Building A Timeline

Overview

Lesson 2 of 14 in Persuade Through Time. Students investigate photographs, artefacts and short oral-history extracts to sequence evidence about schooling and daily life, then explain one change between the past and present.

Learning intentions

• WALT sequence evidence from the past and present.
• Students will listen to and discuss information from images, artefacts and oral histories.
• Students will use time words to describe order.
• Students will explain how one aspect of schooling or daily life has changed.

Success criteria

• I can place events or evidence in order.
• I can use words such as past, present, before, after and now.
• I can explain one change between the past and present.
• I can share my thinking with my group.

Curriculum links

• Listening and responding to spoken and multimodal texts.
• Creating and contributing to short spoken and written responses.
• Using vocabulary, sentence structures and time connectives to communicate ideas.
• Exploring how people, places and daily life change over time through sources and inquiry.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook and connect Open with the hook image and inquiry question. Show a past and present school photograph side by side and ask: “What do you notice? What might have happened first?” Invite students to turn and talk, then share observations. Explain that historians use evidence to learn about the past.

2. 5–11 minutes – Model sequencing Display three teacher-selected examples, such as an old classroom, a school from the teacher’s childhood and a modern classroom, using the sequencing model. Think aloud: “This photograph looks oldest because… I will place it before…” Introduce the words past, present, before, after, then and now. Model an oral sentence: “Before, students used…, but now students use…”

3. 11–15 minutes – Explain the inquiry task Organise 25 students into five mixed-ability inquiry groups of five. Explain that each group will examine photographs, safe classroom artefacts and short oral-history extracts, discuss clues, and create a human or floor timeline. Show the steps and discussion prompts on the inquiry instructions. Remind students to handle artefacts carefully and to say “I think…” when making an inference.

4. 15–30 minutes – Group investigation and timeline Give each group a source set containing 4–6 evidence items about schooling or daily life. Students first sort the items from past to present, using clues such as clothing, technology, buildings and classroom materials. They then make a floor timeline with the students or place the items in a line on the floor. Distribute the evidence and change recording sheet; students draw or write one item from the past, one from the present and one change. Circulate, ask “What is your evidence?” and support groups to use time words.

5. 30–39 minutes – Timeline walk and explanations Groups remain beside their timelines while classmates walk past and listen to a brief explanation. Each group shares one sequence and completes the sentence: “In the past…, but now…”. Encourage students to refer to a photograph, artefact or oral-history detail. Use the sharing sentence stems to support oral explanations.

6. 39–45 minutes – Plenary and check for learning Revisit the hook question using the plenary prompts. Ask students to show with their hands whether an example belongs in the past or present, then invite two or three students to explain a change. Collect the worksheets and ask students to tell a partner one time word they used and one change they noticed.

Resources

• the complete inquiry slide deck
• the evidence and change recording sheet
• Five sets of printed photographs showing schooling and daily life in the past and present
• Five short, teacher-read oral-history extracts
• Safe classroom artefacts or replicas, such as an old book, lunch container, writing tool or technology image
• Large labels: past, present, before, after, now
• Floor space or five lengths of string for timelines
• Sticky notes, pencils, crayons and clipboards
• Optional visual timer and group role cards made by the teacher

Assessment

• Observe whether students sort evidence in a plausible order and justify their choices using clues.
• Listen for accurate use of time vocabulary and an oral explanation of one change.
• Review worksheets for a correctly sequenced example and a clear past/present comparison.

Differentiation

• Use colour-coded dates or time labels, icons and teacher modelling before groups begin.
• Provide fewer source items, paired discussion and sentence stems such as “First…”, “Then…” and “One change is…”.
• Allow students to demonstrate understanding orally, by pointing, drawing or physically placing themselves on the timeline.
• Extend advanced learners by asking them to explain a possible cause and effect: “Because ___ changed, ___ changed too.” EAL/D and students requiring additional support may rehearse with a partner before sharing.