History Lesson 1: What is History?
History Lesson 1: What is History? *Becoming Historians*
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History Lesson 1: What is History? *Becoming Historians*
Use an image of an Irish historical site such as Ross Castle, a round tower, or another recognisable monument. If possible, choose an image that also includes books, a map, or historical objects in the visual design.
What are we learning today?
Understand what History is.
Understand why History is important.
Begin to think like a historian.
Learn that historians use evidence to investigate the past.
Success criteria
I can explain what History is.
I can give examples of historical evidence.
I can ask a historical question.
The user asked for learning intention and success criteria on one slide, so keep both together here even though the default lesson shape would normally use only the objective text.
What words come to mind when you hear ‘history’ ?
Use this to surface prior ideas before teaching. Expect words like past, old, castles, people, wars, stories, Ireland, photos, and change over time.
What is History?
History is the study of the past.
It helps us understand:
people
places
events
how life changes over time
Keep the explanation very simple and concrete. Emphasise that history is about finding out how people lived, what happened, and what changed.
Think, Pair, Share
What does the word History make you think of?
Why is it important to learn about the past?
What would you like to know about the past?
This slide is included because the teacher explicitly requested it. Keep it visually distinct so pupils can quickly see this is a discussion moment.
Why Study History?
History helps us:
learn from the past
understand the world today
discover how people lived
remember important people and events
make better choices for the future
Use photos rather than adding more text. You might mention a simple example such as how schools, homes, or transport have changed over time.
History Is Everywhere
We can find history in:
old buildings
monuments
family photographs
objects
books and newspapers
museums
local places
Link this to pupils' own lives by briefly mentioning places they may know in town, at home, or on family trips.
How Do We Know About the Past?
Historians use sources and evidence to find out about the past.
Sources can show us clues about people, places, and events from long ago.
Introduce the words source and evidence clearly here. A source is something from which we get information; evidence is the information that supports an idea about the past.
What is history mainly about?
the past
the future
the weather
the internet
Checks the core idea from slides 2–6: history is the study of the past, and we learn about it through sources and evidence.
Complete the historian facts
History is the study of the past. Historians use sources and evidence to learn about people, places, and events from long ago.
All three blanks are load-bearing terms taught on slides 2 and 6.
What Do Historians Do?
Historians:
ask questions
look for sources
study evidence
decide what probably happened
share what they find
Remind pupils that historians do not guess wildly. They use clues and evidence to make careful decisions.
Your Turn
Look around our classroom.
What could a historian learn about our class 100 years from now?
Write down 5 things in our classroom that could tell a historian about us.
The task should help pupils connect historical thinking to everyday objects. Encourage examples such as books, displays, technology, uniforms, and furniture.
Which job does a historian do?
ask questions
grow crops
paint houses
drive buses
A simple comprehension check from slide 7 before students apply the idea to the classroom task on slide 8.
Name one classroom object a historian could study.
Expected answers should name classroom clues a future historian could study, such as books, computers, displays, uniforms, desks, copies, art, timetables, or toys. Discuss what each item could reveal about school life today.
Historical Sources
photographs
objects or artefacts
buildings
maps
Written and spoken sources
Visual and physical sources
diaries
letters
newspapers
oral history
If possible, add small visual icons or use the design system to support each item, but keep the slide uncluttered. Explain that different source types give different kinds of information.
Primary or Secondary?
Created later to explain or describe the past.
Examples:
textbook
documentary
Secondary source
Primary source
Created at the time, or by someone directly connected to the event.
Examples:
diary
photograph
coin
newspaper article
Keep this introduction simple. Pupils only need the main difference: primary sources come from the time; secondary sources explain the past afterwards.
History on Our Doorstep
Local history in Killarney and Kerry includes:
Ross Castle
Muckross House
Killarney National Park
old photographs of Killarney
old churches and buildings
Use real local images if possible. Mention that history is not only in books; it can be found in places pupils already know.
Which one is a primary source?
documentary
textbook
old diary
history website
Tests the contrast on slide 10. The diary was created at the time, while the others explain the past later.
Sort the source words
A primary source was made at the time. A secondary source was made later to explain the past.
Reinforces the key contrast from slide 10 using the exact child-friendly wording from the deck.
Which local history place have you heard of?
Ross Castle
Muckross House
Killarney Park
Local church
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History Detective Activity
Use the source to investigate:
What can you see?
What do you think happened?
What evidence supports your idea?
What questions would you ask?
Choose one clear source, such as an old local photograph, a classroom object, or an Irish historical image. Encourage careful observation before interpretation.
What should you do first with a historical source?
guess quickly
look carefully
write a story
hide the clues
Checks the investigation habit from slide 12: observe first, then interpret using evidence.
What is one good question to ask about a source?
Good answers should include a careful question about the source, for example: Who is in it? When was it made? Where is this place? What happened before this? Encourage pupils to ask answerable questions based on evidence.
What is one thing you learned today?
Reflection only. Invite short personal responses about the main idea learned, such as history is the study of the past or historians use evidence.
What helped you understand history best?
Reflection only. Students may mention photos, local places, the classroom task, or primary and secondary sources.
Key Vocabulary
History - the study of the past
Past - a time that has already happened
Present - the time we live in now
Source - something that gives information about the past
Evidence - information used to support an idea
Historian - someone who studies the past
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What Did We Learn Today?
Complete these sentences:
History is...
One type of historical evidence is...
One reason History is important is...
One question I have about the past is...
Keep this as a short review and reflection. It gathers the key ideas without introducing new content.
Next Time... Next lesson we will become History Detectives and investigate different historical sources in more detail. *Get ready to investigate the clues from the past!*
End with an enthusiastic tone and connect clearly to the next lesson on using sources in more detail.
