1. Please read the extract on your tables Things to consider: What era is this about? How do you know this? Why does it matter? Why might you use this? Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

2. What does it mean to have a sense of period? Why you should care and how do you go about teaching it. Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

3. Why am I interested? Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

4. Sense of period Key features of period, e.g. basic knowledge of social, political and economic spheres Visual identity of a period Make links across and between periods Place periods into a wider historical context The exceptions to the rule - understanding differences within periods Values and beliefs of the period Aids chronological understanding Change and continuity Contextualised thinking What you know How it helps Empathy Distinctiveness General trends Causality Evaluating interpretations Physical and mental aspects

5. Teaching sense of period Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

6. The key to success is finding and using RICH source material that epitomises a historical period Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

7. What is this Ancient Greek object? What does it tell us? Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

8. “With objects…we have to add…a considerable leap of imagination, returning the artefact to its former life, engaging with as generously, as poetically, as we can in the hope of winning the insights it may deliver” Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk MacGregor, Neil (2010), A History of the World in 100 Objects, Page xvii

9. Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk St James's Fair by Samuel Colman, 1824

10. Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk St James's Fair by Samuel Colman, 1824 Can you find any evidence to prove: That this was a ‘nice’ place to live That this was a ‘vile’ place to live That there are different classes of people How much wealth people had How safe people were How healthy people were What people were thinking at the time What people valued at the time

11. Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

12. Even more powerful if you use local history Advantages: Encourages comparison. Makes the abstract familiar Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

13. Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

14. Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk Matthew Boulton Erasmus Darwin Josiah Wedgewood James Watt Joseph Priestley

15. Embrace the obscure Use these to create hypotheses to test in lesson Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

16. Ask your gran Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

17. Consolidating sense of period Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

18. Egyptians. Real civilisations, not like prehistoric man. The Nile River at the heart of it all. Pyramids and pharaohs, a hierarchy to show who’s on top and who’s not. The sphinx and mummies wrapped in cloth. Medicine is advancing, but still caused by spirits and gods and supernatural forces, apparently. Organs preserved in canopic jars. Things being written down for the first time with hieroglyphics, passed on to the next generation and the one after that. Knowledge isn’t lost. They knew where the organs were (some of them, at least) but not what they did. Egyptian doctors said that ‘channels’ in the body carried blood, air water around. Just like the Nile. Your channels get blocked, you get ill. Apparently. Simple yet often effective surgery. Sort-of ‘hospitals’, with baths and a place to give thanks to the Gods. Not too bad for 3000 BC. Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

19. Timelines – useful or not? Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

20. Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk

21. Find out more…. www.radicalhistory.co.uk Richard Kennett, Redland Green School, Bristol @kenradical www.radicalhistory.co.uk