Made by Matt Humanities & RE

LAUNCH pathway · Humanities / RE · Autumn 1 · Week 6

An account with evidence

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

Write a connected account and explain a viewpoint on peace.

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 TEACHING SUMMARY: The National Archives and UK Parliament.

A. In 1948, Empire Windrush brought passengers from the Caribbean to Britain.

B. In 1963, Bristol campaigners opposed a bus company's racial discrimination.

C. Paul Stephenson and other organisers helped lead that campaign.

D. The 1965 Race Relations Act prohibited racial discrimination in some public places.

Stage 3 of 8 · 5 minutes

Watch a model

  1. Question: How did people challenge unfair treatment in Britain?
  2. Use a claim, selected evidence and explanation. Qualify claims that go beyond the sources.

Point to the detail that supports the answer.

Stage 4 of 8 · 4 minutes

Choose

Which ending is defensible?

Choose first. Give a reason before checking.

Stage 5 of 8 · 3 minutes

Check

Reveal the deciding clue

B

It fits the evidence and avoids total or single-cause claims.

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

Stage 6 of 8 · 12 minutes

Your evidence

Beliefs and values

Distinguish an observance from the reasons different people may give for valuing peace.

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

R1. The Royal British Legion links remembrance with hope for peace and says wearing a poppy is a choice.

A1. Matthew 5:9 presents Jesus praising people who make peace.

B1. Humanist ethical thinking can use empathy and experience to consider how actions affect others.

Your tasks

  1. Write two connected paragraphs answering the question.
  2. Add a source judgement: usefulness and limitation.
  3. Using A1 and B1, suggest two different reasons for peaceful action. Use R1 to explain why this does not require identical remembrance practices.

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

Which claim is strongest, and what supports it?