Teaching History

MIE/TDP

Unit 4
Introduction-Resource for history teaching
Use techniques and resources which interest, engage and stimulate learners, and which also
introduce them to the historical knowledge.
The textbook is either loaded with lot of information or sometimes it summarizes the information
too quickly. Making the past accessible is not very easy. Teachers need to present History in such
a way that engages pupils. Teacher should construct the way the past is represented into
something which serves a purpose in the classroom. Imaginative teachers have used clips from
films precisely to open up questions about representations of the past.
Teaching aids should be used to supplement the process of teaching. Teaching aids make
teaching concrete, effective and interesting. By making an appeal to the auditory and visual
senses of pupils, audio visual aids invest reality to the past, increase pupils interest in the subject
and supplement verbal explanations of the teacher.
Importance of Teaching Aids

Make the process of learning History interesting

Help the teacher to proceed from concrete to abstract
Help the teacher to conduct the teaching efficiently and creditably
Are helpful for poor readers and slow learners
Help to develop the power of imagination and observation
Provide an opportunity for a change in the monotonous atmosphere that may prevail in

the History classroom

Provide an opportunity for a better rapport between the teacher and the pupils

Principles for the use of Teaching Aids

They should be woven with classroom teaching and should be used only to supplement

the oral and written work being done in class

An effort should be made so that the teaching aids used in class are in conformity with

the level of the students

The teaching aids chosen should provide a stimulus to the students for greater thinking
The teacher should use a teaching aid only when s/he is quite sure about handling it

Teaching History

MIE/TDP

The teacher should use a teaching aid only after proper planning so that the aid is used

relevantly at the appropriate moment

The teacher should carry out occasional evaluation about the use, function and effect of a
teaching aid in the learning process

Types of Teaching Aids

Traditional aids, for example, textbooks, black / white board etc.
Visual aids, for example, charts, pictures, graphs, maps and globe, artefacts and models
Auditory aids, for example, radio, audio cassette and CD
Audio visual aids, for example, television, films/clips etc
1. Textbooks : Textbooks contain the subject matter prescribed for a class
Qualities and Characteristics of History Textbooks
The quality of History textbooks books should be considered on the basis of pictures, maps and
visual aids. Assessing the quality of the textbook through the following points:

Should be related to the text and conform to the course prescribed for the particular class

of students
Subject material of the books should proceed from concrete to abstract
Subject matter should be arranged on the basis of the principle of selectivity, that is, the

events that are described in the History books should be selected ones
Description of the historical events is presented on the basis of the principle of cause and

effect
Language and style of the History textbook is appropriate for the standard for which the

books are meant

The textbooks are well illustrated with maps, graphs, diagrams and appropriate visuals

relevant to the context of the pupils with which they can relate.
2. Maps
Maps are the universally accepted symbols which represent historical reality in space.
They show the location, distance and direction of places connected with historical

events.
They give information about the distribution of land, water, vegetation, climate and
economic resources which have directly or indirectly shaped the destiny of man

Teaching History

MIE/TDP

Map1 refers to the relief of Mauritius in the 18th century and Map 2 refers to the

distribution of sugar mills in the island in the 19th century.

By studying Map 1, pupils can understand the relief of Mauritius and would be able to
understand the reason clearly for the French deciding to shift their capital from Grand

Port to Port Louis.

Map 2 makes it clear the distribution of sugar mills in various parts of the island in the

19th century.
3. Pictures
Pictures give two dimensional representations to historical phenomena and help in
making history real. Pictures may be conveniently utilized to represent: men and ideas
&essential facts of history.
History and geography text books provide a large number of beautiful colored pictures.
Observing pictures is a skill that is taught. Pupils must be taught to move their eyes from
side to side of a picture and note all the details. A picture is an effective stimulus to the
imagination. Most children need that stimulus.
Instead of depending too much on oral explanation, teachers need to make use of pictorial
materials, apart from those found in the books. When other sophisticated tools like
moving images and documentaries are not available, teachers can make use of a
collection of pictures, postcards, stamps and display them on the classroom walls.
Children should therefore be trained to observe images closely and answer questions
about them and point out the important details. Children may bring illustrations from
home and set up wall exhibitions. Wall exhibitions can be an important reference point
during a history lesson and should be exposed all the time.
A. Various types of pictures in use are:

Teaching History

MIE/TDP

Still pictures: projected with the help of over - head projector

Motion pictures: They represent historical events in their proper perspective, showing
their sequence and continuity. The impact of such films is enormous and historical facts

and events are remembered easily

Films: various types of films such as: classroom films & documentary films
These films can bring into classroom such an element of realism which cannot be
attained by any other medium of instruction.
Film strips or Film slides: These are easy and simple to use. Many a film strips
covering various parts of history are available. These are quite helpful to give the students
useful knowledge of our history in an interesting way

B. Assessing the Value of Pictures

Teachers can make use of practical experience in class to assess the value of pictures as teaching
aids. For example:

Do a lesson on transport, based only on textbooks

Do the same lesson with pictures, maps and plans
Find out whether pictures contributed to the interest and motivation of children and made

understanding of the subject matter.

4. Charts
Charts may be classified as:
i.

Table charts
They represent historical data in a tabular form and with their help the pupils gain a
comprehensive view of the facts at a sight such charts facilitate comparison and contrast

ii.

between different historical phenomena.

Flow charts
Generally used to represent organizational element and their functional relationship

Teaching History

MIE/TDP

Models
Model is nothing but a replica of a thing that we want to present or explain. It makes the teaching
of history interesting and gives concrete idea of abstract things. Models can be used to depict
different aspects of human life political, economic, social, religious and cultural. Since
original materials are scarce and rare teacher may take the help of models to give as vivid a
picture of historical objects as possible.
Making of models provides an opportunity for learning by doing and enlivens the interest of the
pupils in the topic. For example, the model shown below depicts the living conditions of the
Indian immigrants. It enables the child to visualize the kind of house in which the Indian
immigrants were living in the 19th century.
5. Graphs
With the help of simple lines drawn vertically or horizontally, graphs supply visual imageries for
abstract ideas and concepts in history. In the teaching of history the following kinds of graphs
may be conveniently used:

Time line: Time line gives linear representation of time. Time is the most abstract
concept in history. In a time line, the length of time is symbolically represented by a line
drawn horizontally or vertically. It gives a visual image of the sequence of events and
their relative difference in their occurrence in time

Teaching History

MIE/TDP

Bar Graphs: Bar graph represents an idea with the help of broad lines or narrow
rectangles drawn vertically or horizontally. The scale of values is placed at the bottom in
horizontal and at the left in a vertical arrangement. Bar graphs may be used to represent
historical phenomena.
Example of a Bar Chart:

Teaching History

MIE/TDP

Example of a Timeline:

Teaching History

MIE/TDP

6. Diagrams
Diagrams represent historical facts and events with the help of visual symbols that

convey a number of things within a short space and time

They help to present historical data in an interesting way and captivate attention of the

pupils.
Many themes, concepts and important events can be diagrammatically presented

7. Posters
Posters show pictures of peoples and objects. They can also give symbolic expression to ideas
concerning local history. They can throw light on many aspects of human history
8. Films
Today film is a very powerful medium of propagating ideas and knowledge through
which knowledge can be disseminated very effectively. It also brings about recreation and
so the students do not feel bored while acquiring knowledge. Films on historical events
and historical places can be shown to the pupils in the classrooms. These films are short

and generally called documentaries.

The Mauritius College of Air, now the Open University of Mauritius has a large
collection of short films and documentaries on various aspects of the History of
Mauritius. These films and documentaries could be used by the teachers to make their
class interesting.

Teaching History

MIE/TDP

Conclusion:

The use of teaching aids such as maps, pictures and artefacts etc facilitate learning in
classroom situation. Outside the classroom, fieldwork provides ample opportunities to
children to consider first hand evidence and increase their understanding. Such activities

allow class participation and group work

Successful learning depends to a large extent on the ways in which teachers make active
use of the tools and resources at their disposal the way they define historical problems
and organize resources at their disposal to support learning. The best history classrooms
are those where text and objects are combined to support enquiry and thinking.

Teaching History

MIE/TDP

Unit 5
Introduction
1. Assessment lies at the heart of a curriculum and has a significant role to play in ensuring
that the goals of the school curriculum are attained.
2. It provides a framework within which standards may be set and students achievement
and progress chartered.
3. All the domains of education, that is, the cognitive, affective and psychomotor have to
be assessed in order to make the teaching learning process effective.
4. Therefore, it is initially important to define the learning outcomes and then find the
suitable ways of ensuring that the learners have actually acquired the desired skills and
competences.
Assessment for Learning
Assessment is the process of gathering information that accurately reflects how well a student is
achieving the curriculum expectations. The primary purpose of assessment is to improve student
learning. Assessment for the purpose of improving student learning is seen as assessment for
learning:

Teachers provide students with descriptive feedback and coaching for improvement.
Helping all students develop their capacity to be independent, autonomous learners who
are able to:
Set individual goals
Monitor their own progress
Determine next steps
Reflect on their thinking and learning.

Essential steps in assessment for learning are:

Plan assessment alongside and integrate it with instruction
share learning goals and success criteria with students
gather information about student learning before, during, and at or near the end of
a period of instruction, using a variety of assessment strategies and tools
use assessment to inform instruction, guide next steps, and help students monitor
their progress towards achieving their learning goals

Teaching History

MIE/TDP

analyze and interpret evidence of learning

give and receive specific and timely descriptive feedback about student learning
To ensure that assessment is reliable and leads to the improvement of learning for all students,
teachers use practices and procedures that:
Are fair, transparent, and equitable for all students
Support all students, including those with special education needs
Are carefully planned to relate to:
Curriculum expectations
Learning goals
Interests, learning styles and preferences, needs, and experiences of all students
Are ongoing, varied in nature, and administered over a period of time to provide
opportunities for students to demonstrate the full range of their learning
Provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to
support improved learning and achievement
Purpose of Assessment
Assessment is a continuous process which is an integral part of teaching which goes on
constantly during lesson in view to bring about certain desirable change in pupils.
Assessment is related to the teachers goal and points of view on History teaching. Teachers have
to ascertain very frequently the growth and change.
For example: assessing the understanding of the pupils can also be done orally in the form of
questions, after a concept or topic is explained. Oral questions such as:

Why did the Dutch choose Grand Port as the place to begin their settlement?
What are the factors necessary to make a settlement?

There is a close relationship between objectives, experiences and assessment. A good

assessment rests upon:

Educational objectives
Learning and behavior changes
Tools and techniques of assessment

Teaching History

MIE/TDP

To test efficiency of teaching, to judge the progress of students and to discover their
achievements we require some sort of measuring tools. These tools are tests or examinations.
Characteristics of Good Test in History:

Validity: The test should be valid and satisfy the objectives for which it is meant
Reliability: A reliable test gives some results every time when it is used for testing the
individuals ability under same conditions. An objective test is bound to be reliable. The
reliability of a test is affected by the following factors, thus to be reliable it should be free

from:
1. Any ambiguities in the language of the questions asked
2. Lack of clear instructions for marking
Comprehensiveness: A comprehensive test assesses knowledge, skills, abilities, and

attitudes as adequately as possible

Capable of maintaining the interest of the student: able to capture the interest of the

students and maintain it. It should be neither too easy nor too difficult
Diagnostic: aim of diagnosis is to analyze the difficulties of a student in a particular
phase of work. The purpose is to gather information concerning their weaknesses so as to
overcome them by taking appropriate action and remedial teaching. In this way it would
help the teacher to guide them properly and adopt remedial measures to eliminate their
weakness.

Examples of Different Types of Objectives Tests

Completion Type of Test or Memory Recall

1. The
Dutch
introduced
.,

and

..in the island.

2. Mauritius became independent in the year.

Teaching History

MIE/TDP

In this type of tests words used are quite important and so the statement or the question should be
worded carefully leaving no scope for ambiguity. If the student gets confused the very purpose of
such a test is lost.
True and False Type:
i.
a number of statements are given
ii.
Some of these are true and some are false.
iii.
The students are required to tick or write yes before a correct statement
iv. Can cover a wide range of subject matter
v. Not difficult to construct
vi.
Care must be taken not to put very descriptive statements before the students
1. Labourdonnais built the town and harbor of Port Louis (True)
2. The corsairs attacked the French ships. (False)
Multiple Choice Tests: contain a number of items, each of which has two or three responses.

One of the responses in each item is correct. The students are required to tick the correct

response.
1. The main activity of the Dutch was the exploitation of:
(a) sugarcane (b) Ebony wood (c) Maize
2. In 1835, an important event which occurred was:
(a) the battle of Grand Port (b) the abolition of slavery (c) the arrival of the Dutch
Mark the correct answer:
These questions are similar to the (True) and (False) type of questions. However,
instead of writing true or false the pupils are required to put a tick against the correct
answer.
This type of test requires memory as also the correct knowledge and a good

vocabulary.
Matching Type Test: Each item in the first column is to be matched with the relevant item of
the second column, not given in the same order.
To avoid guess work, the items in the second column may be more or less in number than
items in the first column.

Time Sequence form:

Contain a list of items and the student is required to arrange them on the basis of
chronology.

Teaching History

MIE/TDP

1. The British conquered Ile de France in 1810

2. The French took possession of the island in 1715
3. Labourdonnais developed the town and harbor of Port Louis
4. Governor Maupin shifted the capital from Grand Port to Port Louis
5. Decaen developed law and education in Ile de France
Correct
order: 2 4 3 5 1
Open ended Questions These questions are structured and require students to think and write in complete
sentences.
This is to ascertain their understanding of the concept and their ability to apply the
knowledge acquired.
For example: Why did area under sugarcane cultivation increase in the nineteenth
century?

Preparing Examination Questions

Precautions: Careful Planning and Construction:
i.
ii.

Determination of the purpose: The basic purpose of the test should be decided first.
What is it that the teacher wants to test? Knowledge, skills, application
Relation of the Test in Accordance with the Purpose: After purpose has been decided,
the test has to be found out which would suit the purpose. (What type of questions to

iii.

prepare to achieve the identified purpose)

Ability of the student to be kept in Mind: The individual differences and mental

iv.

ability of the students should be kept in mind.

Marking scheme to be prepared: The marking scheme along with answers to the

v.

questions must be prepared. Without it there will be difficulty in awarding marks

Intelligent Planning: While planning the tests the following should be avoided:
1. Difficult words and sentences
2. Textbook sentence
3. Ambiguities
4. Clues and suggestions

Conclusion:
To maintain and monitor standards, attention should be given to assessment as it is at the heart of
the teaching learning process. The whole process of teaching should be carefully monitored at

Teaching History

MIE/TDP

various levels and the results of assessment should be carefully recorded and analyzed. Likewise,
assessment results should be reported so that the stakeholders can keep track of progress.
Key questions:
Why is assessment important in the teaching and learning of History?
Using examples from Primary History Curriculum explain how objectives, learning
experiences and assessment are interrelated.