, TMS3714
ASSIGNMENT 6
(PORTFOLIO) 2026
DUE OCTOBER 2026
QUESTION 1: THE PURPOSE AND AIMS OF HISTORY
1.1 Explain TWO ways in which Ms Mokoena's lesson demonstrates the purpose of History as a
school subject. (4)
Ms Mokoena's lesson demonstrates the purpose of History as a school subject in the following
two ways:
First, it promotes historical understanding rather than mere memorisation. The learners initially
believe that History is simply the memorisation of dates, names and events. However, by asking
learners to investigate how selected events from South African history continue to influence
contemporary society, Ms Mokoena shifts the focus from rote learning to meaningful
understanding. This aligns with the purpose of History as a school subject, which is to develop
learners' ability to understand how and why events occurred, rather than merely recalling facts
(Van Niekerk, 2020). The use of multiple sources—photographs, newspaper reports, oral accounts
and written historical texts—further supports this purpose by requiring learners to engage critically
with evidence rather than passively absorb information. This reflects the view that History as a
school subject should equip learners with the skills to interpret and analyse the past (Department
of Basic Education, 2011).
Second, it demonstrates the relevance of History to learners' lives. By asking learners to investigate
how past events continue to influence contemporary society, Ms Mokoena makes History relevant
and meaningful. This addresses the learners' concern about why they need to study events that
happened many years ago. The purpose of History as a school subject is not only to transmit
knowledge about the past but also to help learners understand the present and prepare for the
future (Wineburg, 2001). When learners compare sources and discuss how the past has influenced
the present, they begin to see History as a living, dynamic subject that connects to their own lives
and communities. This relevance is crucial for fostering learners' interest and engagement in the
subject.
, 1.2 Explain how the lesson can help learners understand the relationship between the past,
present and future. (4)
Ms Mokoena's lesson can help learners understand the relationship between the past, present and
future in several ways:
First, by investigating how selected events from South African history continue to influence
contemporary society, learners are explicitly required to trace the connections between past
events and present-day realities. This exercise enables them to see that the present is not
disconnected from the past but is, in fact, shaped by it. For example, learners might investigate
how apartheid policies continue to influence contemporary South African society in terms of spatial
planning, economic inequality and social relations. By making these connections visible, Ms
Mokoena helps learners understand that the past has a direct bearing on the present (Seixas &
Morton, 2013).
Second, the comparison of different sources—photographs, newspaper reports, oral accounts and
written historical texts—helps learners understand that historical knowledge is constructed from
evidence and that different sources may offer different perspectives on the same event. This
critical engagement with sources enables learners to understand that the past is not a fixed,
objective reality but is interpreted and reinterpreted over time. As learners compare sources, they
begin to appreciate that how we understand the past influences how we act in the present and
how we shape the future. This understanding is essential for developing historical consciousness,
which refers to the awareness that human beings are historically situated and that their actions
today will become the history of tomorrow (Rüsen, 2004).
Third, by discussing how the past has influenced the present, learners are implicitly encouraged to
consider how present actions might influence the future. This forward-looking dimension of
historical thinking is crucial for helping learners understand that they are not passive recipients of
history but active participants in shaping it. When learners recognise that past decisions and
actions have consequences that extend into the present and future, they become more aware of
their own agency and responsibility as citizens (Barton & Levstik, 2004). In this way, Ms Mokoena's
lesson helps learners understand the relationship between the past, present and future as a
continuum rather than as discrete, disconnected periods.
1.3 Identify TWO aims of History demonstrated in the scenario and explain how each is
promoted. (4)
Aim 1: Developing historical enquiry skills.
One aim of History demonstrated in the scenario is the development of historical enquiry skills. This
aim is promoted through Ms Mokoena's decision to give learners different sources—photographs,
newspaper reports, oral accounts and written historical texts—and to require them to compare
these sources and discuss how the past has influenced the present. By engaging with multiple
sources, learners are required to ask questions of the evidence, evaluate the reliability and
usefulness of different sources, and construct their own interpretations based on the evidence
available. This process of historical enquiry is central to the study of History and is explicitly
promoted in the scenario (Department of Basic Education, 2011). The learners are not simply
ASSIGNMENT 6
(PORTFOLIO) 2026
DUE OCTOBER 2026
QUESTION 1: THE PURPOSE AND AIMS OF HISTORY
1.1 Explain TWO ways in which Ms Mokoena's lesson demonstrates the purpose of History as a
school subject. (4)
Ms Mokoena's lesson demonstrates the purpose of History as a school subject in the following
two ways:
First, it promotes historical understanding rather than mere memorisation. The learners initially
believe that History is simply the memorisation of dates, names and events. However, by asking
learners to investigate how selected events from South African history continue to influence
contemporary society, Ms Mokoena shifts the focus from rote learning to meaningful
understanding. This aligns with the purpose of History as a school subject, which is to develop
learners' ability to understand how and why events occurred, rather than merely recalling facts
(Van Niekerk, 2020). The use of multiple sources—photographs, newspaper reports, oral accounts
and written historical texts—further supports this purpose by requiring learners to engage critically
with evidence rather than passively absorb information. This reflects the view that History as a
school subject should equip learners with the skills to interpret and analyse the past (Department
of Basic Education, 2011).
Second, it demonstrates the relevance of History to learners' lives. By asking learners to investigate
how past events continue to influence contemporary society, Ms Mokoena makes History relevant
and meaningful. This addresses the learners' concern about why they need to study events that
happened many years ago. The purpose of History as a school subject is not only to transmit
knowledge about the past but also to help learners understand the present and prepare for the
future (Wineburg, 2001). When learners compare sources and discuss how the past has influenced
the present, they begin to see History as a living, dynamic subject that connects to their own lives
and communities. This relevance is crucial for fostering learners' interest and engagement in the
subject.
, 1.2 Explain how the lesson can help learners understand the relationship between the past,
present and future. (4)
Ms Mokoena's lesson can help learners understand the relationship between the past, present and
future in several ways:
First, by investigating how selected events from South African history continue to influence
contemporary society, learners are explicitly required to trace the connections between past
events and present-day realities. This exercise enables them to see that the present is not
disconnected from the past but is, in fact, shaped by it. For example, learners might investigate
how apartheid policies continue to influence contemporary South African society in terms of spatial
planning, economic inequality and social relations. By making these connections visible, Ms
Mokoena helps learners understand that the past has a direct bearing on the present (Seixas &
Morton, 2013).
Second, the comparison of different sources—photographs, newspaper reports, oral accounts and
written historical texts—helps learners understand that historical knowledge is constructed from
evidence and that different sources may offer different perspectives on the same event. This
critical engagement with sources enables learners to understand that the past is not a fixed,
objective reality but is interpreted and reinterpreted over time. As learners compare sources, they
begin to appreciate that how we understand the past influences how we act in the present and
how we shape the future. This understanding is essential for developing historical consciousness,
which refers to the awareness that human beings are historically situated and that their actions
today will become the history of tomorrow (Rüsen, 2004).
Third, by discussing how the past has influenced the present, learners are implicitly encouraged to
consider how present actions might influence the future. This forward-looking dimension of
historical thinking is crucial for helping learners understand that they are not passive recipients of
history but active participants in shaping it. When learners recognise that past decisions and
actions have consequences that extend into the present and future, they become more aware of
their own agency and responsibility as citizens (Barton & Levstik, 2004). In this way, Ms Mokoena's
lesson helps learners understand the relationship between the past, present and future as a
continuum rather than as discrete, disconnected periods.
1.3 Identify TWO aims of History demonstrated in the scenario and explain how each is
promoted. (4)
Aim 1: Developing historical enquiry skills.
One aim of History demonstrated in the scenario is the development of historical enquiry skills. This
aim is promoted through Ms Mokoena's decision to give learners different sources—photographs,
newspaper reports, oral accounts and written historical texts—and to require them to compare
these sources and discuss how the past has influenced the present. By engaging with multiple
sources, learners are required to ask questions of the evidence, evaluate the reliability and
usefulness of different sources, and construct their own interpretations based on the evidence
available. This process of historical enquiry is central to the study of History and is explicitly
promoted in the scenario (Department of Basic Education, 2011). The learners are not simply
