Students will create a time line to trace the evolution of the Liberty Bell from its use as the State House bell to an international symbol of freedom and liberty.
Introduction (before the lesson):
- Review use of symbols and symbolism regarding the Liberty Bell
- Make enough copies of Worksheet #1 Essential Questions for each student
- Review how to construct a horizontal bar shaped time line
- Prior knowledge of researched historical events/dates assigned for the Liberty Bell time line
- Make enough copies of Worksheet #2 Historical Events for each student
Whole Class Discussion:
1. Teacher writes the essential questions from Worksheet #1 and guides the students in answering the questions.
2. Students participate in a class discussion of Worksheet #1 and their researched events on the Liberty Bell for the time line.
Teacher advises the students of the expectations for constructing the time line, including the roles of cooperative groups in regard to connecting the continuous time line. (Students will move into groups of 3 or 4 to create this continuous time line). Then the teacher explains the details of the whole class "skit" presentation (each student will be responsible to deliver orally with a prop pertaining to ONE of the assigned dates/events).
Independent Student Activity:
Students construct a Liberty Bell time line showing four events that have been previously researched for Worksheet #3 (check for accuracy with provided dates on Worksheet #2). Then student will design a "prop" for his/her part in whole class "skit" of the Liberty Bell time line.
Another alternative activity for Worksheet #2 is to have the students select what they think are the "top 10" Liberty Bell events and write the reasons for their choices. Teachers should show how many chose even event with a tally chart so that the class may discuss their responses. Make a "top 10" chart from the collaboration and post it in the room.
Students will join their assigned cooperative groups to combine and extend the Liberty Bell time line showing proper chronological order.
1. Each group attaches their time line in the appropriate chronological order so that the time line is representative of the assigned dates. Each student then presents a short oral presentation or "skit" with their prop about their assigned date.
2. Students will be assessed on correct chronological placement of the historical events on the time line as well as through a brief individual oral presentation "skit" for assigned date/event.