1. What is historical significance?

2. Setting out the rival curriculum plan at the Independent Girls' Schools Association conference in Leeds, Michael Spinney, chairman of the Independent Association of Prep Schools, claimed that "teaching and learning" were being "sacrificed in favour of fashionable causes". A “classic example” from his criticisms of the new curriculum was the decision to drop Churchill from a list of historical figures recommended for teaching. Guardian, Thursday 15 th November 2007

3. Key concept 1.5 Significance Considering the significance of events, people and developments in their historical context and in the present day. The National Curriculum 2007

4. Key concept 1.5 Significance Explanatory note This includes: considering why judgements about the significance of historical events, causes and people have changed over time; identifying the criteria and values used to attribute significance; and assessing how these have been used in past and present descriptions and explanations. Statements about significance are interpretations that may be based on contestable judgements about events, issues and people, and are often related to value systems of the period in which the interpretation was produced. The National Curriculum 2007

5. Significance and Interpretation Any statement about significance is an interpretation but the converse is not true, there are other types of historical interpretation.

6. Key concept 1.5 Significance What can be significant? Example events people developments causes issues changes

7. 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 Battle of Hastings 1066 Peterloo Massacre 1819 The atomic bomb 1945

8. Using criteria – Ian Dawson’s model Reasons for a person being significant. If s/he: changed events at the time they lived. improved lots of people’s lives – or made them worse. changed people’s ideas. had a long lasting impact on their country or the world. had been a really good or a very bad example to other people of how to live or behave.

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10. Using criteria – Christine Counsell’s model An event/development is significant if they are: - 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

11. What are your criteria?

12. What makes a good historical significance enquiry question? Year 7: Should Thomas Beckett be remembered? Year 8: What was remarkable about the Renaissance? Year 9: What does Josephine Butler reveal about nineteenth century Britain? Year 9: What is so resonant about the Vietnam War? Matthew Bradshaw (2006), ‘Creating controversy in the classroom: making progress with historical significance’, Teaching History Issue 125.

13. How will you plan for historical significance across key stage 3? Your pupils will need opportunities 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.

14. Further reading on teaching historical significance? See ‘Nutshell’, Teaching History, Issue 128, pp 58-59. Matthew Bradshaw (2006), ‘Creating controversy in the classroom: making progress with historical significance’, Teaching History (Significance edition) Issue 125, pp 18-25. Christine Counsell (2004), ‘Looking through a Josephine-Butler- shaped window: focussing pupils’ thinking on historical significance’, Teaching History Issue 114, pp 30-36. Ian Dawson (2003), What is history Y7. Geoffrey Partington (1980), The Idea of an Historical Education.