You will learn
- Compare past and present.
- Identify similarity and difference.
- Explain continuity and change.
- Avoid unfair judgement.
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
- We compare using categories such as food, shelter and tools.
- Some things are alike and some are different.
- Some things change and some continue.
- Past peoples were as capable as people today.
Words to know
to look at how things are alike and different
a way in which things are alike
a way in which things are not alike
something that stays the same over time
1. Discover: Then and now
Abu and Mei make a chart with two columns, Long ago and Today. Under food they write: gathering, farming and fishing long ago; farming, fishing, shops and markets today. Under shelter: huts and caves long ago; houses and flats today. Under tools: stone and bone long ago; machines and phones today. “Look,” says Mei. “Farming and fishing are in both columns.” “That is continuity,” says Mr Cole. “Some ways of living last for thousands of years.”
Think: What is one thing from long ago that people still do today?
2. Understand: Comparing past and present
Idea 1: How to compare
To compare, choose categories such as food, shelter, tools, travel, communication and community life. Then list each similarity and difference. A chart with two columns helps keep the comparison fair and clear.
Idea 2: Change and continuity
Some things have changed greatly: machines, electricity, writing and global communication. Other things show continuity: families, farming, fishing, cooking, storytelling, sharing food and making decisions together. In Sierra Leone, people still farm rice, fish along the coast and pass on stories, songs and skills.
Idea 3: Fair thinking
Early people were as intelligent as we are; they used the knowledge and tools they had. Life today is different, not simply better, and some people still live by farming, herding or fishing. We compare to understand, not to look down on anyone.
3. Worked examples
Example 1 (I show you): Compare
Food then and now.
- Think.
- List.
- Say.
Answer: Gathering to shops; farming both.
Example 2 (We do it together): Find
One continuity.
- Think.
- Say.
- Check.
Answer: Fishing.
Example 3 (You try): Judge
Were early people less clever?
Show the steps and answer
- Think.
- Say.
- Check.
Answer: No.
Did you know?
People have farmed rice in parts of West Africa for about 3,000 years, and many farmers still grow it today.
Why this matters
Comparing past and present helps us understand change and what people have in common across time.
4. Explore: Then and now chart
Draw a two-column chart with six categories. Fill in long ago and today for each, then circle the continuities and underline the changes. Write two sentences explaining what you learned.
- Draw.
- Fill.
- Mark.
- Write.
Think about it: what did you notice?
What did you notice? Some things stayed the same.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- To compare is ___.
- A similarity is ___.
- A difference is ___.
- Continuity is ___.
Guided practice
Question 1. What does compare mean?
Look at alike and different.
Question 2. What is a similarity?
A way things are alike.
Question 3. What is a difference?
A way things are not alike.
Independent practice
Level 1: Start
- What does compare mean?
- What is a similarity?
- What is a difference?
- What is continuity?
- Name a continuity.
Level 2: Grow
- Why use categories?
- Why avoid ranking?
- Why continuity matters?
Level 3: Stretch
- Make a chart.
- Circle continuities.
- Write two sentences.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Give one change and one continuity between long ago and today.
Show a sample answer
Phones; farming.
Another one. Ask an adult about a skill that has been passed down, if comfortable to share.
Show a sample answer
Share.
7. Common mistakes
Fix: They were as capable.
Fix: Some things continue.
8. Lesson summary and revision card
- I can compare past and present.
- I can identify similarity and difference.
- I can explain continuity and change.
- I can avoid unfair judgement.
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
- We compare using categories such as food, shelter and tools.
- Some things are alike and some are different.
- Some things change and some continue.
- Past peoples were as capable as people today.
11. Next lesson
Next lesson: What is a civilisation?. 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.
- Define similarity and difference. [2 marks]
- Name three categories for comparing past and present. [3 marks]
- Give one change and one continuity. [3 marks]
- Say why we compare without ranking people. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Similarity [1]; difference [1]
- Three [3]
- Change [1]; continuity [1]; explanation [1]
- Respect [1]; understanding [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 does compare mean?
- What is a similarity?
- What is a difference?
- What is continuity?
- Name a continuity.
- Why use categories?
- Why avoid ranking?
- Why continuity matters?
- Make a chart.
- Circle continuities.
Homework
Draw one thing from long ago and the same thing today.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What does compare mean? | Look at alike and different. | 1 |
| 2. What is a similarity? | A way things are alike. | 1 |
| 3. What is a difference? | A way things are not alike. | 1 |
| 4. What is continuity? | Stays the same. | 1 |
| 5. Name a continuity. | Fishing. | 1 |
| 6. Why use categories? | Fair comparison. | 1 |
| 7. Why avoid ranking? | Respect. | 1 |
| 8. Why continuity matters? | Shows lasting traditions. | 1 |
| 9. Make a chart. | Chart. | 1 |
| 10. Circle continuities. | Circle. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Look at alike and different.; 2 A way things are alike.; 3 A way things are not alike.; 4 Stays the same.; 5 Fishing.. Level 2: 1 Fair comparison.; 2 Respect.; 3 Shows lasting traditions.. Level 3: 1 Chart.; 2 Circle.; 3 Sentences..
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 Compare past and present | 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 Identify similarity and difference | 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 Explain continuity and change | 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 Avoid unfair judgement | 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: “Early people were less intelligent.” They were as capable.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make a then and now poster.
- 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 compares early communities with life today. Please talk about skills and traditions that continue, without comparing family circumstances. You do not need to be an expert to help.
- Look at old photos.
- Talk about traditions.
- Respect all ways of living.
- 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: compare past and present; identify similarity and difference; explain continuity and change; avoid unfair judgement.
Prerequisite knowledge. Grade 4 ideas: how historians use evidence, chronology and timelines.
Materials. Paper, pencils. 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. Prepare a two-column chart.
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 then and now story.
Explanation (10 min). Teach comparing past and present.
Guided activity (10 min). Then and now chart.
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. What has changed and what has stayed the same since early communities?
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. “Early people were less intelligent.” They were as capable.
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 then and now poster. 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 4 Unit 2, topic 10; NCSS C3 Framework, change, continuity and context; Cambridge Lower Secondary Humanities, early societies; IB Primary Years Programme, where we are in place and time. These sources informed the lesson.