Abstract

This study employed the literature review methodology to examine the concept ‘New History’ and its significance to classroom practice.The concept of the process approach in the teaching of History has attracted the attention of academics the world over but its implementation has re remained illusionary. The paper advances that there is need to vigorously pursue the approach of new History through renewed methodologies and new assessment procedures which do not promote factual regurgitation. History teachers and historians of general persuasions should live to the expectations of a new dispensation and walk the new History talk. There is need to staff develop teachers to make them more conversant with the new paradigm before History learning degenerates into a monotonous memorization activity. The four corners of the classroom should be broken if History students are to be actors of the History play instead of them being indifferent spectators.