The study focuses on the development of a model of historical-political education that draws on a psychological concept of knowledge, understanding knowledge as the acquisition of information, its cognitive processing and storage, as well as its application and use. This artificial separation of knowledge and competencies, as seen in common historical and political competency models, is thus eliminated. In addition to content-related aspects, subjective factors in learning processes are increasingly taken into account, transforming historical-political education into historical-political meaning-making. A crucial role is played by the connection between the objective and subjective levels, as well as self-reflection. Learners are empowered to become aware of their socialization and to develop their understanding of history in social discourse.