Modern educationalists point out that, “History has a spatial dimension - the places where human actions occur. For example, aspects of the natural environment, such as climate and terrain, influence human behaviour; and people affect the places they inhabit.
Therefore, main ideas of geography, such as the location of places and relationships within places should be included as important parts of the study of history.” Research done in Singapore and a number of European countries about this combination had proven that students agree.
Most of them believe that besides the critical thinking skills the combined subject brings with it, it also makes for interesting learning. One student added: ‘I think it is more interesting this way.
When I learn about the formation of rivers, I will also learn about history - how rivers were used for survival, major floods and the subsequent formation of dams - so knowledge is more complete.’ If the combination of history and geography has worked so well in many countries, shouldn’t we also begin to do a serious study of it? A number of teachers of social studies whom I have spoken with were in favour of any move to integrate the teaching and learning of these two subjects. They said that the ability to perceive links and connect the dots across disciplines has tremendous practical importance.
In our highly knowledge-intensive and interconnected era, we must help students develop broad perspectives and appreciate complex interrelationships.
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