Abstract
ABSTRACT This paper aims to elucidate upon a model that imbeds historical skills, concepts and categorizations into a source-based analysis approach utilizing levels of cognitive complexity by combining different types of sources into a coherent system. This model will focus on the South African school context. In this paper, concepts such as cause and effect and chronology will be explored, as well as historical categorizations of social, economic and political history. The taxonomy of source-based questioning will also be highlighted, as well as the variety of sources that could be used in a history classroom. Various theories and perspectives have emerged in the field of History, and these will also be explored to better understand the model in question. The paper will conclude with an in-depth explanation as to how this Historically Imbedded Source-Based Analysis Model could be used in the history classroom and the potential benefits that this model holds. Keywords: Historiography; Levels of questioning; Cognitive complexity; Source-Based Analysis Model (HISBAM); History classroom; South Africa; Curriculum
Highlights
Using and analysing different types of historical sources teaches history learners to interrogate the past from political, social, economic and other perspectives to compel them to form their own interpretations and narratives (Warnich, 2006:23)
It is clear that the majority of sources (11 out of 12) used in the 2017 History examination for Grade 10 are text sources, with only one being a photo/visual source. This is not representative of the other types of sources, which can give the learners a deeper understanding and value of the subject. Another tendency noted is that of the overuse of socially (5 out of 12) and politically (6 out of 12) focused sources, with only one source being identified as focusing on economic issues
This is a clear gap in how the sources depict an event, as a portion of understanding could be developed by including economic sources
Summary
Using and analysing different types of historical sources teaches history learners to interrogate the past from political, social, economic and other perspectives to compel them to form their own interpretations and narratives (Warnich, 2006:23). The focus on a source-based approach to the teaching, learning and assessment of history has been in place for several decades This approach has been used in History classrooms around the world since 1910 and has been strongly supported in South Africa since the 1970s (Warnich, 2006:23). This source-based approach survived all the revisions of the History curriculum that started in 1994 as part of the democratization of South Africa’s educational system, including the last revision in 2011, when the Curriculum and Assessment Policy Statement (CAPS) of the national curriculum statement (NCS) was promulgated (Reyneke & Bunt, 2022:55-68)
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