It is indeed an achievement for the history teacher to see that the science stream students are opting for history as a subject. In such schools, the credit goes to the history teachers and School Principal in creating interest and awareness for history to be opted as a career option.
We cannot escape history – Abraham Lincoln
We know that history is the most preferred subject for the candidates who prepare for Indian Civil Services. But despite this important fact, in most of the schools at the senior secondary level students hesitate to opt for history as a subject. Why?
Let us explore the reasons through a story. In this episode I want to narrate my educational journey and how I decided to become a Teacher of History. If I recall my school days, I still remember my Grade 4 Social Science class at Rosary High School, Dockyard, Mumbai. Our history teacher did lots of subject related activities with us. As per the instruction of the teacher, we pasted pictures of great Indian personalities in our history note book and then we had to write eight to ten lines on their life history. This was the beginning of laying the foundation for my interest in history and the interest continues till date. At college level, I got impressed with the teaching methods and deep knowledge of my history teacher, Dr. Suneet Silas, Associate Professor, St. John’s College, Agra. Under his able guidance and supervision I completed my research work of Ph.D. in History subject.
So the moral of the story is that a well-planned teaching method with excellent knowledge of the subject and effectively delivered in the class will create a keen interest among students in that particular subject.
Following are some of the measures that educators can easily adopt to create interest in students for History as a subject:
1. EXCELLENT KNOWLEDGE OF HISTORY SUBJECT: Suppose a History teacher wants to teach the lesson Nationalism in India in Grade 10. He/she should understand the chapter with additional knowledge which is not mentioned in the class text book. During the lecture discussion and debate of the topic, the students will definitely ask questions beyond the information furnished in the chapter. The educator must be well prepared for all the topics in detail.
Students always have deep respect for good educators. Beyond the class textbook, educators should read supplementary books on History to update their knowledge and for effective teaching. Some of the recommended books are :
a) Ancient India: V. D. Mahajan, S. Chand & Company, Delhi.
b) Medieval India: A. L. Srivastava, Shiva Lal & Company, Agra.
c) Modern India: B. L. Grover and S. Grover, S. Chand & Company, Delhi.
d) Modern Europe since 1789: V. D. Mahajan, S. Chand & Company, Delhi.
2. EFFECTIVE LESSON PLAN: Effective lesson planning is an important part of the teaching and learning process. It offers the teacher an insight into ensuring that all the students strive for excellence. It will pave the way for a completely engaged classroom.
The lesson plan should consist of learning outcomes, prior knowledge, hook questions, teaching methods, quizzes, activities, debate-discussion part and written work assigned in the class. Effective lesson plan of 40 minutes implementation in the classroom will surely create interest in history subject.
Effective lesson plan of 40 minutes implementation in the classroom will surely create interest in history subject.
3. TEACHING METHODS: Educators can adopt the following teaching methods to create interest in the History classroom.
i) Effective lecture method with the help of historical maps, charts and worksheets.
ii) Think-pair-share method
iii) Concept mapping
iv) Jigsaw method
v) Outside-inside circle method
vi) Exit slip method
4. DICTIONARY FOR HISTORY: Educators can prepare a dictionary for history according to chapters in various grades. This will help the students to understand the meaning of various words and terms mentioned in their history books. For example, a dictionary for the lesson ‘The Harappan Civilization’ in Class XII may contain words and meanings in the following manner:
i) Great Bath: rectangular area for public and religious bathing.
ii) Citadel: fort
iii) Warehouse: godown to store grains.
iv) Lower town: residential areas for common people.
v) Unicorn: one-horned animal.
vi) Mohenjodaro: a town now in Sind-Pakistan.
5. HISTORICAL MAPS and CHARTS/ MAP PRACTICE: Make a list of all the historical maps and charts required as per the syllabus in each grade and purchase them. Demonstrate with the help of pointer in the classroom.
e.g. In Grade 9 CBSE board requires maps/charts of French Revolution, Russian Revolution, First World War, Second World War, Pastoralists in India and World, etc. The location and labelling on the map will help in understanding the topic as well as develop map skills of the students.
6. DIGITAL CLASSROOMS: Contents on history from various chapters of Grade 6 to 12 taught and explained through digital classrooms using Smart-Boards will create interest in the learners for the subject.
7. TEACHING AIDS: These can be used according to the lessons. Wooden replica of Ashokan pillar, models of various monuments, PowerPoint presentations, story books based on Great Indian Personalities, etc.
8. SAMPLE NOTE BOOK: Notes, question bank, photocopied or handmade sketches, /pictures and map work of each lesson should be kept in the form of a sample notebook which is maintained by the teacher for students in the resource room. This sample notebook will inspire them to maintain their own notebooks too in the same manner.
9. RESOURCE ROOM: Developing a resource room for Heritage History should consist of sketches and pictures of various monuments, models of monuments, portraits of national leaders, historical quotations, books on Indian History, a video library of historical movies, projector, computer systems with internet facility for research work on history, list of Indian monuments and places certified by UNESCO, wall hangings demonstrating dynasty time-line, etc.
10. FORMATION OF HERITAGE CLUB: Educators can also form a Heritage club – where a group of students create awareness for the heritage, monument protection and conservation.
I hope that history educators will adopt the above measures in their classes to increase the interest level of their students.
Toni Morrison, the American novelist, editor, and Professor Emeritus at Princeton University says I am interested in the way in which the past affects the present and I think that if we understand a good deal more about HISTORY, we automatically understand a great more about contemporary life.
REFERENCE:http://www.progressiveteacher.in/ideas-for-effective-teaching-of-history/
