The shofar, one of the earliest known musical instruments, is usually made from a ram's horn.
Timelines Tell Stories
Grade Range: 3-5
Resource Type(s): Lessons & Activities, Primary Sources
Duration: 15
minutes
Date Posted:
3/9/2012
How can the Statue of Liberty be used in a timeline? Take a close look at an object made by an immigrant, then tell your family or cultural stories through a timeline. Part of an OurStory module entitled Coming to America, this activity includes a guided exploration of a museum artifact, step-by-step directions, and background information. OurStory is designed to help children and adults explore history together through the use of children's literature, museum objects, and hands-on activities.
National Standards
Historical Thinking Standards (Grades K-4)
Standards in History (Grades K-4)
United States History Standards (Grades 5-12)
Era 6: The Development of the Industrial United States (1870-1900)
1: How the rise of corporations, heavy industry, and mechanized farming transformed the American people
2: Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity
3: The rise of the American labor movement and how political issues reflected social and economic changes
4: Federal Indian policy and United States foreign policy after the Civil War
2: Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity
3: The rise of the American labor movement and how political issues reflected social and economic changes
4: Federal Indian policy and United States foreign policy after the Civil War
Historical Thinking Standards (Grades 5-12)
Historical Thinking Standard 1: Chronological Thinking
1A: Distinguish between past, present, and future time.
1B: Identify the temporal structure of a historical narrative or story.
1C: Establish temporal order in constructing students' own historical narratives.
1D: Measure and calculate calendar time.
1E: Interpret data presented in time lines.
1F: Reconstruct patterns of historical succession and duration; explain historical continuity and change.
1G: Compare alternative models for periodization.
1B: Identify the temporal structure of a historical narrative or story.
1C: Establish temporal order in constructing students' own historical narratives.
1D: Measure and calculate calendar time.
1E: Interpret data presented in time lines.
1F: Reconstruct patterns of historical succession and duration; explain historical continuity and change.
1G: Compare alternative models for periodization.
Historical Thinking Standard 2: Historical Comprehension
2A: Identify the author or source of the historical document or narrative and assess its credibility.
2B: Reconstruct the literal meaning of a historical passage.
2C: Identify the central question(s) the historical narrative addresses.
2D: Differentiate between historical facts and historical interpretations.
2E: Read historical narratives imaginatively.
2F: Appreciate historical perspectives.
2G: Draw upon data in historical maps.
2H: Utilize visual, mathematical, and quatitative data.
2I: Draw upon the visual, literary, and musical sources.
2B: Reconstruct the literal meaning of a historical passage.
2C: Identify the central question(s) the historical narrative addresses.
2D: Differentiate between historical facts and historical interpretations.
2E: Read historical narratives imaginatively.
2F: Appreciate historical perspectives.
2G: Draw upon data in historical maps.
2H: Utilize visual, mathematical, and quatitative data.
2I: Draw upon the visual, literary, and musical sources.
Historical Thinking Standard 3: Historical Analysis and Interpretation
3A: Compare and contrast differing sets of ideas.
3B: Consider multiple perspectives.
3C: Analyze cause-and-effect relationships.
3D: Draw comparisons across eras and regions in order to define enduring issues.
3E: Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.
3F: Compare competing historical narratives.
3G: Challenge arguments of historical inevitability.
3H: Hold interpretations of history as tentative.
3I: Evaluate major debates among historians.
3J: Hypothesize the influence of the past.
3B: Consider multiple perspectives.
3C: Analyze cause-and-effect relationships.
3D: Draw comparisons across eras and regions in order to define enduring issues.
3E: Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.
3F: Compare competing historical narratives.
3G: Challenge arguments of historical inevitability.
3H: Hold interpretations of history as tentative.
3I: Evaluate major debates among historians.
3J: Hypothesize the influence of the past.
Historical Thinking Standard 4: Historical Research Capabilities
4A: Formulate historical questions.
4B: Obtain historical data from a variety of sources.
4C: Interrogate historical data.
4D: Identify the gaps in the available records, marshal contextual knowledge and perspectives of the time and place.
4E: Employ quantitative analysis.
4F: Support interpretations with historical evidence.
4B: Obtain historical data from a variety of sources.
4C: Interrogate historical data.
4D: Identify the gaps in the available records, marshal contextual knowledge and perspectives of the time and place.
4E: Employ quantitative analysis.
4F: Support interpretations with historical evidence.
