GT Differentiated Model Lesson
Grade Level: Second
Subject Area(s):
TEKS/Student Expectations:
__
Reading,
Writing
__
Science
3rd 9 Weeks:
 2.2A- Describe the order of events by using designations of time
__ Mathematics
X Social Studies
periods such as historical and present times.*
Essential Question(s):

2.2B- Use vocabulary related to chronology, including past, present,
-What information can we learn from timelines?*
and future.*
-Why are timelines important to the study of history?*

2.2C- Create and interpret timelines for events in the past and
-How does a community change over time?*
present.*
* Taken directly from CRM.
 2.3A- Identify several sources of information about a given period or
Assessment(s):
event such as reference materials, biographies, newspapers, and
__ Pre-Assessment
__ Formative
__ Summative
electronic sources.*
* Taken directly from CRM.
GT Scope and Sequence Skills:
Student Learning Styles:
Elements of Depth and Complexity:
__ Creative Thinking
__ Auditory
X Language of the Discipline
__Ethical Considerations
X Critical Thinking
X Visual/Spatial
X Details
__ Unanswered Questions
__ Communication
X Kinesthetic
__ Patterns
X Over Time
X Research
__ Other
__ Trends
__ Different Perspectives
__ Rules
__Big Ideas
Lessons and Activities
X Whole Class
__ Small Group
X Independent Activity
Resources:
Selected books and websites
Whole Class PART ONE: The teacher will lead a class discussion about understanding the importance of timelines to the
study of American history. The teacher can provide a timeline of when the U.S. Presidents served in office to introduce
students to different important events in American history. Students can identify which U.S. President was in office
when each event occurred. For example, President J.F. Kennedy was president when MLK made his “I Have a Dream
Speech” in 1963, Woodrow Wilson was President when the 19th Amendment was passed that gave women the right to
vote in 1920, Richard Nixon was President when the first man walked on the moon in 1969, and Harry Truman was
President when World War II ended in 1945. The teacher will also introduce the following vocabulary to students: past,
present, future, decade, century.
List of U.S. Presidents
Paper and writing tools
Whole Class PART TWO: The students will survey a family member at home to gather the following information:
-What date (month and year) was I born (the student)?
-What date (month and year) was my mother/father born? (only one is needed)
-What date (month and year) was my grandmother/grandfather born? (only one is needed)
Advanced Academic Services
Austin Independent School District
On Grade Level: The students will create an annotated family timeline that indicates the birthdates for all three family
members, who was president for each year, and one important event in American History that occurred each year
included on the timeline. (Note- annotated timelines include brief written information about the importance of the
event on the timeline, they may or may not include photographs or drawings.)
Students will need the following information to complete the annotated timeline:
-Dates gathered from home for all three family members birthdays
-List of U.S. Presidents that includes the dates they were in office
-Books and/or website with dates of important events in American History. Sample websites below:
 http://www.whitehouse.gov/about/presidents/
 http://www.history-timelines.org.uk/events-timelines/14-american-history-timeline.htm
 http://www.scholastic.com/teachers/article/timeline-guide-all-presidents

GT Level: The students will create an annotated family timeline that indicates the birthdates for all three family
members, who was president for each year, the population of both Texas and the United States for each year, and a
minimum of 1-2 important events in American History that occurred each of the years included on the timeline.
Students will need the following information to complete the annotated timeline:
-Dates gathered from home for all three family members birthdays
-List of U.S. Presidents that include the dates they were in office
-Population data for both the U.S. and for Texas on the years of each birthdate.
-Books and/or websites with dates of important events in American History. Sample websites below:
 http://www.whitehouse.gov/about/presidents/
 :https://www.tsl.state.tx.us/ref/abouttx/census.html
 http://www.history-timelines.org.uk/events-timelines/14-american-history-timeline.htm
 http://www.scholastic.com/teachers/article/timeline-guide-all-presidents
Whole Class: Ask students to answer the following question in their Interactive Student Notebook (ISN):
-Why are timelines important to the study of history?
Advanced Academic Services
Austin Independent School District
Collaborative Work Skills : Process Assessment
CATEGORY
Consistently
Occasionally
Often
Struggles with Expectations
Problem-solving
Actively looks for and
suggests solutions to
problems.
Refines solutions
suggested by others.
Does not suggest or
refine solutions, but is
willing to try out
solutions suggested by
others.
Does not try to solve problems
or help others solve problems.
Allows others do the work.
Focus on the task
Contributions
Consistently stays
Focuses on the task and Focuses on the task and Rarely focuses on the task and
focused on the task and what needs to be done what needs to be done what needs to be done. Allows
what needs to be done. most of the time. Other some of the time. Other
others do the work.
Very self-directed.
group members can
group members may
count on this person.
sometimes remind to
keep this person on-task.
Routinely provides
Usually provides useful
Sometimes provides
useful ideas when
ideas when participating
useful ideas when
participating in the
in the group and in
participating in the
group and in classroom classroom discussion. A group and in classroom
discussion. A definite
strong group member discussion. A satisfactory
leader who contributes
who tries hard.
group member who does
a lot of effort.
what is required.
Rarely provides useful ideas
when participating in the
group and in classroom
discussion. May refuse to
participate.
Product Assessment
During the 1st nine weeks rubrics for “Product Assessment” were provided as models. However, these generic rubrics do not take into account the specific
expectations you have established with regard to student products. For this reason, you are encouraged to design your own rubric. Below are useful links to
support your use of rubrics in the classroom: RubiStar: http://rubistar.4teachers.org/; Teachnology: http://www.teach-nology.com/web_tools/rubrics/; Rubrics
for Teachers: http://www.rubrics4teachers.com/
Advanced Academic Services
Austin Independent School District