Presentation on theme: "What was the greatest invention of the C20th? Doing Significance with Key Stage 2."— Presentation transcript:
What was the greatest invention of the C20th? Doing Significance with Key Stage 2.
Key Stage 2 History: Knowledge, skills and understanding Chronological understanding Knowledge and understanding of events, people and changes in the past Historical interpretation Historical enquiry Organisation and communication Breadth of study A local history study Three British history studies A European history study A world history study
Historical Significance Considering the significance of events, people and developments at the time and in the present day.
Key concept 1.5 Significance This includes: considering why something might have been thought important at the time and not now; Why something might be thought very important now, but not at the time; and identifying the reasons used to decide if something is significant;
Key concept 1.5 Significance What can be significant? Example events people developments causes issues changes
AF2 - Exploring Interpretations Significance Interpretations APP: L3: …….compare different ways in which people have represented an event or person….
Using criteria – Christine Counsells model An event/development is significant if: Remarkable – it was remarked upon by people at the time and/or since Remembered – it was important at some stage in history within the collective memory of a group or groups Resulted in change – it had consequences for the future Resonant– people like to make analogies with it; it is possible to connect with experiences, beliefs or situations across time & space Revealing – of some other aspect of the past
Using criteria – Partingtons model What makes an event significant is dependent upon the following factors: 1. Importance – to people living at the time 2. Profundity – how deeply peoples lives were affected by it 3. Quantity – how many lives were affected 4. Durability – for how long peoples lives were affected 5. Relevance – the extent to which the event has contributed to an increased understanding of present life
Using criteria – Ian Dawsons model Reasons for an invention being significant. If it: changed events at the time it was invented. improved lots of peoples lives – or made them worse. changed peoples ideas. had a long lasting effect on their country or on the world.
Explore some of the Inventions of the C20th As a whole group, explore some of the inventions of the C20th and their impact on everyday life. Why have some made an impact, and some not done so?
Inventions for Good, and Inventions for Bad? In small groups, research and investigate some of these inventions, and try to categorise them into good and bad. Make a short presentation to the whole group about your findings.
As individuals select your top three inventions. What criteria will you choose? Once you have justified your choice, present your ideas to the whole group in any way you feel is appropriate.
the world of work photocopier 1938 transistor radio 1953 tv 1925 video recorder 1956 computer 1948 assembly line 1908 microchip 1958 internet 1969 floppy disc 1971 talking movies 1927 credit cards 1950 mobile phone
An invention for the 21st Century In small groups design and build an invention for the 21st Century. Plenary: In three minutes, sell your invention to the rest of the group.
SOME EXAMPLES OF SIGNIFICANCE QUESTIONS Why was......................significant ? In what ways was............. significant ? Which of these........... do you think made the most significant contribution to..........? What was the short-term / medium-term / long - term significance of............................. ? Why is...................significant to............? How significant is........... to our lives today ? What was remarkable about.....................? Why should............be remembered ? What does...........reveal about..................?
historical significance You need to: - use criteria to make judgements on historical significance, devise their own criteria, understand, and then explain, that using different criteria can lead to different judgements, understand, and then explain, that asking different historical questions can lead to different judgements, explore how judgements on historical significance have varied across different periods, recognise, and then explain, that holding different values leads to different judgements.