Interpretations different stories (e.g. the conclusions from Week 26 Weimar and Interpretations * Look at all causes of the Holocaust Target Step 7 abolition of the slave ideas of nature, Learners Nazi Step 9: * Different explanations put forward Germany, Stretch to Step 8 trade as an economic origin and purpose. can make a case by historians to explain how and why 1918–1939 Stretch to Step 9 argument, as the work of Evidence Step 8: for or against an it happened Causation and white abolitionists, or as a They use general interpretation consequence story of slave revolts and contextual and use some Target Step 7 resistance). knowledge of the relevant Stretch to Step 8 (Reinforced) period studied to contextual support their knowledge to Causation and comments, but this support their consequence Step 7: Learners are becoming remains unfocused. evaluation, but confident in forming a they tend to Interpretations Step causal picture using Learners can make only 8: information that they are explain how and why assertive given and can construct a an interpretation may judgements of sound explanation of why have been interpretations something happened. constructed using that lack clear (Reinforced 2) points relating to justification. Causation and purpose, viewpoint, background, source consequence Step 7: They may be starting to availability and prioritise some causes as selection. This may more important than remain quite others, but the deterministic and explanation or reasoning simplistic (e.g. behind this remains weak. ‘Historian X wrote (Reinforced) this because he was from France’). Causation and consequence Step 8: Learners are able to construct and explain a causal argument using historical knowledge with which they are becoming increasingly familiar. This argument will
different stories (e.g. the abolition of the slave trade as an economic argument, as the work of white abolitionists, or as a story of slave revolts and resistance). (Reinforced) Causation and consequence Step 7: Learners are becoming confident in forming a causal picture using information that they are given and can construct a sound explanation of why something happened. (Reinforced 2) Causation and consequence Step 7: They may be starting to prioritise some causes as more important than others, but the explanation or reasoning behind this remains weak. (Reinforced) conclusions from ideas of nature, origin and purpose. Evidence Step 8: They use general contextual knowledge of the period studied to support their comments, but this remains unfocused. Interpretations Step 8: Learners can explain how and why an interpretation may have been constructed using points relating to purpose, viewpoint, background, source availability and selection. This may remain quite deterministic and simplistic (e.g. ‘Historian X wrote this because he was from France’). Causation and consequence Step 8: Learners are able to construct and explain a causal argument using historical knowledge with which they are becoming increasingly familiar. This argument will Interpretations Step 9: Learners can make a case for or against an interpretation and use some relevant contextual knowledge to support their evaluation, but they tend to make only assertive judgements of interpretations that lack clear justification. Week 26 * Look at all causes of the Holocaust * Different explanations put forward by historians to explain how and why it happened Weimar and Nazi Germany, 1918–1939 Interpretations Target Step 7 Stretch to Step 8 Stretch to Step 9 Causation and consequence Target Step 7 Stretch to Step 8