Local History: Our Story Since 1066 · Summer Term

Sources for Local History Research

Learning to use primary and secondary sources like maps, photographs, and documents to research local history.

About This Topic

This topic focuses on the concept of 'continuity and change' by tracing the evolution of the local site through different historical periods. Students use primary sources like old maps, census records, and photographs to see how the site's function and appearance have shifted. This unit addresses KS2 targets for chronological understanding and the use of diverse historical sources.

Whether a site has transformed from a manor house to a school, or a dockyard to a shopping centre, students learn that history is a process of constant adaptation. Students grasp these concepts faster through structured discussion and peer explanation of the 'clues' found in different historical layers.

Active Learning Ideas

Inquiry Circle: Map Layering

Groups are given maps of the local area from 1850, 1920, and 1980. They must 'layer' them (or use tracing paper) to identify which buildings disappeared and which new ones appeared, creating a 'change timeline'.

⏱ 45 min·Small Groups

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Stations Rotation: Evidence of Change

Stations feature different types of evidence: a Victorian photograph, a newspaper clipping from the 1950s, and a modern digital map. Students record one 'fact' and one 'inference' about the site from each station.

⏱ 40 min·Small Groups

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Think-Pair-Share: The Biggest Change

After looking at the evidence, pairs discuss what they think was the 'turning point' for the site (e.g., the arrival of the railway, a fire, or a change in ownership). They share their reasoning with the class.

⏱ 20 min·Pairs

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Watch Out for These Misconceptions

Common Misconception

Change happens all at once.

What to Teach Instead

Change is often slow and incremental. A 'slow-motion timeline' activity helps students see how a building might be modified over decades rather than being replaced in a single year.

Common Misconception

Newer is always 'better'.

What to Teach Instead

Historians look at change neutrally. Peer discussion about what was 'lost' when a site changed (e.g., green space, traditional crafts) helps students develop a more balanced historical perspective.

Frequently Asked Questions

What is the best source for seeing how an area has changed?

Ordnance Survey maps are the 'gold standard'. Comparing a 'First Edition' map (c. 1840s) with a modern one provides an immediate visual record of urban growth, industrialisation, and changes in land use.

How do national events affect local sites?

Events like the Industrial Revolution might bring a railway to a village, while the World Wars might lead to a local building being used as a hospital. Local history is the 'front line' of national history.

How can active learning help students understand continuity and change?

Active learning, like 'map layering' or 'then-and-now' photo matching, makes the abstract concept of 'time' visible. When students physically spot the differences between two versions of the same street, they are practicing high-level historical analysis without needing complex terminology.

Why do some buildings stay the same for hundreds of years?

Buildings often stay the same if they continue to be useful (like a church) or if they are protected by law (listed buildings). This 'continuity' is just as important to study as the 'change'.

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