Grade Two Introduction to History and Social Science

Grade 2 Curriculum for Loudoun County Public Schools Dr. Edgar B. Hatrick, Superintendent Sharon D. Ackerman, Assistant Superintendent for Instruction Peter R. Hughes, Director of Curriculum & Instruction William F. Brazier, Instructional Supervisor for Social Science Ashburn, Virginia, 2009

This curriculum document for 2nd 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. The second part of this document contains a sample lesson plan that we ask teachers to consider as a model—not necessarily in content or specific strategy—but as an outline for the essential elements of any lesson and the sequential presentation and implementation of those elements. This lesson template is the universal model for Social Science in Loudoun County, K-12. Additionally and more specifically, the attached lesson plan is one whose strategies teachers should feel free to use or adapt to help our children learn specific Social Science concepts and information. We hope teachers find that the 2nd 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: http://www.izzetzorlu.com/2005/June/19/egypt/egyptian-children.jpg

Grade 2 Social Science Unit I: 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)

GEOGRAPHY

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

covering Fishermen; Hunters; Farmers Walked; Paddled canoes

Plains Lakota Teepees Hunters; Horsemen Walked; used horses Southwest Pueblo people Multi-story terraced buildings Farmers; Hunters Walked

*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

• Arts, pottery, weaving, carving • Knowledge of the environment • Respect for nature • Farming of corn and tobacco

B. CHINA

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, bronze, 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

Grade 2 Social Science Unit II: PEOPLE IN COMMUNITY: MEETING EACH OTHERS’ NEEDS SOLs 2.3, 2.7, 2.8, 2.9

http://www.stlawrencemarket.com/shopping/images/outside/fmout9.jpg

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)

PEOPLE IN COMMUNITY: HOW DO THEY MEET THEIR NEEDS?

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.

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

Grade 2 Social Science Unit III: CITIZENSHIP SOLs 2.10, 2.11, 2.12

http://www.totalprosports.com/blog/wp-content/uploads/2008/11/jackie-robinson-dodgers.jpg

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)

CITIZENSHIP

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.

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.

Grade 2 Social Science Unit IV: OUR CONTINENTAL COMMUNITY SOLs 2.5, LCPS 2WC.1

http://www.map-of-canada.org/canada-map-742.jpg http://mexico.vg/wp-content/uploads/2008/02/mexico-map-of-mexico.gif

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)

OUR CONTINENTAL COMMUNITY: CANADA & MEXICO

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.

a. Occupations= CANADA: Industry, service, farming, fishing, and recreation/tourism. MEXICO: Industry, farming, fishing, recreation/tourism.

B. POLITICAL

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.