Dublin History
Please use this new link to access the updated (summer 2022) Dublin History Site
This website is for teachers and third-grade students in Dublin Schools and was created through collaboration between elementary teachers, high school teachers, and high school students. Explore this "one-stop shop" as you learn about Local Dublin History! You will find lessons, links, and resources to help you learn Timelines, Primary Sources, and Change over Time standards.
Events in local history can be shown on timelines organized by years, decades and centuries.
Content Statement Elaboration H01
Using dates from historical events in the local community, students can demonstrate an understanding of units of time (years, decades, centuries) and chronological order (in order of time of occurrence) by placing these events in sequential order on a timeline.
Expectations for Learning
Place events accurately on a timeline organized by years, decades and centuries.
Literature
Remembering Leatherlips by Linda Stevens
Instructional Strategies
Create a timeline from establishment of the local community to present. Allow space for specific events in each decade. Students can describe and illustrate each event on the timeline. Insert an event or date from local history into proper position on an interactive whiteboard timeline.
Primary sources, such as artifacts, maps and photographs, can be used to show change over time.
Content Statement Elaboration H02
Primary sources are first introduced to students in grade three. Primary sources are records of events as they are first described, usually by witnesses or by people who were involved in the event. At this level, students learn to locate and use primary sources like artifacts, maps and photographs.
An artifact is a material object of a culture such as a tool, an article of clothing or a prepared food.As students examine artifacts, maps and photographs from the local community, they begin to understand the concept of change over time.Change may be observed in: Businesses; Architecture; Physical features; Employment; Education; Transportation; Technology; Religion; and Recreation.
Expectations for Learning
Use artifacts, maps and photographs to evaluate change in the local community.
Literature
Ohio Past and Present by Kristi Lew
Connections
Connect with Economics Content Statement 14 and History Content Statement 3, regarding change over time.
Connections can be made to the Technology Academic Content Standards, Technology and Communication Standard, Benchmark B, through student use of graphics and text in designing a slideshow presentation about change over time.
Instructional Strategies
Students evaluate photos, artifacts and maps from the local community that illustrate change over time. The teacher can use/create artifact baskets or bins with pictures, articles, etc., related to particular topics (e.g., Native Americans, pioneers, Amish communities). Have students identify and describe the changes with regard to various characteristics of the local community listed in the content elaborations.
Students use artifacts, maps and photographs to write and illustrate a Then and Now Book related to specific topics (e.g., 1800s classroom, grocery items, housing, jobs).
Local communities change over time.
Content Statement Elaboration H03
As students examine primary sources from a variety of time periods, they begin to understand how characteristics of the local community have changed over time. Community is defined as a group of people residing in the same locality and under the same government. Characteristics for analysis include architecture, business, physical features, employment, education, transportation, technology, religion and recreation.
Expectations for Learning
Research, analyze, organize and present historical information about a characteristic of the local community that has changed over time.
Connections
Connect to Geography Content Statement 6, regarding human modifications to the environment in the local community, and History Content Statement 2, regarding primary sources and change over time in the local community.
Connections can be made to the Technology Academic Content Standards, Technology and Society Interaction Standard, Benchmark B, regarding the idea that technology affects the environment in positive and/or negative ways.
Instructional Strategies
Students interview grandparents or older residents of the local community to learn about how life has changed over time. If resources are available, students can video or audiotape their interviews and present to the class.
Students research information on a specific period in the past and assume the role of a community member during that time to complete a RAFT activity. For example:Other roles from this time period might include a homemaker, local businessperson, schoolteacher, Moravian missionary or young child.