Grade: Grade 2 Subject: Social Studies Unit: Timelines Lesson: 6 of 6 SAT: Information+Ideas ACT: Reading

Unit Checkpoint

Unit Review

Congratulations! You have completed all the lessons in the Timelines unit. Let's review what you learned.

Lesson 1: Personal Timelines

  • A timeline shows events in order from first to last
  • You can make a timeline about your own life
  • Words like "first," "then," "next," and "finally" help describe order

Lesson 2: Historical Timelines

  • Historical timelines show events from long ago
  • We use dates and years to organize events
  • Timelines help us see how things changed over time

Lesson 3: Primary Source Analysis

  • A primary source is something made by people who were there
  • Examples include old photos, letters, diaries, and objects
  • We ask five questions to learn from primary sources

Lesson 4: Maps and Data

  • Maps show places from above and have a key, compass rose, title, and scale
  • Old maps look different from new maps because places change
  • Data is information we can count, shown in tables and charts

Lesson 5: Claim and Evidence Writing

  • A claim is a statement that answers a question
  • Evidence is the proof from sources that supports your claim
  • A complete answer has a claim, evidence, and explanation

Putting It All Together

Example: A Complete Timeline Investigation

Question: How did your town change in the last 100 years?

Step 1 - Find Primary Sources:
Look at old photographs of Main Street from 1920 and compare them to photos from today.

Step 2 - Use Maps and Data:
Compare an old map with a new map. Look at data about population.

Step 3 - Make a Claim with Evidence:
Claim: Our town grew much bigger over 100 years.
Evidence: According to the 1920 map, there were only 10 buildings on Main Street. The 2020 map shows over 50 buildings. The old photo shows dirt roads, but the new photo shows paved streets with traffic lights.
Explanation: This proves the town grew because there are many more buildings and modern roads now than there were in 1920.

Unit Checkpoint Questions

Answer these questions to show what you learned in this unit.

1. What is a timeline? What does it show?

Think: Events in a certain order...

2. Put these events in order: "I learned to walk" - "I was born" - "I started school"

Think: Which happened first, second, third?

3. What is the difference between a primary source and a secondary source?

Think: Who made it - someone who was there or someone who learned about it later?

4. Name three examples of primary sources.

Think: Old photos, letters, objects, maps, newspapers...

5. What are the five questions we ask when looking at a primary source?

Think: What do I see? Who made this? When? Why? What can I learn?

6. What parts does a map have?

Think: Title, key/legend, compass rose, scale...

7. Why do old maps look different from maps made today?

Think: What changes over time?

8. What is data? Give one example of how data can be shown.

Think: Information we can count - tables, charts, graphs...

9. What is a claim? What is evidence?

Think: Claim = what you think is true; Evidence = the proof

10. Read this information, then write a claim with evidence:
"A timeline shows: 1950 - one school, 1980 - three schools, 2020 - seven schools."

Remember to state your claim, give evidence from the timeline, and explain.

11. A photo from 1900 shows children in one-room schoolhouse. A photo from today shows a big school building. What can you learn by comparing these primary sources?

Think: What changed about schools?

12. You want to learn how your neighborhood changed. Name one primary source you could find and one question you would ask about it.

Think: Old photos, maps, letters... and use one of the five questions.

Check Your Understanding

Before finishing this unit, make sure you can:

  • Create a timeline that shows events in order
  • Explain what makes something a primary source
  • Ask the five questions when studying a primary source
  • Read and understand parts of a map
  • Find information in tables and charts
  • Write a claim and support it with evidence
  • Use maps, timelines, and data together to learn about history

Next Steps

  • Celebrate finishing the Timelines unit!
  • Go back and review any lessons you want to practice more
  • Start a new unit when you are ready
  • Keep looking for primary sources, maps, and data in your everyday life