Retrieving how sources work

Arrival decision: Take the three campaign sources and the two hope sources from the envelope. Everyone works with the same five.

In the envelope are five source cards. Three come from a campaign for a change in the law: a printed handbill, a photograph of a march, and a line from a council minute. Two describe how people in one faith have spoken about suffering and about hope.

Have every learner read all three before choosing. A choice made after one card is a first impression, not a judgement.

One claim, three sources

Source B speaks to the claim. It is about what the council did. Source A shows the campaign existed, which is a different thing.

The need for this lesson is that difference. A source about the campaign is not automatically a source about the change.

Do not take an early answer. The first answer spoken aloud becomes the room answer, which is precisely what commit and reveal exists to prevent.

Matching a source to a claim

The diagram puts one claim at the top and three sources under it. The thick line runs to the source that speaks to that claim.

That is why you test a source against a claim rather than ranking sources on their own.

Model the claim swap. It is the fastest way to show that usefulness is a relation and not a property of the card.

Choose your source. Hold it. Reveal together.

Commit first: write your card letter for each claim and turn it face down. Everyone commits at the same time, and nobody reveals until every board is down. Then we hold up together.

Wait for every board to be face down, however long it takes. A learner who changes after a reason has done what the lesson is for.

Two answers to a hard time

Look at the diagram. One circle, two boxes. When a time is hard, people work to change it, and people also work to bear it.

Both boxes can be true of the same people in the same year. Reading one as giving up on the other is the error to avoid.

Keep the register descriptive. Nobody speaks for a faith, and nobody is asked whether they hold one. If a learner offers their own belief, receive it briefly and return to the card.

Which box does the card belong in?

Scribe exactly, including the quoted phrase. The phrase is what makes the answer evidence rather than impression.

Your record: sources, claims, and two answers

Record route and scribing on the evidence line, keeping adult support visible and separate from the learner own words.

Audience receives; influence changes something

Keep the record. The source work here is the same work the summer assessment asks for.

Close by naming one learner whose phrasing changed after a partner named the wrong claim. That is the influence record.