The teaching of history.

History can not be isolated from other subjects, its attention requires the support of several of them, therefore, its relationship with geography, Spanish, civic and ethics, long before the 1993 reform, was studied with the exception of Spanish, the history within the area of ​​social sciences in an integrated but separatist methodology, now the linkage and feedback of subjects in a variety of topics is retaken, this has helped interdisciplinarity, incorporating themes that range from its development to transversality

To speak of history as of other sciences in these times is to know as much of its branches, as of its disciplinary connections, for the teacher of the 21st century, the challenge is exhausting, because the process of its development as quality and productivity have an orientation directly proportional to the depth of the subject, which facilitates the student's understanding, its parallelism with some other historical event, its understanding and reflection of the causes and consequences of it, and mainly its permanence and change in the experiential aspect.

Therefore the union of several subjects to understand a problematic situation, is benefactor to the methodology, produces in the students, the interest, the motivation and the orientation of their opinions, also that potentializes their autonomy in the learning, thanks to this advantage that provides interdisciplinarity by the ability to cover several of the contents that help to realize the maxim of the teaching of history "historical awareness" while for the teacher to perform this function is truly required of a knowledge of the general culture of humanity , of its culture and of the society in which its source of work is immersed.

Thus, it will be able to provide ethical traits and thoughts that jump on the student as lights that prop up ideas, help formulate hypotheses, create theories and even come to make personal judgments about some passages of history, whether local, national or global.

For several of us, the function of knowing the plans and programs, not only of your level of attention, but also of others and of other educational levels, becomes very important since the idea of ​​attending to the expected learning is diversified and extended to the coverage of the same, to achieve not only the objectives of subject, or grade, if not the communion in the profile of graduation, in this way the teacher has to resort to two of the main functions to plan and make a class:

1.- Know plans and programs to be able to link subjects and subjects.

2.- Know topics and deepen them as much as possible to generate in the students qualities described above.

History is a discipline that far from the separation of its contents are expressed in the connection with the subjects by experimentation not only of methodologies, but also of methods that corroborate the learning and facilitation for the students, as in the case of:

•    Scientific method.

•    Investigation methodology,

•    Drafting.

•    Reading comprehension.

•       Temporality.

•       Values ​​and attitudes.

•    Location.

To the previous ones if they are analyzed carefully it seems that it corresponds to other disciplines, however, there is the process of interdisciplinarity for the development of a good teaching practice.