Thinking Chronologically
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Thinking Chronologically
Delaware Model UnitThis unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has underg Thinking Chronologicallygone a rigorous peer review and jurying process to ensure alignment to selected Delaware Content Standards.Unit Title:Thinking ChronologicallyDesigned by: Kim StathamDistrict: Caesar Rodney School DistrictContent Area: Social StudiesGrade Levels: 4-5Summary of UnitThis unit uses the historic context Thinking Chronologically of New Sweden to assist students in developing an understanding of creating chronologies using timelines and identifying cause-and-effect factors. InThinking Chronologically
addition, students will examine historical materials related to this early period of Delaware colonization in order to analyze change over time.TeachDelaware Model UnitThis unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has underg Thinking Chronologically//archive$.delaware.gov/outreach/video_primary$ources.shtml.In History Standard One 4-5a, students will add two new features: students learn how to create a chronology based on information given to them, using time frame devices. Secondly, the student uses the chronology to begin to apply the concep Thinking Chronologicallyt of cause and effect. For example: create a chronology of events leading up to the American Revolution and identify logical cause and effect, using tThinking Chronologically
imelines and time frames. Did the Boston Massacre cause the Revolutionary War? It happened five years before the war began, but anger over the massacrDelaware Model UnitThis unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has underg Thinking Chronologically has to be a relationship between them. Events in history can be like a TV schedule: there may be no connection between a program and the preceding program. Events have two types of causes—immediate and underlying or long-range causes. The immediate is easier to identify. The assassination of the Ar Thinking Chronologicallychduke Francis Ferdinand led to the outbreak of the First World War. But. what was the role of the arms race, the competition for colonies in Asia andThinking Chronologically
Africa, the naval race between England and Germany, the alliance system, and nationalism in the Balkans? It is the long-range causes that usually occDelaware Model UnitThis unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has underg Thinking Chronologicallyer or even a different list.History Standard TWO 4-5b asks students to apply an understanding of primary vs. secondary sources in order to analyze and to explain historical sources. Students are now expected to be able to arrange sources chronologically and to explain change over time. What changed? Thinking Chronologically What did not change? Why? How do you know? What patterns are there? What links the documents together? Historical sources can be arranged many differThinking Chronologically
ent ways. This standard asks students to become familiar with using a particular region or society or theme as an organizing scheme to explain change.Delaware Model UnitThis unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has underg Thinking Chronologicallystand’Delaware Content Standards•History standard One 4-5a: Students will study historical events and persons within a given time-frame in order to create a chronology and identify related cause-and-effect factors.•History standard Two 4-5b: Students will examine historical materials relating to a p Thinking Chronologicallyarticular region, society, or theme; chronologically arrange them, and analyze change over time.Big ldea(s)•Patterns•Chronology•Cause and effectEnduriThinking Chronologically
ng Understandings K-12•History is often messy, yet a historian must logically organize events, recognize patterns and trends, explain cause and effectDelaware Model UnitThis unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has underg Thinking Chronologicallyarch will affect which events will go into the chronology and which will be left out. Competing chronologies can both be accurate, yet may not be equally relevant to the specific topic at hand.•A historian must prove where the information can be found that is the basis for historical conclusions.Uni Thinking Chronologicallyt Essential Questions(s)•To what extent does one event always lead to another event?• How might organizing a chronology in a timeline help US understaThinking Chronologically
nd to what extent one event leads to another event?■How do cause and effect help US understand to what extent one event leads to another event?•How shDelaware Model UnitThis unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has underg Thinking Chronologicallye over time.•Events leading to the establishment of Delaware as a colony, particularly the rise and fall of New Sweden.•Content appropriate vocabulary:■Chronology■Timeline Thinking ChronologicallyDelaware Model UnitThis unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has undergGọi ngay
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