History and Geography are dynamic and diverse disciplines, but fields that have always displayed integrative abilities and potential because human actions in spaces and places matter in both. In History, the human past concerns time and space, while in Geography, people’s cultures and economies shaping environment is spatially valued. Teaching and learning History and Geography in the African classroom is the first textbook on the continent to consider History and Geography as interconnected disciplines.
History studies the past where people, events and societies are taking the centre stage. As a dialogue between the past and present, students and learners pose and answer important question by identifying, analysing and interpreting historical evidence. In the process, it not only equips them with a variety of knowledge and skills to apply in real-life, but also fosters a better understanding of the origins of ethnic and cultural diversity. In providing learners and students opportunities to practically engage alongside local community/ies about a/their region’s histories, people’s memories and legacies on curricula topics comparable to other transnational societies, is viewed as an innovative and transformative consideration for a 21st century approach towards educationally “Africanising” history curricula for Africa. Teaching and learning History and Geography in the African classroom aims to provide substantial direction in this regard.
In Geography, space and spatiality dominate and can include humanity. Education is an integral part of geography, and students and learners should be engaged in geography content knowledge, skills, and attitudes to enable them to understand the human – environment – society processes in the world. The continuous evolution of digital technology has driven the need for innovative educational tools. The integration of artificial intelligence (AI) in geography and history education can significantly enhance student participation and improve educational outcomes.
This book guides readers through developments in the History and Geography fields, new focus areas and some refreshed teaching and learning possibilities unlocked by technology. Drawing on prodigious research, experts in these fields impart recommendations for teaching, understanding, learning and assessing these subjects purposefully.
PART A: HISTORY
Section 1: Remembering (one’s own) history
Chapter 1: Reflections on writing and teaching History in Africa, with the emphasis on South Africa
Chapter 2: Engaging with History textbooks in Africa (NEW CHAPTER)
Section 2: Practicalising and technologising one’s own history
Chapter 3: Practical approaches to teaching decolonised and Africanised history lessons (NEW CHAPTER)
Chapter 4: Practicalising local and regional histories in History curricula
Chapter 5: Feeling like a historian
Chapter 6: Mapping gameful learning phenomena for History education in (South) Africa (NEW CHAPTER)
Chapter 7: In, with and for community: paradigm shifts in public History teaching (NEW CHAPTER)
Section 3: Teaching challenging Histories
Chapter 8: Teaching controversial issues in History
Chapter 9: Miracle Rising® as source for teaching and learning controversial issues in History
Section 4: From a curriculum to assessing History
Chapter 10: Assessment and the History teacher: Classroom-based performance assessment in action with role-play and debating as examples
PART B: HISTORY AND GEOGRAPHY TEACHING: AN INTEGRATIVE AND SOCIAL SCIENCES VIEW
Section 5: Approaches and Methods in History and Geography Education
Chapter 11: Unpacking the Curriculum and Assessment Policy Statement (CAPS) for History and Geography: The Social Sciences curricula in South Africa
Chapter 12: Indigenous Approaches to Teaching and Learning History and Geography (NEW CHAPTER)
Chapter 13: Integrating Artificial Intelligence in Social Sciences Education (NEW CHAPTER)
Chapter 14: Field trips and Field work excursions in the Social Sciences
Chapter 15: The Social Sciences and Education for Sustainable Development (ESD): An interdisciplinary reflection
PART C: GEOGRAPHY
Section 6: Space, Place and Maps
Chapter 16: Space and place for Geography teaching and learning in the 21st century
Chapter 17: Geography education within Social Sciences
Section 7: Facing Geography
Chapter 18: Issues-based teaching and learning in Geography
Section 8: Teaching, doing and assessing Geography
Chapter 19: Teaching and learning styles and strategies in Social Sciences and Geography education
Chapter 20: Geospatial information systems (GIS), Google Earth, Google Maps and global positioning systems (GPS) as resources and their application in Geography education
Chapter 21: Assessment in school Geography
