Module III methods/Strategies of Teaching History

 
Vansina, J. (1965). Oral traditional: A study of historical methodology. London: Aldine
Publishing. 
 
 
 
 
 
 
 
 
 
 
 

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Module Two: Dimensions of Planning in Teaching 
 
Unit 1: Differentiation between Aims and Objectives in Planning Teaching 
Content 
10.0 
Introduction 
11.0 
Objectives 
12.0 
Main Content 
3.1 
Meaning of Aims 
3.2 
Meaning of Objectives 
3.3 
Types of Objectives 
3.3.1 Instructional objectives 
3.3.2 Content objectives 
3.3.3 Process objectives 
3.3.4 Behavioural objectives 
3.3.5 Performance objectives 
3.3.6 Expressive objectives 
3.3.7 Domain-referenced objectives 
3.4 Self Assessment Exercise 
4.0 
Conclusion 
5.0 
Summary 
6.0 
Tutor-Marked Assignment 
7.0 
References and Further Readings 
 
1.0 Introduction 
In our previous module we discussed the meaning, nature and importance of history. In this 
module we shall examine all facets of planning in teaching history. Planning entails detailed 
study of the syllabus now referred to as curriculum, drawn by specialists, to meet the 
demands of the society. Attempt will be made to look at the basic elements of planning in 
teaching from the breakdown of the curriculum to smaller units until one gets to the level of 
classroom teaching.
To start teaching without definite objectives in mind is like traveling to an unknown place 
without direction. The aims and objectives of a lesson give an indication of what is expected 

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of the pupils to learn by the end of the lesson. This also guides the teacher on the right path. 
The meaning of ‘aims’ and ‘objectives’ is one common area of misunderstanding among 
teachers and students. Some teachers use aims and objectives interchangeably to mean the 
same thing. Often, learners ask whether ‘aims’ mean exactly the same thing as ‘objectives’. 
The fact is that they are basically two different things. Educationists have tried to 
differentiate between the concepts of aims and objectives.