Note or Harvard Reference Methods – Some Guidelines” in the back pages of the journal. Another paper on the use of digital technology in the history classroom is a paper by international scientists Helena Vieira and Cláudia Pinto Ribeiro entitled: Implementation flipped classroom in History: The reactions of eighth grade students in a Portuguese school.
Virtues in Danish History textbooks since enlightenment
This glorification of the Nordic past was widespread in many folk schools and in literature. The virtues in the first book corresponded with the ethical and moral attitudes of the later in its treatment of the slave trade.
Mobile concepts in a mobile environment
Historical terms in LSP lexicography
The current MobiLex definition for nationalism likewise fails to capture the variable nature of the concept. A timeline illustrating the use of the term in the form of a graph has been found, as shown below.
Implementing Flipped Classroom in History: The reactions of eighth grade
Planning of the Flipped History Classroom
A comparative investigation into the representation of Russia in apartheid and
Analysis – Findings on the Representation of Russia in the Content of Apartheid Era History Textbooks. Analysis – Findings on the representation of Russia in the content of post-Apartheid era History textbooks. At the same time, none of the post-Apartheid era History textbooks displayed an anti-communist outlook.
So what has changed and what has remained in terms of the representation of Russia in South African history textbooks across the apartheid and post-apartheid eras. The most telling change in the representation of Russia in apartheid and post-apartheid era history textbooks is the engagement with communism as an ideology. The above is the most profound change in content about Russia between apartheid and post-apartheid era history textbooks.
This in itself is the key difference between engaging with the content about Russia in apartheid and post-apartheid era history textbooks.
Hands-on Article
Reimagining the journey – expanding the History curriculum to teach for depth of
- Teaching for depth of understanding – Abolition of slavery in the British Empire
- Teaching for depth of understanding – the American Civil War, passing of the Emancipation Proclamation, and its aftermath
- Drawing on the Grade 10 foundation to develop on the Grade 11 curriculum
- to 12: The expanded Pan-Africanism topic creates a foundation to develop the Research Task for the Grade 12 curriculum
Similarly, an understanding of the Declaration of Independence is relevant for students to engage with the Grade 12 Black Power Movement topic (DBE, 2011). After teaching aspects of the additional topic of the “American War of Independence,” followed by the CAPS prescribed topic of the “French Revolution,” we introduce the “Abolition of Slavery” in the British Empire. This topic is taught after lessons on the “American War of Independence,” the “French Revolution” (a prescribed CAPS topic that builds on insights gained from understanding the “American War of Independence”) and the “Abolition of Slavery.” in the British Empire.
Here we build on students' knowledge of the Abolition of Slavery in the British Empire and the passage of the Emancipation Act through the British House of Commons in 1833. The aftermath of the Civil War, particularly in relation to the position of African Americans in the southern states, then the link is made in both the 11th and 12th grade curricula. A legal challenge in the civil rights struggle against segregation laws went before the United States Supreme Court in 1896 (Williams, n.d).
These stories about the past must be incorporated into the teaching of the history curriculum in the FET phase.
Book Reviews
Each of the themes has an introduction done by expert journalists on the issue under focus. It resumes parts of the debate arising about the middle class(es), its intricacies and contradictions, and appearance. An important aspect of the middle class's boundary work is the reference groups on which people rely when defining their social location (p. 27).
He argues that "The magnitude of the different thresholds has been criticized most prominently by some scholars who attempt to define the middle class across country levels (p. 54). Chapter three by Akinkugbe and Wohlmuth examines the role of the African middle class as a base for entrepreneurship development Chapter six by Orji, contributes to the understanding of the role of the new middle class in African by looking at the political activism of the Nigerian middle class.
A strength of the book is its emphasis on teaching and learning as an integrated process.
SASHT Conference 2018
The SOUTH AFRICAN SOCIETY for HISTORY TEACHING
SECOND CALL FOR PAPERS AND ABSTRACTS
Minutes
SASHT Annual General Meeting
15 September 2017 (13:30-14:30)
Welcome, personalia, members present and apologies
Previous minutes (6 October 2016) and matters from the minutes The previous minutes are accepted as correct
- Marketing – DoE and other podiums (Mr J Manenzhe & Mrs S Glanvill- Miller)
- SASHT History Olympiad – MadeSA (Ms R Kroon)
- History and the DBE & DoE (History as compulsory subject) (Prof R Siebörger)
- History textbook developments (Mr B Firth) There are no reports regarding this matter
- Conference 2018: Western Cape (Mr B Firth)
- SASHT constitution
- SASHT election 2017
- Regional Representatives
The SASHT website can play an important role in the marketing of SASHT because upcoming events and other news can be posted on the website. The journal Yesterday&Today is linked to Boloka, which is an open access institutional repository for North-West University. Our articles are also available in the e-journal editions available on the SASHT website (since 2006).
It is the 3rd year of the Olympiad and the expectation is that it will expand. The SASHT Constitution was sent to the SASHT Executive & Regional Representatives for feedback. Knysna Motumi is the new regional representative for the Free State and Valencia Mabelane is the new regional representative for Gauteng.
Prof. Van Eeden reports that the SASHT working committee has added the option of electronic voting to the SASHT constitution.
Announcement: 2017 election results SASHT Executive (2017-2020)
Barry Firth reports that he and his team are already busy with planning and events. After formulating the proposed change, all members were informed and invited to respond if they are not satisfied. It is reported that the new Executive will choose the positions of president and vice-president in the week after the conference.
After thanking all members for their loyalty over the years, Mr Barry Firth and Mr Jake Manezhe also extend special appreciation to Ms Henriette Lubbe for her many years of dedication to ensuring that SASHT Regional Representatives are supported with the utmost loyalty and timeless support. Occasionally, the SASHT Director requests that the SASHT Constitution be reproduced in a Yesterday & Today edition to inform and/or update their members. Members are invited to request a revision of any part of the SASHT Constitution at a general meeting of the SASHT.
Prior consent to a section review must be received in writing from SASHT's secretariat or the chairman/deputy chairman of SASHT (see communication details in SASHT's general meeting minutes).
SASHT Constitution
MEETINGS
In the absence of such a quorum, the members present may adjourn the meeting for a period of seven days where the members present on the adjourned date shall automatically form a quorum. All these aforementioned empowered executive members should be able to exercise their signature right (to withdraw and deposit funds) on behalf of the SASHT in the absence of a/. Any contributions to cover conference expenses by the Society are on a strictly voluntary basis.
Any amendment to this Constitution shall only be effected by a two-thirds majority decision at a general meeting or by proper email communication prior to a general meeting; or a special general meeting, and further provided that seven days prior notice of the proposed amendment has been given.
The Yesterday & Today (Y&T) Journal for History Teaching in South Africa and abroad
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Yesterday & Today
Template guidelines for writing an article
Quotation marks less than one line in a paragraph may be incorporated as part of a paragraph, but within inverted commas; and NOT in italics. Example: An owner close to the city stated that: "the pollution history of the river is a muddy business". Quotations (as part of the body text) must be in double inverted commas: "...and she" and NOT "...and she".
Images: Illustrations, photographs, photographs, and figures: Submit all images for an article in jpeg, tiff, or pdf format in a separate folder and indicate where the images should be placed in the body text of the manuscript. Important note: All images must be of good quality (a minimum resolution of 200 dpi is required; if the image is not scanned). Set the language in Microsoft Word as English (South Africa); do this before you start editing the article text.
The footnote or Harvard reference methods – some guidelines
Please note: ONLY the title of the article has been shortened and not the location.]. References are noted in the text with the surname(s) of the author(s) and the year of publication in brackets, separated by a comma: e.g. For works by three or more authors, the surnames of all authors must be included when making the first reference to such a work.
In subsequent references to this work, only the first author's name is given, followed by an abbreviation, etc.: e.g. Make sure the dates, spelling, and titles used in the text are correct and consistent with those listed in the references. Bibliographic information should be in the language of the source document, not the language of the article.
These references are not archival and may change in any way and at any time. If their presentation is essential, they should be included in a numbered endnote rather than in the reference list.
