A Timeline of our Local Community



|Lesson Synopsis: |

In this lesson students will build on the information learned in Unit 1 Lesson 3 on chronology. They will create a timeline of the events of their current school year. Next, they will look at the history of their community and create a timeline of historical events in the local community.

TEKS:

|K.3 |History. The student understands the concept of chronology. The student is expected to: |

|K.3A |Place events in chronological order. |

|K.3B |Use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today, and tomorrow. |

Social Studies Skills TEKS:

|K.14 |Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid |

| |sources including electronic technology. The student is expected to: |

|K.14A |Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music. |

|K.14B |Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, print material, |

| |and artifacts. |

|K.14C |Sequence and categorize information. |

|K.15 |Social studies skills. The student communicates in oral and visual forms. The student is expected to: |

|K.15A |Express ideas orally based on knowledge and experiences. |

|K.15B |Create and interpret visuals, including pictures and maps. |

| | |

|Getting Ready for Instruction |

|Performance Indicator(s): |

• Create a timeline of events in the local community. Describe orally the relationships between the events by using vocabulary related to time and chronology (before, after, next, first, last, yesterday, today, and tomorrow). (K.3A, K.3B; K.14A, K.14B, K14C; K.15A, K.15B)

• 3A, 3C

|Key Understandings and Guiding Questions: |

• Los eventos ocurren en orden y se relacionan unos con otros en el tiempo.

— ¿Qué es el orden cronológico?

— ¿Qué palabras usamos para mostrar cómo los eventos se relacionan unos con otros en el tiempo?

— ¿Qué es una línea cronológica?

— ¿Qué es el pasado?

— ¿Qué es la historia?

|Vocabulary of Instruction: |

• comunidad

• comunidad local

• cronológica

• pasado

• historia

• antes

• después

• primero

• último

• ayer

• hoy

• mañana

•

Materials:

• Refer to the Notes for Teacher section for materials.

|Attachments: |

• Handout: “Hey Diddle Diddle” Sequencing Cards (1 per student)

• Teacher Resource: “Time” Vocabulary Flash Cards (1 per teacher)

Resources and References:

• None Identified

|Advance Preparation: |

1. Become familiar with content and procedures for the lesson, including chronology.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Copy student handouts and teacher resources needed for lesson.

|Background Information: |

Chronology – Chronology is the arrangement of events in order of time or occurrence. Relative chronology differs from absolute chronology in that relative chronology explains the relationship between events. The terms in TEKS K.3B (first, next before, after, etc.) are terms that explain relative chronology.

In Unit 1 Lesson 3, students were introduced to the concept of chronology. They used “Hey Diddle Diddle”, a familiar nursery rhyme, to put events in order. Then they used chronology vocabulary to put the events of their school day in chronological order. They will use the information learned in that lesson to assimilate new information regarding the chronology of the local community.

|Getting Ready for Instruction Supplemental Planning Document |

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

|Instructional Procedures |

|Instructional Procedures |Notes for Teacher |

|ENGAGE – Recall learning about chronology |NOTE: 1 Day = 30 minutes |

| |Suggested Day 1 – 10 minutes |

|Access prior learning of chronology by displaying, in random order, the Handout: “Hey |Attachments: |

|Diddle Diddle” Sequencing Cards (originally from Unit 1, Lesson 3) in the pocket chart. |Handout: “Hey Diddle Diddle” Sequencing Cards |

|Students help place pictures in order. |Teacher Resource: “Time” Vocabulary Flash Cards |

| | |

|Next, display Teacher Resource: “Time” Vocabulary Flash Cards (originally from Unit 1, |Purpose: |

|Lesson 3). Students read words as they are placed in the pocket chart. |Students access prior learning on chronology. |

| | |

|Using chronology words, students describe the events in the Handout: “Hey Diddle Diddle” |TEKS: |

|Sequencing Cards. |K.3A, K.3B; K.14A; K.14B; K.14C; K.15A; K.15B |

| | |

| |Instructional Note: |

| |Have available sets of sequencing pictures or cards in the language |

| |center to provide independent practice. Copies of the Teacher Resource: |

| |“Time” Vocabulary Flash Cards (originally from Unit 1, Lesson 3) should |

| |also be provided to encourage students to use the words when they |

| |sequence pictures. Include the words on the classroom word wall. |

|EXPLORE – A timeline shows events from the past |Suggested Day 1 (continued) – 5 minutes |

|Display Handout: “Hey Diddle Diddle” Sequencing Cards (originally from Unit 1, Lesson 3) |Attachments: |

|to learn chronological order. Explain that these cards were used to help learn |Handout: “Hey Diddle Diddle” Sequencing Cards |

|chronological order and the vocabulary words used to explain chronological order. |Teacher Resource: “Time” Vocabulary Flash Cards |

|Vocabulary words were also used to place the events of the school day in order. | |

|These words can be used to tell about events that happened in the past. These words may |Purpose: |

|include: before, after, next, first, last, yesterday, today, and tomorrow. When we talk |Students learn the meaning and purpose of a timeline. |

|about the past we mean something that existed before now which we call the present. | |

|When we learn about events that happened in the past, we are learning history. History is |TEKS: |

|made up of stories about events that have happened. One way we can help organize history, |K.3A, K.3B; K.14A; K.14B; K.14C; K.15A; K.15B |

|or events that happened in the past, is by creating a timeline. | |

|A timeline is a line that includes marks showing when particular events happened in the | |

|past. At the beginning of the year we made a timeline of our school day. We used pictures | |

|to show events that happened during our day. | |

|EXPLAIN – Timeline of the school year |Suggested Day 1 (continued) – 10 minutes |

|Teacher explains that the history of the classroom can be illustrated using a timeline of |Materials: |

|past events of this school year. |butcher paper (long enough to show at least one event of each month of |

| |the school year). Place marks on the timeline, one per month of the |

|Direct students’ attention to the Teacher Resource: “Time” Vocabulary Flash Cards |year. |

|(originally from Unit 1, Lesson 3) on display. Model the use of the appropriate words to | |

|begin the timeline. |Attachments: |

| |Teacher Resource: “Time” Vocabulary Flash Cards (from Unit 1, Lesson 3) |

|Post a length of butcher paper on the wall (long enough to show the months of the school | |

|year.) Draw a mark on the butcher paper timeline and just below the mark; write the words |Purpose: |

|“first day of school” and say: |Students demonstrate the process of creating a timeline using the school|

|Our first day of school was in August. |year as the topic. |

| | |

|Draw another mark on the timeline and just below the mark; write the words “learned about |TEKS: |

|school helpers”. |K.3A, K.3B; K.14A; K.14B; K.14C; K.15A; K.15B |

|Say: | |

|Next, in September we learned about school helpers. |Instructional Note: |

| |Instead of writing words on the timeline, photographs of events of the |

|Arrange students in pairs.. Students turn and talk to one another and identify the next |school year could also be used. |

|month on the timeline and name at least one event that happened in that month. After one | |

|or two minutes, ask for volunteers to share one significant event that happened during | |

|that month. | |

| | |

|Continue with this process until the timeline has been filled in to the present. Emphasize| |

|the words used to describe time and chronology from the TEKS. | |

| | |

|Explain that this brings us to the present – or what is happening now. At the end of this | |

|month, another event can be added to the timeline, which will become part of the past, the| |

|history of the class. | |

|ELABORATE – Summarize chronological order |Suggested Day 1 (continued) – 5 minutes |

|Facilitate a discussion to further emphasize Key Understandings and Guiding Questions: |Purpose: |

|Events occur in order and relate to each other in time. |Students demonstrate understanding of the lesson using Key |

|What is chronological order? |Understandings and Guiding Questions. |

|What words do we use to show how events relate to one another in time? | |

|What is a timeline? |TEKS: |

|What is the past? |K.3A, K.3B; K.14A; K.14B; K.14C; K.15A; K.15B |

|What is history? | |

|ENGAGE – Pictures of the local community |Suggested Day 2 – 5 minutes |

|In random order, display pictures that show historical events from the local community. |Materials: |

|Explain that these are pictures of our local community from the past. |photographs or drawings that depict the history of the local community |

| | |

| |Purpose: |

| |Students analyze the history of the local community by using pictures. |

| | |

| |TEKS: |

| |K.3A, K.3B; K.14A; K.14B; K.14C; K.15A; K.15B |

| | |

| |Instructional Note: |

| |Locate photographs of the local community from the chamber of commerce, |

| |online sites, the county courthouse, or local museum. If actual |

| |photographs are not available, use generic photographs of the past |

| |and/or hand drawn sketches of events that happened in the history of the|

| |community. |

|EXPLORE – Visually analyze pictures of the community |Suggested Day 2 (continued) – 10 minutes |

|For each photograph, ask appropriate questions that might include: |Materials: |

|What do you see in this picture? |photographs or drawings that depict the history of the local community |

|What is happening in this picture? | |

|When was the picture taken? |Purpose: |

|Where was the picture taken? |Students analyze a photograph by focusing on details |

|What kind of clothes are the people wearing? | |

| |TEKS: |

|Through questioning and discussion, assist students in concluding that the photographs are|K.3A, K.3B; K.14A; K.14B; K.14C; K.15A; K.15B |

|from the past. Explain that by studying the pictures, we can learn the history of our | |

|community. After looking at and examining the pictures, guide students to determine what | |

|they teach about the community. | |

|This discussion will vary depending on the history of the community, but might include: | |

|How, when, and by whom the community was founded | |

|Significant events such as natural disasters | |

|Information about natural resources | |

|Information about the way citizens earn a living | |

|Scribe highlights of the discussion on chart paper or the board | |

|EXPLAIN – Placing the pictures in order |Suggested Day 2 (continued) – 15 minutes |

|Next, ask students to use what they have learned about the pictures to place them in |Materials: |

|order. Start by selecting the picture that should go first on the timeline. The following |photographs or drawings that depict the history of the local community. |

|language might be used to describe the action: | |

|This picture will go first on the timeline because it shows when our community was founded|Purpose: |

|(or use another appropriate statement that goes with the picture). |Students analyze a photograph by focusing on details |

|It goes first because it happened in the beginning of the history of our community | |

|Ask appropriate questions to prompt student participation, such as: |TEKS: |

|What pictures goes next on the timeline? |K.3A, K.3B; K.14A; K.14B; K.14C; K.15A; K.15B |

|Why do you think it goes next? | |

| |Instructional Note: |

|Continue placing the pictures in order with student input until the timeline is complete. |If photographs are dated or if dates of events are known, take advantage|

| |of the opportunity to compare numbers beginning with the thousands |

| |place, in order to place the photographs in chronological order. This |

| |process will be address again in Unit 9. |

|ENGAGE – Describe the timeline using appropriate vocabulary |Suggested Day 3 – 5 minutes |

|Ask volunteers to describe each picture of the timeline created on Day 2 using words that | |

|describe time and chronology from the TEKS. | |

|EVALUATE – Create a timeline of the local community |Suggested Day 3 (continued) – 25 minutes |

|Create a timeline of events in the local community. Describe orally the relationships |Materials: |

|between the events by using vocabulary related to time and chronology (before, after, |3 to 5 pictures from the timeline depicting the history of the local |

|next, first, last, yesterday, today, and tomorrow). (K.3A, K.3B; K.14A, K.14B, K14C; |community (1 set per student) |

|K.15A, K.15B) |appropriately sized paper on which to glue pictures (1 sheet per |

|3A, 3C |student) |

| | |

|Choose 3 to 5 pictures from the timeline depicting the history of the local community (1 |Purpose: |

|set per student). Provide appropriately sized paper on which to glue pictures in order |Students demonstrate understanding of sequencing events and/or pictures |

|horizontally with room to write labels or descriptions if students are capable and desire |on a timeline. |

|to do so. | |

| |TEKS: |

| |K.3A, K.3B; K.14A; K.14B; K.14C; K.15A; K.15B |

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