INTRODUCTION

By studying history, we gain insights into the present and begin to understand it as the product of a variety of interacting trends and forces working over time. Similarly, by seeing a local place in the context of a larger geographical and political area, we understand how that place fits into larger patterns. What exciting learning happens when we give students the chance both to study history and to see their community in a larger context?

PROJECT OVERVIEW

In this project, groups of students research five different facets of twentieth-century American history and construct banner timelines to portray the developments in each area. Students then research the history of their community (or region or state) during the same time period, construct a single banner timeline documenting this local history, and then align all six timelines in a museum-type display in a public place.

Phase 1: Investigating change during the twentieth century

Ask students to form five groups, and give each group its assignment: to research a particular facet of twentieth-century American history (see Facilitation Tips for suggested categories) in preparation for building a TimeLiner timeline that chronicles this history. Before research begins, hold a class discussion in which groups clarify what should be included in their areas.

Each group collects its information (which may include images, text, URLs, and student-written notes) in TimeLiner. Available resources include the Internet (see Resources), American History Online, World Book Encyclopedia, and ready-made TimeLiner timelines.

Phase 2: Making sense of a century of events

Groups now shift to the task of building coherent timelines out of the information they have collected. Working in TimeLiner's Banner view, they select meaningful events for inclusion in the timeline, and add graphics and labels. Groups may need to do more research in order to decide which events are most important and to understand their significance.

Phase 3: Focusing on local history

Students form five new groups, each of which should include at least one member from each of the previous groups. Each group is assigned a 20-year segment of the twentieth century, and given the task of researching the history of the community during this period. This research is carried out by searching the Internet, libraries, and public archives and by going out into the community to interview local officials, historians, senior citizens, and other informants. Each group uses the information it collects to create a local history timeline representing its 20-year segment of the century.

Phase 4: Putting local history in context

Assign each of the current groups one of the timelines completed in Phase 2. Groups edit and modify these timelines to reflect new understandings and to get them ready for printing and display. Meanwhile, one volunteer from each group splits off to form a sixth group that merges the five local timelines into a single timeline and edits its content and format. All six timelines are then printed and displayed in one or more public locations.