Second Grade Social Studies Pacing Guide

Transcription

1 Second Grade Social Studies Pacing Guide Revised: June 2015 Waynesboro Public Schools 301 Pine Avenue Waynesboro, Virginia Important Pacing Guide Information: This pacing guide reflects the History and Social Science Standards of Learning approved by the Virginia Board of Education, January 10, All of these SOLs are to be assessed during the school year.

2 Introduction The History and Social Science Standards of Learning Curriculum Framework 2008, approved by the Board of Education on July 17, 2008, is a companion document to the 2008 History and Social Science Standards of Learning for Virginia Public Schools. The Curriculum Framework amplifies the Standards of Learning by defining the content understandings, knowledge, and skills that are measured by the Standards of Learning assessments. The Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional program appropriate for their students. It assists teachers in their lesson planning by identifying the essential content understandings, knowledge, and intellectual skills that should be the focus of instruction for each standard. Hence, the framework delineates with greater specificity the content that all teachers should teach and all students should learn. The Curriculum Framework consists of at least one framework page for every Standard of Learning. Each of these pages is divided into four columns, as described below: Essential Understandings This column includes the fundamental background information necessary for answering the essential questions and acquiring the essential knowledge. Teachers should use these understandings as a basis for lesson planning. Essential Questions In this column are found questions that teachers may use to stimulate student thinking and classroom discussion. The questions are based on the standard and the essential understandings, but may use different vocabulary and may go beyond them. Essential Knowledge This column delineates the key content facts, concepts, and ideas that students should grasp in order to demonstrate understanding of the standard. This information is not meant to be exhaustive or a limitation on what is taught in the classroom. Rather, it is meant to be the principal knowledge defining the standard. Essential Skills This column enumerates the fundamental intellectual abilities that students should have what they should be able to do to be successful in accomplishing historical and geographical analysis and achieving responsible citizenship. The Curriculum Framework serves as a guide for Standards of Learning assessment development; however, assessment items may not and should not be verbatim reflections of the information presented in the Curriculum Framework.

3 Citizenship, Communities, & Diverse Ethnic Origins Weeks 1-4 SOL 2.3, 2.10, 2.12 b 2.3 The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population. Communities change over time for a variety of reasons. How and why have communities changed over time? Terms to know community: A place where people live, work, and play population: The number of people living in a community transportation: A way of moving people and things from one place to another The way people live today is different from the way people lived long ago. New inventions have led to changes in buildings, jobs, transportation, and populations of communities over time The student will explain the responsibilities of a good citizen, with emphasis on a) respecting and protecting the rights and property of others; b) taking part in the voting process when making classroom decisions; c) describing actions that can improve the school and community; d) demonstrating self-discipline and self-reliance; e) practicing honesty and trustworthiness. Make and explain graphs. Compare and contrast Gather, classify, and interpret A good citizen has a variety of responsibilities. What are some responsibilities of a good citizen? Responsibilities of a good citizen Respecting and protecting the rights and property of others Taking part in the voting process when making classroom decisions Describing actions that can improve the school and community Demonstrating self-discipline and self-reliance Practicing honesty and trustworthiness Participate in groups and democratic society. Make decisions. 3

4 2.12The student will understand that the people of Virginia b) have diverse ethnic origins, customs, and traditions, make contributions to their communities, and are united as Americans by common principles. The people of Virginia have diverse ethnic origins, customs, and traditions and are united as Americans by common principles and traditions. How do people of diverse ethnic origins, customs, and traditions participate and contribute to their communities in the United States? The people living in Virginia have diverse ethnic origins, customs, and traditions and participate in and contribute to their communities. Compare and contrast differing sets of ideas. Gather and classify The people of Virginia contribute to their community by practicing the responsibilities of good citizens. Americans are a people of diverse ethnic origins, customs, and traditions, who are united as Americans by common principles and traditions. PRIMARY Interactive Notebook: Responsibilities of a Good Citizen Social Studies Practice Book p Harcourt Horizons, Unit 1, Unit 2, Unit 5 United Streaming How Communities Grow and Change Harcourt Vol. 2, Teacher s Editions, Holiday Activities How are people of different ethnic origins and customs united as Americans? People contribute to their community by practicing the responsibilities of good citizens. While people in our communities have different ethnic and cultural origins, they are united as Americans by common principles and traditions. People share the principles of respecting and protecting the rights and property of others, participating in school and community activities, demonstrating self-discipline and self- reliance, and practicing honesty and trustworthiness. SUPPLEMENTAL Reading A-Z.com City Places (E) City animals (E) All Kinds of Farms (E) Community Helpers (D) Community Workers (F) Places People Live (G) Police Officers (H) Colonial Life (L) Reading A-Z Catching Santa (L) Anna s New Coat (M) December Is the Time to Celebrate (E) Holidays Around the World (T) World Holidays (L) TEACHER NOTES 4

5 The Town Mouse and County Mouse The Day the Monster Came to School George and Martha Little House, by: Virginia Burton A House is A House for Me My Great Aunt Arizona Going West, by: Laura Ingalls Wilder Summertime in the Big Woods West by Covered Wagon When I Was Young in the Mountains Legends of the Poinsettia Merry Christmas Strega Nona Barbar and Father Christmas Cobweb Christmas My First Kwanzaa Book The Night Before Christmas My Hanukkah The Polar Express The Year of the Perfect Christmas Tree My grandparents (pdf at edhelper.com) Field Trip to the Frontier Culture Museum 5

6 Map Skills Weeks 7-9 SOL 2.5 a & b; 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. Maps can be used to locate land and water features. Maps and globes help people study the Earth. Where are the seven continents, the five oceans, and the equator located on maps and globes? Where are these major rivers, mountain ranges, and lakes located on a map of the United States and the world? Terms to know equator: An imaginary line around the middle of the Earth continent: A large body of land on the Earth The seven continents Locate North America, South America, Europe, Asia, Africa, Australia, and Antarctica on maps and globes. The five oceans Locate the Arctic Ocean, the Atlantic Ocean, the Indian Ocean, the Pacific Ocean, and the Southern Ocean on maps and globes. Selected rivers, mountain ranges, and lakes in the United States Locate the James River, the Mississippi River, the Rio Grande, the Appalachian Mountains, the Rocky Mountains, and the general area of the Great Lakes on a United States map. Selected world rivers Locate the Huang He in China and the Nile River in Egypt. Locate areas (regions) on maps and globes. 6

7 2.6 The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose. People who make maps include a title, map legend, and compass rose. A map is a drawing that shows what places look like from above and where they are located. A map legend includes symbols that represent objects and places. What is included when making a map? Maps include the following title: The name or kind of map map legend: A list of shapes and symbols used on a map and an explanation of what each stands for compass rose: A symbol that shows direction (north, east, south, and west) on a map Use a map legend. Draw maps of familiar areas. Make and use simple map symbols. Use a compass rose to identify directions. PRIMARY Harcourt Brace Unit 3 p.120 Unit 4 p.176 Unit 5 p.242 Interactive Notebook Maps and Globes Let s Use A Map Enhanced Scope & Sequence Locate Directions Using a Compass Rose p.26 Investigate Ready made Maps and Globes p.27 Interpreting Map Legends p.28 Make a Map p.29 Identify and Label VA and James River p.30 Identify and Label the Great Lakes p.31 Identify and Label Appalachian and Rocky Mountains p.32 Identify and Label Rio Grande and Mississippi River p.33 Make a Globe p SUPPLEMENTAL Vocabulary A-Z.com - Search for terms to know in Teacher Notes Video Streaming Understanding Maps Everywhere Geography Basics: Globes, Maps, Graphs Maps and Globes: Maps and Their Use Maps: Types, Symbols, and Terms We Need Directions Maps Old and New Map Scales (Time for Kids Readers) Looking at Maps and Globes (Time for Kids Readers) Harcourt Brace colored overheads for map skills and labeling TEACHER NOTES If needed a brief review of magnets. 7

8 American Indians Weeks SOL 2.2 & 2.4 c & d 2.2The 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 peoples of the Southwest. Essential Understandings American Indian peoples have lived in Virginia and in other regions of America for thousands of years. American Indians developed different cultures because they lived in different environments of North America. American Indians have made contributions to life in America and continue to make contributions in the present day. Essential Questions Essential Knowledge Essential Skills In what ways were past American Indian lifestyles in Virginia similar to and different from those of the Lakota and Pueblo Indians? What are some contributions of American Indian culture to present-day life? How are American Indians of the past different from those of today? Terms to know culture: The beliefs, customs, and way of life of a group of people region: Places that have common (the same) characteristics environment: Surroundings Comparison of three American Indian cultures of the past Region Indians Homes Occupations Transportation Eastern Woodlands Powhatan Wood frame houses with bark/reed covering Plains Lakota Teepees Southwest Pueblo Multistory terraced buildings Fishermen, hunters, farmers Hunters, horsemen Farmers, hunters Walked, paddled canoes Walked, used horses Walked Compare and contrast differing sets of ideas. Gather, classify, and interpret Construct and explain simple charts. Collect, organize, and record Contributions of American Indians Arts (pottery, weaving, carving) Knowledge of the environment Respect for nature Farming of corn and tobacco Changes in American Indian cultures American Indian cultures have changed over time. Today, American Indians live and work in Virginia and the United States. 8

9 2.4The student will develop map skills by c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States maps; d) understanding the relationship between the environment and the culture of the Powhatan, Lakota, and Pueblo Indians. Essential Understandings People relate to their environment in different ways. The Powhatan lived in the Eastern Woodlands region. The Lakota lived in the Plains region. The Pueblo lived in the Southwest region. Essential Questions Essential Knowledge Essential Skills Where are the United States, China, and Egypt located on a world map? Where are the regions of the Powhatan, Lakota, and Pueblo people located on a United States map? How did the environment affect the culture of ancient Egypt and China? How did the environment affect the Powhatan, Lakota, and Pueblo Indians? Terms to know climate: The kind of weather an area has over a long period of time land: The solid surface of the Earth environment: Surroundings China is located in Asia. Egypt is located in Africa. The United States is located in North America. China Egypt Seasons Hot, dry Climate Land Forests, hills, mountains, deserts Nile River Valley, deserts, flooding Locate regions on maps and globes. Locate and use information from print and nonprint sources. Use resource materials. Collect, organize, and record Gather, classify, and interpret How did the ancient Chinese, Egyptians, Powhatan, Lakota, and Pueblo people relate to their environments? Eastern Woodlands (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 9

10 PRIMARY Barbara Spillman Books: Powhatan Indians of the Eastern Woodland Sioux Indians of the Great Plains Pueblo Indians of the Southwest United Streaming Native Americans: American Heritage Series Eastern Woodlands Interactive Notebook the Powhatan Indians of the Eastern Woodlands Region The Sioux Indians of the Plains Region The Pueblo Indians of the Southwest Region Social Studies Practice Book p Eastern Woodlands p Sioux p Pueblo Indians Enhanced Scope & Sequence Shelters of the Powhatan Indians p Means of Survival for Powhatan Indians p.52 Transportation of Powhatan Indians p.53 Shelter of the Sioux Indians p.54 Survival of the Sioux Indians p.55 Transportation of Sioux p.56 SUPPLEMENTAL Reading A-Z.com The Buffalo Hung (N) Totem Poles (N) Native Americans of Great Plains (Z) Granny and the Indians True Story of Pocahontas Little Hawks New Name (K) Indian Paintbrush (O) Legend of the Blue Bonnet (O) If You Lived with the Sioux Indians Pilgrim Adventure Rain Player Nannabah s Friend The Indian in the Cupboard Cactus Hotel Field trip to Monacan Village Fall Celebration TEACHER NOTES 10

11 Economics Weeks SOL 2.7, 2.8, & The student will describe natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings). The three main types of resources are natural, human, and capital. What are natural resources? What are human resources? What are capital resources? Terms to know natural resources: Materials that come directly from nature human resources: People working to produce goods and services capital resources: Goods made by people and used to produce other goods and services Examples of resources Natural: Water, soil, wood, coal Human: Farmers, miners, builders, painters Capital: Hammers, computers, trucks, lawn mowers, factory buildings 2.8The student will distinguish between the use of barter and the use of money in the exchange for goods and services. Gather, classify, and interpret People acquire goods and services through barter or through the exchange of money. What is the difference between using barter and using money in exchange for goods and services? Terms to know barter: The exchange of goods and services without the use of money money: Coins, paper bills, and checks used in exchange for goods and services Compare and contrast different concepts. 2.9The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services. People are both producers and consumers. People must make economic choices What is scarcity? What is a consumer? Terms to know scarcity: Not being able to meet all wants at the same time because resources are limited Make decisions based on Gather, classify, and interpret 11

12 because resources are limited (scarcity). What is a producer? Why do people have to make economic choices? consumer: A person who uses goods and services producer: A person who uses resources to make goods and/or provide services PRIMARY Harcourt Brace Unit 6 People at Work p.265 United Streaming Money Kids Understanding Economics Interactive Notebook Resources Economic Choice and Scarcity Barbara Spillman Lawson Money and Me Enhanced Scope & Sequence Session 1 Review of Goods and Services p.106 Session 2 Types of Resources p.107 Session 3 How Resources are Different p Session 1 We are Consumers p Session 2 Who Are Producers p.115 Session 3 Understanding Scarcity p Session 4 Buying and Bartering p People must make economic choices because resources and goods and services are scarce (limited). SUPPLEMENTAL Vocabulary A-Z.com Why Money Was Invented All About Money A Chair for my Mother If You Made a Million Ben s First Savings Account From Tree to Paper Milk Makers, by: Gail Gibbs When Benny Spends His Pennies Bernstein Bears Trouble With Money One Fine Day A House for Hermit Crab The Tree Pigs The Giving Tree Charles Needs a Cloak Reading A-Z.com Needs and Wants (F) The Story of Jeans (M) Money in the USA (T) All About Chocolate (U) Money, Money, Money (X) Step Up To Writing Economics Booklet TEACHER NOTES 12

13 Famous Americans Weeks SOL 2.11 & 2.12 a 2.11 The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr., as Americans whose contributions improved the lives of other Americans. Individuals in the past have worked successfully to improve the lives of other Americans in the United States. How did George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr., help to improve the lives other Americans? 2.12The student will understand that the people of Virginia a) have state and local government officials who are elected by voters; Famous Americans and their contributions George Washington: He led the fight for freedom from England and helped establish a new country. Abraham Lincoln: He was the President of the United States who helped to free African American slaves. Susan B. Anthony: She led the struggle to give women equal rights, including the right to vote. Helen Keller: She overcame her disabilities and worked to help others who were blind and deaf. Jackie Robinson: He was the first African American player in the major leagues of baseball. His actions helped to bring about other opportunities for African Americans. Martin Luther King, Jr.: He was an African American minister who worked so that all people would be treated fairly. He led peaceful marches and gave speeches. Collect, organize, and record Gather, classify, and interpret Compare and contrast different personalities and behaviors. Explain cause-and-effect relationships. Virginia cities and counties have elected state and local government officials. How are state and local government officials elected? Voters in Virginia elect officials to make decisions for them in the state and local governments. Compare and contrast differing sets of ideas. Make generalizations of data. Gather and classify 13

14 PRIMARY Harcourt Student Book p Unit 5, Past and Present p Interactive Notebook Famous Americans United Streaming Abe Lincoln Ben Franklin Martin Luther King, Jr. As a Boy I Have a Dream Speech Given by Dr. Martin Luther King, Jr. Enhanced Scope & Sequence Contributions of George Washington p.95 Contributions of Abe Lincoln p.96 Contributions of Susan B. Anthony p.97 Contributions of Helen Keller p.98 Contributions of Jackie Robinson p.99 Contributions of Martin Luther King, Jr. p.100 Famous American Review p Barbara Spillman Lawson George Washington Abe Lincoln Martin Luther King, Jr. Helen Keller Susan B. Anthony Jackie Robinson SUPPLEMENTAL Abe Lincoln s Hat True Story of Pocahontas Helen Keller: Woman of Courage Teammates Helen Keller George Washington: Picture Book Abe Lincoln: Picture Book My Dream of Martin Luther King, Jr. Famous American Day Dress up as your favorite famous American Reading A-Z Helen Keller (P) Martin Luther King (S) George Washington Abe Lincoln (Z) DVD The Miracle Worker Make Famous American Mobiles Step Up To Writing Famous Americans Booklet: I know many things about Abraham Lincoln TEACHER NOTES 14

15 Egypt and China Weeks SOL 2.1 & 2.4 a b 2.1The 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. Ancient people made contributions that affect the present world. What contributions did the people of ancient China and Egypt make to the development of written language? What inventions came from ancient China and Egypt? What examples of architecture from ancient China and Egypt still exist today? Terms to know ancient: Long, long ago architecture: The design of buildings contribution: The act of giving or doing something Contributions of ancient China and Egypt Written language China Characters, symbols Egypt Hieroglyphics Locate and use information from print and nonprint sources. Gather, classify, and interpret Use resource materials. Collect, organize, and record Inventions Kite, silk cloth, compass, bronze, fireworks Paper made from papyrus, 365-day calendar, clock Architecture Great Wall Pyramids Many inventions of ancient China and Egypt are still used today. 2.4The student will develop map skills by a) locating the United States, China, and Egypt on world maps; b) understanding the relationship between the environment and the culture of ancient China and Egypt; People relate to their environment in different ways. The Powhatan lived in the Eastern Woodlands region. Where are the United States, China, and Egypt located on a world map? Where are the regions of the Powhatan, Lakota, and Pueblo people located on a United States map? Terms to know climate: The kind of weather an area has over a long period of time land: The solid surface of the Earth environment: Surroundings Locate regions on maps and globes. Locate and use information from print and nonprint sources. Use resource materials. 15

16 The Lakota lived in the Plains region. The Pueblo lived in the Southwest region. How did the environment affect the culture of ancient Egypt and China? How did the environment affect the Powhatan, Lakota, and Pueblo Indians? How did the ancient Chinese, Egyptians, Powhatan, Lakota, and Pueblo people relate to their environments? China is located in Asia. Egypt is located in Africa. The United States is located in North America. China Egypt Climate Seasons Hot, dry Land Forests, hills, mountains, deserts Nile River Valley, deserts, flooding Collect, organize, and record Gather, classify, and interpret Eastern Woodlands (Powhatan) Plains (Lakota) Mild winters, hot, humid summers Hot summers, harsh, cold winters Rivers, hills, mountains, coastland Plains, prairies, rolling hills Southwest (Pueblo people) Hot days, cold nights, little rainfall High flatlands PRIMARY Interactive Notebook Ancient China Harcourt Brace, Unit 5, Lessons 1-2 p.216 Practice Book p Enhanced Scope & Sequence Intro to Ancient People p.64 Intro to Ancient China p.65 Architecture of Ancient China p.66 Language of Ancient China p.67 Inventions of Ancient China p Review of Ancient China/Egypt United Streaming SUPPLEMENTAL Reading A-Z Tian Tian A Giant Panda (I) All About Kites (K) Fireworks (Q) China (Q) Everest: On Top of the World (V) Culminating Activity Chinese Food The Story About Ping Mouse Watch Emperor s New Clothes The Emperor and the Silk Worm Happy New Year TEACHER NOTES 16

17 Tikki Tikki Tembo Yangtee River China Pandas How Pandas Live Great Wall Pendemonun: The Link of the Sphinx Mystic Lands Egypt: Cycle of Life Elementary Video Adventures Ancient Times (Egypt) Stories From China Land and People Reader s Digest Video: The Mystery of the Pyramids Interactive Notebook Ancient Egypt Harcourt Brace Unit 5, Lesson 1-2, p.216 Practice Book p.4-15 Enhanced Scope & Sequence Intro to Ancient People p.64 Intro to Ancient Egypt p Architecture of Ancient Egypt p.69 Language of Ancient Egypt p.70 Inventions of Ancient Egypt p.71 Review of Ancient China/Egypt p Barbara Spillman Lawson Ancient Egypt United Streaming Making Mummies Egypt Hieroglyphics Egyptian Pyramids Look What Came From China Grandfather s Dream Yeh Shen Two of Everything, by: Lily Hang Tikki Tikki Tembo The Five Chinese Brothers The Seven Chinese Brothers Lon Po Po Post Cards From China Ming Lo Moves the Mountain Day of the Dragon King Chin Yu Min and the Ginger Cat Sam and the Lucky Money Lion Dancer Chinese New Year Little One Inch The Enchanted Tapestry Count Your Way Through China Happy New Year, by: Demi The Tale of Mandarin Ducks Reading A-Z Ancient Egypt (L) Mummies (W) Mrs. Frizzle s Adventure Egyptian Cinderella Bill and Pete Go Down the Nile The Day of Ahmed s Secret (M) Voices of Ancient Egypt The Mysteries of Ancient Egypt Pyramids and Mummies Eye on Ancient Egypt I, Crocodile Valley of Golden Mummies Temple Cat Secret World of Mummies Mummies Unwrapped Road to Reading Mummies The Prince of Egypt (Movie) Children s Art Network - $5.00 per student - Ellen Ashby art4kids@ntelos.net 17

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