The exclusive purpose for the SIR ACE (American Century Experience) Timeline is to foster learning. And learning is a delicate proposition. Often it occurs individually as the product of curiosity; or it can occur in small groups whose goal is to explore some idea or topic. And sometimes it is guided by parents or teachers. Consequently, this SIR Timeline was designed as a tool for teachers and parents, because each generation must learn about themselves and their country. There is no reasoned option.
Parents and Teachers are invited to print or download (save) the Timeline file (for their own use only--undivided copyright remains with SIR). Then print it---just the top part, enlarged to poster size, in order to place it in a conspicuous place. Ideally, very small pictures, such as Mt. Rushmore or the Model T car, should be taped to the poster at the end of their appropriate year. The bottom part, the brief details about many years in paragraph format, can be printed and made available to students who are able to read and profit from it. For teachers, depending on the age level of their students, the students could be asked to help "finish" it. The very young can be asked to learn about something that is listed, and then report their findings to the class, either individually or in small groups. Somewhat older students can be asked to complete the content for one of the years that is "uncompleted." They will require guidance and practice in keeping to the facts and in distilling the content. Still older students can be asked to find a theme and trace it over time, exploring its many facades. Students of any age can perform library research about topics such what life must have been like without (again depending on age or course focus) vaccines, canned or frozen foods, Band-Aids, Disneyland, frozen cheesecake, penicillin, permanent press clothes or irons, bicycles, cars, CDs or records, gas stations, highways, Lifebuoy soap, stereos, radios, TV, airplanes, hair dryers, toilets or toilet paper, InterNet, credit cards, supermarkets, computers, copy or fax machines, aspirin, chromosomes, Vitamin C, the planet Pluto, blood types, or water pollution. Resourceful teachers will ask those students after making their reports to the class, what children of their age did during that time. In all cases, parents and teachers are encouraged to add items and pictures that maintain the theme. The use of the SIR Timeline learning tool is unbounded.
For example:
- Kindergarden and first grade students can be asked to point to a picture they like and then ask their parents or grandparents to tell them about it. Forewarning or a helpful hint sheet sent home with the child will be appreciated.
- Second and third grade students may be able to read a few of the items, and then ask their teacher to read to them about that topic before discussing it and how it relates to their lives.
- Fourth and fifth grade students should be able to choose their own topic, and then find a book about that topic in a library. A brief verbal report to the class may be appropriate.
- Sixth and seventh grade students should be able to pick a topic and provide both a written and oral report.
- Eight grade students may be at the age to start integrating examples of any theme. For example, to discuss how the space program started and grew, or how the computer was born and how quickly it advanced.
- In high school, students can either work alone or in small groups. Again, depending on the level of ability and interest, there are many options. At this level, non-tangible themes can be studied and discussed, such as cheating and honesty at the Naval Academy. Another option is to help finish the "unfinished" Timeline. The natural tendency will be to find some book and choose a few items for each year. That is not appropriate for reasons that can be discussed (personal bias, ethnocentrism, etc.). It will be a major effort for a small group of motivated student to choose one year and focus on that, picking and discarding, all depending on reasoned criteria, not personal whims.
- At the college entry level, students should be able to identify, trace, and explain themes, and then the class should discuss ways to either encourage or discourage those themes with the common good in mind.
This is an unfinished work, and will remain unfinished in the foreseeable future. It should be presented to, or seen by, students as unfinished, and accordingly for anyone or any class that would like to tackle one small part, the opportunity for learning is available. Note, the "one-line yearly phrases" and five of the yearly paragraphs (1900, 1915, 1934, 1952, and 1969) on this Timeline and the one on the commercial side are identical (as of August 3, 1997), to serve as examples of what can be accomplished. As seasoned teachers know, there is no right way to learn, but many wrong ways. Reaching too far is a neighbor to no reach at all.
N.B., any teacher who believes that his or her class has performed exceptional work about any one year in this Timeline, including (a) implicit linkages to other topics and themes in the Timeline, (b) the inclusion of one public domain thumbnail (approximately 150 x 150) picture (gif or jpeg) about one topic in that year, (c) included informative and unbiased explicit URL linkages to each or most of the topics in that year, and (d) provides a clear statement of objectives and method, should contact SIR. If we agree, then we will add to or replace that year with the one submitted, and give credit to that class and school for that contribution in the public SIR Timeline. A URL link to the class or school homepage can be discussed.
The most ambitious students and classes, or even schools, will be able to build an "authentic age alembic" that exemplifies one year and one location in the U.S. in the past century. For practical reasons, the easiest location would be the same location as the school, although that is not necessary. Anyone who enters that time and space "capsule" will see only what was available to be seen at that time. Most likely the "capsule" will be a room dedicated to that year, and when anyone is in that room they should look (clothing included) and act like people did at that time. Perhaps a class or school can plan one day in the school year wherein they "present" their findings to the school or community, including typical food, drinks, work, reading materials, education, and recreation activities. But most of all what people, common people, discussed at that time, including the most important issues. More than likely local organizations will be willing to support any such activity. If your class or school creates any such event, please let us know and we may provide a link to your homepage.
The logical extension of this reasoning is that students, teachers, and a few parents should live one week in the past, in the capsule they created, under appropriate medical, nutritional, and public health guidance. That is learning exemplified, but should only be considered after a few years of working in this Timeline in less ambitious ways..
Parents can use the timeline in a similar manner, but may have to be more proactive; i.e., work more as a partner because the task will be novel and confusing to almost all students.
The SIR ACE (Timeline) is both an interactive, self-paced, educational commencement--a starting juncture into understanding,--as well as an invitation to participate in the future of education with the most novel group educational concept yet conceived for the 21st Century. Questions can be addressed to the digital or postal addresses below.
