Knowledge of the past is essential to historical thinking, although historical knowledge does not of itself constitute historical thinking. Students must also be taught the other elements of the discipline so that they can question and challenge received knowledge and participate in the debate and discussion that is at the heart of the discipline. Students require historical knowledge in order to substantiate their own views about the past in debates and discussions. Historical knowledge enables them to contextualise historical sources, and therefore to analyse and evaluate them as historical evidence in order to construct their own arguments. Students are also better able to make connections and comparisons between the activities they undertake in history lessons and are therefore able to develop a sense of historical narrative.
Students will research the historical context to a set of source material. They will then use these as evidence to make reasoned arguments relevant to the enquiry question.
What was the role of Gorbachev in ending the Cold War?
Students apply knowledge of 1915 to enable them to use an Argentinian political cartoon as evidence for World War 1.
Applying knowledge to evaluate what a political cartoon can reveal about World War 1 in 1915
Students must research and contextualise the artefacts they use in this activity and thus apply their knowledge of the past.
What can a collection of artefacts reveal about how people experienced the First World War?
Students apply their contextual knowledge to justify their selection of iconic images.
What are the iconic images of World War 1?