How to Create Your Own Timeline

I remember one season of our home education journey when everyone—preschool to high school—studied American History. I intentionally planned for the year, knowing our days with five learners our would be full and there would be lots of excitement buzzing about the home. Having everyone study American history on his or her level helped simplify our home learning.

“Timelines help children place people and events in history. They are a concrete visual of often abstract concepts. ”

In one particular part of that year, we were all digging into the American Revolution. Some enjoyed learning about George Washington while others wanted to act out the Boston Tea Party. The resulting conversations became engaging as siblings shared what was being read in biographies, heard on Liberty Kids, or gained from audio materials like Drive Through History. In addition, every learner had a different angle or perspective on the men, women, and events of the time. To tie everyone’s study together, we created a family timeline; an activity that could involve everyone.

“We’ve made several timelines over our 26 years of home education. Every one was unique, every one different based on our study of the time. ”

Our hallway timeline. When I want our timeline to be accessible, in sight and readily available at any given time—like a world map or globe—it extends the length of our hallway at a child’s eye level. To create this timeline, I pulled a stack of sentence strips from my supplies. Had I not had them leftover from a sentence-building exercise, I would have used four-inch strips of card stock or poster board. I taped the strips down one side of the hall and up the other; end-to-end the length of the hallway. Once hung, I used a permanent marker to write dates in fifty year increments, beginning with 1200 (1200, 1250, 1300, 1350 and so on). If you choose to this DIY project, you can easily adjust the dates for the length of your hallway, with the extent of your study in mind.

With several children adding to the timeline, there’s been times when all eyes were on the hall wall, times when siblings were interested in what others were placing on the wall. Our children are curious about the people or events they were studying but also interested in what they siblings were learning. Questions were asked. Siblings answered. Sometimes they enlisted my help. I love watching the process, observing their thinking and problem solving, their summations of what had been learned.

Our file folder timeline. One year I wasn’t quite ready to add tape to the freshly painted hall wall. I had to come up with another option. An abundance of file folders from cleaning out our old metal file cabinets provided us with instant cardstock. I cut the folders in half and glued them together so they would folded, accordian-style. Once folded, the timeline could be stored on a bookshelf. When a learner wanted to add a picture, he or she pulled out the timeline. This version saved my walls, but it didn’t create the same buzz as having the timeline out, front and center, to stop in front of and ponder.

Adding Pictures

The fun part of creating a timeline is adding the pictures. Children love to cut and paste. For the pictures, we use the index of old textbooks (discarded by my history teaching hubby) to locate needed pictures. For example, if a learner is searching for a picture of Alexander Graham Bell, I teach (or review with) him or her to use the index, which requires alphabetization (as study skill). We head to the “B’s” and the move to the “BE” words, and so on. Once we locate the page where Alexander Graham Bell is featured, we cut out any pictures. We follow the same procedure for any person or event studied. Cut out pictures are added to the timeline. If we can’t find a picture, we find a picture on the internet and print it.

Learning is fueled by excitement and engagement. Our timelines add to the engagement, especially the hallway timeline. And, I love that it was accessible. Anytime children walk down the hallway, they’re re-engaged and make observations (“Wow, so many things happened in 1776!”). Timelines offer constant review and consistent reinforcement. And, in those seasons when I have had to repaint the hallway, I smiled as I remembered the discussions which had taken place in that space. We learned history, but we also learned together.

Every. Moment. Matters.

American Revolution Literature-Based Study (Preschool through High School)

“Mom, why are there faces on our money?”

Children are eager to learn about people, the individuals they hear us talk about, people who made a difference— presidents, leaders, scientists. This is especially true when children begin to understand the choices and even the sacrifices and hard work others made for the sake of others.

One of our favorite periods of history to study is the American Revolution. Thankfully, there is an abundance of resources available and there are so many aspects of the era to be investigated. For a family like us with multiple levels of development and learning, we find this era offers a little bit of everything for everyone. Children can easily detour and dig into an area of independent study (which typically ignites interest in a sibling or becomes a topic of conversation at the dinner table). As we’ve studied this time in our nation’s history several times over our twenty-six year learning journey, we definitely discovered we have some favorite resources.

I am sure as you dig into the American Revolution, you will discover you have favorites, too.

George Washington

Adler, David A., A Picture Book of George Washington (K-early elementary)

Barton, David, Bulletproof George Washington (high school)

d'Aulaire, Ingri, George Washington (elementary)

Davidson, Margaret, The Adventures of George Washington (elementary-middle school)

Edwards, Roberta, Who Was George Washington (Who is series) (elementary-middle school)

Graff, Stewart, George Washington: Father of Freedom (Discovery biography) (K- early elementary)

Harness, Cheryl, George Washington (elementary)

Heilbroner, Joan, Meet George Washington (Step-Up Books series reprinted in paperback with similar text as a Landmark book) (K-early elementary)

Stevenson, Augusta, George Washington: Young Leader (Childhood of Famous Americans) (K- elementary)

Martha Washington

Anderson, LaVere, Martha Washington: First Lady of the Land (Discovery biography) (K- early elementary)

Wagoner, Jean Brown, Martha Washington: America’s First Lady (Childhood of Famous Americans) (K-elementary)

Betsy Ross

Buckley, James, Who Was Betsy Ross? (Who Is Series) (elementary-middle school)

Wallner, Alexandra, Betsy Ross (K- elementary)

Weil, Ann, Betsy Ross: Designer of our Flag (Childhood of Famous Americans) (K- elementary)

Thomas Jefferson

Colver, Anne and Polly Anne Graff, Thomas Jefferson: Author of Independence (Discovery biography) (K- elementary)

Monsell, Helen Albee, Thomas Jefferson: Third President of the United States (Childhood of Famous Americans) (K- elementary)

Paul Revere

Adler, David A., A Picture Book of Paul Revere (K- elementary)

Fritz, Jean, And Then What Happened, Paul Revere (elementary)

Longfellow, Henry Wadsworth, Paul Revere's Ride (illustrated by Ted Rand) (elementary-middle school)

Stevenson, Augusta, Paul Revere: Boston Patriot (Childhood of Famous Americans) (K- elementary)

Benjamin Franklin

Davidson, Margaret, The Story of Benjamin Franklin (elementary-middle school)

Franklin, Benjamin, The Autobiography of Benjamin Franklin (high school)

Graves, Charles P., Ben Franklin: Man of Ideas (K- elementary)

Hareness, Cheryl, The Remarkable Benjamin Franklin (K- elementary)

Lawson, Robert, Ben and Me (great read aloud) (elementary-middle school)

Scarf, Maggi, Meet Benjamin Franklin Washington (Step-Up Books) (K- early elementary)

Stevenson, Augusta, Benjamin Franklin: Young Printer (Childhood of Famous Americans) (K- elementary)

John Adams

Adler, David A., The Picture Book of John and Abigail Adams (K- elementary)

McCullough, David, John Adams (high school)

Abigail Adams

Peterson, Helen Stone, Abigail Adams: Dear Partner (K- elementary)

Sam Adams

Adler, David A., The Picture Book of Sam Adams (K-elementary)

Fritz, Jean, Why Don't You Get a Horse, Sam Adams? (elementary-middle school)

The American Revolution

Dalgliesh, Alice, The 4th of July (K- elementary)

Edmunds, Walter, The Matchlock Gun (read aloud)

Forbes, Esther, Johnny Tremain (read aloud or middle school)

Gregory, Kristianna, Cannons at Dawn (Dear America series) (upper elementary-middle school)

Harris, Michael, What is the Declaration of Independence (Who Is series) (elementary-middle school)

Latham, Jean Lee, Carry On, Mr. Bowditch (family read-aloud or middle school independent read)

Lossing, Benson John, Lives of the Signers of the Declaration of the Independence (high school biographical compilation)

McCullough, David, 1776 (high school)

McGovern, Ann, If You Lived In Colonial Times (K- elementary)

Maestro, Betsy and Giulio, A More Perfect Union (K-elementary)

Moore, Kay, If You Lived At the Time of the American Revolution (K- early elementary)

Penner, Lucille, Liberty! How the Revolutionary War Began (elementary-middle school)

Rockliff, Mara, Gingerbread for Liberty: How a German Baker Helped Win the American Revolution (K- elementary)

Spier, Peter, The Star-Spangled Banner (K-elementary)

Activities

• We have used various activities from History Pockets: Colonial America and History Pockets: American Revolution by Evan-Moor.

• Dioramas make great culminating projects. Dioramas scenes created in a shoe box or cardboard box, perhaps Washington crossing the Delaware, Valley Forge, the signing of the Declaration of Independence.

• We locate and identify the thirteen colonies on our US map or print a printable map found online and label the thirteen colonies: Virginia, New York, New Hampshire, Massachusetts, Maryland, Connecticut, Rhode Island, Delaware, North Carolina, South Carolina, New Jersey, Pennsylvania, and Georgia. Say the colonies while writing the names or pointing to the words. Notice the names of states are proper nouns and are capitalized.

• In addition to the thirteen colonies, consider locating significant bodies of water (rivers and lakes) or cities were events took place (Boston, Philadelphia, Trenton, and so on). Printable maps are great for this activity though this can also be done on a United States map orally together as a family.

• My children have loved making colonial crafts like quilting, candle making, weaving, and leather work.

• We read Henry Wadsworth Longfellow’s poem, The Midnight Ride of Paul Revere (Ted Rand’s version listed above). This poem has been recited for generations and is narrative fiction. Though based on a historic event, not all the details penned in the poem occurred as they actually happened. Compare the details in the poem with what was learned while researching. The Paul Revere House offers one account on its website https://www.paulreverehouse.org/the-real-story/. In addition, Old North Church is a National Park. Their website is https://tinyurl.com/y7havl6b.

• In Paul Revere’s Ride, lanterns lit the way for night travelers and warned the citizens of impending danger. Tin lanterns were crafted by tinsmiths. We’ve enjoyed making tin lanterns. To do so, we wash an empty tin can and fill with water and freeze. Once frozen solid, we place the can on a folded towel and lay atop a hard surface. This keeps the can from rolling while hammering. Then, we carefully, with supervision, use a hammer and nail to punch holes in the can, refreezing as needed. When the design is complete,we thaw the can and empty and water. Sometimes, we add a wire handle and a battery-operated votive to light the lantern.

• Field trips are always a favorite. For this period of history, consider history museum, horse stables, blacksmith or quilt shops.

• We’ve enjoyed making quill pens and writing with homemade berry ink.

• Create an American Revolutionary timeline.

• Our children have loved watching episodes of Liberty Kids.

• We read Gingerbread for Liberty: How a German Baker Helped Win the American Revolution by Mara Rockliff, read the back matter at the end, and made gingerbread. For our littles, we made gingerbread playdough. This recipe (minus the pumpkin spice) has been my favorite for over thirty years!

  Gather
  2 cups flour
  1 cup salt
  1 tablespoon vegetable oil
  2 1/2 teaspoons cream of tartar (cream of tartar acts as a preservative)
  2 cups cold water
  Food coloring

  1 teaspoon pumpkin pie spice or cinnamon

  Wooden cutting board

  Airtight plastic bag or container

  1. In a medium saucepan, mix together the flour, salt, vegetable oil, cream of tartar, and water. Stir well. Add 5 to 6 drops of food coloring and 1 teaspoon pumpkin pie spice or cinnamon.
  2. Cook over medium heat, stirring constantly until the dough is the consistency of mashed potatoes; about 5 minutes.

  3. Spoon onto a wooden cutting board or wax paper covered counter top.

  4. Knead until smooth.

  5. Store play dough in an airtight plastic zipper bag or container up to 6 months.

  Knead, roll and pat to build fine motor skills. Make a long rope and form into the letter G. Use a gingerbread man cookie cutter to make pretend gingerbread delights.

Ride the West with Living Books

I didn’t see it coming.

Recently, I was reminded that some of the best learning “units” we’ve enjoyed were unplanned and unexpected. They were birthed by questions raised from learning a new word, being involved in an intriguing moment, or engaging in a fascinating event. One of our most recent learning tangents evolved after reading a few chapters of The Pony Express by Samuel Hopkins Adams (Random House, 1950) to my middle schooler. In the process, the elementary learner wondered what the excitement was about and she, too, was hooked. Before we knew it we were all riding the routes of the Pony Express (Mom included after realizing she didn’t know as much as she wished she did), racing through mountain passes, stopping at rest stations, and outwitting bandits.

I remembered we had a few more books about riders on our home library shelf—as well as books about the period of history. I invited my youngest to join me at the bookshelf to find other resources she might enjoy. She was intrigued by the cover of one in particular, Buffalo Bill and the Pony Express by Eleanor Coerr (HarperCollins,1995). Upon opening the book and fanning through the pages—seeing the larger font—she was even more excited. Large font. Easy, enjoyable reading. Unintimidating. We began reading and she immediately recognized some of the rider’s names and station stops from listening to me read to her sister. Learning about the Pony Express just got a bit more personal for her.

Three weeks later, looking back, the “unit” was more than I could have imagined, mostly because of the level of engagement. There was interest and they fully “owned” what they were learning, because they were interested. The more we read, the more involved my learners became. When they had questions, we did our best to find answers. This paved the way to practice research skills.

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Language arts. Study skills. History.

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I know my girls remember a large percentage of what they learned. That makes my heart smile. But, there was something else that grew along with their knowledge…a relationship. They had something in common, a mutual interest, something they could talk and wonder about. They shared what they learned; got excited together.

I could never have manufactured or orchestrated that aspect of the process.

Even after 26 years of homeschooling, I didn’t see a “unit” growing from this book.

But, it did!!

And, I am grateful.

Today, because of that deeper care for one another, they are outside reading in the fort. That’s another story for another day.

Related resources for riding and exploring the west:

Buffalo Bill, Augusta Stevenson (Childhood of Famous Americans)

Buffalo Bill: Wild West Showman, Mary R. Davidson (Discovery biography series, Garrard Publishers)

The California Gold Rush, May McNeer (Landmark series)

Annie Oakley: The Shooting Star, Charles P. Graves (Discovery biography series, Garrard Publishers)

Jim Bridger: Man of the Mountains, Willard and Celia Luce (Discovery biography series, Garrard Publishers)

Kit Carson: Pathfinder of the West, Nardi Reeder Campion (Discovery biography series, Garrard Publishers)

Daniel Boone: The Opening of the Wilderness, John Mason Brown (Landmark series)

Daniel Boone: Young Hunter, Augusta Stevenson (Childhood of Famous Americans)

The Story of Daniel Boone, William O’Steele (Signature series)

Teaching High School American History and American Literature with Living Books

I am often asked how we teach American History and American Literature in high school. 

Actually, we have used different means and methods with each of our high school learners, dependent on their interests, learning styles, and in some cases, learning challenges. 

This blog post addresses one of those methods; the method we used with our reader who LOVED history. 

With our son's interest in reading and history, we divided American History into Early American (to 1850) and Modern (from 1850 to present) so we could allow time for him to dig deeper. After extensive research (based on my love for education as well as the fear I was doing enough--yes, I have been there!), I developed literature lists for American, British, and World Literature courses. These lists provided my son with reading suggestions to get him started, a springboard of sorts. His desire to learn history prompted him to seek out additional titles. My motto became, 

"You read it, I will give you credit."

For readers interested in the list of works from which we used toward either American History or Survey of American Literature, our reading list (remember it was a springboard from which he could jump in for more) is below. The American, British, and World literature lists are included in my book, Celebrate High School. 

Please keep in mind as you read through this list, our son was a self-motivated reader with an interest in the subject. Not all young adults will share this interest or learning preference. In addition to his independent reading, we used a textbook as a spine of topics. Though he started the year reading some of the text, by the end of the year he was reading more primary source documents, living history selections, and biographical pieces than text. He also had amazing opportunities to tour many of the Civil War battlefields and visited Washington, D. C., Boston, Plymouth, Philadelphia, and New York City. God provided for his love of history through many experiential opportunities. We realize not all learners will have these experiences but trust there will be other provisions for your family. 

This method worked for our oldest son. I tweak the process for each young adult, asking for their input. Please, don't use what is written here as a comparison for what your student should or shouldn't be doing. Learners are unique and high school is not a one-size-fits-all experience. 

Comparing ourselves or our children to others leads to discouragement and discontent, neither of which are valuable.

Our examples are only intended as encouragement, to give an idea of what worked for us and what you might be able to create (or adjust) for your high schooler. Our young adult was (and still is) a reader, but your young adult may have an opportunity to intern with a local historical site or job shadow a museum curator. Use what God provides for your learner and pray about how he is preparing your young adult for the future plans He has, not for the ones we best intention.

Our American Literature list:

Alcott, Louisa May, Little Men

Alcott, Louisa May, Little Women

Barton, David, Bulletproof George Washington

Baum, L. Frank, The Wizard of Oz

Bierce, Ambrose, Civil War Stories

Cather, Willa, My Antonia*

Cather, Willa, O Pioneers!*

Cooper, James Fenimore, The Last of the Mohicans*

Crane, Stephen, The Red Badge of Courage*    

de Tocqueville, Alexis, Democracy in America*

Dewey, John, Democracy and Education*

Douglass, Frederick, Narrative of the Life of Frederick Douglass*

Edwards, Jonathan, Sinners in the Hands of an Angry God*

Faulkner, William, The Sound and the Fury*

Fitzgerald, F. Scott, The Great Gatsby*

Franklin, Benjamin, The Autobiography of Benjamin Franklin*

Hawthorne, Nathaniel, The Scarlet Letter

Hemingway, Ernest, A Farewell to Arms*

Hemingway, Ernest, For Whom the Bell Tolls*

Hemingway, Ernest, The Old Man and the Sea*

Hemingway, Ernest, The Sun Also Rises*

Hurston, Zora Neale, Their Eyes Were Watching God*

Irving, Washington, The Legend of Rip Van Winkle

Keller, Helen, The Story of My Life*

Lee, Harper, To Kill a Mockingbird

McCullough, David, 1776

McCullough, David, John Adams

McCullough, David, The Wright Brothers

Melville, Herman, Moby Dick

Miller, Arthur, The Crucible

Miller, Arthur, The Death of a Salesman

Rawlings, Marjorie Kinnan, The Yearling

O.Henry, The Gift of the Magi

Steinbeck, John, Of Mice and Men*

Steinbeck, John, The Grapes of Wrath*

Stowe, Harriet Beecher, Uncle Tom’s Cabin*

Thoreau, Henry David, Civil Disobedience*

Thoreau, Henry David, Walden*

Thurber, James, The Secret Life of Walter Mitty

Twain, Mark, Life on the Mississippi

Washington, Booker T., Up From Slavery

Wilder, Thornton, Our Town*

Williams, Tennessee, The Glass Menagerie*

In addition to this literature list, we use primary source documents including speeches and journals.

Here are some examples. There are plenty of resources available on the internet (which could be a great catalyst for a discussion on reliable sources.

50 Core Documents, Teaching AmericanHistory.org

Primary Source Documents in American History

National Archives

Journals of Lewis and Clark

The Story of A Common Soldier- Kindle ebook

The Journal of James Audubon

Orville Wright's journal entry

This post is based on the experience of our oldest son. It is not intended as legal advice and is written with the knowledge that parents are ultimately responsible for the education of their children.