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Laura

McGilvray
Class: Year 7 History Date: 29th March 2017

Time: Start: 14:00
Lesson Plan 3
Finish: 14:40

Key Learning Area: History Lesson Topic: Reliability and Purpose of Historical Sources

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have begun the Depth Study 1: Investigating the Ancient Past and have an understanding of the purpose of history, the role of historians and
archeologists, definition and knowledge of different types of historical sources.
Students are familiar with classroom values of respect and kindness, understand protocol of quickly getting ready for class, raising their hand to speak, bring
with them a willingness to give it a go.
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:
(One or two only. Please note the syllabus Behaviours that contribute toward achievement of Strategies that will be used to assess
reference number AND write out in full). outcome(s). learners attainment of learning outcomes.
Quote syllabus numbers. Must be clear, specific, observable. Should be linked to each learning indicator.
- Students identify the meaning, purpose Curriculum Content Strands may be used as headings.
and context of historical sources HT4-5
By the end of this lesson, the students will: Student participation in teacher-led

discussion of previous lesson
- Students use evidence from sources to
1. Identify key questions to ask when assessing an historical Observation: Teacher circulates to give
support historical narratives and
source HT4-5 support and assess comprehension of
explanations HT4-6
2. Identify and use information from several historical historical concepts within expert groups

sources to suggest explanations about their context HT4- Completed table of learning from
Historical Concepts:
6 evidence and justifying narrative
- Perspectives
- Significance Kahoots Quiz to assess understanding
- Contestability of key historical concepts: perspectives,
significance, contestability
Any safety issues to be considered: Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
No significant safety issues. Students moving around
- Prepared and printed sentence for Chinese Whispers game
classroom small risk of tripping. T to give clear
- Sheet with information about Perspective, Reliability and Significance
instructions to explore classroom carefully and without
- Smart Board/data projector with slides:
running.
https://docs.google.com/presentation/d/1xmC2VkmSj-
zJE20c_xGmK2KZ_QxGQec0HqnSnW5sVUQ
- Online access to http://www.ucl.ac.uk/3dpetriemuseum/3dobjects for 3D exploration of
Ancient Egyptian sources

1
- Devices to complete source exploration and Kahoots Quiz
- Kahoots Quiz with assessment questions
Reflection, Feedback & Follow-up: Outline what went well, areas for improvement and lesson follow-up for both the teacher and students
Lesson Plan Format
LESSON SEQUENCE
Time
LESSON SEQUENCE Introduction/Development/Conclusion ASSESSMENT / RESOURCES
[mins]
7 mins Introduction R: Sentence to use for Chinese Whispers , e.g.
Most Ancient Egyptian pyramids were built as
T asks Ss to put their bags down at desks and form two lines along the classroom.
tombs for pharaohs and their families. So far over
T explains the game Chinese Whispers to Ss. Gives S at each end of the line a 130 pyramids have been discovered in Egypt.
sentence to pass along.
Sentences are compared at the end with the original statement.
T introduces idea of messages changing through time we need to ask questions
about how accurate and reliable information is when we use it to explore history.
If Ss change the message on purpose T uses this to explain that this often happens in
history as well.
3 mins T asks Ss to take their seats. Asks class revision questions: Assessment of learning from Lesson 2:
Interaction during class discussion
Who can remember what we learnt about last lesson?
What is the difference between a Primary and Secondary source?
Which is better to use?
T explains direction of the lesson: learning how to get the most & best information
out of those sources and apply what we learned to investigate the past (put on our
Archeologist hats)
15 mins Development Assessment: Teacher circulates to give support
and assess comprehension of historical concepts
T introduces idea of analysing sources. Importance of asking questions of a source
around the ideas of perspective, reliability and significance.
Activity: Expert Groups Resources: Retroactive: Stage 4 History pages 18,
25, 26 on Perspective, Reliability and Significance
T splits Ss into 6 groups of 4 or 5: Each groups is assigned either: Perspective,
Reliability or Significance as a topic to investigate (2 groups per topic).
In groups, read through section on your topic and discuss what questions should be
asked of a source based on that idea. Why is it important to ask this question of a
source?

2
T circulates among groups to assist where needed, ask further questions if groups
have finished after assigned time. T gives timing updates.
T splits each group and reforms Ss into groups of 3 with person from each topic area
per group. Ss share their topic with other 2 in group.
Extend: What use could a highly biased source have?
10 mins T asks Ss to log on to tablets/laptops for source exploration activity. T explains Ss will R: Tablet/Laptop/device to explore UCL Petrie
be investigating sources from Ancient Egypt online, following link on ppt slide. T Museum 3d sources.
models how to navigate source.
Website:
T explains task to Ss: On your own or in pairs: Choose an artifact to investigate. http://www.ucl.ac.uk/3dpetriemuseum/3dobjects
Answer on table the questions:

- What type of source is this?
R: Worksheet: Exploring sources
- What can you tell about Ancient Egypt from this artifact?
- What does it tell you about how people lived, what tools they had, what
they spent their time doing?
- How can you tell?
Assessment: Completed table of learning from
Ss answer the questions on their worksheets. evidence and justifying narrative.
Extend: How reliable is this source? What questions would you ask to check?
5 mins Conclusion Assessment of learning: Kahoots Quiz
T asks students to return to desks for wrap up of the lesson. T explains content of
next lesson.
Kahoots Quiz:
- 3 questions for definitions of Perspective, Reliability and Significance
T reads out all questions and informs Ss if they are unable to use Kahoots, they may
answer with a hand gesture rather than handheld device.