History course, which is taught in secondary education, is taught for the purposes of making students aware of the diversity of cultural environments and civilizations, questioning the learned ideas, grasping the concept of relativity, gaining the skill of criticism and developing the skills of capturing the universal within different cultures. The visual materials used in the course are one of the variables that enable these objectives to be achieved. Visual materials have an important place in history research and history teaching. Visual materials that transform teaching into an interesting and effective form can be listed as follows: Pictures and photographs, miniatures, engravings, cartoons, maps, graphs and timelines. In this study, after the experimental application in Ankara Central and Yozgat Akdağmadeni provincial secondary education institutions, students' attention to history lessons was examined. Attempts and values were tried to be determined. In this study with a quantitative research method, a trial design with experimental and control groups was applied. In the experimental group, the relevant topics were covered with a student-centered approach using historical documents, while in the control group, the topics were covered by using direct explanations of the materials shown in the experimental group. During the application, the lesson was taught to the experimental group using documents consisting of visual materials. At the end of the application process, the "History Lesson Attitude Scale" was applied to the experimental and control groups. The answers given to the scale were evaluated in the SPSS (Statistical Package for Social Sciences) for Windows 21.0 program. The reliability of the 20 items in the attitude scale was found to be very high, alpha = 0.909. As a result of the Bartlett test (p=0.000<0.05), it was determined that there was a relationship between the variables included in the factor analysis. As a result of the test (KMO=0.896>0.60), it was determined that the sample size was sufficient for the application of factor analysis. As a result of factor analysis, the variables were grouped under 4 factors with a total explained variance of 59.893%. The scale consists of 20 items and is prepared as Likert type. The Likert scale used in the research ranged from very positive to very negative in order to determine people's opinions about the given propositions. The scale's overall score and factor (dimension) scores are distributed within a range of 5.00-1.00=4.00 points. According to the attitude scale results, student attitudes in the experimental group are more positive. The attitudes of the experimental group students in the countryside and the center towards history course are similar. In the experimental groups, the attitude of students in the rural and central areas is more positive than the attitude of the students in the control group. Although the attitudes of the experimental and control group students in the provinces are similar, in the center this situation is in favor of the experimental group.