Evidence from the Past
Understand that everything we know about the past comes from evidence — objects, buildings, pictures, documents, and stories that have survived
Share and support
Teaching Table
Set out your lesson
Separate a surviving trace, an inference and an unanswered question.
Comfort with the particular task and communication mode; optional oral/scribed work is recorded separately.
Check the learner can access these words/materials and prerequisite ideas; historical authorship is not readiness or mastery. If not, demonstrate briefly or revisit the named prerequisite.
Use the explicitly invented evidence cards. They are not authentic historical discoveries. No printer: view only the active learner card on screen, or an adult copies its exact prompts onto plain paper without answers. Oral pointing/dictation is an access option; record it as adapted/supported and do not claim handwriting from it. Keep adult keys/scripts separate; supply only the current stage.
Use fictional cases and invented identifiers; never record personal conflicts, health, bank details or family spending. Adult prompts/keys are private companion files, never learner links.
Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.
Teaching limits and safe use
These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.
Canonical evidence entries name research frameworks, not attainment criteria; preserve them without pretending this task verifies those frameworks. Authentic source investigation remains missing.
Use fictional cases and invented identifiers; never record personal conflicts, health, bank details or family spending. Adult prompts/keys are private companion files, never learner links.
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Teaching approaches
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1 approach
Separate a surviving trace, an inference and an unanswered question.
Separate a surviving trace, an inference and an unanswered question.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
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Check understanding
- Wineburg historical thinking framework
- Historical Thinking in the Elementary Years (ERIC)
“When your child learns about something that happened long ago, do they ask how we know about it — and understand that someone had to find or leave behind that evidence?”
Curriculum record
- Type
- Meta
- Subject
- History
- Domain
- Historical Thinking
- Age range
- Ages 6–7