Social Studies Curriculum Guide- 2nd Grade
June 29, 2009
Draft
Accomack County Public Schools
Grade Level or Course Title
SOL: #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.
Objectives
The student will be
able to:
-Define the terms
related to Ancient China:
ancient, architecture,
contribution, characters,
present, symbols, Great
Wall, silk cloth, compass,
bronze, kite, fireworks
-Identify and describe
contributions of the
people of ancient China
including the
development of written
language
-Identify and describe
contributions related to
inventions that were
used in ancient times
through the present
including the kite, silk
cloth, compass, bronze,
Suggested
Activities/Tasks
Resources
-Locate China on a map
and globe
Textbook
-Create a visual of words
using Chinese
symbols/characters (i.e.
clay, watercolor,
illustration)
Virginia Experience by Carole Marsh
Related SOL
K.1, K.2, 1.2, 3.1, 3.4
Interactive Note-Taking
(China)
www.chinese-symbols.com/
GoogleEarth
-(D) Compare/contrast
Ancient Chinese
inventions and how they
were used in the past and
are currently used in the
present by creating a
booklet/poster
illustrating and describing
contributions/inventions
-(D) Orally present
information describing
contributions/inventions
to class as a small
group/individual project
United Streaming:
The Great Wall (01:53)
Assessments
Elementary Video Adventures: Landmarks of Civilization (21:54)
http://www.historyforkids.org/learn/china/
http://china.mrdonn.org/inventions.html
(Egypt)
Teacher-made test
Booklet/poster
illustrating and
describing
contributions/inventions
http://www.pbs.org/wgbh/nova/pyramid/
Category Sort
UNITED
STREAMING
FULL VIDEO
FULL VIDEO
Journals Through History: Ancient Egypt: Land of Abundance (17:57)
Video Segment
Brainstorming Ancient Egypt (05:00)
Journals Through History: Ancient Egypt: Constructing Civilization (17:24)
-View the Great Wall of
1
Social Studies Curriculum Guide- 2nd Grade
and fireworks
-Identify and describe
architectural
contributions, such as
the Great Wall
-Define the terms
related to Ancient Egypt:
ancient, architecture,
contribution, present,
hieroglyphics, papyrus,
365-calendar, clock,
pyramids
-Identify and describe
contributions of the
people of ancient Egypt
including the
development of written
language
-Identify and describe
contributions related to
inventions that were
used in ancient times
through the present
including the paper
made from papyrus,
365- day calendar, and
clock
-Identify and describe
architectural
China utilizing Google
Earth, images,
photographs, books, etc.
-Category Sort using
pictures, descriptions,
definitions
June 29, 2009
http://www.historyforkids.org/learn/egypt/
http://www.woodlands-junior.kent.sch.uk/Homework/Egypt.html
http://www.historyforkids.org/learn/egypt/architecture/pyramids.htm
-Locate Egypt on a map
and globe
-Create a visual of words
using Egyptian
hieroglyphics (i.e. clay,
watercolor, illustration)
-(D) Compare/contrast
Ancient Egyptian
inventions and how they
were used in the past and
are currently used in the
present by creating a
booklet/poster
illustrating and describing
contributions/inventions
- (D) Orally present
information describing
contributions/inventions
to class as a small
group/individual project
-View the Pyramids
and/or Sphinx utilizing
2
Draft
Social Studies Curriculum Guide- 2nd Grade
contributions, such as
the Pyramids
June 29, 2009
Google Earth, images,
photographs, books, etc.
-Category Sort using
pictures, descriptions,
definitions
3
Draft
Social Studies Curriculum Guide- 2nd Grade
June 29, 2009
Draft
Accomack County Public Schools
Grade Level or Course Title
SOL: #2.2
The student will compare the lives and contributions of three American Indians 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.
Objectives
The student
will be able
to:
-Define the
terms related to
American Indians
including
contribution,
carving,
knowledge,
culture, regions,
environment,
occupation,
transportation,
multi-story
terraced
building, teepee,
canoe, weaving,
tobacco, pottery,
lifestyle, bark,
shelter
-Locate and
identify regions
where the
Suggested
Activities/Tasks
Resources
Related SOL
Textbook
-Category sort using
region, tribe, home,
occupation, and
transportation as
categories (pictures,
definitions,
descriptions, etc.)
-Hands-on class
project consisting of
groups assigned a
tribe and required to
construct models,
illustrate, describe,
write, and orally
present a finished
product based on
assigned tribe. Each
project must
address tribe’s
region, shelter,
occupation, and
transportation. For
example, students
Interactive Note-Taking
K.1, K.2, 3.2, 3.4
Virginia Experience workbook by Carole Marsh
http://www.bigorrin.org/powhatan_kids.htm
Assessment
Teacher-made test
http://www.bigorrin.org/sioux_kids.htm
Category sort
http://www.bigorrin.org/pueblo_kids.htm
Group/individual project
Labeling map
Full Video
Video Segment
Native Americans: The First Peoples (21:00)
Eastern Woodlands (03:14)
Life of the Sioux Tribe (13:04)
4
Social Studies Curriculum Guide- 2nd Grade
Powhatan,
Lakota, and
Pueblo once
lived on a United
States map.
would construct
multi-story terraced
building using shoe
boxes, toothpicks,
paper, etc.
-Recognize and
describe the
types of homes
(shelters) each
tribe lived in
-Identify the regions
of the three tribes
by labeling a map
(classroom map,
individual student
map)
-List, identify,
and describe the
types of
occupations of
each of the three
American Indian
tribes.
-State modes
and purposes of
transportation
used by each of
the three tribes
June 29, 2009
-Students
collect/Illustrate
artifacts to show
contributions of the
American Indians.
For example,
decorate a
miniature clay pot,
weave placemats,
etc.
Compare/Cont.
the three
American Indian
tribes based on
region, home,
occupation, and
transportation
5
Draft
Social Studies Curriculum Guide- 2nd Grade
June 29, 2009
-Compare
changes in
American Indian
culture from past
to present
-List and
describe
contributions of
the American
Indians including
art, knowledge
of the
environment,
respect for
nature, and
farming
6
Draft
Social Studies Curriculum Guide- 2nd Grade
SOL: #2.3
June 29, 2009
Draft
Accomack County Public Schools
Grade Level or Course Title
The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population
Objectives
The student will be able to:
-Define the terms related to
communities including community,
population, transportation, and
invention
-Create and Interpret graphs related
to transportation, population,
and/or community
-Compare/Contrast community life
today with the past
-Compare/Contrast transportation
of today with the past
-Identify reasons people move due
to changes in society
Suggested
Activities/Tasks
-Use magazines to cut and paste
pictures to create a collage that
show the contrast between life
today and life in the past
-Category sort using Past and
Present as categories
-(D) Venn Diagram (organizer) to
compare/contrast communities,
population, and/or transportation in
different areas and discuss reasons
for change. For example, advanced
students could create a graph on
changing populations while lower
ability groups could complete a
picture sort for different modes of
transportation
Resources
Textbook
Related SOL
1.1, 3.4
Interactive Note-Taking
Virginia Experience workbook by Carole
Marsh
Greatest Inventions with Bill Nye:
Transportation (55:56)
How Communities Grow and Change,
Second Edition (20:41)
How Customs and Heritage Shape
Communities (16:00)
Assessments
Teacher-made test
Collage
Venn Diagram/graph/sort
7
Social Studies Curriculum Guide- 2nd Grade
June 29, 2009
Draft
Accomack County Public Schools
Grade Level or Course Title
SOL: #2.4
The student will develop map skills by…
a.) Locating the U.S., China, and Egypt on world maps and globes
b.) Understanding the relationship between the environment and the culture of Ancient China and Egypt
c.) Locating the regions of Powhatan, Lakota, and Pueblo Indians on U.S. maps
d.) Understanding the relationship between the environment and the culture of the Powhatan, Lakota, and Pueblo Indians
Objectives
The student will
be able to:
-Define the terms
related to maps
(American Indians,
China, and Egypt)
including climate,
land, environment,
valley, coastland,
plain/prairie,
flatland, humid,
mild, relate
-Recall the regions
of the three
American Indian
tribes on a United
States map and
globes
Suggested
Activities/Tasks
-Category sort with
climate and land as
categories for China,
Egypt, and the three
American Indian tribes
(pictures, definitions,
descriptions, etc.)
-Label individual
student/classroom map(s)
with inhabitant name,
climate, and land features
-Weather forecasts for
region/country
Resources
Related SOL
K.3, K.4, K.5, 1.4, 1.5, 3.3,
3.5
Assessments
Textbook
Teacher-made test
Interactive Note-Taking
Virginia Experience workbook by Carole Marsh
Category sort
Labeling map
Maps/globes
http://www.epa.gov/climatechange/kids/detectives.html
http://ocp.ldeo.columbia.edu/climatekidscorner/
http://www.native-art-in-canada.com/easternwoodlandindian.html
http://encyclopedia.kids.net.au/page/so/Southwest_Region_of_the_United_States
http://www.britannica.com/EBchecked/topic/243562/Great-Plains/41391/Soilsand-climate
http://weathereye.kgan.com/cadet/climate/climate_plains.html
8
Weather forecast
Social Studies Curriculum Guide- 2nd Grade
June 29, 2009
-Recall the locations
of the U.S., China,
and Egypt on a
world map and
globe
-Describe the
climate and land of
Egypt
-Describe the
climate and land of
China
-Recall and/or
Describe the climate
and land of the
Eastern Woodlands
region
-Recall and/or
Describe the climate
and land of the
Plains region
-Recall and/or
Describe the climate
and land of the
Southwest region
-Identify ways the
environment
affected the Chinese
and Egyptian people
9
Draft
Social Studies Curriculum Guide- 2nd Grade
June 29, 2009
(the Nile and Huang
He rivers)
-Identify ways the
environment
affected the three
American Indian
tribes (land and
transportation)
10
Draft
Social Studies Curriculum Guide- 2nd Grade
SOL: #2.5
June 29, 2009
Draft
Accomack County Public Schools
Grade Level or Course Title
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, Mississippi, Rio Grande, Huang He, and Nile), mountain ranges (Appalachian, Rocky), and lakes (Great Lakes) in the
United States and other countries
Objectives
Suggested
Activities/Tasks
Resources
The student will be able to:
-Geography Jeopardy!
Textbook
-Define terms related to map skills
including equator, continent, world,
and region
-Label a U.S. and world map with the
selected locations listed above
Interactive Note-Taking
-Locate and identify the seven
continents and equator on maps
and globes
-Locate and identify the five oceans
-GoogleEarth rivers, mountain
ranges, Great Lakes, continents, etc.
-Create a class mural of a world map
labeled with selected locations listed
above
Virginia Experience workbook by Carole
Marsh
GoogleEarth
World map
http://www.mapsofworld.com/worldmaps/world-map-for-kids.html
11
Related SOL
K.3, K.4, K.5, 1.4, 1.5, 3.3, 3.5
Social Studies Curriculum Guide- 2nd Grade
June 29, 2009
Draft
Assessments
on maps and globes
Teacher-made test
-Locate and identify the following
rivers (James, Mississippi, Rio
Grande, Huang He, and Nile) on
maps and globes
Labeling a map
Mural
Jeopardy!
-Locate and identify the
Appalachian and Rocky mountain
ranges on maps
-Locate and identify the general
area of the Great Lakes on a U.S.
map
12
Social Studies Curriculum Guide- 2nd Grade
June 29, 2009
Draft
Accomack County Public Schools
Grade Level or Course Title
SOL: #2.6
The student will demonstrate map skills by constructing simple maps, using title, map legend, symbol, and compass rose
Objectives
Suggested
Activities/Tasks
Resources
-Play “Simon Says” to
The student
will be able to: reinforce directions on a
Textbook
-Define the terms
related to map
skills including
title, map legend,
compass rose,
map
Virginia Experience workbook by Carole Marsh
compass rose
-Identify,
describe, and
label the parts of
a map listed
above
-Read and
interpret a map
legend on
different kinds of
maps
-Create and label a
compass rose using
popsicle sticks and post
directions in classroom
Related SOL
K.3, K.4, K.5, 1.4,
1.5, 3.5, 3.6
Interactive Note-Taking
Magnetic compass
Maps that include several types of legends/symbols
-Create a map of a
familiar place (bedroom,
classroom, playground,
etc.) and label it with
parts listed above
http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g1_u3/index.html
http://www.brainpopjr.com/socialstudies/geography/readingmaps/grownups.weml
Assessments
Teacher-made test
-Create a map/legend to
show the American
Indian regions in the
United States
Labeling compass
rose
Student created map
of a familiar place
-Utilize a compass
rose to identify
cardinal
directions
13
Social Studies Curriculum Guide- 2nd Grade
June 29, 2009
14
Draft
Social Studies Curriculum Guide- 2nd Grade
June 29, 2009
Draft
Accomack County Public Schools
Grade Level or Course Title
SOL: #2.7
The student will describe natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and
buildings)
Objectives
The student
will be able
to:
-Define terms
related to
natural, human,
and capital
resources
including natural
resources,
capital
resources,
human
resources, coal,
miner, produce,
goods, services,
factory
Suggested
Activities/Tasks
-Category sort with Natural,
Human, and Capital as
categories (pictures, definitions,
descriptions)
-Class or small group projects
where students must identify
and list examples of different
resources needed to run a small
business (ex. lemonade stand)
-Watch “Paz’s Lemonade Stand”
and create a list of the types of
resources the characters used to
make the stand successful
-Use magazines to find examples
of resources and sort them into
categories
Resources
Related SOL
K.6, 3.7
Textbook
Interactive Note-Taking
Virginia Experience workbook by Carole Marsh
Magazines
Video Segment
Paz's Lemonade Stand (05:05)
Teacher Read Aloud Books:
Little Nino’s Pizzeria by Karen Barbour
Pancakes, Pancakes by Eric Carle
Uncle Jed’s Barbershop by Margaree King Mitchell
Assessments
Teacher-made test
Category sort
Image
Coal being loaded into cars, 1835
Resource list
Image
Steam Locomotive
Magazine picture sort
-Identify and
describe natural,
human, and
capital resources
Compare/cont.
15
Social Studies Curriculum Guide- 2nd Grade
June 29, 2009
the three types
of resources
listed above
-Understand
that the three
types of
resources work
together to
make our lives
easier
16
Draft
Social Studies Curriculum Guide- 2nd Grade
SOL: #2.8
June 29, 2009
Draft
Accomack County Public Schools
Grade Level or Course Title
The student will distinguish between the use of barter and the use of money in the exchange for goods and services
Objectives
The student will be able to:
Suggested
Activities/Tasks
-Read One Fine Day by Nonny
Hogrogian and discuss barter
-Define terms related to bartering
and money including barter, money,
trade, exchange, goods, services
-Read A New Coat for Anna and
discuss barter, goods, and services
-Define and identify barter
-Read Why Money Was Invented by
Neale S. Godfrey and discuss money
-Define and identify the three types
of money (coins, paper bills, checks)
Resources
Textbook
Related SOL
K.7, 3.8
Interactive Note-Taking
Virginia Experience workbook by Carole
Marsh
One Fine Day by Nonny Hogrogian
A New Coat for Anna by Harriet Ziefert
-Compare/Contrast concepts of
barter and money
-Students could barter items on
picture cards and attempt to collect
all things on a list (ex. School
supplies)
-Understand that to acquire goods
and services there must be an
exchange of money or bartering
-Review/recall concepts of barter by
the three American Indian tribes,
Ancient Chinese and Egyptians
Why Money Was Invented by Neale S.
Godfrey
http://www.metrokc.gov/DNR/kidsweb/
Assessments
Teacher-made test
Bartering activity
17
Social Studies Curriculum Guide- 2nd Grade
June 29, 2009
Draft
Accomack County Public Schools
Grade Level or Course Title
SOL: #2.9
The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services
Objectives
The student will
be able to:
-Define terms
related to scarcity
including
scarcity/scarce,
consumer, producer,
resources, economic
choices, limited
-Define and identify
a consumer
-Define and identify
a producer
-Define and identify
scarcity
-Understand why
people need to make
economic choices
-Compare/contrast
producers and
Suggested
Activities/Tasks
-Read The Lorax by Dr.
Seuss to discuss concept
of scarcity
-Read The Mitten by Jan
Brett to discuss concept
of scarcity
Resources
Textbook
Related SOL
K.7, 1.7, 1.8, 1.9, 3.9
Interactive Note-Taking
Virginia Experience workbook by Carole Marsh
The Lorax by Dr. Seuss
The Mitten by Jan Brett
-Read A Chair For My
Mother by Vera Williams
to discuss concept of
scarcity
-Watch “Scarcity” from
Economics: A Framework
for Teaching the Basic
Concepts: Fundamental
Economic Con (29:16)
and discuss
reasons/choices made by
people in the video
A Chair For My Mother by Vera Williams
Economics: A Framework for Teaching the Basic Concepts: Fundamental Economic
Con (29:16)
http://www.socialstudiesforkids.com/articles/economics/scarcityandchoices1.htm
-Hands-on/visual
activities using classroom
supplies, playground
equipment, etc. to show
18
Assessments
Teacher-made test
Social Studies Curriculum Guide- 2nd Grade
consumers
June 29, 2009
scarcity
-Use/create a menu with
which students must
make economic choices
to choose foods that they
can afford
19
Draft
Social Studies Curriculum Guide- 2nd Grade
SOL: #2.10
June 29, 2009
Draft
Accomack County Public Schools
Grade Level or Course Title
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
Objectives
Suggested
Activities/Tasks
The student will be able to:
-Conduct a classroom vote to
make a decision and graph results
Textbook
-Role plays of qualities of good
citizenship (Charades)
Virginia Experience by Carole Marsh
-Define terms related to
citizenship including citizenship,
citizen, responsibility, voting,
protect, respect, trustworthiness,
self-reliance, self-discipline,
decision
-Identify and list the
responsibilities of good
-Make a poster/class book with
the responsibilities and have
students put them in their own
words and add
illustrations/photographs to poster
Resources
Interactive Note-Taking
TLC Elementary School: Understanding Good
Citizenship (24:15)
Citizenship in the Community (17:00)
http://www.timeforcitizenship.org/citizenship.php
20
Related SOL
K.8, 1.10, 3.10, 3.11
Social Studies Curriculum Guide- 2nd Grade
citizenship
-Compare/contrast being selfdisciplined VS. Undisciplined
June 29, 2009
Draft
Assessments
-Have a guidance counselor teach
lesson on citizenship
Teacher-made test
Poster/class book
-Compare/contrast self-reliance
VS. dependence
Charades
-Demonstrate qualities of being a
good citizen
21
Social Studies Curriculum Guide- 2nd Grade
SOL: #2.11
June 29, 2009
Draft
Accomack County Public Schools
Grade Level or Course Title
The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King Jr. as American
whose contributions improved the lives of other Americans
Objectives
The student will be able to:
-Define terms related to famous
Americans including overcame,
opportunities, speeches, marches,
minister, disabilities, vote, freedom,
slave, equal rights, blind, deaf
-Recognize that the famous
Americans listed above have
worked successfully to improve the
lives of other Americans in the
United States
-Explain how the famous Americans
listed above have influenced the
lives of people today
-Compare/contrast the
personalities and behaviors of the
famous Americans
Suggested
Activities/Tasks
-Category sort with famous
American’s photographs as
categories and facts as
subcategories
-Play “Who am I?”
Resources
Textbook
Related SOL
K.1, K.2, 1.2, 3.11
Interactive Note-Taking
Great American Citizens by Barbara
Spilman Lawson
(www.funstuffpublications.com)
-Create a biography visual
representation of one of the famous
Americans and present final product
to class
-Role play/charades depicting
famous Americans
Virginia Experience workbook by Carole
Marsh
Animated Hero Classics: President
Abraham Lincoln (29:47)
Animated Hero Classics: Helen Keller
(28:24)
Assessments
Teacher-made test
-Create bubble maps displaying how
our lives would be different without
the accomplishments and
contributions of the famous
Americans
Animated Hero Classics: General George
Washington (29:20)
Ordinary People Achieving Extraordinary
Feats (02:44)
Category sort
“Who am I?” game
Biography visual
Martin's Big Words: The Life of Dr.
Martin Luther King, Jr. (08:00)
Holiday Facts and Fun: Martin Luther
King Day (11:10)
http://www.jackierobinson.com/index.php
22
Role play
Bubble map(s)
Social Studies Curriculum Guide- 2nd Grade
June 29, 2009
23
Draft
Social Studies Curriculum Guide- 2nd Grade
SOL: #2.12
June 29, 2009
Draft
Accomack County Public Schools
Grade Level or Course Title
The student will understand that the people of Virginia
a.) Have state and local government official who are elected by voters
b.) Have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common
principles
Objectives
The student will be able to:
-Define terms related to
government including government,
official, diverse, ethnic and cultural
origins, principle, tradition, elect
-Understand that voters elect
officials at the local and state levels
to make decisions for them
-Recognize that all people living in
Suggested
Activities/Tasks
-Have students vote for a classmate
that has displayed good citizenship
qualities and discuss reasons for
voting
-Role play examples and nonexamples of qualities of good
citizenship
-Create a visual representation of
themselves, including information
about them that makes them
Resources
Textbook
Interactive Note-Taking
Virginia Experience workbook by
Carole Marsh
Folktales from around the World:
The Bear Prince: Mexico (11:55)
United Streaming search
(multicultural songs) listed below:
24
Related SOL
K.8, 1.12, 3.10, 3.11, 3.12
Social Studies Curriculum Guide- 2nd Grade
Virginia participate and contribute in
their communities regardless of
ethnic background, race, etc.
different from their classmates
June 29, 2009
Draft
Assessments
Mr. Froggy’s Family: Multicultural Feast
(song)
Teacher-made test
Hip Hop Mob: Goodbye to You (song)
Role play
-Recall responsibilities of good
citizenship and understand that
people contribute to their
communities by practicing those
responsibilities
Visual representation of self
-Recognize that all people living in
America are united as Americans by
common principles and traditions.
These principles include 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
-Compare/contrast differing sets of
ideas with regard to diversity
25