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SPERM Causes Diagram EVENT Political Social Religious Economic Military.

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Presentation on theme: "SPERM Causes Diagram EVENT Political Social Religious Economic Military."— Presentation transcript:

1 SPERM Causes Diagram EVENT Political Social Religious Economic Military

2 Trends and Triggers Causation Diagram EVENT Long term causes or trends are bigger factors which build up over time. Short term causes are those events which cause a build up of pressure before the event happens. They tend to quickly get more severe than the trends but they also feed into them. Triggers are those very severe events which set the event off. They feed on all the energy created by the other causes. LT/ST/T Causes Diagram

3 Ordinary Life War Politics Religion Economy Society Which was the more significant invention: mp3 player or mobile phone? Which was the more significant event: September 11 th or Credit Crunch? Significance Skittles

4 Significance at/over time Society EconomyPolitics Over time At the time How did the Norman Invasion have significance at the time and over time? What about the Crusades? Significance Ripples

5 Is it remembered? Who by? Where? Remembered What happened because of it? Good and Bad Results Results How was it seen at the time? Was it considered to be important or unusual in any way? Remarkable Is there any ways it is seen in our culture today? Does it form part of who we are today? Do people follow lessons or examples from it? Resonant Can it tell us about how people thought and acted at the time? Revealing Significance 5Rs

6 Face value: The obvious message of the source Inferences: Reading deeper. What does it suggest? Soldiers wore masksMachine guns were used This suggests that gas was a weapon used during the war and that protection against it was primitive. Might suggest it is a new weapon This might suggest that deaths were on a huge scale as machine guns can fire very fast. Might also suggest that munitions were in high demand. Significance at/over time Source Inferences

7 We often use sources to help answer complex questions. However sources cannot just be used at “face value”. We need to carefully consider the PROVENANCE of sources and think about how this might affect their WEIGHT. C Context –what was happening at the time this was written? How might that affect the weight? A Audience – Who was intended to see this? How might that affect the weight of the evidence? P Purpose – What was the author setting out to do? Why might this affect the weight? S Supporting evidence – Does it fit with any other evidence you have? How does this affect the weight? Significance at/over time CAPS Weight of Evidence

8 People in the Middle Ages were uneducated Rich and poor? Old and young? Different countries? Men and women? Change over time? All of this will help you to build a FULLER PICTURE of the past. Eg. Some people were uneducated in the Middle Ages. Women for example got little access to education. However other groups, especially members of the Church got access to a high standard of education which improved between 1100 and 1500 etc. Significance at/over time Diversity: Similarity & Difference

9 P Pace – How fast were the changes happening? Rapid, gradual, consistently, inconsistently? E Extent – How big were the changes? Partial, significant, insignificant, total, revolutionary? T Turning Points – Are there any points where the nature of continuity or change alters? T Trends – Over a long period of time was there a trend towards progress or regression? Significance at/over time PETT Evaluating Change

10 Main Interpretation (Author’s Argument) Context: What was going on when this was written? What is the historian’s own background? Audience: Who is this intended for? Purpose: What has they set out to prove? What questions have they asked? What kind of historian are they? Evidence: What sort of evidence have they used? Significance at/over time CAPE Evaluating Interpretations

11 Presenting Your Findings Significance at/over time Hamburger Paragraphs

12 Presenting Your Findings Significance at/over time PEEL Writing Structure P POINT– Make a clear point which answers the question E EVIDENCE– What evidence can you give to support what you have said E EXPLAIN – Explain how this evidence proves the point you have made L LINK – Clearly link to either more evidence or back to the question Idea I Develop D Embed Evidence E Explore E Link L


14 Presenting Your Findings Intro Use this to set the scene – give a little contextual detail Deal with any important terms in the question Set out a hypothesis – it gives an idea of where your essay is going Middle Here you outline your main arguments Use hamburger paragraphs Make sure each paragraph directly answers the question set Put your most important stuff first Conclusion Briefly sum up your main points Use all the evidence you have collected to make a balanced judgement about the question Do not bring in new stuff here!! Significance at/over time Essay Structure

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