Michelle Lynn Hofmann

INTERACTIVE TIMELINE AND MURAL

3rd grade

Tuesday, January 7, 1997, 10:00-11:15 AM

Performance Expectations:

Students will be able to research the history of Mexico utilizing
a variety of different sources; recognize the uniqueness of Mexican
culture in comparison to America; focus upon the Spanish influence
throughout history; and replicate the history and culture through
interactive displays and murals.

Content Areas: History, Culture, Art, Language Arts, Mathematics

Strategy:

Allow students engage in open research in groups. Encourage them
to record their findings in their research/reflective journals
and to take notes. This should be an on-going lesson that the
students may add to throughout the duration of this cluster unit.

Materials:

yarn/string

crayons

markers

paint

butcher paper

tacks/pins

construction paper

scissors

journals

resources

internet access, if possible

tape

Directions:

Introduction:

Discuss the beginnings of the Mexican civilizations, highlighting
several major occurances and aspects for the students to focus
upon. Look at other examples of timelines depicting familiar subject
matter as models for the children. Along one wall, a base timeline
should be constructed. Plenty of room should be allowed for captions:
murals and reports will be added along the line and displays may
be set up underneath.

Development:

1. Have the students divide into groups to research a specific
time period. The teacher should guide discussion and research
when necessary within the groups.

2. Students will continue to utilize the sources provided and
encouraged to explore outside as well.

3. They will record their notes in their journals with their reflections.

4. From these, they will pull components to make markers along
their section of the timeline.

5. Each student will contribute to the 3-D dimension by making
display items or creating the mural. Artistic freedom should be
allowed: collages, paintin, sketches, models, etc.

Closure:

Students will each pull one aspect of interest from their research
and write a paper. The paper should discuss facts discovered and
the students should engage in critical reflection. The papers
should go through the writing process of drafting and revision
before the final copy is submitted.

Evaluation:

The students will be assessed according to research skills, attentiveness
to the task, group cooperation, individual reports, and peer evaluations.

Adaption:

Students could choose alternative forms to report their individual
research: narratives, dialogues, plays, mock journals of explorers,
etc.

Students may be assigned groups and or topic or the students may
choose themselves.

Students may create a topographic map using clay and other malleable
medium and research different areas of Mexico.

References:

Michelle Lynn Hofmann