Partner and particularly group work can be a divisive topic: highly praised in theory, yet still far too rarely practiced in everyday teaching. This is likely due to the perception that the didactic benefits are minimal and an underestimation of the fact that both social forms require careful preparation and evaluation. This volume is the first theory-driven monograph, supported by numerous examples for secondary education levels I and II, that specifically makes partner and group work fruitful for historical thinking and learning, while also situating methods of cooperative learning within the context of subject didactics.