Lesson Notes By Weeks and Term - Senior Secondary 1

Historical skills (ancient and modern approaches)

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TERM – 1ST TERM

WEEK THREE

Class: Senior Secondary School 1

Age: 15 years

Duration: 40 minutes of 5 periods each

Date:

Subject: HISTORY

Topic: HISTORICAL SKILLS (ANCIENT AND MODERN APPROACHES)

SPECIFIC OBJECTIVES: At the end of the lesson, pupils should be able to

I.) Define historical skills                        

II.) Discuss the ancient and the modern approaches to history

INSTRUCTIONAL TECHNIQUES: Identification, explanation, questions and answers, demonstration, videos from source

INSTRUCTIONAL MATERIALS: Videos, loud speaker, textbook, pictures,

INSTRUCTIONAL PROCEDURES

PERIOD 1-2

PRESENTATION

TEACHER’S ACTIVITY

STUDENT’S

ACTIVITY

STEP 1

INTRODUCTION

The teacher explains the historical skills and identify the skills necessary for understanding historical events.

Students pay attention                                                                             

STEP 2

EXPLANATION

Teacher discuss the ancient and modern approaches to history..

Students pay attention and participate

STEP 3

NOTE TAKING

The teacher writes a summarized

note on the board

The students

copy the note in

their books

 

NOTE

HISTORICAL SKILLS (ANCIENT AND MODERN APPROACHES)

Historical skills refer to the abilities and methodologies employed by historians to investigate, interpret, and analyze the past. These skills are essential for understanding historical events, processes, and their significance. They encompass a range of techniques, approaches, and critical thinking abilities that historians utilize in their research and writing. There are two main approaches to history:

Ancient approach which is based on the study of documents and artifacts.

Modern approach is based on the use of scientific methods to analyze historical data.

The 2nd Century BC Greek Historians (including Polybius): They viewed history as a struggle for power among nations, emphasizing the competition and conflicts between different states and civilizations. Polybius, for example, believed that history followed a cyclical pattern of rise and fall of great powers, known as the "Anacyclosis".

Christian and Muslim Historians (e.g., Ibn Khaldun):

 They perceived history as the unfolding of a divine plan, where events were interpreted as part of God's will or providence. This perspective often emphasized the moral lessons and religious significance of historical events, guiding humanity towards fulfilling God's purpose.

Hegel: Saw history as the manifestation of God's purpose working through the dialectical process of thesis, antithesis, and synthesis. Hegel believed that history was driven by the unfolding of ideas and the progression of human consciousness towards greater freedom and self-realization.

19th Century Historians: Viewed history as progressing towards the triumph of science and rationality. This perspective, often associated with Enlightenment and positivist thinking, emphasized the role of scientific advancement, technological innovation, and rational thought in shaping human progress and societal development.

African Historians: Saw history as an instrument of nationalism, emphasizing the importance of reclaiming and preserving indigenous histories and cultures as a means of asserting national identity and resisting colonial oppression. This perspective highlighted the role of historical narratives in shaping collective memory, identity formation, and political mobilization within African societies.

EVALUATION: 1. What is historical skills?

  1. Describe 5 approaches to history.
  2. Differentiate between ancient and modern approaches to y.

CLASSWORK: As in evaluation

CONCLUSION: The teacher commends the students positively