Interrelated Inventions

1. This lesson can be based on any literature or informational book that is based on a particular time period. This example is based on "A Picture Book of George Washington" by David A. Adler, illustrated by John & Alexandra Wallner. After students read their selected book, let them know that they are going to make a version of a timeline. Share traditional examples of timelines if the concept is new to them.
2. Once students have completed reading the book, allow them time to page back through the text and make a list of pertinent information they would like to include in their timeslines. These things can be written on one color of Crayola Construction Paper with Crayola Colored Pencils or Markers. Encourage students NOT to include the subject (person or event) that is the focus of this timeline. This omission will turn this project into an activity and not just a timeline.
3. Students research inventions of that time period and other exciting events. These will be included but should be made somewhat whimsical, such as out of folded or cut construction paper.
4. Selected event and invention papers are cut by students and laid out in chronological order. Provide students with two half sheets of construction paper, cut lengthwise, approx. 4.5" x 12" (12 cm x 30 cm). Students will need as many pieces of construction paper as items included in their timelines.
5. Holding both papers together, assuming 24" (60cm) is the desired length, fold both papers in a back-and-forth motion, like an accordion. If these are folding in quarters, since there are 2 sheets, there will be 8 "pages". Students use a Crayola Glue Sticks and glue their items on the pages. Fold a small strip of the background paper color, approx. 2" (5 cm) and the same height as the zig-zag background paper. Fold that in half lengthwise (so 1" [2.5cm] represents the height of paper) and glue that to the background papers where they meet. This will make an invisible seam and hold it all together.
6. Encourage students to include basic information and additional inventions or events on each folded pair of pages. They can write the subject of their piece on that same color-coded piece of paper, cut it out and glue on an index card.
7. When several are done, display timelines and have the (title) index cards nearby. Working in small groups, challenge students to determine which title belongs to which timeline. They can also be folded like pages of a book, the index card tucked in neatly, and be saved for future reference.

LA: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

LA: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

LA: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

SS: Demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views.

SS: Compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past.

SS: Demonstrate an understanding that people in different times and places view the world differently.

SS: Identify and describe ways family, groups, and community influence the individual’s daily life and personal choices.

VA: Make art or design with various materials and tools to explore personal interests, questions, and curiosity.

VA: Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes.

VA: Discuss and reflect with peers about choices made in creating artwork.

VA: Define the roles and responsibilities of a curator, explaining the skills and knowledge needed in preserving, maintaining, and presenting objects, artifacts, and artwork.

This is a great project for students to make when they return for a new year at school, and can be formatted as a timeline of their summer!They can include exciting things they did on one color, and basic family things on another! Share them and see if their peers can figure out who did what!

Assign a project like this to focus on news-makers, and use them to instigate discussion about current events.