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The Only Study Guide For PST103E
The Only Study Guide For PST103E
1 As these two subjects are still practised as separate subjects (1997) in the senior primary phase, the term ``Social Sciences'' in this study guide
will refer to the subjects History and Geography.
1 PST103-E/1
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Activities in the text and self-evaluation questions at the end of the unit will contribute
to an outcomes-based type of learning. These activities and self-evaluation questions are
included to help you to assess your progress and fulfil the set outcomes. They concentrate on
matters such as factual knowledge, insight and the ability to analyse or synthesise.
- -::,-/: - -::,-/:
Tutorial letter 101 contains a number of assignments appertaining to the course. These
assignments are designed to contribute to your development of knowledge, skills, values
and attitudes surrounding the subject, as well as contributing to your examination
entrance. Make sure that you understand the work and do not think that a verbatim (word-
for-word) reproduction of relevant sections will ensure the attainment of the above-
mentioned results.
:::/1 //: :::/1 //:
Your prescribed books form an important part of your study package which you received
when you registered. You will notice that we prescribed two text books. One is for
Geography teaching and the other one for History teaching and they are:
Hurry, L. 1991. Geography teaching in Southern Africa: an introductory guide. Pretoria: Via
Afrika.
Mathews, J, Moodley, K, Rheeder, W & Wilkinson, M. 1994. Discover History: a pupil-
centred approach to History method. Pinelands: Maskew Miller Longman.
Please remember that, although the two books focus on the primary and secondary schools,
you must focus on the first phase senior primary. You can ignore aspects relating to the
secondary school.
The prescribed books also refer to syllabuses in use. These syllabuses are outdated and we
have included the latest core syllabuses of Geography and History at the back (see
appendix) of this study guide. We have also included an extract of the Western Cape's
Standard 4 (Grade 6) extended syllabus as an example of curriculum initiative at
regional level.
: ./-: : ./-:
We have seven themes that we will be discussing in this course and you will see that each
theme features in both text books. Although some aspects may overlap, they do specifically
refer to their own discipline. One book may also give more prominence to one aspect than
the other does. We will supplement that information which is excluded or features less
prominently. You will see that we do not discuss all the aspects in the prescribed books. This
does not mean that we do not see these sections as important. As your prescribed books are
important sources of information, it is important that you use them correctly and efficiently.
Do not view the seven themes in isolation; these themes are interrelated and form a whole.
2
When preparing say, a lesson, you will inevitably have to gather information from other units
(eg when planning a lesson you have to look at, amongst others, basic didactical
principles and, assessment techniques).
1.6.1 A synopsis of the prescribed books and themes
We are now going to have a look at the themes that you will be encountering this year. We
would like you to get acquainted with the themes and see to what extent they feature in the
prescribed books. In order to help you gain clarity on how to use the text books correctly, we
ask you to do Activity 1.
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Activity 1 10 minutes
Quickly scan through the contents pages of your prescribed books (remember
that these can also be referred to as a table of contents) and the books as a
whole. Below is a list of the themes that we will be discussing in our course.
Next to each of our themes are two columns, representing our prescribed
books. Next to each of our themes, see if you can write in the prescribed
books' chapters/sections/pages. We have done certain sections of a theme so
that you are fully aware of what we want. Remember that both books may or
may not include all the themes discussed.
TEACHING SOCIAL SCIENCES: HISTORY AND GEOGRAPHY
Geography book
Chapter/s
Theme History book
Chapter/s
1 Social Sciences in the primary
school: Geography and History
14, 10
None 2 Curriculum and curriculum
development
3 Aims and objectives
69, 12, 14 4 Resources and media
5 Lesson planning
6 Evaluation procedures 78, 12, 17
7 School and class management
!!
At the end of this unit we have given you our version of the above
overview.
After completing Activity 1, you should now have a broad overview of what the course will
involve, where more or less to find these themes in the text books and also which information
still has to be supplemented. As was mentioned previously, it is not our intention to present
to you the alpha and omega of teaching Social Sciences, but it is our intention to give you
the basic skills with which to tackle these interesting (and very often neglected) subjects.
3 PST103-E/1
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Above we have identified seven themes which we will be discussing in our study units. We
will now give you an overview of what the course entails.
Theme 1 will introduce Geography and History as part of the Social Sciences in the primary
school. We will look at their relationship (correlation) and their nature, clarify certain
concepts and look at Geography and History teaching in South African schools. The aim of
this chapter is thus to put the subjects into better perspective.
In theme 2 we will look at curriculum and curriculum development, looking
specifically at Social Sciences (Geography and History). This will encompass basic
principles and trends as well as a proposed framework for the primary school.
Theme 3 will look at the use of aims and objectives when teaching Social Sciences and
how they lead to the acquisition of knowledge, skills, values and attitudes.
Theme 4 will look at ways of incorporating resources and media into one's planning of an
effective Social Science lesson.
Theme 5 will look at how to plan a Social Science lesson effectively with the subsequent
aim of presenting it just as effectively.
An important aspect of teaching is that of evaluation and assessment. This can
encompass evaluating your own performance, the evaluation of set aims and objectives and
of resources and media that you use. Another aspect is evaluation of your pupils'
performance. Theme 6 will look at assessment procedures in more detail.
Theme 7 will look at school and class management of Social Sciences in the primary
school (senior phase).
It is also important that you know how to set out the particulars of the title page and
publisher's details. Activity 2 has been included for this purpose.
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Activity 2 5 minutes
Study the title page and publisher's details of your History prescribed book
and then complete the following reference card. Compare your answers to
ours:
1 Author/s ....................................................................... (Surname and initials)
2 Date of publication .............................................................................................
3 Title .......................................................................................................................
4 Place of publication ...........................................................................................
5 Publisher ..............................................................................................................
6 Edition ..................................................................................................................
4
Study the title page and publisher's details of your Geography prescribed
book and then complete the following reference card. Compare your answers
to ours:
1 Author/s ....................................................................... (Surname and initials)
2 Date of publication .............................................................................................
3 Title .......................................................................................................................
4 Place of publication ...........................................................................................
5 Publisher ..............................................................................................................
6 Edition ..................................................................................................................
The aim of this activity is for you to use this information when doing your assignments.
When you use any source of reference, you have to acknowledge it in your assignment
itself and in your bibliography.
When acknowledging in the text/assignment itself, we make use of an internationally accepted
method known as the Harvardmethod. You will note that your prescribed books use a similar
(but not identical) method. We will use the Harvard method because it is the most popular and
academically accepted method. This reference technique is used at the end of each sentence/
paragraph in which we refer to information from another source.
Activity 3 will help you to use the method correctly.
A n s w e r s
1 M a t h e w s , J , M o o d l e y , K , R h e e d e r , W & W i l k i n s o n , M .
2 1 9 9 4
3 D i s c o v e r H i s t o r y : a p u p i l - c e n t r e d a p p r o a c h t o H i s t o r y m e t h o d
4 P i n e l a n d s
5 M a s k e w M i l l e r L o n g m a n
6 F i r s t e d i t i o n , s e c o n d i m p r e s s i o n
A n s w e r s
1 H u r r y , L .
2 1 9 9 1
3 G e o g r a p h y t e a c h i n g i n S o u t h e r n A f r i c a : a n i n t r o d u c t o r y g u i d e
4 P r e t o r i a
5 V i a A f r i k a
6 F i r s t e d i t i o n , s e c o n d i m p r e s s i o n
5 PST103-E/1
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Activity 3 5 minutes
1 Author
The only part of the author's name that you use is his/her surname. When
referring to the author in a text, you will place his/her surname in between
brackets, as follows:
(Hurry )
You are probably wondering if you must put all the authors of your History
book in brackets. The answer is no. You will only put the first one's
surname, followed by the Latin words et al. meaning ``and others'' (Sykes
1979:355), implying all the other authors.
(Mathews et al. )
2 Date of publication
After the author's surname, you will write the date of publication as
follows:
(Hurry 1991 )
(Mathews et al. 1994 )
3 Pages
The last piece of information that you must insert are the pages consulted.
Say you consulted page 90 in your Geography book and pages 106108 in
your History book. You will then write the information as follows:
(Hurry 1991:90)
(Mathews et al.:106108)
And that's that! You will notice that there are many such references in your prescribed text
books and study guide.
You will also notice that at the back of each prescribed book, you have a list of all the books
consulted by the author/s. This is known as a bibliography. Each assignment must have a
bibliography, as you need to acknowledge the author/s whose books you consulted. Here
we will again use that information which we acquired in activity 2. A bibliography must be
as concise (yet complete) as possible. Entries in your bibliography are arranged according to
alphabetical order. Our prescribed books will be listed as follows:
Hurry, L 1991. Geography teaching in Southern Africa: an introductory guide. Pretoria: Via
Afrika.
Mathews, J, Moodley, K, Rheeder, W & Wilkinson, M. 1994. Discover History: a pupil-
centred approach to History method. Pinelands: Maskew Miller Longman.
You will notice that, in the bibliography, we list all the authors of a particular source.
Whereas we used et al. in the assignment, we have to acknowledge/write all the authors'
names in the bibliography. We also use italics when typing the source's title. If you write the
bibliography yourself, obviously you cannot use italics. Here you will underline the source.
Why is it necessary to have a bibliography in your assignment? In Activity 4, we would like
you to list a couple of reasons why you think a bibliography is necessary. Think about this
one before writing down your answers.
6
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Activity 4 5 minutes
1 .................................................................................................................................
2 .................................................................................................................................
3 .................................................................................................................................
/1, :-.:/: /1, :-.:/:
Seeing that we still have not yet explained why we have combined Geography and History,
we will touch on that aspect in the next theme.
It is hoped that this wrap-around study guide will make of you an active learner, which in
turn will lead to effective teaching.
As was mentioned earlier, we will equip you with the basic tools (knowledge, skills,
values and attitudes) which will hopefully be used in effective teaching. Activities and
evaluation questions will be included in the units for you to test and practise these
basic tools.
The study guide will not repeat what is in the prescribed books. Our approach will be to
take a theme, discuss it in general and then by reading certain relevant sections in the
prescribed books look more specifically at the two different subjects Geography and
History.
Activities may require of you to critically apply knowledge that you have learnt and your
own experience as a teacher/potential teacher. Activities are included to make you
think critically.
Look at the outcomes stipulated in the beginning of this unit and mark off those that you
have attained/mastered. If not, go back to those of which you are still unsure and give them
attention. Remember that they are there to help you!
We look forward to hearing from you as well as meeting you.
//,:.o/, //,:.o/,
Sykes, JB. (ed.) 1979. The Concise Oxford Dictionary of Current English. 6th edition, 8th
impression. Oxford: Clarendon Press.
7 PST103-E/1
,,:/1 .::: / -//, ,,:/1 .::: / -//,
TEACHING SOCIAL SCIENCES: GEOGRAPHY AND HISTORY
Geography book
Chapter/s
Theme History book
Chapter/s
12 1 Social Sciences in the primary
school: Geography and History
14, 10
None 2 Curriculum and curriculum
development
Sections of Ch 1
Parts of Chapters 1 &
15
3 Aims and objectives 2 & 18
69, 12, 14 4 Resources and media 56, 9, 1314, 19,
2021
610, 13, 15 5 Lesson planning 12, 1516, 18
16 6 Evaluation procedures 78, 12, 17
3, 11, 15 7 School and class management 11, Appendix 1 & 2
8
/ . / .
./ : // o:-.:, ./ : // o:-.:,
:// ,,:.o/, .1 :// ,,:.o/, .1
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a
After studying this unit you will be able to:
. understand what is meant by the concepts: Social Sciences, Geography
and History,
. discuss the essential nature of Geography and History as school subjects,
. discuss the value and contribution of Geography and History to a
learner's general education,
. have knowledge of the development of Geography and History teaching
in South African schools,
. discuss the basic principles of good general teaching and their
application to Geography and History;
. understand the correlation between Geography and History.
. /.:./ o/: . /.:./ o/:
As you are into your second unit, you are probably wondering what Social Sciences
has to do with Geography and History and vice versa. As was suggested in study unit
1, it is necessary to clarify the concepts of Social Sciences, Geography and
History. Before one can teach effectively, surely one must understand what the
discipline involves.
Before we get to various people's definition of these concepts, let us see how you perceive
them. Activity 1 will cover this aspect.
9 PST103-E/1
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Activity 1 5 minutes
How would you define the concepts of Social Sciences, Geography and
History? In other words, what do these fields of study mean to you?
1 Social Sciences:
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
2 Geography:
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
3 History:
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
2.1.1 What are the Social Sciences?
Firstly, let us look at the encompassing term Social Sciences.
Without getting into too much of a discussion on the debate surrounding the definition of
the concept of Social Sciences, it is necessary to briefly define the concept for our purposes
and place it into perspective.
There is no conclusive definition of the term; however, there is a general (broad) consensus
that this field examines the way in which individuals and groups interact with various
environments (Nelson 1992:24; Robertson 1977:7). This definition implies inter alia the
study of human society and social relationships as well as why people behave the way they
do (Elliot et al. 1992:1028; Tulloch 1993:1472).
Nelson (1992:2425) further elaborates on these ``environments'' and refers to a material
and a human environment.
In the material environment, Geographers will study the spatial pattern of people's
interaction with the physical environment, while Economists study the ways in which
people use material resources. In the human environment, Sociologists study ways in
which people interact with society in general, Anthropologists study people's interaction
with culture, Psychologists will study the minds and behaviour of humans, and Political
Scientists will study people's interaction with power and authority. Lastly there is the study
of History (where Social Sciences merge with the Humanities). Historians examine the
different ways in which people of different time periods (epochs) and circumstances have
interacted with these environments (Reber 1985:593; Nelson 1992:2425).
10
Now that we have looked at the concept Social Sciences, let us now focus our attention on
two aspects thereof: Geography and History.
2.1.2 What is Geography?
From an early age, children, in an attempt to satisfy their curiosity, ask questions about their
surrounding environment. As a teacher/potential teacher, you are aware of these questions,
perhaps while teaching, or through your own experiences or observations (formerly as a
child or now as an adult). Questions like why the sky is blue, why there are valleys and
mountains or what the capital of a certain country is are but a few such examples. As children
are becoming aware of their environment, they are becoming aware of the geography of
their surroundings (Holmes & Moorhouse 1993:1).
The first step in answering the initial question would be to inspect a few definitions of the
term and try and find a generally acceptable one.
Read: Hurry p 2 sec 1.1.
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Activity 2 10 minutes
1 Identify certain key elements which each of these definitions emphasise:
1.1 .......................................................................................................................
.......................................................................................................................
1.2 .......................................................................................................................
.......................................................................................................................
1.3 .......................................................................................................................
.......................................................................................................................
2 Also consult a good dictionary/dictionaries and see how they define the
term (Geography):
................................................................................................................................
................................................................................................................................
................................................................................................................................
3 Take all these definitions and note similarities and differences in these
definitions.
Similarities Differences
1 .......................................................... 1 ..........................................................
2 .......................................................... 2 ..........................................................
3 .......................................................... 3 ..........................................................
11 PST103-E/1
4 After all that you have read and experienced in activities 1 & 2, now try
to define the concept:
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
I think that after doing activities 1 and 2 you will agree with Holmes and Moorhouse
(1993:1) when they observe that ``Geography is easy to observe but difficult to define''.
Geographers do not always agree on what Geography comprises, mainly because they study
a host of phenomena, while over the years a shift of emphasis has taken place, which has
been determined by the scientific ideals of the period. However, contemporary definitions
tend to emphasise the relationship between the earth and its inhabitants, through the
study of place, space and the environment (Wiegand 1993:1).
Let us now investigate the concept of History.
2.1.3 What is History?
Even to answer this question involves much debate and response (much the same as with
Geography). If you have to ask your class/future class members how they perceive the term
or subject, a myriad answers will be forthcoming. Answers may vary from ``boring facts'' to
``interesting stories from the past''.
Various authors have different opinions as to how they see History and, as in the case of
Geography, a generally accepted definition seems to elude writers.
Let us note a couple of these definitions in Esterhuizen et al. (1991:1).
Van Jaarsveld sees History as ``... the reality which took place in the presence of God, and
the historian who construes reality after it has occurred, is only able to do so on the basis of
information which has been left him. Each event is unique and unrepeatable''.
Burston and Green interpret History as ``the story of the development, evolution and origin of
our present environment''.
Dreyer perceives History as ``the totality, in the length of time, of humanity's life gone by''.
Commager makes the following statement: ``It means the past and all that happened in the
past. It means, too, the record of the past all that men have said and written in the past''.
While Clark states that ``history is the record of what has happened in the past, of anything
that has ever happened in the past, however long ago or however recently''.
12
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Activity 3 10 minutes
1 Identify certain key elements which each of these definitions emphasise:
1.1 .......................................................................................................................
.......................................................................................................................
1.2 .......................................................................................................................
.......................................................................................................................
1.3 .......................................................................................................................
.......................................................................................................................
2 Also consult a good dictionary/dictionaries and see how they define the
term (History):
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
3 Take all these definitions and note similarities and differences in these
definitions.
Similarities Differences
1 .......................................................... 1 ..........................................................
2 .......................................................... 2 ..........................................................
3 .......................................................... 3 ..........................................................
4 After all that you have read and experienced in activities 1 and 3, try to
define the concept:
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
Much in the same vein as with Geography, various academics perceive the concept of
History differently. I think that you will agree that History is a record or description of the
past, with the past being understood in terms of time and space (Jordaan et al. [sa]:1).
.. .. ./ ./: .1 ./ ,,:.o/, .1 ~:/:, ./ ./: .1 ./ ,,:.o/, .1 ~:/:,
,:./ 1./ ,:./ 1./
Looking at the previous definitions, I think that you will agree that we have still not got down
to what the essential characteristics and elements of Geography and History are.
13 PST103-E/1
It is necessary that teachers understand the nature and elements of Geography and
History, what they involve and finally their contribution to education.
Read: Mathews et al. pp 25 (The elements of History)
Hurry pp 23 (secs 1.21.3)
D
Activity 4 5 minutes
1 What five important characteristics does Hurry identify as constituting
(school) Geography? Explain.
1.1 .......................................................................................................................
1.2 .......................................................................................................................
1.3 .......................................................................................................................
1.4 .......................................................................................................................
1.5 .......................................................................................................................
2 What five elements does Mathews et al. identify for History?
2.1 .......................................................................................................................
2.2 .......................................................................................................................
2.3 .......................................................................................................................
2.4 .......................................................................................................................
2.5 .......................................................................................................................
Let us now look at the value and contribution of these subjects to general education.
Read: Mathews et al. chapters 24 (The value of History)
Hurry p 4, sec 1.41.5
Here, both authors speak of the value and contribution to education of History and
Geography. In the 1996 Geography Syllabus: senior primary phase Standerds
(sic) 2 to 4 (Grades 4 6) of the Western Cape Education Department (1996:4), the
following diagram illustrates what they see as Geography's contribution to education:
14
CONTRIBUTION OF GEOGRAPHY TO EDUCATION
. locations and places in a national and
international framework
. major natural systems of the world, e.g.
landforms, water bodies, climate, etc.
. major socio-economic systems of the
world, e.g. agriculture, settlements,
population, transport, etc.
. the diversity of peoples and societies in
the world to appreciate the cultural
richness of humanity
. structures and processes at local and
national level
. the challlenges of, and opportunities for,
global interaction
. the use of maps, graphs and statistics
. the use of text, pictures, tables and
diagrams
. practising methods of field observation
and mapping; interviewing people;
gathering and interpreting information
firsthand
. usi ng communi cat i on, t hi nki ng,
practical and social skills to explore
geographical topics
. the process of inquiry which will
encourage learners to question; process
and eval uat e i nf or mat i on; make
gener al i sat i on, j udgement s and
decisions; solve problems and to work
in groups
Knowledge and understanding of: Skills in:
Attitudes and values that help to:
. interest the learners in their surroundings and in the variety of natural and
human characteristics on the surface of the Earth
. appreciate the uniqueness of the physical world and the wide variety of
environments in which people live
. develop a concern for the quality of planning of the environment for future
generations
. understand the significance of decision making
. develop a readiness to use geographic knowledge and skills in daily life
. develop a respect for the rights of all people to equality
. encourage a commitment to seeking solutions to local, regional, national
and international problems on the basis of the ``International Declaration of
Human Rights''
S
T
S
T
DIAGRAM 1
WV
Source: WCED 1996:4
15 PST103-E/1
WV
S
T
S
T
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Activity 5 2 minutes
What three broad categories do these sources acknowledge as contributing
to a child's education?
1 ...............................................................................................................................
2 ...............................................................................................................................
3 ...............................................................................................................................
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Activity 6 10 minutes
Although Mathews et al. do not make use of a diagram, they still incorporate
knowledge, skills, attitudes and values. Create your own diagram for History,
using other sources as well as Mathews et al.
CONTRIBUTION OF HISTORY FOR EDUCATION
Knowledge and understanding of: Skills in:
. ............................................................ . ............................................................
. ............................................................ . ............................................................
. ............................................................ . ............................................................
. ............................................................ . ............................................................
. ............................................................ . ............................................................
. ............................................................ . ............................................................
Attitudes and values that help to:
. .................................................................................................................
. .................................................................................................................
. .................................................................................................................
. .................................................................................................................
. .................................................................................................................
. .................................................................................................................
16
. . ,,:.o/, .1 ~:/:, /./, // -:. ,,:.o/, .1 ~:/:, /./, // -:.
o:-.:, ://: o:-.:, ://:
2.3.1 A historical perspective
The subjects Geography and History have long been an accepted part of South African
schools' curriculum. However, owing to, amongst other reasons, South Africa's racial
policies of the past, these subjects did not evolve at the same time and/or tempo in the
different departments. It was only in the 1990s that a single education department saw to it
that all inhabitants received an education that did not discriminate on the lines of, amongst
other aspects, colour. As examples of the introduction and development of the subjects
Geography and History in South Africa, we will focus on salient aspects of the inclusion of
these two subjects in the curriculum in the teaching of black and white pupils respectively.
The latter will be sketched first.
In the Cape Colony, as far back as the early nineteenth century, Commissioner De Mist's
skoolorder of 11 September 1804 included Geography and History in the primary school
curriculum (Du Toit 1975:3738).
It was only in 1872 that President Brand of the Orange Free State enacted an education
ordinance which saw to the inclusion of Geography and History (general, fatherland and
Biblical) in the school curriculum. The first schoolbook printed in the Free State was
Aardrykskunde en Geskiedenis van den Oranje-Vrystaat (1892). Ordinance 9 of 1920 saw to
it that the Geography and History syllabuses were adapted to South African conditions (Van
Schoor 1975:145146, 184).
In the former Transvaal the Volksraad formulated its first written attempt at an education
policy. These regulations were drawn up by a Dutch teacher, H van Linden, and promulgated
in 1852. In 1859 an educational committee was set up to supervise educational provision
and saw to it that teachers taught, amongst other subjects General History and Geography
(Behr 1984:12). In 1889, Geography became a compulsory subject in primary schools
according to the regulations of that year (Venter 1992:6).
In Natal, Act 15 of 1877 made provision for the recognition of primary education in the
colony. A curriculum was laid down which recognised, amongst other subjects, the History
of England and South Africa as well as elementary Geography (Behr 1984:10).
After the Union of South Africa Act of 1909 up until 1967, traditionally white schools in the
four provinces were given a measure of local control in certain matters (Behr 1984:20).
Education was one of them. The teaching of Geography and History was also practised in
this light. In the Cape and Free State they were presented up to Standerd 8 (Gr 10) as Social
Studies
1
and in the Transvaal up to Standerd 5 (Gr 7). However, Social Studies was later
terminated in the 1960s (Van Jaarsveld & Rademeyer 1975:94). The National Education Act
of 1967 saw to it that there was a national coordination in respect of syllabuses, courses and
examination standards and the two subjects were presented as separate disciplines (Behr
1984:3839, 43) up until the present.
Well up until the 1950s, Missionaries were largely responsible for black education in South
Africa and the teaching of Geography and History differed from province to province. For
example, up to 1910 course content at mission schools in the Cape Colony was very similar
to that for white pupils, while in Natal the Council of Education created in 1877 did not