Laura

McGilvray Lesson Plan 2

Class: Year 7 History Date: 31st March 2017 Time: Start: 11:00 Finish: 11:40

Key Learning Area: History Lesson Topic: Primary and Secondary 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, role of historians and
archeologists, definition 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 which 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.
Curriculum Content Strands may be used as headings.
Analysis and use of sources
identify the origin and purpose of By the end of this lesson, the students will: Observation: source sorting activity to
primary and secondary sources Understand the difference between Primary and assess students understanding of
(ACHHS209, ACHHS152) Secondary sources and can correctly categorise a primary and secondary sources, ability
number of different sources ACHHS209, ACHHS152, HT4- to work with others
uses evidence from sources to support 6
Student participation in teacher-led
historical narratives and explanations Identify strengths and weaknesses of Primary and
discussion about sources and their
HT4-6 Secondary sources ACHHS209, ACHHS152
trustworthiness

Kahoots Quiz: types of sources
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
- NSW Education Standards Authority (NESA) History K-10 Syllabus
classroom small risk of tripping. T to give clear
instructions to explore classroom carefully and without - Whiteboard and markers
running. - Smartboard, photos from last lesson in collage
Slides: https://docs.google.com/presentation/d/1xmC2VkmSj-
zJE20c_xGmK2KZ_QxGQec0HqnSnW5sVUQ
- Text from Retroactive Textbook Primary and secondary sources.
- Students to have pens, highlighter
- Smartphones/tablets

1
 - Kahoots Quiz set up
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]
5 Introduction R: Whiteboard and markers
T asks Ss: Imagine youre an historian and you need to find out about Ancient Rome.
Where do you look? How do you find out what you need to know?
R: Smartboard, photos from last lesson in
T writes answers on the board. collage
Revision from last week T puts photos from activity up on the board.
10 Development R: S to have pens, highlighter.
Activity: (Read) Think Pair Share
T hands out What are Primary and Secondary Sources? sheet. T asks S to read R: Santiago Canyon College Handout Primary
independently with the following instructions: and secondary sources
Underline things that are new information to you
Highlight things that help you answer the question What are Primary and
Secondary Sources?
Write a ? next to things that are confusing
Compare your section to the person next to you are there similarities? Differences?
T asks for groups to share one piece of information about sources. If other group has
already shared, share a different idea.
10 Activity: Sorting secondary and primary sources into columns R: Printed sources with basic information about
source, blutack for sticking source onto board in
T hands out printed images of different kids of sources. Each S hand out of sources
columns.
and put onto board in 2 columns.

T selects sources once all are placed on board and asked Ss for justification of choice.
Assessment as learning: Ability to sort sources
Asks Ss: Why did you choose this column?
and justify choice.
Extension question how could one source be both secondary and primary?
10 Teacher-led discussion: Which sources should we trust more? Primary or Secondary? R: Slides with photo of pyramids and textbook
Why?
Assessment as learning: Participation in class

2
 discussion and critical thinking skills
T shows Ss two sources:
1. Great Pyramids of Egypt
2. A textbook about Ancient Egyptian society
Teacher-led discussion: Which is a better source to use? Why? (T reminds Ss to raise
hand to speak)
T explains strengths and weaknesses of each type of source.
5 mins Conclusion Assessment of learning: Kahoots Quiz
Kahoots Quiz R: Smartphones/tablets, Kahoots Quiz set up
3 questions about Primary/Secondary Sources
3 Primary or Secondary sources to categorize
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.