Web-based Content

What is History? Timelines and Oral Histories

Grade Levels

6th Grade, 7th Grade, 8th Grade

Course, Subject

History,Reading, Writing, Speaking, and Listening,Social Studies
Related Academic Standards
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  • Big Ideas
    Information to gain or expand knowledge can be acquired through a variety of sources.
    Purpose, topic and audience guide types of writing
    Writing is a means of documenting thinking
    Writing is a recursive process that conveys ideas, thoughts and feelings
    Historical context is needed to comprehend time and space.
    Historical interpretation involves an analysis of cause and result.
    Perspective helps to define the attributes of historical comprehension.
  • Concepts
    Focus, content, organization, style, and conventions work together to impact writing quality
    Informational sources have unique purposes.
    Organization of information facilitates meaning.
    Various types of writing are distinguished by their characteristics
    Comprehension of the experiences of individuals, society, and how past human experience has adapted builds aptitude to apply to civic participation.
    Historical causation involves motives, reasons, and consequences that result in events and actions.
    Historical causation involves motives, reasons, and consequences that result in events and actions. Some consequences may be impacted by forces of the irrational or the accidental.
    Historical comprehension involves evidence-based discussion and explanation, an analysis of sources including multiple points of view, and an ability to read critically to recognize fact from conjecture and evidence from assertion.
    Historical literacy requires a focus on time and space, and an understanding of the historical context of events and actions.
    Historical literacy requires a focus on time and space, and an understanding of the historical context, as well as an awareness of point of view.
    Historical skills (organizing information chronologically, explaining historical issues, locating sources and investigate materials, synthesizing and evaluating evidence, and developing arguments and interpretations based on evidence) are used by an analytical thinker to create a historical construction.
    Learning about the past and its different contexts shaped by social, cultural, and political influences prepares one for participation as active, critical citizens in a democratic society.
  • Competencies
    Develop topic-specific content that is explained and supported with details and examples appropriate to audience and mode using precise vocabulary. (content)
    Differentiate between primary and secondary source material.
    Identify characteristics of primary and secondary source materials.
    Locate and select appropriate resource materials to achieve a research goal.
    Locate and select the appropriate source materials to achieve a research goal.
    Organize and present information and data that support and illustrate inferences and conclusions drawn from research.
    Organize and present information drawn from research.
    Summarize relevant information from source material to achieve a research goal.
    Synthesize relevant information from source materials to achieve a research goal.
    Use an effective format that is relevant to audience and task.
    Write a series of paragraphs with details and information relevant to the focus.
    Write a series of paragraphs with topic sentences and supporting details that are relevant to the focus.
    Write informational pieces, specific to a purpose and audience, which have a well developed main idea, includes cause and effect relationships or problem and solution, and contain precise language and specific detail, relevant graphics, and primary and secondary sources (e.g. letters, reports, instruction, essays, articles, interviews).
    Focus, content, organization, style, and conventions work together to impact writing quality
    Analyze the interaction of cultural, economic, geographic, political, and social relations for a specific time and place.
    Articulate the context of a historical event or action.
    Contrast multiple perspectives of individuals and groups in interpreting other times, cultures, and place.
    Evaluate cause-and-result relationships bearing in mind multiple causations.

Description

In this lesson, young students will gain a frame of reference for understanding history and for recognizing that the past is different depending on who is remembering and retelling it. They will construct a timeline based on events from their own lives and family histories. This will give them a visual representation of the continuity of time. They will also be able to see that their own personal past is different in scope from their family's past, or their country's past.

Web-based Resource

Content Provider

EDSITEment!

 

EDSITEment is a partnership among the National Endowment for the HumanitiesVerizon Foundation, and the National Trust for the Humanities.

EDSITEment offers a treasure trove for teachers, students, and parents searching for high-quality material on the Internet in the subject areas of literature and language arts, foreign languages, art and culture, and history and social studies.

All websites linked to EDSITEment have been reviewed for content, design, and educational impact in the classroom. They cover a wide range of humanities subjects, from American history to literature, world history and culture, language, art, and archaeology, and have been judged by humanities specialists to be of high intellectual quality. EDSITEment is not intended to represent a complete curriculum in the humanities, nor does it prescribe any specific course of study.

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