91¶¶Òõ

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91¶¶Òõ

Last updated

29 June 2026

pptx, 8.1 MB
pptx, 8.1 MB
PNG, 674.63 KB
PNG, 674.63 KB
PNG, 345.17 KB
PNG, 345.17 KB

How do historians make inferences from historical sources, and why do different sources sometimes present different views of the past?

This enquiry-based lesson introduces students to the important historical skill of making inferences from sources. Students learn how historians use evidence to draw conclusions that are not directly stated, while also developing their understanding of bias, purpose, audience and perspective.

The lesson begins by exploring what inference means and builds on students’ prior knowledge from primary school. Through a series of carefully selected picture sources, students practise making inferences and, crucially, explaining the evidence that supports their conclusions. This helps them develop confidence in justifying their ideas rather than simply making observations.

Students then apply these skills to written historical evidence, including extracts from Samuel Pepys’ diary describing the Great Fire of London. They investigate what historians can infer from first-hand accounts and consider both the strengths and limitations of eyewitness evidence.

The lesson concludes with a comparison of two contrasting sources relating to the role of ARP wardens during World War II. Students analyse a government poster alongside a diary entry, identifying the different inferences that can be drawn from each source and explaining why official messages may differ from personal experiences. This provides an excellent opportunity to explore bias, purpose and the importance of considering multiple perspectives when studying history.

Throughout the lesson, differentiated support, model answers and guidance are provided to help students develop their inference skills and become more confident historical thinkers.

The plenary reinforces key concepts by challenging students to apply their understanding and draw reasoned conclusions about the past.

Included in this lesson:
Fully editable PowerPoint
Introduction to historical inference and source evaluation
Picture and written source analysis activities
Investigation using Samuel Pepys’ diary and contrasting World War II sources
Differentiated support with model answers and scaffolding
Plenary to consolidate inference skills and historical thinking

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KS3 History Skills Complete Bundle

These lessons are designed to enable students to think like real historians and prepare for assessment and exam techniques! They build up mastery in the essential historical skills of inference, the use of sources, chronology, analysis, cause and consequence, enquiry, interpretation and significance. Baseline Assessment 91¶¶Òõt: This can be used to assess what students know and which historical skills have they acquired from primary school. What is History: This is an ideal lesson to introduce the subject by focusing on the skills required by historians to investigate the past, including chronology and time. Inference: Students will learn how to ‘read between the lines’ of evidence and developing the critical skills of drawing conclusions from clues in both written and visual sources. This lesson will also build their analytical thinking, essential for understanding past perspectives and motivations. Cause and Consequence: Students examine how and why events occurred and the impact they had. This will encourage deeper thinking about the causes and effects of decisions and actions throughout history. Interpretation: Through guided tasks, learners examine different views about the past and develop their own, supporting them with evidence. This will help them build evaluative skills and support extended argument writing. Significance: Students are challenged to assess what makes an event, individual or development important, helping them in their future studies to make value judgments supported by historical criteria. Change and continuity: This lesson will help students understand the significance of change and continuity in history by exploring the evolution of medical treatment over time. Beginning with key definitions and historical context, it encourages critical thinking about why and how methods of treatment have developed from medieval practices to modern healthcare. The lesson supports AO1 and AO2 skills and supports thematic understanding. Historical investigations: The Princes in the Tower lesson will encourage students to evaluate conflicting sources, question reliability and come up with their own evidence-based conclusions about this unsolved historical mystery. These skills are not only vital for exam success, but are also transferable across subjects and essential for developing critical and reflective thinkers. These lessons are perfect for KS3 and can be used as standalone skills lessons, revision tools or embedded into wider schemes of work. The lessons are broken down into the following: L1 Baseline Assessment 91¶¶Òõt L2 What is History? L3 Historical Sources L4 Cause and consequence L5 Historical significance (X Factor) L6 Historical Inferences L7 Historical interpretations L8 Change & Continuity (Free resource) L9 Historical investigation – Princes in the Tower The resources all come in PowerPoint format if there is a wish to edit and change. Any reviews would be gratefully received.

£19.50

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