Please read the extract on your tables Things to consider: What era is this about? How do you know...

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 @kenradicalwww.radicalhistory.co.uk

What does it mean to have a sense of period?

Why you should care and how do you go about teaching it.


Why am I interested?


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

EmpathyDistinctiveness

General trends

Causality

Evaluating interpretations

Physical and mental aspects

Teaching sense of period


The key to success is finding and using RICH source material that epitomises a historical period


What is this Ancient Greek object?

What does it tell us?


“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”


MacGregor, Neil (2010), A History of the World in 100 Objects, Page xvii


St James's Fair by Samuel Colman, 1824


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

Even more powerful if you use local history

Advantages:• Encourages

comparison.• Makes the

abstract familiar



Matthew Boulton

Erasmus Darwin

Josiah Wedgewood

James Watt

Joseph Priestley

Embrace the obscure

Use these to create hypotheses to test in lesson


Ask your gran


Consolidating sense of period


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.


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

Find out more….

www.radicalhistory.co.uk


Please read the extract on your tables Things to consider: What era is this about? How do you know...

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