Sources and Methods of… · SHS2 History

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.3 - Assess authentic online historical sources.

By the end of the lesson, learners can:

identify at least four characteristics of authentic online historical sources, using the “5Ws and 1H” principle as a guide.
apply the 5Ws and 1H framework to evaluate the authenticity and reliability of a given online historical document, visual, or audio.
differentiate between authentic and fake online historical sources by comparing origin, purpose, and evidence presented.
explain at least two dangers of using fake online sources in writing history, and justify the importance of using authentic sources.
use the 5Ws and 1H framework to evaluate one online source individually and present a short written justification of their verdict.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Historical Inquiry and Writing (Strand 1)
Sub-strand: Sources and Methods of Reconstructing History (1.2)
Content standard: 2.1.2.CS.1 - Develop application of skills in analysing and interpreting primary and secondary sources. 2.1.2.LO.1 Employ relevant historical skills to categorise, analyse historical sources, and detail how to contextualise and corroborate them to determine their overall authenticity and reliability.
Indicator: 2.1.2.LI.3 - Assess authentic online historical sources.
Suggested placement: Semester 1, Week 3 (Week 3 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 65

Exemplars (from the NaCCA curriculum)

Enquiry Routes: Which online sources are authentic for writing history? How do historians determine authenticity of online sources? How accessible are online sources?
Project-Based Learning: Learners explore archival sites on the internet to find primary and secondary sources (e.g., https://archive.org/, https://ghanamuseums.org/, https:// gmmb.gov.gh /, https://praad.gov.gh/) HINT: Teacher must pause intermittently to explain visuals to visually impaired learners
Collaborative Learning:
- Learners work in pairs to analyse the originality and credibility of online sources using the '5Ws 1H' principle.
- Using document-based questions, learners analyse the authenticity and reliability of online historical documents.
- In a Jigsaw activity, learners examine the authenticity of historical visuals, audios, and multimedia sources.
- In small groups, learners prepare a presentation on deciphering fake historical sources from authentic sources. HINT: Let learners who cannot speak use sign to demonstrate the things they cannot say or mention.
- Working in pairs, learners discuss the relevance of using authentic online sources in writing history.
- In a fishbowl activity, learners discuss the dangers associated with using 'fake' historical sources in studying and writing history.
Teaching and Learning Resources:
- Primary sources (old photographs, art forms, artefacts, funeral brochure, minutes, newspapers, personal diaries, etc.)
- secondary sources (Textbooks, magazines, journals, etc.)
- Documentaries on primary and secondary sources
- VFTs on museums or archival centres.
- A resource person
- Tape/audio recorder
- Internet access
- Computer/ laptop/mobile phone, speaker-out devices.
- Stationery
- Historical sources (e.g., presidential speeches, independence speech of Ghana, memoirs, personal diary, textbooks, court records, newspaper, etc.)
- A chart showing the 5Ws and how it is used to determine the authenticity of the historical sources.
- Online historical sources (visuals, audios, multimedia, documents, archival materials)
Assessment (2.1.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.