Teaching History in Zambia: The Use of Project Method in Reviving the Value of History Education

History teachers employ various teaching methods for effective teaching and learning. Recent scholarship on history education in Zambia focuses on the curriculum, and seldom have teaching methods, and their role in reviving history education received attention. Although the project method is effectively employed in subjects such as geography, it is not utilized in history teaching in Zambia. Drawing on oral interviews and a close reading of Zambian history syllabus, this chapter examines the role of the project method in reviving history education in the country. Using qualitative approach, the chapter shows the significance of the project method in shaping pupil’s attitudes towards history and making the subject relevant in the community. I explore how the use of the project method can help revive history education in Zambia by creating a nexus between pupils and the community. Project method helps inculcate research, interview, interactive, critical thinking, and writing skills, as well as creativity in learners while linking them to the community. The overarching argument is that by enabling learners to conduct research projects resulting in inclusion of local histories in the curriculum, the project method can assist in reviving history education in Zambia and make the community realize the value of history.