Teaching Time: Difference between revisions

From A+ Club Lesson Planner & Study Guide
(started assessment strategies)
 
m (1 revision imported)
 
(No difference)

Latest revision as of 23:20, 11 January 2021

Teaching Time[edit | edit source]

Wow, this is a hard one. One of the most troublesome aspects of teaching the Social Studies is to develop in students a sensitivity for the passage and relationships of time. Let's put it simply: how do you teach tens, or hundreds, or thousands of years to a 14-year old?

Place your strategies for teaching time here

===Timeline

  • students to develop timelines on their own, as opposed to being given timelines to study
  • students to decide on the relevancy of items to include in their timelines allows them to explore, evaluate, and create the history for themselves
    • assessing relevancy of student-generated timeline:
      • is the timeline factually, graphically, or proportionally accurate?
        • is the timeline factually correct?
        • is the timeline sequentially correct?
        • is the timeline proportionally accurate between dates? (if that is a requirement of the timeline)
      • is the timeline relevant and thoughtful?
      • does the timeline show student comprehension of the passage of time and its relationships
      • do the items in the timeline represent logical, related connections and succession of events?
      • are the items in the timeline relevant to the ovearll purpose?
      • did the student demonstrate thoughtfulness and creativity in preparing the timeline?

Living Timeline[edit | edit source]