Day to day outline (50 minute class periods)
 

Day One:

OBJECTIVE:  Students will have a clear understanding of the assignment and the requirements of the task.
- Go over assignment handout and bibliography format.
- Model a completed timeline.

Day Two:

OBJECTIVE:  Students will select a historical event that centers around their hometown.
- As a class, brainstorm possible ideas.
- Students choose an event to research.
- Students create a project folder to hold all materials.

Day Three:

OBJECTIVE:  Students will begin researching their event.
- Review research strategies (who, what, where, when, why).
- Review bibliography format.
- Take students to library/media center.

Days Four to Seven:

OBJECTIVE:  Student research.
Note:  These four days are spread out over two weeks to provide research opportunities and guided assistance.  Students are required to use at least two other resources (city library, museum, historical society, personal interviews) to supplement in school research and this time period gives them the time to do so and get feedback or assistance.

Days Eight and Nine:

OBJECTIVE:  Students will begin to create a narrative timeline.
- Remodel completed timeline.
- Distribute materials (paper, construction paper, scissors, glue, markers).

Days Ten and Eleven:

OBJECTIVE:  Students will present their timelines.
- Students given three minutes to present event and timeline.
- Students will turn in timeline and project folders.
Note:  Teacher will hang up timelines on wall for display.

Lesson Adaptations:

Since reading ability can hinder the ability to research a given topic, teachers must emphasize different research strategies such as using interviews and photographs or pictures to illustrate important points.  Keep in mind that there still must be some narrative to satisfy task criteria.  In the case of the learning disabled student, if there is no aide working with the student in the classroom a student peer from among the honor students should be selected to help clarify instructions and assist with research.  This type of activity also lends more one to one time for the teacher to spend with the learning disabled student and this time should be taken advantage of.
 

Class Handout:
 
 

 You are about to embark on a journey of discovery in which you will uncover the mystery, the excitement, and yes, the history of your very own town.  Your mission will be to assemble the facts surrounding a significant past event that occurred or had a large impact on your hometown.  You will scour the books, newspaper articles, local library and museum, and even interview people associated with the event to find any scrap of information.  With this information in hand, you will create a narrative timeline depicting the event, giving the rest of your class a glimpse into the history of our town....
 

IMPORTANT DUTIES AND DATES:

Participate in class “brainstorming” session - TOMORROW!

This is when we will discover the events to investigate.

Complete Project Folder - DUE  ____________

This is where you will keep all the information that you find

Complete Research including Bibliography - DUE   ____________

This is when you look for the facts of the event and document your sources.  You can use books, newspaper articles, maps, interviews,  internet, or any documentable source.

Complete Narrative Timeline - DUE   _____________

This is when you use your creative energy and put all your information, photographs, and pictures on a timeline.

Present Narrative Timeline to class - DUE   ____________

This is your opportunity to show the class what you have discovered about our town.

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