B. Create an outline/timeline highlighting at least five important events in the development of social studies in the United States.
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Answers
Answer:
The first people were the pirates. The pirates went all around to all the worlds and got all the treasure. Next came the cave men. The cave men lived in the caves at Disneyland. But there weren't any castles or Popsicle stands yet. But that was all right because the cavemen didn't like fun. They liked dark and carried big things on their shoulders. Then came the Indians and the Pilgrims. They came at the same time. Then came us.
— World History by Elizabeth, age 5
Timelines are graphic representations of the chronology of events in time. While they are often used as a way to display information in visual form in textbooks as an alternative to written narrative, students can also become more actively engaged in learning the sequence of events in history by constructing timelines themselves.
The strategy of timelines can be used with students in Grades K through 8. Research shows that even young children have an understanding of temporal order of events in history and have the ability to think about and try to explain continuity and change over time (Barton, 1997, 2002, 2008; Barton & Levstik, 1996; Downey & Levstik, 2008; Harnett, 1993; Levstik, 1991).
For example, see the explanation of world history that Elizabeth dictated to her kindergarten teacher around Thanksgiving when the class was learning about the Pilgrims. She was clearly thinking about where the Pilgrims fit in the sequence of people in world history. Most upper elementary and middle school students can identify historical developments, especially related to national history, even though they may lack a detailed understanding of those developments (Barton & Levstik, 1998; Lee, 2004; Yeager & Terzian, 2007). A study by Barton and Levstik (1996) with children from kindergarten through Grade 6 using the method of placing pictures and photographs from 1772 to 1993 in sequence showed that kindergarten and 1st grade students are able to demonstrate understanding of differences in historical time. Dates were more useful for older students in Grades 3 and 4, and this ability increased in Grades 5 and 6 as students could match dates with specific pictures.
It's advisable to keep timelines fairly simple, to cocreate them with students, and to consider alternative chronological representations given the content taught, such as vertical or horizontal timelines, timelines at an angle, timelines that replicate a path taken by people or travelers, or circles (Alleman & Brophy, 2003; Lynn, 1993; Masterman & Rogers, 2002). Timelines as a teaching strategy can help students construct an understanding of historical events over time, even the youngest students. Literature can be used to show, model, and help students develop concepts about time, continuity, and change in social studies as a basis for creating timelines (Hoodless, 2002). Haas (2000) explained how to do this with the book A Street Through Time (Steele, 2004), using timelines and other powerful instructional strategies for social studies.