History is the study of past events through written documents. It can be taught through a variety of engaging activities tailored to students' developmental stages, using different teaching approaches and resources. Good history teachers explicitly teach skills of inquiry and analysis while ensuring students develop a deep understanding of content. Lessons should include activities like storytelling, museum visits, timelines, source analysis and role plays to encourage historical thinking and help students achieve clear learning goals. A range of resources from documents to guest speakers can be used.

1. HISTORY

2. DEFINITION
 from the Greek word “historia” meaning “inquiry,
knowledge acquired by investigation”.
 is the study of the past as it is described in written
documents.

3.  a continuous, systematic narrative of past events as
relating to a particular people, country, period, person,
etc., usually written as a chronological account.
 is a story or tale of what has happened or may have
happened in the past.

4. HOW TO TEACH HISTORY?
 There is no single 'best' way to teach history. Research
suggests that good history teachers know the content, use a
variety of approaches, explicitly teach the skills of historical
inquiry and analysis, tailor learning opportunities to suit their
students' stage of development, and encourage deep
understanding.

5. ACTIVITIES
 story well-told by the teacher
 a museum display (actual/digital)
 model-making

6.  the construction of timelines
 comprehension and source analysis activities
 oral history interviews

7.  site studies
 simulated excavations
 problem-solving exercises

8.  role plays
 debates
Activities like these can be tailored to suit students’
stage development.

9. APPROACHES
Approaches to pedagogy can be teacher-centred or student
generated, inquiry based or teacher directed, completed
individually, in pairs, groups, or as a whole class, and involve
digital resources to varying degrees. The important thing is
that learning activities relate to each other, encourage
historical thinking and lead to the learning goal in a coherent
way.

10. RESOURCES
 A variety of resources should be used in the history
classroom, including documents, photographs, artefacts
and people (as guest speakers or interview subjects).
 Historical places make great resources: museums,
monuments and heritage sites (actual or virtual),
particularly in the local area.

11.  Film, historical fiction, works of art, history
textbooks and history websites offer a wonderful
range of resources.
 Resources can be provided by the teacher or
students.

12. To teach for historical understanding,
teachers needs to:
 become familiar with the historical content and
concepts they need to teach
 understand the skills and methods of historical inquiry

13.  be clear about the learning goal (knowledge and
understanding and skills)
 plan a coherent learning sequence to enable students to
achieve the learning goal
include a variety of activities and resources appropriate
for the learning goal, learning styles and the stage of
development of students

14. THANK YOU FOR
LISTENING AND
COOPERATION!
Prepared by: J.E.O