TMS3714
ASSIGNMENT 6
DUE DATE: 30 SEPTEMBER 2025
,TMS3714 ASSESSMENT 6 PORTFOLIO
DUE 30 SEPTEMBER 2025
UNIQUE NUMBER: 870581
With relevant and practical examples, show how Mrs. Clarke can approach and
handle this challenge. Choose one teaching method to guide the presentation.
NB. Your presentation should have an introduction, subtopics and conclusion.
When learners question the relevance of History in the 21st century, it is important for
On her first day, Mrs. Clarke faces a challenge: many Grade 10 learners believe that
History is irrelevant in the 21st century. As a newly appointed teacher, she can use the
discussion method, to guide learners in understanding that History is not about
memorising dates, but about developing identity, critical thinking, citizenship, and future
awareness. The discussion method is effective because it actively involves learners,
allows them to share their views, and helps them to construct meaning together with the
teacher.
Subtopic 1: History Builds Identity through Indigenous Knowledge and
Africanisation
One of the pillars of the philosophy of teaching History is recognising Indigenous
Knowledge Systems (IKS) and Africanisation. This ensures that learners see
themselves as subjects of history rather than as outsiders to Eurocentric narratives.
Practical example: Mrs. Clarke can ask learners: “Where do your families come from,
and what traditions or stories have been passed down to you?” This discussion helps
them connect personal identity to historical identity. Learning about Mapungubwe, Great
,Zimbabwe, and the liberation struggle highlights the rich African contributions to
civilisation, reminding learners that History validates who they are and where they come
from. In the 21st century, this builds self-esteem and national pride.
Subtopic 2: History Develops Critical Thinking and Analytical Skills
History trains learners to think critically by evaluating causes, consequences, and
different perspectives. It teaches learners how to question sources, detect bias, and
separate fact from opinion.
Practical example: Mrs. Clarke can present learners with two different accounts of
apartheid resistance, one from a government record and another from a liberation
activist’s diary and ask: Why do you think these two versions are different? Which one
do you trust more, and why?” This encourages analytical skills that are valuable not only
in History but also in navigating fake news, political debates, and social media content
in today’s world.
Subtopic 3: History Promotes Human Rights and Responsible Citizenship
History is central to teaching about democracy, inclusivity, and justice. Learners begin
to understand their role as responsible citizens in a diverse society.
Practical example: A discussion on xenophobia in South Africa allows learners to link
past discrimination to present-day challenges. Mrs. Clarke can ask: “What lessons from
apartheid can we apply to ensure xenophobia does not continue today?” Through such
discussions, learners realise that the struggles of the past shape the freedoms and
rights they enjoy today. This equips them to prevent injustices in the future.
, Subtopic 4: History Prepares Learners for the Future
Although History is about the past, it is directly connected to the future. Learning how
societies dealt with crises, learners gain insight into how to respond to current and
future challenges.
Practical example: Mrs. Clarke can guide learners to discuss past pandemics such as
the 1918 Spanish flu and compare them with the COVID-19 pandemic. This helps
learners see that history provides lessons on resilience, governance, and public health
responses, which are still useful in the 21st century.
Subtopic 5: Discussion Method as a Teaching Approach
The discussion method is most effective in this situation because it transforms learners
from passive listeners into active participants. Instead of lecturing, Mrs. Clarke can ask
guiding questions, encourage debate, and let learners express their opinions. This
method promotes learner-centred teaching, builds confidence, and ensures learners
see the relevance of History in their own words and experiences. It also supports critical
citizenship education, as learners practice listening, respecting different views, and
engaging constructively.
Mrs. Clarke can guide learners to understand that History is more than memorising past
events; it is a tool for shaping identity, developing critical thinking, promoting human
rights, and preparing for the future. History remains highly relevant in the 21st century
because it empowers learners to be informed, responsible, and active citizens who can
build a democratic and just society. With practical discussions rooted in Africanisation,
ASSIGNMENT 6
DUE DATE: 30 SEPTEMBER 2025
,TMS3714 ASSESSMENT 6 PORTFOLIO
DUE 30 SEPTEMBER 2025
UNIQUE NUMBER: 870581
With relevant and practical examples, show how Mrs. Clarke can approach and
handle this challenge. Choose one teaching method to guide the presentation.
NB. Your presentation should have an introduction, subtopics and conclusion.
When learners question the relevance of History in the 21st century, it is important for
On her first day, Mrs. Clarke faces a challenge: many Grade 10 learners believe that
History is irrelevant in the 21st century. As a newly appointed teacher, she can use the
discussion method, to guide learners in understanding that History is not about
memorising dates, but about developing identity, critical thinking, citizenship, and future
awareness. The discussion method is effective because it actively involves learners,
allows them to share their views, and helps them to construct meaning together with the
teacher.
Subtopic 1: History Builds Identity through Indigenous Knowledge and
Africanisation
One of the pillars of the philosophy of teaching History is recognising Indigenous
Knowledge Systems (IKS) and Africanisation. This ensures that learners see
themselves as subjects of history rather than as outsiders to Eurocentric narratives.
Practical example: Mrs. Clarke can ask learners: “Where do your families come from,
and what traditions or stories have been passed down to you?” This discussion helps
them connect personal identity to historical identity. Learning about Mapungubwe, Great
,Zimbabwe, and the liberation struggle highlights the rich African contributions to
civilisation, reminding learners that History validates who they are and where they come
from. In the 21st century, this builds self-esteem and national pride.
Subtopic 2: History Develops Critical Thinking and Analytical Skills
History trains learners to think critically by evaluating causes, consequences, and
different perspectives. It teaches learners how to question sources, detect bias, and
separate fact from opinion.
Practical example: Mrs. Clarke can present learners with two different accounts of
apartheid resistance, one from a government record and another from a liberation
activist’s diary and ask: Why do you think these two versions are different? Which one
do you trust more, and why?” This encourages analytical skills that are valuable not only
in History but also in navigating fake news, political debates, and social media content
in today’s world.
Subtopic 3: History Promotes Human Rights and Responsible Citizenship
History is central to teaching about democracy, inclusivity, and justice. Learners begin
to understand their role as responsible citizens in a diverse society.
Practical example: A discussion on xenophobia in South Africa allows learners to link
past discrimination to present-day challenges. Mrs. Clarke can ask: “What lessons from
apartheid can we apply to ensure xenophobia does not continue today?” Through such
discussions, learners realise that the struggles of the past shape the freedoms and
rights they enjoy today. This equips them to prevent injustices in the future.
, Subtopic 4: History Prepares Learners for the Future
Although History is about the past, it is directly connected to the future. Learning how
societies dealt with crises, learners gain insight into how to respond to current and
future challenges.
Practical example: Mrs. Clarke can guide learners to discuss past pandemics such as
the 1918 Spanish flu and compare them with the COVID-19 pandemic. This helps
learners see that history provides lessons on resilience, governance, and public health
responses, which are still useful in the 21st century.
Subtopic 5: Discussion Method as a Teaching Approach
The discussion method is most effective in this situation because it transforms learners
from passive listeners into active participants. Instead of lecturing, Mrs. Clarke can ask
guiding questions, encourage debate, and let learners express their opinions. This
method promotes learner-centred teaching, builds confidence, and ensures learners
see the relevance of History in their own words and experiences. It also supports critical
citizenship education, as learners practice listening, respecting different views, and
engaging constructively.
Mrs. Clarke can guide learners to understand that History is more than memorising past
events; it is a tool for shaping identity, developing critical thinking, promoting human
rights, and preparing for the future. History remains highly relevant in the 21st century
because it empowers learners to be informed, responsible, and active citizens who can
build a democratic and just society. With practical discussions rooted in Africanisation,
