Lesson Plan

• Analyse primary and secondary sources for content, context, purpose and audience.
• Evaluate the reliability, bias and significance of historical sources.
• Construct evidence‑based interpretations that link sources to broader historical arguments.
• Compare multiple sources to identify contradictions and gaps.
• Apply a structured source‑based paragraph format in essay writing.

• Projector and screen
• Whiteboard and markers
• Printed source packets (propaganda poster, treaty excerpt, newspaper editorial, diary entry)
• Worksheet with AO3 analysis template
• Pens, highlighters
• Exit‑ticket slips

Begin with a striking WWII propaganda poster to spark curiosity about how sources shape opinions. Ask students what they already know about source analysis and why it matters for historical arguments. Explain that by the end of the lesson they will be able to meet the AO3 success criteria for A‑Level history essays.

1. Do‑now (5') – Students examine the poster, note observations, and share one prior‑knowledge point about propaganda.
2. Mini‑lecture (10') – Overview of AO3 requirements and the four‑step analysis process (Identify, Describe, Explain, Contextualise).
3. Guided practice (15') – In pairs, students analyse a treaty excerpt using the four‑step process; teacher circulates to model evaluation language.
4. Group activity (15') – Each group evaluates a newspaper editorial, discussing bias, reliability and representativeness; groups present key findings.
5. Independent task (10') – Students interpret a personal diary entry, linking it to wider wartime developments and write a short source‑based paragraph.
6. Plenary (5') – Recap the AO3 steps; exit ticket: write one tip for evaluating sources that they will use in their next essay.

Summarise the five AO3 steps and highlight how each was applied during today’s activities. Collect exit tickets to gauge understanding, and remind students to complete a full AO3 essay on the practice question “To what extent did propaganda influence public opinion during the Second World War?” for homework.