This paper discusses the alienation caused by the imposition of a Western influenced Social Studies curriculum on pupils of the Third World. Moreover, the curriculum presents African history from a biased colonial viewpoint. Consequently young Africans are deprived of their own cultural heritage. In addition, the study of history is fact-filled and demands passive acceptance and rote learning. Seldom, if ever, are pupils asked to analyse, debate or question. Since these activities reveal students of high ability, how can teachers begin to identify pupils who are exceptionally able in Social Studies?
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