krátke dejiny Slovenska. Bratislava : AEPress, 2003.

ŠKVARNA, D. et al.: Lexikón slovenských dejín. Bratislava : SPN, 2006.

50% of the interim and 50% of the final evaluation. The continuous assessment will consist of a written test in the last lecture, from which the student can obtain a maximum of 40 points, which is 40% of the total grade. 10% of the continuous assessment can be obtained for an active approach during the semester, which will consist, for example, of asking questions in the discussion after each lecture. The student will take an oral examination during the examination period. In the oral examination, the student will draw two questions, the first on a broad historical issue and the second on a specific problem. The maximum score for both parts of the exam is 50 + 50 points. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course, you must obtain a minimum of 60% of the marks.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),

B (90-81%, very good - above average standard, the student is familiar with the issues, but critical thinking is borderline),

C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the issue, but cannot apply the knowledge gained to practice),

D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).

Slovak language

- Chronology of the development of the Middle Ages in Slovakia.

- The question of the origin of the Slavs and their occurrence on our territory.

- The Empire of Samo. The Principality of Nitra.

- Great Moravia. Personalities of Great Moravia. The Byzantine mission.

- The question of the demise of Great Moravia and the establishment of the Kingdom of Hungary.

- Hungary (especially today's Slovakia) during the reign of the Árpad dynasty.

- Hungary (especially today's Slovakia) during the reign of the Anjou dynasty.

- Louis I, the ideal of a knight king.

- Sigismund of Luxembourg and Matthias Corvinus on the Hungarian throne.

- The Jagiellonian dynasty and the Battle of Mohács.

- Medieval culture in Hungary (especially in today's Slovakia).

The course aims to introduce the essential characteristics of the medieval history of Slovakia. Students will learn about the epoch from the arrival of the Slavs to the Battle of Mohács in 1526. Based on the acquired knowledge, they will be able to analyse the basic categories of medieval society in Slovakia and its composition. They will learn to orientate themselves in political, economic, social, ecclesiastical and cultural issues and to link them by analogy with the present. They will acquire the ability to think critically and evaluate the past objectively. They will be able to analyse this historical period, compare it with developments in other periods and reach synthesising conclusions. Emphasis is placed on orientation to the more complex problems of history. Due attention will also be paid to historical interpretations of individual events, their differentiation, and the acquisition of the ability to think in broader contexts.

Two hours lecture/week; total per semester 22 hours, combined; (primarily full-time).

Student workload:

2P (3 credits): 11x 2 hours of direct instruction ꞊ 22 hours; 20 hours of preparation for midterm assessment; 35 hours of exam preparation. Total 77 hours of student work.

Learning methods: lecture, discussion of the topic, heuristic method, situation analysis method, e-learning.

KAMENICKÝ, M. et al.: Lexikón svetových dejín. (Lexicon of World History). Bratislava : SPN, 1997 (1st edition), 2001 (2nd edition), 2003 (3rd edition). There are especially pages 30-50 and from page 146 onwards, entries focusing on the history of the Middle Ages.

MÚCSKA, V. et al.: Dejiny európskeho stredoveku I. Raný stredovek (od 5. storočia do polovice 11. storočia). (History of the European Middle Ages I. The Early Middle Ages (from the 5th century to the mid-11th century). Prešov : Michal Vasek Publishing House, 2006.

Recommended readings:

GOFF, Le Jacques: Kultura středověké Evropy. (Culture of Medieval Europe). Praha: Odeon l991.

GOFF, Le Jacques: Peníze a život.(Money and Life). Praha: Argo 2005.

TYERMAN, Christoph: Svaté války. Dějiny křížových výprav (Holy Wars. History of the Crusades). Praha: Nakladatelství Lidové noviny, 2012.

ZELENKA, Jan: Beneficium et feudum. Praha: Historický ústav 2016.

50% of the interim and 50% of the final assessment. The continuous assessment will consist of a written test in the last lecture, from which the student can obtain a maximum of 40 points, which is 40% of the total grade. 10% of the continuous assessment can be obtained for an active approach during the semester, consisting of asking questions in the discussion after each lecture. The student will take an oral examination during the examination period. In the oral examination, the student will draw two questions, the first on a broad historical issue and the second on a specific problem. The maximum score for both parts of the exam is 50 + 50 points. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course, you must obtain a minimum of 60% of the marks.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding results, the student is familiar with the subject matter, has mastered it, demonstrates a creative approach and the ability to think critically),

B (90-81%, very good - above average standard, the student is knowledgeable about the issues, but critical thinking is borderline),

C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the issue, but cannot apply the knowledge gained to practice),

D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).

Slovak and Czech languages

- The demise of the Western Roman Empire. Huns. Vandals. Visigoths. Ostrogoths. Longobards. Burgundians. Avars. Gepids. Bavarians.

- Early Middle Ages to the division of the Carolingian Empire. Treaty of Verdun (843). The emergence of the European "great nations".

- The Byzantine Empire. The Orthodox Church.

- Slavs in the early Middle Ages in the light of the sources. The emergence of Slavic states. The Norman expansion.

- Medieval Christianity. Religious orders - their importance and position in medieval society. The struggle for investiture. Bishoprics. Medieval education. Universities.

- Crusades. The Avignon captivity of the popes and the great schism.

- Mohammed and the rise of the Arab Empire. Life and culture in the Umayyad and Abbasid empires. Umayyad rule in the Iberian Peninsula.

- Political concepts in medieval Europe. History of England, France and the Holy Roman Empire. Hierarchical organisation of medieval society Individual and society. The Mongol Empire.

- Renaissance, humanism. A view of political events in the Apennine Peninsula.

- Extra-European civilisations. Overseas discoveries from 1415 to 1492.

- Economic history of the Middle Ages. Everyday life in the historical process.

The course aims to introduce the essential characteristics of the medieval world and its specificities from the end of the Western Roman Empire (476) to the discovery of America (1492). Based on the knowledge acquired, students will be able to analyse the basic categories of medieval society and its thought. They will learn about and be able to navigate the complex history of the Middle Ages. They will be able to analyse medieval European society and evaluate its historical and cultural significance for the present. Particular emphasis will be placed on acquiring knowledge in the development of Christianity and Islam. Adequate attention will also be paid to the history of Islam and non-European civilisations.

2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)

Student workload:

2P (2 credits): 11 x 2 hours of direct instruction = 22 hours; 10 hours preparation for discussions, 68 hours exam preparation. 100 hours of student work in total.

Educational methods: monological method, problem-solving exercises; discussion of the subject; e-learning

Compulsory readings:

Kolektív autorov: Dejiny Slovenska II. (1526 – 1848). Bratislava : SAV, 1987 .

BADA, Michal: Slovenské dejiny II. Bratislava : LIC, 2017.

MANNOVÁ, Elena a kol.: Krátke dejiny Slovenska. Bratislava 2004. – vybrané kapitoly

Kolektív autorov: Lexikón slovenských dejín. Bratislava : SPN, 2006 – vybrané heslá

KÓNYA, Peter a kol: Dejiny Uhorska. Prešov 2014.

Recommended readings:

DANGL, Vojtech: Slovensko vo víre stavovských povstaní. Bratislava: SPN, 1986.

DANGL, Vojtech: Vojenské dejiny Slovenska. 2. zv. (1526 – 1711). Bratislava: MO SR, 1995.

HORVÁTH, Pavol - KOPČAN, Vojtech: Turci na Slovensku. Bratislava: SPN, 1971

KAMENICKÝ, Miroslav: Cestopisy informujúce o slovenskom baníctve zo 17. a 18. storočia. In: Európsky význam slovenského baníctva v stredoveku a novoveku. Banská Štiavnica, SBM, 2010, s. 22-27.

KAMENICKÝ, Miroslav: Uplatnenie absolventov Rímskeho kolégia a Nemecko-uhorského kolégia v Ríme v katolíckych cirkevných štruktúrach v Uhorsku v 17. a 18. storočí. In: Cirkev a náboženstvo v Uhorsku v ranom novoveku. Prešov, Vydavateľstvo Prešovskej univerzity, 2020, s. 432-443

KONTLER, László: Dějiny Maďarska. Praha : Nakladatelství Lidové noviny 2001.

KOVÁČ, Dušan a kol.: Kronika Slovenska I. Bratislava: Fortuna Print, 1998.

SEGEŠ, Vladimír - VIŠVÁDER, František a kol.: Kniha kráľov : Panovníci v dejinách Slovenska a Slovákov. Bratislava: SPN, 1998.

KÓNYA, Peter (ed.): Doba kuruckých bojov. Prešov: Vydavateľstvo Prešovskej univerzity, 2014.

Leonard Stöckel a reformácia v strednej Európe. Prešov, Vydavateľstvo Prešovskej

univerzity pre Biskupský úrad Východného dištriktu Evanjelickej cirkvi a. v. na Slovensku a Cirkevný zbor ECAV na Slovensku Bardejov, 2011.

40% of the interim and 60% of the final evaluation. The student takes the test in the middle of the semester, from which he/she may obtain a maximum of 30 points. The test will focus on the material covered. In the midterm evaluation, the test will account for 30%, and 10% will be given for the active approach in lectures. This active approach will consist of asking the lecturer at least one question from the ongoing teaching. In the examination period, the student will take an oral examination. In the framework of the oral examination, the student will draw two questions. One question is a review "big" question. The other question focuses on specific personalities and events.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),

B (90-81%, very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),

C (80-72%, good - normal reliable work, the student does know his/her way around the subject, has learned the issue, but cannot apply the knowledge gained to practice),

D (71-65%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (less than 59%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically).

Slovak and Czech languages

- The Habsburgs and their policy in Hungary in the 16th century (from Ferdinand I to the end of the reign of Rudolf II): The struggles of Ferdinand I and Jan Zápolský for the Hungarian throne - The reforms of Ferdinand I. and Maximilian I - Revolt of Stefan Bockaj - Dispute of Rudolf II. with his brother Matthias.

- Turkish expansion in Hungary: the Battle of Mohács - Turkish expansion in the first half of the 16th century - The conquests in the second half of the 16th century - The Fifteen Years' War - From the Peace of Zittau to the

the beginning of the invasion in the 1760s - The defeat of the Turks at Vienna and their gradual expulsion from Hungary.

- Reformation and Counter-Reformation in Slovakia in the 16th and 17th centuries: Penetration of the Reformation into the territory of Hungary - The form of the Reformation doctrine and churches - Counter-Reformation /the consequences of the Council of Trent and the Jesuit Order in Hungary/ - The organisation of the Evangelical Church - The sharpening of the Recatholization during the reign of Leopold I.

- Hungarian Estates Revolts (from Gabriel Bethlen's Revolt to the Revolt of Francis II Rakoci): Causes of the Estate‘s Revolts - Revolts as part of the Thirty Years' War (Gabriel Bethlen and George I Rakoci) - Conspiracy of Francis Veseleni - Resistance of Imrich Tököli - Revolt of Francis II Rakoci - Revolt of George II Rakoci - Revolt of Francis II Rakoci.

- Political developments in Hungary after the Peace of Satmar – the reign of Emperor Charles VI and Queen Maria Theresa (1711 - 1780): Reforms of Charles VI - Wars for the Austrian inheritance (Silesian Wars) and the Seven Years' War - Maria Theresa's Enlightenment reforms, foreign policy.

-Economic development in Hungary in the 16th-18th centuries: The development of the feudal economic system - The beginnings of capitalist relations in business and production - Mining and metallurgy in Slovakia - Artisan guilds - The origins of industrial manufactures - Trade and mercantilist politics.

- The population of Hungary and Slovakia - Its ethnic form and social structure - Wallachian colonisation and the migration of Slovaks to the southern regions of Hungary - The status of Slovak ethnicity in Hungary in the 16th-18th centuries.

- Spiritual and thought movements in the 16th-18th centuries: Humanism and reformist religious teachings -The most important Hungarian Renaissance and Baroque writers and thinkers - Reformation and Catholic education

- Science in Slovakia in the 16th-18th centuries - Fine arts and architecture of the Hungarian Renaissance and Baroque, development of Slovak ethnicity, Slovak consciousness in the 16th-18th centuries.

The student acquires the necessary knowledge and understanding of Slovakia's political, economic and social development and its inhabitants in modern Hungary between 1526 and 1780. The aim is to acquaint students with the history of Slovakia from the Battle of Mohács to the end of the reign of Maria Theresa, to provide a plastic picture of the transformation of the society during two centuries, the changes in the social structure of the population on the territory of today's Slovakia, to give the influence of European events on the national consciousness process of the Slovak ethnic group, the causes leading to the national revival. The student acquires in-depth knowledge and knowledge about the period of the modern age in Slovak history. The student will receive information based on which he/she will be able to think critically and objectively evaluate this period in the context of Hungarian history. They will be able to navigate more complex problems and historical interpretations and reach synthesising conclusions. The student will consolidate the communication skills necessary for presenting his/her work results.

Type, scope and methods of educational activities: 2 hours lecture/week, a total of 24 hours per semester, attendance method

Student workload:

2P (3 credits): 13x2 hours of direct instruction ꞊ 26 hours; 20 hours of preparation for midterm assessment; 30 hours of practice for the exam. Total 76 hours of student work.

Learning methods: lecture, discussion of the topic covered, situation analysis method, fixation of the lectured information through a mid-term test (after the 7th topic), e-learning.

Compulsory readings:

HROCH, Miroslav et al.: Encyklopedie dějin novověku 1492 - 1815. (Encyclopedia of Modern History 1492 – 1815). Prague: Libri, 2005.

KAMENICKÝ, M. et al.: Lexikón svetových dejín. (Lexicon of World History). Bratislava : SPN, 1997 (1st ed.), 2001 (2nd ed.), 2003 (3rd ed.), pp. 50-76. From p. 146 entries to general history of modern times.

KINDER, H. - HILGEMANN, W.: Encyklopedický atlas světových dějin. (Encyclopaedic Atlas of World History). Prague : Lidové noviny, 1999.

KOLDINSKÁ-ŠEDIVÁ, M. - CERMAN, I. et al.: Základní problémy studia raného novověku ( Basic Problems of the Study of the Early Modern Period). Prague : Lidové noviny Publishing House/FFUK Prague, 2013.

Recommended readings:

BĚLINA et al.: Dejiny európskej civilizácie II. (History of European Civilization II.). Prague: Litomyšl, Paseka l995.

DEJINY Európy (History of Europe). Bratislava: Mladé letá l995.

FRANZEN, August: Malé cirkevní dějiny. (Small Church History). Prague: Zvon 1995.

HONZÁK, P. et al. Evropa v proměnách staletí (Europe through the ages). Prague: Libri Publishing House, 1997.

NEMEŠ, Jaroslav: Z prameňov dejín raného novoveku. (From the sources of early modern history.) . Teaching texts on the 16th and 17th centuries. Ružomberok: Verbum, 2012.

40% of the interim and 60% of the final assessment - test and oral examination. The student will take the test after the seventh topic and the oral examination in the examination period. The written test assesses the knowledge acquired in the first seven lectures. In the midterm evaluation, the test will account for 30%, and 10% will be awarded to the student for active participation in the lectures. This dynamic approach will ask the lecturer at least one question from the ongoing teaching. In the oral exam, the student will pull two questions. One will be on a historical issue, and the other will focus on a figure from early modern history. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. Credit will not be awarded to a student who accumulates less than 59 points.

A (100-91%, excellent - outstanding performance, the student is knowledgeable and proficient in the subject matter, demonstrates creativity and critical thinking skills). Can actively gather information and creatively apply it to solve problems.

B (90-81%, very good - above average standard, above average standard, the student is oriented to the issue, has mastery of it, but his/her critical, constructive thinking is weaker when analysing and evaluating historical events).

C (80-73%, good-normal reliable work, normal dedicated work, the student knows how to navigate the issues, has learned the material, but cannot evaluate the knowledge gained critically and constructively).

D (72-66%), satisfactory - acceptable performance, the student can navigate the issues at only a basic level, the student's knowledge is fragmented, and the student does not demonstrate the ability to think critically. He/she has a weak cross-cutting understanding).

E (65-60%, adequate - results meet minimum criteria, the student can navigate the issue with great difficulty, has only the most basic knowledge, and does not demonstrate the ability to think critically. Does not have cross-cutting knowledge).

Fx (59-0%, insufficient - extra work required, student cannot navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically).

Slovak and Czech languages

- How to teach about modernity in schools.

- Early modernism. Explanation of the concept. Chronology.

- Overseas discoveries. The formation of the Spanish colonial dominion. The four voyages of Christopher Columbus. Fernao Magalhaes. The origins of the English and French colonial conquests. The economic and social consequences of overseas discoveries. The price revolution.

- The origins of the Reformation. Martin Luther. The Second Reformation. Ulrich Zwingli. John Calvin.

- Recatholization. Counter-Reformation. Council of Trent. Confessionalization. Disciplinization.

- The Habsburgs in the 16th and 17th centuries. England in the 16th century. France in the 16th century.

- Expansion of the Ottoman Empire in the 16th and 17th centuries.

- Eastern Europe in the 16th and 17th centuries. The emergence of the Polish-Lithuanian Commonwealth. Russia in the 16th and 17th centuries.

- Political, economic and cultural conditions in Europe in the late 16th and early 17th centuries.

- The Thirty Years' War. The English Revolution. The absolutism of Louis XIV.

- Russia under Peter I. Great and Catherine II. Europe 1714 - 1748 (alliance system), the emergence and development of Prussia.

- Colonial expansion in the 17th and 18th centuries. The American Revolution.

- Political, economic and cultural conditions in Europe in the second half of the 17th and 18th centuries. The daily life of people in the modern period.

The course aims to familiarise students with the period of the Modern Age (1492-1789). The student will acquire knowledge and be able to orientate himself/herself in the issues of the fundamental change of society from the Middle Ages to the modern period and in the modern society itself. The student will be able to analyse and categorise the principles of the functioning of society and its cultural and economic developments. Gain new knowledge of overseas discoveries, the price revolution and changes in modern society's economic and social life. The student will be able to navigate the complex religious situation during and after the Reformation (confessionalisation, disciplinisation). The student will become familiar with the causes and historical place of the phenomenon of absolutism in the history of the early modern period.

3 hours lecture/week, 33 hours total per semester, combined form; (primarily in person)

Student workload:

11x 3 hours of direct teaching = 33 hours; 66 hours of exam preparation. Total of 100 hours of student work.

Educational methods: monological method, discussion on the subject; problem-solving tasks, e-learning

Dejiny Slovenska II. Bratislava : VEDA, 1987.

Dejiny Slovenska III. Bratislava : VEDA, 1992.

Dejiny Slovenska IV. Bratislava : VEDA, 1986.

KOVÁČ, D. a kol.: Slovensko v 20. storočí I. Na začiatku storočia. Bratislava : VEDA, 2004.

KOVÁČ, D. a kol.: Slovensko v 20. storočí II. Prvá svetová vojna. Bratislava : VEDA, 2008.

MANNOVÁ, E. (ed.): Krátke dejiny Slovenska. Bratislava : AEP, 2003.

MRVA, I.: Slovensko a Slováci v 2. polovici 19. storočia. Bratislava : Slovart, 2010.

80% of the mark for the final examination is in the form of a test, and 20% is for active participation in discussions throughout the semester, which the student will receive if he/she participates in at least one-third of the discussions. The student will take the test at the end of the semester. A minimum of 91% is required for a final grade of A, a minimum of 81% for a grade of B, a minimum of 73% for a grade of C, a minimum of 66% for a grade of D, and a minimum of 60% for a grade of E. You must earn a minimum grade of 60% to pass the course.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),

B (90-81%, very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),

C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the gained knowledge in practice),

D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).

Slovak language

Students will learn about the history of Slovakia from the end of the 18th to the beginning of the 20th century in a cross-sectional way. It focuses on the key issues of the long 19th-century national history. It combines interpretations of the breakthrough periods, helps uncover taboo topics, and gets to know contemporary society and its personalities. It concentrates on these focal themes:

- The Habsburg Monarchy and the Kingdom of Hungary at the end of the 18th and the first half of the 19th century. The reigns of Joseph II, Leopold II, Francis I and Ferdinand V. The Napoleonic Wars. Metternich's absolutism. Relaxation of feudal relations, the redemption of serfs from serfdom. The beginnings of industrial development. Hungarian reform movement.

- Modernisation of the Slovak nation. The Bernolák's and evangelical conceptions. Personalities.

- The second generation of Slovak revivalists in the 1820s and 1830s. Unification of the Catholic and Evangelical camps. Social activity. The most influential personalities.

- Completion of the Slovak national political programme in the 1840s. Unification of the Štúr's and the youngest Bernolák's generation. Adoption of a unified written language and cultural institutions.

- The 1848/49 revolution in the Habsburg monarchy and the Slovak political programme. The March Revolution. The Slavonic Congress. Slovak volunteer expeditions. Efforts to create a Slovak Crown Land.

- The period of neoabsolutism in the 1850s. Centralism and Germanism. The issue of the written language. The Old Slovaks and the Young Slovaks.

- Political development of the Habsburg monarchy in the Provisional period. The Austro-Hungarian Compromise. Economic development of the monarchy and Hungary after the compromise.

- Slovak politics in the 1860s and 1870s. Memorandum, the Slovak Matica and Slovak grammar schools. Nationality Act. Old and New Slovak School. Prominent personalities.

- Period of political passivity. Efforts of the Hungarian governments to transform the Kingdom of Hungary into a mono-national Hungarian state. Turčiansky Svätý Martin and the Slovak National Party. Czech-Slovak cooperation. Russophilism and Pan-Slavism.

- Differentiation of Slovak political currents at the turn of the 19th and 20th centuries. The Industrial Revolution in the Kingdom of Hungary, Hungarian liberalism, the development of the workers' and social democratic movements. Cooperation of non-Hungarian people in Hungary. The Slovak National Party. Slovak People's Party. The young generation grouped around the magazine Hlas and Prúdy. Agrarian current. Slovak Social Democratic Party.

- Slovaks and the First World War, the establishment of the Czechoslovak Republic. The internationalisation of the Slovak question before the First World War. The main centres of Slovak politics during the First World War. American Slovaks. Czechoslovak cooperation, Czechoslovakia and the legions.

The course enables the student to gain comprehensive knowledge of Slovak history of the long 19th century (1780 - 1918). The student learns to orient himself to social, cultural, national and political problems and to link them analogically with the present. Acquire the ability to think critically and evaluate the recent past objectively. They will be able to analyse and assess this historical period, compare it with developments in other countries and reach synthesising conclusions. They will be able to navigate complex issues and historical interpretations, distinguish between them and think in context.

2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)

Student workload:

2P (3 credits): 11 x 2 hours of direct instruction = 22 hours; 18 hours of preparation for mid-term evaluation; 50 hours of exam preparation; 90 hours of student work in total.

Educational methods: monological method, problem-solving exercises; discussion of the subject; discussion of the topic; e-learning

Compulsory readings:

SKŘIVAN, A.: Evropská politika 1648 – 1914. Praha 1999.

SKŘIVAN, A. – Drška, V. – STELLNER, F.: Kapitoly z dějin mezinárodních vztahů 1648 –1914. Praha 1994.

NÁLEVKA, V.: Koncert velmocí. Medzinárodní vztahy v letech 1871 – 1914. Praha 2006.

Encyklopedický atlas světových dějin. Praha 1999.HROCH, M. a kol.: Encyklopedie dějin novověku 1492 – 1815. Praha 2005.

RAPPORT, M.: Evropa devatenáctého století. Praha 2011.

Recommended readings:

JOHSON, P.: Zrození moderní doby. Praha 1998.

Dejiny jednotlivých štátov.

Charvát J. a kol.: Dejiny novověku I, II, III. 1969, 1973.

Kol. autorov: Lexikón svetových dejín. Bratislava 1997.

Dějiny evropské civilizace II. Praha 1997. UHLÍŘ, Dušan: Čas kongresů a tajných společností. Praha 2017

40% of the interim and 60% of the final evaluation. The student takes the test in the middle of

Semester, from which he/she may obtain a maximum of 30 points. This represents 30 % of the grade. 10 %. The student will receive a grade for an active approach in lectures, which will consist of the student asking the teacher at least one question from the material covered during the semester. In the examination period, the student will take an oral examination. As part of the oral examination, the student takes one major question focusing on the focal topic and answers five minor questions focusing on a general overview of the period.

The rating is awarded on a scale:

A (excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),

B (very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),

C (good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),

D (satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic understanding, and does not demonstrate the ability to think critically).

Slovak and Czech languages

Introduction to 19th century history

The Industrial Revolution

The Great French Revolution of 1789-1799

The Napoleonic period in France and Europe, Congress of Vienna

The European system 1815-1848 and its defence

Revolutionary events in Europe in the 1820s, 1830s and 1848-1849

The emergence of nation-states (Italy and Germany)

Great Britain and France in the 19th century

Currents of thought and political trends in the 19th century

The USA in the 19th century, the Civil War

Russian Empire to World War I

Eastern Question to World War I

Fundamental trends in the development of European colonialism in the 19th century

Europe on the road to the First World War

The student acquires the necessary knowledge and understanding of the political, economic and social development of the European and non-European world between 1789 and 1914. After successful completion, the student should be able to navigate the fundamental issues of general modern history. The course is intended to introduce students to general history from the late 18th century, from the Great French Revolution of 1789-1799, to the beginning of World War I. War, to provide a plastic picture of the transformation of the society during the long 19th century. Student Gain in-depth knowledge and understanding of the 19th century period in world history. They will master information that will enable them to think critically and evaluate this period objectively in the context of the history of individual European states. They will be able to navigate through more complex. The student will be able to deal with more complex problems and master the basic historical concepts of political development. History of the 19th century special emphasis on the study of history because it is in this period that social phenomena and processes have directly influenced society's development up to the present day. Student By taking this course, the student can evaluate the significance of this period for more recent history.

1-hour lecture + 1-hour seminar/week; 22 hours total per semester, combined; (primarily full-time)

Student workload:

2PS (3 credits): 11 x 2 hours of direct instruction = 22 hours; 48 hours of portfolio development and reflection on lecture topics; 15 hours of preparation for midterm discussion; 15 hours of practice for the final colloquium. Total 90 hours of student work.

Educational methods: E-U-R (evocation-awareness-reflection); analysis of texts, iconic texts, and educational materials; explanation; discussion/colloquium on the subject; problem-solving on the theoretical and practical level of school history; evaluation by SWOT analysis

Required reading:

BOCKOVÁ, A.: Ako reflektujú slovenskí študenti dejepis a históriu? In: Verbum historiae, 2/2014.

BOCKOVÁ, A.: Výučba dejepisu ako pedagogický problém (pohľad na funkčnosť dejepisného vzdelávania a funkčnosť faktografie). In: Verbum historiae 1. Prešov : Vydavateľstvo M. Vaška, 2009.

ČAPEK, R.: Moderní didaktika dějepisu. Lexikon výukových a hodnoticích metod. Praha : Grada, 2015.

KRATOCHVÍL, V.: Metafora stromu ako model didaktiky dejepisu k predpokladom výučby. Bratislava : Raabe, 2019.

STRADLING, R.: Vyučovanie európskej histórie dvadsiateho storočia. Bratislava : Metocké centrum mesta Bratislavy, 2002.

Recommended reading:

BOCKOVÁ, A.: Empirický prieskum. Metodika stáže. Bratislava : Univerzita Komenského, 2021.

BURIAN, V.: Trendy, ktoré možno zatrasú školami. In: Dobrá škola, roč. 7, 2015, č. 3.

KMEŤ, M.: História a dejepis (Vybrané kapitoly z didaktiky dejepisu). Banská Bystrica : Univerzita Mateja Bela, 2017.

LABISCHOVÁ, D.-GRACOVÁ, B.: Příručka k didaktice dějepisu, Ostrava : Ostravská univerzita v Ostrave, 2010.

STRADLING, R.: Multiperspektíva v dejepisnom vzdelávaní. Bratislava : Metodické centrum mesta Bratislavy, 2007.

TUREK, I.: Kľúčové kompetencie. Bratislava : Metodicko-pedagogické centrum v Bratislave, 2003.

Učebnice dejepisu pre základné školy, gymnáziá a stredné školy;

Inovovaný Štátny vzdelávací program pre vzdelávaciu oblasť Človek a spoločnosť - dejepis, dostupný na: www.statpedu.sk

100% of the continuous verbal and written assessment. During the semester, the student analyses, reflects and elaborates in writing the content of the lectured and discussed topics and formulates his/her solutions to the presented problems (applies the E-U-R method). Students are evaluated continuously by discussion/colloquium and defence of written reflection on the lectured topics. SWOT analysis is applied in the overall assessment. The quality of the student outcomes is assessed by SWOT analysis. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D and a minimum of 60 points for a grade of E. Credit will not be awarded to students who score less than 15 points on any of the four written examinations. A score of at least 60% is required to pass the course.

The grade is awarded on a scale:

A (100-91%, excellent - excellent results, the student has a broad, compact knowledge in the specialised field of the discipline and can apply it in theoretical and practical contexts, is oriented in the current state of knowledge of borderline scientific disciplines, thinks conceptually, can actively acquire information and creatively apply it in solving problems, actively expands his knowledge and critically reviews it and considers the suitability of its application for pedagogical and historical practice),

B (90-81%, very good - above average standard, the student is oriented in the issue, knows it, can independently acquire new knowledge, and solve professional tasks, but his critical, constructive thinking is borderline when analysing and assessing the planes of normative and reflective didactics),

C (80-73%, good - normal reliable work, although the student can orient himself in the problem, independently search and analyse information, can learn, but he cannot think critically and constructively enough, evaluate the issues solved, and apply the acquired knowledge creatively and conceptually in broader theoretical and practical contexts),

D (72-66%, satisfactory - acceptable results, the student is able to orientate himself in the problem at a basic level, his knowledge is fragmented and incomplete, and at a lower level of satisfaction, he also applies transferable understanding of the field and related disciplines, in the area of factual, conceptual, procedural and metacognitive knowledge he shows more serious deficiencies),

E (65-60%, sufficient - the results meet the minimum criteria, the student is able to orient himself in the problem only with great difficulty, he knows only the most basic knowledge, he does not demonstrate the ability to think critically and does not apply the acquired knowledge in a systematic way to the solution of practical tasks),

Fx (59-0%, insufficient - additional work is required, the student is unable to orient himself/herself in the problem, does not master the most basic knowledge, does not demonstrate the ability to argue and think critically)

Slovak and Czech language

Students will become familiar with selected problems of modern didactics of History Teaching, identify the requirements placed on teacher education and gain knowledge about the application of methods and strategies recommended for teaching and learning pupils in primary and secondary schools. They will gain an overview of the modernisation of history teaching in Slovakia and the requirements for the functionality of the didactic system in educational practice.

The content focus of the course concentrates on the following key topics:

- Basic concepts of didactics: "modern" didactics of History Teaching, methodology, historical consciousness, historical culture, historical knowledge, historical education, historical awareness, historical memory, functional literacy, and the functionality of factuality.

- The relationship between historical science and history, their interconnectedness and autonomous position, popularisation of historical knowledge, and specifics of the work of historians and history teachers.

- Designing (conceptualisation) history as a school subject, visions and perspectives, requirements, and recommendations of RE and expert commissions for teaching history in the 21st century, updating the selection of history curriculum in the educational field: Human and society.

- Didactic system, its components and functionality. The formula of functioning of the didactic system in History Teaching.

- The role of History Teaching Didactics in contemporary modern teaching, application of the three essential functions of history.

- Goals and tasks of history. Taxonomies of goals and tasks, "operationalisation" of objectives in contemporary history teaching and learning. What is the theory, and what is practice?

- The processual aspect of history teaching, conclusions of empirical research on the state of school history practice.

- Modern (activating) methods and techniques of teaching and learning, the importance of "neurodidactics" in the educational process.

- Diversity of educational media and their functionality in history education, history textbooks as the most widespread type of historical literature, functions, and practical applicability of their structural components.

- History in a more entertaining form (didactic games, comics, cartoons, collages, graphic schemes, etc.).

The student will gain theoretical knowledge of modern didactics of history, European trends, and recommendations for contemporary history by completing the course. The student will gain an overview of the modernisation of history teaching in Slovakia and the functionality of the didactic system of history. Analyse partial problems of modern history didactics and the results of empirical research in contemporary school practice. He is also oriented in the creation of teaching media and the process of critical assessment of educational materials and programmes.

4 hours lecture/week, the total for semester 44 hours, combined; (primarily full-time)

Student workload: 4P (6 credits): 11 x 4 hours of direct instruction = 44 hours; 53 hours of midterm preparation; 53 hours of preparation for the examination. Total 150 hours of student work.

Learning methods: discussion of the topic; problem-solving exercises, e-learning

Compulsory reading:

LETZ, R.: Slovenské dejiny IV. Bratislava : Literárne informačné centrum, 2010.

LETZ, R.: Slovenské dejiny V. Bratislava : Literárne informačné centrum, 2012.

LETZ, R.: Slovenské dejiny VI. Bratislava : Literárne informačné centrum, 2021.

Recommended readings:

BARNOVSKÝ, M.: Na ceste k monopolu moci. Mocenskopolitické zápasy na Slovensku v rokoch 1945 – 1948. Bratislava : Archa, 1993.

HRADSKÁ, K. – KAMENEC, I. a kol.: Slovenská republika 1939 – 1945. Bratislava : VEDA, 2015.

JABLONICKÝ, J.: Povstanie bez legiend. Bratislava : Obzor, 1990.

KAMENEC, I.: Po stopách tragédie. Bratislava : Premedia, 2020.

KLIMEK, A.: Boj o hrad. 1. a 2. diel. Praha : Panevropa, 1998.

LIPTÁK, Ľ. (zost.): Politické strany na Slovensku v r. 1860 – 1989. Bratislava : Archa, 1992.

LONDÁK, M. – SIKORA, S. – LONDÁKOVÁ, E.: Predjarie. Politický, ekonomický a kultúrny vývoj na Slovensku v rokoch 1960 – 1967. Bratislava : VEDA, 2002.

LONDÁK, M. – SIKORA, S. a kol.: Rok 1968 a jeho miesto v našich dejinách. Bratislava : VEDA, 2009.

PEŠEK, J – LETZ, R.: Štruktúry moci na Slovensku 1948 – 1989. Prešov : Vydavateľstvo Michala Vaška, 2004.

RYCHLÍK, J.: Češi a Slováci ve 20. století. Praha : Vyšehrad, 2015.

VAŠŠ, M.: Slovenská otázka v 1. ČSR (1918 – 1938). Martin : Matica slovenská, 2011.

ZEMKO, M. – BYSTRICKÝ, V. (eds.): Slovensko v Československu 1918 – 1939. Bratislava : VEDA, 2004.

50% of the interim and 50% of the final evaluation. The student takes a written test during the semester and an oral examination during the examination period. Interim assessment - student passes a written test at the end of the semester and an oral examination during the examination period. The written test assesses the knowledge acquired about historical figures and events in the form of completing the correct answer by adding or circling.

Final assessment: The student will choose two questions in the oral exam. The first focuses on a specific historical issue or event, and the second focuses on a historical figure. To receive a final grade of A, a minimum of 91 points is required, and a minimum of 81 points is required for a grade of B, for a grade C at least 73 points, for a grade D at least 66 points, and for a grade E at least 60 points. Credit will not be awarded to students who fail any of the four written examinations and receive less than 15 points. Successful course completion requires a minimum of 60% of the grade. The grade is awarded on a scale:

A (100-91%, excellent - excellent results, the student is familiar with the subject matter, he/she has mastered it, demonstrates a creative approach and the ability to think critically),

B (90-81%, very good - above average standard, the student is knowledgeable about the subject mastery, but critical thinking is borderline),

C (80-73%, good - normal reliable work, the student can orient himself in the problem, he has learned, but he cannot apply the acquired knowledge to practice),

D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).

Slovak

Students will learn about the history of Slovakia in the 20th century. It focuses on the key issues of the national history of the 20th century. It brings closer the interpretations of the turning points, helps uncover taboo topics together, and gets to know contemporary society and its personalities. It concentrates on these central themes:

- The 1st Czechoslovak Republic, its origins, place and significance in the history

- Autonomism versus centralism

- The flowering of culture after 1918

- The personalities of the 1st Czechoslovak Republic

- The Slovak state 1939 – 1945, its origins and place in history

- Forms of collaboration in Slovakia

- Persecutions (political opponents, Jews, Gypsies)

- Foreign resistance, domestic resistance and its personalities

- Slovak National Uprising

- Transitional period 1945 – 1948

- The founding period of the communist regime 1948 – 1953

- Persecutions (political trials, forced collectivisation)

- Socialist society

- The attempt at 'socialism with a human face' in 1968

- Normalisation

- Third Resistance

- The Velvet Revolution and the first steps in democracy

The course enables the student to acquire comprehensive knowledge of the 20th century Slovak history, specifically the period 1918-1992. The student will learn to navigate social, cultural, national and political issues and to relate them analogically to the present. Acquire the ability to think critically and evaluate the recent past objectively. They will be able to analyse and evaluate this historical period, compare it with developments in other countries and reach synthesising conclusions. They will be able to navigate complex issues and historical interpretations, distinguish between them and think in context.

4 hours of lecture per week/ 44 hours per semester, combined method primarily face-to-face

dialogic form of lecture; use of feedback to verify the functionality of the form of transmitted information, fixation of lectured information through continuous evaluation (test after 7 lectures)

HOBSBAWM, E.: Věk extrémů. Praha : Argo, 1997.

KENNEDY, P.: Vzestup a pád velmocí. Ekonomické proměny a vojenské konflikty v letech 1500 – 2000. Praha : NLN, 1998.

PEČENKA, M. – LUŇÁK, P.: Encyklopedie moderní historie. Praha : Libri, 1999 edition (or reprint 2005,2008)

Recommended readings:

JOHNSON, P.: Dějiny 20. století. (niekoľko vydaní - od Praha : Rozmluvy, 1991, najnovšie Leda 2014.

KAMENICKÝ, M. a kol.: Lexikón svetových dejín. Bratislava : SPN,1997 ( especially „keyword terms“ to the 20th Century History

Kol.: Stredná a juhovýchodná Európa v politike veľmocí. Sondy do vývoja II. Bratislava : HÚ SAV, 1994.

Kol: Cesty k trhovému hospodárstvu. Bratislava : EÚ SAV, 1993.

MEDVEDEV, R. – MEDVEDEV, Ž.: Neznámy Stalin. Bratislava : Slovart, 2006.

MOULIS, V. – VALENTA, J. – VYKOUKAL, J.: Vznik, krize a rozpad sovětského bloku v Evropě 1944 – 1989. Ostrava : Amosium Servis, 1991.

RUPNIK, J: Jiná Evropa. Praha : Prostor, 1992.

Prerequisites for successful completion of the course:

30% of the interim and 70% of the final assessment. The student takes a test during the semester and an oral exam during the exam period. At least 91 points are required to obtain a final grade of A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. Credits will not be granted to a student who does not obtain the prescribed number of points in any part of both conditions. To successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.

A (100-91%, excellent – excellent, outstanding results - the student fully orients himself in the issue, while at the same time he is aware of the basic relevance and degree of objectivity of the acquired historical knowledge and, in basic principles, the ways of transferring them into the (teaching) practice of history

B (90-81%, very good - above average standard - the student is able to orientate himself in the relevant historical issue, his ability to analyse and apply the acquired knowledge to the current conditions of his world and transfer them to teaching practice is, however, gapped and limited

C (80-73%, good – conventional reliable work, the student is able to orientate himself in the historical issues he has just learned, but he is unable to transpose the acquired knowledge entirely on his own to other desirable levels of historical (teacher) education

D (72-66%, satisfactory - acceptable results, the student satisfactorily reproduces basic historical knowledge, but in the light of the overall context of the issue, his knowledge is fragmentary, while he does not demonstrate the ability to generalise the learned knowledge

E (65-60%, sufficient – the results meet the minimum criteria, the student reproduces basic historical factography only with great difficulty, he only masters its most essential material, he cannot summarise or apply the knowledge gained in practice,

Fx (59-0%, insufficient – additional work is required, the student does not know how to navigate the issue, does not master basic factography, not even demonstrates the ability to think independently

Slovak and Czech languages

Cross-sectional analysis of essential features, trends and periodisation milestones of the 20th century modern history:

- basic theoretical problems of 20th century History. (History of the 20th century as so-called "short history" and other perspectives, key historical terminology used in the interpretation of the history of the 20th century and its meaning)

- recapitulation of the war conflict 1914-1918 and the Revolutions in Russia

- the world after the First World War: the Versailles system and its influence on the development of international political and economic relations, the interests of the Powers versus the problems of small states, the rise of large non-European countries, the birth of communist socialism and the German question between the two wars, issues of democracy

- totalitarian states on the path of aggression: Germany and the USSR and the causes of the (European) war, Japan and the war outside Europe

- the end of old Europe - the development, outcome and balance of the Second World War

- the interwar period through the eyes of interdisciplinary research: a view of the interwar society with the help of historical sociology, demography, cultural studies

- the world after the Second World War: from the final negotiations of the Allies to the origin and course of the Cold War, the formation of the Soviet bloc and the practice of communist socialism, the possibilities of the welfare state presented in Western European development, Western European integration and the basic trends and consequences of globalisation.

- the economic boom of European and non-European countries, the disintegration of colonial ideology and the "third world" on the international scene

- from the "golden sixties" to the first economic and cultural upheavals of developed countries and a new stage of military-political confrontation between the West and the East, the results of the Brezhnev USSR and the countries of Central and Eastern Europe during the period of validity of The Brezhnev Doctrine, attempts to reform the Soviet system, the collapse of the USSR, the results of the Chinese communist model and the collapse of the international communist movement

- the end of the Cold War on the international scene and question marks over models of global stability: who were the winners?

The lectures' cross-sectional form reflects teachers' goals in teaching History at the bachelor's level of education. This means that the students of the course will get a basic overview of the essential features, trends and periodisation milestones of the 20th Century Modern History. At the end of the course, they will be able to interpret the main features of the causes of different evaluations of their phenomena or relevant historical processes in various current academic historical schools. They will become more familiar with the mutual ties of the social, economic and political history of the 20th century, and they will be specifically drawn to the European and notice the Central European context of general history, all of which is always mentioned with a reminder of the particularities of the interpretations of these ties in School HistoryTeaching.

2 hours lecture + 1-hour seminar/week, 33 hours total per semester, combined; (primarily full-time); 2P+1S (2 credits): 11 x 3 hours of direct instruction = 33 hours; 27 hours of exam preparation; a total of 60 hours of student work; discussion of the topic covered; incident method; experiential methods; e-learning; monologue methods;

Compulsory readings:

KRASNOVSKÝ, B.: Stručné dejiny praveku a staroveku. Bratislava : Pedagogická fakulta Univerzity Komenského v Bratislave, 2010, 146 p.

Recommended readings:

KAMINSKÁ, Ľ.: Dejiny praveku a včasnej doby historickej na Slovensku. Košice : Univerzita P. J. Šafárika v Košiciach, 2019, 220 p.

FURMÁNEK, V.- KUJOVSKÝ, R.: Slovacchia - Crocevia delle civiltà Europee. Florencia : AÚ SAV, Istituto Slovacco, 2005, 133 p.

ROAF, M.: Svět Mezopotámie. Praha : Knižný klub Balios, 1998, 238 p.

BÁRTA, M.: Příběh civilizace. Praha : Academia, 2016, 360 p.

HABAJ, M.: Féničania. Bratislava : Perfekt, 2016, 160 p.

HABAJ, M. a kol: Od Tróje k Termopylám. Bratislava : Perfekt, 2019, 288 p.

FURIO, D.: Staroveké Řecko. Praha: Rebo, 2011, 228 p.

HABAJ, M.: Alexander Veľký. Bratislava : Perfekt, 2018, 358 p.

GRANT, M.: Dějiny antického Říma, BB/Art, 2011, 472 p.

Audiovisual sources, documentary films.

80 % of the final exam grade is in the form of a test. 20% of the mark for active participation in discussions throughout the semester, which the student will receive if he/she participates in at least one-third of the discussions. The student will take the test at the end of the semester. A minimum of 91% is required for a final grade of A, a minimum of 81% for a grade of B, a minimum of 73% for a grade of C, a minimum of 66% for a grade of D, and a minimum of 60% for a grade of E. To pass the course, a minimum of 60% of the grade is required.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding results, the student is knowledgeable and proficient in the subject matter, demonstrates creativity and critical thinking),

B (90-81%, very good - above average standard, the student is knowledgeable about the issues, but critical thinking is borderline),

C (80-73%, good - normal reliable work, the student does know his/her way around the issue, has learned, but cannot apply the knowledge gained to practice),

D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (65-60%, sufficient - the results meet the minimum criteria, the student can orient himself/herself in the problem only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically)

Slovak language

The course focuses on deepening the knowledge of the development of prehistoric and ancient civilisations, emphasising the development of European society and Slovak provenance. The student will become familiar with the history of prehistory and antiquity through analysing the emergence and decline of individual cultures in the context of their natural conditions or environment. As a future teacher, the student can communicate the acquired knowledge to pupils. The course will concentrate on the following key topics:

- Introduction to the study of the history of prehistory and antiquity. The subject, division, historical sources, and methods of historical research.

- History of prehistory. Basic anthropogenesis. Chronology of the European prehistory, characteristics and periodisation of particular development periods (Paleolithic, Mesolithic, Neolithic, Eneolithic, Bronze Age, Iron Age) and cultures occurring on the territory of Slovakia.

- Characteristics of ancient Mesopotamia. Development of the civilisations of Sumer, Akkad, Babylonia, and Assyria.

- Ancient Near East. Characteristics of the development of ancient Israel, Persian and Elamite empires. A basic chronology and the most important rulers.

- Egypt and its neighbours in the Old, Middle, New and Late Empires. Characteristics of the specific features of Egyptian development. The Hittite and Mitanni empires. The struggle for hegemony in Asia Minor and the Near East. A basic chronology and the most important rulers.

- The Hittites and Mitanni. The struggle for hegemony in Asia Minor and the Near East. A basic chronology, and most important rulers.

- Aegean region - Minoan and Mycenaean civilisation. Homeric epics as a source of knowledge of the "dark period" of Greece, the archaic period of Greece, and the characteristics of conditions in Sparta and Athens.

- The peak of ancient Greek civilisation and the disputes in the Aegean. The Greco-Persian Wars, the Athenian Naval Society, Athenian society in the age of Pericles, characteristics of Sparta and its allies. Causes and periodisation of the Peloponnesian War.

- Theban hegemony, Greece under the domination of Macedonia. The reforms of Philip II and the time of Alexander of Macedon. The Diadochi and the division of the empire after Alexander's death. The emergence of the Hellenistic states and their struggle with Rome. Characteristics of conditions and historical development.

- The area of the western Mediterranean between 800 and 265 BC. Carthage, the Etruscans, the origins and beginnings of Rome, the early period of the Roman Republic, Greek colonisation in the western Mediterranean, and the conquest of Italy by the Romans.

- Emergence of the Roman Empire (264 - 30 BC). Punic wars and conquest of Hellenistic states, crisis and demise of the Republic, reforms of the Gracchus brothers, Marius' reform, Sulla. First and second triumvirate.

- The Roman Empire under the Principate (to 284 A.D.). The rise to power of Rome, barbarian Europe in this period, emphasised the territory of present-day Slovakia.

- Late Roman period (284-395). Characteristics of the Dominate and the whole of that period, up to the division of the Roman Empire. The decline of the Western Roman Empire and the emergence of the barbarian kingdoms (395-476), migration of peoples, Slavs in the neighbourhood of the Roman Empire.

In the course World History I, the student acquires key facts from the prehistoric and ancient history of the world and Slovak provenance with emphasis on the historical development of European civilisation. The student develops historical thinking skills and evaluation of historical and cultural phenomena and contexts in the past with implications for the present. The student is able to analyse ancient civilisations, the causes of their flourishing and decline, and orientates himself/herself to significant personalities. Synthesises information and can update the acquired knowledge about the historical significance of ancient cultures and civilisations. The course is taught to prepare future teachers for their future profession.

2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)

Student workload:

2P (2 credits): 11 x 2 hours of direct instruction = 22 hours; 38 hours of exam preparation; 60 hours of student work in total.

Educational methods: problem-solving exercises; discussion of the subject; e-learning

Compulsory readings:

BLOCH, M.: Obrana historie aneb historik a jeho řemeslo. Praha : Svoboda, 1967.

BARTL, J.: Úvod do štúdia dejepisu, Bratislava : UK, 1997.

Od Hegela k Fukuyamovi. In: Dějiny a současnost 2/1991.

HAVELKA, M.: Dějiny a smysl . Praha : KDS, 1999.

Úvod do studia dějepisu I., II. Brno : Masarykova univerzita, 2014.

FERIANCOVÁ, A. – GLEJTEK, M (eds.): Prameň – jeho funkcia, význam, interpretácia a limity v historickom výskume. Nitra 2010.

Recommended readings:

LE GOFF, J.: Středověký člověk a jeho svět. Praha : Vyšehrad, 1999.

DAWSON, Ch.: Porozumět Evropě. Praha : Zvon, 1995.

ČORNEJ, P.: Tajemství českých kronik. Litomyšl : Paseka, 2003.

LIPTÁK, Ľ.: Storočie dlhšie ako sto rokov. Bratislava : Kalligram, 2011.

KLÍMA, B.: Mládež a dejiny. Brno : CERM, 2001.

10 % of the interim and 90 % of the final evaluation. The student takes the test in the middle of the semester, from which the student may obtain a maximum of 20 points. In the examination period, the student takes an oral examination. In the oral examination, the student will draw two questions.

The rating is awarded on a scale:

A (excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),

B (very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),

C (good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),

D (satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic understanding, and does not demonstrate the ability to think critically).

Slovak and Czech languages

- The subject and mission of history

- Procedures and stages of historical research

- Bibliographies

- Study of historical literature

- Writing and documentation

- Classification of historical sources

- Unwritten sources

- Written sources

- Archives and archival aids

- Methods of historical research

- Written processing of research results

The course focuses on understanding the key concepts of history, its current relevance, acquiring basic knowledge of bibliography, working with historical sources and literature, and citation methods that students will use in their studies when writing Seminar and diploma theses in their future pedagogical and professional work. By completing the course, the student will acquire the basic concepts and methods of the historian's work and the prerequisites for their practical use. The student will develop the ability to combine theoretical knowledge with practical skills.

2 hours seminar/week; 22 hours total per semester, combined; (primarily full-time)

Student workload:

2S (2 credits): 11 x 2 hours of direct instruction = 22 hours; 20 hours of continuous seminar work on the topics covered; 10 hours of class preparation and field learning; 10 hours of discussion; 15 hours of final presentation and defense of a thesis (project) on a free topic in regional history. A total of 77 hours of student work.

Educational methods: E-U-R (evocation-awareness-reflection); analysis of historical sources; walk; group work; role-play method; structured staging; project method; discussion/colloquium on the subject; SWOT analysis

Required reading:

BOCKOVÁ, A.: Kultúrne a prírodné dedičstvo Slovenska – spoločné dedičstvo ľudstva. In: Verbum historiae 2/2019.

BOCKOVÁ, A.: Pamäť miest stredoeurópskeho regiónu (neformálna výučba histórie v teréne). In : Verbum historiae 1/2021.

BOCKOVÁ, A. – GÁPA, M.: Možnosti transferu historických poznatkov (múzejných zbierok) do edukačného procesu. In: Muzeológia a kultúrne dedičstvo I. 6/2018.

KAČÍREK, Ľ.: Kultúrne dedičstvo Slovenska. Vysokoškolské skriptá. Bratislava : Univerzita Komenského, 2016.

Recommended reading:

BOCKOVÁ, A.: Regionálne dejiny v súvislosti s výchovou a vzdelávaním v oblasti kultúrneho a prírodného dedičstva. In : Regionální dějiny v dějepisném vyučování na českých a slovenských školách. Ústí nad Labem, UJEP, 2006.

BOJKOVÁ, A.: Dejepis globálne. In : Rozvojové vzdelávanie. Témy a metódy IV. Bratislava : Portis 2018.

Monografie miest a obcí (podľa tematického výberu).

ŠTEFÁNIK, M. – LUKAČKA, J. a kol.: Lexikón stredovekých miest na Slovensku. Bratislava : HÚ SAV, 2010.

ZDECHOVANOVÁ, D.-BOCKOVÁ, A. (eds.): Kultúrne dedičstvo inovatívnou formou (e-learning). Výukové CD. Bratislava : Strom života, 2012.

100 % of the intermediate verbal and scored marks. During the semester, the student analyses and reflects verbally, in writing and in pictures the content of the course’s thematic focus. The student applies the E-U-R method, discussion, and group work in solving the tasks assigned on an ongoing basis (also in the field during field trips). The output of the final seminar work is presented to a team and is verbally evaluated. The overall assessment is concluded with a discussion/colloquium, a summary of the scores obtained and the application of SWOT analysis. At least 91 points are required for a final grade of A, at least 81 points for a grade of B, at least 73 points for a grade of C, at least 66 points for a grade of D, and at least 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A (100-91%, excellent - excellent results, the student demonstrates the required results in the application of transferable knowledge in the field of the discipline and related sciences, can apply them in theoretical and practical contexts and in the contexts of local, national, and Central European history. He/she is oriented in the current state of knowledge of borderline scientific disciplines, thinks conceptually, can decipher historical sources, actively obtain information and creatively apply it in solving problem tasks, actively expands his/her knowledge and critically evaluates it and considers the suitability of its application for pedagogical and historical practice),

B (90-81%, very good - above average standard, the student is oriented in the issue, knows it, can independently acquire new knowledge, and solve professional tasks, but his critical, constructive thinking is borderline when analysing and assessing the planes of normative and reflective didactics),

C (80-73%, good - normal reliable work, although the student can orient himself in the problem, independently search and analyse information, can learn, but he cannot think critically and constructively enough, evaluate the solved problems, and apply the acquired knowledge creatively and conceptually in broader theoretical and practical contexts),

D (72-66%, satisfactory - acceptable results, the student is able to orientate himself in the problem at a basic level, his knowledge is fragmented and incomplete, and at a lower level of satisfaction, he also applies transferable knowledge of the field and related disciplines, in the area of factual, conceptual, procedural and metacognitive knowledge he shows more serious deficiencies),

E (65-60%, sufficient - the results meet the minimum criteria, the student is able to orient himself in the problem only with great difficulty, he knows only the most basic knowledge, he does not demonstrate the ability to think critically and does not apply the acquired knowledge in a systematic way to the solution of practical tasks),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the problem, does not master the most basic knowledge, and does not demonstrate the ability to argue and think critically).

Slovak and Czech languages

The student will become familiar with selected problems of teaching regional history, identify the requirements placed on the education of teachers and pupils in the field of cultural and natural heritage, acquiring knowledge about the application of methods and strategies recommended for learning the "timeless" values of (not only) local history. He/she will experience implementing teamwork in the so-called "revival" of history.

The course content focuses on the following core themes:

- History outdoors - deciphering history in the field in Spatio-temporal coordinates.

- "Reviving" history textbooks in the city of Bratislava. Three walks with a map and a timeline in hand. The importance of object didactics in educational practice.

- Model situations (frameworks) of historical and procedural cognition. Model examples of processing selected topics of regional history.

- Cognition of historical regions of Slovakia, specifics of their development and perspectives.

- Historical and symbolic paths through the regions of Slovakia, regional history in the context of national and Central European history.

- Active perception of interdisciplinary connections in transferable topics of regional history.

- Places of memory; what do the preserved monuments commemorate?

- The place of regional history in the preparation of future history teachers.

- Creation of projects popularising artefacts of regional (local) history.

The graduate of the course can work with any material of regional "microhistory", understands the necessity of linking local and national history in the study of history, as well as interdisciplinary connections, and can reflect on the importance of regional research - whether historical, ethnographic, sociological, which provides contextual links to the teaching of history. Demonstrates basic skills in processing regional source material and knows the methodology of creating didactic, educational aids for popularising regional history. In addition to applying the cognitive function of history, he/she can also use the educational and deleterious function.

2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)

Student workload:

2S (2 credits): 11 x 2 hours of direct instruction = 22 hours; 20 hours preparation of a seminar paper, 5 hours preparing individual assignments for each lesson, 3 hours preparing the presentation; 50 hours of student work in total.

Educational methods: monological method, problem-solving exercises; discussion of the subject; e-learning; heuristic method, analysis of the sources

BLOCH, M.: Obrana historie aneb historik a jeho řemeslo. Praha : Svoboda, 1967.

KATUŠČÁK, D.: Ako písať vysokoškolské kvalifikačné práce. Bratislava : Stimul, 1998.

ŠVEC, Š. a kol.: Metodológia vied o výchove. Bratislava : IRIS, 1998.

BARTL, Július: Úvod do štúdia dejepisu. Bratislava. : Univerzita Komenského, 1997 (2003), 133 s.

HROCH, Miroslav a kol.: Úvod do studia dějepisu. Praha : SPN, 1985, 304 s.

100 % of the interim evaluation. The student submits a term paper at the end of the semester - prepare a professional text according to the assignment. For each lesson, he prepares individual work individual assignments. To obtain the final grade, it is necessary to work actively in each lesson, complete the prescribed assignments, and hand in and present the seminar work.

The rating is awarded on a scale:

A 100-91% (excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),

B 90-81% (very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),

C 80-73% (good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),

D 72-66% (satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E 65-60% (sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx less than 59% (insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically).

Slovak and Czech languages

- Basic requirements for the processing of professional work in history:

- Aim and subject of the thesis

- Heuristics for historical work - bibliographies, historical literature, sources

- Critical study of information sources and their documentation

- Preparation of the thesis project, creation of the thesis structure

- Preparation and implementation of the professional work

- Preparation and implementation of research for the thesis

- Processing the results of the thesis research, their analysis, interpretation and synthesis

- Final linguistic and formal editing of the thesis

The course aims to develop information literacy and professional, methodological and expressive skills of male and female students. After completing the course, the student will:

- Knows and can navigate primary and secondary professional and scientific sources. The student can identify and understand the primary and secondary sources in his/her field of study.

- The student knows and can apply the principles of authorial ethics.

- Can critically evaluate the scholarly quality of online resources.

- Can apply the principles of professional writing.

- Can structure a professional text by the conventions of the discipline.

- Knows how to prepare a presentation, develops communication skills

Two hours seminar/week, 22 hours total per semester, combined; (primarily full-time); 2S (2 credits): 11 x 2 hours of direct instruction = 22 hours; 19 hours of preparation for the midterm evaluation + 19 hours of preparation for the seminar paper; 60 hours of student work in total; discussion of the topic; problem-solving exercises; e-learning; small group work, didactic games.

VALACHOVIČ, P.: Zákonníky starovekých národov. Bratislava : Univerzita Komenského v Bratislave, 2003, 50 p.

PETIŠKA, E.: Staré grécke báje a povesti. Praha : Ottovo nakladatelství, 2010, 191 p.

PROSECKÝ, J.: Epos o Gilgamešovi. Praha : Nakladelství Lidové novimy, 2019, 448 p.

HOMÉR: Ilias a Odysea. Praha : Leda, 2021, 440 + 552 p.

HÉRODOTOS: Dejiny. Praha : Academia, 2004, 552 p.

CAESAR, G. I.: Zápisky o vojne v Galii. Bratislava : Vydavateľstvo Spolku slovenských spisovateľov, 2008, 208 p.

Audiovisual sources, documentary films.

100 % of continuous assessment. The student will hand in the seminar paper in the examination period, from which he/she can obtain 70% of the total grade. During the semester, he/she also presents a selected topic (30% of the total grade), on which he/she is continuously working, in front of his/her classmates and the lecturer. He/she will provoke a discussion and prepare a didactic game. A final grade of A requires a score of at least 91%, a grade of B requires a score of at least 81%, a grade of C requires a score of at least 73%, a grade of D requires a score of at least 66%, and a grade of E requires a score of at least 60%. A minimum of 60% of the marks must be obtained to pass the course.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding results, the student is familiar with the subject matter, has mastered it, demonstrates a creative approach and the ability to think critically),

B (90-81%, very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),

C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),

D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (65-60%, sufficient - the results meet the minimum criteria, the student can orient himself/herself in the problem only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically)

Slovak language

Kurz sa zameriava na prehĺbenie poznania a dôkladnejšie poznanie pramennej bázy starovekých dejín. Študent/-ka sa oboznámi s vývojom v období staroveku prostredníctvom analýzy historických prameňov. Študent/-ka ako budúci pedagóg/-ička tak získa schopnosť sprostredkovať nadobudnuté vedomosti žiakom. Kurz sa sústredí sa na tieto ťažiskové témy:

- epos o Gilgamešovi

- Chammurapiho zákonník

- Chetitský zákonník

- Starogrécke báje

- Gortýnske zákony

- Ilias a Odysea

- Herodotove dejiny

- Zákony XII tabúľ

- Zápisky o vojne v Galii

- a i.

In the course, the student will thoroughly master the methods of working with contemporary historical sources from the history of antiquity in the years 2000 BC - 476 AD. and their possible use in the pedagogical process at primary or secondary school. The student will be able to deal professionally with written historical sources of different natures (epics, scribes, contemporary historiographical writings, etc.) and will deepen his/her knowledge by analysing contemporary historical sources. They will be able to evaluate the meaning of sources, interpret them and compare them with other sources. In addition, they will learn to think critically, argue more independently and discuss issues.

2 hours seminar/week, the total for the semester 22 hours, combined form; (primarily present)

Student workload:

2S (2 credits): 11 x 2 hours of direct teaching = 22 hours; 9 hours - preparation for individual seminars; 7 hours - preparation for mid-term evaluation (test); 5 hours - preparation of individual assignments; 9 hours - preparation for final evaluation (test). Total 52 hours of student work.

Learning methods: teaching Latin grammar, translation of Latin texts and sources of historical nature, work with editions, problem-solving exercises; discussion on the subject; e-learning, heuristic method

BEJLOVEC, J.: Latina pro vysoké školy (Latin for universities). Prague : SPN, 1972.

MAREK, M.: Slovník stredovekej a novovekej latinčiny na Slovensku (Dictionary of Medieval and Modern Latin in Slovakia). Trnava: FF TU in Trnava and Towarzystwo Slowaków w Polsce, 2020. Second edition.

ŠPAŇÁR, J. - HRABOVSKÝ, J.: Latinsko-slovenský, slovensko-latinský slovník (Latin-Slovak, Slovak-Latin dictionary). Bratislava : SPN, 2012.

ŠPAŇÁR, J. - KETTNER, E.: Latinčina pre gymnáziá (Latin for grammar schools). Bratislava : SPN, 1965.

ZACHOVÁ, J.: Latina pro historiky a archiváře (Latin for historians and archivists). Prague : Academia, 2005.

There will be two written examinations of 25 points each during the semester. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. Credit will not be awarded to a student who accumulates less than 59 points.

The grade shall be awarded on a scale:

A (100-91%, excellent - excellent results, the student learns the basics of Latin grammar, writes both papers for at least 45 points in total and has an excellent command of Latin sources.

B (90-81%, very good - above average standard, the student is knowledgeable about the subject matter, masters the basics of Latin grammar, writes the papers for a minimum of 41 points, and masters the work with Latin sources.

C (80-73%, good - normal reliable work, the student can navigate the issues, has learned, but the papers showed deficiencies as he/she scored less than 40 points cumulatively.

D (72-66%, satisfactory - acceptable performance, the student can orient himself to the problem at a basic level, his knowledge is fragmented. He scored less than 35 points on the papers.

E (65-60%, satisfactory - results meet the minimum criteria, the student can orient himself/herself to the problem only with great difficulty, he/she has only the most basic knowledge. He/she scored less than 29 points in the written examinations.

FX (59-0%, insufficient - extra work is required, the student is unable to navigate the subject, does not know the most basic knowledge.

Slovak and Czech languages

The course focuses on vocabulary, the basics of Latin grammar and working with Latin historical sources.

- An introduction to the study of the Latin language.

- I. Declension. The early age of Roman literature.

- Declension II. The literature of the imperial period.

- I. and II. conjugation. Medieval Latin sources.

- Reinforcement of the syllabus. Editions of medieval documents.

- Conjugations III and IV. Latin sources on the history of medieval and early modern Slovakia.

- The verb esse and its compounds. Latin sources on the history of towns in Slovakia.

- Pronouns. Latin sources for the ecclesiastical history of Slovakia.

- Imperfect verbs of I - IV conjugation. Latin modern sources.

- III. declension. Particípium prézenta. Futurum of verbs of I. and II. conjugation.

- Repetition, reading of simple texts.

The student will acquire the basics of Latin grammar by completing the course. The student will acquire basic knowledge of the Latin language, the inflexion of nouns and pronouns and the tense of verbs in the present, past and future tenses. After completing the course, the student will be able to translate simpler texts from Latin into Slovak. The student will learn to work with Latin historical sources and editions.

2 hours seminar/week, the total for the semester 22 hours, combined form; (primarily present)

Student workload:

2S (2 credits): 11 x 2 hours of direct teaching = 22 hours; 9 hours - preparation for individual seminars; 7 hours - preparation for mid-term evaluation (test); 5 hours - preparation of individual assignments; 9 hours - preparation for final evaluation (test). Total 52 hours of student work.

Learning methods: teaching Latin grammar, translation of Latin texts and sources of historical nature, work with editions, problem-solving exercises; discussion on the subject; e-learning, heuristic method

BEJLOVEC, J.: Latina pro vysoké školy (Latin for universities). Prague : SPN, 1972.

MAREK, M.: Slovník stredovekej a novovekej latinčiny na Slovensku (Dictionary of Medieval and Modern Latin in Slovakia). Trnava: FF TU in Trnava and Towarzystwo Slowaków w Polsce, 2020. Second edition.

ŠPAŇÁR, J. - HRABOVSKÝ, J.: Latinsko-slovenský, slovensko-latinský slovník (Latin-Slovak, Slovak-Latin dictionary). Bratislava : SPN, 2012.

ŠPAŇÁR, J. - KETTNER, E.: Latinčina pre gymnáziá (Latin for grammar schools). Bratislava : SPN, 1965.

ZACHOVÁ, J.: Latina pro historiky a archiváře (Latin for historians and archivists). Prague : Academia, 2005.

There will be two written examinations of 25 points each during the semester. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. Credit will not be awarded to a student who accumulates less than 59 points.

The grade shall be awarded on a scale:

A (100-91%, excellent - excellent results, the student learns the basics of Latin grammar, writes both papers for at least 45 points in total and has an excellent command of Latin sources.

B (90-81%, very good - above average standard, the student is knowledgeable about the subject matter, masters the basics of Latin grammar, writes the papers for a minimum of 41 points, and masters the work with Latin sources.

C (80-73%, good - normal reliable work, the student can navigate the issues, has learned, but the papers showed deficiencies as he/she scored less than 40 points cumulatively.

D (72-66%, satisfactory - acceptable performance, the student can orient himself to the problem at a basic level, his knowledge is fragmented. He scored less than 35 points on the papers.

E (65-60%, satisfactory - results meet the minimum criteria, the student can orient himself/herself to the problem only with great difficulty, he/she has only the most basic knowledge. He/she scored less than 29 points in the written examinations.

FX (59-0%, insufficient - extra work is required, the student is unable to navigate the subject, does not know the most basic knowledge.

Slovak and Czech languages

The course focuses on vocabulary, the basics of Latin grammar and working with Latin historical sources.

- An introduction to the study of the Latin language.

- I. Declension. The early age of Roman literature.

- Declension II. The literature of the imperial period.

- I. and II. conjugation. Medieval Latin sources.

- Reinforcement of the syllabus. Editions of medieval documents.

- Conjugations III and IV. Latin sources on the history of medieval and early modern Slovakia.

- The verb esse and its compounds. Latin sources on the history of towns in Slovakia.

- Pronouns. Latin sources for the ecclesiastical history of Slovakia.

- Imperfect verbs of I - IV conjugation. Latin modern sources.

- III. declension. Particípium prézenta. Futurum of verbs of I. and II. conjugation.

- Repetition, reading of simple texts.

The student will acquire the basics of Latin grammar by completing the course. The student will acquire basic knowledge of the Latin language, the inflexion of nouns and pronouns and the tense of verbs in the present, past and future tenses. After completing the course, the student will be able to translate simpler texts from Latin into Slovak. The student will learn to work with Latin historical sources and editions.

2 hours seminar /week, a total of 22 hours per semester, combined form; (primarily full-time)

Student workload: 2S (2 credits): 11x 2 hours of direct teaching ꞊ 22 hours; 20 hours preparation for mid-term evaluation; 18 hours preparation for seminar paper presentation. Total 60 hours of student work.

Learning methods: lecture, discussion of the topic covered; situation analysis method; problem-solving tasks; e-learning

Relevant literature:

MARSINA, R. (ed.): V kráľovstve svätého Štefana. Vznik uhorského štátu a čas arpádovských kráľov. Pramene k dejinám Slovenska a Slovákov III. Bratislava : LIC, 2003.

BREZOVÁKOVÁ, B. – LUKAČKA, J. – SEDLÁK, V. – SOPKO, J. (eds.): Pod vládou anjouovských kráľov. Pramene k dejinám Slovenska a Slovákov IV. Bratislava : LIC, 2002.

BARTL, J. – DVOŘÁKOVÁ, D. – LUKAČKA, J. – Sopko, J. (eds.): Prvý cisár na uhorskom tróne. Slovensko v čase polstoročnej vlády uhorského, českého, lombardského a nemeckého kráľa a rímskeho cisára Žigmunda Luxemburského, syna Karola IV. Pramene k dejinám Slovenska a Slovákov V. Bratislava : LIC, 2001.

Recommended literature:

NEMEŠ, J. (ed.): Lampert z Hersfeldu: Veľké nemecké putovanie do Jeruzalema v rokoch 1064 – 1065. In: Kultúrne dejiny / Cultural History, 2014, vol. 5, n. 2, pp. 238 – 251.

ČAPLOVIČ, D. et al: Dokumenty slovenskej národnej identity a štátnosti I. Bratislava : LIC, 1998.

RATKOŠ, P. (ed.): Pramene k dejinám Veľkej Moravy. Bratislava : Vydavateľstvo SAV, 1968.

MARSINA, R. – STEINHUBEL, J. – LUKAČKA, J. – PAULINY, J. (eds.): Slovensko očami cudzincov. Vzácne správy o histórii nášho územia od 6. do 10. storočia, tak ako sa javia v písomnostiach prevažne cudzieho pôvodu. Pramene k dejinám Slovenska a Slovákov II. Bratislava : LIC, 1999.

LUKAČKA, J. – SEGEŠ, V. – FRIMMOVÁ, E. – SKLADANÝ, M. – HRNČIAROVÁ, D. – ŠTEFÁNIK, M. (eds.): Pod osmanskou hrozbou. Osudy Slovenska od Albrechta Habsburského do tragickej bitky pri Moháči v roku 1526 s prihliadnutím na začiatky renesancie v čase vlády Mateja Korvína. Pramene k dejinám Slovenska a Slovákov VI. Budmerice : Rak 2005.

SOPKO, J. (ed.): Kroniky stredovekého Slovenska. Budmerice: Rak, 1995.

MARSINA, R. (ed.): Legendy stredovekého Slovenska. Budmerice : Rak, 1997.

MÚCSKA, V. (ed.): Kronika anonymného notára kráľa Bela. Budmerice : Rak, 2000.

MARSINA, R., MAREK, M. (eds.): Tatársky vpád. Budmerice : Rak, 2008.

100% of the intermediate assessment. The seminar work will be presented during the lecture period at the colloquium in the form of a paper and then handed in writing. The professional quality of the seminar paper will be evaluated, and the student may receive 70 points, representing 70% of the total grade. 30 points may be awarded for presenting the topic and generating discussion. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course, you must obtain a minimum of 60% of the marks.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),

B (90-81%, very good - above average standard, the student is familiar with the issues, but critical thinking is borderline),

C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),

D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).

Slovak language

- Chronology of the development of the Middle Ages in Slovakia.

- The question of the origin of the Slavs and their occurrence on our territory.

- The Empire of Samo. The Principality of Nitra.

- Great Moravia. Personalities of Great Moravia. The Byzantine mission.

- The question of the demise of Great Moravia and the establishment of the Kingdom of Hungary.

- Hungary (especially today's Slovakia) during the reign of the Árpad dynasty.

- Hungary (especially today's Slovakia) during the reign of the Anjou dynasty.

- Louis I, the ideal of a knight king.

- Sigismund of Luxembourg and Matthias Corvinus on the Hungarian throne.

- The Jagiellonian dynasty and the Battle of Mohács.

- Medieval culture in Hungary (especially in today's Slovakia).

- Colloquium of seminar papers 1.

- Colloquium of seminar papers 2.

The seminar aims to learn the methods of working with historical sources on the history of Slovakia in the Middle Ages (until 1526). Based on the acquired knowledge, students will be able to professionally handle contemporary sources of various natures (documents, legends, chronicles, annals, etc.) and deepen their understanding through their analysis. They will become familiar with and be able to navigate the complex history of the Middle Ages. They will be able to evaluate the significance of individual historical events, interpret and compare them, and confront them with specialised literature. Particular emphasis is placed on the acquisition of critical thinking and professional argumentation. Adequate attention will be paid to the mutual discussion of the problems of Slovakia in the medieval period.

2 hours seminar /week, total per semester

22 hours, combined form; (primarily full-time).

Student workload: 2S (2 credits): 11 x 2 hours of direct instruction = 22 hours; 3 hours of preparation for a paper; 20 hours preparation of a seminar paper; 15 hours preparation of individual assignments for each hour. Total 60 hours of student work.

Learning methods: problem-solving; analysis of medieval sources;

discussion of the subject; e-learning, heuristic method, work with text; guided discussion.

EINHARDUS: ... a neuniknout budoucímu věku. Vita Caroli Magni. Praha: Set Out, 1999.

GREGOR Z TOURS: O boji králů a údělu spravedlivých. Praha: Odeon, 1986.

KAMENICKÝ, M. a kol.: Lexikón svetových dejín. Bratislava : SPN, 1997 (1. vydanie), 2001 (2. vydanie), 2003 (3. vydanie).

MÚCSKA, V. a kol.: Dejiny európskeho stredoveku I. Raný stredovek (od 5. storočia do polovice 11. storočia). Prešov: Vydavateľstvo Michala Vaška, 2006.

100 % of the continuous assessment. In each seminar, students are assigned different assignments. Medieval sources will be read and interpreted. For example, the Chronicle of the Franks, Gregory of Tours, and Einhard's Vita Caroli Magni (Biography of Charlemagne). In addition to various sub-assignments, the most important output will be the students' term papers. At the beginning of the semester, each student will choose the topic of his/her seminar paper. From the fifth two-hour period, students will gradually present the topics of their seminar papers in the form of papers. The papers will be verbally evaluated not only by the teacher but also by other students in discussion.

Then the student will complete the seminar paper, which must be a minimum of 15 pages. It must include notes and a list of references used and sources. A minimum of 91 points is required for a final grade of A. a minimum of 81 points for a B grade, a minimum of 73 points for a C grade, and a minimum of 73 points for a grade D, at least 66 points and for grade E at least 60 points. No credits will be awarded to students who obtain less than 15 points in any of the four written examinations. For passing the course, a minimum score of 60% is required. The grade is awarded on a scale:

A (100-91%, excellent - excellent results, the student is knowledgeable and proficient in the subject matter and demonstrates a creative approach and the ability to think critically. The student is able to acquire information actively and creatively apply it in solving problem tasks, actively expands his/her knowledge and critically reviews it and considers the appropriateness of its application for pedagogical and history practice. He/she has prepared the seminar work at an excellent level),

B (90-81%, very good - above average standard. The student is oriented in the issue, knows it, and can independently solve professional tasks. His/her seminar paper is written at a very good level).

C (80-73%, good - normal reliable work, the student is safe in reproducing the acquired knowledge, however, he/she applies and synthesises the acquired knowledge only with difficulty. His/her term paper is written at a reasonable level).

D (72-66%, satisfactory - acceptable results, the student can orientate himself in the problem only at a basic level, his knowledge is fragmental, he does not demonstrate the ability to think critically, and he cannot apply the acquired knowledge in practice.

E (65-60%, satisfactory - the results meet the minimum criteria, the student can orient himself/herself to the problem only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice. His/her seminar work meets only the minimum criteria.

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically. His/her seminar work is not at the required level).

Slovak and Czech languages

Familiarisation with the focus of the seminar. Students will be asked to think about the topics of their seminar papers. At each subsequent seminar, two students will inform the topics of their seminar papers.

- Working with medieval chronicles. Gregory of Tours: Historia Francorum.

- Readings from the Chronicle of Gregory of Tours - Book 2 - from the accession of Chlodovicus I.

- Interpretation of the information obtained from the Chronicle of Gregory of Tours.

- Einhard: Vita Caroli Magni. Interpretation of the biography of Charlemagne.

- Work with medievalist literature.

- Working with editions of sources.

- Marco Polo's travelogue The Million. Interpretation.

- Medieval documents.

- Electronic medievalist information resources.

- Colloquium term papers.

The student will be able to work with medieval written sources such as chronicles, annals, documents, charters, etc. The student can analyse them. In the seminar, these sources will not only be read but also interpreted. The information from the sources will also be confronted with the data in the professional literature and discussed. Students will also be introduced to working with editions of sources and with medievalist specialist literature.

Two hours seminar/week, 22 hours total per semester, combined; (primarily full-time); 2S (2 credits): 11 x 2 hours of direct instruction = 22 hours; 38 hours of exam preparation; a total of 60 hours of student work; discussion of the topic covered; incident method; experiential methods; e-learning; monologue methods.

Compulsory:

HONZÁK, F., PEČENKA, M., STELLNER, F., VLČKOVÁ, J.: Evropa v proměnách staletí. Praha: Libri, 2001.

RÁBIK, V., LABANC, P,, TIBENSKÝ, M,: Historická geografia. Trnava: FF TU, 2013.

Recommended readings:

ČÉPLÖ, S., KAČÍREK, Ľ., POCISKOVÁ, M., ŠPROCHOVÁ, T., ŠPROCHA, B., TIŠLIAR, P., VARGOVÁ, L.: Vybrané populačné štruktúry obcí na Slovensku (18. – 1. pol. 20. storočia). Bratislava: Muzeológia a kultúrne dedičstvo, o. z. v spolupráci s Centrom pre historickú demografiu a populačný vývoj Slovenska, Filozofickej fakulty Univerzity Komenského v Bratislave, 2016.

CHRASTINA, P.: Vývoj využívania krajiny Trenčianskej kotliny a jej horskej obruby Nitra: Univerzita Konštantína Filozofa 2009.

MAJTÁN, M.: Názvy obcí Slovenskej republiky. Bratislava: VEDA, 2008.

PORUBSKÁ, B.: Vojenské mapovanie na Slovensku 1769 – 1883. Bratislava: Pamiatkový úrad SR, 2010.

GAJDOŠ, A. a kol. Regionálna geografia Európy. Bratislava: VEDA, 2013.

Kol. autorov: Historica. Veľký atlas svetových dejín s viac ako 1 200 mapami. Bratislava: Slovart, 2011.

SEMOTANOVÁ, E.: Historická geografie českých zemí. Praha: Historický ústav, 1998. TIBENSKÝ, J. Priekopníci dejín vedy a techniky na Slovensku. Bratislava: Obzor, 1979.

MUSIL, F.: Slovensko na nejstarších mapách. In: Historická geografie. Praha: 2003, p. 11-19.

PRIKRYL, Ľ.: Vývoj mapového zobrazenia Slovenska. Bratislava 1977.

BRŮNA, V., BUCHTA, I., UHLÍŘOVÁ, L.: Interpretace prvků mapy prvního a druhého vojenského mapování. In: Historická geografie. Praha: 2003, p. 93-113.

Audiovisual sources, documentary films

80% of the final exam grade is in the form of a test. 20% of the grade for active participation in discussions throughout the semester, which the student will receive if he/she participates in at least one-third of the discussions. The student will take the test at the end of the semester. A minimum of 91% is required for a final grade of A, a minimum of 81% for a grade of B, a minimum of 73% for a grade of C, a minimum of 66% for a grade of D, and a minimum of 60% for a grade of E. You must earn a minimum grade of 60% to pass the course.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding results, the student is knowledgeable and proficient in the subject matter, demonstrates creativity and critical thinking),

B (90-81%, very good - above average standard, the student is familiar with the issues, but critical thinking is borderline),

C (80-73%, good - normal reliable work, the student does know his/her way around the issue, has learned, but cannot apply the knowledge gained to practice),

D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (65-60%, sufficient - the results meet the minimum criteria, the student can orientate himself/herself in the problem only with great difficulty, he/she knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically)

Slovak language

The course aims to deepen the knowledge of the cartographic development of prehistory, ancient civilisations, the Middle Ages, modern times and the modern history of European civilisation. It also emphasises the history of the cartography of Slovak provenance. The course includes an introductory survey of the problems of the environmental history of the globalised world. As a future teacher, the student will also be able to communicate the acquired knowledge to pupils - e.g. when working with electronic databases containing historical maps. The course will concentrate on the following key topics:

- What is historical geography; definitions, methods and sources

- Physical-geographical and human-geographical relics of the landscape

- Environmental history - historical development and current trends

- Cartography and the historical development of the earliest maps I (prehistoric and ancient Greece)

- Historical development of maps II (ancient Rome, medieval and modern times)

- History of the cartographic development of the territory of Slovakia from the Middle Ages to the 20th century

- Working with maps of the so-called military mapping

- Development and changes in the geographic-political boundaries of Slovakia

- Historical territories of Central and South-Eastern Europe

- Excursion

- Historical geography in the training of history teachers

- Use of historical geography in practice

In the course Historical Geography, the student learns key facts from the historical development of geography in the broadest sense of the word. The student develops critical and historical thinking skills. The student is able to work with historical maps and knows the historical development of historical territories related to the history of Central Europe. Physically orientates oneself in the landscape (environment) by being able to define individual elements and human-geographical relics of the landscape. The student knows the basic orientation of the discipline and its focal problems. The course is taught in the context of preparing future teachers for their profession so that the student can use both historical and contemporary maps in the educational process.

2 hours seminar/week, 22 hours total per semester, combined form; (primarily in person)

Student workload:

11x 2 hours of direct instruction = 22 hours; 8 hours preparation of a report; 20 hours preparation of a seminar paper. Total 50 hours of student work.

Educational methods: discussion of the topic; small group work; problem-solving by students, e-learning

Dokumenty slovenskej národnej identity a štátnosti I. Bratislava : Národné literárne centrum,1998.

DUCHOŇOVÁ, D. – LENGYELOVÁ, T.: Hradné kuchyne a šľachtické stravovanie v ranom novoveku. Radosti slávností, strasti každodennosti. Bratislava : Veda, 2016.

LENGYELOVÁ, T.: Život na šľachtickom dvore. Odev, strava, domácnosť, hygiena, voľný čas. Bratislava : Slovart, 2016.

NAGY, László: Odevy a účesy. Dunajská Streda : Lilium Aurum, 2004.

Pramene k dejinám Slovenska a Slovákov VI. Pod osmanskou hrozbou. Osudy Slovenska od Albrechta Habsburského do tragickej bitky pri Moháči. Budmerice : Rak, 2005.

Pramene k dejinám Slovenska a Slovákov VII. Turci v Uhorsku. Budmerice : Rak, 2005.

Pramene k dejinám Slovenska a Slovákov VIII. Nový pohľad na svet. Budmerice : Rak, 2007.

100% of the intermediate assessment. Seminar paper on a selected topic - processed according to the assignment, which is handed in before the beginning of the examination period. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),

B (90-81%, very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),

C (80-73%, good - normal reliable work, the student does know his/her way around the issue, has learned, but cannot apply the knowledge gained to practice),

D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (65-60%, sufficient - the results meet the minimum criteria, the student can orient himself/herself in the problem only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically)

Slovak language

The course focuses on deepening knowledge and a more thorough understanding of the source base of the history of Slovakia from the 16th to the 18th century, as well as the history of everyday life. The student will get acquainted with the history of Slovakia in the modern period through the analysis of historical sources, but also with daily life in that period in the processing of specific topics and their presentations. As a future teacher, the student will thus be able to convey the acquired knowledge to pupils. The course will concentrate on the following main topics:

- principles of working with historical sources of Slovak provenance in the modern period

- analysis of sources on the Battle of Mohács in 1526

- working with sources relating to the first rulers of the Habsburg dynasty

- sources on the history of Ottoman expansion

- sources on the history of Bratislava as a coronation city

- sources on the Estates' uprisings in Hungary and Slovakia

- sources on the history of the development of education

- the Janosik tradition in sources

- Maria Theresa and her son Joseph II in historical sources

- Slovak defence writings in the 18th century (J. B. Magin, S. Timon and others)

- hygiene and health care

- catering

- woman (family and society)

- children (family and school)

- social stratification

- religious question and confessionalism

- transport

- literature and theatre

Within the course, the student will thoroughly master the methods of working with historical sources from the history of Slovakia in the years 1526 - 1780 and their possible use in the pedagogical process at primary or secondary school. The student will deepen his/her knowledge by analysing contemporary historical sources. The student will be able to evaluate the significance of the sources, interpret them and compare them with other sources. At the same time, the student will broaden his/her perception of history by adding the dimension of everyday life. In addition, they will learn to think critically, argue more independently and debate issues.

2 hours seminar /week, a total of 22 hours per semester, combined form; (primarily full-time)

Student workload: 2S (2 credits): 11x 2 hours of direct teaching ꞊ 22 hours; 20 hours preparation for mid-term evaluation; 18 hours preparation for seminar paper presentation. Total 60 hours of student work.

Learning methods: lecture, discussion of the topic covered; situation analysis method; problem-solving tasks; e-learning.

Relevant literature:

NEMEŠ, J.: Z prameňov dejín raného novoveku. Učebné texty k 16. a 17. storočiu. Ružomberok : Verbum, 2012.

KAMENICKÝ, M. Et al.: Lexikón svetových dejín. Bratislava : SPN, 1997, 2001, 2003.

KINDER, H. – HILGEMANN, W.: Encyklopedický atlas světových dějin. Praha : Lidové noviny, 1999.

Recommended literature:

NEMEŠ, J. – ĎURČO, M.: Kauza Martina Luthera (1520 – 1521). In: Kultúrne dejiny / Cultural History, 2017, vol. 8, n. 2, pp. 240 – 286.

HAMILTON, A. et al.: Listy federalistov. Bratislava : Kalligram, 2002.

KOHÚTOVÁ, M.: Vybrané kapitoly z dejín novoveku. Trnava : FF TrU, 2008.

ŠTĚPÁNEK, K.: Obecné dějiny novověku I. (16. století). Brno : Masarykova univerzita, Pedagogická fakulta, 2018.

ŠTĚPÁNEK, K. – VACULÍK, J. Obecné dějiny novověku II.-III. (17. a 18. století). Brno : Masarykova univerzita, 2017.

Domestic and foreign professional journals.

100% of the intermediate assessment. The seminar work will be presented during the lecture period at the colloquium in the form of a paper and then handed in writing. The professional quality of the seminar paper will be evaluated, and the student may receive 70 points, representing 70% of the total grade. 30 points may be awarded for presenting the topic and generating discussion. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course, you must obtain a minimum of 60% of the marks.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),

B (90-81%, very good - above average standard, the student is familiar with the issues, but critical thinking is borderline),

C (80-73%, good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),

D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (65-60%, sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).

Slovak language

- Work with modern historical sources and the methodology of their research.

- Editions of modern historical documents.

- Humanism and Renaissance in the light of sources.

- Sources to the discovery of America, the origins of colonisation and the defense of the rights of the natives.

- Analysis of sources on the history of the Reformation in the German lands. Martin Luther.

- Sources on the Reformation in other countries. Calvinists and Anglicans.

- The Thirty Years' War (1618–1648) in the light of historical sources.

- Characteristics of absolutism in the light of historical sources.

- Analysis of sources on the history of France in the early modern period.

- Sources on the history of Russia in the early modern period and their interpretation.

- Sources on the American Revolution (1765–1783).

- Colloquium of seminar papers 1.

- Colloquium of seminar papers 2.

The seminar aims to learn the methods of working with historical sources from the general history of the early modern period (16th to 18th centuries). Based on the acquired knowledge, students will be able to deal professionally with contemporary sources of different natures and deepen their understanding through their analysis. They will become familiar with and be able to navigate the complex history of the early modern period. They will be able to evaluate the significance of individual historical events, interpret and compare them, and confront them with specialised literature. Particular emphasis is placed on the acquisition of critical thinking and professional argumentation. Adequate attention will be paid to the mutual discussion of selected issues and their contribution to contemporary knowledge.

2 hours seminar/week, 22 hours total per semester, combined form; (primarily in person)

Student workload:

11x 2 hours of direct instruction = 22 hours; 8 hours preparation of a report; 20 hours preparation of a seminar paper. Total 50 hours of student work.

Educational methods: discussion of the topic; small group work; problem-solving by students, e-learning

Dokumenty slovenskej národnej identity a štátnosti I. Bratislava : Národné literárne centrum, 1998.

LENGYELOVÁ, T.: Život na šľachtickom dvore. Odev, strava, domácnosť, hygiena, voľný čas. Bratislava : Slovart, 2016. Pramene k dejinám Slovenska a Slovákov IX. Na prahu modernej doby. Bratislava : Rak, 2008.

Pramene k dejinám Slovenska a Slovákov X. Od revolúcie 1848 – 1849 k dualistickému Rakúsko-Uhorsku. Bratislava : LIC, 2009.

Pramene k dejinám Slovenska a Slovákov XI. a. Slováci po rakúsko-uhorskom vyrovnaní. Bratislava : LIC, 2012.

Pramene k dejinám Slovenska a Slovákov XI.b. Slováci v prvej svetovej vojne 1914 – 1918. Bratislava : LIC, 2011.

100% of the intermediate assessment. Seminar paper on a selected topic - processing according to the assignment, which is handed in before the beginning of the examination period. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),

B (90-81%, very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),

C (80-73%, good - normal reliable work, the student does know his/her way around the issue, has learned, but cannot apply the knowledge gained to practice),

D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (65-60%, sufficient - the results meet the minimum criteria, the student can orient himself/herself in the problem only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically)

Slovak language

The course focuses on deepening knowledge and a more thorough understanding of the source base of the history of Slovakia from the 18th to the 20th century, as well as the history of everyday life. The student will get acquainted with the history of Slovakia in the modern period through the analysis of historical sources, but also with daily life in that period in the processing of specific topics and their presentations. As a future teacher, the student will thus be able to convey the acquired knowledge to pupils. The course will concentrate on the following main topics:

- sources to the Bernolák´s generation

- sources to the Kollár´s generation

- sources to the Štúrś generation

- sources to the expeditions of Slovak volunteers

- illustration of neoabsolutism in contemporary sources

- the Memorandum Movement and the Slovak Matica in the sources

- the Slovak national movement and the Austro-Hungarian Compromise

- cooperation between the Slovak, Serbian and Romanian movements at the end of the 19th century

- personalities of the Slovak national movement at the turn of the 19th and 20th centuries

- sources on the First World War

- hygiene and health care

- catering

- woman (family and society)

- children (family and school)

- social stratification

- religious question and confessionalism

- transport

- literature and theatre

Within the course, the student will thoroughly master the methods of working with historical sources from the history of Slovakia in the years 1780-1918 and their possible use in the pedagogical process at primary or secondary school. The student will deepen his/her knowledge by analysing contemporary historical sources. The student will be able to evaluate the significance of the sources, interpret them and compare them with other sources. At the same time, the student will broaden his/her perception of history by adding the dimension of everyday life. In addition, they will learn to think critically, argue more independently and debate issues.

2 hours lecture/week, 22 hours total per semester, combined form; (primarily in person)

Student workload:

2S (2 credits): 11 x 2 hours of direct instruction = 22 hours; 3 hours preparation for the paper; 10 hours preparing a review; 15 hours preparing individual assignments for each class; 50 hours of student work in total.

Educational methods: problem-solving exercises; discussion of the subject; e-learning; heuristic method, work with text, didactic games (make-up games, quizzes, blind maps), application of theoretical knowledge to practical examples

Source editions (correspondence) and contemporary press will be assigned in individual classes.

Myška, M. – Zářický, A.: Prameny k hospodářským a sociálním dejinám novověku. I. a II. Ostrava 2008, 2010.

MEJDŘICKÁ, Květa: Listy ze stromu svobody. Praha 1989.

TINKOVÁ, Daniela: Zrození občana. Praha 2015

100 % of the interim evaluation. At the end of the semester, the student will submit a review of the selected scientific publication. The student will prepare and present a paper on the chosen topic during the semester. The student will prepare individual working materials for each class. The student’s active participation in each class is required to complete the course successfully.

The rating is awarded on a scale:

A (excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),

B (very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),

C (good - normal reliable work, the student does know his/her way around the subject, has learned the subject, but cannot apply the knowledge gained to practice),

D (satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (sufficient - the results meet the minimum criteria, the student can navigate the issue only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, and does not demonstrate the ability to think critically).

Slovak and Czech languages

The course focuses on working with sources on the history of the Long 19th century. The course will concentrate on the following focal topics:

The Enlightenment

The Industrial Revolution

The Great French Revolution

The Napoleonic period in France and Europe, the Congress of Vienna

The European system 1815-1848 and its defence

Revolutionary events in Europe in the 1820s, 1830s and 1848-1849

The emergence of nation-states (Italy and Germany)

Great Britain and France in the 19th century

Currents of thought and political trends in the 19th century

The USA in the 19th century, the Civil War

Russian Empire to World War I

Eastern Question to World War I

Fundamental trends in the development of European colonialism in the 19th century

Europe on the road to the First World War

The student acquires the necessary knowledge and understanding of political, economic and social developments of the European and non-European world between 1789 and 1914. The student should be able to navigate the fundamental issues of general modern history after successfully completing it. The course is intended to introduce students to general history from the late 18th century, from the Great French Revolution of 1789-1799, to the beginning of World War I. War, to provide a plastic picture of the transformation of the society during the long 19th century. Student Gain in-depth knowledge and understanding of the modern period in world history. Student Gain the communication skills necessary to present his/her work results. The history of The 19th century is given special emphasis in the study of history because it is in this period that the social phenomena and processes have directly influenced the development of society up to the present times. The student will learn to work with sources on the general history between 1789 and 1914, learn how to analyse and interpret historical sources and reconstruct based on these historical events.

2 hours seminar/week; 22 hours total per semester, combined; (primarily full-time)

Student workload:

2S (2 credits): 11 x 2 hours of direct instruction = 22 hours; 40 hours of seminar paper production;15 hours of discussion, argumentation, and constructive evaluation of students’ interim outcomes. Total 77 hours of student work.

Educational methods: instruction; E-U-R (evocation-awareness-reflection); analysis of texts, iconic texts and educational materials; brainstorming; creation of educational aids, e.g. mind maps, construction projects; discussion of the presented seminar work; SWOT analysis

Required reading:

BOCKOVÁ, A.: Dejepisné vzdelávanie je hodnototvorný proces. In: Vita historiae dedicata, Bratislava : Univerzita Komenského, 2018.

BOCKOVÁ, A.: Projektová činnosť. Metodika stáže. Bratislava : Univerzita Komenského, 2020.

ČAPEK, R.: Líný učitel – Jak učit dobře a efektivně. Bratislava : Raabe, 2018.

PETTY, G.: Moderní vyučování. Praha: Portál, 1996.

STRADLING, R.: Vyučovanie európskej histórie dvadsiateho storočia. Bratislava : Metocké centrum mesta Bratislavy, 2002.

Recommended reading:

BAUMANN, E.: Hra vo výučbe – výučba hrou (ukážka možnosti využitia spoločenskej hry pri výučbe z dejín Strednej Európy na príklade praxe). In: Verbum historiae 2/2020.

BOCKOVÁ, A.: Empirický prieskum. Metodika stáže. Bratislava : Univerzita Komenského, 2021.

BURIAN, V.: Trendy, ktoré možno zatrasú školami. In: Dobrá škola, roč. 7, 2015, č. 3.

DENDYS, I.: Didaktické hry a herné princípy vo výučbe dejepisu. In : Duchoňová, J.-Hošová,D.-Koleňáková, R.Š: (eds.): Inovatívne trendy v odborových didaktikách. Prepojenie teórie a praxe výučbových stratégií kritického a tvorivého myslenia. Nitra : Univerzita Konštantína Filozofa, 2019.

HAŠKOVÁ, A.: Učiteľ ako aktér inovácií. In: Duchoňová, J.-Hošová,D.-Koleňáková, R.Š: (eds.): Inovatívne trendy v odborových didaktikách. Prepojenie teórie a praxe výučbových stratégií kritického a tvorivého myslenia. Nitra : Univerzita Konštantína Filozofa, 2019

KMEŤ, M.: História a dejepis (Vybrané kapitoly z didaktiky dejepisu). Banská Bystrica : Univerzita Mateja Bela, 2017.

LABISCHOVÁ, D.-GRACOVÁ, B.: Příručka k didaktice dějepisu, Ostrava : Ostravská univerzita v Ostrave, 2010.

TUREK, I.: Kľúčové kompetencie. Bratislava : Metodicko-pedagogické centrum v Bratislave, 2003.

Učebnice dejepisu pre základné školy, gymnáziá a stredné školy;

Inovovaný Štátny vzdelávací program pre vzdelávaciu oblasť Človek a spoločnosť - dejepis, dostupný na: www.statpedu.sk

100 % of the intermediate verbal and scored marks. During the semester, the student analyses and reflects on thematic assignments, solve problems, and regularly presents and verifies the outputs in discussions at individual seminar sessions. The quality of the outcomes is assessed collectively and by applying SWOT analysis. The student's ability to use the E-U-R method, skill, and ability to evaluate, create and apply theoretical, practical, emotional and metacognitive levels of knowledge are included in the interim and overall assessment. The conclusion of the continuous assessment is done transparently by discussing and summarising the scores obtained. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A (100-91%, excellent - excellent results, the student has a broad, compact knowledge in the specialised field of the discipline and can apply it in theoretical and practical contexts, is oriented in the current state of knowledge of borderline scientific disciplines, thinks conceptually, can actively acquire information and creatively apply it in solving problem tasks, actively expands his/her knowledge and critically reviews it and considers the suitability of its application for pedagogical and historical practice),

B (90-81%, very good - above average standard, the student is oriented in the issue, knows it, can independently acquire new knowledge, and solve professional tasks, but his critical, constructive thinking is borderline when analysing and assessing the planes of normative and reflective didactics),

C (80-73%, good - normal reliable work, although the student can orient himself in the problem, independently search and analyse information, can learn, but he cannot think critically and constructively enough, evaluate the issues solved, and apply the acquired knowledge creatively and conceptually in broader theoretical and practical contexts),

D (72-66%, satisfactory - acceptable results, the student is able to orientate himself in the problem at a basic level, his knowledge is fragmented and incomplete, and at a lower level of satisfaction, he also applies transferable knowledge of the field and related disciplines, he shows more severe deficiencies in the area of factual, conceptual, procedural and metacognitive knowledge),

E (65-60%, sufficient - the results meet the minimum criteria, the student is able to orient himself in the problem only with great difficulty, he knows only the most basic knowledge, he does not demonstrate the ability to think critically and does not apply the acquired knowledge in a systematic way to the solution of practical tasks),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the problem, does not master the most basic knowledge, does not demonstrate the ability to argue and think critically)

Slovak and Czech languages

Students will become familiar with selected problems of modern didactics of history, identify the requirements for teacher education and gain knowledge about the application of methods and strategies recommended for teaching and learning of pupils in primary and secondary schools. Through the creative activity, they will gain experience and insight into the process of modernising history teaching in educational practice.

The content focus of the course concentrates on the following focal themes and activities:

- Presentation of the understanding and application of key concepts of history didactics: "modern" history didactics, methodology, historical consciousness, historical culture, historical knowledge, historical education, historical awareness, historical memory, functional literacy, functional factuality.

- Provide examples of the 'tense' relationship between historical scholarship and history and forms/methods of popularising historical knowledge (e.g., the 'public history' method).

- Designing (conceptualising) history as a school subject, visions and perspectives, requirements and recommendations of RE and expert commissions for teaching history in the 21st century, updating the selection of history curriculum in the educational field: Human and society - critical analysis and evaluation of educational programmes and recommendations, making own proposals on the topic.

- Guided discussion (or panel discussion) on the functioning didactic system of history education.

- Creation of examples on applying the 3 essential functions of history.

- Apply the "operationalisation" of goals and objectives within an arbitrary selection of history curriculum. What is the theory, and what is the practice?

- Analyse the results of selected empirical research on the state of school history practice.

- Discussion and briefing on the topic: why pay attention to the function of "neurodidactics" in the educational process? What types of tasks and techniques to select in this context for pupils in the teaching and learning process?

- Recognising the practical applicability of the structural elements of the textbook within the classroom.

- Brainstorming the usefulness and application of resources for the implementation of history in a more entertaining way (didactic games, comics, cartoons, collages, graphic diagrams, etc.).

By completing the course, the student will gain an overview of the European dimension of the modernisation of history teaching in Slovakia and the functionality of the current didactic system of history, and he/she will be able to analyse the partial problems of modern didactics and the results of empirical research in contemporary school practice. He is also oriented in the creation of teaching media and the process of critical assessment and design of educational materials and programmes.

2 hours seminar/week, total per semester

22 hours, combined; (primarily full-time)

Student workload: 2S (2 credits): 11x 2 hours of direct instruction = 22 hours; 28 hours seminar paper preparation, 10 hours presentation preparation; Total 60 hours of student work. Learning methods: discussion of the topic; problem-solving exercises, e-learning; small group work

Compulsory readings:

Kol.: Dokumenty slovenskej národnej identity a štátnosti. Zv. 1. – 2. Bratislava : Národné literárne centrum, 1998, 1999.

Recommended readings:

LETZ, R. – VAŠŠ, M. – ROGUĽOVÁ, J. – PODOLEC, O. (eds.): Pramene k dejinám Slovenska a Slovákov. XII a. Slováci pri budovaní Československej republiky. Bratislava : LIC, 2013.

LETZ, R. – PODOLEC, O. – ROGUĽOVÁ, J. – VAŠŠ, M. (eds.): Pramene k dejinám Slovenska a Slovákov. XII b. Slováci vo víre tridsiatych rokov. Bratislava : LIC, 2014.

ROGUĽOVÁ, J. a kol. (eds.): Pramene k dejinám Slovenska a Slovákov. XIII a. Slováci a druhá svetová vojna. Bratislava : LIC, 2015.

BYSTRICKÝ, V. – LETZ, R. – PODOLEC, O. (zost.): Vznik Slovenského štátu. 14. marec 1939. Spomienky aktérov historických udalostí. 1. diel. Bratislava : AEP, 2007.

BYSTRICKÝ, V. – LETZ, R. – PODOLEC, O. (zost.): Vznik Slovenského štátu. 14. marec 1939. Spomienky aktérov historických udalostí. 2. diel. Bratislava : AEP, 2008.

NIŽŇANSKÝ, E. (ed.): Holokaust na Slovensku 1 – 7. Dokumenty. Bratislava, Zvolen : Nadácia M. Šimečku, Židovská náboženská obec, 2001 – 2005.

ROGUĽOVÁ, J. a kol. (eds.): Pramene k dejinám Slovenska a Slovákov. XIII c. Slováci a nástup socializmu. Bratislava : LIC, 2017.

ROGUĽOVÁ, J. a kol. (eds.): Pramene k dejinám Slovenska a Slovákov. XIII d. Slováci a Československá socialistická republika. Bratislava : LIC, 2018.

HLAVOVÁ, V. – ŽATKULIAK, J. (eds.): Pramene k dejinám Slovenska a Slovákov. XIV. Novembrová revolúcia a česko-slovenský rozchod. Bratislava : LIC, 2002.

Thematically oriented audiovisual sources, documentary films.

100% of the intermediate assessment. Seminar work will be handed in during the examination period. It is based on relevant literature (at least ten sources) and possibly archival sources. It contains a didactic-historical dimension. The final grade of A is a minimum of 91 points, a minimum of 81 points for a B grade and a minimum of 81 points for a grade C at least 73 points, grade D at least 66 points and grade E at least 60 points. Credit will not be awarded to a student who fails any of the four written in any of the four written examinations. To pass the course, obtaining a minimum of 60% of the grade is necessary.

The grade is awarded on a scale:

A (100-91%, excellent - excellent results, the student is familiar with the subject matter, he/she has mastered it, demonstrates a creative approach and the ability to think critically),

B (90-81%, very good - above average standard, the student is knowledgeable about the subject mastery, but critical thinking is borderline),

C (80-73%, good - normal reliable work, the student does know his/her way around the issue, learns, but cannot apply the knowledge gained to practice),

D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his knowledge is fragmental, he does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (65-60%, sufficient - the results meet the minimum criteria, the student can orient only with great difficulty, knows only the most basic knowledge, does not demonstrate

ability to think critically and cannot apply the acquired knowledge to practice),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the problem, does not know the most basic knowledge, does not demonstrate the ability to think critically)

Slovak language

The course aims to deepen knowledge thoroughly and to a more profound understanding of the source base of the history of Slovakia in the 20th century. The student will become familiar with the history of Slovakia in the 20th century through analysing historical sources. As a future educator, the student will thus be able to convey the acquired knowledge to the pupils. The course will focus on the following key topics:

- Sources on the founding of the Czechoslovak Republic

- Interwar cultural life in the light of historical documents

- Sources on the personalities of the First Czechoslovak Republic

- Analysis of sources on autonomism and centralism

- The establishment of the Slovak state in the light of sources

- Society in the Slovak state (sources on education, culture and social history)

- Personalities of the Slovak State

- Sources on persecutions (political opponents, Jews, Gypsies)

- Sources on the Second Resistance, searching for connections between foreign and domestic resistance

- The transitional years 1945-1948, in the light of historical sources

- Analysis of sources on the persecutions (political trials, forced collectivisation)

- Socialist society and propaganda

- Sources on 1968

- Analysis of sources on normalisation

- Sources on the Third Resistance

- The events of November 1989, in the light of the sources

During the course, the student will thoroughly master the methods of working with contemporary historical sources from the history of Slovakia in the years 1918 - 1989 and their possible use in the pedagogical process in primary or secondary school. The student will be able to professionally handle historical sources of different natures (written, audio, video) and deepen his knowledge through analysing contemporary historical sources. The student will be able to evaluate the significance of sources, interpret them and compare them with other sources. In addition, they will learn to think, argue and discuss issues more independently.

2 hours seminar/week, total per semester 22 hours, attendance method

2S (2 credits): 11x 2 hours of direct teaching = 22 hours; 38 hours of preparing for continuous assessment and seminar work. A total of 60 hours of student work.

moderated discussion on the subject; ongoing individual and team solutions to partial seminar topics, ongoing outputs in the form of presentations and simulation procedures for solving model situations

AMSTRONG, K.: Islam. Bratislava : Slovart, 2002.

AMSTRONG, K.: Dějiny Boha. Praha: Argo 1996.

BRAUDEL, F.: Dynamika kapitalismu. Praha : Argo, 1999.

DAHRENDORF, R.: Moderný sociálny konflikt. Bratislava : Archa, 1991.

DAWSON, Ch.: Porozumět Evropě. Praha: Zvon, 1995.

FURET, F.: Promýšlet Francouzskou revoluci. Praha : Atlantis, 2003.

FUKUYAMA, F.: Konec dějin a poslední člověk. Praha : Rybka Publishers, 2002.

HUTTINGTON, S. P.: Střet civilizací. Praha : Rybka Publishers, 2001.

NOLTE, E. – FURET, F.: Konfrontácia názorov. Bratislava : Agora, 2001.

GUARDINI, R.: Konec novověku. Praha : Vyšehrad, 1992.

NOVAK, M.: Filozofia slobody. Bratislava : Charis, 1996.

100% of the interim assessment. The seminar paper will be delivered during the examination period. At least 91 points are required to obtain a final grade of A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. To successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.

The rating is awarded on a scale:

A (100-91%, excellent – excellent, outstanding results, the student fully orients himself in the issues of individual topics while argumentatively and confidently synthesising his knowledge and conclusions from model situations so that their application can be considered generally usable and demonstrable),

B (90-81%, very good - above average standard, the student demonstrates that he is fully oriented in the issues of all partial topics, his solution of model situations shows certain non-negligible limits),

C (80-73%, good – normal reliable work, the student moves safely in the area of reproducing the information obtained, but only with difficulties applies and synthesises the acquired knowledge when solving model situations),

D (72-66%, satisfactory - acceptable results, the student is oriented only on the fundamental causal issue of the influence of ideological doctrines on individual spheres of the political, economic and social life of modern societies, does not demonstrate the ability to apply the acquired knowledge convincingly enough),

E (65-60%, sufficient - the results meet the minimum criteria, the student navigates the issue of the influence of ideological doctrines on the daily life of modern societies only with great difficulty and rigidly, so he cannot present separate clear conclusions for practice),

Fx (59-0%, insufficient – additional work is required, the student does not know how to navigate the issue, does not master the most basic knowledge, and does not demonstrate the ability to think critically

Slovak language, Czech language

Moderated discussion analyses of ideologies and political doctrines that arose and developed during the so-called modern history; analysis of the modifications of these doctrines on specific historical material and with the help of essential theoretical works on the relevant problem:

- „culture - science - ideology": defining ideological currents of the 19th and 20th centuries, their mutual connection, continuity and modifications

- "fraternity - equality - liberty": contradictory principles of the French (and American) revolution

- liberalism in the 19th and liberalism in the 20th century - similarities and changes

- radical social ideologies in the 19th century and their prominent representatives

- social ideologies in the 20th century and the reality of their implementation

- conservatism in the 19th and conservatism in the 20th century

- great churches in modern history: the secularisation of life in the 19th and 20th Centuries and the role of science

- totalitarian ideologies in the 20th Century and their influence

The course aims to develop and deepen the information about the important trends of modern history obtained at the lectures by learning the contradictory optics used by (contemporary and from the relevant time) mutually competing ideologies when evaluating these trends. The graduate can recognise their essential criteria in their evaluation of the past and present. By analysing their respective signs (manifestations), he can independently characterise and evaluate them. In this way, he is prepared for a possible future confrontation between his and the student's attitudes, i.e., for his pedagogical work in the diverse student body of contemporary Slovak society by developing communication skills.

3 hours lecture/week, 33 hours total per semester, combined form; (primarily in person)

Student workload:

11x 3 hours of direct instruction = 33 hours; 42 hours of preparation for midterm evaluation; Total of 75 hours of student work.

Educational methods: discussion of the topic; small group work; problem-solving tasks, e-learning

BARTL, J.: Úvod do štúdia dejepisu. Bratislava : Univerzita Komenského, 1997.

BERGER, S. – FELDNER, H. – PASSMORE, K. (eds.) Jak se píšou dějiny. Teorie

a praxe. Brno: CDK, 2016.

BLOCH, M.: Obrana historie aneb historik a jeho řemeslo. Praha: Argo, 2011.

EVANS, R. J.: Na obranu historie. Praha : Argo, 2019.

HROCH, M. a kol.: Úvod do studia dějepisu. Praha : SPN, 1985.

JANKOVIČ, V. – ŠKORUPOVÁ, A.: Bibliografia k dejinám Slovenska. Bratislava 1997.

SEDLIAKOVÁ, A.: Historiografia na Slovensku 1990-1994.

SEDLIAKOVÁ, A.: Slovenská historiografia 1995-1999. Bratislava : VEDA 2000.

SEDLIAKOVÁ, A.: Slovenská historiografia 2000-2004. Bratislava : VEDA 2006.

SEDLIAKOVÁ, A.: Slovenská historiografia 2005-2009. Bratislava : VEDA 2000.

Bibliografia k dejinám Slovenska. Literatúra do roku 1965. Bratislava 1997.

Historiografia na Slovensku 1990-1994. Výberová bibliografia. Bratislava 1995.

100% of the intermediate assessment. Seminar paper on a selected topic - processed according to the assignment, which is handed in before the beginning of the examination period. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D and a minimum of 60 points for a grade of E. Credit will not be awarded to students who obtain less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.

The rating is awarded on a scale:

A (100-91%, excellent - excellent results, the student is oriented in the issue, has mastered it, demonstrates a creative approach and the ability to think critically),

B (90-81%, very good - above average standard, the student is knowledgeable about the subject matter, but critical thinking is borderline),

C (80-73%, good - normal reliable work, the student does know his/her way around the issue, has learned, but cannot apply the knowledge gained to practice),

D (72-66%, satisfactory - acceptable results, the student can orient himself/herself to the problem only at a basic level, his/her knowledge is fragmented, he/she does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

E (65-60%, sufficient - the results meet the minimum criteria, the student can orient himself/herself in the problem only with great difficulty, knows only the most basic knowledge, does not demonstrate the ability to think critically and cannot apply the acquired knowledge to practice),

Fx (59-0%, insufficient - extra work is required, the student is unable to navigate the issues, does not master the most basic knowledge, does not demonstrate the ability to think critically)

Slovak and Czech languages

The course will focus on the following key topics:

- 1. Libraries and their use for the student of history

- 2. Introduction to archives and their functioning

- 3. Definition of the topic of the term paper

- 4. Professional literature and how it differs from popular literature

- 5. Historical periodicals

- 6. Working with bibliographies

- 7. Working with online library catalogues

- 8. Use of digitised historical press and literature

- 9. Working with specialist literature - extracts, card catalogue

- 10. Bibliographic reference and citation

- 11. The writing process

- 12. Ethics of a historian's work

The student will learn to work practically with professional historical literature and sources and apply a historian’s work methods within the course. The course will enable the student to acquire basic knowledge in the field of bibliography, work with historical sources and literature, and the method of citation, which will be used during their studies when writing seminar and thesis papers in future pedagogical and professional work. They will acquire the ability to combine theoretical knowledge with practical skills.