SA NCS:History
Introducing the Subject
DEFINITION
History is the study of change and development in society over time and space. It also draws on archaeology,
palaentology, genetics and oral history to interrogate the past. The study of History enables us to understand
and evaluate how past human action impacts on the present and influences the future...
PURPOSE
A study of History builds the capacity of people to make informed choices in order to contribute constructively
to society and to advance democracy. As a vehicle of personal empowerment, History engenders in learners an
understanding of human agency. This brings with it the knowledge that, as human beings, learners have
choices, and that they can make the choice to change the world for the better.
A rigorous process of historical enquiry:
- encourages and assists constructive debate through careful evaluation of a broad range of evidence and diverse points of view;
- provides a critical understanding of socio-economic systems in their historical perspective and their impact on people; and
- supports the view that historical truth consists of a multiplicity of voices expressing varying and often contradictory versions of the same history.
The study of History supports democracy by:
- engendering an appreciation and an understanding of the democratic values of the Constitution;
- encouraging civic responsibility and responsible leadership;
- promoting human rights, peace, and democracy; and
- fostering an understanding of identity as a social construct, preparing future citizens for local, regional, national, continental and global citizenship.
As a vehicle for human rights, History:
- enables people to examine with greater insight and understanding the prejudices involving race, class,gender, ethnicity and xenophobia still existing in society and which must be challenged and addressed; and
- enables us to listen to formerly-subjugated voices, and focuses on the crucial role of memory in society. This comes particularly through an emphasis on oral history and an understanding of indigenous knowledge systems.
History promotes non-discrimination, raises debates, confronts issues and builds capacity in individuals to address current social and environmental concerns.
SCOPE
History is a field of study which encompasses the totality of human experience. It is a distinctive and well-established discipline with its own methods, discourses and production of historical knowledge. Learners who study History use the insights and skills of historians. They analyse sources and evidence, and study different interpretations, divergent opinions and voices. By doing so, they are taught to think in a rigorous and critical manner about society. Their work draws on and influences all fields of human endeavour. This process is enriched by the application of historical imagination.
Learners will increase their conceptual knowledge as a framework of analysis. Using this framework, they will interpret and construct historical knowledge and understanding and be encouraged to communicate this in a variety of ways. The skills, knowledge and understanding developed through the first three Learning Outcomes will be applied to issues of heritage (Outcome 4), which will lead them to appreciate and assist in conserving heritage sites.
Until recently, the Western world really only valued logical, mathematical and verbal linguistic abilities and rated people as `intelligent' only if they were skilled in these ways of knowing. This dictated the way history was written and interpreted. Now people recognise that there is a wide diversity of knowledge systems through which people make meaning of the world in which they live. Indigenous knowledge systems in the South African context refer to a body of knowledge embedded in indigenous people's philosophical thinking and social practices that have evolved over thousands of years and that continue to evolve. No knowledge system is
static, but is dynamic, growing and changing in contact with other knowledge systems. The History Subject Statement deliberately introduces the concept of indigenous knowledge systems to acknowledge the richness of the history and heritage of this country and its contribution as one of the sources of change to help transform the values of learners. Bringing in as many different perspectives as possible assists problem solving in all fields.
EDUCATIONAL AND CAREER LINKS
History in the Further Education and Training band further develops the foundations laid in the General Education and Training band, paying particular attention to the contested nature of History. In this band, learners build on the enquiry skills acquired in the General Education and Training band. The study of History provides a sound vocational preparation for a wide range of jobs and careers, including those which call for analysing and seeking solutions to many present-day problems. Training in historical study teaches one to analyse evidence, to organise ideas and to construct coherent arguments. The skills acquired enable those with an historical background to assess issues in the light of considerable and often conflicting amounts of data and to present complex sources of information accurately in writing or orally. By providing a breadth of vision that goes beyond narrow specialisations, historical study nurtures effective communication, which is an essential life and professional skill in the contemporary world. History qualifications can, therefore, lead to future careers in management and administration, marketing, public relations and the media. Because of their skills development capacity, history qualifications should be highly valued.
LEARNING OUTCOMES
History in the Further Education and Training band has four Learning Outcomes. These outcomes are written separately, although they complement each other and must be used together. They also introduce teachers and learners in South Africa to a new vision of History teaching and learning in schools. The first three Learning Outcomes reflect the process by which historians (and learners) investigate the past. They develop historical enquiry, conceptual understanding and knowledge construction. The fourth Learning Outcome engages learners with issues around heritage and raises crucial questions of analysis, interpretation and presentation. This outcome must not be seen as a separate component but needs to be closely linked to the other three. The Assessment Standards related to these Learning Outcomes broadly include issues related to human rights and indigenous knowledge systems.
Learning Outcome 1: Enquiry Skills (Practical Competence)
The learner is able to acquire and apply historical enquiry skills.
In the Further Education and Training band, learners will be expected to raise questions about the past, identify issues relating to the past, and use a range of enquiry skills in order to extract and organise evidence from a variety of historical sources of information.
By the end of the band, learners will be expected to demonstrate an ability to work independently, formulating enquiry questions and gathering, analysing, interpreting and evaluating relevant evidence to answer questions.
Grade 10
Learners will be expected to raise questions about the past and use a range of enquiry skills in order to extract and organise evidence from a variety of historical sources of information.
Grade 11
Learners will be expected to apply a range of enquiry skills to identify issues relating to the past, raise critical questions about these issues, and collect and analyse information and data.
Grade 12
Learners will be expected to demonstrate an ability to work independently, formulating enquiry questions and gathering, analysing, interpreting and evaluating relevant evidence to answer questions.
Learning Outcome 2: Historical Concepts (Foundational Competence)
The learner is able to use historical concepts in order to analyse the past.
Learners will be expected to work progressively towards acquiring an informed understanding of key historical concepts as a way of analysing the past. They will be expected to understand and explain the dynamics of change in the context of power relations operating in societies. They will also be expected to compare and contrast points of view/perspectives of the past and draw their own conclusions based on evidence.
Grade 10
Learners will be expected to demonstrate an understanding of concepts relevant to the area of investigation and recognise that relations of power operate within societies. They will also be expected to develop the ability to identify perspectives and points of view in historical sources of information.
Grade 11
Learners will be expected to use historical concepts to structure the study of the past. Analysis of the socio-economic and political power relations operating within societies is an important aspect of the study of the past in this grade. Learners will be expected to identify and explain points of view or perspectives of peoples' actions and events in the past.
Grade 12
Learners will be expected to have an informed understanding of key concepts as ways of analysing the past. They will be expected to understand and explain the dynamics of change in the context of power relations operating in societies. They will also be expected to compare and contrast points of view/perspectives of the past and to draw their own conclusions based on evidence.
Learning Outcome 3: Knowledge Construction and Communication (Reflexive Competence)
The learner is able to construct and communicate historical knowledge and understanding.
In the Further Education and Training band learners will be expected to work with and draw conclusions from a variety of forms of data, and to synthesise information about the past in order to develop, sustain and defend an independent line of historical argument. They will be expected to communicate and present information reliably and accurately in writing and verbally.
Grade 10
Learners will be expected to use acquired skills and knowledge to construct their own knowledge in the form of an historical argument and to express an opinion about the past based on evidence. They will be expected to communicate this in a variety of ways.
Grade 11
Learners will be expected to develop an argument and to take a position based on available information, to discuss the issues and to reach a conclusion. They will be expected to produce a coherent presentation providing explanations for positions taken.
Grade 12
Learners will be expected to synthesise information about the past to develop, sustain and defend an independent line of historical argument. They will be expected to communicate and present information reliably and accurately in writing and verbally.
Learning Outcome 4: Heritage (Reflexive Competence)
The learner is able to engage critically with issues around heritage.
This Learning Outcome introduces learners to issues and debates around heritage and public representations, and they are expected to work progressively towards engaging with them. Links are drawn between different knowledge systems and the various ways in which the past is memorialised. Learners also investigate the relationship between palaeontology, archaeology and genetics in understanding the origins of humans and how this has transformed notions of race.
Grade 10
This Learning Outcome aims to engage learners critically with issues of heritage, public representations of the past and the conservation of heritage. Learners will also be expected to engage with issues around knowledge systems, including indigenous knowledge systems.
Grade 11
This Learning Outcome aims to engage learners critically with issues of heritage and public representations of the past, and enables them to analyse public representations. It also introduces learners to the debates around knowledge systems and the understanding of human origins.
Grade 12
This Learning Outcome introduces learners to the ideologies and debates around heritage and public representations, and explores ways in which the past is memorialised in different knowledge systems. Learners will also investigate the links between knowledge systems, palaeontology and archaeology.
ACRONYMS
AIDS - Acquired Immune Deficiency Syndrome
AU - African Union
CASS - Continuous Assessment
DO - Developmental Outcome
FET - Further Education and Training
GET - General Education and Training
HIV - Human Immunodeficiency Virus
IKS - Indigenous Knowledge Systems
IMF - International Monetary Fund
NAM - Non-aligned movement
NEPAD - New Partnership for Africa's Development
OAU - Organisation of African Unity
OBE - Outcomes-Based Education
OPEC - Organisation of Petroleum Exporting Countries
SADC - Southern African Development Community
UN - United Nations
USA - United States of America
USSR - Union of the Soviet Socialist Republics
WW II - Second World War
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