what was the greatest invention of the c20th? doing significance with key stage 2
TRANSCRIPT
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‘What was the greatest invention of the C20th?’
Doing Significance with Key Stage 2.
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Key Stage 2 History:
Knowledge, skills and understandingChronological understandingKnowledge and understanding of events, people and changes in the pastHistorical interpretationHistorical enquiryOrganisation and communication
Breadth of studyA local history studyThree British history studiesA European history studyA world history study
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Historical Significance
• Considering the significance of events, people and developments at the time and in the present day.
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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;
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Key concept 1.5 Significance
What can be significant?
Example
events
people
developments
causes
issues
changes
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AF2 - Exploring Interpretations
Significance
Interpretations
APP:
L3: …….compare different ways in which people have represented an event or person….
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Using criteria – Christine Counsell’s 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
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Using criteria – Partington’s model
What makes an event significant is dependent upon the following factors:
1. Importance – to people living at the time
2. Profundity – how deeply people’s lives were affected by it
3. Quantity – how many lives were affected
4. Durability – for how long people’s lives were affected
5. Relevance – the extent to which the event has contributed to an increased understanding of present life
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Using criteria – Ian Dawson’s model
Reasons for an invention being significant. If it:
• changed events at the time it was invented.
• improved lots of people’s lives – or made them worse.
• changed people’s ideas.
• had a long lasting effect on their country or on the world.
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What are your criteria?
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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?
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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.
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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.
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medical…
hearing aid, 1923
insulin 1921
antibiotics 1928
birth control pill 1951
MRI scanner 1977
Polio vaccine 1955
pacemaker 1960
cloning 1997
IVF 1977
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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
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travel….
aeroplane 1903
helicopter 1936
jet engine 1930
satellite 1957
space travel 1961
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warfare
sub machine gun 1920
tank 1915
atom bomb 1945
napalm 1942
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consumer goods….
1904
1913
1926
1930
1936
1946
1964
1965
1901
1907
1913
1920
1924
1926
1938
1946
1947 1935
1979
1948
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nuclear power….
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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.
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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 ..................?
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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.
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