In the new learning realities of the 21st century, more and more attention is being paid to the forms, strategies, resources and content in which contemporary learning takes place. In the present study, an evolving analysis of the teaching-learning methods of the history discipline from different historical epochs is performed. In research, the content of teaching-learning methods of history are examined. The basic idea that is launched in research is related to maintaining methods of teaching-learning history in different educational systems. In the new conditions and changes in which the paradigm of knowledge of the past takes place, it is necessary to review the teaching-learning methods. At the same time, the approval of the new concepts, formulas and methods, through which the educational desideratum are realized, is necessary to be achieved by correlating the experience of the past and adapting to the contemporary realities.