Warm up: teacher tells students they are about to write the definitive history of Race and American Society – what will be the most important historical source they will need to use?
Introduction: Teacher informs students of the learning aims and objectives of the lesson. Students will be made aware of what they will have learned by the end of the lesson. The teacher will also set the lesson in the context of the course and highlight links to other key areas where appropriate.
Teacher outlines to students issues that surround the interpretation, evaluation and use of historical sources as evidence in context, and the role of interpretations. Teacher goes on to explain that this will no be introduced in brief but developed in depth throughout the course.
Students could then be given a selection of source materials relating to Race and American Society 1865-1970s. These sources could include:
Photograph showing the lynching of Tom Shipp and Abe Smith in 1930 (in Willoughby, p65)
Photograph showing the Tommie Smith ‘black power salute’ at the 1968 Olympic Games http://news.bbc.co.uk/onthisday/hi/dates/stories/october/17/newsid_3535000/3535348.stm
Extract from the film ‘To Kill a Mockingbird’ (1962) http://www.youtube.com/watch?v=ZYQOWfMGA_k
Extract / film clip from the 1963 ‘I have a dream’ speech in 1962 (in Farmer and Sanders p62) http://www.youtube.com/watch?v=PbUtL_0vAJk
Students could be asked to comment on one, a selection, or all of the sources/extracts used in the exercise. Comments and initial reactions could focus on:
The different types of sources used – what issues do different types of sources raise for historians?
Teachers need to ensure that certain key words and phrases are fully understood by the students at the outset.
Students could be encouraged to create their own glossary or teachers may provide glossaries in the course handbooks. Key words and phrases include: