Welcome to Story, Source, Scholarship
This website is testament to the hard work and generous sharing spirit of the History teacher Twitter community. The resources that you will find on this website have been put together by over thirty teachers (at last count!), mainly from the U.K and as far away as Australia. Feel free to use and adapt for your own teaching, and please get in touch to share any new versions that you create.
I have organised the resources on the website by the time periods found in the menu bar at the top of the homepage. Download links can be found below the image of each resource.
The origins of the Story, Source, Scholarship model.
As part of an overhaul of our Key Stage Three History curriculum and schemes of work towards the end of the 2018/19 academic year, discussions in the history department turned to our wish to ensure our lessons were more historically rigorous. We wanted students to have a strong sense of period grounded in a clear narrative and the ability to link this contextual knowledge to some of the iconic primary sources of the time. Finally (and the part that was most noticeably missing from our units of work) we also wanted to ensure that we facilitated an environment in which students could engage in key historiographical debates.
The idea of ‘Story, Sources, Scholarship’ was therefore born out of this intent and builds heavily on the work of several other twitter heroes of mine, combining Simon Beale’s ‘Guided Reading’ activity and James Fitzgibbon’s ‘Source and Scholarship Seasoning’ worksheet. In the ‘Story, Source, Scholarship’ model students begin with a ‘guided reading’ activity that provides a clear thread of the key events of the time, requiring them to create simple summaries of the key events, themes, or concepts studied as part of the enquiry. This guided reading provides students with a content reference point for later source analysis and scholarship evaluation – clear narrative accounts therefore work best.
This new contextual knowledge is then used to inform an analysis of ‘Sources’ and ‘Scholarship’ starting with a simple task to interpret the message of the sources, before looking at the work of eminent historians in relation to the enquiry.
To finish, I would encourage students to construct their own informed historical interpretation by answering the main enquiry question using detailed knowledge from their guided reading task, an analysis of the primary and secondary sources that they have examined, and the views of the historians they had encountered.
I have explained the Story, Source, Scholarship model below.
Download the PDF file of this ‘History How To’ file below.
For more ideas for the History classroom explained by History teachers, go to Greg Thornton’s brilliant blog here: https://mrthorntonteach.com/howto/
Whilst I am very pleased with the Story, Source, Scholarship model as a way of raising challenge, embedding academic reading in lessons, and ensuring that students are given the tools with which to construct more rigorous interpretations through source analysis and scholarship evaluation, I am under no illusions that this is the finished article. As with all good teaching, there is space for refinement and improvement. Any constructive criticism would be welcomed and suggestions for adaptations to further improve this model would be gratefully received.
Dan Warner-Meanwell – @mrwmhistory