HASS · Foundation · Who Am I and My History · Term 1

Understanding Historical Sources: Primary vs. Secondary

Students will learn to differentiate between primary and secondary historical sources and understand their uses in historical inquiry.

• ACARA Content Descriptions
• AC9H7S01
• AC9H7S02

About This Topic

This topic introduces Foundation students to the concept of personal identity and history. Under the ACARA framework, students begin to understand that they have a unique story that includes their name, birth date, and the people and places they are connected to. It is the first step in developing historical inquiry skills by using personal experiences as primary sources. By exploring what makes them special, children learn to value diversity within their classroom and the broader Australian multicultural community.

Understanding identity at this age is not just about facts; it is about belonging. Students explore how their stories are part of a larger narrative that includes their family and school. This topic comes alive when students can physically share objects and stories through peer-to-peer interactions, making the abstract concept of 'history' tangible and personal.

Key Questions

1. Differentiate between primary and secondary historical sources with examples.
2. Analyze why historians rely on primary sources for accurate historical accounts.
3. Evaluate the reliability of different types of historical sources.

Learning Objectives

• Identify examples of primary and secondary sources related to personal or family history.
• Classify given historical sources as either primary or secondary.
• Explain why a historian might prefer a primary source over a secondary source for specific information.
• Compare the information provided by a primary source with that of a secondary source on the same topic.

Before You Start

Personal and Family Identity

Why: Students need to have begun thinking about their own history and family connections to understand how these can be sources of information.

Objects and Belongings

Why: Familiarity with tangible items and their purpose helps students grasp the concept of an artifact as a historical object.

Key Vocabulary

Primary Source	An original document or object created at the time under study, such as a diary, photograph, or artifact.
Secondary Source	A document or recording that analyzes, interprets, or summarizes information from primary sources, such as a textbook or encyclopedia article.
Historical Inquiry	The process historians use to investigate the past, asking questions and looking for evidence in sources.
Artifact	An object made by a human being, typically an item of cultural or historical interest, like a toy or a tool from the past.

Watch Out for These Misconceptions

Common Misconception

Students might think history only refers to old people or things that happened a long time ago.

What to Teach Instead

Explain that history starts from the moment we are born. Using personal photos from when they were babies helps students see themselves as historical subjects, a realization often sparked during group photo-sorting activities.

Common Misconception

Children may believe everyone's 'story' or home life is exactly like theirs.

What to Teach Instead

Use structured sharing circles to highlight different traditions or languages spoken at home. Hearing directly from peers helps children accept different 'normals' more effectively than a teacher simply stating that differences exist.

Active Learning Ideas

Gallery Walk: The Museum of Me

Students bring in one item or drawing that represents a special part of their story. They place these on their desks and walk around the room in small groups, looking at the 'exhibits' and asking questions about their classmates' unique backgrounds.

30 min·Whole Class

Think-Pair-Share: Name Stories

Teachers prompt students to think about who gave them their name or what it means. Students pair up to share their name story before telling the whole class one thing they learned about their partner's name.

15 min·Pairs

Inquiry Circle: Our Birthday Map

Create a large visual timeline or circle on the floor representing the months of the year. Students must work together to stand in the correct spot for their birthday, helping each other identify where they fit in the class story.

20 min·Whole Class

Real-World Connections

• Museum curators use primary sources like old letters, clothing, and tools to build exhibits that tell the story of a place or time. For example, the National Museum of Australia uses diaries and photographs from early settlers to show life in colonial times.
• Genealogists, people who research family histories, often search for primary sources like birth certificates, marriage records, and family Bibles to find accurate information about ancestors.
• Journalists investigating a current event might interview people who were there (primary sources) and also read news reports written later (secondary sources) to get a full picture.

Assessment Ideas

Exit Ticket

Provide students with pictures of a family photo album and a history textbook page about their grandparents. Ask them to circle the primary source and draw a star next to the secondary source, then write one sentence explaining their choice.

Discussion Prompt

Show students a photograph of a historical event (e.g., a street scene from 100 years ago) and a short paragraph from a history book describing the same scene. Ask: 'What does the photograph tell us that the book might not? What does the book tell us that the photograph might not? Which one would you trust more to know exactly what happened, and why?'

Quick Check

Hold up various objects or images (e.g., a child's drawing, a storybook about dinosaurs, a grandparent's old toy, a school history book). Call out 'Primary!' or 'Secondary!' and have students give a thumbs up if they agree with your classification. Briefly discuss any disagreements.

Frequently Asked Questions

How do I include students who may not know their birth details or early history?

Focus on the 'now' and the 'unique' rather than just chronological facts. Emphasize that stories can be about what we love today, our favorite hobbies, or the people who care for us now. In a student-centered classroom, the focus is on the child's current identity and their place in the school community.

What are the best hands-on strategies for teaching personal identity?

Use 'Identity Bags' where students collect items that represent them, or 'Life Ribbons' where they mark key events with drawings. Active learning strategies like Gallery Walks allow students to see the physical diversity of their peers' lives, making the concept of 'unique' visible and celebrated rather than just discussed.

How does this topic link to the Australian Curriculum?

It directly addresses AC9HASSFK01, which focuses on students identifying who they are and who the people in their world are. It sets the foundation for historical understanding by teaching students to sequence events and use personal artifacts as evidence.

How can I involve parents in the 'My Unique Story' topic?

Ask parents to share a short anecdote about the child's name or a special milestone. Students can then 'report' this back to a small group, turning the home-school connection into an active oral storytelling exercise.