You will learn
- Choose a question.
- Collect evidence.
- Organise and compare.
- Present conclusions.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- An enquiry starts with a question.
- We use more than one source.
- We compare evidence.
- We present conclusions honestly.
Words to know
a careful search for answers to a question
information used to support an answer
a decision reached from evidence
something that gives information
1. Discover: The history of our school
Ms Smith’s class asks, “When was our school founded and how has it changed?” They look at an old photograph, read the school plaque, ask a retired teacher (with permission) and study a map. “The photo shows a smaller building,” says Kofi. “The teacher said it started under a tree,” says Fatmata. They put the evidence on a timeline and share their conclusion.
Think: What would you like to find out about your town?
2. Understand: Local enquiry
Idea 1: Plan
An enquiry is a careful search for answers. Start with a clear question, list possible sources (photos, objects, maps, books, people), and decide who will do what. Plan safety and permission.
Idea 2: Collect and compare
Collect evidence from at least two kinds of source, record where each came from, and put it in order. Compare: do sources agree? Note gaps and different views. Do not copy exactly; use your own words.
Idea 3: Conclude and share
A conclusion is a decision reached from evidence. Say what you found, how you know, and what you still do not know. Present with a timeline, display or talk. Thank those who helped and keep personal details private.
3. Worked examples
Example 1 (I show you): Question
Make one.
- Think.
- Write.
- Check.
Answer: When was our school founded?
Example 2 (We do it together): Sources
Name two.
- Think.
- List.
- Say.
Answer: Photo; teacher.
Example 3 (You try): Conclude
What do you know?
Show the steps and answer
- Review.
- Think.
- Say.
Answer: Reasons from evidence.
Did you know?
Historians often use three or more sources to check that a story is accurate.
Why this matters
Enquiry skills help us find reliable answers about our community.
4. Explore: Local history enquiry
In groups, choose a safe local history question approved by your teacher. Use two sources, make a timeline and present a conclusion with one gap.
- Choose.
- Collect.
- Compare.
- Present.
Think about it: what did you notice?
What did you notice? Evidence built the story.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- An enquiry is ___.
- Evidence is ___.
- A conclusion is ___.
- A source is ___.
Guided practice
Question 1. What is an enquiry?
Careful search.
Question 2. What is evidence?
Information supporting an answer.
Question 3. What is a conclusion?
Decision from evidence.
Independent practice
Level 1: Start
- What is an enquiry?
- What is evidence?
- What is a conclusion?
- What is a source?
- Name a source.
Level 2: Grow
- Why two sources?
- Why note gaps?
- Why keep details private?
Level 3: Stretch
- Write a question.
- List sources.
- Make a timeline.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Write a local history question and two sources.
Show a sample answer
When was our school founded? Photo; teacher.
Another one. Share your finding with a family member.
Show a sample answer
Share.
7. Common mistakes
Fix: Use more than one.
Fix: Be honest about gaps.
8. Lesson summary and revision card
- I can choose a question.
- I can collect evidence.
- I can organise and compare.
- I can present conclusions.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- An enquiry starts with a question.
- We use more than one source.
- We compare evidence.
- We present conclusions honestly.
11. Next lesson
Next lesson: Rural settlements. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Write a local history enquiry question. [2 marks]
- Name two sources and say what each could show. [3 marks]
- Say how you would compare the evidence. [3 marks]
- Say how to keep the enquiry safe. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Clear question [2]
- Two sources [2]; shows [1]
- Compare [1]; agree/disagree [1]; gaps [1]
- Supervision [1]; privacy [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is an enquiry?
- What is evidence?
- What is a conclusion?
- What is a source?
- Name a source.
- Why two sources?
- Why note gaps?
- Why keep details private?
- Write a question.
- List sources.
Homework
Present your enquiry as a short timeline.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is an enquiry? | Careful search. | 1 |
| 2. What is evidence? | Information supporting an answer. | 1 |
| 3. What is a conclusion? | Decision from evidence. | 1 |
| 4. What is a source? | Gives information. | 1 |
| 5. Name a source. | Photograph. | 1 |
| 6. Why two sources? | Check accuracy. | 1 |
| 7. Why note gaps? | Be honest. | 1 |
| 8. Why keep details private? | Safety. | 1 |
| 9. Write a question. | Question. | 1 |
| 10. List sources. | Sources. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Careful search.; 2 Information supporting an answer.; 3 Decision from evidence.; 4 Gives information.; 5 Photograph.. Level 2: 1 Check accuracy.; 2 Be honest.; 3 Safety.. Level 3: 1 Question.; 2 Sources.; 3 Timeline..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Choose a question | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Collect evidence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Organise and compare | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Present conclusions | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “One source is enough.” Use more than one.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make a local history display.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child completes a local history enquiry. Please talk about what they found. You do not need to be an expert to help.
- Share finds.
- Ask questions.
- Respect privacy.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: choose a question; collect evidence; organise and compare; present conclusions.
Prerequisite knowledge. Grade 3 ideas: enquiry questions, primary and secondary sources, and our country’s geography.
Materials. Sources, paper. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Approve questions and sources.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Tell the history of our school story.
Explanation (10 min). Teach enquiry steps.
Guided activity (10 min). Local history enquiry.
Independent activity (10 min). Discuss.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. How do we investigate local history?
Teacher explanation notes. Start with a picture, story, map or local example. Then talk about what was seen, then draw and write. Always ask “how do you know?” and invite more than one view. Treat every family, culture and community with respect, and never ask learners to share private information.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures, maps, real objects and short sentences, and let learners work with a partner. Let learners point, show, act or draw instead of writing. Extension. Ask learners to find a new example from their own community and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “One source is enough.” Use more than one.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Make a local history display. Enrichment. Find one new example near your home or school, draw or write about it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: NCSS standards and C3 Framework, Cambridge Primary Humanities and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Social Studies curriculum, Grade 3 Unit 3, topic 10; NCSS C3 Framework, change, continuity and context; Cambridge Primary Humanities, the past and heritage; IB Primary Years Programme, where we are in place and time. These sources informed the lesson.