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.  Teacher will show students example timelines.  Students will state things that they notice from the sample timelines.  Teacher will read American Symbols: The Lincoln Memorial by Terri DeGezelle.  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):
Mathematics
MA2015 (2015)
Grade: 2
14 ) Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2-MD1]

Mathematics
MA2015 (2015)
Grade: 2
19 ) Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. [2-MD6]

English Language Arts
ELA2015 (2015)
Grade: 2
12 ) Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [RI.2.3]

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

Insight Unpacked Content
Column Definitions

Strand: History, Civics and Government
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Identify national historic figures, including the founding fathers and other historic male and female American's, and relate them to the democratic values each exemplifies.
  • Describe national celebrations, including their significance and democratic values associated with each.
  • Identify American symbols and monuments and describe the history and significance of each.
Teacher Vocabulary:
  • historic figures (male and female)
  • celebrations
  • exemplify
  • democratic values
  • recognize
  • founding fathers
  • significance
  • national holidays
  • American symbols
  • monuments
Knowledge:
Students know:
  • Fundamental democratic values including equality, justice, and responsibility for the common good.
  • The names and significance of national historic figures, both male and female.
  • The significance of national holidays and the relationship of each to democratic values.
  • The history and significance of American symbols and monuments.
  • Vocabulary: democratic values, equality, justice, responsibility, common good, founding father, national holiday, American symbol, monument
Skills:
Students are able to:
  • Identify national historic figures and celebrations.
  • Identify the ways historic figures and celebrations exemplify fundamental democratic values.
  • Recognize our country's founding fathers and other historic male figures.
  • Recognize historic female figures.
  • Describe national holidays, including the significance of each and the democratic values associated with each.
  • Identify American symbols and monuments and describe the history and significance of each.
Understanding:
Students understand that:
  • There is an importance and impact of national historic figures and celebrations.
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

Insight Unpacked Content
Column Definitions

Strand: History
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Reconstruct a past event using various primary sources, including calendars and timelines.
Teacher Vocabulary:
  • primary sources
  • calendars
  • timelines
  • reconstructing
  • past
Knowledge:
Students know:
  • How to use a calendar.
  • How to interpret a timeline.
  • Vocabulary: primary sources, calendar, timeline, past, historical letter, artifacts
Skills:
Students are able to:
  • Read a calendar.
  • Create and use a timeline.
  • Analyze a historical document.
  • Utilize maps, photographs, and other visual historic resources.
Understanding:
Students understand that:
  • Primary sources play an important role in reconstructing the past.
Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation
4 ) Use vocabulary to describe segments of time, including year, decade, score, and century.

Insight Unpacked Content
Column Definitions

Strand: History
Course Title: Living and Working Together in State and Nation
Evidence of Student Attainment:
Students:
  • Describe segments of time using a variety of terms.
Teacher Vocabulary:
  • describe
  • year
  • decade
  • score
  • century
Knowledge:
Students know:
  • Vocabulary associated with time.
  • Vocabulary: year, decade, score, century
Skills:
Students are able to:
  • Describe segments of time using appropriate terms.
Understanding:
Students understand that:
  • Segments of time can be described using a variety of terms, including: year, decade, score, and century.

Local/National Standards:

 

Primary Learning Objective(s):

  • Students will observe and analyze timelines.

  • Student will analyze and order events and times.

  • Students will process data and report results.
  • Students will measure equal distances using a ruler or yardstick.
  • Students will order and place dates on a timeline.  
  • Students will create a timeline.  

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 Nobelman
    • 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 order of numbers or 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.  

Teacher will need to bind the last four pages of the American Symbols book that contain a completed timeline with paper clips.  Teacher 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 total length of 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 Nobelman
    • 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 the group activities and whole class discussions. TW check student created timelines for understanding: finding dates/events, ordering dates on timeline, writing events with dates, 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 on 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 in 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.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.