Time After Time: How Can We Use Timelines to Reconstruct the Past? Part 2
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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
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.
TW= Teacher will
SW=Student will
Before
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.
TW show sample kid-friendly/high-interest timelines from the internet.
SW discuss things they notice about the sample timelines.
During
TW tell students that they will work together to create a timeline from a story about national symbols.
TW read American Symbols: The Lincoln Memorial by Terri DeGezelle.
TW and SW make a list of dates/events while reading American Symbols: The Lincoln Memorial by Terri DeGezelle.
After reading, TW and SW will make a shared timeline using dates/events from American Symbols: The Lincoln Memorial by Terri DeGezelle.
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.
SW assist teacher in placing dates/events on the timeline in order by date.
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
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
SW work with a list of dates/events to create a timeline.
SW present timeline to the class.
SW use the timeline in the back of each book to check their student-created timeline.
After
After all tasks have been completed, SW complete an exit ticket. https://goo.gl/cUOSFd.
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 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.