This document discusses ways to make history lessons more interesting and engaging for students. It recommends using cartoons, games, role playing, stories and debates to incorporate fun and activate prior knowledge. Cartoons allow for multiple perspectives and appeal to children. Games increase participation and competition. Role playing helps students understand concepts and move outside their comfort zones. Stories inspire by focusing on real people rather than dates. Overall, it advocates for a learner-centered approach that develops critical thinking and makes students responsible for their own learning.

1. MAKING HISTORY
LESSONS INTERESTING

2. HISTORY AS A SUBJECT
IT IS LESS INTERESTING AND DOES NOT INVOLVE
LEARNERS IN ANY WAY
“WHO WANT TO LEARN ABOUT DEAD PEOPLE AND
PLACES WE DON’T KNOW?”
“HOW DOES IT CONCERN ME?”
THESE ARE SOME OF THE WRONG OPINIONS
CONCERNING HISTORY
THEKINDOF CLASSROOMSTO AVOID.

3. WAYS TO INCORPORATE FUN AND
INTEREST IN HISTORY LESSON
Using cartoons, games and practical learning ect.
cartoons and comics allows a room for multi-perspectivism
they are appealing especially to children
they bring the fun and action in the class room

4. WHY CARTOONS ARE EFFECTIVE

6. STAGES OF USING CARTOONS
1. Decide on the historical concept
4. Provide examples and give students space for creativity
and practice
2. Design and teach the
elements that go into
cartoons
5.Get the learners to articulate and write about
historical evidence. Give the feedback
3. Activate
student prior
knowledge
6. Create opportunities for group work

7. COMICS
 They create room for learner to use their prior knowledge
 Keeps their mind active
 And comics are fun
 Challenges them to remember they knowledge learned

8.  Teachers can assist learners learn the events dates of history
through story sequence. They will be required to put the comic
stories in their order

9. Playing games as a way of learning
 Have the learners play quiz
 games are effective because, who want to
lose?
 playing quiz brings competition in the
classroom and increase participation
 “name it” is another learning game
 have the learners name what the teacher
described or describe what the teacher

10. INCORPORATE MOVEMENT AND
ROLE PLAY
 Understanding that learners learn different is important
 Use teaching strategies like gallery walk, allowing learners to
move around the classroom.
 Monitored movement is good for learning, especially for
kinetic learners

11. ROLEPLAY AND
DISCUSSIONS/DEBATES
o History is a very broad subject of study
o Having learner roleplay the content shift the learning
process into a learner centered one.
o Contextualize the content to grasp learners attention.
o BECAUSE history is a multi perspective subject with a lot
of evidence. Debate and class discussions become very
effective.
o Learner are challenged to think out of the box and
analyze different perspectives

12. ROLE PLAY
 Learners take roles of different characters and act out a
scenario.
 Learners are able to construct meaning of the content
and not memorize
 This strategy helps learners move from their comfort
zones. It develops all learning domains (cognitive,
affective and psychomotor)
 It is fun and motivates the learners
 Help learners manage conflict

13. CRITICAL THINKING
• With the use of different teaching and learning tools, learners become critical
thinkers
• Their reasoning skills get tested and advanced.
• They are able to analyze, compare and contrast different resources and point of
views.

14. USE STORIES TO CREATE INTEREST &
INSPIRE
 When conducting a lesson, avoid making dates your central teaching
based. Focusing on stories of real men and women who made history.
 Use historical friction, and folktales books that contain real-life
events.

15. LIST OF TELLING A STORY TO USE
 legend
Fairytales
Myths
Fables
Folk tales

16. HISTORY LESSON CAN BE INTERESTING
IF TEACHERS FULLY MOVE TO A
LEARNER CENTERED TEACHING AND
LEARNING PROCESS
ALLOW LEARNERS TO BE RESPONSIBLE
FOR THEIR LEARNING

17. REFERENCE LIST
Lynch, m. (2018). Using Cartoons to Spark Engagement.
Available at https://www.thetechedvocate.org/using-cartoons-to-spark-engagement-in-the-
classroom/
Clare Rafferty and Jess Robinson (2018) HTAV. http://www.slideshare.net/craff/games-in-the-
history-classroom-htav-2018
Loyde, Yeo (2015)The Pedagogical Value of Comics in the History Classroom: An Exploratory case
study.
http://www.slideshare.net/lloydyeo77/pedagogical-value-of-comics-in-the-history-classroom-
historical-creativity
Lloyd Yeo Using student cartooning to teach S1 History. http://www.slideshare.net/LloydYeo/use-
of-cartoons-in-the-history-classroom-open-source
Kim, Todt. Move Over, Memorization: Getting Your Students To Think Critically About History.
University of Louisiana.
http://www.slideshare.net/CengegeLearning/cultivating-in-history-classrooms-cengege-learning-
webinae-by-kim-todt
Paulina, May. Principles of Teaching: Teaching Strategy.
http://www.slideshare.net/PaulinaMay1/principles-of-teaching-teaching-strategy-focus-on-
group-role-playing