A Walk Through Time

By Jacalyn Moss, September 19, 2007

Grade Level

  • High School


  • Architecture

Subject Area

  • Arts
  • Mathematics
  • Social Studies

Lesson Time

Four ninety-minute class periods


This lesson will be implemented in Social Studies or History class and will be taught utilizing a historical timeline divided into ten periods of study. In this lesson, students will watch documentaries and popular films to study the time periods. They will then research types of footwear worn during each period. Students will design, craft, and paint ten banners, each depicting the footwear of the period. The banners will then hang in the Social Studies classroom.

National Standards

Anchor Standards for Writing:

Research to Build and Present Knowledge:

CCSS.ELA-LITERACY.CCRA.W.7Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Anchor standards for Speaking and Listening:

Comprehension and Collaboration:

CCSS.ELA-LITERACY.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas: 

CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-LITERACY.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Anchor standards for Language:

Conventions of Standard English:

CCSS.ELA-LITERACY.CCRA.L.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language:

CCSS.ELA-LITERACY.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

 Vocabulary Acquisition and Use:

CCSS.ELA-LITERACY.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Historical Understanding

      Standard 1.   Understands and knows how to analyze chronological relationships and patterns. Standard 2.   Understands the historical perspective. World History Standard 5.   Understands the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCB. United States History Standard 2.   Understands cultural and ecological interactions among previously unconnected people resulting from early European exploration and colonization. Standard 4.   Understands how political, religious, and social institutions emerged in the English colonies. Standard 7.   Understands the impact of the American Revolution on politics, economy, and society. Standard 12. Understands the sources and character of cultural, religious, and social reform movements in the antebellum period. Standard 14. Understands the course and character of the Civil War and its effects on the American people. Standard 18. Understands the rise of the American labor movement and how political issues reflected social and economic changes. Standard 20. Understands how Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption. Standard 21. Understands the changing role of the United States in world affairs through World War I. Standard 23. Understands the causes of the Great Depression and how it affected American society. Standard 28. Understands domestic policies in the post World War II period. Standard 29. Understands the struggle for racial and gender equality and for the extension of civil liberties. Standard 31. Understands economic, social, and cultural developments in the contemporary United States. Mathematics Standard 4.  Understands and applies basic and advanced properties of the concepts of measurement. Standard 9.  Understands the general nature and uses of mathematics. Visual Arts Standard 1.   Understands and applies media, techniques, and processes related to the visual arts. Standard 4.   Understands the visual arts in relation to history and cultures. Standard 5.   Understands the characteristics and merits of one's own artwork and the artwork of others.  


Students will:
  • research footwear worn during each of the ten timeline periods of study using historical books and the Internet and will draw conclusions about the footwear in regards to the time
  • design and craft ten Social Studies banners depicting ten timeline periods of study
  • sketch the footwear worn during each of the ten timeline periods of study
  • transfer the drawings of footwear to the ten banners
  • paint the drawings of footwear on the ten banners


United Streaming Documentaries
Internet Web sites Popular Films (for example: Troy, Gladiator, Braveheart, A Knight’s Tale, Renaissance Man, Romeo and Juliet, Shakespeare in Love,  Othello, “O”, Much Ado About Nothing, The Patriot,  Roots, Brother Future, Glory, Dances With Wolves, Buffalo Soldiers, Down in the Delta, Saving Private Ryan,  Tuskegee Airmen,  Schindler’s List, Life is Beautiful, Come See the Paradise, Windtalkers, Ruby Bridges, Passing Glory, In the Heat of the Night, The Long Walk Home, Ali, Platoon, Apollo 13, Remember the Titans, Black Hawk Down, Hotel Rwanda, Finding Forester)


  • Large Metal Straight-edge Ruler
  • Scissors
  • Hem Adhesive
  • Iron
  • 1 Set Three-inch Stencils
  • 10 36" Dowels
  • 15 Yards Sisal
  • 23 Yards Natural Duck Cloth
  • 1 Set Artist Paint Brushes
  • Paint


  • Classical Civilization-Greek/Roman (1500 BC-500 AD)
  • Middle Ages (500-1400)
  • Renaissance (1400-1600)
  • New World (1600-1800)
  • Civil War (1800-1865)
  • Westward Movement (1865-1900)
  • The Great Migration/WWI (1900-1930)
  • WWII (1930-1950)
  • Civil Rights/Vietnam (1950-1970)
  • Modern Times (1970-Present)


  1. 1.  Introduce the timeline of the periods of study to the students along with the new vocabulary.
  2. 2.  Divide the students into groups of three.
  3. 3.  Students should research the different time periods utilizing United Streaming documentaries and popular films for footwear worn during each of the ten time periods.
  4. 4.  Encourage students to question why that footwear was worn? What does the footwear say about the wearer (ex. Men and women who wore high heels probably did not work in fields. It is a sign of their socio-economic status—they are wearing them as an indication that they are above working in fields.).
  5. 5.  Once the group has done enough research, they should choose one type of footwear per time period. They should then draw a design of the footwear on art paper for transfer to banners.
  6. 6.  Students will utilize the following steps for crafting banners: a.  Cut fabric into 30" x 84" pieces b.  Finish edges of fabric using Stitch Witchery and an iron c.  Create a 3" pocket at top of each banner to insert the dowel for hanging
  7. 7.  When the students begin to paint the banners, they should include the time period, the dates of each time period, and the shoe design.
  8. 8.  Once the banners are complete, the students should present their banner to the class describing what they found in their research. They should tell who wore the shoe, their sex, the socio-economic status of the shoe wearer, along with any additional information they learned from their research.
  9. 9.  As a class, discuss how material objects tell a story about a time period. Indicate that studying other material objects may reveal even more about the history of that time period and the life of the owner.
  10. 10.  Hang  the banners on the walls of the Social Studies classroom once they are completed.


Use a rubric to assess whether the objectives of the lesson were learned. The teacher can also assess the students based on their final presentation.

Enrichment Extension Activities

Students can craft, design, and paint a wall hanging for placement in their bedrooms, play areas, or study areas.

Teacher Reflection

The banners hanging on the Social Studies classroom wall fill the students with pride. Not only did the students learn history, but they were excited about carrying out the process of crafting, designing, and painting the timeline banners. Students also created wall hangings that could be displayed in their bedrooms and homes.

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