ABSTRACT
This chapter aims to make a general survey and evaluation of methods of history teaching. It covers what might be described as 'traditional' practices – those that have existed since the subject has been taught, a number of important intermediate developments often reflecting general changes in education, and the recent and fundamentally different approach which has been described as a 'new' history for schools. The early years of school history clearly indicate the seminal position of aims in relation to both syllabus and method. The use of source material in its own right will often require some teaching of a more traditional kind to give it an historical context. The use of source material can be integrated within project work, and the project method itself needs to operate along with more traditional teaching. Any evaluation of teaching methods can be undertaken in the context of such considerations, for only will they make an effective contribution to historical understanding.
