Laura

McGilvray
Class: Year 7 History Date: 27th March 2017
Lesson Plan 1
Time: Start: 12:00

Finish: 12:40
Key Learning Area: History Lesson Topic: Introduction to Historical Sources

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have begun Depth Study 1: Investigating the Ancient Past and have an understanding of the purpose of history and role of historians and
archaeologists.
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.
In the preceding lesson, students are told that this lesson would involve a lesson outside of the classroom, exploring an area of the school grounds. This is to
be particularly discussed with any autistic students.
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 Syllabus 1. Observation: Understanding of
By the end of this lesson, the students will:
HT4-5 source gathering activity by choice
1. Understand the meaning of the term historical source
of photos taken
and why sources are useful for understanding the past
2. Presentation to class: Presentation
2. Correctly and creatively identify sources within the
of source gathering task and
school environment to explain school life
justification for choice
3. Take clear and useful photos and upload to Edmodo
Any safety issues to be considered: Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
Outdoor source gathering activity: ensure clear
- NSW Education Standards Authority (NESA) History K-10 Syllabus
instructions are given so students are only exploring a
- Smart Board/projector with slides: 9/11 image, definition of historical source, list of
certain area where the teacher is able to adequately
questions for photo task, example photo of school playground table
supervise.
All slides at: https://docs.google.com/presentation/d/1xmC2VkmSj-
Internet usage: Teacher is familiar with Edmodo platform zJE20c_xGmK2KZ_QxGQec0HqnSnW5sVUQ
and has established the group to be a close, private - Devices capable of taking photos and uploading to Edmodo at least 1 per 2 students
group requiring teacher approval for all posts by - Class Edmodo group established by teacher
students.
Reflection, Feedback & Follow-up: Outline what went well, areas for improvement and lesson follow-up for both the teacher and students

1

Lesson Plan Format
LESSON SEQUENCE
Time
LESSON SEQUENCE Introduction/Development/Conclusion ASSESSMENT / RESOURCES
[mins]
5 mins Introduction R: Smart Board/projector with photo
of Twin Towers on 9/11
T asks Ss to sit at desks.
R: Smart Board definition of
Hook Evidence for 9/11.
historical source: Historians clues
Teacher-led discussion about evidence for 9/11: objects, writing or other pieces of
- Who has heard about September 11? (T reminds Ss to raise hands to answer) information that provide clues to life
- What do you know about September 11? in the past.
- How do we know it happened?
- How can we be sure it wasnt all made up?
T leads Ss to the idea of evidence for past events - gathering information to find out:
- What happened in the past
- How people experienced those events
- Why they happened and were significant
T explains to Ss that today we will be starting a week looking at historical sources the
information historians gather to put together a picture of the past.
T explains to Ss what they will have learnt by the end of the week and where this will lead next
week.
5 mins Development R: On Smart Board: List of questions
for photo task, example photo of
T explains task: Today we are all historians from the future, gathering information to bring back
school playground table
to our historian friends about life at Ashfield High School in 2017.
T reminds Ss to listen carefully to all instructions to maximise time spent outside.
T: Our mission is to take photos of sources that tell us something about our school well be
going outside, use camera, capture anything you see that might tell us something about the
way of life at Ashfield High School. Where do people spend time? What do they do here?
[If no photography device available, take note of source instead]
Questions to think about:
- WHAT - What do people do here?

2
 - WHO Who are those people and what are they like?
To extend:
- WHY - Why do people come here?
T gives an example of a source photo tables show us people gather together. T explains how
this source tells us information about life at Ashfield High School.
T explains limits to where Ss can explore and timeframe allocated to activity.
20 mins for Ss have 15 minutes to explore limited section of the school grounds (e.g. quad and canteen) to R: Devices capable of taking photos
task take photos of sources explaining life at Ashfield High School. and uploading to Edmodo (e.g.
iPhone, iPad)
T circulating among Ss, offering suggestions, more explanation if needed, giving time updates.
Ss return to classroom and upload images to Edmodo.
10 mins Conclusion Assessment of learning: Students
ability to explain choice of source to
T shows each source photo and corresponding S explains their reasoning.
highlight from school grounds.
Once all S photos are shown, T concludes lesson to reiterate definition of source, where next 2

lessons regarding sources will focus on types of sources and how to examine sources critically
and use them to find out about the past. R: Smart Board with access to Edmodo
page