Teaching History Through Turning Points

Abstract

This article explores the use of turning points in history teaching. Historians describe instances of pivotal change as turning points. Identification of a turning point is a judgment of historical significance. The research demonstrates this by analysing an example from classical historiography. Inclusion of a turning point at the start of learning and teaching sequence necessitates exploration of the causal processes that resulted in the change. Similarly, discussion of any turning point is incomplete without examination of its consequences. Teachers can use turning points to highlight the interpretative nature of historical inquiry. Curriculum specialists can assist teachers in this work.