The purpose of this study was to raise the interest and participation of students by complementing the lecture style teaching that is the core of field class of history and to develop and apply an alternative lesson model that is practicable in reality to investigate the result. For the purpose, this study developed a problematic situation and a lesson model applicable to high school class of Korean history using the Problem Based Learning(PBL) based on constructivism and developed and applied a concrete lesson to verify the result. PBL using class of history presents students with a historical problematic situation relating with the present and demands them to solve it. Through this learning, students will get interested in the present-related problematic situation, actively take part in the situation being himself the center of problem solving to have various thoughts to understand the society and be able to promote the understanding, the power of critical thinking, the power of information organization and the problem solving ability. Therefore the PBL is united with the aim of the 7th curriculum that emphasizes the experience and interpretation, the learner-oriented education by level and the self-initiative learning in which learners themselves compose the curriculum. Therefore it is judged a proper way of study to attain the goal peculiar to historical education that needs various sights for understanding history and is able to explore the history by himself with a deepened historical thinking ability. This study, based on the characteristics of PBL, selected a PBL problematic situation available in high school class of Korean history by age. Then it established a PBL lesson model of department of history available more easily in the field based on the general development process of PBL class. Based on that, it designed and applied a real lesson and analyzed the result. As a result, it is judged that the improvement of teaching and learning method using PBL enabled to raise the ‘interest’ and ‘participation’ in the history class and the dynamic class, in which teachers and students feel and participate together, was helpful to the activation of history education.