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Timetoast is a great way to share the past, or even the future...
      Create timelines in minutes, it's as simple as can be. www.timetoast.com

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Timetoast is a great way to share the past, or even the future...
      Create timelines in minutes, it's as simple as can be. www.timetoast.com

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Timetoast timeline maker. Make a timeline, tell a story.

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Timetoast's free timeline maker lets you create timelines online. Make educational timelines or create a timeline for your company website. How to make a timeline? Well, it's easy as toast!

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Kids can use Comic Life on school Macs to create their own political cartoons

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Kids can use Comic Life on school Macs to create their own political cartoons

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Readwritethink.org has a timeline tool to build your own timeline with graphics.  Timeline allows students to create a graphical representation of an 
event or process by displaying items sequentially along a line. 
Timelines can be organized by time of day, date, or event, and the tool 
allows users to create a label with short or long descriptive text. 
Adding an image for each label makes a timeline more visually appealing.

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Readwritethink.org has a timeline tool to build your own timeline with graphics.  Timeline allows students to create a graphical representation of an 
event or process by displaying items sequentially along a line. 
Timelines can be organized by time of day, date, or event, and the tool 
allows users to create a label with short or long descriptive text. 
Adding an image for each label makes a timeline more visually appealing.

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The attached website contains a wonderful article about what a timeline is and strategies on creating timelines. One strategy to help kids understand timelines is to create a timeline based on their own life. They include their birth date and a major event from each year of their lives.

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The attached website contains a wonderful article about what a timeline is and strategies on creating timelines. One strategy to help kids understand timelines is to create a timeline based on their own life. They include their birth date and a major event from each year of their lives.

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References
References

Click the "References" link above to hide these references.

Alleman, J., & Brophy, J. (2003). History is alive: Teaching young children about changes over time. Social Studies, 94(3), 107-111.

Barton, K. C. (1997). History-it can be elementary: An overview of elementary students' understanding of history. Social Education, 61, 13-16.

Ba1ton, K. C. (2002). "Oh, that's a tricky piece!" Children, medicated action, and the tools of historical time. Elementary School Journal, 103,161-185.

Barton, K. C. (2008). Research on students' ideas about history. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research on social studies teaching and learning (pp. 239-258). New York: Routledge.

Barton, K. C., & Levstik, L. S. (1996). "Back when God was around and everything": Elementary children's understanding of historical time. American Educational Research Journal, 33, 419-454.

Barton, K. C., & Levstik, L. S. (1998). "It wasn't a good part of history": Ambiguity and identity in middle grade students' judgments of historical significance. Teachers College Record, 99, 478-513.

Downey, M. T., & Levstik, L. S. (2008). Teaching and learning history. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research on social studies teaching and learning (pp. 400-410). New York: Routledge.

Haas, M. (2000). A street through time used with powerful instructional strategies. Social Studies and the Young Learner, 13(2), 20-23.

Harnett, P. (1993). Identifying progression in children's understanding: The use of visual materials to assess primary school children's learning in history. Cambridge Journal of Education, 23, 137-154.

Hoodless, P. A. (2002). An investigation into children's developing awareness of time and chronology in story. Journal of Curriculum Studies, 34, 173-200.

Lee, P. (2004). "Walking backwards into tomorrow": Historical consciousness and understanding of history. International Journal of Historical Learning, Teaching and Research, 4(1), 226-234.

Levstik, L. (1991). Teaching history: A definitional and developmental dilemma. In V. A. Atwood (Ed.), Elementary school social studies: Research as a guide to practice (pp. 68-84). Washington, DC: National Council for the Social Studies.

Lynn, S. (1993). Children reading pictures: History visuals at key stages 1 and 2. Education, 3-13, 21(3), 23-29.

Masterman, E., & Rogers, Y. (2002). A framework for designing interactive multimedia to scaffold young children's understanding of historical chronology. Instructional Science, 30, 221-241.

Yeager, E. A., & Terzian, S. (2007). "That's when we became a nation": Urban Latino adolescents and the designation of historical significance. Urban Education 42, 52-81.

References

Alleman, J., & Brophy, J. (2003). History is alive: Teaching young children about changes over time. Social Studies, 94(3), 107-111.

Barton, K. C. (1997). History-it can be elementary: An overview of elementary students' understanding of history. Social Education, 61, 13-16.

Ba1ton, K. C. (2002). "Oh, that's a tricky piece!" Children, medicated action, and the tools of historical time. Elementary School Journal, 103,161-185.

Barton, K. C. (2008). Research on students' ideas about history. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research on social studies teaching and learning (pp. 239-258). New York: Routledge.

Barton, K. C., & Levstik, L. S. (1996). "Back when God was around and everything": Elementary children's understanding of historical time. American Educational Research Journal, 33, 419-454.

Barton, K. C., & Levstik, L. S. (1998). "It wasn't a good part of history": Ambiguity and identity in middle grade students' judgments of historical significance. Teachers College Record, 99, 478-513.

Downey, M. T., & Levstik, L. S. (2008). Teaching and learning history. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research on social studies teaching and learning (pp. 400-410). New York: Routledge.

Haas, M. (2000). A street through time used with powerful instructional strategies. Social Studies and the Young Learner, 13(2), 20-23.

Harnett, P. (1993). Identifying progression in children's understanding: The use of visual materials to assess primary school children's learning in history. Cambridge Journal of Education, 23, 137-154.

Hoodless, P. A. (2002). An investigation into children's developing awareness of time and chronology in story. Journal of Curriculum Studies, 34, 173-200.

Lee, P. (2004). "Walking backwards into tomorrow": Historical consciousness and understanding of history. International Journal of Historical Learning, Teaching and Research, 4(1), 226-234.

Levstik, L. (1991). Teaching history: A definitional and developmental dilemma. In V. A. Atwood (Ed.), Elementary school social studies: Research as a guide to practice (pp. 68-84). Washington, DC: National Council for the Social Studies.

Lynn, S. (1993). Children reading pictures: History visuals at key stages 1 and 2. Education, 3-13, 21(3), 23-29.

Masterman, E., & Rogers, Y. (2002). A framework for designing interactive multimedia to scaffold young children's understanding of historical chronology. Instructional Science, 30, 221-241.

Yeager, E. A., & Terzian, S. (2007). "That's when we became a nation": Urban Latino adolescents and the designation of historical significance. Urban Education 42, 52-81.

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References Click the "References" link above to hide these references. Alleman, J., & Brophy, J. (2003). History is alive: Teaching young children about changes over time. Social Studies, 94(3), 107-111. Barton, K. C. (1997). History-it can be elementary: An overview of elementary students' understanding of history. Social Education, 61, 13-16.

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Timelines are graphic representations of the chronology of events in 
time. While they are often used as a way to display information in 
visual form in textbooks as an alternative to written narrative, 
students can also become more actively engaged in learning the sequence 
of events in history by constructing timelines themselves.

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Timelines are graphic representations of the chronology of events in 
time. While they are often used as a way to display information in 
visual form in textbooks as an alternative to written narrative, 
students can also become more actively engaged in learning the sequence 
of events in history by constructing timelines themselves.

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Link to Canadian Political Cartoons for classroom discussion.

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Link to Canadian Political Cartoons for classroom discussion.

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For schools that do not have mac's, kids can go to Toondoo.com to create their cartoons.

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For schools that do not have mac's, kids can go to Toondoo.com to create their cartoons.

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Toondoo.com and Toondoospaces.com have been shut down permanently, effective immediately.

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Political Cartoons: comic strips containing a political or social message. Frequently uses satire.  We based our political cartoons on the education system.  

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Political Cartoons: comic strips containing a political or social message. Frequently uses satire.  We based our political cartoons on the education system.  