Introduction
    •  Provocation
    •  Historical Sources as Evidence in the curriculum context
         ‒ Historical Sources as Evidence in Victorian Curriculum History
         ‒ Historical Sources as Evidence in the continuum of learning
    •  Towards the classroom
    •  Examples of practice
    •  Conclusion
      A trace of the past that is left behind by accident – the detritus 
      of everyday life that just happened to be preserved. Traces are 
      not organised as stories, that is, as accounts of a situation; 
      their authors did not intend to provide one. But they do form 
      the material for historians to write theirs.
                  Peter Seixas & Tom Morton, The Big Six Historical Thinking Concepts
  Historical Sources as 
  Evidence in Victorian 
  Curriculum History
  Victorian Curriculum History
  Learning in History
       Achievement Standard
          Skill/Concept
              Historical Knowledge
  Learning in History
      ‘Using historical sources as evidence, students are required to ask analytical and evaluative 
      questions of the sources so they can be used as evidence when creating historical explanations and 
      constructing historical arguments. Students identify the origin, content features, and purpose of 
      sources. They learn to explain the context of sources, corroborate (compare and contrast) them with 
      other sources and make judgments about their accuracy, usefulness and reliability. Historical 
      questions about sources could include: What type of source is this? Who wrote or created it? Why did 
      they write or create it? What was happening at the time the source was created? Who was the 
      intended audience? How does it compare with other sources about the same person or event? How 
      accurate is this source?’
                       Victorian History Curriculum, Learning in History: Using Historical Sources as Evidence