Curriculum Guide Grade Two Social Studies Martinsville City Public Schools
Martinsville City Public Schools Instructional Plan of Action The Curriculum Guides represent Martinsville City Public Schools Curriculum, which is based on the Standards of Learning for Virginia Public School and the State Curriculum work. In order for curriculum to be effective, it must be composed of three important components: written curriculum, taught curriculum, and assessed curriculum. Each of these components must be aligned to ensure learning at its highest level. The Curriculum Guides are a starting point in this process. The Written Curriculum: The written curriculum consists of the Curriculum Guide used in conjunction with the State Curriculum works. The Curriculum Guide provides information on which standards are taught during a given grading period, the essential vocabulary for direct instruction in that standard, the understandings students should gain from instruction in the standard, and the expected student outcomes for this standard. The next step in this process is to study the Curriculum work for the identified standard. The Curriculum work provides instructional details for how instruction on this standard should look in the classroom. The Taught Curriculum: The Curriculum work helps the teacher unpack the written curriculum for aligned taught curriculum. It does this by providing the definitions to use in direct vocabulary instruction, content details, and details on instructional strategies to use. The instructional strategy details include explanations of specific instructional methodologies and names instructional tools such as manipulatives and graphic organizers. Using the definitions, methodologies, content details, and instructional tools provided by the Curriculum work will ensure alignment in between the written, taught curriculum, and assessed curriculum. The Assessed Curriculum: Formative assessment is an integral and ongoing part of the instruction process and occurs on a formal and informal basis at many levels. Teachers use informal assessment throughout the learning to check for student understanding formal common assessments to assess student mastery and plan interventions. Another level of formal assessment is the division benchmark assessment, which has as its primary purpose to help the adults know how to adjust instruction for student success. The final level of assessment is the Virginia Standards of Learning Tests, which are based on the Standards of Learning for Virginia Public Schools and the Curriculum works. Martinsville City Public Schools provides many tools to assist our teachers and administrators in assessment and disaggregation of assessment data. Teachers have access to tools such as Tests for Higher Standards, ExamView at grades two through twelve, PALS phonological awareness and literacy screening for prek through third grade, STAR reading assessment at grades two through twelve, and Algebra Readiness Diagnostic Tests for grades five through twelve. Also, teachers have access to Reports Online Systems for analyzing data from classroom assessments and benchmark assessments. All of this is an integral part of Martinsville s commitment to Learning for all; Whatever it takes. Refer to the Curriculum work for instructional details Page 1
Martinsville City Public Schools Curriculum Guide Ancient China and Egypt History 2.1 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? Ancient people made contributions that affect the present world. 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. A. Students will identify inventions of ancient China and Egypt. B. Students will identify and classify architecture of ancient China and Egypt C. Students will identify and classify the written language of ancient China and Egypt ancient architecture contribution development language characters symbols hieroglyphics compass bronze papyrus calendar zodiac pyramids Great Wall inventions http://egypt.mrdonn. org/ Refer to the Curriculum work for instructional details Page 2
History 2.2 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 presentday life? How are American Indians of the past different from those of today? Many American Indian (First American) tribes lived in Virginia and in other regions of America. 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. A. Students will identify contributions of American Indians. B. Students will construct a simple chart of American Indian cultures. culture region environment nature beliefs customs similar different contributions terrace weaving carving American Indians (First Americans) met their basic needs in different ways. American Indians (First Americans) have made contributions to presentday life. Refer to the Curriculum work for instructional details Page 3
History 2.3 How and why have communities changed over time? Communities change over time for a variety of reasons. The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population. community population transportation variety A. Students will gather and classify different kinds of buildings, jobs, and transportation. B. Students will read and explain population graphs. C. Students will compare and contrast ancient Egypt and China with present day Egypt and China Google Earth Refer to the Curriculum work for instructional details Page 4
Geography 2.4a,b 2.4a Where are the United States, China, and Egypt located on a world map? How did the environment affect the culture of ancient Egypt and China? How did the ancient Chinese and Egyptian people relate to their environments? The 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; A. Students will make a chart of ancient China and Egypt s climate and land. B. Students will compare and contrast the environment and culture of Egypt and China. C. Students will locate the United States, Egypt, and China on a blank world map. climate land environment Powhatan Lakota Pueblo locate ancient Nile River valley humid North America United States Africa Asia Huang He seasons irrigated http://egypt.mrdonn. org/ Refer to the Curriculum work for instructional details Page 5
Geography 2.4c,d 2.4d Where are the regions of the Powhatan, Lakota, and Pueblo people located on a United States map? 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? People adapt to their environment in different ways. The 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. A. Students will make a chart of the climate and land of the Powhatan, Lakota, and Pueblo. B. Students will compare and contrast the environment and culture of the Powhatan, Lakota, and Pueblo. C. Students will locate the regions of the Powhatan, Lakota, and Pueblo on a blank map. climate land environment Powhatan Lakota Pueblo locate ancient Nile River valley humid North America United States seasons adobe Refer to the Curriculum work for instructional details Page 6
,,, and Where are the seven continents, the five oceans, and the equator located on maps and globes? Geography Where are these major rivers, 2.5a,b mountain ranges, and lakes located on a map of the United States and the world? Maps can be used to locate land and water features. Maps and globes help people study the Earth. 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. A. The students will identify and label the five oceans on a world map. B. The students will identify and label the seven continents on a world map. C. The students will identify and label the mountains, rivers and lakes in the United States. equator continent North America South America Europe Asia Africa Australia Antarctica James River Mississippi Rio Grande Appalachian Mountains Rocky Mountains Great Lakes Huang He Nile River Google Earth Refer to the Curriculum work for instructional details Page 7
,,, and What features are included when making a map? Geography 2.6 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. The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose. A. The students will identify the title, map legend, and compass rose on a map and explain the importance and function of each. B. The student will construct a simple map with a title, map legend, and compass rose. C. The student will identify the cardinal directions on a compass rose. D. The student will correctly complete a blank compass rose. title map legend compass rose north south east west symbols Refer to the Curriculum work for instructional details Page 8
Economics 2.7 What are natural resources? What are human resources? What are capital resources? The three main types of resources are natural, human, and capital. The student will describe natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings). A. The student will identify and classify different examples of resources as human, natural, or capital. natural resources human resources capital resources coal soil machines miners B. The student will give examples of human, natural, and capital resources. Refer to the Curriculum work for instructional details Page 9
Economics 2.8 What is the difference between using barter and using money in exchange for goods and services? People acquire goods and services through barter or through the exchange of money. The student will distinguish between the use of barter and the use of money in the exchange for goods and services. A. The student will identify the differences between goods and services. B. The student will explain different ways of exchanging goods and services. C. The students will identify and give examples of times when money or barter is used in the exchange of goods and services. economics barter money goods services exchange acquire Refer to the Curriculum work for instructional details Page 10
Economics 2.9 What is scarcity? What is a consumer? What is a producer? Why do people have to make economic choices? People are both producers and consumers. People must make economic choices because resources are limited (scarcity). The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services. A. The student will explain the difference between wants and needs and give examples of each. B. The student will identify examples of scarce resources. C. The student will describe what happens when resources are scarce. D. The student will define, identify, and explain consumer and producer and give examples of each. scarcity consumer producer economics choices resources limited wants needs Refer to the Curriculum work for instructional details Page 11
Civics 2.10 What are some responsibilities of a good citizen? A good citizen has a variety of responsibilities. 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 respect responsibility citizens protect rights vote voting process decisions describe self-discipline self-reliance practice honest trustworthiness variety A. The students will brainstorm then vote on rules that should be followed in their classroom. B. The students will use the voting process to elect a class president and/or SCA representative. Refer to the Curriculum work for instructional details Page 12
Civics 2.11 How did George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr., help to improve the lives of other Americans? Individuals in the past have worked successfully to improve the lives of other Americans in the United States. 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. A. The student will identify the contribution of each famous American. B. The student will explain the importance of famous American s contribution. individuals George Washington Abraham Lincoln Susan B. Anthony Helen Keller Jackie Robinson Martin Luther King, Jr. establish country struggle equal rights vote United States disability deaf blind major leagues opportunities improve contributions Reading A-Z Refer to the Curriculum work for instructional details Page 13
2nd Nine Weeks Civics 2.12 How are state and local government officials elected? How do people of diverse ethnic origins, customs, and traditions participate and contribute to their communities in the United States? How are people of different ethnic origins and customs united as Americans? Virginia cities and counties have elected state and local government officials. The people of Virginia have diverse ethnic origins, customs, and traditions and are united as Americans by common principles and traditions. 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. The student will understand that the people of Virginia a) have state and local government officials who are elected by voters; b) have diverse ethnic origins, customs, and traditions, make contributions to their communities, and are united as Americans by common principles. A. The student will research state and local government officials in order to understand the importance of their positions. B. The students will research and read books about the diversity of ethnic origins, customs, and traditions that make up the culture of the United States. elected local government diverse ethnic customs traditions principles community responsibility origin American Reading A-Z Refer to the Curriculum work for instructional details Page 14