Unit 5: How Communities Change

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

Timeline : Personal Timeline

Teacher Name:

Mrs. Roth

Student Name: ________________________________________

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

Photo Credits from Pinterest.

https://www.pinterest.com/pin/489133209508461546/

https://www.pinterest.com/pin/489133209508461536/

https://www.pinterest.com/pin/489133209508461534/

https://www.pinterest.com/pin/210684088787419358/

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).