The Sunday News
Jobert Ngwenya
History education plays a crucial role in shaping the minds of future generations. Traditionally, history has been taught as a subject focused on memorising “his story”, facts and dates. However, in today’s rapidly changing world, where historical information is generally available on the go, it is imperative that the history curriculum evolves to meet the demands of the 21st century beyond knowledge. This article explores the need to review the history curriculum and shift towards a more applied and functional approach. Ideas shared in this article are also relevant to economic history and other content learning areas.
By incorporating real-life examples, teaching critical skills, problem-solving, media literacy, and ensuring relevance, we can transform history education into a powerful tool for functional literacy. The current history curriculum objectives in Zimbabwe state ambitious learning goals that are difficult to achieve with the current teaching, learning, and assessment approaches. Therefore, it is necessary to upgrade the approach to history by embracing an “applied learning” concept that connects with 21st century core skills. In the digital age, where information is readily available, the role of history education needs to adapt. Instead of solely focusing on memorising historical facts and events, a shift towards applied history, which has a strong emphasis on understanding the past to make sense of the present and shape the future is necessary. It enables learners to develop critical thinking, problem-solving, and analytical skills by examining historical events and their relevance in contemporary society.
History can be taught in a way that encourages learners to analyse historical events, draw connections to current affairs, and engage in critical discussions. By focusing on the application of historical knowledge, learners develop skills such as empathy, critical thinking, and media literacy. To achieve this, removal of irrelevant historical themes from the curriculum and inclusion of historically ignored themes that are more relevant to Zimbabwe is necessary. By understanding the connections between the past and the present, learners develop a deeper appreciation for the significance of historical knowledge in interpreting and addressing current challenges as well as teaching soft skills. A typical examination Advanced Level question from this approach would be, “With reference to a historical leader of your choice in (the world/Africa/Zimbabwe), what leadership lessons can you learn from his/her reign/life?”
For Ordinary Level, questions like: “Explain five leadership lessons that you can learn from one precolonial African leader (or specifically, King Tshaka or King Mzilikazi or Chief Mapondera etc.)
Practicality is important in the teaching and learning of history. This means shifting the focus from rote memorisation of facts to the application of historical knowledge in real-life contexts. By incorporating project-based learning, learners can engage in research, analysis, and interpretation of historical events. For example, learners could undertake community-based projects to document and preserve local history, connecting the past with the present. This hands-on approach instills critical thinking, problem-solving, and research skills that are essential for learners’ holistic development.
Through the integration of local and global case studies, learners can explore the connections between historical events and contemporary challenges. For instance, studying the anti-colonial struggles in Zimbabwe and other nations provides insights into the contemporary fight for independence, refugees, human rights, and social justice worldwide. This approach fosters a sense of national identity and promotes global citizenship and empathy. By drawing current local and global issues into the study of historical events, learners develop a deeper understanding of the relevance of history in addressing present-day challenges.
In the age of digital information, history becomes a subject for promoting media literacy skills. By studying various primary and secondary sources, learners can critically evaluate and analyse historical narratives. Integrating media literacy skills into history lessons is essential. Educators can guide learners to analyse documentaries, films, news articles, and social media platforms to explore how historical events are portrayed.
By questioning biases and considering diverse perspectives, learners develop a nuanced understanding of historical narratives and get equipped to be critical with multi-sources of information available today. Integrating media literacy into the history curriculum equips learners with the ability to navigate the complexities of the information age. They can distinguish between biased or fake news or propaganda and make informed decisions based on credible sources.
Engaging learners in research projects is another effective way to develop historical research and inquiry skills. Assigning independent and collaborative projects that require learners to investigate specific historical topics of their choice helps them develop research questions, locate credible sources, and present their findings. By synthesising information and drawing evidence-based conclusions, learners enhance their ability to analyse historical data.
Connecting historical events to contemporary issues is crucial for demonstrating the relevance of historical knowledge. Educators can facilitate discussions and debates that explore how past events influence present-day contexts. By examining the impact of historical events on current social, political, and cultural issues in Zimbabwe, learners develop a deeper appreciation for the significance of historical knowledge.
Implementing individual and collaborative project-based learning approaches provides learners with hands-on opportunities to apply their historical knowledge to real-world scenarios and develop life skills. Assigning projects such as creating historical documentaries or podcasts, organising exhibitions, or participating in simulations helps learners actively engage with historical concepts. These projects develop research, presentation, and analytical skills while deepening learners’ understanding of historical events in meaningful contexts. For this approach to be successful, it is important to narrow down the breadth which our final examinations cover. Projects (read CALA) can be thus used to enable learners to gather knowledge and express observable skills while the examination can be used to measure the application of knowledge in practical, personal situations for both Ordinary and Advanced Level learners.
It is important to acknowledge the challenges of implementing this approach, such as the rural-urban divide and resource constraints. In addition, applied history as I suggest here, follows a narrow focus on themes of interest mostly of national development and broadly, those chosen by learners out of their own intrinsic motivation. A focus on skills neglects broader themes of history but it is a step in the right direction that leverages learner interests as well as equips them with practical 21st century core skills that include continuous or lifelong learning; a pedestal for further studies.Developing standardised assessments that capture proficiency across diverse contexts can be difficult in applied history, but that is the point: assessing learners based on their individuality and context. A purposive pre-service and in-service teacher training can help educators develop the skills and methodologies that meet applied learning of history and help achieve quality education standards.
In Zimbabwe, a country with a rich historical heritage, re-evaluating the teaching and learning of history is essential. By adopting an applied learning approach, Zimbabwe can empower learners with functional literacy skills, critical thinking abilities, and a deep appreciation for the relevance of history in their lives. Applied learning in history bridges the gap between the past and the present, equipping learners to face future challenges.
History becomes a tool to support learners’ growth into active, responsible, and enterprising citizens who understand cause and effect, practice responsible national and global citizenship, and critically analyse information in the age of misinformation and disinformation.
ν Jobert Ngwenya is an award winning educator, Fulbright TEA Fellow, National Geographic Education Grantee, author, and academic audio content creator. He holds a Master of Arts in Development Studies (MSU) Bachelor of Arts (UZ) and Post Graduate Diploma in Education (ZOU). He can be contacted by email on [email protected]
