Understanding Timelines Lesson Plan
National Park Service
U.S. Department of the Interior
War in the Pacific National Historical Park
Timeline
Understanding Guam’s WWII History
Created By: Evelyn Topasna
School: Harry S Truman Elementary School
Grade Level: 3rd
Content Area: Social Studies
Timeline/Length: 1- 2 weeks
Number of Students: 25
Key Concepts:
• Students will explore events, pre and post
WWII, that occurred on the island of
Guam. They will reflect on these events
and how it influenced changes on Guam.
Vocabulary:
World War II (WWII), Timeline, time
period, Pre and post, influence, outcomes,
origins,
One of the many outcomes that came about due to World
War II was that the people of Sumay were moved to Santa
Rita, hence “We are Santa Rita-Sumay”. Another outcome
is Guam’s Annual Liberation Parade celebrated since 1946.
Photo by fita sarmiento.roberto-Guam-Liberation Parade
GPSS Content Standards/Performance Indicators:
•
3rd grade:
Social Studies: Standard 1: Culture
Students learn about the systems of beliefs, knowledge, values, and traditions of various
cultures and how those aspects influence human behavior.
3.1.2 Explain the origins of traditions or customs from other countries that can be found
on Guam and in the U.S. today.
3.1.4 Observe and describe local or regional historic artifacts and sites and generate
questions about their function, construction, and significance.
Social Studies: Standard 2: History
Students learn how human beings view themselves in and over time.
3.2.1 Explain the meaning of time periods or dates in historical narratives and use them
correctly in speaking and writing. EXAMPLE(S): decade, 19th century, 1600s, 1776
3.2.3 Create and interpret time lines.
Reading - Standard 2: Reading Comprehension and Analysis of Nonfiction Texts
EXPERIENCE YOUR AMERICA™
Students read a wide range of nonfiction texts to acquire new information, to respond to
the demands of society and the workplace, and to learn about themselves and the world.
3.2.2 Ask questions and support answers by connecting prior knowledge with literal
information from the text.
EXAMPLE(S): When reading informational materials about science topics or social
science subjects, compare what is read to background knowledge about the subject.
Language Arts: Standard 4: Writing Purposes, Processes, and Strategies
Students use a wide range of strategies and resources to gather and synthesize
information and use a variety of writing processes to create and communicate knowledge
with a variety of audiences for different purposes.
3.4.1 Use multiple strategies to generate ideas for writing.
EXAMPLE(S):
• Find ideas for writing stories and descriptions in conversations with others; in books,
magazines, or school
textbooks; or on the Internet.
• Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or
notebook of ideas.
3.4.4 Write descriptive pieces about people, places, things, or experiences that develop a
unified main idea and use details to support the main idea.
EXAMPLE(S):
• Write a description for how to make a galaide' (canoe). Include clear enough directions
so that a classmate can make the model.
• Write a description of a favorite place using clear details so that the reader can picture
the place and understand why it is a favorite place.
Lesson Overview:
•
Students will learn that when an event occurs it becomes part of history and there will be
positive and/or negative outcomes (cause/effect) as a result of the event.
•
The students will research various events that occurred on Guam through timelines and
stories. (Students can do this by reading Guam history books, going on line, visiting the
T. Stell Newman Visitor Center). Then, students will select a specific event to write a brief
a descriptive piece on it’s outcomes, influences and origins.
Lesson Objectives:
•
In this lesson, students will be able to:
… list events and its outcomes, influences and origins from various
resources (notetaking) of Guam pre and post WWII.
… create and interpret timelines of Guam pre and post WWII from notes
taken.
… reflect on events, then select one that they will write about.
… write a descriptive piece on a specific event of Guam pre or post WWII
describing its outcomes, influences and origins.
EXPERIENCE YOUR AMERICA™
Textbooks/Materials/Resources:
•
•
•
•
T Stell Newman Visitor Center in Sumy, Guam
Grade level text book (timeline)
Guam History Books
“Kanttan Sumay” sung by Helen DeGuzman
Procedures:
Session 1:
1. Have students take home the Timeline Family Project. This anticipatory activity can
help get students excited about learning about timelines. (See attched parent letter and
grading sheet.)
2. In a class discussion, the students will begin to study what timelines are and why are
they important for learning. Refer to timeline in grade level social studies textbook. In
teams, students will interpret timelines provided by the teacher.
3. Then in teams, they will create a simple timeline (teacher discretion - example: a
timeline of themselves; a timeline of a school event etc).
Session 2:
4. Visit the T. Stell Newman Visitor Center in Sumay, Guam.
5. Students are encouraged to go to the World War II Timeline Stations and pick one
event that they think was very important in World War II.
6. Students are instructed to take notes on the important events they see in the exhibit
because their notes will be used for the class time line.
Session 3:
7. Upon returning to the classroom, students will discuss events that they have read about
or heard through their elders “manamko” or other family members that occurred on
Guam pre and post World War II. Teacher will create a timeline that is easily visiable
and will write events discussed by students. This will begin the timeline for the
students. Students will copy this timeline and add on to it as they work in their groups
to research further for more events.
8. In teams, they will finalize a team timeline that will be presented in the closing of the
lesson.
Session 4:
9. Each student in the team will reflect and select an event that they will write about on
their own. Teammates will support each other throughout the writing process.
10. Teacher should provide individual guidance as students are creating their final timeline
and throughout the writing process as needed to check for understanding.
11. To wrap up the lesson, each team will present their timeline and share/read-a-loud
their descriptive writing in class.
Assessment/Evaluation
•
•
Teacher will observe and guide students while they are taking notes, creating team
timelines and during the writing process to check for understanding and progress.
Rubric:
EXPERIENCE YOUR AMERICA™
o Timeline: http://www.readwritethink.org/
o Writing: www.oradell.k12.nj.us/; http://www.teachervision.fen.com/
o Presentation: http://www.eatonintl.com
Wrap-Up/Closing Activity
•
Student teams can present their timelines and writing during a parent night, to their
classmates or to other classes.
EXPERIENCE YOUR AMERICA™
Anticipatory Family Project: Timeline
Shared by: Elizabeth Chavez and Lucy Halatyn @ 2007 IRA Convention in Toronto, Canada
Home Project: Creating a Time Line
Given out:
Due:
Creating a time line of your own life can help you organize your memories and come up with good
writing ideas. It will help your writing flow from the beginning to end.
Look at the following example time line. The numbers represent years. You begin with the year you were
born and go up to this year. Above and below the time line you write phrases that tell about events,
people, and things that were important to you at different times in your life. Finally, select one the events
you remember most and write about it on another sheet of paper. The poster and favorite event will be
presented so be sure to practice for your presentation.
2003
2004
2005
2006
2007
2008 2009
2010
2011
2012
On a poster board, make a time line of your life. Ask your family to help you remember big six
events and to share stories about you. You may illustrate a few of your events or use photos to
make it more decorative.
Instructions:
1. Draw a timeline. You will begin with the year you were born.
2. You will label each year until you end on the right-hand side with this year.
3. Write words or phrases above and below the line that tell about the important events in your life. (You
may want to first make a list to help organize your ideas.)
4. Draw a line from the words to the time line to show the year when the event happened.
5. Choose one of your events that you remember best and write about it on a sheet of paper. Make sure
that you title your story and illustrate it.
*Make sure that your work is neat and your best effort. You will be graded on your neatness and how
complete your work is. Be able to explain your timeline for your presentation.
Have fun with your memories.
Sincerely,
The Third Grade Teachers
EXPERIENCE YOUR AMERICA™
Name:
Date:
Timeline Grade Sheet:
______ Turned in on time (20 points)
______ Detail- memories are written on the timeline (20 points)
______ Creativity- colorful and detailed pictures or decorations (20 points)
______ Complete Information- a memory from the timeline is written
completely (20 points)
______ Directions are followed (20 points)
______ Total points
______ Presentation Grade from the sharing of how the timeline was made and about the
memory chosen from the timeline
EXPERIENCE YOUR AMERICA™
Presentation - Grading Rubric
Name(s)
Presentation title
Criteria
Excellent
Very Good
Good
Poor
Preparation
You clearly put
exceptional effort into
the preparation and
design.
You demonstrated very
good preparation and
design.
Your work showed
some evidence of
preparation.
Your work appeared to
have been done at the
last minute.
Visual aids
Your visual aids added
greatly to the
presentation.
Your visual aids were
clear and helpful.
Visual aids were used,
but were very wordy or
could have been more
helpful.
Your visual aids were
not particularly helpful
or were not used.
Organization
Your presentation was
exceptionally logical
and superbly
organized.
Your work had a clear
introduction, body and
conclusion.
Your presentation was
generally organized,
but lacked some clarity.
The work was poorly
organized or ideas
were presented
randomly
Articulation
Excellent and clear
verbal articulation of
major and minor points.
Explained ideas well.
Ideas were stated, but
lacked some clarity.
Ideas were difficult to
understand.
Use of
examples
Abstract ideas were
fully supported with
clear examples that
others understood.
Most abstract ideas
were supported with
examples.
Some examples were
used.
Examples either were
not used or were not
helpful.
Precision
Your presentation was
laser-focussed on the
asisgned topic.
Your presentation
covered all the main
points of the topic.
Your presentation
covered the topic, but
occasionally took
detours.
Your presentation
strayed from the main
topic significantly.
Time
management
Your showed
exceptional time
management skills.
Finished within the
allotted time.
You went over the time
limit a little.
You seemed unaware
of the time or how to
manage it.
Overall
quality
Outstanding overall
quality. A powerful and
memorable
presentation.
Covered all the main
points and it was
generally welldelivered.
Could have put more
effort in during the
preparation and design
stages to increase
overall quality.
Generally sloppy. Weak
presentation skills. You
have the ability to do
much better.
This grading rubric was developed by Dr. Sarah Elaine Eaton. This work is licensed under a
Creative Commons license. You may use it or change it, but you may not sell it or use it for
commercial purposes. Please credit the author for her work by mentioning her name as the original
creator.
For more resources check out the website http://www.eatonintl.com or the blog http://drsaraheaton.wordpress.com.
Timeline Rubric
Student Name:
Category
4
Included events are
important and
Quality of content interesting. No major
details are excluded.
Quantity of facts
Accuracy of
content
The timeline contains
at least 8––10 events
related to the topic
being studied.
3
2
Most of the included Some events included
events are important are trivial, and major
or interesting. One or events are missing.
two major events
may be missing.
The timeline contains
at least 6––7 events
related to the topic
being studied.
Facts are accurate for Facts are accurate for
all events reported on almost all events
the timeline.
reported on the
timeline.
1
Many major events
are excluded, and too
many trivial events
are included.
The timeline contains The timeline contains
at least 5 events
fewer than 5 events.
related to the topic
being studied.
Facts are accurate for
most (~75%) of the
events reported on
the timeline.
Facts are often
inaccurate for events
reported on the
timeline.
Events are placed in
proper order.
Almost all events are Most (~75%) of the
placed in proper
events are placed in
order.
proper order.
Most events are
incorrectly placed on
the timeline.
Dates
An accurate,
complete date has
been included for
each event.
An accurate,
complete date has
been included for
almost every event.
An accurate date has
been included for
almost every event.
Dates are inaccurate
or missing for several
events.
Sentence fluency
Events are clearly
described using
accurate and vivid
language.
Events are described
well, but language is
sometimes vague or
inaccurate.
Events are not
described well and
language is often
vague or inaccurate.
Events are described
using vague language
or inaccurate
information.
Mechanics
Punctuation, spelling
and capitalization
were checked by
another student and
are correct
throughout.
Punctuation, spelling
and capitalization
were checked by
another student and
are mostly correct.
Punctuation, spelling,
and capitalization are
mostly correct, but
were not checked by
another student.
There are many
punctuation, spelling,
and capitalization
errors.
Sequence of
content
Copyright 2004 IRA/NCTE. All rights reserved.
ReadWriteThink materials may be reproduced for educational purposes.
ORADELL PUBLIC SCHOOL
3rd and 4th Grade Writing Rubric
1
2
3
4
NOVICE
APPRENTICE
PRACTITIONER
EXPERT
! Focus and ideas are somewhat
clear
! May include opening and/or
closing
! Attempts to use sequence,
details, and logical transitions
! Focus is clear and distinct
! Evidence of opening and
closing
! Ideas are communicated
through logical sequence,
details, descriptive words
and transitions
! Sentences are often incomplete
or confusing
! Writing lacks structure and
detail
! Word choice is limited, simplistic
and unvaried
! Sentences are simply
constructed
! Writer attempts to use detail
and vary word choice
! Sentences are complete
and detailed
! Word choice is fairly
varied and descriptive
! Sentences are varied and welldeveloped
! Sentences reflect many
relevant details and rich word
choice
! Sentences reflect limited or no
subject-verb agreement and
verb tense, thus confusing the
meaning
! Sentences reflect inconsistent
subject-verb agreement and
verb tense and often require
clarification
! Sentences generally
reflect subject-verb
agreement and verb tense
! Writer frequently uses
other parts of speech
! Sentences reflect subjectverb agreement, complex
structure, and proper verb
tense
! Writer uses varied parts of
speech
! Capitalization and punctuation
are used minimally if at all
! Spelling reflects minimal
application of phonemic
awareness
! Capitalization and punctuation
are applied intermittently
! Spelling reflects some
application of phonemic
awareness and phonetic
principles, and standard
spelling
! Capitalization and
punctuation are generally
correct
! Spelling reflects regular
application of phonetic and
standard spelling
! Capitalization and punctuation
are consistently correct
! Punctuation reflects varied use
! Strong command of phonetic
and standard spelling
*Sentence Construction
Complete sentences, Varied
Sentence Structure, Word
Choice, Descriptive/Detailed
Writing
*Grammar and Usage
Subject-Verb Agreement,
Verb Tense, Clarity of
Meaning, Varied Parts of
Speech
! Focus and ideas are unclear
CONTENT
! Writing lacks opening, closing
and logical sequence
&
! Details and transitions are
ORGANIZATION
minimal or lacking
SENTENCE
CONSTRUCTION
GRAMMAR
&
USAGE
MECHANICS
UNDERSTANDING
THE GRADE 3,4
WRITING RUBRIC
! Focus is clear and distinct
! Includes sound opening and
closing
! Ideas are creative and original,
reflecting logical sequence
! Writing reflects creative
expression, exact details, and
smooth transitions
*Content and Organization
Voice, Focus, Opening and Closing,
Sequence of Ideas, Supporting
Details, Creative Expression
*Writing Mechanics
Capitalization, Punctuation,
Spelling
Fall 2005