Resources needed:
- Internet access for students
- Tiki Toki Research graphic organizer PDF | Word (Source: WSHS)
- Suggested Online Digital Resources list for this lesson PDF | Word (Source: WSHS)
- “What Happened in Washington” by Shanna Stevenson PDF | Word (Source: WSHS)
Warm up questions:
- How many women can we name who have significantly impacted the history of our world/country/state?
- Why study women’s history?
Possible responses include:
- Women’s stories are usually left out of official history books.
- Leaving out women’s stories means you don’t have a complete history.
- Women have often worked on behalf of other groups traditionally left out of the official history.
Begin by asking students to read the article “What Happened in Washington” by Shanna Stevenson. We encourage you to employ your preferred guided reading strategy.
Discuss the article as a class or in small groups, considering the essential questions outlined above.
Allow students some time to browse the digital primary resources from the list provided.
Then, using the Tiki Toki Research graphic organizer, ask students to choose a person or event related to the history of women in Washington state. Ideally, students will choose individuals or events that speak to the diverse experiences of women in our state, from our earliest history to the present. We also hope that submissions to the collaborative timeline will represent the geographic diversity of our state.
Once students have selected their person or event, have them complete the research graphic organizer in preparation for the drafting stage.
Resources needed:
- Internet access for students
- Tiki Toki Timeline Template PDF | Word (Source: WSHS)
Warm-up Question:
- How are timelines useful to historians?
Possible responses include:
- Timelines can illustrate cause and effect.
- They offer a visual representation of how events are related and give us a sense of the big picture.
Break students into groups, and ask them to spend 15-20 minutes browsing the Tiki Toki timeline online and reading the different entries.
Ask students to take their research worksheet and draft their timeline entry based on the examples already posted to the timeline and using the template provided.
Resources needed:
- Students bring their completed Tiki Toki Timeline Templates
- Colored pencils
- Music
This activity is based on musical chairs.
Review editing symbols with students. (See right for an example of editing marks.)
Explain that students will play musical chairs and edit three of their classmate’s timeline entries.
Writers leave their timeline template on their desk with three different colored pencils.
When the music starts, students roam around the room. When the music stops, student find a seat. The teacher sets a timer and students begin editing the paper at the desk they stopped at, using the editing marks provided. When the timer goes off, students stand and push in their chairs.
This is repeated until all students have reviewed three papers.
Students return to their own seats and begin revising their papers based on the feedback of their peers.
Resources needed:
- Tiki Toki Timeline How To PDF | Word (Source: WSHS)
- Internet access for students
Warm up question:
- How has the internet changed the way we study history?
Possible responses:
- It has created easy access to primary sources.
- It allows people from different part of the world to share research.
- It makes history more accessible to different kinds of audiences.
Once their entries have been drafted and peer-reviewed, students can proceed with uploading them to the Tiki Toki site. Use the Tiki Toki Timeline How To worksheet to guide student through the process of inputting their data to the platform.
