The focus of this thesis is to analyse how Youtube-videos can be used for didactic purposes in history classes. Therefore, the impact of Youtube-videos on students is analysed regarding the question of whether such videos are accepted by the students and whether an increase of knowledge can be observed in the children. Firstly, a theoretical foundation based on literature findings is provided. It covers the use of new media in teaching, film, and video as teaching media and as a tool for online learning. This is done in order to summarise all the aspects that are crucial for the didactic use of Youtube-videos. Secondly, the platform Youtube, which posed as the source for the videos and channels on historical topics used in this paper, was analysed in depth. Furthermore, the videos taken from this platform and used in several history classes are also analysed. Finally, the methods and results of the empirical study are laid down. Videos were embedded in lessons of test groups (pupils) and their effect on the pupils was examined by using questionnaires and through observing their participation. In addition, the questionnaire covered other areas, such as personal Youtube consumption and video-mediated content, as well.