ALEX Lesson Plan

Time After Time: How Can We Use Timelines to Reconstruct the Past? Part 2

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  This lesson provided by:  
Author:Amanda Walker
System: Hoover City
School: Bluff Park Elementary School
And
Author:Carol McLaughlin
System: Hoover City
School: Greystone Elementary School
  General Lesson Information  
Lesson Plan ID: 35471

Title:

 Time After Time: How Can We Use Timelines to Reconstruct the Past? Part 2

Overview/Annotation:

The lesson will focus on observing and creating timelines. The teacher will show students example timelines. Students will state things that they notice from the sample timelines. The teacher will read American Symbols: The Lincoln Memorial by Terri DeGezelle. The teacher and students will work together to create a timeline based on American Symbols: The Lincoln Memorial by Terri DeGezelle. Finally, students will break into groups and work to create a timeline with other American Symbols books.

This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

 Associated Standards and Objectives 
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation
2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.

•  Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
•  Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
•  Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day
•  Describing the history of American symbols and monuments
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.2.2- Describe the significant national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day.
Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.2.3- Use various primary sources, including calendars and timelines, for reconstructing the past.
Mathematics
MA2019 (2019)
Grade: 2
17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.17 Using vocalization, sign language, augmentative communication, or assistive technology, identify standard tools associated with measurement (clock, ruler, scale, measuring cup); measure the lengths of objects using nonstandard units (e.g., hands, paper clips).
Mathematics
MA2019 (2019)
Grade: 2
22. Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.22 Represent whole-number sums within 20 using a number line.
English Language Arts
ELA2021 (2021)
Grade: 2
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
English Language Arts
ELA2021 (2021)
Grade: 2
1. Participate in conversations and discussions with groups and peers utilizing agreed-upon rules.
English Language Arts
ELA2021 (2021)
Grade: 2
4. Orally answer who, what, when, where, why, and how questions about a text or conversation, using complete sentences to provide key ideas and details.
English Language Arts
ELA2021 (2021)
Grade: 2
22. Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
English Language Arts
ELA2021 (2021)
Grade: 2
28. Establish a purpose before reading literary and informational texts to enhance comprehension.

Examples: for pleasure, to identify main idea, to gather information or facts on a topic

Local/National Standards:

  

Primary Learning Objective(s):

Students will:

  • describe the history of American symbols.

  • use timelines to reconstruct the past.

  • measure objects using standard units of measurement.

  • create a number line diagram (timeline) using whole numbers.

  • utilize active listening skills in a variety of contexts, following agreed-upon rules.

  • answer questions about a text using complete sentences to provide key details.

  • use content knowledge built during read-alouds and independent reading of informational text by participating in content-specific discussions and writing. 

  • establish a purpose before reading informational texts to enhance comprehension.

Additional Learning Objective(s):

  
 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

  • Kid-friendly/high-interest timelines on the internet

  • American Symbols: The Lincoln Memorial by Terri DeGezelle

  • Books with the last four pages bound with paper clips:  

    • American Symbols: The Statue of Liberty by Marc Tyler Nobleman

    • American Symbols: The Pledge of Allegiance by Marc Tyler Nobleman

    • American Symbols: The Statue of Liberty by Marc Tyler Nobleman

    • American Symbols: The Star-Spangled Banner by Debbie L. Yanuck

    • American Symbols: The Liberty Bell by Debbie L. Yanuck

    • American Symbols: Ellis Island by Terri DeGezelle

    • American Symbols: The U.S. Capitol by Terri DeGezelle

    • American Symbols: The White House by Debbie L Yanuck

  • Paper

  • Pencils

  • Rulers

  • Timeline Rubric: https://goo.gl/dn1uLS

  • Exit Ticket: https://goo.gl/cUOSFd.

Technology Resources Needed:

  • iPad or computer to print off rubric and exit ticket

  • Projector

Background/Preparation:

Prior to teaching this lesson, students need to understand basic calendar skills such as the order of numbers or the order of years. Students will need some basic measuring skills. Students will need to be able to read independently or with peer assistance at a 2nd-grade reading level.  

The teacher will need to bind the last four pages of the American Symbols book that contains a completed timeline with paper clips.  Teachers will also need to search the internet for kid-friendly/high-interest timelines or timeline infographics for the students to observe.

  Procedures/Activities: 

TW= Teacher will

SW=Student will

Before 

  1. TW review Standard SS3: Use various primary sources, including calendars and timelines, for reconstructing the past.  Examples: historical letters, stories, interviews with elders, photographs, maps, or artifacts.  
  2. TW show sample kid-friendly/high-interest timelines from the internet.
  3. SW discuss things they notice about the sample timelines.  

During

  1. TW tell students that they will work together to create a timeline from a story about national symbols.
  2. TW read American Symbols: The Lincoln Memorial by Terri DeGezelle.
  3. TW and SW make a list of dates/events while reading American Symbols: The Lincoln Memorial by Terri DeGezelle.  
  4. After reading, TW and SW will make a shared timeline using dates/events from American Symbols: The Lincoln Memorial by Terri DeGezelle. 
  5. TW model measuring equal spaces and drawing out a timeline. For example: If there are five dates/events from the story, TW model that we would need five slots on the timeline. TW model using three inches for each spot on the timeline. TW/SW use repeated addition to figure out the total length of the timeline. TW model measuring the full timeline and then model measuring out each slot for the timeline at a spacing of three inches each.  
  6. SW assist teacher in placing dates/events on the timeline in order by date.
  7. TW tell students that they will create their own timeline based on other American Symbol books and present rubric to students: https://goo.gl/dn1uLS
  8. SW work in groups/pairs with other American Symbol books to create a list of dates/events. The last 4 pages of the book should be bound with paper clips to conceal a completed timeline. Suggested books include:
    • American Symbols: The Statue of Liberty by Marc Tyler Nobleman
    • American Symbols: The Pledge of Allegiance by Marc Tyler Nobleman
    • American Symbols: The Statue of Liberty by Marc Tyler Nobleman
    • American Symbols: The Star-Spangled Banner by Debbie L. Yanuck
    • American Symbols: The Liberty Bell by Debbie L. Yanuck
    • American Symbols: Ellis Island by Terri DeGezelle
    • American Symbols: The U.S. Capitol by Terri DeGezelle
    • American Symbols: The White House by Debbie L Yanuck
  9. SW work with a list of dates/events to create a timeline.  
  10. SW present timeline to the class.
  11. SW use the timeline in the back of each book to check their student-created timeline. 

After

  1. After all tasks have been completed,  SW complete an exit ticket. https://goo.gl/cUOSFd.
  2. TW/SW revisit the standard, reflect, and discuss what was discovered.

Possible follow-up activity

In a future period of time, student timelines could also be used to create a gallery walk. A gallery walk is an activity in which a teacher hangs student-created timelines and allows students to walk through the timelines without talking. During this time, students will write questions on sticky notes or some other type of document about the other timelines. Students could work to answer each other's questions during reading or math rotations.


  Assessment  

Assessment Strategies

Formative Assessment

TW informally assess students during group activities and whole class discussions. TW check student created timelines for understanding: finding dates/events, ordering dates on timeline, writing events with dates, and measuring equal distances between dates/events by using this rubric: https://goo.gl/hAhCAo

Acceleration:

Students that need to expand on their understanding can create a timeline featuring the famous Americans from the group according to their birthdates. They can create this digitally or on paper. This timeline can be shared with the group to deepen understanding of the past as it is related to the featured famous Americans.

Intervention:

If there are students that require additional help with understanding number order (years in timeline), they should be pulled into a small group to practice number order with the teacher prior to the group activity. If there are students that require additional help to read grade-level text, the teacher can read the book with the students or the teacher can pair students up with a peer helper.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.