THEN display the list of terms from Resource G: Slide 8, ensuring that pupils understand each term.

LEAD a discussion about what details from the source they have been analysing in pairs could be used as supporting evidence for a particular adjective.

PLACE enlarged versions of the remaining propaganda images on different tables supplied with post-it notes. Divide pupils in to small groups and allow a set amount of time for them to write down adjectives from Resource G: Slide 8 (or their own terms) on to post-it notes relating to their image.

ALLOW time afterwards for groups to gather round tables in turn and for particular groups to hold up their sources and justify the particular words used on their post-it notes.

GIVE OUT a copy of the image of the Sikh corporal from Resource J1 (previously displayed in Resource G: Slide 7).

ASK groups to arrange copies of the propaganda sources previously discussed and arrange these copies around them, placing the ones they think are more realistic compared to the photograph closest to it, and those that are least realistic further away.

(Note: be careful to steer discussion away from dismissing the accuracy of sources totally on grounds of the element of imagination used by their creator. The uniforms may well be accurate even if the scene is fictional.)

LASTLY invite groups to write a sentence describing what the propaganda pictures as a whole suggest the British wanted to believe about Sikh (and other Indian) soldiers.