| 1 | Introduction: Principles of History Education |
| 2 | Three dimensions of history curriculum: national-social demands | Review of previous studies on teaching history to NK students |
| 3 | Three dimensions of history curriculum: subject: discipline(history) | |
| 4 | Three dimensions of history curriculum: learners | Course design 1: Selection of topic (Course title and outlines) |
| 5 | Critical review of history curriculum (1950s–2000) through curriculum theory | Revision of course design 1 based on instructor’s feedback |
| 6 | Critical review of current history curriculum through curriculum theory | Course design 2: 10 week plan |
| 7 | Case study of curriculum design and teaching unit development: Objectives and contents | Revision of course design 2 based on instructor’s feedback |
| 8 | Instructor’s review and individual feedback |
| 9 | History textbook and teaching materials | |
| 10 | History teaching methods: Goals vs. subjects | Course design 3: Teaching and learning implications and assessment |
| 11 | Teaching methods in practice: Historical explanation vs. students’ doing history | Revision of course design 3 based on instructor’s feedback |
| 12 | New learning methods: historical empathy and inquiry | Course design 4: One-unit lesson |
| 13 | Matching materials and methods: Subjects or learners | Revision of course design 4 based on instructor’s feedback |
| 14 | Evaluation and assessment in history education | Peer review |
| 15 | Presentation of Course Brochure |
| 16 | Final Presentation |