Timelines are lists of events set out diagrammatically in chronological order.
Planning
1. To understand the concept represented by a timeline students should be introduced to it with
examples that have real meaning, eg a timeline of what has happened: to you; in your town; over
the last five days, or use an event in the school and explicitly sequence the steps.
2. Gather the necessary resources, eg articles, computer databases.
3. Ensure that relevant information is included, eg dates, time sequences.
4. Determine ways of recording the timeline and gathering necessary materials.
Managing
1. Locate possible events to be included on the timeline.
2. Identify main events relevant to the study.
3. Sequence the events.
4. Find dates for each event.
5. Check findings by cross referencing.
6. Mark events on the timeline representing them with suitable intervals of time, eg Students in Stage
1 might sequence a set of photographs of themselves in particular roles. Stage 3 students would
need to consider the use of scale on timeline charts.
7. Question the students to determine how they interpret the information on the timeline
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