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This paper explores the nature of history as a school-based discipline and how history is recontextualised in the South African History Curriculum and Assessment Policy Statement (CAPS) and Grade 10 history textbooks, with a particular focus on what the assessment activities and questions require of learners. The conceptual tools used in this document analysis were inspired by Morgan and Henning (2013) and came from Wertsch (2002) , Anderson (2005) and Krathwohl (2002) . The findings indicatedoi:10.17159/2223-0386/2015/nl4a6 fatcat:hlqlasnsvfeu7nrskkd3wqoa7y