Change in the school curriculum in post-apartheid South Africa has been both expected and unexpected. In order to describe and examine these changes, Sieborger uses a three-pronged approach, or three surfaces as he describes them. The first surface is ‘phony wars’ which describes the instances where conflicts in the history curriculum were anticipated but never materialized or occurred in unforeseen ways. Through the second surface he details the intended curriculum and how it affected developments. The final surface is dedicated to truth and reconciliation or the lack of it. The three issues described above did not exist in a vacuum and affected one another. Sieborger designs the chapter around the three surfaces discussing each in turn using examples. He concludes the chapter by comparing the post-apartheid history curriculum to a Rubik’s cube. It was his intent with the chapter to offer a chronology, to compare and contrast four different curriculums, to expose the weaknesses in their intent and to highlight the unexpected.