Hats Through Time

Overview

In this one-off Social Sciences lesson, students investigate how hats have changed and why people wear them. They use photographs, objects and short written descriptions as historical sources, then retell what they have discovered before connecting the learning to tomorrow’s Wacky Hat Day.

Learning intentions

• WALT identify different types of historical sources.
• WALT describe what hats can reveal about people’s lives.
• WALT compare hats from different times and places.
• WALT retell a short history using evidence.

Success criteria

• I can identify a source, such as a photograph, object or written account.
• I can describe what a hat looks like and suggest why it was worn.
• I can explain one way hats have changed and one way they have stayed the same.
• I can retell my ideas using evidence from a source.

Curriculum links

• Social Sciences — History: students retell stories they have learnt.
• Social Sciences — History: exploring what different sources can reveal about children’s and people’s experiences.
• Social Sciences — Concepts of continuity and change, and how people use resources to meet needs.
• Key competencies: thinking; participating and contributing; relating to others.

Lesson structure (40 minutes)

1. 0–5 min · Wacky hat hook. Teacher welcomes students wearing or displaying an unusual hat and opens the hook and mystery hat slides, showing a close-up image of a hat without explaining it. Students silently predict who might wear it, when and why, then share one idea with a partner.

2. 5–12 min · What can a hat tell us? Teacher explains that historians use sources to ask questions about the past, and shows a simple sequence of hat images in the source detective slides: a sun hat, a work or safety helmet, a formal hat, a school hat and a ceremonial or cultural hat. Students notice details such as material, shape, decoration and condition. Discuss: “What might this hat tell us about the wearer’s job, age, place, weather, beliefs or activities?” Remind students not to make assumptions about a person from clothing alone.

3. 12–22 min · Compare the sources. Teacher places students in five groups of three and gives each group two hat images from the hats through time investigation sheet. Model one example: “The wide brim may show that protection from the sun was important.” Students complete the source questions: What do you notice? What might the hat have been used for? What evidence supports your idea? How is it similar to or different from hats worn today? Groups record one careful observation and one supported inference.

4. 22–29 min · Similar and different. Teacher invites groups to share their findings and records ideas under “changed” and “stayed the same”. Students use the Venn diagram template to compare one historical hat with a hat they might wear today, including appearance, purpose, materials and who might wear it. Encourage students to distinguish evidence from guesses by using “I can see…” and “This might mean…”.

5. 29–35 min · Retell a hat story. Teacher models a three-part retell in the retell model and speaking prompts: “Long ago… This hat was useful because… Today…” Students prepare a 30-second oral retell about one source, using at least two details. Partners take turns speaking and listening; the listener names the evidence they heard.

6. 35–40 min · Plenary and Wacky Hat connection. Teacher revisits the WALT and displays the final discussion and exit prompt. Students complete the final section of the hats through time investigation sheet: “One thing hats can tell us about people is…” and “One question I still have is…”. Invite several students to share, then ask: “What might your Wacky Hat reveal about you tomorrow?”

Resources

• the hats through time slide deck
• the hats through time investigation sheet
• the Venn diagram template
• Five pairs of printed hat photographs or projected hat images
• A selection of real hats, if available
• Whiteboard and markers
• Pencils and coloured pencils
• Timer

Assessment

• Listen for students distinguishing observations (“I can see…”) from inferences (“This might mean…”).
• Check group responses for an evidence-based explanation of a hat’s purpose and at least one comparison with today.
• Collect the worksheet and use the exit response to assess whether students can explain what a source reveals and retell an idea clearly.

Differentiation

• Support learners with a word bank: old, new, same, different, protect, decorate, work, weather, special, evidence. Provide oral rehearsal and sentence starters: “I notice…”, “This might show…”, and “Unlike today…”.
• Pair students strategically and allow drawing, labelling or dictation instead of extended writing. Read all worksheet text aloud and enlarge images for students with visual or literacy needs.
• EAL learners may discuss ideas in their strongest language first, then contribute a key word or sentence in English. Avoid requiring students to identify cultural meanings unless the source provides clear information.
• Extension: students design a new hat for a future historian to discover. They label its materials, purpose and wearer, then write three clues explaining what the hat might reveal about life today.