Below are two options to investigate the key question - ‘How modern was society in 1914?’ All of these options use the Historiana World War 1 module - section 2a Modern World source collection. The source collection is large and you could use just a part of the collection rather than the whole. With all of the options below you must discuss the students’ findings and get them to justify their answers by referring to the specific sources which support or challenge their argument. Option A: A continuum from familiar to unfamiliar Give students a copy of the source collection 2a Modern World. You could give the collection to pairs, fours or even individually. Depending on the ability of the class you could give the sources with the contextual information or without. Get the students to imagine a continuum line on their desk from “very familiar” to “very unfamiliar”. The students then must sort the images along this line. They should put images which are very familiar to them, for example those that really show a very modern world at one end and those that are not familiar, for example those that show a more traditional society at the other end. This will get the students to really think about how modern society was in 1914 by comparing it to the modern society they live in. After the sorting activity it is crucial to discuss what the students have discovered as a class. You could ask them some of the following questions: How modern is this society? Is it modern for everyone? Is it modern everywhere? Option B: Sorting exercise Give students a copy of the source collection 2a Modern World. You could give the collection to pairs, fours or even individually. Depending on the ability of the class you could give the sources with the contextual information or without. Now you should use the sources in the manner of a card sort. Each source is a ‘card’. Students have to sort the sources into two different piles with each question. Encourage them to really justify their decisions and think about why they have placed the cards in the different piles. Scenario a: Would this scene have been possible a 100 years earlier (in 1814)?
Below are two options to investigate the key question - ‘How modern was society in 1914?’ All of these options use the Historiana World War 1 module - section 2a Modern World source collection. The source collection is large and you could use just a part of the collection rather than the whole. With all of the options below you must discuss the students’ findings and get them to justify their answers by referring to the specific sources which support or challenge their argument. Option A: A continuum from familiar to unfamiliar Give students a copy of the source collection 2a Modern World. You could give the collection to pairs, fours or even individually. Depending on the ability of the class you could give the sources with the contextual information or without. Get the students to imagine a continuum line on their desk from “very familiar” to “very unfamiliar”. The students then must sort the images along this line. They should put images which are very familiar to them, for example those that really show a very modern world at one end and those that are not familiar, for example those that show a more traditional society at the other end. This will get the students to really think about how modern society was in 1914 by comparing it to the modern society they live in. After the sorting activity it is crucial to discuss what the students have discovered as a class. You could ask them some of the following questions: How modern is this society? Is it modern for everyone? Is it modern everywhere? Option B: Sorting exercise Give students a copy of the source collection 2a Modern World. You could give the collection to pairs, fours or even individually. Depending on the ability of the class you could give the sources with the contextual information or without. Now you should use the sources in the manner of a card sort. Each source is a ‘card’. Students have to sort the sources into two different piles with each question. Encourage them to really justify their decisions and think about why they have placed the cards in the different piles. Scenario a: Would this scene have been possible a 100 years earlier (in 1814)?
A%20new%20modern%20age%20-%20teacher%20-%20lesson%20plan.docx