Cutting- edge science

CUTTING- EDGE SCIENCE
August | 2020
PERSPECTIVE TEACHING METHODS OF HISTORY CLASS
Dilorom Abdurakhmanova
History teacher, Yangiyul district, school No 50
Tukhtamurod Askarov
History teacher, Yangiyul district, school No 53
Abstract: This action research study investigated the effects of different types of instruction
on student learning of historical thinking. The paper will support some effective ways of
educating history classes.
Key words: active learning, challenges, Past and Present, "lifelong learner" skills, debate,
demonstration.
Teachers of history, or the study of past events, desire to excite and engage students
in the learning of history. To enhance engagement and active learning of history, teachers
have conceptually organized their history courses from very different perspectives. History
is a very complex arena of knowledge that requires domain-specific thinking skills. History
intersects with every knowledge system and leads to the transference of historical thinking
skills into other dimensions of knowledge, like the historical chronological development
of math, science, religion, and language. Whereas other knowledge systems, like theology
(study of faith, reasoning, and religion), utilize historical thinking skills because they
themselves are historical, historical thinking abilities are the essence of history. The
historical thinking skill of cause and effect and continuity or change is applicable to
many of the other domains. In an applicable environment, teachers of history need to
know the purpose of history and "teach" it to the educational level of which they are
learning history. [1]
Dave Neumann (2010) in his article "A Different Way of Viewing History Teaching:
Balancing Competing Intellectual Challenges" argued that, history classes have 3 challenges:
1.The Challenge of Time: Past and Present The challenge of time involves the need
to balance the concern of relevance with the desire to avoid "presentism"-thinking that
people in the past were simply foolish for thinking and behaving the way they did rather
than as enlightened twenty-first century people like themselves.
2.The Challenge of Scale: Large and Small. Large-scale, long-duration changes are
the most significant in determining human experience. The event-oriented history that
many historians focus on, argued Braudel, is simply the froth on top of a much larger
wave.
3.The Challenge of Pattern: Unique and General. The challenge of scale deals with
detail -the degree to which a teacher focuses on the features of specific events rather
than focusing on larger, more abstract trends. The challenge of pattern, by contrast,
deals with typicality-the degree to which a person conforms to more general trends of
the era. [2]
Effective history studies teaching requires knowing your subject matter and
understanding how to connect your content to students; knowing different teaching and
assessment approaches; knowing the school culture and understanding how to make
space for yourself in that culture; knowing students, engaging students in critical and
higher-order thinking, teaching students "lifelong learner" skills, and presenting students
with multi ple perspectives. [3]
Some history educators suggests that debate and demonstrative teaching methods
make the class more interesting and can hold attention of each student. Holding a debate
requires students to critically analyze a certain historical problem and is an excellent way

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