9/19/16 – World History Timeline

Agenda:

  • Do Now
  • Good News
  • Timeline Activity
  • Wrap Up

I Can:

  • Order events chronologically
  • Research historical events

Day in Review:

Today we begin looking at world history by constructing a timeline of the events and civilizations that we will be learning about this school year.  We started the class by having a discussion of how we count years (for example: decades, centuries,millennia).  We also spent time discussing how time is counted, specifically in regards to how we number years with B.C. (or B.C.E.) and A.D. (or C.E.).  Some students had difficulty understanding how the years are ordered, so we spent considerably more time than anticipated using multiple examples (such as a number line).  Below are a few videos to help if anyone is still confused.  One is a video explaining timelines using the idea of number lines from math.  The other is a discussion regarding the naming of B.C. and A.D. as well as some information on how many historians are moving to B.C.E. and C.E. and how that all works.  In the end they both mean the same thing, however in future classes they may see both, so it’s good to know what students will likely encounter, that way there is no confusion.

I also drew an example timeline on the board so students could see what the timeline should look like. We did not get to start working on the timeline itself, but got some basic information.  We will start working on the timeline on Wednesday.


Assignments and Resources:

With a partner students will construct a timeline of human history running from 8000B.C. (B.C.E) to the present A.D. 2016 (C.E.).  They will research when various civilizations existed, and find events from each of those civilizations to add to their timeline.  To assist students have been provided with a timeline research sheet, which will help them organize their research.  Once they have determined dates for all civilizations and events they will order them, and construct a timeline using large sheets of paper in class, and markers or colored pencils.  Above the timeline they will create colored bars that represents the reign of the various civilizations (so we can see where they overlap) and then add the events to their timeline. A rubric was also provided showing students how the timeline would be graded, and what they could do to go above and beyond and attain a 4.0 grade. Resources provided are:

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