Introduction
Welcome to our 5th Webquest! In this webquest you will be creating a personal timeline!
Task
During unit 5, you learned about timelines and how they can show ways that a community changes over time. Now it is your turn to make your own personal timeline.
Process
Step 1: Check out the examples of student personal timelines.
Step 2: Brainstorm at least 6 important life events for your life.
Step 3: Decide what your timeline will look like and get started.
Step 4: Your timeline must have pictures (either photos or hand drawn) and the date when the event occured.
Step 5: Create your timeline!
Evaluation
|
| CATEGORY | 4 | 3 | 2 | 1 |
| Title | The timeline has a creative title that accurately describes the material and is easy to locate. | The timeline has an effective title that accurately describes the material and is easy to locate. | The timeline has a title that is easy to locate. | The title is missing or difficult to locate. |
| Content/Facts | Facts were accurate for all events reported on the timeline. | Facts were accurate for almost all events reported on the timeline. | Facts were accurate for most (~75%) of the events reported on the timeline. | Facts were often inaccurate for events reported on the timeline. |
| Readability | The overall appearance of the timeline is pleasing and easy to read. | The overall appearance of the timeline is somewhat pleasing and easy to read. | The timeline is relatively readable. | The timeline is difficult to read. |
| Spelling and Capitalization | Spelling and capitalization were checked by another student and are correct throughout. | Spelling and capitalization were checked by another student and were mostly correct . | Spelling and capitalization were mostly correct, but were not checked by another student. | There were many spelling and capitalization errors. |
| Time Use | Classroom time was used to work on the project. Conversations were not disruptive and focused on the work. | Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work. | Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work. | Student did not use classroom time to work on the project and/or was highly disruptive. |
Conclusion
Check your timeline for correct spelling and punctuation! Make sure you are ready to share it with the class!
Credits
Teacher Page
Michigan State Standards for Unit 5
A * denotes that this standard is covered in the webquest
State Standards:
*1 – H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events.
*1 – H2.0.6 Compare life today with life in the past using the criteria of family, school, jobs, or communication.
*2 – H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local community events.
*2 – H2.0.2 Explain why descriptions of the same event in the local community can be different.
2 – H2.0.3 Use an example to describe the role of the individual in creating history.
2 – H2.0.4 Describe changes in the local community over time (e.g., types of businesses, architecture and landscape, jobs, transportation, population).
2 – H2.0.5 Identify a problem in a community’s past and describe how it was resolved.
2 – H2.0.6 Construct a historical narrative about the history of the local community from a variety of sources (e.g., data gathered from local residents, artifacts, photographs).