Product Description
Teaching and Learning History and Geography in the South African Classroom
Authors: E van Eeden, P Warnich
Format: Physical Hardcopy
History and Geography are dynamic and diverse disciplines, but disciplines 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. In Geography, space and spatiality dominate and can include humanity. Teaching and Learning History and Geography in the South African Classroom is the first textbook to consider History and Geography as interconnected disciplines in the South African education context.
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.
Contents include the following:
Teaching and Learning History and Geography in the South African Classroom is aimed at educators and prospective educators in the Social Sciences, History and Geography programmes.
Features:
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Teaching controversial issues in History
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Decolonising History in South Africa through local and regional histories
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Cognitive development strategies within the History classroom
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Enhancing History teaching through the integration of technology
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Mapping and maps (including the use of Google maps, GIS and GPS in the Geography classroom)
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Education for sustainable development
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Teaching and learning possibilities, styles and strategies in History and Geography Education
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Indigenous knowledge systems and Africanisation in relation to Geography teaching and learning
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Field work excursions
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Classroom-based performance assessment
Contents:
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Chapter 1 Unpacking the Curriculum and Assessment Policy Statement (CAPS) Social Sciences
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Part A: History Section 1: Remembering (one’s own) History
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Chapter 2 Reflections on writing and teaching History in South Africa
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Chapter 3 Textbooks, History and teaching
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Chapter 4 Practicalising local and regional histories in History curricula
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Chapter 5 Feeling like a historian
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Section 2: Facing controversial history
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Chapter 6 Teaching controversial issues in History
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Chapter 7 Miracle Rising ® as source for teaching and learning controversial issues in History
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Chapter 8 Facing emotions and controversies of the past and present in South African Social Sciences and History classrooms
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Section 3: Teaching, doing and assessing History
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Chapter 9 Thinking historically: Beyond names and dates towards historical understanding
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Chapter 10 Cognitive development strategies within the History classroom
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Chapter 11 Enhancing History teaching through the integration of technological devices and online teaching
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Chapter 12 Assessment and the History teacher: Classroom-based performance assessment in action with role-play and debating as examples
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Part B: Geography Section 4: Space, place and maps Chapter 13 Space and place for Geography teaching and learning in the 21st century Chapter 14 Mapping and maps in Social Sciences’ Geography Education
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Section 5: Facing Geography
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Chapter 15 Issues-based teaching and learning in Geography
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Chapter 16 The Social Sciences and Education for Sustainable Development (ESD): An interdisciplinary reflection
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Chapter 17 Indigenous knowledge systems and Africanisation in relation to Geography teaching and learning
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Section 6: Teaching, doing and assessing Geography
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Chapter 18 Field work excursions in the Social Sciences
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Chapter 19 GIS, Google Earth, Google Maps and GPS as resources and their application in Geography Education
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Chapter 20 Teaching and learning styles and strategies in Geography Education
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Chapter 21 Assessment in school Geography
About the Author
Elize S. van Eeden is a professor at North-West University, and chairs the subject group History at the Vaal Triangle Campus. She served as chairperson of the South African Society for History Teaching (2009–2017) and is editor or assistant editor of three peer-reviewed journals accredited by the Depart-ment of Higher Education. She has authored more than 80 peer-reviewed articles, and has contributed chapters in 18 books as either co-writer or editor. Elize has authored 12 History books, one being the textbook, Didactical guidelines for teaching history in a changing South Africa (1999). Her main re-search interest is regional history in multidisciplinary research environments and its application in regional history in teaching.
Pieter Warnich is a senior lecturer in History and Social Sciences Education at North-West University. He is chairperson of the subject group History and Social Sciences Education at the Potchefstroom Campus. His main areas of specialisation are teaching, learning and assessment and History education curriculum studies development. Pieter has published widely in these fields where he authored peer-reviewed articles and chapters in books. He is co-editor of the book Outcomes-based assessment for South African teachers (2012). Currently he is editor of the accredited open-access History teaching journal, Yesterday&Today.
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