GED 2002 Teachers' Handbook of Lesson Plans

Activity Title - "Time Marches On"

Goal/Objective

Students will gain understanding of "chronological order" through the construction of their own life's time-line.

Lesson Outline

Students will be able to locate information found on an historical time-line.

Introduction

Students will study entries on a U. S. history time-line to see what others have considered to be our nation's important events. They will select the 5 events they consider to be most significant and be prepared to give reasons for their choices.

Activity

Teacher gives mini-lesson on the construction of time-lines in preparation for the students constructing their own. Teacher demonstrates by showing personal time-line and explaining some of its entries. Students brainstorm the 10 most important events/persons in their own lives to date and construct their own time-line rough draft on typing paper.

Debriefing/Evaluation Activity

Student volunteers will demonstrate an understanding of chronological order and time-line construction by explaining their time-lines in class. Students will be asked to bring photos and associated memorabilia to be attached to large-scale versions on butcher paper completed tomorrow in class.

Materials, Texts, Realia, Handouts

Extension Activity

Students will bring personal photos and associated memorabilia to attach to their butcher-paper time-lines.

ESE Accommodations

Real-Life Connection

Biographies, autobiographies, and most current event accounts make use of chronological order for their organizational framework.

Activity Title - "Time Marches On"

Introduction

Say: I have brought a time-line of U. S. history for you to view. Notice how effectively it conveys major events over a long time period. Pick out what you consider to be the 5 most significant events from the time-line. List these on your paper in chronological order and be prepared to give reasons for your choices.

Main Activity

Teacher leads discussion of responses to the question: "What are the 5 most significant events on the time-line to you and why?"

Give mini-lesson on how time-lines are graphically organized.

Say: They are much like an old-fashioned clothesline, with clothespins attached at certain intervals.

Teacher either displays an actual clothesline or draws a representation.

Say: Current thinking indicates that we each have seasons in our lives, punctuated by pivotal events.

Teacher gives an example by showing his or her own timeline.

Say: Brainstorm the 10 most important events/people in your life to date. Construct a rough draft of a personal time-line, based on these choices. Later we will enlarge them on butcher paper.

Closure/Conclusion

Student volunteers will stand and explain their timelines.

Follow-up lessons/Activities

Bring from home photos or other attachable memorabilia to illustrate your time-line.