History contents in Nature and Society syllabus are very specific, difficult and abstract for students. In order to achieve their full acquisition it is necessary to internalize basic historical concepts which are formed in complex processes of logical thinking, while cognitive abilities of students in junior classes of elementary school are still mainly based on concrete operational thinking. The specifics of history contents must, therefore, be considered in order to surpass, by innovative didactic methodological forms of teaching, the students' difficulties in comprehending the concept of time, in understanding historical dates and acquiring other basic historical concepts. The paper presents the results of an experimental research in which the effects of the application of a new teaching technique for the elaboration of the theme 'Creation of the Serbian State and its Development to Modern Time' in the fourth grade of elementary school. The aim was to study the effects of teaching based on the problem-research approach, structuring the contents in visual form, and integration of practical activities and games, compared with traditional lecture-type teaching. The assessment of the effects of these teaching techniques on knowledge attainment of distant past was conducted on the sample of 228 students by the use of the experimental method. The results show that our model, compared with traditional teaching technique, ensures higher attainment of knowledge of distant past, which entails its superiority for teaching history contents.