Activity Overview
Students will research presidents from a specific period of time and map out when each president held office. You can give students time frames of 20, 50, or even 100 years. Students can use the index in the back of So You Want to Be President?, to find out when each president held office and an interesting fact about them.
The example below shows the presidents from a 20 year time frame, 1900-1920. Written in the description box is the information found in the index, but you could have students use the internet to research each specific president and find out facts about their time in office.
Here is an example:
William McKinley
- President from 1897-1901
- Born in Niles, Ohio, 1843
- Died 1901 - William McKinley was assassinated after the United States acquired overseas territory by winning the Spanish-American War.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Research a specific time period and map out when each president help office.
- Click "Start Assignment".
- Write the time period in the title box.
- Write the president's name in each cell title.
- Add the date when presidency began.
- Write a brief summary of the president's accomplishments in the description.
- Add an image of the president in each cell.
- Save and Exit
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
Students will research presidents from a specific period of time and map out when each president held office. You can give students time frames of 20, 50, or even 100 years. Students can use the index in the back of So You Want to Be President?, to find out when each president held office and an interesting fact about them.
The example below shows the presidents from a 20 year time frame, 1900-1920. Written in the description box is the information found in the index, but you could have students use the internet to research each specific president and find out facts about their time in office.
Here is an example:
William McKinley
- President from 1897-1901
- Born in Niles, Ohio, 1843
- Died 1901 - William McKinley was assassinated after the United States acquired overseas territory by winning the Spanish-American War.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Research a specific time period and map out when each president help office.
- Click "Start Assignment".
- Write the time period in the title box.
- Write the president's name in each cell title.
- Add the date when presidency began.
- Write a brief summary of the president's accomplishments in the description.
- Add an image of the president in each cell.
- Save and Exit
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 So You Want to Be President? Timeline
Engage students with a presidential debate simulation
Create a mock presidential debate where students take on the roles of different presidents. This hands-on activity promotes critical thinking and helps students understand key issues each president faced. Assign roles, set up debate topics based on historical events, and let students present viewpoints as their assigned president.
Choose presidents and assign research topics
Select presidents from your chosen time frame and assign each student or pair a specific leader. This ensures every student gets involved and allows for focused research. Encourage students to explore unique facts, achievements, and challenges faced by their assigned president.
Provide debate topics and guidelines
Offer clear debate questions related to historical challenges or policies. Guidelines help students prepare structured arguments and stay on topic. Sample prompts might include handling wars, passing laws, or responding to national crises.
Support students in preparing statements
Guide students as they draft opening statements and prepare facts to support their positions. Use graphic organizers or planning sheets to organize key points and rebuttals. Encourage students to use both the book and trusted online sources for evidence.
Facilitate the debate and encourage reflection
Moderate the debate, ensuring respectful discussion and equal participation. Afterward, debrief as a class—ask students to reflect on what they learned and how presidential decisions impact history. This builds public speaking and critical thinking skills.
Frequently Asked Questions about So You Want to Be President? Timeline
How can I create a presidential timeline activity for my 2nd or 3rd grade class?
To create a presidential timeline activity, choose a time period (like 20, 50, or 100 years), have students research which presidents served during that span, and ask them to record each president’s term, key facts, and a photo. Use resources like the book So You Want to Be President? or reputable websites to gather information, then let students organize their findings in a timeline format.
What is a simple way for students to research U.S. presidents from a specific time period?
A simple way for students to research U.S. presidents is to assign each student or group a set timeframe, provide them with a tool like So You Want to Be President?, and guide them to use the index or online sources to find when each president held office and one interesting fact about each.
What information should students include when mapping out presidents for a timeline project?
Students should include the president’s name, the years in office, a brief summary of accomplishments or interesting facts, and an image or portrait for each president on their timeline.
Why is it helpful for students to use timelines to learn about U.S. presidents?
Timelines help students visualize when presidents served, see patterns and historical context, and better understand how presidential leadership fits into broader American history.
How can the book 'So You Want to Be President?' be used in a classroom timeline activity?
You can use So You Want to Be President? as a reference guide for students to look up presidential terms and interesting facts, making it easier for them to complete a timeline project with accurate information.
More Storyboard That Activities
So You Want to Be President?
- [President Theodore Roosevelt Being Escorted into Yellowstone National Park by Park Superintendent, Major John Pitcher] • SMU Central University Libraries • License No known copyright restrictions (http://flickr.com/commons/usage/)
- Two protraits of President William McKinley • DC Public Library Commons • License No known copyright restrictions (http://flickr.com/commons/usage/)
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