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Tiered Lesson (Differentiated by Readiness) Name & Student Number: Mat Philps - 2084144 Lesson Topic: Introduction to source analysis Curriculum Area: History Year Level: 11 Brief description In this unit of work, students will be undertaking a series of source analysis to understand the significance of different resources to the study of history. The unit will start by relating the use of resources back to a real world event before teaching students the differences between primary and secondary sources and their use within history. Students will begin to develop an understanding of how resources and references form a fundamental part of writing within history, as well as developing the ability to dissect resources for relevant information. This ability is essential for studying at further stages of history. Learning Objectives*. As a result of engaging with the lesson, students will: Understand that (Concepts, principles, “big ideas”. Make sure your objectives are statements that work in the form, students will understand that…) Primary and secondary sources form an essential part of knowing and understanding history Historical sources can be interpreted in different ways Knowledge attained from historical sources can be applied in a number of ways Know (e.g. facts, vocabulary, dates, information) The role of sources within history Be able to (do) (Skills, processes) Thoroughly analyse a historical resource and determine key information such as whether it is a primary or secondary source, who it EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

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Page 1: mathewphilps.weebly.commathewphilps.weebly.com/uploads/4/0/6/5/40654213/assignment_…  · Web viewGroup one has been asked to look at real world photos as analysing them will require

Tiered Lesson (Differentiated by Readiness)

Name & Student Number: Mat Philps - 2084144Lesson Topic: Introduction to source analysisCurriculum Area: HistoryYear Level: 11

Brief descriptionIn this unit of work, students will be undertaking a series of source analysis to understand the significance of different resources to the study of history. The unit will start by relating the use of resources back to a real world event before teaching students the differences between primary and secondary sources and their use within history. Students will begin to develop an understanding of how resources and references form a fundamental part of writing within history, as well as developing the ability to dissect resources for relevant information. This ability is essential for studying at further stages of history.

Learning Objectives*. As a result of engaging with the lesson, students will:Understand that (Concepts, principles, “big ideas”. Make sure your objectives are statements that work in the form, students will understand that…)Primary and secondary sources form an essential part of knowing and understanding historyHistorical sources can be interpreted in different waysKnowledge attained from historical sources can be applied in a number of ways

Know (e.g. facts, vocabulary, dates, information)The role of sources within history

The difference between primary and secondary sources

What bias is and the role it plays within history

Key points and information within sources

Be able to (do) (Skills, processes)Thoroughly analyse a historical resource and determine key information such as whether it is a primary or secondary source, who it was by, whether it contains bias or not and the overall relevance of key points

Use information from different sources to complete short answer, long answer and essay questions

Essential QuestionsWhat are the roles of sources within history and why are they fundamental to its study?

What is the process of analysing a source for key information?

How can this be applied in different historical contexts?

How is bias used to influence the thinking of the audience and why does this occur?

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Page 2: mathewphilps.weebly.commathewphilps.weebly.com/uploads/4/0/6/5/40654213/assignment_…  · Web viewGroup one has been asked to look at real world photos as analysing them will require

Lesson Title: Putting the past together

Preassessment of Students’ ReadinessLast lesson, students were led in a class discussion activity in which they were asked to form small groups regardless of skills and look at a number of historical resources ranging from photos, diary entries and propaganda posters. Students were asked to look at what was in the source and why they think the source exists. Students were then given a quiz with some photographs and writings and asked to determine which were primary sources. Depending on the responses from students, they will be tiered into two groups:Group 1: Students were able to answer all or most of questions correctly and showed evidence of informed thinking beyond what was asked in the questionsGroup 2: Students answered some of the questions but weren’t able to always give correct reasoning for their answers

Lesson PlanLesson SequenceIntroductionHand pre-assessment sheets back to the students and go through the answers with them.

Ask students what the source consists of within the picture or writing

See if anyone can identify the period the source is from and why they think it exists

Lead this into a discussion about the differences between primary sources and secondary sources. Students will be told what consists of each source (eg a photo is a primary source, an historians account a secondary) before a group discussion about the uses of each source. Students will also be told what bias is using examples from propaganda.

Tiered ActivityStudents will be divided into smaller groups based on their tiers. Each of these will be given a different visual source and required to analyse and report back on it. The teacher will move around the room and provide assistance as needed.

Explanatory notes

This introduction allows the previous lesson to sequence into this one. The introduction serves as a reinforcement of the key idea that sources are an essential part of history and are necessary to develop our understanding of the past.

This introduction to bias is rather minimal for this lesson as the focus is still on understanding how to properly analyse the different elements of the source. It is being introduced however as bias will compose a large part of their analysis, although it will be covered in further detail in future lessons. Using real-world scenarios from history enforces the fact that sources are the key element for historians to understand the past.

ResourcesSelection of visual sources distributed between groups. Tier A will receive real world photos while Tier B will receive propaganda posters or paintings. (see appendix B)

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Page 3: mathewphilps.weebly.commathewphilps.weebly.com/uploads/4/0/6/5/40654213/assignment_…  · Web viewGroup one has been asked to look at real world photos as analysing them will require

Group A Students will be given famous

historical pictures and asked to analyse them

Prompting questions will include identifying key people/objects in the photo, describing what they are doing and why they are historically significant. Students will also be asked to consider if the photo was staged or not and the implications of this

Students will be encouraged to try describe the period the image is from and provide some context

Group B Students will be given propaganda

posters from the Second World War and asked who they think created the poster, when it’s from, why it was created and what the poster means now

Students will be asked to describe aspects of the image in detail and to discuss why they think the image was constructed like this

Students will also be asked to detect the bias found in the posters and why they think it’s included

Group one has been asked to look at real world photos as analysing them will require looking further at the closer details. Most of the students from group A will have some degree of historical knowledge, meaning they can draw on their previous knowledge to place their images into context and be able to further analyse them. The bias in these photos is less obvious than in the other pictures meaning students will need to think about the further implications of the photos.

Group B will be looking at propaganda with more implicit answers to the questions being asked. They can draw back well known historical knowledge within their groups (First World War, Nazi Germany etc.) and use this to draw conclusions about the images. The purposes and bias within the images is more obvious than the higher tiered groups.

Lesson Closure/ Check for Understanding Students will nominate a member of their group to report back about their

image and share the important points they found with their group. Using guiding questions, encourage students to identify the key elements such as famous people, groups depicted, elements of bias and the origin of the source

Propose to students that these sources are from different time periods and countries but are all similar in that they provide a detailed picture at what particular people were thinking at that point in time.

Collect the pictures and corresponding worksheets from students following the lesson. These will be examined to check for understandings of the key ideas amongst students. Given that the next lesson will be looking at how sources can be used in conjunction with each other, this feedback will help guide the direction of the next lessons opening.

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Page 4: mathewphilps.weebly.commathewphilps.weebly.com/uploads/4/0/6/5/40654213/assignment_…  · Web viewGroup one has been asked to look at real world photos as analysing them will require

Appendix A: PreassessmentDuring the last lesson, students were asked to fill out this sheet individually. Last lesson served as a brief introduction to sources. The second lesson will again reinforce the differences between the two but the preassessment task serves as an indication as to which students are understanding the key ideas so far.

Task: Examine these visual sources. 1.Do you think it is a primary or secondary source? 2.What are the important elements of the source? 3.Can you tell what period of history it might be from? 4. How does the source further our understanding of that period?

Source A – ‘’He’s coming south”1.

2.

3.

4.

Source B – Landings at Normandy1.

2.

3.

4.

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Page 5: mathewphilps.weebly.commathewphilps.weebly.com/uploads/4/0/6/5/40654213/assignment_…  · Web viewGroup one has been asked to look at real world photos as analysing them will require

Source C – Retreat from Moscow

1.

2.

3.

4.Source D – Mein Kampf

1.

2.

3.

4.

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Page 6: mathewphilps.weebly.commathewphilps.weebly.com/uploads/4/0/6/5/40654213/assignment_…  · Web viewGroup one has been asked to look at real world photos as analysing them will require

Appendix B: Tiered work sheetsTier Group A Sources

1. What is happening is this photo? Where and when do you think this image is taken?

2. What nationality do you think the soldier is? Do you recognize the flag?

3. Do you think this photograph is staged? Why?

4. Why do you think this photo was taken?

5. Do you think this is an important photo? Why?

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Page 7: mathewphilps.weebly.commathewphilps.weebly.com/uploads/4/0/6/5/40654213/assignment_…  · Web viewGroup one has been asked to look at real world photos as analysing them will require

1. What is happening in this photo? Where and when do you think this image was taken?

2. What nationality do you think the soldier is? Do you recognize the flag?

3. Do you think this photograph is staged? Why?

4. Why do you think this photo was taken?

5. Do you think this is an important photo? Why?

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Page 8: mathewphilps.weebly.commathewphilps.weebly.com/uploads/4/0/6/5/40654213/assignment_…  · Web viewGroup one has been asked to look at real world photos as analysing them will require

1. What is happening in this photo? Where and when do you think this image is taken?

2. What nationality do you think the soldier is? Do you recognize the uniforms?

3. Do you think this photograph is staged? Why?

4. Why do you think this photo was taken?

5. Do you think this is an important photo? Why?

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Page 9: mathewphilps.weebly.commathewphilps.weebly.com/uploads/4/0/6/5/40654213/assignment_…  · Web viewGroup one has been asked to look at real world photos as analysing them will require

1. What is happening in this photo? Where and when do you think this image is taken?

2. What nationality do you think the soldiers are? What nationality are the children?

3. Do you think this photograph is staged? Why?

4. Why do you think this photo was taken?

5. Do you think this is an important photo?

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Page 10: mathewphilps.weebly.commathewphilps.weebly.com/uploads/4/0/6/5/40654213/assignment_…  · Web viewGroup one has been asked to look at real world photos as analysing them will require

Tier Group B Posters

1. What is happening in this poster? Who do you think made it and why?

2. Who do you think the gorilla represents? Why have they been drawn this way?

3. When do you think this poster was made? How does that influence your understanding of it?

4. Is this photo biased? What does the bias (or lack of) tell us about this source?

5. Is this a useful source for understanding the past?

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Page 11: mathewphilps.weebly.commathewphilps.weebly.com/uploads/4/0/6/5/40654213/assignment_…  · Web viewGroup one has been asked to look at real world photos as analysing them will require

1. What is happening in this poster? Who do you think made it and why?

2. What nationality do you think the larger man is? Where do you think the soldiers are from?

3. What do you think this poster wants to make people think?

4. Is this photo biased? What does the bias (or lack of) tell us about this source?

5. How does this source help us understand history?

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Page 12: mathewphilps.weebly.commathewphilps.weebly.com/uploads/4/0/6/5/40654213/assignment_…  · Web viewGroup one has been asked to look at real world photos as analysing them will require

1. What is happening in this poster? Who do you think made it and why?

2. What nationality do you think the worker is from? Where is the soldier from? Do you think they work together?

3. What do you think this poster wants to make people think?

4. Is this photo biased? What does the bias (or lack of) tell us about this source?

5. How does this source help us understand history?

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

Page 13: mathewphilps.weebly.commathewphilps.weebly.com/uploads/4/0/6/5/40654213/assignment_…  · Web viewGroup one has been asked to look at real world photos as analysing them will require

1. What is happening in this poster? Who do you think made it and why?

2. What nationality are the soldiers? Where do you think the other man is from?

3. What do you think this poster wants to make people think?

4. Is this photo biased? What does the bias (or lack of) tell us about this source?

5. How does this source help us understand history?

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)