Rationale and learning intentions

The focus for this enquiry is on the use of historical sources.  In particular it aims to help pupils to see how different sources can be useful for different purposes, how historians must select relevant evidence from sources and how they construct a valid narrative from this evidence.  This is a study in depth into one incident within the story of D-Day.  As with most such studies it is important that pupils have a grasp of the wider narrative of the Normandy Landings.
Teachers will be able to adapt the instructions and sources suggested here, to suit their own context but the core activity (enhancing a given narrative) should work with most ages and abilities.  Downloaded files can be edited electronically by teacher and/or pupils of course.

Resources required

• Resource H: Pegasus Bridge
  (illustrations, 100 word ‘Encyclopaedia’ entry + 4 separate accounts of the capture of the bridge)
• Resource O: Map
  

1 – The challenge

The teacher assumes the role of the editor of an encyclopaedia.  He or she is concerned that the existing entries about the capture of Pegasus Bridge are simply not good enough.  Pupils receive the encyclopaedia’s existing “Outline narrative” that is provided with the source collection (Resource H).  The editor stresses that the narrative is accurate – but complains that it is dry and too short (100 words).  The pupils are challenged to study the sources provided and to use these to enhance the “Outline narrative”.  The editor gives a new word limit (e.g. 500 words) and a set of criteria that the new narratives must meet.  These could be based on Enquiry 1, if pupils have done that work i.e. the new narrative must include examples of all the factors that made D-Day successful.  Or the editor could demand e.g. more human interest, more drama, a greater sense of how the attack could have gone wrong, more direct quotation from sources, the use of ONE picture, more about why the attacks mattered so much.  Above all, the editor stresses that the reputation of the encyclopaedia is that nothing is included that cannot be supported from original sources.

2 – Research

The activity can be carried out by individuals or groups.  All might work to the same instructions, or each might be given a different emphasis for their re-worked narrative.  Sources can be issued together as a single pack, or released one by one so that the editor / teacher can get pupils to evaluate each one for its usefulness in enhancing the narrative in a particular way.

3 – Writing

Once pupils have selected relevant extracts and or evidence (Resource H & Map), they must set about writing their enhanced narrative.  The editor/teacher could usefully model the language skills demanded here, e.g. how to use pithy quotations, precise examples, lists, dramatic short sentences etc.

4 - Assessment

As this task will have had clear criteria at the outset, it lends itself to effective self and peer assessment.  Pupils could prepare a “before” and “after” presentation showing the old and new narratives, annotating features that show how they have met the editor’s criteria.

5 – Reflection

The teacher (no longer an editor!) asks pupils what they have learned from this exercise about how historians use sources.  In particular there could be discussion about what makes a source “useful” and how this depends on context and purpose.  As it stands, this task is not designed to address issues of “reliability” – but they can of course be addressed.