History · Year 6

Active learning ideas

Sources for Local History Research

Active learning helps students grasp the difference between primary and secondary sources by letting them handle real materials. When students sort, overlay, and analyze sources directly, they see firsthand how creators shape what we know about the past.

• National Curriculum Attainment Targets
• KS2: History - Local History Study
• KS2: History - Historical Enquiry

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Document Mystery
• 35 min · Small Groups

Sorting Stations: Primary vs Secondary

Prepare trays with printed maps, photos, letters, and book excerpts. In small groups, students sort items into primary or secondary categories, justify choices on sticky notes, then rotate to review peers' sorts. End with whole-class share-out.

Differentiate between primary and secondary sources when researching local history.

Facilitation Tip

During Sorting Stations, move between groups to listen for reasoning that shows understanding of purpose and audience, not just source age.

What to look for

Provide students with two short descriptions of local historical sites. One description is from a contemporary newspaper article (primary), and the other is from a modern historical society blog (secondary). Ask students to identify which is which and write one sentence explaining their reasoning based on the source type.

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Activity 02

• Document Mystery
• 45 min · Pairs

Map Overlay: Spotting Changes

Provide transparent overlays of old and modern local maps. Pairs align them over current maps, note changes in features like rivers or roads, and hypothesize reasons based on historical context. Record findings in a shared class chart.

Analyze how old maps and photographs can reveal changes to our local site.

Facilitation Tip

For Map Overlay, provide tracing paper or digital layers so students can physically compare features without frustration.

What to look for

Display a historical photograph of a local street scene. Ask students to write down two observations about what the photograph reveals about life at that time. Then, ask them to suggest one question they would want to ask about the photograph if it were a primary source.

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Activity 03

• Document Mystery
• 50 min · Small Groups

Photo Detective: Reliability Hunt

Distribute local historical photos with questions on origin and bias. Small groups investigate creator details using library resources, debate trustworthiness, and present evidence for class vote. Follow with source evaluation checklist.

Evaluate the reliability of different sources for understanding the past.

Facilitation Tip

In Photo Detective, pair students with one photo each to encourage focused observation and shared questioning about bias.

What to look for

Present students with two different accounts of the same local event, one potentially biased (e.g., a political leaflet from the time) and one more neutral (e.g., a factual report). Pose the question: 'Which account do you trust more for understanding what really happened, and why? What makes one source more reliable than the other?'

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Activity 04

• Document Mystery
• 40 min · Individual

Source Timeline: Building Narratives

Individuals select three sources on a local event. They sequence them on personal timelines, note strengths and gaps, then pair to merge into group timelines. Class compiles a master version.

Differentiate between primary and secondary sources when researching local history.

Facilitation Tip

During Source Timeline, assign each group a different event to research so the class builds a comprehensive view of local history.

What to look for

Provide students with two short descriptions of local historical sites. One description is from a contemporary newspaper article (primary), and the other is from a modern historical society blog (secondary). Ask students to identify which is which and write one sentence explaining their reasoning based on the source type.

• Analyze
• Evaluate
• Self-Management
• Decision-Making

A few notes on teaching this unit

Teach this topic by letting students struggle with sources before offering guidance. Research shows that misconceptions about source reliability persist when teachers explain concepts too soon. Instead, use structured activities to reveal gaps in understanding, then clarify with examples from the students' own work. Avoid assuming students know how to evaluate bias or context—model these skills through think-alouds during Sorting Stations.

Students will confidently classify sources, spot changes over time, and explain why some sources are more reliable than others. They will support their ideas with evidence from the materials they examine.

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Watch Out for These Misconceptions

• During Sorting Stations, students may assume all primary sources are completely accurate.

  During Sorting Stations, direct students to compare their chosen primary sources, such as old maps, and note distortions or omissions they find. Ask groups to present one example of a potential inaccuracy and discuss why it might have occurred.

• During Source Timeline, students may believe secondary sources are always less reliable than primary sources.

  During Source Timeline, assign groups a secondary source alongside the primary sources they research. Have them prepare a short argument explaining how the secondary source’s analysis adds value, then share with the class.

• During Photo Detective, students may think photographs capture events exactly as they happened.

  During Photo Detective, ask pairs to annotate their photos with questions about composition, timing, and framing. Then, have them share one observation about how a photo might not show the full story of what happened.

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Methods used in this brief

• Document Mystery