Abstract:
This paper aims to elucidate upon a model that imbeds historical skills, concepts and
categorizations into a source-based analysis approach utilizing levels of cognitive
complexity by combining different types of sources into a coherent system. This model will
focus on the South African school context. In this paper, concepts such as cause and effect
and chronology will be explored, as well as historical categorizations of social, economic
and political history. The taxonomy of source-based questioning will also be highlighted, as
well as the variety of sources that could be used in a history classroom. Various theories and
perspectives have emerged in the field of History, and these will also be explored to better
understand the model in question. The paper will conclude with an in-depth explanation
as to how this Historically Imbedded Source-Based Analysis Model could be used in the
history classroom and the potential benefits that this model holds.
