Activity Overview
After students learn about some of the different early humans, they will create a timeline chart that includes a description of the early human that lived during that time. They should be sure to include the Australopithecines from 4 million years ago, Homo habilis from 2.3 million years ago, Homo ergaster erectus from 1.9 million years ago, Homo sapiens neanderthalensis from 230,000 years ago, and Homo sapiens sapiens from 35,000 years ago. Teachers may also wish for students to include the Neolithic period from 12,000 years ago.
Students may also use the migration map to show where the early humans were located at the time. This chart can serve as a visual depiction of their learning for teachers to assess as well as a study guide for students to use.
Students can also create a timeline poster to incorporate into a presentation or gallery walk if teachers would like them to use a more traditional timeline format. You can add more than one template to this assignment to give students lots of options, and update the instructions accordingly.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Demonstrate your knowledge of early humans by creating a timeline of their evolution.
Student Instructions:
- Click "Start Assignment".
- Using the chart, add in the dates at the top headings to indicate different time periods.
- In the subheadings, include the names of the different early humans (hominids) that lived during these time periods.
- Include 1-2 sentences that describes the hominids’ and their capabilities.
- Create an illustration that represents each time period/hominid using appropriate scenes, characters, and items.
- Save and exit when you're done.
Requirements: Illustrate 5-6 different time periods and include the names of the early humans that lived at that time. Add an illustration with appropriate scenes, characters, and items to describe the early humans and their capabilities.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Events and Dates | The events chosen for the timeline are significant and important to the overall understanding of the time period. The dates provided are correct. | Most of the events chosen for the timeline are significant and important to the overall understanding of the time period. Most of the dates provided are correct. | Some of the events chosen for the timeline are significant. There may be missing events, or events that are irrelevant. Too many dates may be incorrect. |
| Explanations/Descriptions | The explanations or descriptions provided for each event are accurate and provide insight into the significance of the events. | The explanations or descriptions provided for each event are mostly accurate and attempt to provide insight into the significance of the events. | There are several glaring inaccuracies in the explanations or descriptions of the events. There may be little or no insight int the significance of the events, or the information provided may be too limited or missing. |
| English Conventions | There are 0-2 mistakes in spelling, grammar, and mechanics. | There are 3-4 mistakes in spelling, grammar, and mechanics. | There are 5 or more mistakes in spelling, grammar, and mechanics. |
Activity Overview
After students learn about some of the different early humans, they will create a timeline chart that includes a description of the early human that lived during that time. They should be sure to include the Australopithecines from 4 million years ago, Homo habilis from 2.3 million years ago, Homo ergaster erectus from 1.9 million years ago, Homo sapiens neanderthalensis from 230,000 years ago, and Homo sapiens sapiens from 35,000 years ago. Teachers may also wish for students to include the Neolithic period from 12,000 years ago.
Students may also use the migration map to show where the early humans were located at the time. This chart can serve as a visual depiction of their learning for teachers to assess as well as a study guide for students to use.
Students can also create a timeline poster to incorporate into a presentation or gallery walk if teachers would like them to use a more traditional timeline format. You can add more than one template to this assignment to give students lots of options, and update the instructions accordingly.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Demonstrate your knowledge of early humans by creating a timeline of their evolution.
Student Instructions:
- Click "Start Assignment".
- Using the chart, add in the dates at the top headings to indicate different time periods.
- In the subheadings, include the names of the different early humans (hominids) that lived during these time periods.
- Include 1-2 sentences that describes the hominids’ and their capabilities.
- Create an illustration that represents each time period/hominid using appropriate scenes, characters, and items.
- Save and exit when you're done.
Requirements: Illustrate 5-6 different time periods and include the names of the early humans that lived at that time. Add an illustration with appropriate scenes, characters, and items to describe the early humans and their capabilities.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Events and Dates | The events chosen for the timeline are significant and important to the overall understanding of the time period. The dates provided are correct. | Most of the events chosen for the timeline are significant and important to the overall understanding of the time period. Most of the dates provided are correct. | Some of the events chosen for the timeline are significant. There may be missing events, or events that are irrelevant. Too many dates may be incorrect. |
| Explanations/Descriptions | The explanations or descriptions provided for each event are accurate and provide insight into the significance of the events. | The explanations or descriptions provided for each event are mostly accurate and attempt to provide insight into the significance of the events. | There are several glaring inaccuracies in the explanations or descriptions of the events. There may be little or no insight int the significance of the events, or the information provided may be too limited or missing. |
| English Conventions | There are 0-2 mistakes in spelling, grammar, and mechanics. | There are 3-4 mistakes in spelling, grammar, and mechanics. | There are 5 or more mistakes in spelling, grammar, and mechanics. |
How Tos about Timeline of Early Humans
How to incorporate primary sources into your early humans timeline activity
Enhance student understanding by using real artifacts, images, or excerpts from archaeologists to bring history to life. Primary sources make timelines more engaging and help students connect with the past in a meaningful way.
Select age-appropriate primary sources for your class
Choose images, simple texts, or artifact recreations that are suitable for your students' reading and comprehension levels. Preview materials to ensure they are relevant and accessible for grades 2–8.
Integrate sources into your timeline instructions
Add a requirement for students to include at least one primary source (like a short quote, artifact image, or map) for each early human or period on their timeline. Model how to cite or describe these sources in student-friendly language.
Guide students to analyze and discuss their sources
Prompt students to ask: What does this source tell us about early human life? Encourage short written or oral reflections connecting the source to the timeline entry, deepening critical thinking and historical empathy.
Facilitate a gallery walk or peer review
Invite students to view each other's timelines and discuss the primary sources chosen. Encourage questions and connections between different timelines for collaborative learning.
Frequently Asked Questions about Timeline of Early Humans
What is an early humans timeline and how can I use it in my classroom?
An early humans timeline visually shows the evolution of humans from Australopithecines to Homo sapiens sapiens. In your classroom, it helps students understand chronological order, compare hominid groups, and serves as a study guide or assessment tool.
How do I teach middle school students to create a timeline of early humans?
Guide students to label time periods, add names like Homo habilis and Homo sapiens, write brief descriptions of each, and include illustrations. Templates and migration maps can support different learning styles and make the activity engaging.
Which early human species should be included in a timeline lesson?
Include Australopithecines, Homo habilis, Homo ergaster erectus, Homo sapiens neanderthalensis, Homo sapiens sapiens, and optionally the Neolithic period to cover major stages of human evolution.
What are some creative ways for students to present their early humans timelines?
Students can make timeline posters for gallery walks, use digital charts with illustrations, or add migration maps to show movement. Multiple templates and presentation formats support creativity and deeper understanding.
Why is making a timeline helpful when learning about early humans?
Creating a timeline helps students organize historical information, see the sequence of human evolution, and visually connect changes in capabilities and migration. It reinforces understanding and aids memory retention.
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