History is the study of human past experiences over time and place. It deals with the development of societies, their successes, failures, and challenges. Through the study of the past, History makes it possible to appreciate the present and prepare for the future. The Botswana Senior Secondary History Syllabus builds upon the foundation laid by Social Studies in the Basic Education Programme. At the Senior Secondary level, History prepares learners for higher educational programs. It also enables them to develop attitudes and skills for responsible citizenship, lifelong learning, and enjoyment as well as the world of work. This syllabus incorporates learner-centered methodology in order to foster meaningful acquisition and development of cognitive and affective skills.

The syllabus recognizes that History is about the experiences of all humans and takes into account the contributions made by all social classes, gender, ethnic groups, and races of all ages and abilities.

To cater to time allocation, the syllabus content has been divided into school terms.

Aims of the Senior Secondary Programme

On completion of the two years, senior secondary programme learners should have:-

1. acquired knowledge developed confidence and ability to assess their personal strengths and weaknesses and be realistic in choosing appropriate career/employment opportunities and or further education and training.
2. developed skills to assist them in solving technical and technological problems as they relate to day-to-day life situations.
3. developed desirable attitudes and behavioral patterns in interacting with the environment in a manner that is protective, preserving and nurturing.
4. acquired attitudes and cultural values developed basic skills and understanding to allow for the execution of rights and responsibilities as good citizens of Botswana and the world.
5. developed information technology skills as well as an understanding and appreciation of their influence in the day-to-day activities.
6. acquired knowledge, attitudes, and practices that will ensure good family and health practices including awareness and management of epidemics (such as HIV/AIDS) that prepare them for a productive life.
7. developed pre-vocational knowledge and manipulative skills that will enable them to apply content learned and attitudes and values developed to practical life situations in the world of work.
8. developed an understanding of and acquired skills in business, everyday commercial transactions, and entrepreneurship.
9. developed foundation skills such as problem-solving, critical thinking, communication, inquiry, teamwork/interpersonal to help them to be productive and adaptive to survive in a changing environment.
10. developed study skills required for further study and training.

 

Aims of the Senior Secondary History

On completion of the two-year Senior Secondary History Programme, learners should have:

1. developed an interest in and acquired knowledge of historical evidence in order to understand the past and plan for the future.
2. acquired competence in historical methods such as data collection, analysis, interpretation, evaluation, and presentation/reporting.
3. acquired skills to be able to understand the different stages and phases of human cultural, technological and political development in relation to the global environment.
4. acquired a better knowledge and understanding of the history of the peoples of Botswana through the following stages: Pre-Colonial, Colonial, and Post-Colonial.
5. acquired understanding of the histories of other people in Southern Africa and the rest of Africa.
6. acquired background knowledge of the modern changing world.
7. acquired a historical understanding of international relations in the context of the global information age.
8. developed ethical values and their importance in development and nation-building.
9. acquired research and management skills for further study and competence in the world of work.

• developed an appreciation of the contributions of all classes, age groups, gender, and ethnic groups.
• acquired skills for inquiry, critical analysis, and drawing of balanced judgments and problem-solving.
• acquired the ability to use historical knowledge and understanding for the imaginative reconstruction of past events and personalities, argument, debate, and substantiation of points of view and innovative inquiry into new areas of knowledge.
• developed awareness and management of emerging issues.

Rationale

History is a very important subject because it gives pupils essential skills, attitudes, and understanding of the study of all subjects in schools. It facilitates imaginative understanding and appreciation of people and events which forms the basis for acquiring empathy skills. It also promotes skills of inquiry, critical thinking, and analysis as well as a drawing of balanced judgment and problem-solving.

Learners get to know and understand how the past has influenced the present and how the present impacts on the future through the study of history. This helps to provide a basis for the lifelong cultural and creative development of individual learners. By associating the past with present developments, learners also forge national identity and appreciation of diverse cultural and national values.

The understanding of History makes learners to appreciate the achievements of their government and to cherish the ideas on which it is founded. History enables them to understand the demands of development and their civic responsibilities within it and this enables them to contribute to national development. History has a role in preparing people for active participation in society. It also provides the basis for the development of individual skills and in providing a vision for the future in the world of work and the wider society. The role of people in development, their degradation, or reparation of the natural environment is better explained and demonstrated through History. It stimulates interest in and knowledge of historical evidence about the past so that learners may understand the present and plan for the future.

It is through the study of History that learners can appreciate the interaction of internal, regional, and international relations from the past to the present and to identify difficulties in organizations and how to deal with them. It provides an understanding of interdependence in the social, economic, and political spheres. History enhances the understanding of causes, consequences, continuity and change, similarities, and differences. Furthermore, the study of History develops in learners an understanding of the dynamic relationship between humans and their environment over time. It also provides an appreciation of indigenous cultural heritage and thus, promotes unity in diversity.

Assessment Objectives

Learners should demonstrate the ability to:

• recall, select, and apply knowledge of the syllabus content.
• describe, explain, analyze and evaluate; compare and contrast events, developments, changes and issues studied, key features and characteristics of the periods, people, societies or situations studied, change in technologies over time.
• comprehend, analyze, and evaluate representations and interpretations of events, people, and issues studied.
• interpret, evaluate, and use a variety of sources of information of different types.
• critically examine current historical evidence to determine and deduce likely outcomes.
• collect, analyze, interpret data, draw conclusions, and present it.
• display understanding, initiative, empathy, and imagination through drama, art, and other creative representations of the past.

Recommended Teaching Methods

The syllabus encourages a learner-centered approach as emphasized in the Curriculum Blueprint. This involves laying emphasis on History process skills, problem-solving skills, inquiry skills, and the acquisition of hands-on experience aimed at increasing the participation and performance of all groups such as groups of different abilities, learners with special needs, gender-balanced groups. Teachers should approach the teaching-learning process in a learner-centered manner. That means that the teacher should vary the methods used to achieve inquiry, project work, field trips, role plays, quizzes,  discussions/debates,  computer-guided learning, and so on.

There should be a pre-planning of activities in order to facilitate a learner-centered approach. Teaching methods should expose learners to practical applications of History. History should be presented in an interesting and challenging manner that should popularise it and encourage learners to opt to pursue History and History-related fields for careers.

Content Layout

The syllabus is organized around four major themes namely; Pre-colonial era, the Colonial era, the Post-colonial era, and the Twentieth-Century World. Each of the four major themes has been divided into modules. Each Module represents the amount of related content to be covered. Modules are divided into units and topics to provide guidance on the content to be covered under a given Module.

Assessment Procedures

The Senior Secondary History syllabus will be assessed through a variety of Continuous Assessment techniques to ensure that the set aims are attained. Assignments, tests, projects research work, and so forth will be used. The outcome of these will be used to improve instruction and guide progression.

A terminal examination will be administered at the end of the course. Continuous Assessment in the form of coursework will also contribute to certification. Where it is not possible to offer coursework, alternative papers to test the same knowledge, skills, and attitudes will be used.

Examination syllabuses will be developed by the examining body to provide teachers with guidelines on objectives to be tested.