Made by Matt Humanities & RE

LAUNCH pathway · Humanities / RE · Autumn 1 · Week 3

What can a source prove?

Cover lesson · 40 minutes

Tuesday 10:10–10:50. Match the week to the school calendar before teaching.

One integrated 40-minute cover period: retain both the Humanities and RE responses. The beliefs-and-values source board is part of the independent task, with no extra lesson time.

Pupil sheets PDFEditable PowerPointTeacher plan & answers PDF

Stage 1 of 8 · 3 minutes

Arrive

Evaluate an archive record and distinguish evidence from authority.

Think, point, speak, draw or write. You may pass or ask for a quiet start. An adult may scribe your own words.

Stage 2 of 8 · 5 minutes

Read the source

SECONDARY SOURCE CARD describing an archival original: The National Archives passenger list.

Archive record: passenger list for Empire Windrush, arrival in Britain, June 1948.

A passenger list records details of passengers and a journey.

It does not, by itself, explain every passenger's motives or feelings.

Compare with another kind of source before making a wider claim.

Stage 3 of 8 · 5 minutes

Watch a model

  1. Useful for a passenger or journey question: the record was made for the voyage.
  2. Limited for a feelings question: administrative details are not a full personal account.

Point to the detail that supports the answer.

Stage 4 of 8 · 4 minutes

Choose

Which claim goes beyond the list?

Choose first. Give a reason before checking.

Stage 5 of 8 · 3 minutes

Check

Reveal the deciding clue

C

A passenger list cannot establish everyone's feelings.

Keep your first choice. If you change it, say what changed your mind.

Stage 6 of 8 · 12 minutes

Your evidence

Beliefs and values

Identify two sources of authority and explain one meaning from each.

CLASSROOM SOURCE SUMMARIES — paraphrases or explicitly labelled fictional applications; not quotations. Use within the one 40-minute Humanities/RE lesson.

A1. Matthew 7:12 presents Jesus teaching people to treat others as they would wish to be treated. This is a paraphrase of a Christian sacred text.

B1. Humanists UK describes ethical decisions using reason, empathy and concern for wellbeing. This is a summary from a non-religious organisation.

F1. Fictional application: a community display team decides whether a new volunteer should have a way to contribute.

Your tasks

  1. Record what the source is, when it was made and what it is useful for.
  2. Write a judgement with one supported claim and one limit.
  3. Name each source type. Explain how A1 and B1 could support a fair way for the fictional volunteer to contribute.

Writing stays in this open page only. It is not saved or sent. Copy what you want to keep before leaving.

Stage 7 of 8 · 5 minutes

Improve

Check your answer against the source. Show the detail you used.

Add evidence, improve a link, or mark a claim you cannot support.

Keep your first attempt visible.

Stage 8 of 8 · 3 minutes

Reflect

Useful for what? What else would you need?