Choose a route… | Year 11 Modern History · T1 W1–2 · Daily Choices

Offer the three routes without assigning one to a diagnosis. The teacher may read every card aloud without adding content. A partner may help locate a line, then the learner makes the judgement. The teacher records substantial prompting. Each response must name source evidence and a limit, however it is expressed. Print alternatives support large text, tactile positioning and no-colour use.

Day	Route A · private text	Route B · dialogue/audio	Route C · move/map/AAC	Shared target
1	Write two questions for A and mark its answer line.	Hear A read; speak/dictate two questions and point to phrase.	Place ANSWERABLE / NEED MORE SOURCE labels beside two typed questions; select evidence by AAC or pointing.	One source can answer a bounded question.
2	Make a two-row purpose/audience table for A/B.	Interview a partner as “source detective” about maker/purpose; dictate limits.	Sort maker, audience and limit cards under A/B; photograph or label the result.	Compare usefulness for a stated claim.
3	Write an “although/also/unknown” two-source sentence.	Speak the two claims, using A/B IDs; recorder or teacher transcribes verbatim.	Put A/B/E tokens on stated / question / later view rungs; explain placements.	Distinguish ideal from lived rights.
4	Draw a dated four-step timeline and one change claim.	Hear four dated events; narrate correct order and state the 1777/1781 distinction.	Order four tactile date cards, then use a labelled arrow for a bounded change.	Keep chronology and event type accurate.
5	Check A in writing: claim, phrase, limit, next source.	Hear F exactly; give the four parts orally with no content hint.	Use four labelled evidence boxes and dictate/choose source details.	Evaluate a new petition's use and limit.
6	Write C's Article II claim and non-claim.	Explain aloud who “state” means; identify one missing rights source.	Put “state power” and “personal freedom” tokens into supported / unshown columns with source C.	Scope sovereignty to the document.
7	Write A/D comparison with dated citations.	Record 30-second comparison; say which source answers recognition.	Connect declaration and recognition cards with two dated arrows; label one unanswered issue.	Distinguish stated independence from recognition.
8	Write E's type, purpose, question and missing voice.	Discuss E after hearing it; dictate a corroboration plan with A/B IDs.	Sort period/later cards; arrange source gap tokens; use AAC to state next search.	Identify later interpretation and corroboration.
9	Write 90–130 words with A/C/D and B or E counterpoint.	Speak a 60–90-second argument; teacher transcribes source IDs and limit.	Fill argument weave boxes with source tokens and narrated links; photograph full labels.	Synthesise dated evidence without universal claims.
10	Check B in writing with G/H and two separate limits.	Hear G/H; state claim and limits orally before feedback.	Put G/H evidence tiles in two lanes and compose claim/limits with labels or AAC.	Test an overbroad freedom claim using fresh sources.