The final point to reiterate is that these concepts do not exist in isolation – they are only relevant as part of the study of the historical periods. That is to say, a causation piece on the Norman Conquest is similar to one on the Reformation, but also has key differences rooted in the content. It is therefore crucial to understand that the progression model cannot be divorced from the specific historical content. Nor should it be divided into linear steps to show “progress”. Causation: Model based on and Understanding ‘causation’ in history is crucial for students to make sense of the past. At a basic level, causation appears to be the bread and butter of history. The causation model outlined here attempts to get student to understand a number of key strands: Change happens because of MULTIPLE CAUSES and leads to many different results or consequences. These create a WEB of related causes and consequences. Different causes have different LEVELS OF INFLUENCE. Some causes are more important than other causes. Historical changes happen because of two main factors: The actions of HISTORICAL ACTORS and the CONDITIONS (social, economic etc.) which have influenced those actors. HISTORICAL ACTORS cannot always predict the effects of their own actions leading to UNINTENDED CONSEQUENCES. These unintended consequences can also lead to changes. Lacking Understanding Emergent Developing Mastered Mastered Signpost 1 Causal Webs Causation is attributed to a single cause, usually ST, or multiple causes are given but not explained. Y7/8 Y9/10+ Multiple short term and long terms causes of events are identified and explained. Relationships between causes are recognized Signpost 2 Ranking Causes There is no differentiation between the influence of various causes. Y7 Y8/9 Y10+ The causes of historical change are analysed and different causes are ranked by their influence Signpost 3 Underlying Causes Historical causes are personalized to be the actions of great leaders or are seen as abstractions with human intentions. Y8 Y9 Y10+ Historical change is explained through the interplay of the actions of historical actors and the underlying conditions (SPERM) in which they operated Signpost 4 Unintended Consequences Past events are seen as the result of specific plans and actions. Y8 Y9/10+ A differentiation is made between the intended and unintended consequences of actions
Looking at the perspective of an HISTORICAL ACTOR means drawing INFERENCES about how people thought and felt in the past. It does not mean using modern WORLD-VIEWS to imagine the past. A variety of HISTORICAL ACTORS have very different (DIVERSE) experiences of the events in which they are involved. Understanding DIVERSITY is key to understanding history. Lacking Understanding Emergent Developing Mastered Mastered Signpost 1 Appreciating World-Views There is an assumption that the beliefs, values and motivations of people in the past were the same as those of people today. Presentism abounds. Y7/8 Y9/10+ An understanding of the differences between the world-views of people in the past and the present day. Understanding that caution is needed when trying to understand Historical Actors through shared human experiences eg. Death, fear, love or hunger. Signpost 2 Perspectives in Context A lack of historical empathy with people of the past. An assumption that people in the past were stupid or ignorant because their historical context is ignored. Y8 Y9 Y10+ Understanding that the perspectives of people in the past have to be explained with reference to their historical context. A respect for the lives of people in the past. Signpost 3 Perspectives through evidence Empathising with Historical Actors is often conducted as an imaginative exercise with little or no reference to evidence or historical context. Y8 Y9/10+ Evidence based inferences are used to empathise with an Historical Actor. Evidence is used to reconstruct beliefs, values and motivations. Limitations of our understanding are recognised. Signpost 4 Diversity A failure to recognize that there are a diverse range of perspectives in the past. Y7 Y8/9 Y10+ The ability to distinguish a variety of diverse perspectives and experiences in the past. Evidence is used to reconstruct these different perspectives with respect. Communication (essays): Model based on personal experience Finally there is the issue of communication. It cannot have gone without notice that History is now one of the few subjects requiring extended answers throughout the school system. Unfortunately, the