Chronological Versus Thematic History Teaching Debate: Analysis of the Ghanaian Primary School History Curriculum

Abstract

Whether history educators should teach history chronologically or thematically is one of the long-lasting debates in history education. We depended on the content of the Ghanaian primary school history curriculum to conduct a qualitative content analysis to assess the organization of contents in the curriculum in alignment with the chronological and thematic approaches to history teaching. Our analysis revealed that the Ghanaian primary school history curriculum designers adopted a mixed-method approach (chronological and thematic) of history teaching. Thus, they arranged the major themes and topics thematically but largely organized the sub-topics and themes chronologically. In implementing the curriculum, teachers should adopt pedagogical practices that support a mixed approach (thematic and chronological) to history teaching. We recommend that textbook authors design their materials in alignment with the principles of the two approaches of history teaching to promote historical understanding, critical thinking, and understanding of historical events in order of cause and effect. Combining the two approaches helps balance the shortfalls and the strengths of the two approaches to history teaching.