Lesson overview
BUILD · Humanities · Teesside History Studio · Week 5 of 8

Big Deal or Small Deal?

AQA UAS ‘History around us’ · Explore/BUILD teaching route — evidence preparation, not self-certification.

🎯 Learning objective: I can judge historical significance using named criteria and qualify my judgement with evidence.
✅ Success criteria
  • I can use numbers, depth, duration and memory as criteria.
  • I can support a judgement with evidence rather than fame/liking.
  • I can qualify a judgement using ‘although’ or a limitation.
🕰 historian craft🔎 source provenance🧭 Significance Jury⏱ 40 min
📜
Big Deal or Small Deal?PLACE IN TIME → READ SOURCE → CAUSE → SIGNIFICANCE → ACCOUNT → MAP
Inherited
Week 4 — evidence-based impact profiles and awareness of source imbalance.
→
Feeds next
Pupil significance judgements set the focus/argument selected for Week 6 storyboards.
BUILD entryPlace, read or state with support.
BUILD secureAdd a second cause/comparison/limitation and explain it.
GROW reachExplain for an audience and transfer to a new source/person/period.
Humanities source rule: a genuine pupil source needs what it is, who made it, when, where it came from and rights/use. Constructed/adapted material must not masquerade as an untouched historical source.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
One Lundy loop only. Humanities adds disciplinary interpretation, not a second closure system.
⏱ 3 min
🚪 Arrival · retrieve the historian move
Inherited
Week 4 — evidence-based impact profiles and awareness of source imbalance.
→
Feeds next
Pupil significance judgements set the focus/argument selected for Week 6 storyboards.
◆ Supported

Is famous always the same as important? Name one impact from last week.

▲ Standard

Define criterion and state one significance test.

★ Stretch

Explain why recent events can be difficult to judge for duration or memory.

Arrival rule: retrieve the previous historian move. Personal/family disclosure is never required.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Retrieve without requiring personal/family disclosure. A pause/refusal is information about Space.
⏱ 3 min
🌱 Starter · question before verdict

🔍 Enquiry

How can we judge significance using criteria rather than fame or personal liking?

Opening question: Two events can both matter—but to different people, places and time scales. What would make a significance judgement fair enough to defend?

FRAME 1/4
NAME THE CRITERION
Pause for evidence/question before advancing.
FRAME 2/4
APPLY THE SAME TEST
Pause for evidence/question before advancing.
FRAME 3/4
MAKE A JUDGEMENT
Pause for evidence/question before advancing.
FRAME 4/4
QUALIFY IT WITH ‘ALTHOUGH’
Pause for evidence/question before advancing.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Pupil question/inference comes before teacher verdict.
⏱ 4 min
👩‍🏫 I Do · model the historian craft
🧠 Model the historian decision, not just the answer.
STEP Use named criteria: numbers affected, depth of change, duration and memory/use.
STEP Apply the same criterion to both cases before ranking; otherwise the comparison moves the goalposts.
STEP Local and national significance can differ without one being ‘wrong’.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Teacher models historian craft; staff watch source access and ownership of the reasoning.
⏱ 3 min
🤝 We Do · evidence hinge
Commit before reveal: Which is the strongest reason for calling an event significant?
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Adult genuinely receives the response; the next source prompt/question/scaffold changes because of it.
⏱ 3 min
👩‍🏫 I Do 2 · connect and qualify
🧠 Model the historian decision, not just the answer.
STEP A qualified judgement can say ‘although…’ and still make a clear decision.
STEP Recent events may have unfinished duration/memory evidence; acknowledge that limit.
STEP Ranking is not a popularity contest and no public pupil ranking is needed.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Teacher models historian craft; staff watch source access and ownership of the reasoning.
⏱ 4 min
🤝 We Do 2 · interactive historian lab
Interactive historian probe: response → evidence/source → adult genuinely receives → next historical question/scaffold changes.

⚖ Significance Jury

NUMBERS
DEPTH
DURATION
MEMORY
Apply the SAME criterion to both cases before judging.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Adult genuinely receives the response; the next source prompt/question/scaffold changes because of it.
⏱ 16 min
📜 Independent · build defensible evidence

📜 Independent historian mission

Run a Significance Jury using two approved cases from Week 4. Score/annotate each against the four criteria, choose the stronger significance claim for a stated scale (local/national) and add an ‘although…’ qualification.

16 minutes. Supported / Standard / Stretch are movable routes, not labels.
📚 HISTORY STUDIO READY
Source / materialsTeacher-prepared, locally cleared source pack or lesson clue/diagram materials appropriate to this week. Every genuine source carries item-level provenance/rights.
Care / accessPersonal/family disclosure is optional. Provide accessible source versions. Do not reduce a community to a single story.
Evidence targetSignificance criteria matrix + evidence-backed judgement + qualification/limitation.
◆ Apply two named criteria to two cases and choose with one reason.
Criteria cards: NUMBERS · DEPTH · DURATION · MEMORY.
Fade the first prompt no longer needed.
▲ Apply all four criteria and write/say a qualified judgement.
Judgement → criterion evidence → although limitation.
Fade the first prompt no longer needed.
★ Compare local versus wider significance and identify which criterion is currently least secure and why.
State the scale of significance and the uncertainty of recent/partial evidence.
Fade the first prompt no longer needed.
1 · Historical decisionplacement, inference, cause, significance, selection, claim or route choice
2 · Evidence baseclue/source/map/account detail with provenance where it is a genuine source
3 · Pupil reasoningbecause / limitation / uncertainty / comparison / explanation in the pupil’s words
BUILD entryPlace, read or state with support.
BUILD secureAdd a second cause/comparison/limitation and explain it.
GROW reachExplain for an audience and transfer to a new source/person/period.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Pupil authors the historical judgement. Staff support access and fade prompts.
⏱ 4 min
🎫 Exit · receive, interpret, influence
◆ Supported

Show or say the key historical decision you made and the clue/evidence behind it.

▲ Standard

Explain one judgement and one limitation/uncertainty using evidence.

★ Stretch

Transfer today’s historian routine to a new source, person, period, audience or representation.

🔁 BUILD Humanities ring close — one closure only

VOICE: Pupils may disagree; disagreement is valid when criteria/evidence are explicit.

AUDIENCE: adult genuinely reads/listens/watches and names the historical response received.

INFLUENCE: Judgements determine which claim becomes the spine of each W6 storyboard.

No adult initial, second next-step line, receipt, upload queue or closure tracker is added here. Humanities uses the existing BUILD close; it does not create another one.

Inherited
Week 4 — evidence-based impact profiles and awareness of source imbalance.
→
Feeds next
Pupil significance judgements set the focus/argument selected for Week 6 storyboards.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
BUILD keeps the existing ring-style close: one response genuinely received, one Influence action. No second sign-off/receipt.
🧑‍🏫 SUPPORT STAFF · THIS SLIDE

NOT A HISTORY SPECIALIST? SAY THIS

Say: “Use the SAME test on both cases. Fame is not a criterion. What changed, for how many, how deeply, how long—and how is it remembered?”

Priority now

Move learning forward

Least prompt first
waitself-promptpoint/gesturevisual/source cuegeneral verbalspecific verbalmodeldirect support

Then fade back. Record adult support separately from pupil authorship if evidence is retained.

🔎 HUMANITIES · READ THE RESPONSE

Disciplinary prompts, not a second interpretation system

General instrument remains: LundyLoop/5_staff_training/Reading_the_Response_Card.html. Use the buttons below only as Humanities examples of what may be causing the response.

Receive the pupil response first.

BUILD Humanities · W5 · Big Deal or Small Deal?

Enquiry: How can we judge significance using criteria rather than fame or personal liking?

Learning objective: I can judge historical significance using named criteria and qualify my judgement with evidence.

Inherited: Week 4 — evidence-based impact profiles and awareness of source imbalance.

Supported

◆ Apply two named criteria to two cases and choose with one reason.

Criteria cards: NUMBERS · DEPTH · DURATION · MEMORY.

Standard

▲ Apply all four criteria and write/say a qualified judgement.

Judgement → criterion evidence → although limitation.

Stretch

★ Compare local versus wider significance and identify which criterion is currently least secure and why.

State the scale of significance and the uncertainty of recent/partial evidence.

Independent historian mission

Run a Significance Jury using two approved cases from Week 4. Score/annotate each against the four criteria, choose the stronger significance claim for a stated scale (local/national) and add an ‘although…’ qualification.

Evidence target

Significance criteria matrix + evidence-backed judgement + qualification/limitation.

Source provenance used

What / maker / date / origin / rights-use: ______________________________________________

Historian response / Influence

Pupil historical decision:

Evidence/limitation:

Adult genuinely received: describe orally/in school workflow; no signature required here.

Influence: Judgements determine which claim becomes the spine of each W6 storyboard.

Print surface requires physical classroom checking before live use.