Amherst County Public Schools History and Social Science Curriculum Guide

47 Pages·2009·0.3 MB·English

by  Joan L. Spence

Spring 2009

History and Social Science

Curriculum Guide

Grade Two

Spring 2009

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Spring 2009
Amherst County Public Schools
History and Social Science Curriculum Guide

Introduction

The history and social science curriculum in Amherst County Public Schools consists of 13 courses that span
Kindergarten through Grade 12. Each course curricula is based on the Virginia Standards of Learning (SOL).

2009 curriculum and pacing guides address the 2008 revisions to the History and Social Science SOL. Each grade level
curriculum guide contains objectives, suggested teaching activities, resources, related SOL, and assessment methods.
Grade level teachers were asked to review the existing curriculum and pacing guides and provide editorial changes for
content that was retained in the 2008 SOL and to provide instructional suggestions for the 2008 SOL revisions.
Curriculum and pacing guide edits were made by the division SOL Resource Specialist for Social Studies. Draft
document changes were distributed to teachers for review and input. Grade level meetings were scheduled for additional
review and input before finalizing the document.

Objectives:
The objectives are based on the SOL and the Curriculum Framework content. Every effort must be made to ensure
student mastery of the objectives.

Suggested Activities:
These activities are suggested, not required. Teachers may choose from these activity ideas or utilize other activities that
are a strong instructional match for the learning styles of their students.

Resources:
Resources may be located within the individual school building, be available through the Amherst County Public Schools
Media Center, be available through the Internet, or be resources used by teachers and known to be appropriate for the
content being instructed. The resources listed are suggestions. Teachers may use additional resources provided those
resources comply with Amherst County Public School guidelines.

Related SOL:
These are listed to assist teachers with drawing on the students’ prior knowledge, developing integrated lessons, linking
content to reinforce student understanding, and reviewing content.
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Assessment:
These are suggestions. Teachers should develop and utilize assessment means that provide valid and reliable feedback
on the students’ level of mastery.

Teachers are expected to instruct to the objectives of the curriculum guide for their grade level/subject area and utilize
strategies, activities, and resources that promote mastery of the SOL.

Pacing guides must be followed to ensure alignment with nine-week benchmark assessments.

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Spring 2009
Amherst County Public Schools
Grade 2 History and Social Science Curriculum
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 Suggested Resources Related SOL
Activities/Tasks
The student will be able to: 1) Teacher defines the History Pockets: Ancient K.1; K.2
term ancient as long ago Civilizations 1-3, Evan Moor,
1) Explain that people of and compares pictures of ISBN # 1557999007 1.1
the past have made present day to pictures of
contributions that affect long ago. Students create Egypt and China videos (ACPS 2.4a,b,d; 2.5b; 2.7
people today illustrations to compare Media center):
present day and ancient 3.1; 3.2; 3.4c; 3.7; 3.8
2) Define the following: times. Reading Rainbow: Mummies
Ancient Made in Egypt # 509
Architecture 2) Teacher defines
Contribution architecture as the design Chinese American Heritage,
Hieroglyphics of buildings using pictures Phylicia Rashad
Papyrus of monuments, statues, Assessments
Compass pyramids, and the Great Magic Tree House #14 Day of
Teacher-made
Pyramid Wall. the Dragon King by Mary Pope
assessments, including
Bronze Osborne
paper and pencil, projects,
Invention 3) Students create a
and student activities.
pyramid, Great Wall, or a Magic Tree House #3 Mummies
3) Describe the written piece of architecture using in the Morning by Mary Pope
language of ancient China a variety of materials. Osborne
and compare it to the
written language of the 4) Students create a Bill and Pete Go Down the Nile
United States flipbook labeling the major by Tomie de Paola
contributions of each
4) List the five inventions country and illustrating www.funstuffpublications.com
of ancient China from the each country’s contribution.
Curriculum Framework
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5) Identify the Great Wall 5) Teacher defines Food and Farming by Jane
as an important form of contributions as the act of Shuter (irrigation and Nile River)
architecture from ancient giving or doing something;
China uses pictures to identify Fun Stuff Publications by
kite, silk cloth, compass, Barbara Spilman Lawson
6) Name and describe the bronze, and fireworks as
written language of ancient contributions of ancient Internet for pictures
Egypt and compare it to China. Identify the 365-day
the written language of the calendar, papyrus, and the www.enchantedlearning.com
United States clock as contributions of
ancient Egypt. www.acps.k12.va.us/kelly/
7) Identify pyramids as an feltman/main_page.html
important form of 6) Class identifies and
architecture from ancient transcribes characters and http://newton.mec.edu/Angier/
Egypt symbols and hieroglyphics. DimSum/Blank%20.Silk%20
Rd.%20maps.html
8) List the three inventions 7) As a class compare and
of ancient Egypt from the contrast the written Race to the Governor’s House
Curriculum Framework languages of ancient China Second Grade, A History and
and Egypt to the written Social Science Trivia Game,
English language. Crystal M. Tenney

8) Read children’s literature ―Passage to Egypt‖ pp. 122-126,
about ancient China and Exploring Social Studies: Grades
Egypt. 1-3, ISBN 1-56234-329-7, The
Education Center
9) Complete a card sort for
the contributions of China ―Learning about China‖ pp.118-
and Egypt. 121, Exploring Social Studies:
Grades 1-3, ISBN 1-56234-329-
10) Students construct the 7, The Education Center
architectural contributions
of China and Egypt. http://www.lessonplancentral.com

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Spring 2009
Amherst County Public Schools
Grade 2 History and Social Science Curriculum
SOL: 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 peoples of
the Southwest.

Objectives Suggested Resources Related SOL
Activities/Tasks
The student will be able to: 1) Using a map of the American Indians of Long Ago 1.6
United States students label Virginia SOL Grade 2 by
1) Define the following: and color three regions and Barbara Spilman Lawson 2.4c-d; 2.5; 2.6; 2.7
Culture groups of American Indians.
Regions Native Americans Arts and 3.1; 3.2; 3.3; 3.4c
Environment 2) Students create a relief Cultures, TCM0619, Teacher
Contribution map using three colors of Created Materials Science 2.6
Occupation clay to represent the
Transportation regions of the American History Pockets Native
Teepee Indians. Regions may be Americans, Evan Moor, ISBN
Terraced labeled with flagged # 1557999015
toothpicks.
2) Identify the differences Thematic Unit Native Assessments
among the Powhatan, the 3) Students use milk Americans (Primary), Teacher
Teacher-made
Lakota, and the Pueblo cartons to make an adobe Created Materials, Inc.
assessments, including
Indians in terms of regions, village like those of the
paper and pencil, projects,
homes, occupations, and Southwest with multi-storied Maps & Geography Series
and student activities.
transportation terraced buildings. Native Americans by Frank
Schaffer Publications)
3) Explain how American 4) Given the classification
Indians met their basic chart in the Curriculum Woodland Indians by Evan
needs by adapting to their Framework, students Moor
environment answer questions
interpreting the information The Virginia Experience by
from the chart. Carole Marsh (Gallopade
International)
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5) Identify contributions 5) Using picture/word cards The Legend of the Bluebonnet
American Indians have students construct and by Tomie de Paola
made to present-day life. explain a simple chart
classifying American The Rough- Face Girl by Rafe
6) Explain the changes in Indians cultures by regions, Martin (A Cinderella Story)
American Indian culture Indians, homes, occupation,
over time and transportation. The Legend of the Indian
Paintbrush by Tomie de Paola
6) Students create a
diorama for each of the Arrow to the Sun by Gerald
three American Indian McDermott
regions.
Rainbow Crow retold by Nancy
7) Students use modeling Van Laan
clay to make pottery.
Indian Homes by Keith Brandt,
8) Students weave a basket Troll Associates
or a piece of cloth.
Children of the Wind and
9) Teacher reads an Water by Stephen Krensky
American Indian legend and (Scholastic)
class discusses the genre.
Maps of the United States and
10) Students create a Virginia
Pueblo multi-story building
using clay and write a story Race to the Governor’s House
in the form of a legend Second Grade, A History and
about the Pueblo. Social Science Trivia Game,
Crystal M. Tenney
12) Teacher reads The
Rough-Face Girl and Powhatan Indians of the
students determine the Eastern Woodlands, Fun Stuff
regional setting using clues Publications
from the story and
illustrations.
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13) Guest speaker – local http://www.fcps.k12.va.us/Deer
member of the Monacan ParkES/kids/indianfacts/indian.
Indians htm

14) Students construct a Pueblo Indians of the
map of Virginia including Southwest, Fun Stuff
the Appalachian Mountains Publications
and James River.
―American Indians of the
15) Students construct a Southwest‖, pp. 42-49,
map showing where the Exploring Social Studies:
Lakota lived, including the Grades 1-3, ISBN 1-56234-
Mississippi River and the 329-7, The Education Center
Rocky Mountains.
“American Indians of the
16) Students construct a Eastern Woodlands”, pp.57-
map showing where the 63, Exploring Social Studies:
Pueblo lived, including the Grades 1-3, ISBN 1-56234-
Rocky Mountains, 329-7, The Education Center
Mississippi River, and the
Rio Grande.

17) Field trip to Natural
Bridge, Monacan Pow
Wow, or Explore Park.

18) Students create artifact
models (teepees, pottery,
buffalo skins, et cetera)

19) Students construct
paper canoes, pottery,
teepees, and multi-story
terraced buildings.

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Spring 2009
Amherst County Public Schools
Grade 2 History and Social Science Curriculum
SOL: 2.3
The student will identify and compare changes in community life over time in terms of buildings, jobs,
transportation, and population.

Objectives Suggested Resources Related SOL
Activities/Tasks
The student will be able to: 1) Students count the The Town Mouse and the Country K.2; K.6; K.8
population of their class Mouse by Jan Brett
1) Define the following: and others in the school. 1.1
Community They construct and explain Early City Life by Bobbie Kalman
Transportation a graph showing 3.10
Population classroom populations. Toby in the Country, Toby in the
Invention City by Maxine Zohn Bozzo Math 2.6, 2.23
2) Students research the
2) Compare the way population of the local What Is a Community? by Franklin English 2.9, 2.10
people live today to the community. Watts
way people lived long ago.
3) Students create a relief Social Studies Series Things
3) Summarize how new map showing a community Weren’t Always Like This, Evan Assessments
inventions have led to where people live, work, Moor, ISBN# 1557995354
Teacher-made
changes in communities in and play.
assessments, including
terms of buildings, jobs, Tall City, Wide Country by
paper and pencil, projects,
transportation, and 4) Students create or write Seymour Chwast
and student activities.
population. about an invention of their
own that would impact or A Street Through Time: A
change a community. 12,000 Walk Through History by
Dr. Anne Millard (DK Publishing,
5) Students create their Inc.)
own transportation mini-
book, or, from a variety of Internet Quests: My Community
materials, create different ,TCM3404, Teacher Created
modes of transportation Materials
from today and long ago.
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6) Teacher defines Create-A-Town Simulation, TCM
transportation as a way of 2344, Teacher Created Materials
moving people and things (grades 2-5)
from one place to another.
Students brainstorm, in 20th Century: Inventions,
pairs or small groups, Discoveries, & Highlights, TCM
modes of transportation for 2352, Teacher Created Materials
today. As a class,
brainstorm modes of The Little Engine that Could by
transportation of long ago. Watty Piper

7) Community members, John Henry folktale
as guest speakers, share
their careers and how they http://www.enchantedlearning.com
contribute to their
community. Race to the Governor’s House
Second Grade, A History and
8) Students host a career Social Science Trivia Game,
day. They dress and role Crystal M. Tenney
play what they want to be
when they are an adult and ―Transportation of Yesterday and
share the responsibilities Today‖, pp. 63-66, Social Studies
of that job. (Review SOL 23 Ready-to-Go Lesson Plans:
K.6) Grade 2, ISBN 1-56234-302,
Mailbox
9) Field trip to the Roanoke
Transportation Museum.

10) Using a Venn diagram
students compare trucks
and trains. Trucks are
faster and can deliver door
to door; trains are cheaper
and can carry bigger
loads.
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