1 Explain the difference between history and the past, through deriving a basic
understanding of the nature of different sources and the ways in which historians
approach, construct and represent the past.
Evidence shows that learners are able to:
 understand the difference between history and the past
 identify different primary and secondary sources that are used by historians to
construct the past
 explain why different interpretations of the past exist and why history is a contested
subject
 recognise different ways in which Africa and Africans have been represented and
characterised
 demonstrate insight into the construction of race and the phenomenon of racism in
different historical contexts in Africa and the world.
2 Analyse debates and discourses pertaining to the political and economic history of Africa
and the world in approximately the past 400 years.
Evidence shows that learners are able to:
 demonstrate in broad outline a grasp of political change in Africa and the world as a
result of the emergence of nation states, imperialism, colonialism and decolonisation
 provide insight into industrialisation, technological change, developments in
communication and the distribution of, and access to, resources in Africa and the
world
 discuss set case studies from African and world contexts related to political and
economic change.
3 Evaluate perspectives, debates and arguments pertaining to ideological and religious
change in Africa and the world in approximately the past 400 years.
Evidence shows that learners are able to:
 provide insight into ideological and religious exchanges and influences in Africa and
the world
 demonstrate insight into reasons for perceptions of both ‘modern’ ‘progressive’
societies and ‘primitive’ ‘backward’ societies
 understand historical reasons why particular notions of modernity and progress have
tended to dominate historical studies
 discuss set case studies from African and world contexts related to ideological and
religious change.
4 Analyse debates and discourses pertaining to the historical construction of gender and
the lived experience of men and women in Africa and the world in approximately the past
400 years.
6
Evidence shows that learners are able to:
 demonstrate insight into gender as a social and historical construct
 understand gendered domestic arrangements (the home, marriage and patriarchy) in
different African and world contexts
 show insight into gendered interactions and expressions in public spheres in different
African and world contexts
 discuss set case studies from African and world contexts related to historical
gendered relationships.