LEARN NC

K–12 teaching and learning · from the UNC School of Education

Why I Am Me Timeline

Student develops a timeline that correlates personal life events with world events. Research and bibliographic skills are incorporated.

A lesson plan for grades 6–8 English Language Arts, Guidance, and Information Skills

By Rita Briggs

Learn more

Related pages

  • Bio Poem Introductions: Bio-Poems can be used at the beginning of school as an opening activity for the first week of school. They can also be used anytime throughout the year when introductions are necessary (e.g. change of semester class, new students, etc.). In this lesson students will use the writing process as well as computer word processing skills. This activity ensures success and builds self-esteem.
  • Jackie Robinson Taught Us More Than Baseball: After determining student knowledge about Jackie Robinson, the teacher/counselor reads "Teammates" by Peter Golenbock to fifth graders. The teacher/counselor then divides students into four groups to work cooperatively on questions. Groups select leaders and recorders and each group leader presents answers to the whole class. The teacher/counselor ends the activity with a question that individual students will respond to in writing.
  • Women's ACC Basketball Tournament School Day Curriculum: Four collections of basketball-based units for grades K–8 teach all areas of the curriculum through the lens of the 2009 Women's ACC basketball tournament.

Related topics

Help

Please read our disclaimer for lesson plans.

Legal

This page copyright ©2008. Terms of use

Learning outcomes

The student will use research skills of location and bibliographical design in order to place information in a chronological timeline.

Teacher planning

Time required for lesson

90.00 Minutes

Materials/resources

For each student:

  • pencil
  • colored pencils
  • markers or crayons
  • index cards
  • 3 sheets of paper (continuous-feed computer paper works well)
  • World Almanac
  • other reference encyclopedia (as needed)

Technology resources

Technology resources can be used if student has easy access to these resources, but they are NOT mandatory.

  • Computer
  • Internet access
  • encyclopedia or world almanac history timelines

Pre-activities

Distribute and review with the class the attached “Why Am I Me” Timeline Evaluation Sheet (eval.rtf)

Activities

Activity 1

Discuss the following: Think about the events in your life. Write down the ones which have affected you in either a positive or a negative way. When you have recalled as many as you can, organize them chronologically.
Activity 2
Distribute the continuous paper to the students.

Provide the following directions:

  • On the first page, begin the timeline 1 inch from the left side of the paper. A horizontal line should be drawn the length of the paper and 4 1/4 inches from the top and bottom of the paper. The line should extend to the last event on your timeline on the third page.
  • Above the timeline, indicate important events in your life--a minimum of three per page.
  • Below the timeline, indicate at least sixteen important events that occurred in the world during this time period. Use the World Almanac (or the computer reference) to choose those that may be important to you or that are major events about which most people would recognize.
  • Pages 2 and 3 must include illustrations depicting significant events in your life. Also illustrate the major historic events.
Activity 3
On index cards, list bibliographic information about the resources you used for your timeline: title of the book, author/editor, publisher, copyright date, and number of pages in the book. Use the relevant websites for correct format and information on taking notes and writing a bibliography.

Assessment

Student will be evaluated by the teacher using the attached “Why I AM Me” Timeline Evaluation Sheet (eval.rtf)

Supplemental information

A sample of the finished project is attached (sampg1.jpg, sampg2.jpg, sampg3.jpg).

Related websites

How to Write a Bibliography - MLA Style
http://www.lcs.k12.wi.us/~lmc/BIB.HTM#samplebib

Guide to Preparing a Bibliography
http://www.fcps.k12.va.us/KeyMS/library/bibliography.html

How to Make a Bibliography - A Handy Guideline
http://www.dalton.org/departments/Libraries/MSLIB/citation.html

Comments

None

North Carolina Curriculum Alignment

Information Skills (2000)

Grade 6

  • Goal 3: The learner will RELATE ideas and information to life experiences.
    • Objective 3.01: Describe personal cultural heritage and environment.
    • Objective 3.04: Relate cultural similarities and differences to personal heritage and environments.
    • Objective 3.05: Describe how information and ideas are influenced by prior knowledge, personal experience, and social, cultural, political, economic, and historical events.
  • Goal 5: The learner will COMMUNICATE reading, listening, and viewing experiences.
    • Objective 5.02: Produce media in various formats (print, graphical, audio, video, multimedia) appropriate to audience and purpose.

Grade 7

  • Goal 3: The learner will RELATE ideas and information to life experiences.
    • Objective 3.01: Describe personal cultural heritage and environment.
    • Objective 3.04: Relate cultural similarities and differences to personal heritage and environments.
    • Objective 3.05: Describe how information and ideas are influenced by prior knowledge, personal experience, and social, cultural, political, economic, and historical events.
  • Goal 5: The learner will COMMUNICATE reading, listening, and viewing experiences.
    • Objective 5.02: Produce media in various formats (print, graphical, audio, video, multimedia) appropriate to audience and purpose.

Grade 8

  • Goal 3: The learner will RELATE ideas and information to life experiences.
    • Objective 3.01: Describe personal cultural heritage and environment.
    • Objective 3.04: Relate cultural similarities and differences to personal heritage and environments.
    • Objective 3.05: Describe how information and ideas are influenced by prior knowledge, personal experience, and social, cultural, political, economic, and historical events.
  • Goal 5: The learner will COMMUNICATE reading, listening, and viewing experiences.
    • Objective 5.02: Produce media in various formats (print, graphical, audio, video, multimedia) appropriate to audience and purpose.

Guidance (2001)

Grades 6–8

  • Goal 7: Acquire the attitudes, knowledge, and interpersonal skills to help understand and respect self and others.
    • Objective 7.02: Document change as a part of growth.
    • Objective 7.08: Document personal strengths and assets.
    • Objective 7.12: Recognize, accept, respect, and appreciate ethnic, cultural, and individual diversity.
  • Goal 8: Make decisions, set goals, and take appropriate action to achieve goals.

English Language Arts (2004)

Grade 6

  • Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.
    • Objective 1.04: Reflect on learning experiences by:
      • describing personal learning growth and changes in perspective.
      • identifying changes in self throughout the learning process.
      • interpreting how personal circumstances and background shape interaction with text.

Grade 7

  • Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
    • Objective 1.04: Reflect on learning experiences by:
      • analyzing personal learning growth and changes in perspective.
      • examining changes in self throughout the learning process.
      • determining how personal circumstances and background shape interaction with text.

Grade 8

  • Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
    • Objective 1.04: Reflect on learning experiences by:
      • evaluating how personal perspectives are influenced by society, cultural differences, and historical issues.
      • appraising changes in self throughout the learning process.
      • evaluating personal circumstances and background that shape interaction with text.