Students will create a timeline of the period 1950-1989. This will be used at the beginning of the unit on the latter part of the 20th century. It will be an ongoing project as we work through the unit. The actual timeline will hang in the middle school hall. This will be a class project, but each 8th grader will be responsible for a portion of the timeline. These years were chosen because they include the beginning of the Korean War and end with the fall of Communism in Europe.
A timeline is an effective way in which students may participate in history. This “Marking Time” timeline will be ongoing and student-centered. It is a way to catapult students into this period of history. I would like to give the students a skeleton of this period (the timeline), then build on the skeleton. Since this year is the 60th anniversary of the Korean War, we will be honoring our veterans on Veterans’ Day (November11), with special tribute being paid to the Korean vets. The timeline, which will be hanging in the hall, will help prove to our vets that history is an important part of our curriculum. It will be an effective method to get through this part of the 20th century. This will also segue into the lesson plan “Bomb Shelter,” also to be used with 8th graders.
Benchmark 4: The student engages in historical thinking skills
1. (A) examines a topic in United States history to analyze changes over time and makes logical inferences concerning cause and effect.
Access to a computer with internet
Divide students into small discussion groups (3-4). For five minutes, ask students to brainstorm about Korean War, Vietnam War, Iranian Hostage Crisis and anything else 1950-1989. At the end of that time, brainstorm on board or SmartBoard. From this list, choose 2 or 3 items/people that could be used on a timeline (EG: Dwight Eisenhower becomes president 1952).
Explain the concept of the timeline as an ongoing study line through this unit.
On 3x5 cards, write decades 1950-60, 1960-70, 1970-80, 1980-90. Have enough cards made so that each student will have a choice of a decade. Student will be responsible for one event and one person in that decade that is different from the other students’ choices. Student will hand in short explanation of the choice. When that has been approved, he/she will submit a short essay (1-1 ½ pages), explaining why this person/event is of importance to its decade.
Each student will be issued two pieces of pre-cut foam board, approximately 2’ x 1’. On the boards, the student will prepare his/her addition to the timeline. This might include artwork, symbols, pictures, date, and explanation of the chosen person or event chosen. Timeline will be ongoing throughout the unit.
Name ______________________ Date submitted____________
____ 10 points Poster was handed in on date requested.
____ 25 points Presentation: Poster clearly illustrates the event on the timeline. The
symbols and pictures make the historical event clear to all. Every item on the poster pertains to the event listed. All space on the poster is used well. Pictures on the poster are large enough to be seen at a comfortable distance. Date is clearly placed on the poster.
____ 15 points Neatness: Poster is clean and neat. Writing is legible and large enough
to be read at a comfortable distance. Words are spelled correctly.
Correct grammar is used.
TOTAL POINTS: /50 Letter Grade: A B C D F
ASSIGNMENT: MARKING TIME
Name ____________________________ Date _____________
1. Please name the event you consider significant to the decade. What impact did this event have on history?
2. Why is this event significant?
3. How does this event connect with other events in the decade?
4. Which person have you chosen?
5. What important contribution did this person make to the decade?
6. Does this person connect with the event you have chosen? Explain
This event is acceptable for the timeline. Poster will be due on _______________.
The person is acceptable for the timeline. Poster will be due on ______________.
Name ______________________ Date________________
1. Which date have you selected for the timeline?
2. State three reasons why you think this date should be included:
3. State the cause-effect relationship between this date, and at least two other dates on the timeline. (One cause, one effect)
4. In one paragraph, please describe how you will display this date and why. What picture or symbol will you use and why?
5. How will you label your entry on the timeline?
TIMELINE RUBRIC: SHORT ESSAY
Name _____________________ Title of Essay ________________
Date Submitted (same as date posters are due): __________________________
____ 10 points Title page includes title of short essay, centered; your name,
Social Studies/8, and the date in the lower right-hand corner.
_____ 15 points Essay clearly states the theme—i.e., the reason this event or person
should be included on the class timeline. Your argument should
include connections to other events and persons of that decade.
Essay should be convincing.
_____ 15 points Essay is grammatically correct. Spelling is accurate. Essay
includes a logical beginning, middle and end.
_____ 10 points Essay was turned in on time.
TOTAL: /50 LETTER GRADE: A B C D F