History

Interpretations and significance, Year 9

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History · Interpretations and significance, Year 9Professor Harari
↔ 正反两问先在心里作答…The final event that sets off something long in the making, such as the shooting at Sarajevo in 1914
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History · Interpretations and significance, Year 9Professor Harari

A trigger (or spark)

提示It shares its name with the part of a gun that is squeezed.

为什么Historians separate the spark from the fuel. Long-term causes build up the conditions; this is what finally sets them off. An essay that explains only the last event has explained when something happened, not why.

★ KS3-HIST-INT-0001背面

History · Interpretations and significance, Year 9Professor Harari
先在心里作答…A pupil's essay on why the First World War began gives one paragraph to each of five causes and then stops. What is missing that would turn this list into an argument?
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History · Interpretations and significance, Year 9Professor Harari

A judgement about which cause mattered most

提示The reader finishes it and still does not know what the writer thinks.

为什么Listing causes shows knowledge; weighing them shows understanding. A strong essay says from the start which cause it will argue was most important, and each paragraph then helps to prove it.

★ KS3-HIST-INT-0002背面

History · Interpretations and significance, Year 9Professor Harari
先在心里作答…Write-up A says: 'The Depression put six million Germans out of work. Hitler was also a powerful speaker.' Write-up B says: 'The Depression gave Hitler's speeches a desperate audience.' What does B do that A does not?
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History · Interpretations and significance, Year 9Professor Harari

It shows how the two causes are linked

提示A sets two facts side by side; B makes one depend on the other.

为什么Causes rarely act alone. Showing that one made another possible, or made it worse, is what turns separate points into an explanation. Phrases such as 'this meant that' and 'which allowed' are the joints of a causation essay.

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History · Interpretations and significance, Year 9Professor Harari
⌨ 打字作答先在心里作答…Historians sort causes into categories. 'Six million were unemployed' is an economic cause. 'The president appointed Hitler Chancellor' belongs to which category? (one word)

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History · Interpretations and significance, Year 9Professor Harari

Political

提示It is the category for governments, leaders, parties and power.

为什么Sorting causes by type (economic, social, political, military) gives an essay its shape and lets you compare them. You can then argue, for example, that economic causes created the crisis and decisions about power settled who gained from it.

★ KS3-HIST-INT-0004背面

History · Interpretations and significance, Year 9Professor Harari
先在心里作答…To test how important a cause was, a historian asks: 'Would the event still have happened without it?' If the honest answer is 'yes, much the same', what does that suggest about the cause?
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History · Interpretations and significance, Year 9Professor Harari

It was not very important

提示Take it away in your mind and see how much of the story changes.

为什么This thought experiment lets you defend a ranking with reasons. A cause whose removal changes everything is essential; one whose removal changes little is a detail. Nobody can rerun the past, so the answer is always a judgement, and it has to be supported with evidence.

★ KS3-HIST-INT-0005背面

History · Interpretations and significance, Year 9Professor Harari
↔ 正反两问先在心里作答…The term historians use for one writer's view of the past, built by selecting and weighing evidence
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History · Interpretations and significance, Year 9Professor Harari

An interpretation

提示Someone who turns one spoken language into another has a job title from the same root.

为什么The past itself is gone; what we have are traces of it. Every history book, documentary or museum display is someone's reading of those traces, which is why two honest accounts of one event can differ.

★ KS3-HIST-INT-0006背面

History · Interpretations and significance, Year 9Professor Harari
先在心里作答…Historian A: 'The Treaty of Versailles was a cruel peace, and German anger at it was fully justified.' Historian B: 'Germans hated the Treaty, yet it was no harsher than the peace Germany had forced on Russia in 1918.' On what do the two agree?
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History · Interpretations and significance, Year 9Professor Harari

That Germans deeply resented the treaty

提示Set aside whether the terms were fair and look at the reaction both of them describe.

为什么Comparing interpretations starts with pinning down exactly where they part company. Here both accept how people in Germany felt; they differ over whether that feeling was deserved. Finding the common ground first stops you treating two accounts as opposites when they disagree on a single point.

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History · Interpretations and significance, Year 9Professor Harari
先在心里作答…A historian writing in 1925 and another writing in 2015 reach different verdicts on a First World War general. Neither is careless. Suggest a reason, to do with their sources, why the later verdict might differ.
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History · Interpretations and significance, Year 9Professor Harari

The later historian had more evidence to work from

提示Think what an archive opening its doors adds to a writer's desk.

为什么Government papers that were secret in 1925 have since been opened. Interpretations change as sources are released, discovered or read in new ways. That does not make the earlier writer careless; they worked with what existed. It is one reason to check a book's date before relying on its verdict.

★ KS3-HIST-INT-0008背面

History · Interpretations and significance, Year 9Professor Harari
先在心里作答…One historian's book on the Industrial Revolution is about trade, output and national wealth, and calls it a triumph. Another's is about the children who worked in the mills, and calls it a tragedy. Both use accurate evidence. Why do they reach different verdicts?
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★ KS3-HIST-INT-0009正面

History · Interpretations and significance, Year 9Professor Harari

They are asking different questions about it

提示Look at what each one set out to find before a single source was opened.

为什么What a historian chooses to look at shapes what they find. One sees growth; the other sees suffering; both describe the same period truthfully. A fuller picture comes from holding the two together, not from picking a winner.

★ KS3-HIST-INT-0009背面

History · Interpretations and significance, Year 9Professor Harari
先在心里作答…Statement 1: 'The Battle of the Somme lasted from July to November 1916.' Statement 2: 'The Battle of the Somme was a futile slaughter.' Which is an interpretation, and not a plain fact?
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History · Interpretations and significance, Year 9Professor Harari

Statement 2

提示One could be checked against a calendar; the other needs an argument.

为什么A fact can be checked; an interpretation has to be argued for. 'Futile' is a judgement about purpose and results, and other historians argue the battle wore the German army down. Spotting the judging words in an account shows you where its interpretation lies.

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Interpretations and significance, Year 9

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Interpretations and significance, Year 9 在 KS3 地图上的位置

KS3 History 地图上的 2 个点,跨越 Y9。暗淡的星是这门学科的其余部分——这套卡组是被点亮的那一片。

打开完整的 KS3 地图 →

只表示位置,不代表掌握程度——地图显示这些卡片在哪里,而不是孩子学会了什么。

把学到的留下来

在这个页面上,练习不会被保存。在孩子自己的星空里,每一张卡都有排程——在快要忘记之前重新出现——写这张卡的教授也只有一步之遥。