Attainment of independence by Ukraine influenced drastically on the formation of content of school historical education which required instant updating, rejection of class and formation approaches, demythologization and liquidation of “dark spots”. The content of historical education in Ukrainian also required updating in order to break old stereotypes related to the formation approach to history study, to integrate the national history into common-European processes seamlessly, to bring together the regional and nation-wide aspects, and to improve the quality of history knowledge. The great variety of methodical literature and didactic materials is proposed to the teachers of history. History course books are updated and republished each five years. Today Ukrainian secondary education establishments have an opportunity to select the study guides for history courses teaching at their own discretion. All of this provides wide possibilities for selection of the modes of instruction and forming the individual educational path for each student. It is important to choose that particular material among such great variety of materials for teachers which will enable the pupil to absorb the knowledge gained efficiently and to apply this knowledge in real life. According to the current social and political situation in the country (occupation of some part of its territory, joint forces operation at the eastern border of the country) the importance of that particular historical school education shall be increased for education of the citizen whose mind can be hardly manipulated with the use of the historical facts misrepresentation. It was established in the first section on the basis of the analysis of the problem historiography that the certain aspects of the methodological support of school historical education were in the area of focus of the historical scientists and practicing teachers. However, the number of such researches increased after declaration of independence of Ukraine in 1991. Nevertheless, the changes of the recent years (basic provisions of the Acts of Ukraine “On the education”, “On the general secondary education”, history curriculum for general educational institutions within 2013-2019 etc.) are hardly considered. The general pedagogical researches including the study guides and course books on the general education science, history of the education science, pedagogical reading books define the purpose and the task of secondary education in Ukraine in general; the research monographs an the study guides analyze the content of the historical education and track the process of updating the academic programs and course books; the study guides on the methodology of history teaching in school are oriented toward the practical aspects of history teaching and place the emphasis on the structure and content of history lessons; materials of thematic conferences and round tables are devoted to the discussions of the purpose and content of historical education, is problems and the ways of their solution. The sources of the matter explored are divided into several groups: archive materials; laws and regulations of the legislative and executive authorities published in the official mass media; special-purpose printed products – course books and study guides for history teachers, development of lessons and extracurricular events, schedule plans etc.; educational periodical publications. The paper identifies six stages of establishment of modern methodological support of school historical education: 1989-1992; 1992-1996; 1996-2005; 2005-2009; 2009-2016; 2016-2019. The second section characterized the history curricula, school historical courses, course books, and approaches to teaching. The paper specifies the principles of alternativeness according to which new course books are composed. Every year the Ministry of Education and Science of Ukraine offers several series of course books with up-to-date learning and teaching instruments. Starting from 1991 the stable writing teams were formed; new teams are also added regularly. The paper describes new integrated course for 10th-11th form "History: Ukraine and the world" in which the range of problems of the history of Ukraine was introduced into the world historical context. At the same time it was shown how it creates this content. The following methods were identified among the most used history teaching methods: procreative, dialogic, problem and searching, learner-centered, and competency-oriented. The implementation of the principles of social practice and creative life education science into the learning process was considered. The legal and regulatory framework of school historical education, including the standards, concepts, and the instructional guidelines of the Ministry of Education and Science of Ukraine was considered in the third section. The views of the historical scientists to the modern history lesson were analyzed.
