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Materials needed:

-paper, rulers, markers.

-data from interviews with family members.

-to transfer of plotting skills from Vancouver timeline project to personal timeline develop questioning skills to elicit information discover the major events of their own family history (births, deaths, immigrations).

Activity description: (optional)

Instead of researching a family tree (see Activities 4 and 5 in Family History strand), you may want students to do a personal or family timeline. Both involve information generated from an interview. Before students interview a family member, discuss sample questions and draw up a list of them to ask family members regarding events in their family history (marriages, births, deaths, moves, etc.).(Some of this information will be similar to that obtained for family trees.) Note that some people may know "stories" of family history but may not be able to provide an accurate date. Discuss approximating history.

It would be helpful if you, as teacher, would model your own family timeline or an individual timeline so students can see the difference. A family timeline will usually cover more than one generation, whereas an individual timeline will cover only one.