Grade Two Introduction to History and Social Science. Grade 2 Curriculum for Loudoun County Public Schools Ashburn, Virginia, 2016

Transcription

1 Grade Two Introduction to History and Social Science Grade 2 Curriculum for Loudoun County Public Schools Ashburn, Virginia, 2016

2 This curriculum document for 2 nd Grade Social Science is organized to help teachers plan and carry out their instruction conceptually, so that children begin to see patterns and connections among and between ideas and points of information. There are four units in the curriculum. Each unit s learning outcomes or objectives are listed first, followed by a conceptual mind map connecting the content. Following the mind map in each unit is a more linear and traditional textual outline with specific points of content that students must learn in Grade 2. Each section of the unit outline is framed by an important conceptual question that serves as a foundation for the teaching and learning of that section. All essential questions appear in italics. We hope teachers find that the 2 nd Grade concepts contained and explained in this document serve as a productive mental framework for students and for themselves. This instructional layout and approach offers cognitive structures that are essential to the solid comprehension of our curriculum content. Children in Egypt Social Science & Global Studies Office Telephone: William F. Brazier, Instructional Supervisor Patricia Coggins, Instructional Specialist

3 Grade 2 Social Science Unit I: CITIZENSHIP SOLs 2.10, 2.11, 2.12 At the end of this unit, students will be able to: 1. List at least 4 responsibilities of good citizenship, and give examples of each. (2.10a-e) 2. List and describe or draw at least 6 historical models of good citizenship, and tell others what qualities make these people good citizens. (2.11) 3. List at least 4 different cultural backgrounds of people living in Virginia, and explain how democracy and good citizenship bring so many different people together. (2.12a-b)

4 CITIZENSHIP

5 I. RESPONSIBILITIES What are the responsibilities of citizenship? Why? A. RESPECT AND PROTECT THE RIGHTS AND PROPERTY OF OTHERS B. GENERATE IDEAS AND TAKE ACTIONS TO IMPROVE THE SCHOOL AND COMMUNITY C. SELF-RELIANCE AND SELF-CONTROL OR SELF-DISCIPLINE D. HONESTY AND TRUSTWORTHINESS II. MODELS What are some examples of good citizenship? What makes them good examples? A. GEORGE WASHINGTON= LED THE FIGHT FOR FREEDOM FROM ENGLAND AND HELPED ESTABLISH A NEW COUNTRY. B. ABRAHAM LINCOLN= WAS THE PRESIDENT OF THE UNITED STATES WHO HELPED FREE ENSLAVED AFRICAN AMERICANS. C. SUSAN B. ANTHONY= LED THE STRUGGLE TO GIVE WOMEN EQUAL RIGHTS, INCLUDING THE RIGHT TO VOTE. D. HELEN KELLER= OVERCAME DISABILITIES AND WORKED TO HELP OTHERS WHO WERE BLIND AND DEAF. E. JACKIE ROBINSON= WAS THE FIRST AFRICAN AMERICAN PLAYER IN THE MAJOR LEAGUES OF BASEBALL. HIS ACTIONS HELPED TO BRING ABOUT OTHER OPPORTUNITIES FOR AFRICAN AMERICANS. F. MARTIN LUTHER KING, JR.= WAS AN AFRICAN AMERICAN MINISTER WHO WORKED SO THAT ALL PEOPLE WOULD BE TREATED FAIRLY. HE LED PEACEFUL MARCHES AND GAVE SPEECHES. III. VIRGINIANS How are good citizenship and a community s common principles related? How does good citizenship unite people from different cultures and backgrounds? A DIVERSE BACKGROUNDS PEOPLE LIVING IN VIRGINIA HAVE DIVERSE ETHNIC ORIGINS, CUSTOMS, AND TRADITIONS. PEOPLE IN VIRGINIA ARE AMERICAN INDIANS, AFRICANS, EUROPEANS, ASIANS, LATIN AMERICANS, SOUTH ASIANS, AND MIDDLE-EASTERNERS. ALL OF THE PEOPLE WHO LIVE IN VIRGINIA PARTICIPATE IN AND CONTRIBUTE TO THEIR COMMUNITIES IN SOME WAY. WHEN PEOPLE PRACTICE THE RESPONSIBILITIES OF GOOD CITIZENSHIP, THEY ARE CONTRIBUTING TO THEIR COMMUNITIES. B. COMMON PRINCIPLES WHILE PEOPLE IN OUR COMMUNITIES HAVE DIFFERENT ETHNIC AND CULTURAL ORIGINS, THEY ARE UNITED AS AMERICANS AND VIRGINIANS BY COMMON PRINCIPLES AND TRADITIONS.

6 C. CIVIC BEHAVIORS AND RESPONSIBILITIES 1. Displaying responsibilities of good citizenship= Respecting and protecting the rights and property of others, participating in school and community activities, demonstrating self-control and self-reliance, and being honest and trustworthy. 2. Voting= Voters in Virginia elect officials to make decisions for them in the state and local government, AND: 3. Taking part in state or local government= Citizens gather together and speak to the government about making changes they think are important, or they organize friends to vote for people they think should lead us.

7 Grade 2 Social Science Unit II: GEOGRAPHY AND ITS EFFECTS ON PEOPLE AND COUNTRIES SOLs 2.1, 2.2, 2.4, 2.5, 2.6 At the end of this unit, students will be able to: 1. Use cardinal directions to locate and identify continents, oceans, China, Egypt, the Great Lakes, and at least 5 rivers and at least 2 mountain ranges and on a map or globe. (2.4a; 2.5a,b) 2. Draw or construct a simple map of their classroom, school, or playground, using a legend and a compass rose. (2.6) 3. List at least three major American Indian groups, locate where they lived on a map, and compare their cultures and contributions to life as we live it today. (2.2; 2.4c) 4. List and describe at least 4 inventions from ancient China and Egypt that have affected our lives to the present day. (2.1) 5. Tell others or show in drawings how geographic features of North America, China, and Egypt affected the way people lived in these places long ago. (2.4b; 2.4d)

8 GEOGRAPHY

9 I. MAP SKILLS - What are the essential geographic features of our planet? How do we communicate their location on our planet? A. FIND AND NAME: THE EQUATOR (=IMAGINARY LINE AROUND THE MIDDLE OF THE EARTH), THE GREAT LAKES, AND: 1. 7 Continents: North America, South America, Europe, Asia, Africa, Australia, Antarctica 2. 5 Oceans: Arctic, Atlantic, Indian, Pacific, Southern 3. Major Rivers, Mountain Ranges: James River, Mississippi River, Rio Grande River, Huang He River, Nile River, Appalachian Mountains, Rocky Mountains *Students are using resource materials and information from printed sources, locating regions on maps and globes. B. CONSTRUCT A SIMPLE MAP: USE A TITLE, MAKE A MAP LEGEND WITH SYMBOLS, AND INCLUDE A COMPASS ROSE; STUDENTS ARE GATHERING, CLASSIFYING, ORGANIZING, RECORDING AND INTERPRETING INFORMATION. II. WORLD REGIONS How does a region affect the people who live there and the things they are able to produce? NORTH AMERICA=LOCATION OF THE UNITED STATES OF AMERICA. THE REGIONS ARE: EASTERN WOODLANDS, THE GREAT PLAINS, THE SOUTHWEST. A REGION =A PLACE THAT HAS, OR IS DEFINED BY, COMMON CHARACTERISTICS. Climate Land Eastern Woodland (Powhatan) Mild winters; hot, humid summers Rivers, hills, mountains, coastland Plains (Lakota) Hot summers; harsh, cold winters Plains, prairies, rolling hills Southwest (Pueblo people) Hot days, cold nights, little rainfall High flatlands *Students are comparing and contrasting differing sets of ideas, collecting, organizing, and recording information and constructing and explaining simple charts. 1. Geographic Features: Location= Where in the world something is; Climate=The kind of weather an area has over a long period of time; Land=The shape of the land s surface; Environment=Whatever surrounds us: our surroundings. a. People: How did people live there? What did they make and do? The Powhatan farmed, fished, hunted, used trees for homes and canoes, and gathered plants for food. The Lakota moved around the Great Plains to hunt for bison (buffalo). They later used horses for transportation. The Pueblo people farmed the land. They lived in villages in adobe (clay) houses. American Indians and their cultures: Region Indians Homes Occupations Transportation Eastern Woodlands Powhatan Wood frame houses with bark/reed Fishermen; Hunters; Farmers Walked; Paddled canoes covering Plains Lakota Teepees Hunters; Horsemen Walked; used horses Southwest Pueblo people Multi-story terraced buildings Farmers; Hunters Walked

10 *American Indian cultures have changed over time. Today, American Indians live and work in Virginia and the United States. i. Contributions to World Culture; contribution = the act of giving or doing something; culture = the beliefs, customs, and way of life of a group of people B. CHINA Arts, pottery, weaving, carving Knowledge of the environment Respect for nature Farming of corn and tobacco 1. Geographic Features: Location= Where in the world something is; Climate=The kind of weather an area has over a long period of time; Land=The shape of the land s surface; Environment=Whatever surrounds us: our surroundings. Located in Asia Climate has seasons Land is made of forests, hills, mountains, deserts a. People: How did people live there? What did they make and do? To relate, or work with, their environment, ancient Chinese settled along the Huang He River. They fished, farmed, and irrigated the land. Ancient means long, long ago i. Contributions to World Culture Written language= Characters, symbols Inventions= Kite, silk cloth, compass, fireworks; most of these are still in use today. Architecture (i.e. the design of buildings)= The Great Wall C. EGYPT 1. Geographic Features: Location, Climate, Land, Environment Located in Africa Climate is Hot and dry Land includes the Nile River Valley so it often floods, and Desert. a. People: How did people live there? What did they make and do? To relate, or work with, their environment, the ancient Egyptians farmed and irrigated the land near the Nile River. Ancient means long, long ago i. Contributions to World Culture Written language= Hieroglyphics Inventions= Paper made from papyrus, 365-day calendar, clock. These are still in use today Architecture (i.e. the design of buildings)= Pyramids

11 SOL Strand and Bullet: History 2.1: The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language. Example Context for Language Use: Students will work independently or with a partner to create and discuss a poster about the contributions of ancient China and Egypt. COGNITIVE FUNCTION: Students at all levels of English language ANALYZE the contributions of ancient China and Egypt. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging SPEAKING Identify contributions of ancient China and Egypt with picture support or realia Categorize contributions of ancient China and Egypt using a graphic organizer with a partner Compare and contrast inventions as contributions of ancient China and Egypt using a Venn diagram, with a partner Discuss in detail examples of existing ancient architecture as contributions of ancient China and Egypt with a partner Discuss how ancient inventions affect the present world as contributions of ancient China and Egypt using historical illustrations and present-day photographs TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: ancient, architecture, contribution, inventions, calendar, hieroglyphics, papyrus, Great Wall of China, pyramids, silk, compass, fireworks, cloth, identify, categorize, compare and contrast, discuss Level 6-Reaching

12 SOL Strand and Bullet: 2.2: The student will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo of the Southwest. Example Context for Language Use: Students will work with partners to create posters on the contributions of three American Indian cultures to present orally. COGNITIVE FUNCTION: Students at all levels of English language ANALYZE contributions of three American Indian cultures. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging SPEAKING WRITING Produce key words associated with three American Indian cultures in a whole group using pictures Draw symbols to represent contributions of three American Indian cultures in a whole group using illustrated word cards Produce statements about the types of homes, occupations, and transportation associated with three American Indian culture with a small group using pictures Construct phrases and simple sentences about the contributions and lifestyles of three American Indian cultures with a small group using a word bank Describe contributions to present day life made by each of three American Indian cultures with a partner using a simple chart Compose simple sentences about the contributions and lifestyles of three American Indian cultures with a partner using sentence strips Compare and contrast the lifestyles of three American Indian cultures with a partner using a Venn Diagram Describe in detail the contributions of three American Indian cultures of the past and present with a partner using illustrations and graphic organizers Explain information about the lives and contributions of three American Indian cultures with a poster Compare and contrast the lifestyles of three American Indian cultures using a Venn Diagram on a poster Level 6-Reaching TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: culture, region, environment, occupation, transportation, Eastern Woodlands, Plains, Southwest, Powhatan, Lakota, Pueblo, adobe, tepee, fisherman, hunter, farmer, climate, hills, tobacco, community, population, coastland, plains, prairies, rolling hills, flatlands, produce, describe, compare and contrast, explain, construct, compose

13 SOL Strand and Bullet: Geography 2.4: The student will develop map skills by: d) Understanding the relationship between the environment and the culture of the Powhatan, Lakota, and Pueblo Indians. Example Context for Language Use: Students as a whole group will view video clips to learn how climate and environment affected the way of life of the Powhatan, Lakota, and Pueblo Indians in the United States. Students will work in small groups to obtain additional research on an assigned tribe. Students will individually demonstrate their knowledge of this relationship by creating a diorama. COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE the relationship between the environment and the culture of the Powhatan, Lakota, and Pueblo Indians. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging SPEAKING READING Produce statements about the relationship between the environment and the way of life of the Powhatan, Lakota, and Pueblo Indians using multimedia and oral sentence starters in small groups in L1 Develop an understanding of the relationship between the environment and the way of life of the Powhatan, Lakota, and Pueblo Indians using multimedia with captions and illustrated word cards in small groups Produce statements about the relationship between the environment and the way of life of the Powhatan, Lakota, and Pueblo Indians using illustrated word banks and oral sentence frames in small groups Make connections about the relationship between the environment and the way of life of the Powhatan, Lakota, and Pueblo Indians using multimedia with captions and illustrated text in small groups Describe the relationship between the environment and the way of life of the Powhatan, Lakota, and Pueblo Indians using oral sentence frames with a partner Make inferences about the relationship between the environment and the way of life of the Powhatan, Lakota, and Pueblo Indians using illustrated informational text with a partner Discuss the relationship between the environment and the way of life of the Powhatan, Lakota, and Pueblo Indians using illustrations with a partner Compare and contrast the relationship between the environment and the way of life of the Powhatan, Lakota, and Pueblo Indians using illustrated informational text with a partner Elaborate on the relationship between the environment and the way of life of the Powhatan, Lakota, and Pueblo Indians with a partner Explain the relationship between the environment and the way of life of the Powhatan, Lakota, and Pueblo Indians using grade level text with a partner Level 6-Reaching TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: climate, seasons, dry, humid, mild, rainfall, harsh, foothills, mountains, plains, woodlands, high flatlands, prairies, rivers, coastland, desert, flooding, forest, environment, irrigated, gathered, canoe, buffalo, villages, China, Egypt, Nile River, Powhatan Indians, Lakota, Pueblo Indians, culture, regions, climate, produce, discuss, describe, elaborate, make connections, make inferences, compare and contrast, explain

14 SOL Strand and Bullet: Geography 2.5 The student will develop map skills by: a) Locating the equator, the seven continents, and the five oceans on maps and globes; b) Locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries. Example Context for Language Use: Students will work in small groups or with partners to develop map skills. Students will randomly select, from a set of illustrated index cards, the names of specific rivers, lakes, oceans, mountain ranges, countries, and continents. Students will use a globe and a world map to locate the places selected. COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY map skills to locate major landforms on the earth. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging SPEAKING READING Verbally communicate the location of a specific landform on a world map or globe using illustrated word banks and oral sentence frames in L1 or L2 Associate information on a map key with the location of a specific landform on a world map or globe using illustrated text and captioned word cards in a small group Produce simple sentences about the location of a specific landform on a world map or globe using illustrated oral sentence frames in small groups Use a map key to locate a specific landform on a world map or globe using illustrated text and captioned word cards in a small group Formulate questions about the location of a specific landform on a world map or globe using oral sentence frames with a partner Discover the uses of a map key in locating a specific landform on a world map or globe using illustrated text and a graphic organizer with a partner Explain the location of a specific landform on a world map or globe using a graphic organizer with a partner Make inferences about the location of a specific landform on a world map or globe using a graphic organizer with a partner Discuss the location of a specific landform on a world map or globe with a partner Make predictions about the location of a specific landform on a world map or globe using grade level text with a partner TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency are exposed to grade-level words and expressions, such as: equator, continents, oceans, maps, globes, rivers, mountains, lakes, James River, Mississippi River, Rio Grande, Huang He, Nile River, Appalachian Mountains, Rocky Mountains, north, south, east, west, Arctic Ocean, Atlantic Ocean, Indian Ocean, Pacific Ocean, Southern Ocean, North America, South America, Europe, Asia, Africa, Australia, Antarctica, map legend, compass rose, symbols, land features, water features, communicate, produce, formulate questions, explain, discuss, associate, locate, discover, infer, predict Level 6-Reaching

15 SOL Strand and Bullet: 2.6: The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose. Example Context for Language Use: Students create a map of their school to be displayed in the hallway. COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE simple maps. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging WRITING Describe components of a simple map (e.g., map legend) using sentence frames Draw legend symbols to represent features in a simple map using a graphic organizer Design and label illustrations to represent the features of a familiar area on a simple map using a graphic organizer Create a simple map using all components (i.e., a title, map legend, and compass rose) with a partner Compose directions to accompany a simple map (e.g., how to walk from student classroom to library) with a partner Level 6-Reaching TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: map legend, compass rose, symbol, shape, object, title, direction, north, south, east, west, describe, design, create, compose

16 Grade 2 Social Science Unit III: PEOPLE IN COMMUNITY--MEETING EACH OTHERS NEEDS SOLs 2.3, 2.7, 2.8, 2.9 At the end of this unit, students will be able to: 1. Explain to others how new inventions in transportation and building industries can change peoples jobs and communities over time. (2.3) 2. Explain or draw examples of the types of resources people use to meet their needs. (2.7) 3. Explain or draw how people exchange goods and services by bartering and using money. (2.8) 4. Explain to others how choice and scarcity affect consumers and producers in a community or an economy. (2.9)

17 PEOPLE IN COMMUNITY: HOW DO THEY MEET THEIR NEEDS?

18 I. WITH OTHER PEOPLE! Population: How do people help each other meet their needs? A. HUMAN RESOURCES= PEOPLE WORKING TO PRODUCE GOODS OR SERVICES, FOR EXAMPLE: FARMERS, MINERS, BUILDERS, PAINTERS 1. Country or City community. Community = A place where people live, work, and play. If a community is big, that means it has lots of people, or high population, and is probably a city. If the community is small, that means it has low population and is probably in the country. Over time, the United States has developed more and bigger communities that are in cities and has fewer communities in the country. This is because new inventions have allowed more people to move to cities: better transportation, taller buildings, factories and offices with machines and computers. Transportation means a way of moving people and things from one place to another. 2. Jobs People have jobs to earn money and buy the things they need. Farm fewer people over time live on farms, because new inventions allow farms to produce more food with fewer workers. Factory These usually developed near cities, so that their goods could be easily transported to where the most people are. Since lots of people have jobs or work at factories, wherever they are is usually a city! Office People can work in offices when inventions get better and better, because we don t need so many people to work on farms anymore. B. TRADE. HUMANS TRADE BECAUSE THEY LIKE A VARIETY OF PRODUCTS. NO ONE LIKES TO EAT THE SAME THING OVER AND OVER AGAIN! SOME PEOPLE ARE GOOD AT MAKING CLOTHES, SOME ARE GOOD AT FARMING, SOME GOOD AT CARPENTRY. SO WE TRADE WITH EACH OTHER TO GET WHAT WE NEED TO LIVE. 1. Barter The direct exchange of goods and services. A direct trade with no money involved. 2. Money Coins, paper bills, and checks used in exchange for goods and services. Instead of a direct exchange of products we can give people money in return for something or some service--like a haircut! In this example, a barber or hairdresser is the producer, and the person getting a haircut is the consumer. Producers make goods or services, and consumers use or buy them.

19 II. RESOURCES What other resources help people meet their needs? How do these resources help? A. NATURAL = MATERIALS THAT COME DIRECTLY FROM NATURE. FOR EXAMPLE, WATER, SOIL, WOOD, COAL. TWO NATURAL RESOURCES THAT SHOW HOW A COMMUNITY S USE OF RESOURCES CHANGES OVER TIME: 1. Wood used a long time ago for heat and for fires for cooking. 2. Oil used today for heat and to make gasoline for cars. Scarcity= Not being able to meet all wants at the same time because resources are limited. People must make economic choices because resources and goods and services are scarce. When living in a desert or on the plains, trees are few, so wood is scarce and hard to get. When the amount of oil in the world is limited, it can be scarce, so the price goes up and we might choose to walk or ride a bike instead of riding in a car. B. CAPITAL = GOODS MADE BY PEOPLE AND USED TO PRODUCE OTHER GOODS AND SERVICES. FOR EXAMPLE, HAMMERS, COMPUTERS, TRUCKS, LAWN MOWERS, FACTORY BUILDINGS. AN EXAMPLE OF HOW CAPITAL GOODS CHANGE IN COMMUNITIES OVER TIME: 1. Transportation Horse and Wagon long ago Truck or Train - today

20 Grade 2 Social Science Unit IV: OUR CONTINENTAL COMMUNITY SOLs 2.5, LCPS 2WC.1 At the end of this unit, students will be able to: 1. List and describe major geographic features of Canada and Mexico. (LCPS 2WC.1; 2.5a,b) 2. List and describe at least 2 major products each of Canada and Mexico, and the ways in which these products might affect the occupations of people who live in Canada and Mexico. (LCPS 2WC.1) 3. Explain how the size in land area of a country or city is not the same as size in population. (e.g. Canada s land compared to the number of people who live there; Mexico City s population compared to the land area of the city. (LCPS 2WC.1) 4. Explain how the history of Canada and Mexico affect the languages and holidays of those countries. (LCPS 2WC.1)

21 OUR CONTINENTAL COMMUNITY: CANADA & MEXICO

22 I. GEOGRAPHY Where are Canada and Mexico located? What are their essential geographic features? i.e. land forms and political divisions? A. PHYSICAL 1. Location= CANADA: North America, north of the U.S., from the U.S. border to the Arctic Circle. MEXICO: North America, south of the U.S., from the U.S. border (Rio Grande River) to the Caribbean Sea. 2. Size= CANADA: 3.8 million square miles, second-largest country in the world. MEXICO:.76 million square miles. 3. Major Land/Water Forms= CANADA: Rocky Mountains, Great Lakes, Hudson Bay, Atlantic and Pacific Oceans, St. Lawrence Seaway. MEXICO: Baja Peninsula, Sierra Madre Mountains, Pacific Ocean, Gulf of Mexico, Rio Grande River. 4. Products= CANADA: Oil, grain and cattle, fish, industrial goods. MEXICO: Oil, cotton, coffee, sugar, industrial goods. B. POLITICAL a. Occupations= CANADA: Industry, service, farming, fishing, and recreation/tourism. MEXICO: Industry, farming, fishing, recreation/tourism. 1. Provinces or States= CANADA: 10 provinces, 2 territories. MEXICO: 31 states, 1 federal district. 2. Major Cities= CANADA: Toronto, Montreal, Vancouver; Capital=Ottawa. MEXICO: Mexico City, largest population of any city in the world, Guadalajara. Capital=Mexico City. II. CULTURE What are the essential features of Canadian and Mexican culture? A. HISTORY= CANADA: NATIVE AMERICANS HAVE LIVED THERE FOR THOUSANDS OF YEARS; SETTLED BY THE ENGLISH AND THE FRENCH IN 1600S. MEXICO: NATIVE AMERICANS HAVE LIVED THERE FOR THOUSANDS OF YEARS IN GREAT CIVILIZATIONS; SETTLED BY SPAIN IN 1600S WHEN SPANISH OVERTHREW THE AZTECS. B. LANGUAGE= CANADA: ENGLISH AND FRENCH. MEXICO: SPANISH C. HOLIDAYS= CANADA: CANADA DAY, JULY 1, THANKSGIVING, OCTOBER. MEXICO: CINCO DE MAYO; DAY OF THE CONSTITUTION, FEBRUARY.

23 SOL Strand and Bullet: Geography 2.5 The student will develop map skills by: a) Locating the equator, the seven continents, and the five oceans on maps and globes; b) Locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries. Example Context for Language Use: Students will work in small groups or with partners to develop map skills. Students will randomly select, from a set of illustrated index cards, the names of specific rivers, lakes, oceans, mountain ranges, countries, and continents. Students will use a globe and a world map to locate the places selected. COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY map skills to locate major landforms on the earth. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging SPEAKING READING Verbally communicate the location of a specific landform on a world map or globe using illustrated word banks and oral sentence frames in L1 or L2 Associate information on a map key with the location of a specific landform on a world map or globe using illustrated text and captioned word cards in a small group Produce simple sentences about the location of a specific landform on a world map or globe using illustrated oral sentence frames in small groups Use a map key to locate a specific landform on a world map or globe using illustrated text and captioned word cards in a small group Formulate questions about the location of a specific landform on a world map or globe using oral sentence frames with a partner Discover the uses of a map key in locating a specific landform on a world map or globe using illustrated text and a graphic organizer with a partner Explain the location of a specific landform on a world map or globe using a graphic organizer with a partner Make inferences about the location of a specific landform on a world map or globe using a graphic organizer with a partner Discuss the location of a specific landform on a world map or globe with a partner Make predictions about the location of a specific landform on a world map or globe using grade level text with a partner TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency are exposed to grade-level words and expressions, such as: equator, continents, oceans, maps, globes, rivers, mountains, lakes, James River, Mississippi River, Rio Grande, Huang He, Nile River, Appalachian Mountains, Rocky Mountains, north, south, east, west, Arctic Ocean, Atlantic Ocean, Indian Ocean, Pacific Ocean, Southern Ocean, North America, South America, Europe, Asia, Africa, Australia, Antarctica, map legend, compass rose, symbols, land features, water features, communicate, produce, formulate questions, explain, discuss, associate, locate, discover, infer, predict Level 6-Reaching