It is not open to doubt that history is a discipline that attracts almost us all. The trouble is not that nobody knows what the past is. It is rather that everyone knows but everyone tries to spell out its objectives and recount and present it according to his/her own insights and compulsions. Many, however, seem to touch the heart of the matter when they accept history as a potential tool with which to help individuals and nations to become rational and scientific in their approach and thinking. In this, much depends on how one is taught and what methodology is the best methodology. Scholars have presented and adopted various methods for effective teaching. The model that the work in hand presents deals and above the ways which the teachers adopt for teaching the subjects in that it makes a paradigm shift from teaching of history to training in history. It emanated from the author’s long teaching and research experience in history and evolved out of the method which the author conceived and developed, as also experimented at various level and stages of curriculum transaction. By treating past relics as laboratory of history and evolving ways for utilizing them for its teaching, the author has sought to solve the problem which is ingrained in then nature of the discipline: How to make the past real or for that matter how to take the learners back to and into the past. The model not only provides a solution to the waxed problem of studying the past. The model not only provides a solution to the waxed problem of studying the past in the ‘past environment’ but also enables learners to identify facts and interpret them in context. The model aims at empowering the learners in the art and techniques of learning. The hope is that the teacher-educators, the teachers in school and pupil teachers, will find the thinking and experiences of the author worth delving into the may expectedly take up the model in accordance with their milieu and available resources.
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