Sequence Events in United States History

The History Dating Game

Concept

This strategy is a twist to the typical history sequencing activity. Students are given cards with random historical events and are instructed to line up in historical order at the front of the classroom. Students who are not participating in the “line up” are given cards with people or terms printed on them. At this time the “dating” part begins. The students with the people or terms cards are asked to find a “match” with a card on the historical timeline. The teacher then gives students time to discuss with their partner why they chose that match. Students should be given time to share out to the class their reasons for choosing their match-up.

Skills

Sequence events in United States history

Draw conclusions and make connections

Develop perspectives of time and place

Interpret ideas and events from different historical perspectives

Activity: Step by Step

Create one set of cards with specific historical events related to the time period currently being studied.

Create a second set of cards with people or vocabulary that connect to the historical event cards created in step one.

Hand the first set of historical event cards out to students and instruct them to line up in sequencial order at the front of the class. After students have lined up and checked their positions for accuracy have them hold their event cards up so the other students can see the cards. Take the second set of people/vocabulary cards and hand out to the rest of the students in the class. Instruct the students to walk up to the time line and find a “match” on the line and stand facing that event.

Students share with their partner the reason for their “match.”

Allow students time to discuss their “matches.”

Share responses with the class.

Extension

 Teachers create people/vocabulary cards that may match one or more events on the timeline.

Tell students they may find one or more matches on the timeline, however, they should choose only one event card to matchup first. After discussing their matches give them a chance to match to another event on the timeline. You can keep the rotation going as long as students can find matches.

 After the first match round, have the students switch places with their match. Now the event students are given the task of finding another match for the people/vocabulary cards.

 Have students share how their event becomes a cause or effect to the other events on the timeline.

 Instruct students to look at the events on the timeline and discuss change over time.

 Students may rank the order of events – which event had the most impact on history?

To make it easier to separate events from the people/vocabulary cards use different colors for the two sets of cards.

For end of year review create cards that span the specific time period of history being assessed.

Assessment

This activity is considered to be an informal assessment. It is suggested that students be assessed on their participation in the activity and their willingness to participate. However, it is up to the individual teacher.

Common Core Standards for Literacy in History/Social Studies 6 – 12:* Key Idea and Details

Determine the central ideas or information of a primary or secondary source.

Craft and Structure

Determine the meaning of words and phrases as they are used in a text.

Identify aspects of a text that reveal an author’s point of view or purpose.

Integration of Knowledge and Ideas

Integrate visual information with other information in print and digital texts.

Distinguish among fact, opinion, and reasoned judgment in a text.

Range of reading and Level of text Complexity

Read and comprehend complex literacy and informational texts independently and proficiently.

*http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf