using the following information answer the the question below

Question

1.Critically discuss what teaching strategies and approaches you would employ when teaching a grade 12 history classes that consisted of a majority of progressed learners.

SPECIFIC TEACHING APPROACHES IN
HISTORY
The chronological
approach is exactly
what its name
implies: the study
of history from one
point in time to
another point in
time.
Teachers start with
one event or date
and move forward
throughout history.
When the chronologic approach
is applied the class becomes
linear.
ADVANTAGES OF
CHRONOLOGIC
APPROACH
Another advantage of the
chronological approach is that
transitions are smooth from unit
to unit
the chronological approach
offers more structure with
clearer starting and ending
points
 In an attempt to make sure that the end point is
met teachers may rush through certain units in
order to make it to the end.
 The chronological approach is not exclusively but
can be seen as very teacher-focused
 There is less work for students to complete when
the class is already structured. While students can
give opinions and research various events, the
fact of the matter is that the class will generally
stay on course and not diverge to focus on
matters that interest students
 The chronological approach can also be limiting
when it comes to assignments given.
TEXTBOOK USE IN
CHRONOLOGIC APPROACH
 With the availability of textbooks, the
temptation exists to just teach from the
textbook.
 Instead of preparing elaborate
assignments and projects it becomes
much easier for teachers to simply
assign a section of the textbook to be
read by students.
 These textbooks can also be hurtful
when only the typical rote-learning
premade tests are used to assess
students.
The thematic approach eschews a
linear progression through history.
Instead, it favours a holistic look at the
movements, events, people and ideas
that have shaped the world throughout
time. A thematic curriculum is divided
into units. Each unit has a theme, and
the content can be taken from any
period in history that the class covers
 One advantage of thematic approaches is the number of ways that history can be
viewed
 Themes are broad enough that content could be presented but through non-traditional
ways
 history can become more relevant and accessible to all students.
 Thematic approach can be student led because student's interests can be used in
developing lessons
 A final advantage is that the thematic approach is more open-ended. A teacher is not as
limited to a certain time period in history. Instead, the teacher has the ability to move
around from theme to theme.
 One of the most challenging aspects of teaching
thematically is incorporating the skill of cause
and effect. Cause and effect relationships are
embedded into a chronologically based class.
 The flow from unit to unit can become more
difficult when planning a class around themes.
Transitions may make less sense then in a
typical chronological class where they are
outlined by a timeline.
 A teacher wanting to teach thematically would
need to be aware of the extra time needed to
research and create materials for each lesson.
 The CAPS curriculum is strongly within the episodic category. Although some
indication of dates is given, the key organising principle is turning points within
history rather than an overarching chronology.
 A period considered in isolation.
 Only two of the topics ["World War I (1914-1918)" and "World War II (1939 -1945)"]
(CAPS:40-41) have specific, contiguous dates listed, but
 even these are organised according to colligatory terms rather than long-term
chronological periods. Nine out of the twelve topics are therefore organised
according to colligatory terms such as "Colonisation of the Cape 17th-18th
century" (CAPS:35) and "The Nuclear Age and the Cold War" (CAPS:42).
 The elaborated content is detailed but focuses on developing the central episode
rather than covering a wide range of events within a period
 Illustration and motivation:
 One of the simplest and most basic uses of original historical sources is to illustrate
points being made in a lesson, often as a way of motivating students to become more
engaged with the topic.
 Even the best textbook writing is not very exciting, and there is no necessary reason
that students would become interested in an account of events that happened in the
past without something more to inspire them.
 Without interest, students’ learning is likely to be superficial at best.
 Among the most useful sources for motivating students’ interest include those that are
produced by people as part of their everyday lives—letters diaries, memoirs, or other
personal accounts.
 This places sources within a context of
inquiry, as students draw on them to
reach conclusions about the past.
 This inductive process inherently
involves higher-order thinking, as
students must evaluate a variety of
sources and synthesize them in order
to develop meaningful answers to
historical questions,
 and in the process to construct their
own understanding of the time period.
 conclusions from such evidence
necessarily requires that students
evaluate the sources they encounter
Some historical sources, such as important works of art,
architecture, literature, and so on are so rich in meaning that we
want students to interpret them on their own terms.
Motivational speeches are a prominent example of this use: By
examining peeches and writing by inspirational leaders.
 Analysis takes the form of a Socratic seminar, a method of shared
inquiry into the ideas, issues, and values expressed in powerful
works of art, literature, and music
interpreting sources on their own terms requires that students
already have anunderstanding
 This is an important and common way of using sources at FET Level.
 In this approach, students are presented with a source (or sometimes a set of sources)
and asked to “analyze” them.
 This often involves identifying who wrote the source,
 the purpose it served,
 and whether it is “biased” or “reliable.”
 Identifying who created a source and for what purpose is an indispensable part of all
historical understanding,
 having students analyze sources in this way certainly seems more feasible and efficient
than difficult and time-consuming inquiry or interpretation exercises.
 Family history provides a holistic and
nontraditional approach to investigating and
understanding the past
 Family history attempts to explain the family's
relationship to society and provides a
geographic rationale for its location
 This form of history offers the advantage of
investigating the past with the people who
lived it.
 One way to effectively use family history is to
plan lessons topically, not chronologically.
 A particular family story can illustrate topics in
your lesson plans.
 History Labs are research and investigative learning experiences that provide
teachers with the necessary information, resources, and procedures to teach a full
range of historical thinking skills by taking students through a process that is
methodologically similar to that employed by historians
 An important aspect of this approach is curating the sources needed for the
investigation. The documents/sources must provide students with the evidence
needed to answer the focus question.

 Seek to answer an open-ended overarching question that permits multiple possible
answers;
 Analyze sources and apply information to develop answers to the overarching
question;
 Apply literacy skills in the reading, evaluation and analysis of historical sources;
 Critically examine source materials for authorship and purpose, significant
information, context and subtext, and multiple or conflicting perspectives;
 Apply grade-level and ability-appropriate interpretive skills;
 Adjust or modify the overarching question itself, as necessary;
 Develop present, defend, and refine their evidence-based answers.
MULTICULTURAL
TEACHING APPROACH IN
HISTORY
 History education is one of the effective
media for multicultural education in
schools.
 The idea of multicultural teaching is
relevant for countries with social diversity
such as South Africa
 Awareness of teacher’s own culture and
that shapes perceptions of learners.
 Organise teaching strategies accordingly – teaching history in its full complexity
 Consider the lens of the learners and
broaden perspective

Answer 1

When teaching a Grade 12 history class consisting primarily of progressed learners, it's essential to employ a range of teaching strategies and approaches that cater to diverse learning styles while encouraging deeper engagement with historical content. Below is a critical discussion of several effective teaching strategies, supported by the previously provided information, including the chronological and thematic approaches, as well as techniques like family history exploration, original source analysis, and multicultural education.

1. Thematic Approach to History Teaching

Given the advanced nature of the learners, a thematic approach could be particularly effective. This method allows exploration of historical events through significant themes rather than a rigid chronological framework. By exploring themes such as power, conflict, identity, and social change, students can connect various historical periods to current issues. The advantages include fostering a holistic view of history and enabling student-led investigations based on their interests.

• Implementation: Develop thematic units where students investigate a chosen theme. For instance, under the theme of "Colonialism," students could explore different regions and timeframes, asking questions like, "How did colonialism impact indigenous populations across the globe?"

2. Source-Based Learning and Historical Inquiry

Encouraging the use of original sources—such as letters, diaries, and speeches—can spark interest and deeper understanding. Engaging students in source analysis aligns with higher-order thinking skills through evaluation and interpretation.

• Implementation: Present a collection of primary sources related to a specific event or theme. Students can work in groups to analyze the sources, discuss their reliability, perspective, and context, and synthesize their findings to answer an overarching inquiry question, such as "What were the motivations behind [specific historical event]?"

3. History Labs for Investigative Learning

Integrating History Labs can invite students to engage in research and investigative projects that mimic the work done by historians. This approach emphasizes critical thinking and problem-solving skills while allowing students to explore historical events in depth.

• Implementation: Design a History Lab where students tackle a focus question, gather varied sources, and collaboratively deduce conclusions. For example, students could research the factors leading to World War II, analyzing political, economic, and social dimensions through curated sources.

4. Family History Projects

Family history investigations can provide personalized connections to historical inquiry. This method helps students see the relevance of history in their own lives and can enhance engagement.

• Implementation: Ask students to conduct interviews with family members about their experiences related to significant historical events or periods. Use these narratives to illustrate broader themes in history, such as migration or social change, and encourage students to share their findings in creative formats like presentations or reports.

5. Multicultural Teaching Approach

Given South Africa's diverse social landscape, employing a multicultural approach is critical. This involves presenting history from multiple cultural perspectives, allowing students to understand various narratives shaping social diversity.

• Implementation: Incorporate case studies that highlight the histories of different cultural groups affected by major historical events, encouraging students to critically examine how these groups experienced and influenced these events. This could involve comparative studies of the apartheid era or discussions on the impacts of globalization.

6. Critical Discussion and Debates

Encouraging critical thinking through structured debates can stimulate engagement and help students articulate and defend their perspectives based on historical evidence.

• Implementation: Organize debates on contentious historical issues, such as the justification of colonial expansion or the consequences of the Cold War. This format allows students to explore multiple sides of a historical narrative while developing their argumentative skills.

Conclusion

In conclusion, when teaching progressed learners in a Grade 12 history class, employing a combination of thematic approaches, source-based analysis, family history projects, History Labs, multicultural teaching, and critical debates will foster greater engagement and deep learning. This array of strategies allows for adaptive teaching that responds to learners' interests and strengths while enhancing their understanding of the complexity and relevance of historical events. By concentrating on diverse perspectives and encouraging inquiry, teachers can help students develop critical thinking and analytical skills that are fundamental in constructing their own understanding of history.