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Utilizing a Historically Imbedded Source- Based Analysis Model (HISBAM) in the History school classroom
(South African Society for History Teaching (SASHT) under the patronage of the Department of Humanities Education in the Faculty of Education at the University of Pretoria, 2021)
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 ...