Sources and Methods of… · SHS2 History

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.1 - Categorise sources of history into Primary and Secondary.

By the end of the lesson, learners can:

Define a historical source and explain why sources are necessary for reconstructing history.
Distinguish between primary sources and secondary sources, giving at least three accurate characteristics of each.
Classify at least ten different pieces of historical evidence (e.g., diary, textbook, funeral brochure, newspaper, artefact) correctly as either primary or secondary sources.
Justify their classification of a given source with a clear reason tied to the source’s origin and relationship to the event in question.
Work collaboratively in groups to collect and sort community-based historical evidence into primary and secondary categories.

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Curriculum details

Strand: Historical Inquiry and Writing (Strand 1)
Sub-strand: Sources and Methods of Reconstructing History (1.2)
Content standard: 2.1.2.CS.1 - Develop application of skills in analysing and interpreting primary and secondary sources. 2.1.2.LO.1 Employ relevant historical skills to categorise, analyse historical sources, and detail how to contextualise and corroborate them to determine their overall authenticity and reliability.
Indicator: 2.1.2.LI.1 - Categorise sources of history into Primary and Secondary.
Suggested placement: Semester 1, Week 1 (Week 1 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 64

Exemplars (from the NaCCA curriculum)

Enquiry Routes: What pieces of evidence help us in writing history? How are primary sources different from secondary sources? What is the significance of using primary sources in historical writing?
Project-Based Learning:
- In small groups, learners collect pieces of historical evidence (old photographs, family albums, birth and death records, art forms, oral accounts, written texts, artefacts, etc.) from the community including private, family and school library and archives.
- In pairs, learners classify pieces of historical evidence into primary and secondary sources.
- In mixed-ability groups, learners develop a poster to differentiate primary and secondary Sources. HINT: Encourage Approaching Proficiency learners to volunteer and share their ideas.
- Learners watch documentaries on why both primary and secondary sources are critical in studying and writing history.
Collaborative Learning:
- With the help of the internet, learners discuss in groups how secondary sources complement primary sources in historical writing.
- Learners hold a discussion with a resource person on some aspects (social, economic, political, etc.) of the community's history.
- Using talking circles, learners form opinions on how oral history can be used together with other sources to reconstruct the history of their community.
Experiential Learning: Learners embark on a field trip or a Virtual field Trip (VFT) to the nearest community museum or archival centre to study Primary sources and how they are collected.
Teaching and Learning Resources:
- Primary sources (old photographs, art forms, artefacts, funeral brochure, minutes, newspapers, personal diaries, etc.)
- secondary sources (Textbooks, magazines, journals, etc.)
- Documentaries on primary and secondary sources
- VFTs on museums or archival centres.
- A resource person
- Tape/audio recorder
- Internet access
- Computer/ laptop/mobile phone, speaker-out devices.
- Stationery
- Historical sources (e.g., presidential speeches, independence speech of Ghana, memoirs, personal diary, textbooks, court records, newspaper, etc.)
- A chart showing the 5Ws and how it is used to determine the authenticity of the historical sources.
- Online historical sources (visuals, audios, multimedia, documents, archival materials)
Assessment (2.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.