Hooking Lesson

Where Does ​This ​Come From?

Overview:​ (One Class Period of 50 Minutes)
To start the unit on Expanding Interactions: 300 to 1500 CE, students will be working on
a timeline of innovations based on their own prior knowledge and assumptions. Students will
work independently on their timelines for part of class. Part way through the class, they will
compare their timelines with a partner’s and discuss their ideas. During these two periods, the
teacher will observe the classroom and ask questions regarding what the students think the
innovations are. Roughly ten minutes before the end of class, the teacher will present the actual
timeline and talk briefly about which civilizations and societies invented which objects. By
having the students create their own timelines before presenting the actual timeline of invention,
the students will have their misconceptions regarding the capabilities of ancient societies
addressed, and the students will be encouraged to inquire about how those societies were able to
invent and trade.

Objectives: Students will be able to….

● Identify the artistic, scientific, and technological features of Muslim society (WHG 4.2.1)
● Describe Bantu contributions to agriculture and technology (WHG 4.3.1)
● Identify Chinese technological innovation (WHG 4.3.3)
● Describe Europe’s agricultural innovation (WHG 4.3.5)
● Identify innovations, their place of origin, and when they occurred on a timeline

Anticipated Student Conceptions or Challenges:

Students may have misconceptions about when certain technology, such as the compass,
was invented. Hopefully, by presenting them with the actual timeline at the end and allowing
time to discuss, the students’ misconceptions will be corrected. Students may not have heard of
some of the innovations, either. The objects are labeled in the Timeline Cutouts Worksheet so
students can recognize unfamiliar innovations.

Materials:
● Teacher Introduction to Assignment
● Student Timeline Worksheet
● Timeline Cutouts Worksheet

Assessment:
Student worksheets will be collected at the end of class for a completion grade and for the
teacher to look over in order to gauge student knowledge. This will be the more formal
assessment of their knowledge. Throughout the class, the teacher will be circling the room,
listening to student discussion and asking questions. Both of these will act as an informal
assessment of student knowledge.
Instructional Sequence (50 Minutes):
1. Teacher has students assemble their desks into five groups after taking attendance. This
should be done by counting off students by five, so that groups are random (maximum 10
minutes).
2. Teacher reads the Teacher Introduction to the Assignment to the class and hands out
timeline cutouts and worksheets. Each student gets one worksheet and one cutout (5
minutes).
3. Students cut out the timeline and fill out their worksheets. Teacher circles the room,
answering and asking questions. Questions include: (25 minutes).
a. What do you think this is?
b. When do you think it was made?
c. Where do you think it came from?
d. Why do you think that?
4. Teacher and students discuss the timeline and teacher reveals the real timeline (10
minutes).
5. Teacher collects worksheets from students before they leave class for the day.
 Teacher Introduction

Before Instruction: ​Teacher takes attendance. Students should be sitting in their assigned seats
and the student in each seat should match their picture. Divide students by counting off by fives.
Students should join their numbers and form their desks into a group in the four corners of the
room and the center (one group per corner and one in the center). Once students are assembled,
pass out worksheets and cutouts (one per student).

Read: ​Today you will be working as historians. You will be making a timeline of inventions that
came into prominence during 300 to 1500 CE. Using tape and/or glue, attach the inventions to
the timeline, according to when you think they were invented. Then, respond to the questions on
the back. You should work with your group for this project and discuss your ideas and theories.

During Instruction:​ Students should begin to work. They have about 25 to 30 minutes to work
on this, depending on how long they took to form groups. Teacher should circle around the
classroom, keeping students on track and answering vocabulary questions. Keep an open ear and
note terms students use when discussing types of organization and any misconceptions they
have.

After Instruction:​ Obtain student attention and begin class discussion on the timeline. Students
can display their timelines if they wish. Reveal the actual timeline and have the students compare
their timelines to the official timeline. Open up to discussion.

Teacher collects worksheets and sources from the students as they leave class for the day.
Timeline Name:________________ Date:_________
Inventions
 Rifle

Porcelain

Zero

Windmill