Two Sources, One Claim

Worked classroom example

History

Worked example

One account says the meeting began at noon; another says “shortly after midday”. Together they support an approximate time, not an exact minute.

Teaching sequence

1. Prepare two short accounts with different perspectives. Introduce two sources, one claim with one clear success criterion: compare one claim with two sources, record where they agree or differ and decide what the combined evidence can support.
2. Model one short example from accounts of a turning point. Think aloud about the language choice and the subject evidence; invite learners to test the example with a partner.
3. Learners apply the move to a new piece of History content. Use the prompt “What can both sources support, and what remains uncertain?” to check whether their language matches their evidence.
4. Collect one independent response. Check that the final claim distinguishes shared evidence from unresolved differences. Record one next step and adjust the scaffold to what this response shows.

Try it tomorrow

Compare one claim with two sources, record where they agree or differ and decide what the combined evidence can support.

Independent check

Check that the final claim distinguishes shared evidence from unresolved differences.

Scaffold built into this activity: Less scaffold

Provide a two-column evidence grid and pre-teach only terms needed to understand the accounts.

Teacher language

Ask learners to point to the evidence, wording or feature behind their answer. Give thinking time before inviting a revision.

Adjust the support

More support

Provide a two-column evidence grid and pre-teach only terms needed to understand the accounts.

Greater independence

Add a third source with a different purpose and ask which claim is best supported overall.

Use the response to choose the next step; the scaffold label describes this activity design, not the learner.