LESSON 2- Let’s Make a Timeline

I. Standards
A. MI K-12 Social Studies
1. 2 -- H2.0.4 Describe changes in the local community over time (e.g., types of businesses, architecture, land use,
jobs, transportation, technology, population).
2. 2 – H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local
community events.
3. 2 – H2.0.3 Explain how individuals and groups have made a significant historical change.
II. Objectives/Targets
A. I can describe ways a community has changed over time.
B. I can read and use a timeline to learn about events in the past.
III. Materials
A. Garrett Morgan by Sarah Schuette
B. Garrett Morgan timeline strips (pre-cut and mixed up)
C. Butcher paper or poster board (1/group), glue, markers
D. “History of Popular Candy” timeline strips (pre-cut and mixed up)
E. Candy timeline exit ticket or anticipatory set (for next lesson)
F. Overhead projector
IV. Anticipatory Set (Hook)
A. Begin the lesson by asking for student input regarding the concept of a “timeline” and what it is used for. Discuss with
students that timelines are a visual representation of history. We (historians) use timelines to keep track of important
historical events during a period of time or a person’s life. Give examples, such as birthdays, marriages, inventions etc.
Timelines are useful tools because it allows us to easily see how time has progressed.
B. Inform students you will be reading a book about an important man named Garrett Morgan. Tell students that this book is
special because as the story progresses a timeline of Morgan’s life will appear at the bottom of the pages.
V. Input
A. Read the book Garrett Morgan by Sarah Schuette. Periodically pause to ask students to read the timeline as significant
dates are added to it.
B. When the book is finished, ask students what they noticed about the timeline.
C. At the overhead projector, ask students to help you put the jumbled Garrett Morgan timeline strips in the correct order to
create a timeline of his life. Listen as students explain which strip goes where and why. Be sure to discuss:
1. How the years progress from earliest to most recent. Remind students to look at place value when determining
which years come soonest or latest.
 2. How only important or significant events were added to it and not every day events (like what he ate for breakfast).
3. Ask students what they would call or title this timeline.
D. Next, inform students that in their table groups they will be putting together a timeline.
1. To keep things simple for this introductory activity, students do not need to create a straight line for their timeline,
but instead may do it as a sequence map. That is, glue a strip of paper, draw an arrow to the next strip, glue that
down, etc. Demonstrate this by drawing it on the board.
2. Each group will receive a strip of butcher paper, cut-out and jumbled “History of Popular Candy” timeline strips,
glue, and markers.
3. Students may illustrate their timelines when they finish gluing.
E. When time is up, ask each group to hold up their timeline and share their work. Ask questions regarding the timelines
(listed below).
F. Collect the timelines, and if there is time, distribute candy timeline exit ticket activity. If there is not enough time, this can
also be used as the anticipatory set for the next lesson.
VI. Modeling
A. Demonstrate putting together a timeline using the Garrett Morgan timeline. Check for understanding during this process.
Highlight various parts of a timeline.
VII. Checking for Understanding
A. What does a timeline tell us?
B. Why do we use them?
C. How do we use them?
D. Which is the earliest/oldest date on your timeline?
E. Which is older: _____ or ______?
F. How old is _______?
VIII. Guided Practice
A. Students will put together the timeline in chronological order as a group to reiterate that timelines are chronological.
B. Students will add all parts of a timeline: title, lines/arrows, dates, etc.
IX. Closure
A. When students are done presenting reiterate that timelines are used to learn about events in the past and to see how parts
of our community has changed throughout time. Ask groups to share their timelines.
X. Assessment/Reflection
A. Formative assessment: Circulate room while students work on timelines to ensure students are participating and putting
them together correctly. Collect the timelines and pass out exit ticket. If there is no time for the exit ticket then use as
anticipatory set for next lesson.
B. Summative assessment: 2nd Grade Social Studies Common Core Test #3, part 1: multiple choice.
XI. Resources
A. Schuette, S. L. (2015). Garrett Morgan. North Mankato, MN: Capstone Press, A Capstone Imprint.
B. Timeline of Candy. (n.d.). Retrieved from http://www.candyhistory.net/candy-origin/candy-timeline/
 Supplemental Materials

1877 Garrett Morgan Born in Kentucky

1895 Moved to Cincinnati
1907 Opened Sewing Machine Repair Shop
1908 Married Mary Anne Hassek
1914 Morgan Invents the Safety Hood
1920 Morgan Starts The Cleveland Call
1923 Morgan Invents the Traffic Signal
1963 Morgan’s Death
 The History of Popular Candy

1900 – Hershey chocolate milk bar

1902 – Valentine’s Day candy with messages printed on them.

1912 – Life Savers

1922 – Chewy candy called "dancing bear," later best known as gummi

bears.
1923 – M&M’s and Mars Milky Way Bar

1930 - Snickers Bar

1949 – Smarties

1960 – Starburst fruit chews

1963 – Sweet Tarts

1991 – Peanut Butter Cups by Reese’s.

 Candy Timeline

1.) 3.)

2.) 4.)

Which came first? Write the letter in the correct box of the timeline.

Year- Candy
a) 1868- Valentine's Day box of chocolates
b) 1893- Juicy Fruit Chewing Gum and Wrigley's Spearmint Chewing Gum
c) 1880- Candy corn
d) 1896- Tootsie Rolls