BUILD · Humanities · Teesside History Studio · Week 2 of 8
History Detectives
AQA UAS ‘History around us’ · Explore/BUILD teaching route — evidence preparation, not self-certification.
🎯 Learning objective: I can separate what a source shows from what I infer and ask provenance questions before trusting a claim.
✅ Success criteria
- I can state what a source literally shows/says.
- I can label an inference as an inference.
- I can ask who made it, when, why and where it came from.
🕰 historian craft🔎 source provenance🧭 Source Desk⏱ 40 min
📜
History DetectivesPLACE IN TIME → READ SOURCE → CAUSE → SIGNIFICANCE → ACCOUNT → MAPInherited
Week 1 — chronology, clue-based dating and honest uncertainty.
Week 1 — chronology, clue-based dating and honest uncertainty.
→
Feeds next
The source types pupils trust, question or find inaccessible set the evidence emphasis for Week 3.
The source types pupils trust, question or find inaccessible set the evidence emphasis for Week 3.
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 moveInherited
Week 1 — chronology, clue-based dating and honest uncertainty.
Week 1 — chronology, clue-based dating and honest uncertainty.
→
Feeds next
The source types pupils trust, question or find inaccessible set the evidence emphasis for Week 3.
The source types pupils trust, question or find inaccessible set the evidence emphasis for Week 3.
◆ Supported
Complete: a source is something that gives us ___ about the past. Say one thing a photograph can show.
▲ Standard
Explain the difference between ‘shows’ and ‘suggests’.
★ Stretch
Explain why a source with a purpose or bias can still be useful.
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 distinguish what a source shows from what we infer or still cannot know?
Opening question: Two pupils look at the same old photograph. One says ‘I can see smoke’; the other says ‘everyone hated living there’. Which statement belongs to the source, and which needs more evidence?
FRAME 1/4
WHAT DOES IT LITERALLY SHOW?
Pause for evidence/question before advancing.
FRAME 2/4
WHAT ARE YOU INFERRING?
Pause for evidence/question before advancing.
FRAME 3/4
CHECK WHO / WHEN / WHY
Pause for evidence/question before advancing.
FRAME 4/4
CORROBORATE BEFORE A BIG CLAIM
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 three columns: SHOWS / SUGGESTS / CANNOT KNOW YET.
STEP Start with literal detail; inference must point back to a visible/written detail.
STEP Purpose changes how we interpret a source; it does not automatically make the source useless.
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 hingeCommit before reveal: A postcard was created to make a town look impressive. What should a historian do?
First attempt = evidence. Re-check the source/clue if needed.
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 Provenance is part of the history: what it is, maker, date, origin and use/rights travel with a source.
STEP An adapted/simplified classroom item must never be presented as an untouched original historical source.
STEP Accessible source versions are part of good assessment: reduce source density without changing the historical decision.
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 labInteractive historian probe: response → evidence/source → adult genuinely receives → next historical question/scaffold changes.
🔎 Source Desk · local file, session only
Source gate: what it is · who made it · when · where from · rights/use. Incomplete provenance = STOP.
Teacher loads a locally cleared source image here
STOP until all fields are complete and locally approved.
The file stays in this open page only. This tool does not grant copyright permission.
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
Interrogate a locally approved source pack: record SHOWS, one supported INFERENCE, one question/limitation and a provenance check. Corroborate one claim with a second source where available.
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 targetSource annotation/response + provenance check + pupil distinction between observation, inference and uncertainty.
◆ One enlarged/chunked source with shows/suggests choice cards and one provenance question.
Prompt: ‘I can see/read ___. This might suggest ___. I still need to know ___.’
Fade the first prompt no longer needed.
▲ Two sources; shows/inference/unknown + provenance + one corroborated claim.
Shows → inference → provenance → corroboration.
Fade the first prompt no longer needed.
★ Compare how purpose/provenance changes what two sources can support and identify a claim that remains uncertain.
Rank claims by strength and explain why ‘proves’ needs stronger corroboration than ‘suggests’.
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: Pupil can annotate, point, speak, select a shows/suggests card or use an accessible transcription/audio route.
AUDIENCE: adult genuinely reads/listens/watches and names the historical response received.
INFLUENCE: Source types pupils find useful/questionable/access-blocking influence the source mix used in W3.
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 1 — chronology, clue-based dating and honest uncertainty.
Week 1 — chronology, clue-based dating and honest uncertainty.
→
Feeds next
The source types pupils trust, question or find inaccessible set the evidence emphasis for Week 3.
The source types pupils trust, question or find inaccessible set the evidence emphasis for Week 3.
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.