Tertiary Sources of History: Meaning and Examples for JSS 1

Class: Junior Secondary School 1 (JSS 1)
Term: First Term
Week: 8
Age: 12
Duration: 45 minutes
Subject: History
Curriculum Theme: History
Previous Lesson: How to Access Sources of History: Libraries and Festivals
Topic: Tertiary Sources of History
Subject Matter: Meaning of tertiary sources of History, examples of tertiary sources of History

Specific Objectives

By the end of the lesson, students should be able to:

Cognitive Domain

• Define tertiary sources of History.
• List at least three examples of tertiary sources of History.
• Distinguish between primary, secondary, and tertiary sources of History.

Affective Domain

• Appreciate the importance of different sources in historical research.
• Develop an interest in using various sources to understand the past.

Psychomotor Domain

• Identify examples of tertiary sources when presented with different materials.

Social Domain

• Participate actively in discussions about tertiary sources of History.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum.
• Relevant State Unified Scheme of Work.
• An approved Junior Secondary textbook for the subject.

Instructional Materials

The teacher will teach this lesson with the aid of:

• Textbooks on History for JSS 1.
• Relevant pictures of encyclopedias, dictionaries, and bibliographies.
• Video clips explaining different sources of history.
• Whiteboard and markers.

Rationale for the Lesson

This lesson helps students understand that historical information can be found in various forms, including those that compile and summarize other sources. Knowing tertiary sources enables them to find quick overviews and guides to further research, making their study of history more effective.

Prerequisite/Previous Knowledge

Students should have prior knowledge of what history is, and they should be familiar with primary and secondary sources of History.

Lesson Content/Board Summary

Tertiary Sources of History

Meaning of Tertiary Sources of History

Tertiary sources of History are materials that collect, summarise, or index information from primary and secondary sources. They do not present new information or original research. Instead, they provide an overview, compilation, or guide to other sources.

Think of them as a “third-hand” account. They help you find or understand information that has already been presented in primary or secondary sources.

Examples of Tertiary Sources of History

Some common examples of tertiary sources include:

• Encyclopedias: These are books or sets of books that contain articles on a wide range of subjects, providing summaries of information that has been gathered from many primary and secondary sources. For example, an article in an encyclopedia about the Nigerian Civil War would summarise information from books (secondary sources) and official documents or eyewitness accounts (primary sources).
• Dictionaries: While primarily for definitions, some historical dictionaries provide brief explanations of historical terms, events, or figures, drawing from other sources.
• Textbooks: Many school textbooks, especially those for introductory subjects like JSS History, are tertiary sources. They summarise information from various primary and secondary sources to provide a general overview of a topic for students.
• Bibliographies: These are lists of books, articles, or other materials on a particular subject. They guide researchers to primary and secondary sources without providing the content themselves.
• Indexes: These are alphabetical lists of names, subjects, etc., with references to the places in a book or other publication where they occur. They help you locate information within other sources.
• Almanacs: These are annual publications containing a calendar and important dates and statistical information such as astronomical data and tide tables. They often summarise historical facts and figures.
• Fact Books: These are reference books that compile facts and statistics on various topics, often drawing from numerous other sources.

Tertiary sources are useful for getting a quick overview of a topic, finding key facts, or identifying other relevant sources for deeper research.

Suggested Lesson Video

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Guided Practice, Cooperative Learning.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Reviewing/Engaging

Teacher’s Activity: The teacher greets the students and reviews the previous lesson on primary and secondary sources of History. The teacher then introduces the new topic, “Tertiary Sources of History,” by asking students if they know what a “third-hand” account means.

Students’ Activity: Students respond to the teacher’s questions and listen attentively to the introduction of the new topic.

Learning Point: Students recall previous knowledge and are prepared for the new lesson.

Step 2: Explanation of Tertiary Sources

Time: 10 minutes

Teaching Skill: Explaining/Defining

Teacher’s Activity: The teacher explains the meaning of tertiary sources of History, emphasising that they summarise or index information from primary and secondary sources. The teacher uses simple language and relatable examples.

Students’ Activity: Students listen, ask questions for clarification, and take notes.

Learning Point: Students understand the definition of tertiary sources of History.

Step 3: Identification of Examples

Time: 10 minutes

Teaching Skill: Illustrating/Prompting

Teacher’s Activity: The teacher presents various materials (e.g., a JSS History textbook, an encyclopedia, a dictionary) and asks students to identify which ones might be tertiary sources. The teacher guides them to think about whether the material provides original information or summarises existing information.

Students’ Activity: Students observe the materials, discuss in pairs or small groups, and suggest examples of tertiary sources.

Learning Point: Students begin to identify practical examples of tertiary sources.

Step 4: Discussion of Identified Examples

Time: 8 minutes

Teaching Skill: Facilitating Discussion

Teacher’s Activity: The teacher guides the learners to discuss the identified examples of tertiary sources of History. The teacher asks questions like, “Why do you think an encyclopedia is a tertiary source?” and “How is a textbook different from a diary (primary) or a biography (secondary)?”

Students’ Activity: Students actively participate in the discussion, explaining their reasoning and contributing more examples.

Learning Point: Students deepen their understanding of why specific materials are classified as tertiary sources.

Step 5: Reinforcement and Clarification

Time: 5 minutes

Teaching Skill: Consolidating/Summarising

Teacher’s Activity: The teacher summarises the key points about tertiary sources and their examples, ensuring all students have a clear understanding. The teacher addresses any remaining misconceptions.

Students’ Activity: Students listen and ask any final questions.

Learning Point: Students consolidate their knowledge of tertiary sources.

Step 6: Application

Time: 2 minutes

Teaching Skill: Applying/Connecting

Teacher’s Activity: The teacher asks students to think about how they might use a tertiary source when doing a project or research for another subject.

Students’ Activity: Students offer ideas on how to apply their knowledge.

Learning Point: Students connect the lesson to practical learning situations.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates learning by asking the following questions:

1. What are tertiary sources of History?
2. List three examples of tertiary sources.
3. Explain why a JSS History textbook can be considered a tertiary source.
4. How do tertiary sources differ from primary sources?
5. Mention one way tertiary sources are useful to a student.

Students’ Activity: Students answer orally and in writing as appropriate.

Learning Point: Students demonstrate understanding and application of the lesson.

Step 8: Conclusion

Time: 5 minutes

Teaching Skill: Concluding/Assigning

Teacher’s Activity: The teacher summarises the lesson by reiterating the importance of knowing different sources of history. The teacher assigns homework: “Find one example of an encyclopedia and write down its title and publisher.”

Students’ Activity: Students copy the homework and prepare for the next subject.

Learning Point: Students reflect on the lesson and are given a task to reinforce learning.

Lesson Keywords

• Tertiary Sources – Materials that collect, summarise, or index information from primary and secondary sources.
• Encyclopedia – A book or set of books containing articles on many subjects, summarising information.
• Textbook – A book used as a standard work for the study of a particular subject, often a tertiary source.
• Bibliography – A list of books or articles on a particular subject or by a particular author.
• Index – An alphabetical list of names, subjects, etc., with references to where they appear in a text.

Differentiation

Support for learners who need help: The teacher will provide simpler definitions and more direct examples. Students can work in pairs to identify examples from provided materials, with the teacher offering guided questions. Visual aids like flashcards with pictures of different sources can be used.

Extension for faster learners: These students can be challenged to find additional examples of tertiary sources not discussed in class. They can also be asked to explain the advantages and disadvantages of relying solely on tertiary sources for historical research.

Note for teachers using this lesson plan

Before the lesson, ensure you have actual examples of an encyclopedia, a JSS History textbook, and possibly a dictionary or bibliography to show the students. This will make the concept of tertiary sources more concrete. Emphasise the “third-hand” nature of these sources compared to primary (first-hand) and secondary (second-hand) sources. Encourage students to discuss and share their own examples. When showing the suggested video, pause it at key points to explain concepts further or ask questions to check understanding. Ensure students understand that while tertiary sources are good for an overview, they should not be the only sources used for in-depth research.