Activity Overview
One of the benefits of studying more modern history is the abundance of eyewitness accounts and primary sources that students can use to really understand the context of any historical event or time period. It also brings history to life and connects students to the people who lived during that time.
For this activity, students will create a timeline that focuses on a major event that took place in World War II from 1939-1941 through the eyes of individuals that witnessed the event. Teachers can assign events or allow students to choose the event they wish to research. Students should be able to represent an accurate chronology of the event and are encouraged to be as precise as possible by finding the month, day, hour, and perhaps even minute each action occurred.
For an alternative to the timeline layout, have students create a timeline poster to incorporate into a presentation or gallery walk. You can add more than one template to this assignment to give students lots of options, and update the instructions accordingly.
Extended Activity
For this extended activity, students should be encouraged to use the historical thinking skill of corroboration in order to accurately depict the action or event that they researched. If students come across a discrepancy in two sources, they should describe what the differences are and argue which source is more credible and why. Once they have analyzed the credibility of their sources, they should share with the class the sources they found most credible and the ones they found least-credible and explain their rationale.
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
Create a timeline that focuses on an event in World War II between 1939 and 1941 based on eyewitness accounts.
- Click "Start Assignment".
- Create a chronology of moments of the event and type them into the titles of each cell.
- Describe each part of the event in the description box.
- Create an illustration using appropriate scenes, characters, and items.
- Save and exit when you're done.
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
One of the benefits of studying more modern history is the abundance of eyewitness accounts and primary sources that students can use to really understand the context of any historical event or time period. It also brings history to life and connects students to the people who lived during that time.
For this activity, students will create a timeline that focuses on a major event that took place in World War II from 1939-1941 through the eyes of individuals that witnessed the event. Teachers can assign events or allow students to choose the event they wish to research. Students should be able to represent an accurate chronology of the event and are encouraged to be as precise as possible by finding the month, day, hour, and perhaps even minute each action occurred.
For an alternative to the timeline layout, have students create a timeline poster to incorporate into a presentation or gallery walk. You can add more than one template to this assignment to give students lots of options, and update the instructions accordingly.
Extended Activity
For this extended activity, students should be encouraged to use the historical thinking skill of corroboration in order to accurately depict the action or event that they researched. If students come across a discrepancy in two sources, they should describe what the differences are and argue which source is more credible and why. Once they have analyzed the credibility of their sources, they should share with the class the sources they found most credible and the ones they found least-credible and explain their rationale.
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
Create a timeline that focuses on an event in World War II between 1939 and 1941 based on eyewitness accounts.
- Click "Start Assignment".
- Create a chronology of moments of the event and type them into the titles of each cell.
- Describe each part of the event in the description box.
- Create an illustration using appropriate scenes, characters, and items.
- Save and exit when you're done.
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 Pearl Harbor Historical Timeline
How to Guide Students in Analyzing Primary Sources for Historical Timelines
Empower students to evaluate and interpret primary sources, such as letters, diaries, or newspaper articles, to enrich their timelines with authentic perspectives. Teaching this skill helps students develop critical thinking and a deeper connection to history.
Model how to choose relevant primary sources.
Show students how to select sources that directly relate to their chosen event and provide firsthand accounts. Discuss why firsthand perspectives are valuable for building an accurate timeline.
Teach students how to examine source reliability.
Guide students to look for clues like the author's background, date, and purpose of the document. Encourage them to consider if the source is biased or incomplete.
Demonstrate how to extract key details from sources.
Practice highlighting important dates, names, and actions that can be added to the timeline. Explain how these details make timelines more accurate and vivid.
Encourage students to cite their sources.
Remind students to record where each piece of information comes from. This builds credibility and helps others verify their work.
Frequently Asked Questions about Pearl Harbor Historical Timeline
What is a Pearl Harbor historical timeline activity for students?
A Pearl Harbor historical timeline activity asks students to research and organize key events before, during, and after the attack, using eyewitness accounts and primary sources to understand the sequence and context of World War II events from 1939–1941.
How can I help students use primary sources to make a World War II timeline?
Encourage students to find and analyze eyewitness testimonies, letters, or historical documents from 1939–1941. Guide them to include specific dates and times on their timeline, and discuss any discrepancies between sources to build historical thinking skills.
What are some creative alternatives to traditional timeline layouts for history lessons?
Try using timeline posters, interactive digital timelines, or gallery walks where students display their timelines for peer review. Multiple templates and presentation styles can make the lesson more engaging and suitable for different learning preferences.
How can corroboration be taught through a World War II timeline activity?
Ask students to compare multiple sources about the same event, note any differences, and evaluate which source is more credible and why. This develops critical thinking and helps students understand the importance of corroboration in history.
What grade levels is the Pearl Harbor timeline activity best suited for?
This activity is designed for grades 6–12. It can be adapted for different skill levels by adjusting the depth of research, complexity of sources, and expectations for analysis and presentation.
More Storyboard That Activities
World War II: (1939-1941)
- Today in 1941 - Pearl Harbor Attack • KurtClark • License Attribution (http://creativecommons.org/licenses/by/2.0/)
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