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NCSS Standard: II. Time, Continuity, and Change
Performance Expectation: b. apply key concepts such as time, chronology, cusality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity.
Results:
Students will:
1. Contrast and compare major historical events during their own lives, to those of someone from a different generation.
2. Refeclt upon the change, similarites, and differences by writing a two page reflection paper which will use key terms that include time, chronology, and change, that were discussed in class.
Evaluation/Assessment:
1. Interview Questions
a) Complete at least ten
b) Are unique and creative
c) Relevant to history and the assignment
2. Timelines
a) Complete two seperate timelines
b) Are creative
c) Are historically accurate
3. Reflection Paper
a) Express your own thoughts and opinions in an open manner
b) Apply the key concepts of time, chronology, and change through out paper
c) Clearly organized and well thought out
Curriculem:
This assignment fits in well with a history class. It helps the students understand that history can repeat itself and that older adults are a valuable resource in their lives. This is a big assignment and should be given at least two weeks to complete. A good time period to give this assignment would be when recent history is being discussed, such as WWII, Vietnam, Depression, Bay of Pigs, etc...
Instruction:
1. Teacher will present own lifeline to class. Students are asked if they recognize any events that took place during their lives.
2. Through using the timeline, the teacher will then explain the terms time, chronology, and change to the students. Each student will then be asked to draw an example of each of the terms, using their imaginations.
What do you think of when you hear the word_______ (time, chronology, and change)?
Draw an example of each word, what it means to you.
Why did you draw this picture?
How does it represent the word?
What are some other ideas to describe these words?
3. Students will then create ten interview questions to ask a person who is 50 years of age or older. Those questions must be relavant to historical events in the person's lifetime.
What was the event that made the biggest impact on your life?
What are some of the events that you remember the most?
What are some of the most recent historical events?
Why do you think a certain event was important?
4. After the interview, the student will then create a timeline of that person's life, including no less than five historical events. The timelines should be creative and historically accurate.
5. Students will then make a timeline of their own lives, including at least five historical events. Historical events need to reflect change over time in our world. The timelines should be creative and historically accurate.
6. Students will then write no less than a two page paper reflecting what they learned. They should include key terms discussed in class which include, time, chronology, and change in these papers, writing about what these concepts mean and how they are relevant to history.
7. Classroom Discussion
' Are there any differences in the timelines?
Where there amy similarities?
Did anything surprise you?
What are some things you learned?
Predict something that will be apart of you timeline in the future.