Moreeng, BoitumeloMbatha, Zwelinjane Meshack2024-05-152024-05-152023http://hdl.handle.net/11660/12508Thesis (Ph.D. (Curriculum Studies))--University of the Free State, 2023History teaching in schools has evolved beyond the focus of content in the form of dates and names of people to a more comprehensive approach that addresses content, critical thinking and historical skills. One of the ways that learners have to develop this critical thinking is through teaching local history projects. Local history is the study that helps the community to understand its past. Therefore, teachers must constantly tell the past because telling these stories and continuing with these traditions helps strengthen the communities. This study sought to explore the use of local history projects to develop learners’ historical skills in a Social Science Classroom. Critical Pedagogy drove the study as a critical framework to suggest which essential thinking skills teachers must enhance to develop learners' historical skills. Critical pedagogy was employed to coach the study; this was done to respond to both the literature and the empirical study findings, which suggest that approach. The study was approached from an interpretive paradigm, which influenced the research practice in the study. The research design has to do with making critical choices on the part of the research. The sample, which was chosen through purposive sampling, included five primary schools in Motheo District. One teacher was selected for detailed study at each of the five schools. The empirical study consists of collecting data using interviews and document analysis. Data was analysed using qualitative analysis; this was done to ensure a thorough description of qualitative study findings. Interviews and document analysis were used to report the findings of the study. Thematic analysis was used to make sense of the data. The findings show that there were opportunities for learners to showcase their skills and myriad challenges in teaching local history projects to develop their historical skills. The study recommended more meaningful use of current relevant sources, and the teachers should attend continuous workshops to enhance their understanding of teaching local history projects to develop learners' historical skills.enSocial Sciencelocal history projectslearner historical skillsThesisUniversity of the Free State