Pedagogy of history would try to : A. Construct history on the basis of…

The pedagogical objectives of teaching history in school education focus on developing historical thinking rather than rote memorisation of facts. A sound history curriculum trains learners to construct historical knowledge from primary and secondary sources, to identify patterns of continuity and change in social processes over time, and to situate events within their socio-political context. It also cultivates critical engagement with multiple interpretations of the past, rather than accepting any single group's version as the final word.

Statement A holds because historical knowledge is built by interpreting sources such as records, artefacts, and testimonies, not by asserting a ready-made narrative. Statement B holds because a central aim of history teaching is helping learners trace how social institutions and practices have persisted or changed across time. Statement D holds because events are taught within a specific socio-political backdrop so that learners grasp causation rather than a bare sequence of dates. Statement C does not hold: it asks learners to accept the dominant community's view, which is the opposite of engaging critically with differing interpretations — the discipline's central pedagogical aim is to weigh evidence and interpretation rather than defer to any one group's account.

• A, B, C only — retains the flawed statement C and drops D, the statement about situating events in their socio-political context.

• A, C, D only — retains the flawed statement C and drops B, the statement about tracing continuity and change in social processes.

• B, C, D only — retains the flawed statement C and drops A, the statement about constructing history from sources.

Only the combination that keeps A, B, and D — and drops the uncritical acceptance in C — matches the pedagogical aims of teaching history.