1. Significant C20th Individuals Commitment to learning
History
Significant C20th Individuals
Name:
Class:
Teacher:
Booklet due date:
Expectations
Pupil
Parent
Treat this booklet with respect and only hand in work you are proud of.
Complete all the tasks to the best of your ability.
Ask, in plenty of time, if you need help with any of the tasks.
Work independently wherever possible.
All work should be your own.
Proof-read this booklet before you hand it in to your teacher.
Check the quality of work and amount of effort your child has put into this booklet.
Where guided, please assess the Commitment to Learning of one task. The descriptors are below.
Contact the teacher in good time via if there are problems handing the work in on time.
Provide support, guidance and an environment to learn so your child makes the most of these tasks.
Commitment to learning 1
Outstanding
You have demonstrated an outstanding level of effort and commitment. Your work is extremely well presented. 2
Good
You have demonstrated a high level of effort and commitment. Care has been taken with your presentation. 3
Coasting
Your work does not reflect your ability and shows a lack of commitment. Presentation could be significantly better. 4
Cause for concern
The quality of your work shows a complete lack of effort and commitment. The presentation of your work is poor.
Choose a minimum of 3 more tasks you will do and mark them with a cross.
Task
Doing? 1 X 5 2 6 3 7 4 8 x
Checks
Commitment to learning and signature
Teacher
Parent
Tutor
Self
Peer
Need some support ? Try FROG, ask a friend, ask your teacher in school or them with a question,

2. Task
Use the timetable below to plan out how you will manage completing the tasks alongside your other commitments. Fill in any out of school activities/ plans you have to ensure you can fit your schedule around the successful completion of this booklet. If you need help with a task from an adult or a peer make sure you have arranged this in the timetable too.
Expected Outcome
A full homework timetable that includes homework deadlines, out of school activities and where others will be involved.
Skills Audit
Time planning and organisation 1
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Challenge task:
Read through the booklet and consider the difficulty of the tasks – would you make any changes to the order of the tasks?

3. 2 Term Definition Use in a sentence Task
Produce a glossary of key terms which you can then use in this booklet to judge significance.
Expected Outcome
Improved vocabulary and understanding of how to apply key terminology.
Skills Audit
Literacy, technical vocabulary, second order concepts 2
Term
Definition
Use in a sentence
Significance
Importance
Impact
Effect
Consequence
Long - term
Short - term
Positive
Negative
Challenge task:
Ask your parents to give you a spelling test with these terms. How many did you get right?

4. Teacher Check Box – Commitment to Learning.3
Task
Choose your individual
Expected Outcome
A picture of your chosen individual with a list of reasons, using Task 2, explaining why you think they are significant
Skills Audit
Applying concept of significance to an individual
You must chose a significant individual who was born in the 20th century to research in detail and to be the focus of your booklet. Be careful in your choice:
They must be NON BRITISH (Don’t choose Adolf Hitler as we have already done a lot of work on him this year)
You must be able to access lots of information about him or her in your research for this booklet
You must be able to justify WHY you think they were a SIGNIFICANT individual.
Think carefully about your choice of person. Are they famous? If so, what for? What is their area of significance – sport, film, politics, science, medicine, discovery, adventure, welfare, culture or something else?
Present your picture and reasons for choosing them here:
Teacher Check Box – Commitment to Learning.
Challenge task:
What do you hope to learn about this person?

5. Parent Check Box – Commitment to Learning.4
Task
Find out about the country your chosen individual is from
Expected Outcome
Your chosen country highlighted on a world map with at least 10 facts about that country in the 20th century
Skills Audit
Research skills, cross-curricular skills
Colour in the country your individual was born in.
Draw and colour in their flag in the rectangular box.
Include 10 facts around the map about this country.
Parent Check Box – Commitment to Learning.
Challenge task:
What do you hope to learn about this nation?

6. 5
Task
Produce a FACT FILE on your chosen individual
Expected Outcome
A factfile about your chosen individual containing information you have researched and selected which is appropriate to use in the factfile.
Skills Audit
Research, selecting factual detail,, using a range of sources, key vocabulary.
Your task is to produce a factfile. The focus of the factfile should be on the life, work and significance of your individual. Begin by deciding the information which should be included as headings, each of these should be named using key vocabulary.
Using the research skills you have already developed, fill the factfile with useful information about your chosen individual which provides relevant information on their life and work.
Self Check Box – what Commitment to Learning score would you give yourself for this task?
Challenge task:
What question would you like to ask this person and why?

7. 6 Source What does it say/ show about your individual?
Task
Research and select 3 sources about the life of your individual to consider for reliability
Expected Outcome
3 different sources selected, comprehended and analysed for reliability
Skills Audit
Source selection, comprehension and analysis
An historical source is a piece of information which was produced/ made at the time of an event or individual
Your task is to research and find 3 sources about your individual, which were produced at the time they were alive. There are a range of different source types to choose from e.g. pictures, photographs, diary entries, speeches, newspaper articles, tv reports, documentaries etc..
For each source:
Summarise what it says about your individual
How reliable is the source? (Who wrote it/ made it? Why? Who for? Is it accurate?)
Source
What does it say/ show about your individual?
How reliable is it?
Challenge task:
Which source was most reliable and why?

8. 7 Interpretation What do they think about your individual?
Task
Research and find 2 interpretations of your individual.
Expected Outcome
2 interpretations selected, comprehended and analysed
Skills Audit
Research, identification, comprehension and analysis of interpretations.
An historical interpretation is something that is produced some time after an event or individual. It is written by someone who is trying to look back and explain their view of something or someone in the past. This is what historians do, they write interpretations of the past, but there are other kinds of interpretations such as newspaper articles looking back, museums, fictional books/ stories and plays/ performances etc.
Your task is to research and find 2 interpretations of your chosen individual (people looking back and saying what they thought was good or bad about them, for example). For each one, you should summarise what their view of your individual is.
Interpretation
What do they think about your individual?
Peer Check Box – what Commitment to Learning score would you give this task?
Challenge task:
How are your 2 interpretations similar and different? Why do you think this is?

9. 8 Task Design a poster for a film about the life of your individual
Expected Outcome
Produce an eye catching poster advertising a film about your individual’s life.
Skills Audit
Research, selecting information, producing a representation and interpretation of the past
Your task is to produce an eye catching poster advertising a film about your individual’s life. Think carefully about what pictures and information you want to include that will make people want to go and see the film. What part of their life would the film focus on and why? Which actor would you cast to play the part of your individual and why? What would you call the film and why?
Challenge task:
How accurate is this interpretation of your individual and why?

10. Task 8 Mark Scheme
1-2
The part of their life the film focuses on is identified and a very simple reason in support is given.
Simple title given.
An actor to play the role may be suggested.
3-4
The image on the cover supports the part of the life the film is about and a brief explanation for how it is relevant.
Some facts provided.
A thought out suggestion for an actor to play that role is suggested.
5-6
There is a more developed reason for how the cover supports the part of their life.
Relevant facts, which support the front cover, about the individual are provided.
A brief explanation why that actor has been chosen.
A more developed title which reflects the person’s life.
7-8
There is more than one developed reason with evidence from the booklet in support with a range of appropriate supporting images.
Developed reasoning why the actor has been chosen.
A developed title with reasoning why it has been chosen.
9-10
A concluding statement which explains why that aspect of the person’s life has been chosen.
The conclusion is supported by evidence from the booklet.
Images clearly support the title and aspect of that person’s life.
A developed reason for the chosen actor.