Bilingual history teaching has now become firmly established in numerous schools. Historical learning is intended to go hand in hand with the acquisition of a foreign language. This poses significant challenges for teachers, not least because a didactic approach to bilingual history teaching is still lacking. The first part of this volume addresses the curricular, school, and didactic conditions necessary for successful bilingual history teaching. The second part focuses entirely on the practical application of these findings in the classroom. Using the topic of "Imperialism" as an example, the learning potentials of bilingual history teaching are highlighted, and various methodological approaches are discussed.