What History is cannot be understood if there is no marriage of the old and the new; as is often said, the past illuminates the present. As birds learn to fly new heights, hunters learn to shoot new ranges, this also true of the methodology for history teaching. New methods cannot be determined without reviewing the old methods for such purpose as determining what they are for the purpose of illuminating whatever new methods we may determine. On this ground the methods used in this book can be called a survey of previous historical thoughts undertaken to determine to what extent the development of such thoughts have influenced happenings in this subject area. For that purpose the views of many authors are present not just for the sake of presentation but for the following reasons: -
(a) To familiarise readers with the level of disagreement in this area of history education.
(b) To aid the working out of new modes for formulating strategies in history teaching
(c) To provide a rich reference for further studies in this field and finally to develop new approaches to the teaching of history which are guided by factors that have affected the evolution of the subject ? matter over time.

It is hoped that teachers and students of history both at the university and secondary school level would find this book useful. Further, syllabus makers would also find it useful in drawing up guides for their subject area. It is therefore my ardent hope that this contribution borne out of years of experience, research and i teaching will illuminate our teaching and learning processes in history; thus relieving it of ignorance in developments in the discipline.

INTRODUCTION
This book is an attempt to put forward modern trends in the teaching of history in schools. The first chapter examines some criticisms levelled against history in reference to the lack of aims as well as in reference to the lack of understanding of the real structure of history either by learners or teachers.

The second chapter focuses on the changing concept of history as portrayed in the theory of the subject matter. This chapter is considered important for practitioners as the theory informs practice. Historical reforms in countries like Germany, England, Wales and Zambia are put forward to illustrate the evolution of history as a subject matter in other areas. These trends are useful towards curriculum development in history. They also have comparative merit.

Chapter three deals with the issues of objectives in history teaching. The Nigerian history syllabus is said to lack aims as these are not stated in course works. The lack of aims in the author's opinion might be due to the nature of the subject matter. In this chapter, guides are suggested to help history-teachers work with objectives in the classrooms.

Chapter four deals with the issue of contents as well as methods in history teaching. Some teaching methods are explored here.

Chapter five deals with the place of history in the school curriculum. Finally, chapter six explores the material resources of history while chapter seven puts forward a proposal for a New History. This is to enable teachers to see and use new dimensions in history methodology.

This book would be useful for educators, policy makers as well as students in Universities and Colleges of Education as it will acquaint them with tenets of Curriculum Design and Evaluation. It is indeed a worthwhile book for teachers as well as student teachers.

Table Of Content

CHAPTERS
PREFACE
INTRODUCTION
chapter 1 PRESENT HISTORY TEACHING AND SOME OBSERVED CHARACTERISTICS 5
• Some Criticisms of the Present History Syllabus In the Nigerian Secondary Schools 6
• Some Criticisms about the Attitudes of School Teachers to History 13
Chapter 2 THE CHANGING CONCEPT OF HISTORY 16
• The Changing Concept of History 16
• The Nature of Historical Interpretations 19
• The Idealist School 20
• The Covering or General Law Approach 21
• The Colligation Approach 22
• Development In History during the 19th and 20th Century: England and Wales 25
• 20th Century Historical Reforms in England 27
• Development in History Teaching in Wales 29
• Historical Reforms in Germany in the 19th
and 20th Century 32
• Reforms in History Teaching in Africa:
• The case of Zambia 33
• General conclusion 35
Chapter 3 THE OBJECTIVE OF HISTORY TEACHING 39
• Effect of the Framework 43
• The purposes of the Study of History in Secondary Schools: An Introduction 50
• Uses of History as a Subject 53
• The Ethical Motive in Teaching History 53
• The Study of History Trains the Mind 54
• History as a Source of pleasure 54
• Conclusion 55
Chapter 4. CONTENTS AND METHODS OF HISTORY TEACHING 56
• Methods of History Teaching in the Secondary Schools 58
Chapter 5. THE PLACE OF HISTORY IN THE SCHOOL CURRICULUM 63
Chapter 6. THE MATERIAL RESOURCES OF HISTORY TEACHING 67
• History Textbooks 67
• Document Study 69
• Note Making 69
• Map Study 70
• Pictures Study 71
• Projects 71
• The History Teacher 72
• Syllabus 73
• History Laboratory 73


Chapter7
• CONCLUSION AND A PROPOSED HISTORY MODEL FOR SENIOR SECONDARY SCHOOLS 75
• Curriculum Models 79
• Tyler Objective Model 80
• The process Model 80
• Learning Experience Model 81
• The Sussex Model 82
• Taba Model 82
• Summary 83
• The Objective of History
• Education 87
• Summary of Objectives for the Proposed Course 94
• Recommendations 96
• REFERNCES 101
• SELECT BIBLOGRAPHY 109
• OTHER SOURECS CONSULTED 116
• INDEX