The article examines a methodological model for using project-based learning technology in teaching history at school. Project-based learning is a modern approach aimed at developing students’ research, analytical, creative, and teamwork skills. The author describes effective ways of applying the project method in history lessons, opportunities to increase students’ interest in the subject, and ways to develop critical thinking skills. Through project work, students learn to work with historical sources, evaluate events, present their opinions with evidence, and collaborate on projects. The methodological model outlines key stages such as designing project tasks, defining assessment criteria, and structuring lessons. The article includes specific examples and practice-based recommendations. This research contributes to improving the quality of history teaching, increasing student engagement, fostering creativity, and encouraging personal responsibility. The model is offered as a methodological resource for school teachers and future educators. The study relies extensively on scientific and pedagogical literature analysis and the survey method. A needs assessment survey based on the Likert scale was conducted, demonstrating that project-based work enhances students’ cognitive activity and creativity.