PUNJABI HISTORY Partition through different sources Learner worksheet Compare a 1947 official record with a later personal recollection, and practise describing each source’s perspective and limits. Suggested group: Older secondary learners, college groups and adult reading circles Session: approximately 60 minutes Goal: Distinguish a contemporary administrative account from a later, mediated personal recollection without assuming that they describe the same journey. Preparation: Read the selected article sections beforehand. Partition involved violence and displacement; give learners the option to step away or use the article summaries rather than full external recordings. The linked lecture contains distressing material beyond the selected account. Do not ask learners to disclose family experiences. READINGS The Partition of Punjab in 1947 https://punjabihistory.com/history/the-partition-of-punjab-in-1947/ Article ID: PH-HIS-0126 Kafila migration and walking routes https://punjabihistory.com/history/kafila-migration-and-walking-routes/ Article ID: PH-HIS-0128 Oral history and Partition memory https://punjabihistory.com/history/oral-history-and-partition-memory/ Article ID: PH-HIS-0141 How should a Partition testimony be quoted respectfully? https://punjabihistory.com/journal/how-should-a-partition-testimony-be-quoted-respectfully/ Article ID: PH-JOU-0023 ACTIVITIES 1. What does the official record establish? (12 minutes) Read the overview’s legal division section and the walking-routes article’s Travel in groups section. Identify the type and date of each cited record. What does the 1947 meeting extract report about convoys, and what can it not tell you about every journey? Record a source and locator. Find the evidence: The Partition of Punjab in 1947 — Independence also divided the province https://punjabihistory.com/history/the-partition-of-punjab-in-1947/#division Kafila migration and walking routes — Travel in groups https://punjabihistory.com/history/kafila-migration-and-walking-routes/#convoys Notes and source locators: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. Compare a recollection and a meeting record (18 minutes) Compare the walking-routes article’s A family recollection with its Travel in groups section. Make two columns for who is speaking, when the account was recorded or issued, and the kinds of detail supplied. What can the personal account add to the official extract? What would you need before claiming both describe the same convoy? Use the article summary if you prefer not to access the longer lecture. Find the evidence: Kafila migration and walking routes — A family recollection https://punjabihistory.com/history/kafila-migration-and-walking-routes/#memory Kafila migration and walking routes — Travel in groups https://punjabihistory.com/history/kafila-migration-and-walking-routes/#convoys Oral history and Partition memory — Reading memories as evidence https://punjabihistory.com/history/oral-history-and-partition-memory/#research Notes and source locators: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 3. Use testimony respectfully (15 minutes) Read the Permission and context and Traceable records sections of the testimony guide. Draft a brief source note for the lecture account that identifies the person, the lecture, and the portion you actually consulted. List one question about access or permission you would resolve before publishing a quotation. Find the evidence: How should a Partition testimony be quoted respectfully? — Permission and context https://punjabihistory.com/journal/how-should-a-partition-testimony-be-quoted-respectfully/#begin-with-permission-and-context How should a Partition testimony be quoted respectfully? — Traceable records https://punjabihistory.com/journal/how-should-a-partition-testimony-be-quoted-respectfully/#leave-a-traceable-record Kafila migration and walking routes — A family recollection https://punjabihistory.com/history/kafila-migration-and-walking-routes/#memory Notes and source locators: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ REFLECTION Which question could one source answer that the other could not? Give one source-specific example and one remaining uncertainty. EXTENSION If appropriate for the group, follow the cited meeting extract and compare its wording with the article summary. The longer lecture includes distressing accounts; do not require learners to listen to it or reproduce testimony. This is an English guided-reading resource. Timing is a suggestion; adapt the reading load. Article citations and limitations remain part of the activity. This pack does not certify attainment or imply external curriculum approval.