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Teaching how to make specific historical causal claims.

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dc.contributor.author Mazibuko, Edmund Zizwe
dc.date.accessioned 2012-02-16T07:35:37Z
dc.date.available 2012-02-16T07:35:37Z
dc.date.issued 2008
dc.identifier.citation Mazibuko, E.Z. 2008. Teaching how to make specific historical causal claims. Yesterday & today, 3:74-85, Oct. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126] en_US
dc.identifier.issn 2223-0386
dc.identifier.uri http://hdl.handle.net/10394/5532
dc.description.abstract The theme of the conference is a celebration of history teaching in the 350th year of schooling in South Africa. A lot of developments have happened during with regard to the teaching and understanding of history as a subject. In order to appreciate these developments in the classroom, students should be able to make specific historical claims. Making specific historical causal claims of the form 'A caused that B' is one of the most important things that a person learns. However, the making of causal claims is not confined to the teaching and learning context. School children of whatever age, are in a position of making specific historical causal claims, and do this in varying degrees of skill and standards. The purpose of effective history teaching should be to develop in students a deeper understanding of historical processes. Whilst historical claims can be made about all sorts of things, in this paper, attention will be confined to those claims that have direct relevance to the teaching and learning situation in history. The paper identifies critical issues that need to be considered to make this succeed in the history classroom. en_US
dc.language.iso en en_US
dc.publisher The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University en_US
dc.title Teaching how to make specific historical causal claims. en_US
dc.type Article en_US


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