1. education
2. school

Sample
Instructional Activities
for History and
Social Science
Grade Two
Commonwealth of Virginia
Department of Education
2002
Sample Instructional Activities
for History and Social Science
Grade Two
Developed by
Newport News City Public Schools
Edited by
Harvey R. Carmichael
LeAnne Forney
Jerry R. Moore
VIRGINIA DEPARTMENT OF EDUCATION
RICHMOND, VIRGINIA
Copyright © 2002
by the
Virginia Department of Education
P.O. Box 2120
Richmond, Virginia 23218-2120
All rights reserved. Reproduction of these materials
for instructional use in Virginia classrooms is permitted.
Superintendent of Public Instruction
Jo Lynne DeMary
Deputy Superintendent
M. Kenneth Magill
Assistant Superintendent for Instruction
Patricia I. Wright
Department of Education Staff
Colleen C. Bryant, History and Social Science Specialist
Beverly M. Thurston, History and Social Science Specialist
Betsy S. Barton, History and Social Science Specialist
Edited and produced
by the
Virginia Vocational Curriculum and Resource Center
Margaret L. Watson, Administrative Coordinator
Bruce B. Stevens, Writer/Editor
Richmond Medical Park
2002 Bremo Road, Lower Level
Richmond, Virginia 23226
Phone: 804-673-3778
Fax: 804-673-3798
Web Address: http://vvcrc.tec.va.us
The VVCRC is a Virginia Department of Education Grant Project administered by the
Henrico County Public Schools.
NOTICE TO THE READER
In accordance with the requirements of the Civil Rights Act and other federal and state laws and regulations, this
document has been reviewed to ensure that it does not reflect stereotypes based on sex, race, or national
origin.
The Virginia Department of Education does not unlawfully discriminate on the basis of sex, race, color, religion,
handicapping conditions, or national origin in employment or in its educational programs and activities.
The activity that is the subject of this report was supported in whole or in part by the United States Department
of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the
United States Department of Education, and no official endorsement by the United States Department of
Education should be inferred.
ACKNOWLEDGMENTS
The Newport News Curriculum Committee that originally drafted the outline for this secondgrade guide consisted of
Brenda Bright
Newsome Park Elementary School
Janelle Reese
Oliver C. Greenwood Elementary School
Melia Hellmann, Technology Advisor
Crittenden/Newsome Park Elementary School
Lara Reynolds
Oliver C. Greenwood Elementary School
Sandra Pullen, Committee Co-Chair
Richneck Elementary School
Peggy Steele, Committee Chair
Magruder Elementary School
Sue Rayfield, Quality Work Advisor
Joseph H. Saunders Elementary School
Diane Willis
Dunbar-Erwin Elementary School
The editors expanded and modified the original document during the summer of 1997. That work
was subsequently reviewed by the second-grade teachers listed below, and their suggestions were
incorporated into this final document. We wish to thank the following for their professional
reviews:
Kathy Cromartie
Spotswood Elementary School
Kara Mongold
Plains Elementary School
Marie Graham
McGaheysville Elementary School
Anita Sanders
Hunter McGuire School
This document was edited in 2002 following the adoption of the 2001 History and Social Science
Standards of Learning. The activities contained in this document are presented as samples only.
While some activities offer a broader scope than that required by the Standards of Learning, all of
the standards for this grade level or course have not necessarily been addressed. Teachers should
rely on the 2001 History and Social Science Curriculum Framework when developing lessons
that align with the History and Social Science Standards of Learning to ensure that all critical
content has been taught.
iii
TABLE OF CONTENTS, GRADE 2
Content Overview........................................................................................................................... 1
Theme I
Demonstrating Citizenship as a Community Member........................................................... 11
Theme II
Experiencing History through Community Contributions and Heritage: American Indian
(First American) Communities in Virginia and Elsewhere ..................................................... 21
Experiencing History through Community Contributions and Heritage: Continuing
Contributions of Ancient Peoples........................................................................................... 27
Theme III
Discovering How Geography Defines a Community: Maps ................................................. 35
Discovering How Geography Defines a Community: Rural, Urban, and Suburban
Communities........................................................................................................................... 39
Theme IV
Depending on Others in Communities: Economic Choices..................................................... 43
Depending on Others in Communities: Interdependence of Citizens..................................... 47
Suggested Materials/Resources..................................................................................................... 53
v
GRADE 2, OVERVIEW
1
CONTENT OVERVIEW
THEMES
History and social science lessons to be considered during the second-grade year consist of four
themes or units of study called work plans:
Demonstrating Citizenship as a Community Member
Experiencing History through Community Contributions and Heritage
Discovering How Geography Defines a Community
Depending on Others in Communities
Each work plan is presented through a series of Essential Questions that guide instruction and
learning.
Work plans for the teacher and students serve as instructional guides. The work plans suggest
ways of organizing instructional plans for the year. The second-grade teacher should select,
modify, and expand upon these suggestions.
The formats for the work plans at each grade level may vary, but essentially the work plans have
the following components:
• an Initial Activity
• a variety of Tasks
• a Concluding Activity
• one or more means of Assessment (not given for every second-grade theme).
The plans are intended to be a helpful framework upon which the teacher can design the work the
students will do. If teachers find during the implementation of the plans that students are lacking
a particular skill or a strand of knowledge, they can address the students’ need at the appropriate
time and then proceed with the plans.
The themes, essential questions, and instructional plans are drawn directly from the Virginia
History and Social Science Standards of Learning (2001). English skills are an integral part of
history and social science instruction. Hence, focus English Standards of Learning are referenced
throughout the themes. At times, work plans incorporate Standards of Learning from art, music,
mathematics, and science. Because some of the curriculum content for second grade is newly
specified, this thematic organization is a good place for teachers to start their planning. Teachers
should keep in mind that not all essential knowledge from the 2001 History and Social Science
Curriculum Framework is included in the tasks contained in this document. To ensure that all
essential knowledge is covered in classroom instruction, teachers should be guided by the 2001
History and Social Science Curriculum Framework when using this instructional resource
document.
GRADE 2, OVERVIEW
2
STRANDS/CONNECTIONS
The thematic organization of this document provides plentiful opportunities for the blending of
Standards of Learning for several subjects and the linkage of strands of concepts from several
subjects. At times, therefore, the themes incorporate Standards of Learning from art, music,
mathematics, and science. The concepts from each area of study addressed within the themes are
printed in bold type in context. The most important strands of concepts for second grade are:
Time. Learning the concept of time might begin in the earliest grades with a calendar
corner where days of the week, months of the year, and birthdays are shown on graphs. It
continues as students experience the study of historical events and people. It is difficult
for a second grader to place people and events into a time perspective. Teachers should
make use of a time line for each theme, providing students with a time perspective that
will be useful for illustrating the lives of great Americans and the settlements of American
Indians (First Americans), ancient Egyptians, and ancient Chinese. Most themes include
activities that make use of the concept of time in a meaningful way.
Space/Place. Where things are located on a globe and how location is described are
abstract concepts to young children. They need practice in locating and describing places
and relating one place to another, using maps and a globe. The study of these concepts
begins in kindergarten as students learn to locate things as being in front of, behind, above,
or below something else. The study of geography begins early and builds throughpractice.
Economics. Money, trading, markets, and choice are concepts that students need to learn
in the elementary grades. These concepts provide us with ways to examine how people
produce goods and services and how people consume those goods and services. Such
concepts become building blocks for understanding how the American economy works.
People throughout history have had to answer three basic economic questions: What
should we produce? How should we organize to make the product? Who receives the
goods produced?
Civics. Societies generally value the teaching of civic virtues. In school, this begins with
socializing activities in kindergarten where students learn to observe rules, follow rules,
and take turns as leaders and followers. By second grade, students can examine how past
and present societies have acted to make laws, execute laws, and make judgments in
questions about justice.
ASSESSMENT
Statewide assessment of the Virginia Standards of Learning begins in the spring of the third grade.
These Standards of Learning assessments are designed to test the extent to which students have
learned the content and skills specified in the Standards of Learning. The third-grade assessment
will consist of multiple-choice items and will cover the mathematics, science, English, and history
and social science skills and content identified for kindergarten and grades 1, 2, and 3.
GRADE 2, OVERVIEW
3
The themes presented in this second-grade guide cover content that may be assessed later in the
third-grade tests. Most third-grade students will have had only limited experience with a
multiple-choice test format. Therefore, it is recommended that teachers use classroom
assessments consistent with the multiple-choice format whenever feasible to give students
practice with that type of test.
The content assessed on each Standards of Learning test can be grouped into categories that
address related content or skills. These categories are called Reporting Categories. For example,
the reporting categories for the third-grade history and social science test are:
• History
• Geography
• Economics
• Civics.
Two sample questions for each reporting category in the test are shown below. Choice options
on the tests are labeled A, B, C, and D for odd-numbered items; even-numbered items have choice
options labeled F, G, H, and J. The correct answer to each sample question is marked with an
asterisk.
Sample Test Questions — Third-Grade History and Social Science
Standards of Learning Test
Category
Question
Question
History
Robert E. Lee is to Lee/Jackson Day as
Pilgrims are to
A. President’s Day
B. Independence Day
C. Veterans Day
D. Thanksgiving Day.*
The ancient Chinese civilization built the Great
Wall mainly to
F. provide water for their crops
G. honor their emperors
H. protect against invaders*
J. teach building methods to other people.
Geography
In which direction did the English people sail to
reach the Jamestown colony in Virginia?
A. North
B. South
C. East
D. West*
(Note: Items such as this might be accompanied
by a map.)
Which mountain range is located between
Virginia and West Virginia?
F. Appalachian Mountains*
G. Rocky Mountains
H. Catskill Mountains
J. Adirondack Mountains
Economics Which of these do people most need to survive?
A. Milk
B. Water*
C. Beef
D. Apples
Which of these people’s salaries is usually paid
from tax money?
F. A dairy farmer
G. A long-haul trucker
H. A teacher*
J. A television actor
Civics
Students who stand facing the flag with their
hands placed over their hearts are most likely
F. performing a play
G. learning how to read
H. showing respect for their country*
J. sharing stories about their families.
A mayor is the elected leader of a
A. school
B. city*
C. country
D. state.
GRADE 2, OVERVIEW
4
The reporting categories for the third-grade English test are:
• Plan, compose, and revise paragraphs, stories, letters and reports.
• Edit for grammar, capitalization, punctuation, and spelling.
Sample Test Questions — Third-Grade English Standards of Learning Test
Category
Item
Question
Plan, compose, and
revise paragraphs,
stories, letters, and
reports.
Mario made a list of questions about his
Aunt Isabel’s farm. Use it to answer
question 1.
• Where is the farm located?
• How big is the farm?
• What buildings can be found on Aunt
Isabel’s farm?
• What crops does Aunt Isabel grow on
her farm?
• What chores must Aunt Isabel do on
her farm?
1. Which of these questions could Mario
add to his list?
A. What animals can be found on
Aunt Isabel’s farm?*
B. How many farmers are there in the
state?
C. Did my cousin Roberto visit the
farm?
D. Why do farms have so much dirt?
Here is the first part of Mario’s rough
draft. Use it to answer question 2.
(1) This report is about my Aunt
Isabel’s farm. (2) My Aunt Isabel has
always lived on a farm. (3) She says
the farm is her home. (4) The farm is
where she likes to be the most. (5) She
likes it when I come to visit her. (6) I
like to visit because I get to see what
happens on a farm every day. (7) I
visited New York once.
2. Which of these does not belong in
Mario’s report?
F. 3
G. 4
H. 5
J. 7*
Read this next section of Mario’s rough
draft and answer questions 3 and 4. This
section has groups of underlined words.
The questions ask about these groups of
words.
(8) Aunt Isabel wakes up early each
morning to do the chores. (9) She has
to feed the chickens and milk the cows.
(10) I helped her once and it was fun.
(11) I spent a weak there last summer.
(12) I won’t ever forget that trip. (13)
It was the best time of my life.
3. In sentence 10, I helped her should be
A. changed to “I help her”
B. changed to “I have helped her”
C. changed to “I will help her”
D. left as it is.*
Edit for grammar,
capitalization,
punctuation, and
spelling.
4. In sentence 11, spent a weak there
should be
F. changed to “spent a week their”
G. changed to “spent a weak their”
H. changed to “spent a week there”*
J. left as it is.
Sample multiple-choice items are presented at the end of most themes. These items may serve as
examples for teachers to use in creating similar tests to prepare students for the statewide
assessments.
The Assessment Section for each theme also includes suggestions for student-produced
materials that could be used for
GRADE 2, OVERVIEW
5
assessments and included as part of a student’s portfolio. Language arts skills can be assessed by
tracking individual progress on oral and written work. Map skills and knowledge can also be
easily assessed through project work. This information about the state Standards of Learning
assessment in third grade is provided so that second-grade teachers may know what kind of
information students will be held accountable for in the future.
Finally, the Assessment Section may include suggestions for classroom activities that require
assessment by teacher observation. Classroom and school civic behaviors are best assessed
through observations by the teacher or another objective observer. Art work, plays, oral
presentations, and other performances are also best assessed in this manner.
SUGGESTED RESOURCES
The list of suggested resources at the end of this second-grade document includes print, visual,
and electronic resources for each theme, providing information for the teacher and students. The
resource list is not exhaustive, and teachers are encouraged to make additions to the list.
Commercial resources are vital to each theme. The resource list includes books that are considered
challenging for students in second grade, materials that are generally introduced to second-grade
students, and materials for second-graders reading below grade level. All students should
experience all levels of the resources.
SKILLS
The History and Social Science Standards of Learning are designed to develop the knowledge and
skills of history, geography, civics, and economics that:
• enable students to place in perspective the people, ideas, and events that have shaped
our state and our nation
• enable students to understand the basic values, principles, and operation of American
constitutional democracy
• prepare students for informed and responsible citizenship
• develop students’ skills in debate, discussion, and writing
• provide students with a framework for continuing education in history and the social
sciences.
GRADE 2, OVERVIEW
6
The charts below provide guides for introducing and reinforcing important skills in History and
Social Science and in English.
History and Social Science Skills
Key: I = Initiate; R = Reinforce; M = Master
SKILL CATEGORIES
K
1
2
3
4
I
R
R
R
M
5
MAP & GLOBE SKILLS
A. Making and Interpreting Maps and Globes
•
Draw maps of familiar, given objects or areas.
•
Interpret maps and globes.
I
R
R
M
•
Compare maps and globes and make inferences.
I
R
R
R
I
R
R
M
I
R
R
M
R
B. Interpreting Direction
•
Use compass rose to identify and use cardinal directions.
•
Identify and apply intermediate directions.
•
Locate places, using a grid system.
•
Locate places, using longitude/latitude on maps and globes.
I
•
Apply longitude/latitude (medians and parallels) to identify
direction on maps and globes.
I
I
R
R
C. Interpreting Location
•
Locate areas (regions) on maps and globes.
I
R
R
M
•
Identify and locate continents, oceans, and other major features on
maps and globes.
I
R
R
M
•
Identify and explain distortions in map projections.
I
•
Identify regional patterns on maps and globes.
I
•
Interpret regional patterns on maps and globes.
I
D. Interpreting Distance
•
Measure distance, using a simple scale.
I
R
R
M
•
Estimate distance, using a scale.
I
R
R
M
E. Interpreting Symbols
•
Make/Use simple map symbols.
I
R
R
M
•
Differentiate color symbols on maps and globes.
I
R
R
M
•
Use map key and legend.
I
R
M
•
Interpret abstract map symbols.
I
R
CHART/GRAPH and PICTURE/CARTOON SKILLS
•
Make and explain pictorial, bar, and circle graphs.
•
Make and explain bivariate line graphs.
•
Construct and explain simple charts.
•
Explain charts comparing two or more concepts.
I
R
R
M
I
I
R
R
R
M
I
R
R
R
GRADE 2, OVERVIEW
SKILL CATEGORIES
7
K
1
2
3
4
•
Identify primary ideas expressed in graphic data.
I
R
R
R
M
•
Identify and explain symbols expressed in cartoons and pictures.
I
R
R
R
M
•
Interpret the idea/concept or event expressed by a cartoon or picture.
I
R
R
R
•
Construct and explain a spreadsheet.
R
R
R
M
5
R
TIME/DATE SKILLS
•
Sequence events in chronological order.
I
•
Make and use time lines.
I
R
R
M
•
Make and use calendars.
I
R
R
M
•
Use time zones.
I
R
•
Use B.C./A.D. time measures.
I
R
INFORMATION PROCESSING SKILLS
A. Locating Information
•
Follow oral and written directions.
I
R
R
R
M
•
Locate and use information from print and nonprint sources.
I
R
R
R
M
•
Use resource materials.
I
R
R
R
M
•
Use library and technology references.
I
R
R
R
M
•
Define and use social science terms.
I
R
R
R
M
I
R
R
R
M
I
R
R
M
B. Gathering Information
•
Collect, organize, and record information.
•
Write a coherent paragraph on a social studies topic.
•
Write a letter expressing an opinion.
I
R
R
•
Identify and use reliable sources.
I
R
R
R
R
M
I
R
R
R
R
M
C. Evaluating Information
•
Gather, classify, and interpret information.
•
Distinguish between relevant and irrelevant information.
•
Evaluate information for accuracy and separate fact from opinion.
•
Distinguish between primary and secondary sources.
I
I
R
R
R
I
R
I
R
R
R
I
R
D. Using Technology
•
Develop and design multimedia presentations.
•
Use a computer to write reports.
•
Use a computer to research information.
•
Participate in interactive videos.
•
Communicate with others through on-line programs (Internet).
I
R
R
M
•
Evaluate information from various forms of multimedia materials.
I
R
R
M
I
R
R
I
GRADE 2, OVERVIEW
8
SKILL CATEGORIES
K
1
2
3
4
I
R
R
R
M
I
R
R
M
5
REASONING SKILLS
A. Interacting in Groups
•
Participate in groups, using democratic processes.
•
Make decisions.
•
Select and defend positions.
•
Differentiate among various points of view, including one’s own
and those of others.
I
I
R
R
R
R
R
R
B. Using Problem-Solving Skills
•
Identify and state the problem.
I
R
R
R
R
•
Draw conclusions and make generalizations about data.
I
R
R
R
R
•
Explain cause and effect relationships.
I
R
R
•
Recommend resolutions to issues involving conflicting points of
view.
I
R
R
•
Make decisions based upon information.
R
R
R
I
R
R
HISTORICAL ANALYSIS SKILLS
•
Compare and contrast differing sets of ideas, values, personalities,
behaviors, and institutions.
I
R
•
Differentiate between historical facts and historical interpretations.
I
R
•
Distinguish fact from fiction.
I
R
The goals of English education are to teach students to read and to prepare students to
participate in society as literate citizens, equipped with the ability to communicate effectively in
their postsecondary education, their communities, and their work places. As they progress
through the school years, they will become active and involved listeners and will develop a full
command of the English language, evidenced by their use of standard English and their rich
speaking and writing vocabularies. Proficient use of the English language will enable students to
explore and articulate the complex issues and ideas encountered in public and personal life.
English Standards of Learning for each grade level are organized in four related strands: Oral
Language, Reading/Literature, Writing, and Research. The Standards of Learning for each grade
level are preceded by an overview that describes the major concepts and skills that each student
will be expected to understand and demonstrate. The Standards of Learning reflect a balanced
instructional program and document a progression of expected achievement in each of the four
strands. This organization of Standards of Learning also reflects the gradual progression in the
development of skills.
Oral Language includes speaking and listening. In the early grades, students learn to participate in
classroom discussions. Over the course of several grade levels, students learn to prepare and
deliver presentations and to critique them in order to improve delivery. Students’ homes and
GRADE 2, OVERVIEW
9
cultural languages are the starting point for all language learning; however, competency in the use
of standard English is the goal for all students. Therefore, daily speaking opportunities, both
formal and informal, should be a part of every English program.
Reading begins with an awareness of the concepts of print and the sounds and structure of
language. Students acquire a strong foundation in phonetic principles in the primary grades. They
use independent reading strategies to read fluently and with comprehension. They study the
structure of words and language throughout all grades. Frequent interaction with a broad array of
first-quality literature will engage the reading skills of students and invite them to develop an
appreciation for the power and beauty of the written word.
Writing begins with letter formation. Students become increasingly aware of the structure of
language and improve their written communication through frequent opportunities to apply
narrative, persuasive, and expository skills. Daily reading, writing, and oral language experiences
are essential. A combination of teacher-guided reading experiences and independent reading is
necessary in helping students develop a lifelong reading habit and an appreciation for literature.
Developing this appreciation is a process that should be emphasized at every grade level.
Research standards also are developed across grade levels. Through these standards, students
learn to acquire information from a variety of sources. Information may be used in planning and
delivering presentations and reports.
Although the strands are developed separately, they are integrated in the classroom.
Students use speaking and listening as they read and write. Students use reading, writing,
speaking, and listening as they work on research projects. The English strands are critical also if
students are to be successful in learning other subjects. Students research topics in history and
social science, write summaries of science experiments, and explain mathematical problem-solving
strategies.
Proficiency in reading, writing, listening, speaking, and research skills allows students to learn and
use knowledge to make meaningful connections between their lives and academic disciplines.
There should be a concerted effort to relate required reading selections in English to studies in
other core subjects, including mathematics, science, and especially history and social science.
GRADE 2, OVERVIEW
10
English Skills
SKILL CATEGORIES
K
1
2
3
4
5
Listening
K.1
1.1
2.2
3.1
4.2
5.1
Vocabulary
K.2
1.2
2.2
Phonemic Awareness
K.4
1.4
Conversation
K.3
1.2,1.3
Creative Drama
K.1
3.1
4.1
5.1
3.2
4.2
5.2, 5.3
4.3
5.6
ORAL LANGUAGE
2.1
Small Group Interaction
2.3
Presentations
READING/LITERATURE
Print Awareness
K.5, K.6
Alphabet
1.5
K.9
Decoding
Phonics
Context
Syntax
K.7
1.9
1.6
1.7
1.8
2.4
2.5
2.6
3.4
3.3
Word Study
Comprehension
K.8
Literature
1.10
2.7
3.5
4.5
5.6
1.11
2.8
3.6
4.4, 4.6
5.5
WRITING
Handwriting
K.10
1.13
3.9
Composing
1.12
2.9
3.7, 3.8
4.7
5.7
Style
1.12
2.10
3.8
4.7
5.7
Sentence Formation
1.12
2.10
2.10
4.7
5.7
4.7, 4.8
5.7
Usage
Mechanics
1.12
2.10
Prewriting
1.12
2.9
3.7, 3.8
4.7
5.7
1.12
2.9
2.10
3.7
3.8
4.7, 4.8
5.7
Writing, Revising,
Editing, Publishing
K.11
K.12
RESEARCH
Asking Questions
K.13
Locating Information and Reference Materials
1.14
Organizing, Evaluating, and Synthesizing
Information
2.11
3.10
4.9
4.9
Crediting Sources
Using Technology
4.9
5.8
5.8
K.12
5.8
GRADE 2, THEME I
11
THEME I
DEMONSTRATING CITIZENSHIP AS A COMMUNITY MEMBER
The activities contained in this document are presented as samples only.
While some activities offer a broader scope than that required by the
Standards of Learning, all of the standards for this grade level or course
have not necessarily been addressed. Teachers should rely on the 2001
History and Social Science Curriculum Framework when developing
lessons that align with the History and Social Science Standards of
Learning to ensure that all critical content has been taught.
This theme focuses entirely upon the civics strand in the
History and Social Science Standards of Learning and is
developed through the English Standards of Learning.
Students study concepts underlying our democratic system
of government — individual rights and civic
responsibilities, the rule of law and our system of
government. In addition, students examine the lives of
heroes and heroines who have defended our individual civil
rights and who have demonstrated the highest ideals of civic
responsibility. The lessons begin by considering the second
grade classroom as a community of citizens (students) who
have rights in that community and responsibilities to their
peers and the group.
Essential Questions
1. What are some responsibilities of a good citizen?
2. How did George Washington, Abraham Lincoln,
Susan B. Anthony, Helen Keller, Jackie Robinson,
and Martin Luther King, Jr. make contributions that
improved the lives of other Americans?
Suggested Time
This work plan would be an excellent introduction at the
beginning of the school year, because the focus History
and Social Science Standards of Learning fit with the
establishment of classroom rules and routines, an activity
incorporated into the work plans.
FOCUS STANDARDS OF
LEARNING
History and Social Science
2.10 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.
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.
2.12 The student will understand that the
United States is a land of people who
have diverse ethnic origins, customs,
and traditions, who make contributions
to their communities, and who are
united as Americans by common
principles.
English
2.1 The student will demonstrate an
understanding of oral language
structure.
a. Create oral stories to share with
others.
b. Create and participate in oral
dramatic activities.
c. Use correct verb tenses in oral
communication.
d. Use increasingly complex
sentence structures in oral
communication.
2.4 The student will use phonetic strategies
when reading and writing.
a. Use knowledge of consonants and
consonant blends in words.
b. Use knowledge of common vowel
patterns.
2.5 The student will use meaning clues
when reading.
a. Use pictures and diagrams.
b. Use information in the story to read
words.
c. Use titles and headings.
2.6 The student will use language structure
when reading.
a. Use knowledge of prefixes and
suffixes.
b. Use knowledge of contractions and
singular possessives.
c. Use knowledge of simple
abbreviations.
d. Use knowledge of sentence
structure.
e. Use knowledge of story structure
and sequence.
12
INITIAL ACTIVITY
The community in a classroom simulates the larger
community where students live with their parents, siblings,
and friends. Principles of cooperation and interdependence
allow students to develop personal responsibility and
understanding of citizenship.
Use the school’s Rights and Responsibilities Handbook to
introduce the privileges and responsibilities of the students’
citizenship. Together with the students, create classroom
rules or norms (behavior statements) based on the handbook
guidelines and school expectations. Display these norms
prominently in the classroom both for student behavior
modification and for instruction concerning the development
of laws. Have the students, working in pairs or teams,
perform skits that illustrate each of the classroom norms and
its importance to the group. [E 2.1] Select read-alouds,
shared books, and writing experiences to help develop these
concepts. [H/SS 2.10]
TASKS
GRADE 2, THEME I
FOCUS STANDARDS OF
LEARNING continued
English continued
2.7 The student will read fiction, nonfiction,
and poetry using a variety of strategies
independently.
a. Preview the selection.
b. Set purpose for reading.
c. Use pictures, phonics, meaning
clues, and language structure.
d. Reread and self-correct when
necessary.
2.8 The student will demonstrate
comprehension of fiction and nonfiction
selections.
a. Relate previous experiences to the
topic.
b. Read to confirm predictions.
c. Locate information to answer
questions.
d. Paraphrase information found in
nonfiction materials.
e. Describe characters and setting in
fiction selections and poetry.
f. Explain the problem, solution, or
central idea.
g. Write about what is read.
2.9 The student will write stories, letters,
and simple explanations.
a. Generate ideas before writing.
b. Organize writing to include a
beginning, middle, and end.
c. Revise writing for clarity.
d. Use available technology.
2.10 The student will edit final copies for
grammar, capitalization, punctuation,
and spelling.
a. Use declarative, interrogative, and
exclamatory sentences.
b. Capitalize all proper nouns and
words at the beginning of
sentences.
c. Use correct spelling for frequently
used words.
Task 1 (Civics Strand): It is vital that all students make the
transition from following classroom rules (rights and
responsibilities) to observing community rules/laws (rights
and responsibilities). Read fiction selections such as Officer Buckle and Gloria by Peggy
Rathmann, Island of the Skog by Steven Kellogg, Roxaboxen by Alice McLerran, and It Takes a
Village by Jane Cowen-Fletcher, and prompt students to identify the rights and responsibilities
of the characters in each book. Create a classroom chart comparing classroom norms with norms
in the fictional works. Have individual students role play good citizens from the readings and
dictate/write about their experiences as community members. [E 2.9] Have the class make a
bulletin board display with picture cutouts that demonstrate civic rights and responsibilities.
[Note: Additional activities for Island of the Skog are found on page 31 of Meet the Authors and
Illustrators, Vol. 2.]
Task 2 (Civics Strand): Discuss why important members in the class or school community are
important. Read nonfiction biographies of famous American heroes and heroines, making sure to
include George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson,
and Martin Luther King, Jr. (See page 12 of the 2001 History and Social Science Curriculum
Framework, Grade Two, for more information.) Acknowledge the famous Americans for their
GRADE 2, THEME I
13
defense of individual civil rights and the ways in which they met their responsibility to the
community. [H/SS 2.10; E 2.4, 2.5, 2.6, 2.7, 2.8]
Construct a large comparative chart illustrating the following:
Famous Americans
When did they live?
What was their civic contribution?
Thomas Jefferson
1743-1826
Wrote the Declaration of Independence
Founded the University of Virginia
Served as United States President
Abraham Lincoln
1809-1865
Wrote the Emancipation Proclamation
Served as United States President
Defended Union
Susan B. Anthony
1820-1906
Opposed slavery
Led the National Women’s Suffrage
Movement to gain voting rights for
women
Martin Luther King, Jr.
1929-1968
Led the Southern Christian Leadership
Conference
Gave the “I Have A Dream” speech in
1963
Won a Nobel Peace Prize
Discuss similarities and differences between important individuals in the school community and
the famous Americans in the biographies.
Task 3 (Civics Strand): Assign committees of three to four students each to represent the
famous Americans studied in Task 2. Have each committee create a postage stamp honoring its
outstanding citizen. Have the committees develop the stamps on large sheets of paper and
include pictorial and textual representations of that person’s civic contributions — e.g., Lincoln
breaking the bonds of slavery; Anthony casting her vote with a group of men; King speaking in
Washington on the Mall. [H/SS 2.10] Have committee members explain to the rest of the class
how their stamps illustrates the civic contributions of their outstanding citizens.
Task 4 (Time Strand): The concept of time is difficult for children who have lived such short
lives. We can help them extend their concept of time into the past by helping them to identify
with important past heroes and heroines. Children learn to experience the past by learning to
empathize with civic leaders who lived in earlier times.
Every classroom should have a time line for displaying symbols for and information about
important people and events in history. Make computer paper strips into time lines and place
them on the classroom or hallway wall. The time line might appear as follows:
Famous Americans and Events Time Line
Thomas Jefferson
Declaration of Independence
Abraham Lincoln
Emancipation Proclamation
Martin Luther King
“I Have a Dream” speech
_______________________________________________________________________________________
|
|
|
|
|
|
|
1700
1750
1800
1850
1900
1950
2000
14
GRADE 2, THEME I
To personalize the time line, have the members of the class mark the years of their birth on the
time line. For homework, have the students interview their parent to:
• determine their parents’ date of birth
• determine their grandparents’ date of birth
• determine which studied heroes and heroines lived during their parents’ lifetime
• determine which studied heroes and heroines lived during their grandparents’ lifetime
• discuss what their parents know about each of the heroes and heroines.
Provide students with an interview sheet containing questions to use in the interview and on
which to write answers to the questions. When the sheets are returned, have the class compile the
birth date information on the time line by decorating and then attaching sticky notes to the time
line. When finished, have the class discuss where the sticky notes are grouped and which famous
person(s) lived at that time.
Task 5 (Time Strand): Have each committee place its stamp on the time line at appropriate
points. When the time line is finished with all stamps displayed, discuss with the class the
sequence of events — the Declaration of Independence demanded rights for individuals, then the
Emancipation Proclamation freed slaves, then the 18th amendment gave women the right to vote,
then the “I Have a Dream” speech demanded justice for all. [H/SS 2.11]
Task 6 (Time Strand): Using large newsprint paper, compile information gathered from the
interviews about each of the heroes and heroines.
Task 7 (Time Strand): Reproduce a copy of the time line for individual seat work. Ask
students to record the birth dates of their parents and their grandparents on the time line, along
with their own birth dates. Collect these time lines for display and for portfolios.
Task 8 (Civics Strand): Use a video provided by your community to introduce the local
governmental body or individuals responsible for making laws (city council or board of
supervisors), carrying out laws (mayor or county executive and law enforcement officials), and
determining if laws have been violated (judges and court officials). After viewing the video,
introduce and discuss the following representative committees: [H/SS 2.10, 2.12]
• Law Making Committee: makes classroom rules and posts them for everyone to follow
• Mayor and Executive Committee: oversees classroom rules and encourages good
citizenship
• Law and Order Committee: mediates differences between students having conflicts and
keeps a discipline journal
• Postal Service Committee: delivers attendance to office and transmits notes and messages
for the classroom
• Environment Committee: tidies up learning centers and cares for classroom plants and
pets
• Public Relations Committee: produces a class newsletter and writes thank-you notes to
helpers and parent volunteers
GRADE 2, THEME I
•
15
History Committee: records class activities and compiles them for presentation; keeps
class time line current.
Explain to students how the members of each committee will function. Include:
• what the responsibilities of membership on the committee are
• how to choose a rotating chairperson
• how to give directions
• how to accept (follow) directions
• what the committee will do each week.
Including all the students in the class, create these committees and perform these functions in the
classroom. The whole class will first serve on the Law Making Committee to create and post
classroom rules. (The teacher can function as a mayor or executive.) Introduce a new committee
every three to eight days, and assign the entire class to perform the responsibilities of that
committee. As each committee is studied, a chart explaining the committee and its function will
be created and posted in the classroom. After all the committees have been studied, actual
classroom committees can be formed, begin operating, and continue to perform their
responsibilities throughout the year. Each classroom committee should have four to five
members, and students should rotate onto different committees several times throughout the
year. Committee hats (painted on construction paper) can be worn to identify membership.
[H/SS 2.12; E 2.1, 2.4, 2.10]
Suggested charts to be displayed in the classroom are as follows:
Mayor and Executive Committee
Oversees classroom rules, ensuring that they are followed
Encourages good citizenship
Presides over class meetings
Law and Order Committee
Mediates differences among students
Keeps a journal of rules broken
Reports progress during class meetings
Postal Service Committee
Delivers handouts to students
Delivers attendance to the office
Delivers notes and messages
Environment Committee
Tidies up centers
Supervises afternoon cleanup
Cares for class plants and pets
GRADE 2, THEME I
16
Public Relations Committee
Produces a class newspaper/letter
Designs class invitations
Writes thank-you notes
History Committee
Compiles an ongoing collection of class activity records
Selects weekly entries and make an attractive presentation
Keeps classroom time lines current
Task 9 (Civics Strand): After each committee has been established, conduct a discussion among
the students, comparing what the committees do with what city/county government committees
do, as described in the video. Create a comparative chart placing classroom committees next to
local agencies that have similar functions: [H/SS 2.10]
Classroom
Law Making Committee
Mayor and Executive Committee
Law and Order Committee
Postal Service Committee
Environment Committee
Public Relations Committee
History Committee
City/County
City Council/Board of Supervisors
Mayor/County Executive
Police/Court/Attorneys
(Not a city/county service)
Recreation/forestry/recycling
Public Relations Staff
Recorders in City/County Center
Task 10 (Civics Strand): For a transition to state governmental functions, show a video such as
Greetings from Your State Legislator. Create a comparative chart placing state agencies which
make, carry out, and determine violations of the laws next to local agencies that have similar
functions: [H/SS 2.10]
State of Virginia
Legislature (House of Delegates and Senate)
Governor and Executive Staff
State Police/Courts/Attorney General
(No Postal Service)
Environmental Protection Agency
Public Relations Staff
Record keepers in each agency
City/County
City Council/Board of Supervisors
Mayor/County Executive
Police/Court/Attorneys
(No Postal Service)
Recreation/forestry/recycling
Public Relations Staff
Recorders in City/County Center
Task 11 (Civics Strand): For a transition to the federal level, read selections on the Constitution
and the three branches of the federal government from such books as The Congress, The
Constitution, and The Supreme Court by Patricia Ryon Quiri in the New True Series. Expand the
comparative chart in Task 10 to three columns to include the federal level. [H/SS 2.10] It would
be a good idea to review how the classroom committees parallel similar functions at the local,
state, and federal levels of government. This could be accomplished by placing four pages of large
GRADE 2, THEME I
17
newsprint on the front wall where the students could see how laws (rules) are made, how laws
are carried out, and how law and order is accomplished. They should notice that the only parallel
to their Postal Service occurs at the federal level. [Note: This could lead back to a discussion of
the stamps that the students made for famous Americans and why stamps are issued.] [H/SS
2.10]
CONCLUDING ACTIVITY
Working in groups of three, students choose one level of government (local, state, or federal) and
depict on a mural/poster:
• who makes laws
• who carries out laws
• who determines if laws have been violated.
After each group has presented its mural/poster, it will be put on display in the classroom or
hallway. Performance criteria include the number of illustrations, clarity of the illustrations, and
their accuracy and decoration. [H/SS 2.10]
ASSESSMENT
Final Product Assessment: The murals/posters will be evaluated using the following rubric. The
famous American postage stamps can be evaluated using a similar rubric.
Student Name
Score
Standard 1: Decoration
Standard 2: Government
Standard 3: Clarity
3 Points
Poster is fully decorated
with accurate information.
Poster has three or more
illustrations of
government.
Poster is clear and easily
understood.
2 Points
Poster is partially decorated
with accurate information.
Poster has two illustrations
of government.
Poster is fairly
understandable.
1 Point
Poster is not well decorated
with accurate information.
Poster has one illustration
of government.
Poster is confusing and
hard to understand.
0 Points
Poster lacks any decoration.
Poster lacks any
illustration of government.
Poster is incomprehensible.
GRADE 2, THEME I
18
Portfolio Assessment: Because this is the first history and social science unit for the year, the
student portfolio should be launched with collections of student work representing specific
knowledge and skills:
• personal time line: demonstrates comprehension of the meaning of distance between two
points on a time line. (Time Strand)
• interview notes: demonstrates note-taking and communication skills. (English Connection)
Note-taking and use of a time line are important skills to be practiced throughout the year. Using
the materials in these portfolios as a baseline, the teacher can determine individual progress in
subsequent activities.
Multiple-Choice Theme Checkup: A teacher-prepared test provides for evaluation of
individuals on specific History and Social Science Standards of Learning. The teacher should read
the questions aloud and guide student practice in completing the multiple-choice questions. In the
Government Functions Test, the teacher reads the words and directs students to choose the
correct words from the word bank and write them in the blanks. Picture prompts might be used
to help students identify words and phrases. These matching-type questions are presented in a
multiple-choice format as further practice for the third-grade state Standards of Learning
assessment. [Note: Teachers may want to develop the tests as a whole-class activity.]
FAMOUS AMERICANS TEST
Multiple-Choice: Circle the best answer for each question.
Abraham Lincoln
A wrote the Emancipation Proclamation.
B wrote the Declaration of Independence.
C wrote the “I Have a Dream” speech.
D led the fight for women’s suffrage.
Susan B. Anthony
A wrote the Emancipation Proclamation.
B wrote the Declaration of Independence.
C wrote the “I Have a Dream” speech.
D led the fight for women’s suffrage.
Martin Luther King Jr.
A wrote the Emancipation Proclamation.
B wrote the Declaration of Independence.
C wrote the “I Have a Dream” speech.
D led the fight for women’s suffrage.
GOVERNMENT FUNCTIONS TEST
Fill in the blanks with words from the word bank, telling how government works.
Makes laws
Carries out laws
Determines law violations
Delivers mail
County or City Government
____________________________
____________________________
____________________________
____________________________
GRADE 2, THEME I
19
Makes laws
Carries out laws
Determines law violations
Delivers mail
State Government (Richmond)
____________________________
____________________________
____________________________
____________________________
Makes laws
Carries out laws
Determines law violations
Delivers mail
Federal Government (Washington)
____________________________
____________________________
____________________________
____________________________
Word Bank:
legislature
Congress
city council or board of supervisors
mayor or city manager
President
Governor
state police
local police
FBI
post office
no post office
Teacher Observation and Judgment: Several activities in this unit involve students in small
groups, performing skits illustrating civic behaviors, and serving on committees governing the
classroom. Most of these student behaviors can best be recorded and assessed by the teacher
establishing regular times to observe and make judgments of student performance in these areas.
A sample observation sheet might resemble the following:
SMALL GROUP BEHAVIORS
NAME
Behavior
Group Work
•
acts as leader
•
follows others
•
works cooperatively
•
contributes to group work
Role Play
•
follows directions
•
performs role well
•
actively engages in role
•
provides accurate information
Committee Assignments
•
follows written directions
•
performs tasks routinely
•
remembers assignments
Citizenship Role
•
knows rights and duties
•
acts out rights and duties
MARKING PERIOD 1 2 3 4
Yes
No
DATE
Sometimes
Comments
GRADE 2, THEME II
21
THEME II
EXPERIENCING HISTORY THROUGH COMMUNITY CONTRIBUTIONS AND
HERITAGE: AMERICAN INDIAN (FIRST AMERICAN) COMMUNITIES IN VIRGINIA
AND ELSEWHERE
The activities contained in this document are presented as samples only.
While some activities offer a broader scope than that required by the
Standards of Learning, all of the standards for this grade level or course
have not necessarily been addressed. Teachers should rely on the 2001
History and Social Science Curriculum Framework when developing
lessons that align with the History and Social Science Standards of
Learning to ensure that all critical content has been taught.
Essential Questions
1. In what ways were the American Indians (First
Americans) in Virginia like and different from the
Sioux and Pueblo Indians?
2. Who are some of the American Indians (First
Americans) who lived in Virginia and in other regions
of the United States?
3. What are some contributions of the American Indians
(First Americans)?
4. What contributions of ancient peoples continue
today?
This theme consists of four different but nevertheless related
essential questions. The first three provide students with the
opportunity to study life in three different American Indian
(First American) communities, concentrating on the time of
their earliest contact with Europeans. Life in a Virginia Indian
community forms the basis for comparisons with a nomadic
Indian community (e.g., Sioux, Inuits) and a settled
agricultural Indian community (e.g., Pueblo, Hopi).
Comparisons focus upon:
• myths and legends that explain life experiences and
beliefs about nature
• shelter — descriptions of both temporary and
permanent houses
• food — hunted, gathered, and farmed
• clothing — sources of cloth and skins
• physical location and environment
• leisure activities — music and games (optional).
Suggested Time
About four to five weeks
FOCUS STANDARDS OF
LEARNING
History and Social Science
2.2 The student will compare the lives and
contributions of American Indians (First
Americans), with emphasis on the
Powhatan of the Eastern Woodland, the
Sioux of the Plains, and the Pueblo
people of the Southwest.
English
2.1 The student will demonstrate an
understanding of oral language
structure.
a. Create oral stories to share with
others.
b. Create and participate in oral
dramatic activities.
c. Use correct verb tenses in oral
communication.
d. Use increasingly complex
sentence structures in oral
communication.
2.2 The student will continue to expand
listening and speaking vocabularies.
a. Use words that reflect a growing
range of interests and knowledge.
b. Clarify and explain words and ideas
orally.
c. Give and follow oral directions with
three or four steps.
d. Identify and use synonyms and
antonyms in oral communication.
2.3 The student will use oral
communication skills.
a. Use oral language for different
purposes: to inform, to persuade,
and to entertain.
b. Share stories or information orally
with an audience.
c. Participate as a contributor and
leader in a group.
d. Paraphrase information shared
orally by others.
2.4 The student will use phonetic strategies
when reading and writing.
a. Use knowledge of consonants and
consonant blends in words.
b. Use knowledge of common vowel
patterns.
2.5 The student will use meaning clues
when reading.
a. Use pictures and diagrams.
b. Use information in the story to read
words.
c. Use titles and headings.
22
INITIAL ACTIVITY
Define legend as a story that is invented to explain about
something or someone from the past. Have the entire class
make up a story about how their school got its name. Ask
individual students to choose something in nature and make
up legends explaining how that natural thing came to be.
(Examples: How do stars get into the sky? How does the
moon travel across the sky? How does a red flower get its
color? [E 2.8] Legends are key to understanding American
Indian (First American) heritage; thus this theme begins with
a literature focus, using the books of Paul Goble. Read aloud
Her Seven Brothers. Discuss the importance of legends to
explain the nature of American Indian (First Amerian) life
and culture. Focus on the written language of American
Indians (First Americans) by explaining pictographs. Provide
students with a page showing commonly used pictographs.
Cut a large buffalo shape out of brown bulletin board paper,
and crumple it slightly to make it resemble the animal. Have
the students retell the events of the story by writing words
and pictographs on the simulated buffalo hide.
GRADE 2, THEME II
FOCUS STANDARDS OF
LEARNING continued
English continued
2.6 The student will use language structure
when reading.
a. Use knowledge of prefixes and
suffixes.
b. Use knowledge of contractions and
singular possessives.
c. Use knowledge of simple
abbreviations.
d. Use knowledge of sentence
structure.
e. Use knowledge of story structure
and sequence.
2.7 The student will read fiction, nonfiction,
and poetry using a variety of strategies
independently.
a. Preview the selection.
b. Set purpose for reading.
c. Use pictures, phonics, meaning
clues, and language structure.
d. Reread and self-correct when
necessary.
2.8 The student will demonstrate
comprehension of fiction and nonfiction
selections.
a. Relate previous experiences to the
topic.
b. Read to confirm predictions.
c. Locate information to answer
questions.
d. Paraphrase information found in
nonfiction materials.
e. Describe characters and setting in
fiction selections and poetry.
f. Explain the problem, solution, or
central idea.
g. Write about what is read.
2.9 The student will write stories, letters,
and simple explanations.
a. Generate ideas before writing.
b. Organize writing to include a
beginning, middle, and end.
c. Revise writing for clarity.
d. Use available technology.
2.10 The student will edit final copies for
grammar, capitalization, punctuation,
and spelling.
a. Use declarative, interrogative, and
exclamatory sentences.
b. Capitalize all proper nouns and
words at the beginning of
sentences.
c. Use correct spelling for frequently
used words.
2.11 The student will locate information in
reference materials.
a. Use a table of contents.
b. Examine pictures and charts.
c. Use dictionaries and indices.
d. Use available technology.
Read additional legends in the Paul Goble series: Star Boy,
Iktomi, Buffalo Woman, and Gift of the Sacred Dog, taking
time to discuss how the legends outline American Indian
(First American) beliefs and ways of living. Using the
Interactive Writing strategy, have students create a list of the
characteristics of American Indian (First American) legends.
Conduct a read-aloud, using for example, the First Americans
Series by Holiday House, which illustrates life in America at
the time when the European settlers arrived. Divide the class
into small groups, giving each the responsibility to write its
own legend about life before the settlers came. Their second
assignment will be to develop pictographs that might
accompany their legends. Completed works are shared with
the class and then displayed in the classroom or hallway
[E 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10]. To reinforce
the students’ understanding of pictographs, they can work
with the art teacher to make a clay tablet on which a
pictograph can be etched. While the tablet is wet, holes can be punched in its top so it can
become a wall hanging.
GRADE 2, THEME II
23
TASKS
Task 1 (Time Strand): Use the books in the New True Series of Native Americans for
background information on American Indian (First American) communities. Lead the class
through an investigation into the Powhatan community in Virginia, using Indians of Virginia by
Sharon Adams to gather specific information [Note: This book in the Commonwealth Studies
Project is out of print, but it is available in many libraries. It includes substantial information
about Powhatan daily life. It was written for fourth-grade students, but it can be adapted for
second grade use.] Create a series of large charts from newsprint, using one of the following
headings for each: [H/SS 2.2]
• Myths/Legends of the Powhatan
• Houses of the Powhatan
• Foods/Crops of the Powhatan
• Clothing of the Powhatan
• Music and Games of the Powhatan.
Provide information for the charts from material read aloud to the class, material read silently by
the students, and visuals shown to the class. Focus class discussions on one component at a time
(e.g., as students respond to questions about Powhatan houses, the teacher writes words or
pictographs on the chart or attaches pictures to it).
Task 2 (Space/Place Strand): On a large outline map of North America showing Virginia and
the surrounding states locate the Powhatan tribal area. (If necessary, use an overhead projector to
project an outline map on a large white sheet of paper.) Lead a discussion of what the
environment was like when European settlers came to Virginia — tall canopy of trees, trails
connecting different American Indian communities for trade, small open fields for growing corn.
[H/SS 2.2]
Task 3 (Art Connection): Working in cooperation with the art specialist, assign the students
different art/artifact projects for inclusion in a “Powhatan museum” [H/SS 2.2]. Students could be
assigned to make:
• models or pictures of long houses in which Powhatan families lived
• clothing or pictures of clothing such as foot coverings, headdresses, dresses, leggings
• descriptions of food product (written with pictures)
• rules for games and pictures of how the game was played.
Display the art/artifacts in a designated learning center.
Task 4 (Physical Education Connection): Working with the physical education specialist,
have the students perform one or more of the Powhatan (or other American Indian [First
American] tribe) games. Lead a discussion about why the American Indians (First Americans)
would play games. Ask the students if these games are like any of our games today. [H/SS 2.2]
GRADE 2, THEME II
24
Task 5 (Space/Place Strand): Assign small groups of three to four students each to conduct
research on a single American Indian (First American) community. Forming a number of small
groups will permit coverage of several tribes (Sioux, Pueblo, Hopi, Navajo, Cheyenne, Apache,
Cherokee, Seminole, Mohawk and Inuits). Make certain that at least one tribe is selected from
each of four regions — Plains, Northwest, Southwest, and Eastern forest. Each group is to locate
information about the location, housing, food, and clothing of its tribe. A variety of writing
experiences, such as the step book format, can be used as information is gathered. [H/SS 2.2; E
2.11] As each group presents this information, the teacher records what is said. The students
should begin by locating their tribe on the large outline map of North America and describing the
environment in which they lived (arid, wet, trees, grasslands, cold, hot, etc.) Later, the teacher
guides the students through a discussion about how the environment influences clothing, housing,
and food.
Task 6 (Space/Place Strand): When all of the groups have finished their presentations, the
teacher leads a discussion comparing the Powhatan way of life with each of the other tribes,
reviewing how the Powhatan built houses, what foods they consumed, what clothing they wore,
and where they lived. (see chart below). [H/SS 2.2; E 2.11]
Task 7 (Music Connection): The music teacher can introduce songs about American Indian
(First American) life and introduce characteristics of American Indian (First American) music.
[H/SS 2.2]
CONCLUDING ACTIVITY
Using the art/artifacts from the class “Powhatan museum,” each group explains how its tribe’s
community life was similar to or different from Powhatan community life — i.e., housing, food,
and clothing. After the presentations, the class will demonstrate their knowledge by completing a
Venn diagram or comparative chart to compare the Powhatan tribe to the nomadic American
Indian (First American) communities and to the settled, agricultural American Indian (First
American) communities. (See page 2 of the 2001 History and Social Science Curriculum
Framework, Grade Two.)
COMPARATIVE FEATURE
Foods
Clothing (women)
Clothing (men)
Housing
VIRGINIA (Powhatan)
NOMADIC (Sioux)
SETTLED (Hopi)
GRADE 2, THEME II
25
Using the following grid, have each group decide where they would place the American Indian
(First American) tribe that they researched. [H/SS 2.2; E 2.11]
HOT LAND
COLD LAND
Inuit
Pueblo
WET LAND
DRY LAND
Each group explains where its tribe is located. Ask group members to explain how temperature
and amount of rainfall influenced the way these tribes lived — their housing, food, and clothing.
ASSESSMENT
See the “Multiple-Choice Theme Checkup” at the end of the fourth work plan on page 32.
GRADE 2, THEME II
27
THEME II
EXPERIENCING HISTORY THROUGH COMMUNITY CONTRIBUTIONS AND
HERITAGE: C ONTINUING CONTRIBUTIONS OF ANCIENT PEOPLES
The activities contained in this document are presented as samples only.
While some activities offer a broader scope than that required by the
Standards of Learning, all of the standards for this grade level or course
have not necessarily been addressed. Teachers should rely on the 2001
History and Social Science Curriculum Framework when developing
lessons that align with the History and Social Science Standards of
Learning to ensure that all critical content has been taught.
Essential Question 4: What contributions of ancient
peoples continue today?
The fourth essential question provides students with the
opportunity to study two ancient cultures — ancient Egypt
and ancient China. Emphasis is placed upon written
language, laws, calendars, and architecture.
Building upon their knowledge of pictographs, symbols, and
sign language in American Indian (First American)
communities, students learn about the development of a
written language consisting of hieroglyphics in ancient
Egypt and China. They build upon their understanding of a
settled community to understand these ancient civilizations.
Raising crops in a settled community required the Egyptians
and Chinese to understand and mark the passing of days,
months, and seasons; thus they developed calendars. Much
larger than American Indian (First American) communities,
Egypt and China established laws to govern the way people
behaved (review Theme I). Finally these great civilizations
had wealth with which they produced great works of
architecture — the pyramids and the Great Wall.
Suggested Time
Approximately four to five weeks
FOCUS STANDARDS OF
LEARNING
History and Social Science
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.
2.4 The student will develop map skills by
a) locating China and Egypt on world
maps;
b) locating the regions of the
Powhatan, Sioux, and Pueblo
Indians on United States maps;
c) comparing the climate, land, and
plant life of these regions;
d) describing how people in these
regions adapt to their environment.
2.6 The student will demonstrate map skills
by constructing simple maps, using
title, map legend, and compass rose.
2.8 The student will distinguish between the
use of barter and money in the
exchange for goods and services.
English
2.1 The student will demonstrate an
understanding of oral language
structure.
a. Create oral stories to share with
others.
b. Create and participate in oral
dramatic activities.
c. Use correct verb tenses in oral
communication.
d. Use increasingly complex
sentence structures in oral
communication.
2.2 The student will continue to expand
listening and speaking vocabularies.
a. Use words that reflect a growing
range of interests and knowledge.
b. Clarify and explain words and ideas
orally.
c. Give and follow oral directions with
three or four steps.
d. Identify and use synonyms and
antonyms in oral communication.
28
INITIAL ACTIVITY
This activity will introduce Egypt and China as two ancient
civilizations that have had a major impact on world history.
[H/SS 2.1] The teacher shows a real passport to the class.
The students develop their own passports/journals that
include all of their personal data (height, hair color, eye color,
weight, age, birth date, personal identification marks) on the
first page. A personal photo is included, if possible. The
passport/journal contains several pages for the student to
record daily experiences as he/she travels to and around
Egypt and China.The students make the passport/journal in
two sections, one for Egypt, and one for China. They put the
following four headings on four pages in each section:
• Language (writing processes, hieroglyphics)
• Laws (how they governed the people)
• Calendars (recording days, months, seasons)
• Architectural monuments (pyramids, Great Wall).
TASKS
Task 1 (Space/Place Strand): Introduce students to the
locations of China and Egypt on a globe. Place adhesive dots
at the center of each country. Note how Egypt is located on
the Nile River, while China is located on the Yellow (Hwang
He) River. Review how settled communities need water for
their crops. Using a brightly colored string or ribbon, show
on the globe the spatial relationship of Egypt to the United
States and Virginia. Do the same for China.
[Intersection of H/SS 2.1 and 2.4]
GRADE 2, THEME II
FOCUS STANDARDS OF
LEARNING continued
English continued
2.3 The student will use oral
communication skills.
a. Use oral language for different
purposes: to inform, to persuade,
and to entertain.
b. Share stories or information orally
with an audience.
c. Participate as a contributor and
leader in a group.
d. Paraphrase information shared
orally by others.
2.4 The student will use phonetic strategies
when reading and writing.
a. Use knowledge of consonants and
consonant blends in words.
b. Use knowledge of common vowel
patterns.
2.5 The student will use meaning clues
when reading.
a. Use pictures and diagrams.
b. Use information in the story to read
words.
c. Use titles and headings.
2.6 The student will use language structure
when reading.
a. Use knowledge of prefixes and
suffixes.
b. Use knowledge of contractions and
singular possessives.
c. Use knowledge of simple
abbreviations.
d. Use knowledge of sentence
structure.
e. Use knowledge of story structure
and sequence.
2.7 The student will read fiction, nonfiction,
and poetry using a variety of strategies
independently.
a. Preview the selection.
b. Set purpose for reading.
c. Use pictures, phonics, meaning
clues, and language structure.
d. Reread and self-correct when
necessary.
2.8 The student will demonstrate
comprehension of fiction and nonfiction
selections.
a. Relate previous experiences to the
topic.
b. Read to confirm predictions.
c. Locate information to answer
questions.
d. Paraphrase information found in
nonfiction materials.
e. Describe characters and setting in
fiction selections and poetry.
f. Explain the problem, solution, or
central idea.
g. Write about what is read.
Task 2 (Space/Place Strand): Prepare large outline maps
of Egypt and China for the bulletin board. As the students
study great architectural monuments such as the pyramids,
hieroglyphs, calendars, and law tablets, have them place
symbols for these things on the maps. Finally, help the
students develop map legends explaining these symbols. [Intersection of H/SS 2.1 and 2.6]
GRADE 2, THEME II
Task 3: To stimulate interest and introduce available books
and materials, conduct a “Quick Book Look” activity in
which pairs of students take a quick look at a book or other
material about Egypt or China and then write on a card one
question arising from their look. Have each pair share their
note card question with the class. The teacher generates a
KWL chart listing the questions on a large sheet of
newsprint, which could be cut to resemble a pyramid. Have
the class answer these questions as they proceed with their
studies. Make certain that the list includes questions about
language, calendars, laws, and architecture. [E 2.7, 2.11]
Task 4: From the KWL chart, identify key vocabulary
words to be used in direct instruction — i.e., words that
would be included in an index, a table of contents, or an
electronic encyclopedia. Encourage the students to use these
words in their daily travel journals. [E 2.11]
29
FOCUS STANDARDS OF
LEARNING continued
English continued
2.9 The student will write stories, letters,
and simple explanations.
a. Generate ideas before writing.
b. Organize writing to include a
beginning, middle, and end.
c. Revise writing for clarity.
d. Use available technology.
2.10 The student will edit final copies for
grammar, capitalization, punctuation,
and spelling.
a. Use declarative, interrogative, and
exclamatory sentences.
b. Capitalize all proper nouns and
words at the beginning of
sentences.
c. Use correct spelling for frequently
used words.
2.11 The student will locate information in
reference materials.
a. Use a table of contents.
b. Examine pictures and charts.
c. Use dictionaries and indices.
d. Use available technology.
Task 5: Demonstrate to the students how to use a table of contents and an index, as well as how
to conduct a word search on CD-ROM, if available, to find answers to the KWL questions.
[E 2.11]
Task 6: Discuss how Egyptian hieroglyphs are the basis of the Egyptian written language and
how Egyptians decorated their houses with hieroglyphs that spoke of good things. Using the
alphabet of Egyptian hieroglyphs, have students write and share/display personal good things
[E 2.2]. Ask students to compare Egyptian hieroglyphs with American Indian (First American)
pictographs. Discuss how the Egyptian written language was more advanced than that of the
American Indians (First Americans).
Task 7 (Time Strand): Create and use the calendar corner to show how our calendar is based on
the earth’s revolution around the sun — a solar calendar of 365 days. The Egyptians had the
first solar or 365-day calendar. Create a T-chart comparing the Egyptian and the modern-day
calendars. [H/SS 2.1]
Task 8: Read aloud Egyptian Cinderella by Shirley Climo and Yen-Shen: A Cinderella Story from
China by Ai-Ling Louie Use these read-aloud activities to explore literary elements and deepen
understanding of story structures. Incorporate activities modeled during class instruction into
guided reading and literature circles later on. Such activities may include:
• story graphic organizers with elements of fiction that focus on time, place, and characters
[E 2.8]
• genre matrix showing the characteristics of fairy tales [E 2.7]
• Readers theater and other dramatizations for which students write their own scripts.
[E 2.1, 2.3, 2.9, 2.10]
30
GRADE 2, THEME II
Task 9 (Civics Strand): Building upon the study of laws in Theme I, ask students to answer
three questions about laws in ancient Egypt:
• Who made the laws? (pharaoh)
• Who enforced (carried out) the laws? (pharaoh)
• Who determined if the laws were violated? (pharaoh)
Discuss the role of the pharaoh with the students, emphasizing that he was not only an allpowerful, absolute ruler, but was also nearly a god. Explain how pyramids were used to honor
the pharaoh in life and death.
Task 10 (Economics Strand): Discuss how the rich soil of the Nile River Valley made farming
very productive. Explain that as a result, the Egyptians were able to grow more wheat each year
than they needed for food. They built houses to store (save) the surplus wheat. With this
surplus food, fewer people were needed for farming, thereby making more people available for
building pyramids. Show students that storehouses of wheat are like banks today; they keep our
savings (wheat or money) safe until we need them. Emphasize that savings represent wealth in a
society. [H/SS 2.7]
Task 11: Reread Yen-Shen: A Cinderella Story from China. Remind students of the features
(language, laws, calendar, and architecture) that were studied during the study of ancient Egypt.
Ask questions such as “Did you notice a pyramid in this story? Did you notice any
hieroglyphs?” List the features observed in the story about Chinese culture, focusing on
monuments, written language, calendars, and laws. [H/SS 2.1]
Task 12: Again locate China on the globe, and show its relationship to the United States and
Virginia. Point to the outline map of China where students will place symbols representing the
things they learn about China. [H/SS 2.4]
Task 13: Direct students to the China section of their passport/journal. Remind them that they
are to record information about ancient China daily. [H/SS 2.1]
Task 14: Reinforce the English 2.8 and 2.11 skills taught under the Egypt section. Review the
steps to be followed in using indexes, tables of contents, and word searches on CD-ROM. Model
the process of using these skills again, and then provide opportunities for students to apply
these skills independently.
Task 15: On a large kite, record KWL facts about China along with vocabulary words essential in
the use of an index, a table of contents, and a word search on CD-ROM. [E 2.11]
Task 16: Read Tikki Tikki Tembo by Arlene Mosel, which focuses attention on architecture,
laws, language, and calendars, along with other aspects of culture such as celebrations. Form
student groups to discuss features of Chinese culture portrayed in the book.
GRADE 2, THEME II
31
Direct a group discussion to include architecture, laws, language, and calendars. Have students
create individual kites, decorating each of them with one feature they have learned about China’s
way of life. [E 2.9]
Task 17: After reading Seven Chinese Brothers by Margaret Mahy, guide students in
dramatizing the story. [E 2.1] Then have the class discuss features of Chinese life.
Task 18: Read Postcards from China by Zoe Dawson. Direct each student to write his/her own
postcard explaining one fact learned about China. [H/SS 2.1]
Task 19: Discuss how China was the first civilization to make paper. Have students create
scrolls, using chopsticks and construction paper. Scrolls can be used in subsequent writing
activities. [Note: Making paper might be a useful whole-class activity.] [H/SS 2.1]
Task 20: Read Tongue Cut Sparrow by Momoko Ishii. Show additional books, pictures, and
posters about the Chinese written language. Then have each student create a character that
represents a word or idea of his own choosing. Have students take turns sharing their language
characters with their classmates. Display these student products. [E 2.3]
Task 21: Reread Tikki Tikki Tembo by Arlene Mosel or another selection. Discuss the
importance of family and honor. Have the students “Think, Pair, and Share” about family
memories or a favorite relative. Have the students write a paragraph about their favorite relative.
[E 2.9]
Task 22: Read Great Wall of China by Leonard Fisher. Have the students build a model of the
Great Wall. Assign a student to draw the Great Wall on the map of China. [H/SS 2.4]
Task 23 (Civics Strand): Building upon the study of laws in ancient Egypt, ask students to
answer three questions about laws in ancient China: [H/SS 2.10]
• Who made the laws?
• Who enforced (carried out) the laws?
• Who determined if the laws were violated?
Compare the emperor of China with the pharaoh in Egypt. Compare the building of the Great
Wall of China with the construction of the pyramids in Egypt.
CONCLUDING ACTIVITY
Form committees of three to four students each, and have each committee design a travel
brochure that presents information about Egypt and China. Pages in the brochure should
GRADE 2, THEME II
32
explain that country’s architecture, laws, written language, and calendars, together with a brief
explanation of the influence of these features on world history. [H/SS 2.1] Help the students
gather and organize information for the brochure on a graphic organizer. Use either a graph chart
with “feature” listed down the side and “Egypt,” “China,” and “World” across the top; or
mapping boxes or a web, with China or Egypt in the center and important features on the
branches.
ASSESSMENT
Final Product Assessment: The travel brochure can be evaluated, using the following or a
similar rubric:
Student Name
Score
Standard 1: Laws
Standard 2: Calendars
Standard 3: Language
Standard 4: Architecture
2 Points
Brochure has ample
examples of laws.
Brochure has ample
examples of calendars.
Brochure has ample
examples of language.
Brochure has ample
examples of architecture.
1 Point
Brochure has partial
examples of laws.
Brochure has partial
examples of calendars.
Brochure has partial
examples of language.
Brochure has partial
examples of architecture.
0 Points
Brochure has no
examples of laws.
Brochure has no
examples of calendars.
Brochure has no
examples of language.
Brochure has no examples
of architecture.
Portfolio Assessment: Items to add to the portfolio include:
• the writings undertaken in Task 5 under the second work plan
• the student’s passport/journal in the initial activity under the third work plan
• the personal good things written in hieroglyphs from Task 6 under the third work plan
• records of story structure graphic organizers from Task 8 under the third work plan
• the postcard from China from Task 18 under the third work plan
• the Chinese language character from Task 20 under the third work plan
• the student’s writing from Task 21 under the third work plan.
Multiple-Choice Theme Checkup: A teacher-prepared test based on information learned from
group research and presentations provides for evaluation of individuals on specific History and
Social Science Standards of Learning. The teacher should read the questions aloud and guide
student practice in completing the multiple-choice questions. In the ancient China/Egypt test, the
teacher reads the words and directs students to choose the correct words from the word bank and
write them in the blanks. Picture prompts might be used to help students identify words and
phrases. These matching-type questions are presented in a multiple-choice format as further
practice for the third-grade state Standards of Learning assessment. [Note: Teachers may want to
develop the tests as a whole-class activity.
GRADE 2, THEME II
33
AMERICAN INDIANS (FIRST AMERICANS) TEST
Multiple-Choice: Circle the best answer for each question.
The Powhatan Indians were located in
A the West
B the Southwest
C Virginia
D New York
Which of these tribes was nomadic?
A Inuit
B Hopi
C Powhatan
D Navajo
Which of these tribes lived in a cold, wet land?
A Inuit
B Navajo
C Hopi
D Powhatan
ANCIENT CHINA/EGYPT TEST
Fill in the blanks with words from the word bank describing ancient China and Egypt.
Leader of Egypt
Leader of China
Written language in Egypt
Famous construction project in China
Famous construction project in Egypt
Word Bank
pharaoh
emperor
calendar
hieroglyphics
____________________________
____________________________
____________________________
____________________________
____________________________
Great Wall
pyramids
pictographs
Teacher Observation and Judgment: Several activities in this unit involve students in small
groups, performing skits illustrating civic behaviors, and serving on committees that govern the
classroom. Most of these student behaviors can best be recorded and assessed by the teacher
establishing regular times to observe and make judgments of student performance in these areas.
Check to see if your school district offers any observation sheets for this purpose. A sample
might resemble the following:
GRADE 2, THEME II
34
SMALL GROUP BEHAVIORS
NAME
Behavior
Group Work
•
acts as leader
•
follows others
•
works cooperatively
•
contributes to group work
Role Play
•
follows directions
•
performs role well
•
actively engages in role
•
provides accurate information
Committee Assignments
•
follows written directions
•
performs tasks routinely
•
remembers assignments
Citizenship Role
•
knows rights and duties
•
acts out rights and duties
MARKING PERIOD 1 2 3 4
Yes
No
DATE
Sometimes
Comments
GRADE 2, THEME III
35
THEME III
DISCOVERING HOW GEOGRAPHY DEFINES A COMMUNITY: MAPS
The activities contained in this document are presented as samples only.
While some activities offer a broader scope than that required by the
Standards of Learning, all of the standards for this grade level or course
have not necessarily been addressed. Teachers should rely on the 2001
History and Social Science Curriculum Framework when developing
lessons that align with the History and Social Science Standards of
Learning to ensure that all critical content has been taught.
Essential Questions
1. How do map elements (legend, title, compass rose,
scale, symbols) help in locating physical features and
political units on a map and help in interpreting
maps?
2. How and why do communities change over time?
The first work plan focuses upon maps and map features —
using legend and symbols to locate and explain physical
features and political units. The second work plan introduces
students to three important concepts — urban, rural and
suburban communities. Building upon questions, students
begin to use maps and map facts while investigating
characteristics of their home community.
Essential Question 1: The students construct a map of the
North American continent, using essential map elements, and
they describe the United States as composed of states and
major land forms. They read tall tales that describe important
physical features in North America. Using icons to represent
these physical features, the students learn how states and
land forms shaped our nation.
Suggested Time
Approximately four to five weeks
FOCUS STANDARDS OF
LEARNING
History and Social Science
2.4 The student will develop map skills by
a) locating China and Egypt on world
maps;
b) locating the regions of the
Powhatan, Sioux, and Pueblo
Indians on United States maps;
c) comparing the climate, land, and
plant life of these regions;
d) describing how people in these
regions adapt to their environment.
2.5 The student will develop map skills by
a) locating the equator, the seven
continents, and the four oceans on
maps and globes;
b) locating selected rivers (James
River, Mississippi River, Rio
Grande), mountain ranges
(Appalachian Mountains and Rocky
Mountains), and lakes (Great
Lakes) in the United States.
2.6 The student will demonstrate map skills
by constructing simple maps, using
title, map legend, and compass rose.
English
2.1 The student will demonstrate an
understanding of oral language
structure.
a. Create oral stories to share with
others.
b. Create and participate in oral
dramatic activities.
c. Use correct verb tenses in oral
communication.
d. Use increasingly complex
sentence structures in oral
communication.
2.3 The student will use oral
communication skills.
a. Use oral language for different
purposes: to inform, to persuade,
and to entertain.
b. Share stories or information orally
with an audience.
c. Participate as a contributor and
leader in a group.
d. Paraphrase information shared
orally by others.
2.4 The student will use phonetic strategies
when reading and writing.
a. Use knowledge of consonants and
consonant blends in words.
b. Use knowledge of common vowel
patterns.
2.5 The student will use meaning clues
when reading.
a. Use pictures and diagrams.
b. Use information in the story to read
words.
c. Use titles and headings.
36
INITIAL ACTIVITY
Create and display a large outline map of North America,
including the following essential elements: title, scale,
directional indicator, map key, and date. Read the tall tale
Paul Bunyan by Steven Kellogg. Have the students recall
events in the story and create icons/symbols representing
mountain ranges, rivers, and lakes (specifically including the
Grand Canyon, Great Lakes, and Colorado River) mentioned
in the story. Then have them place these icons/symbols on
the outline map in the appropriate geographic locations. As
these icons are placed on the map, conduct mini lessons on
these identified map elements: [H/SS 2.4, 2.5, 2.6; E 2.8]
• title — tells what the map is about
• directional indicator or compass rose — indicates
North, South, East, and West
• legend — contains map key and scale
• date — tells the time period represented by the map
TASKS
Task 1 (Space/Place Strand): Integrate history and social
science and English skills, and focus on map skills through a
study of Steven Kellogg’s books. Repeat the procedures in
the Initial Activity with each of the books Mike Fink, Johnny
Appleseed, and Pecos Bill. Increase student responsibility for
editing the map and for describing the map elements within
each book [H/SS 2.6; E 2.7] [Note: At the conclusion of each
Kellogg book of tall tales, there is a map that identifies the
major physical features portrayed in the tale.]
GRADE 2, THEME III
FOCUS STANDARDS OF
LEARNING continued
English continued
2.6 The student will use language structure
when reading.
a. Use knowledge of prefixes and
suffixes.
b. Use knowledge of contractions and
singular possessives.
c. Use knowledge of simple
abbreviations.
d. Use knowledge of sentence
structure.
e. Use knowledge of story structure
and sequence.
2.7 The student will read fiction, nonfiction,
and poetry using a variety of strategies
independently.
a. Preview the selection.
b. Set purpose for reading.
c. Use pictures, phonics, meaning
clues, and language structure.
d. Reread and self-correct when
necessary.
2.8 The student will demonstrate
comprehension of fiction and nonfiction
selections.
a. Relate previous experiences to the
topic.
b. Read to confirm predictions.
c. Locate information to answer
questions.
d. Paraphrase information found in
nonfiction materials.
e. Describe characters and setting in
fiction selections and poetry.
f. Explain the problem, solution, or
central idea.
g. Write about what is read.
2.9 The student will write stories, letters,
and simple explanations.
a. Generate ideas before writing.
b. Organize writing to include a
beginning, middle, and end.
c. Revise writing for clarity.
d. Use available technology.
2.10 The student will edit final copies for
grammar, capitalization, punctuation,
and spelling.
a. Use declarative, interrogative, and
exclamatory sentences.
b. Capitalize all proper nouns and
words at the beginning of
sentences.
c. Use correct spelling for frequently
used words.
Additional English activities might include:
• having students change and rewrite a character’s
actions or rewrite the tall tale’s ending [E 2.9]
• having students write their own tall tales [E 2.9]
• having students dramatize one or more tall tales [E 2.1]
• conducting a genre study comparing and contrasting tall tales to fairy tales. [Note: Use the
fairy tale selections from Theme II for this study. A genre matrix would help students
identify the unique elements or characteristic features of the genre by noting similarities
among the group of stories represented on the matrix.]
GRADE 2, THEME III
37
Task 2 (Space/Place Strand): Using what they have learned from the tall tales about icons and
map legends, have students add symbols to the large North America map, showing some
important physical features in Virginia (James River, York River, Chesapeake Bay, Blue Ridge
Mountains). Help students include some local physical features along with the important
statewide ones. [H/SS 2.5] (See page 6 of the 2001 History and Social Science Curriculum
Framework, Grade Two, for additional details.)
Task 3 (Space/Place Strand): Have students examine a variety of other maps and identify the
essential map elements found on each. Also, have them locate major geographic features such as
rivers, mountain ranges, and lakes. [H/SS 2.6]
Task 4 (Space/Place Strand): Introduce maps showing the seven continents, four oceans, and
selected rivers, mountains, and lakes as identified on page 6 of the 2001 History and Social
Science Curriculum Framework, Grade Two. Divide the class into groups with each group
assigned one of the topics. Each group’s task is to create a model of its topic, using something
like salt dough, clay, wikki sticks, geoboards, or unifix cubes. When finished, have each group
share the model with the class, with the members explaining its shape and locating the river,
ocean, or mountain on the classroom map. At the conclusion of this activity, have each student
locate the rivers, mountains, and oceans on a personal outline map, using appropriate map
symbols. Have them include special physical features on the map. [H/SS 2.5 ]
CONCLUDING ACTIVITY
Working as a large group, have the class dictate/write an American tall tale. Help students decide
where the tale takes place (the choice may involve several places) and what geographic features
(rivers, mountain ranges, and lakes) are involved in the story. Similar to the maps in Kellogg’s
books, have the students create a “back of the book” map for their tale [E 2.3, 2.9, 2.10]. A small
group of students may create a large, simple map of North America, including only essential map
elements (title, legend, key, compass rose, and date). Other students may then place geographic
features from the class tall tale on the map. [H/SS 2.5]
ASSESSMENT
See end of next work plan.
GRADE 2, THEME III
39
THEME III
DISCOVERING HOW GEOGRAPHY DEFINES A COMMUNITY: R URAL, URBAN,
AND SUBURBAN COMMUNITIES
The activities contained in this document are presented as samples only.
While some activities offer a broader scope than that required by the
Standards of Learning, all of the standards for this grade level or course
have not necessarily been addressed. Teachers should rely on the 2001
History and Social Science Curriculum Framework when developing
lessons that align with the History and Social Science Standards of
Learning to ensure that all critical content has been taught.
Essential Question 2: How and why do communities
change over time?
The second work plan introduces students to three important
concepts — rural, urban, and suburban communities.
Building upon the first essential question of this theme,
students learn to use maps and map facts while investigating
characteristics of their home community. Change in their
home community provides opportunities to apply what they
have learned.
As the students learn the characteristics of each community,
they describe how and why each community is unique. The
students will learn how and why a community changed from
rural to urban or suburban, or why it has remained as it is.
Suggested Time
Approximately four to five weeks
INITIAL ACTIVITY
FOCUS STANDARDS OF
LEARNING
History and Social Science
2.3 The student will identify and compare
changes in community life over time in
terms of buildings, jobs, transportation,
and population.
English
2.3 The student will use oral
communication skills.
a. Use oral language for different
purposes: to inform, to persuade,
and to entertain.
b. Share stories or information orally
with an audience.
c. Participate as a contributor and
leader in a group.
d. Paraphrase information shared
orally by others.
2.7 The student will read fiction, nonfiction,
and poetry using a variety of strategies
independently.
a. Preview the selection.
b. Set purpose for reading.
c. Use pictures, phonics, meaning
clues, and language structure.
d. Reread and self-correct when
necessary.
2.8 The student will demonstrate
comprehension of fiction and nonfiction
selections.
a. Relate previous experiences to the
topic.
b. Read to confirm predictions.
c. Locate information to answer
questions.
d. Paraphrase information found in
nonfiction materials.
e. Describe characters and setting in
fiction selections and poetry.
f. Explain the problem, solution, or
central idea.
g. Write about what is read.
2.9 The student will write stories, letters,
and simple explanations.
a. Generate ideas before writing.
b. Organize writing to include a
beginning, middle, and end.
c. Revise writing for clarity.
d. Use available technology.
Read The Little House by Virginia Lee Burton. Discuss the
rural, urban, and suburban settings. Using the pictures from the book, create a T-chart of the
characteristics of rural, urban, and suburban settings. Show the
students how rural, urban, and suburban settings are alike and different by having them sort the
pictures. Have them create collages for each setting. This activity can be done in small groups of
two or more. [H/SS 2.3; E 2.2, 2.3]
40
TASKS
Task 1 (Space/Place Strand): Divide the class into three
groups. Assign each group one of the community groups to
study — rural, urban, or suburban. Guide each group in
creating an ABC book for its setting. Then have the students
share their books with the rest of the class and finally place
them in the classroom library. [E 2.9, 2.10]
Task 2 (Space/Place Strand): Read C is for City by Nikkie
Grimes, and have students develop their own poems
describing a community. [E 2.7, 2.8]
GRADE 2, THEME III
FOCUS STANDARDS OF
LEARNING continued
English continued
2.10 The student will edit final copies for
grammar, capitalization, punctuation,
and spelling.
a. Use declarative, interrogative, and
exclamatory sentences.
b. Capitalize all proper nouns and
words at the beginning of
sentences.
c. Use correct spelling for frequently
used words.
2.11 The student will locate information in
reference materials.
a. Use a table of contents.
b. Examine pictures and charts.
c. Use dictionaries and indices.
d. Use available technology.
[Note: Because these activities were originally developed by
Newport News teachers for use in Newport News schools, the remaining activities of this theme
use the Newport News community as the focus. Teachers should use these examples to structure
similar activities based on material about their own communities. The object remains that of
having the students, using previous learning, study their local community to see how it has
changed physically and demographically over time.]
Task 3 (Time and Space/Place Strands): Have the students view and discuss the video
Snapshots of Newport News. Begin with a discussion of the past and present physical features of
Newport News, focusing on the peninsula (shared by Newport News, Hampton, York County,
Williamsburg, and Poquoson) and the water surrounding it (James River and Chesapeake
Bay/Hampton Roads). [H/SS 2.3, 2.4]
Task 4 (Time Strand): Use map study and a time line to illustrate the changes in demographics
in the community over time. As various historic changes are studied, they should be placed on
the time line and the map. [H/SS 2.3]
Task 5 (Time and Space/Place Strands): Using a large map of Newport News (an outline map
of the lower Peninsula is available from the teacher resource center), cover/highlight the entire city
outline to show that in the beginning the entire area was rural. Specifics on Newport News
history can be referenced in Endless Harbor, the Story of Newport News by Parke Rouse. [H/SS
2.3]
Task 6 (Time and Space/Place Strands): Introduce the historical figure Collis P. Huntington,
and explain the impact he made on Newport News with his railroad, ship repair, and later,
shipbuilding company. Identify the area experiencing urban growth by covering/highlighting the
Old Newport News area up to the James River Bridge. Point out that this represents a 3-mileby-3-mile square. Locate the railroad running down the peninsula; locate the shipyard. [H/SS 2.3]
GRADE 2, THEME III
41
Task 7 (Time and Space/Place Strands): Discuss how wartime shipbuilding caused the area to
grow and how the larger population brought more trade and expansion. Explain the consolidation
of the cities of Warwick and Newport News in 1958 and the city’s transformation into an
urban/suburban community. Identify the suburban area by covering/highlighting Old Newport
News and Warwick County on the map. [H/SS 2.3]
Task 8 (Time Strand, English Connection): If possible, invite an older Newport News native
to share stories about the changes he/she has witnessed. Have the students write thank you
letters to the guest, including mention of several interesting facts learned. [E 2.10]
Task 9 (Time Strand): Have students complete an acrostic narrative, similar to the following,
using the facts they have learned about Newport News: [E 2.9]
Newport News was discovered in 1607.
Now Newport News became a bustling urban center.
Everyone lived in a rural setting.
Everyone watched as shipbuilding began.
Warwick County was the government.
Warwick City and Newport News consolidated in 1958.
People came. Collis P. Huntington had a dream.
Suburban areas began to spread out.
Others followed and built his railroad.
Railroad connected Hampton Roads to other communities.
Trading expanded and became easier.
Task 10 (Time Strand): Have the students depict the significant changes in the growth of
Newport News by creating a class book in accordion format, which allows for effective display.
Each of the pages/frames will represent a specific important incident in Newport News history.
Have the students write about and illustrate these incidents, including the historical time in which
the events occurred (early years = rural; pre-consolidation years = urban; and post-consolidation
years = suburban). Allow the students to share and display their work. [E 2.9, 2.10]
CONCLUDING ACTIVITY
Have students complete a chart comparing urban, rural, and suburban characteristics. Let them
develop a three-dimensional model (a diorama, pop-up book, or table top city) of a rural, urban,
and/or suburban community. This can be completed as a whole-group project, in small groups, in
pairs, or as an individual project. It could also be a parent/child project by inviting the parents
into the classroom to work with their children.
GRADE 2, THEME III
42
ASSESSMENT
Final Product Assessment: The class book can be evaluated using the following rubric:
Student Name
Score
Standard 1: Historical
Record
Standard 2: Accuracy
Standard 3: Illustrations
Standard 4: Clarity
3 Points
Class book contains three or
more appropriate historical
incidents.
All incidents are
correctly labeled.
All incidents are
appropriately illustrated.
All illustrations are
clear.
2 Points
Class book contains two
appropriate historical
incidents.
Most incidents are
correctly labeled.
Most incidents are
appropriately illustrated.
Most illustrations
are clear.
1 Point
Class book contains one
appropriate historical
incident.
Some incidents are
correctly labeled.
Some incidents are
appropriately illustrated.
Some illustrations
are clear.
0 Points
Class book contains no
appropriate historical
incidents.
No incidents are
correctly labeled.
No incidents are
appropriately illustrated.
No illustrations are
clear.
Portfolio Assessment: The following should be included in each student’s portfolio:
• Student rewriting of the tall tales (from Theme III, Work Plan 1, Task 1).
• Student maps of Virginia and surrounding states, with special physical features (from
Theme III, Work Plan 1, Task 4).
Multiple-Choice Theme Checkup: A teacher-prepared test based on information learned from
group research and presentations provides for evaluation of individuals on specific History and
Social Science Standards of Learning. The teacher should read the questions aloud and guide
student practice in completing the multiple-choice questions. Using the format from the two
previous themes, create a multiple-choice test on the local community. Include questions that
require knowledge of physical features.
TYPE OF COMMUNITY TEST (Essential Question 2)
From a list of familiar communities (studied in this unit or otherwise familiar) direct the students to label each “rural,”
“urban,” or “suburban.” Include a picture of each community next to its name.
Virginia Community
Richmond (attach urban picture)
Chesterfield County (attach suburban picture)
Ruckersville (attach rural picture)
rural
rural
rural
Classification
urban
suburban
urban
suburban
urban
suburban
Provide each student with a map of the local community. Include a map key, legend, and title.
Read the names of places in the local community to the students. Direct them to use the map key
and legend to locate the places accurately on the map.
GRADE 2, THEME IV
43
THEME IV
DEPENDING ON OTHERS IN COMMUNITIES: E CONOMIC CHOICES
The activities contained in this document are presented as samples only.
While some activities offer a broader scope than that required by the
Standards of Learning, all of the standards for this grade level or course
have not necessarily been addressed. Teachers should rely on the 2001
History and Social Science Curriculum Framework when developing
lessons that align with the History and Social Science Standards of
Learning to ensure that all critical content has been taught.
Essential Questions
1. Who are producers and consumers?
2. Why do people have to make economic choices?
As the students learn to explain the interdependence of
producers and consumers in a market economy, they will
be able to describe how producers have provided goods and
services in the past and in the present. By distinguishing
between money and barter and by being able to explain the
differences in the use of cash, check, and credit, the
students will identify why individuals must make economic
choices.
Essential Question 1: Who are producers and consumers?
Suggested Time
Approximately four to five weeks
INITIAL ACTIVITY
FOCUS STANDARDS OF
LEARNING
History and Social Science
2.7 The student will describe the
differences between natural resources
(water, soil, wood, and coal), human
resources (people at work), and capital
resources (machines, tools, and
buildings).
2.8 The student will distinguish between the
use of barter and money in the
exchange for goods and services.
2.9 The student will explain that scarcity
(limited resources) requires people to
make choices about producing and
consuming goods and services.
English
2.3 The student will use oral
communication skills.
a. Use oral language for different
purposes: to inform, to persuade,
and to entertain.
b. Share stories or information orally
with an audience.
c. Participate as a contributor and
leader in a group.
d. Paraphrase information shared
orally by others.
2.4 The student will use phonetic strategies
when reading and writing.
a. Use knowledge of consonants and
consonant blends in words.
b. Use knowledge of common vowel
patterns.
2.5 The student will use meaning clues
when reading.
a. Use pictures and diagrams.
b. Use information in the story to read
words.
c. Use titles and headings.
2.6 The student will use language structure
when reading.
a. Use knowledge of prefixes and
suffixes.
b. Use knowledge of contractions and
singular possessives.
c. Use knowledge of simple
abbreviations.
d. Use knowledge of sentence
structure.
e. Use knowledge of story structure
and sequence.
Read aloud A New Coat for Anna by Harriet Ziefert. Discuss
the barter system described in the story. Divide the class
into small groups, and give a mixture of different colored candies or unifix cubes to each group.
Ask the question, “How can your group get all one color?” Then direct each group to find a way
to obtain all one color — all browns, all reds, etc. Successful groups will trade or barter to obtain
all one color. Have the students in each discussion, ask students if they barter when they go to
the grocery or toy stores. Introduce the market system
44
based on money and credit, including cash, checks, and
credit cards. Explain that they will be learning about both
the money and the barter systems. [H/SS 2.8]
TASKS
Task 1 (Economics Strand): Read the Story of Money by
Betsy Maestro, which gives a good explanation of both
barter and money economics. Create a classroom web on the
characteristics of the barter system and one on the money
system. Identify the similarities and differences in the two
systems. Keep the webs on display, and add new
information from later lessons. [H/SS 2.8; E 2.5, 2.6, 2.7, 2.8,
2.9]
GRADE 2, THEME IV
FOCUS STANDARDS OF
LEARNING continued
English continued
2.7 The student will read fiction, nonfiction,
and poetry using a variety of strategies
independently.
a. Preview the selection.
b. Set purpose for reading.
c. Use pictures, phonics, meaning
clues, and language structure.
d. Reread and self-correct when
necessary.
2.8 The student will demonstrate
comprehension of fiction and nonfiction
selections.
a. Relate previous experiences to the
topic.
b. Read to confirm predictions.
c. Locate information to answer
questions.
d. Paraphrase information found in
nonfiction materials.
a. Describe characters and setting in
fiction selections and poetry.
b. Explain the problem, solution, or
central idea.
c. Write about what is read.
2.9 The student will write stories, letters,
and simple explanations.
a. Generate ideas before writing.
b. Organize writing to include a
beginning, middle, and end.
c. Revise writing for clarity.
d. Use available technology.
2.10 The student will edit final copies for
grammar, capitalization, punctuation,
and spelling.
a. Use declarative, interrogative, and
exclamatory sentences.
b. Capitalize all proper nouns and
words at the beginning of
sentences.
c. Use correct spelling for frequently
used words.
Task 2 (Economics Strand): Review the barter system with
the class. Divide the class into groups, with each group
identified as a village. Ask each group to choose a name for
its village. Have the “villagers” choose an economic product
that their village will trade — e.g., food, clothing, furnishings,
appliances, toys. Have the villagers find items or pictures
representing their products. Have the villagers display their
“wares.” Explain that each village will get to trade one
product at a time; each villager can make a trade, and items
can be traded more than once. Following this activity, hold a
discussion on the pros and cons of bartering. Using the
Interactive Writing process, create a list of the most traded/sought after products. [H/SS 2.8; E
2.9]
Task 3 (Economics Strand): Use the process of purchasing a lunch to introduce the money
economy. Say to the students, “The three ways you may purchase your school lunch are: with
cash, with a check, or on credit.” Discuss how each process works, and show the students what
is used for each:
• cash: coins and bills
• check: filled-out check which can be exchanged (cashed) for cash
• credit: an amount of money loaned to you when you forget your money and which must
be paid back.
Discuss the difference between using cash, checks, or credit. Make three charts, each one listing
items students and their families buy with cash, checks, and credit (charge). [H/SS 2.8]
GRADE 2, THEME IV
45
Task 4 (Economics Strand): Read A Chair for My Mother by Vera Williams. Discuss the
different ways Mother could have paid for the chair. Then have the students respond in writing
to the question, “Which way would you pay?” Read other Vera Williams books, such as
Something Just for Me and Music, Music for Everyone. Discuss the money/market focus in each
story. [H/SS 2.9; E 2.5, 2.6, 2.7, 2.8, 2.9, 2.10]
Task 5 (Economics Strand): Create a classroom store for role-playing marketing, pricing,
buying, and selling. [H/SS 2.9]
Task 6 (Economics Strand): Introduce the idea that we do not need to spend all of our money
and that there are two other important things we can do with our money: save and invest. When
we save we may increase the value of our money by earning interest. Create a savings chart to
show where we save:
• piggy bank: our money draws no interest and therefore does not grow.
• bank account: our money draws interest while a bank uses it.
• saving bonds: our money draws interest while our government uses it.
Task 7 (Economics Strand): Create an investment chart showing the following items, and post
it next to the savings chart:
• valuables/collectibles: such things as baseball cards and beanie babies that will become
worth more as time passes.
• stock: a small part of someone’s business that we buy, expecting that the business will
grow and therefore make our part worth more.
• real estate: property, such as a house or apartment building, which we buy expecting
that its value will increase
Read David Schwartz’s book If You Made a Million to demonstrate and stimulate discussion
about interest on saving accounts and making choices to save or to spend. [E 2.7, 2.8]
Task 8 (Economics Strand): Following a discussion on why we save, have the students write
about something that they want so much, they would save to purchase it. [H/SS 2.9]
Task 9 (Economics Strand): Read Alexander, Who Used to be Rich Last Sunday by Judith
Viorst. Have the students make, cover, and decorate banks, using milk cartons. [E 2.7, 2.8]
Task 10 (Economics Strand): Read Uncle Jed’s Barbershop by M. K. Mitchell. Focus on
saving/investing for short-term and long-term goals. [H/SS 2.9; E 2.7, 2.8]
Task 11 (Economics Strand): Give each student a baseball card. Discuss typical
accomplishments of persons whose pictures appear on baseball cards, and explain why some
cards are worth more than others. Introduce collectibles as one form of investment. After the
baseball card investment discussion, have the students create their own individual cards that list
46
GRADE 2, THEME IV
their personal future accomplishments. They should be able to explain why their card will be
worth more money in 20 years. [H/SS 2.9; E 2.7, 2.8]
[Note: Because Essential Question 1 and Essential Question 2 in this theme are so closely related,
the concluding activity is shown after the Essential Question 2 activities.]
GRADE 2, THEME IV
47
THEME IV
DEPENDING ON OTHERS IN COMMUNITIES: INTERDEPENDENCE OF CITIZENS
The activities contained in this document are presented as samples only.
While some activities offer a broader scope than that required by the
Standards of Learning, all of the standards for this grade level or course
have not necessarily been addressed. Teachers should rely on the 2001
History and Social Science Curriculum Framework when developing
lessons that align with the History and Social Science Standards of
Learning to ensure that all critical content has been taught.
Essential Question 2: Why do people have to make
economic choices?
Suggested Time
Approximately four to five weeks
INITIAL ACTIVITY
Read The Ox-Cart Man by Donald Hall. Have small groups
discuss how the oxcart man got what he needed for the next
year. Direct each group to select a group reporter who will
tell the rest of the class the main points of their discussion.
(The teacher should record these discussion points on a
chart.) Discuss the ox-cart man as a producer and consumer
of goods and how he used natural resources, human
resources, and capital resources to produce the things he
needed to take to market. [H/SS 2.7; E 2.7, 2.8]
TASKS
Task 1 (Economics Strand): Make a large class chart to
show the resources the oxcart man used in the story: [H/SS
2.7]
FOCUS STANDARDS OF
LEARNING
History and Social Science
2.7 The student will describe the
differences between natural resources
(water, soil, wood, and coal), human
resources (people at work), and capital
resources (machines, tools, and
buildings).
2.8 The student will distinguish between the
use of barter and money in the
exchange for goods and services.
2.9 The student will explain that scarcity
(limited resources) requires people to
make choices about producing and
consuming goods and services.
English
2.3 The student will use oral
communication skills.
a. Use oral language for different
purposes: to inform, to persuade,
and to entertain.
b. Share stories or information orally
with an audience.
c. Participate as a contributor and
leader in a group.
d. Paraphrase information shared
orally by others.
2.7 The student will read fiction, nonfiction,
and poetry using a variety of strategies
independently.
a. Preview the selection.
b. Set purpose for reading.
c. Use pictures, phonics, meaning
clues, and language structure.
d. Reread and self-correct when
necessary.
2.8 The student will demonstrate
comprehension of fiction and nonfiction
selections.
a. Relate previous experiences to the
topic.
b. Read to confirm predictions.
c. Locate information to answer
questions.
d. Paraphrase information found in
nonfiction materials.
a. Describe characters and setting in
fiction selections and poetry.
b. Explain the problem, solution, or
central idea.
c. Write about what is read.
2.9 The student will write stories, letters,
and simple explanations.
a. Generate ideas before writing.
b. Organize writing to include a
beginning, middle, and end.
c. Revise writing for clarity.
d. Use available technology.
GRADE 2, THEME IV
48
Natural Resources
(Things that grow or are
found in the earth)
sheep
trees
turnips
cabbages
apples
maple sugar
goose feathers
flax
Capital Resources
(People)
wife
ox-cart man
son
daughter
Human Resources
(Tools, machines,
dollars)
spinning wheel
loom
shears
plow
money
kitchen knife
Give each child a card with a resource pictured/written on it,
and have him/her place it under the correct heading on a big
chart.
FOCUS STANDARDS OF
LEARNING continued
English continued
2.10 The student will edit final copies for
grammar, capitalization, punctuation,
and spelling.
a. Use declarative, interrogative, and
exclamatory sentences.
b. Capitalize all proper nouns and
words at the beginning of
sentences.
c. Use correct spelling for frequently
used words.
2.11 The student will locate information in
reference materials.
a. Use a table of contents.
b. Examine pictures and charts.
c. Use dictionaries and indices.
d. Use available technology.
Task 2 (Economics Strand): Revisit the book The Ox-Cart
Man to discuss the basic characteristics of consumers in the distant past: they sold their products
to make the money they needed to buy the goods they wanted. Note the producing-sellingbuying-producing cycle in the life of the oxcart man’s family: they produced what they knew
how to produce; the ox-cart man sold the products at the market; he then became the consumer
because he bought the things his family needed in order to live and continue to produce. [H/SS
2.7]
Task 3 (Economics Strand): Have the students draw on story paper what they (as producers)
would make to give to the ox-cart man to take to the market. Then have the students write what
they would want him to bring them (as consumers) from the market. Have them explain why
getting these products is worth all the time and effort (work) they had to put into making their
products. These stories can be placed in the hall on a bulletin board decorated with a market cart
cut out of bulletin board paper. [H/SS 2.9]
Task 4 (Economics Strand): Read the book Summer Business by Charles E. Martin. Discuss
the difference in a good (a real object that is bought and sold) and a service (something that
someone pays someone else to do). While rereading the book, list on a chart or on the board
everything the children made or did in previous tasks. Form the students into groups that will
write the items from this list under the correct heading on a group “Goods and Services” chart.
[H/SS 2.7; E 2.7, 2.8, 2.9]
Goods
pies
Services
polish shoes
Upon completion, have the groups share and compare their Goods and Services charts.
Task 5 (Economics Strand): Ask the students to keep a consumer log for one week. Ask them
to list every good or service that they purchase during the week and to write beside each entry
why that good or service was needed. Then have them sort the listings by goods and services on
GRADE 2, THEME IV
49
an individual chart and share the results in a small group. Logs may be filled out in class each day
to show the purchases of the day before. [H/SS 2.9]
Purchase
haircut
baseball cards
Good
Service
X
X
Why Purchased
Keep neat appearance
Make a collection of new players
Have the students sort the entries in their logs on large charts. These will provide data for the
study of present day producers and consumers.
Product
haircut
cereal
computer
Who produced
barber
Kellogg company
Compaq
Who consumed
father
I
family
Because the people around us no longer produce everything we need, explore with the students
the sources of the goods and services. Ask them questions such as, “Where do these things come
from: milk, bread, hamburger?” “Why do we pay for a haircut, a visit to the doctor, stamps,
etc.?” [H/SS 2.9]
Task 6 (Economics Strand): Divide students into groups and show the groups how to develop
an advertisement for a product that they would like consumers to buy. After all groups have
presented their ads to the class, have the class as a whole develop a graph showing which product
they would most like to purchase. Discuss such questions as, Were the arguments persuasive?
Do we need the product, or do we just want the product? [H/SS 2.9]
CONCLUDING ACTIVITY
Divide the class into four groups. Have each group write one of four chapters for a class big book
entitled Our Book of Economics. Chapters are:
1. Bartering and Money
2. Producers and Consumers
3. Cash — Credit — Check
4. Savings and Investments
Each chapter will answer the following questions: What is it? How does it work? What are the
advantages or disadvantages of this feature of economics? [H/SS 2.8, 2.9; E 2.9, 2.10]
GRADE 2, THEME IV
50
ASSESSMENT
Final Product Assessment: The class big book represents an opportunity to check on how the
class has learned the material in this theme. The assessment of each of the groups’ chapters might
follow this rubric:
Group
Score
Standard 1: What was
explained
Standard 2: How it was
explained
Standard 3: Explanation of
Advantages/Disadvantages
3 Points
Big book completely answers
the question, What is it?
Big book completely answers the
question, How does it work?
Big book completely answers the
question, What are the advantages and
disadvantages of this feature?
2 Points
Big book usually answers the
question, What is it?
Big book usually answers the
question, How does it work?
Big book usually answers the question,
What are the advantages and
disadvantages of this feature?
1 Point
Big book sometimes answers
the question, What is it?
Big book sometimes answers the
question, How does it work?
Big book sometimes answers the
question, What are the advantages and
disadvantages of this feature?
0 Points
Big book does not answer the
question, What is it?
Big book does not answer the
question, How does it work?
Big book does not answers the
question, What are the advantages and
disadvantages of this feature?
Portfolio Assessment: Because this will likely be the final history and social science theme for
the year, the portfolio should be completed with recent examples of the student’s free writing,
such as:
• the consumer log, containing lists of products and explanations of their usefulness
• interview notes, demonstrating basic ability in note-taking skills.
These writing examples should be used for comparison with previously included examples.
Multiple-Choice Theme Checkup: A teacher-prepared test based on concepts drawn from
economics, such as:
• capital resources, human resources, and natural resources
• cash, credit, and checks
• goods and services
• consumers and producers.
Definitions are provided as the stimulus, and students are asked to provide the words or phrases
that match the definitions. Multiple-choice format can be used, for example:
1. A real product that is offered for sale
A a consumer
B a producer
C a good
D credit
Another option would be to provide a word bank of economic concepts and ask students to fill in
the blanks with words that match the definition, for example
1. A real product that is offered for sale
good
.
GRADE 2, THEME IV
51
Teacher Observation and Judgment: Several activities in this unit involve students working in
groups, performing skits illustrating economic behaviors, and serving on committees that govern
the classroom. Most of these student behaviors can best be recorded and assessed by the teacher
establishing regular times to observe and make judgments of student performance in these areas.
As the final observation of the year, the teacher should make comparisons with each of the three
previous marking periods to determine how much each student has progressed in regard to
important civic and classroom behaviors. (See Small Group Behaviors Evaluation at the end of
Theme I and Theme II.)
GRADE 2, RESOURCES
53
SUGGESTED MATERIALS/RESOURCES
Theme I: Demonstrating Citizenship as a Community Member
Printed Student Resources
“Abraham Lincoln.” Kids Discover Magazine, edited by Stella Sands.
Brown, Marc. Arthur Meets the President. Little Brown, 1991.
Brown, Marc. Arthur’s Teacher Trouble. Atlantic Monthly, 1987.
Bray, R. Martin Luther King. Greenwillow, 1997.
Colman, W. The Bill of Rights. Children’s Press, 1987.
Cowen-Fletcher, Jane. It Takes a Village. Scholastic, 1994.
Eichner, J. Local Government. Watts. 1988.
Fox, M. About Martin Luther King, Jr. Day. Enslow, 1989.
Fradin, D. Lincoln’s Birthday. Enslow, 1990.
Fritz, J. Just a Few Words, Mr. Lincoln: The Story of the Gettysburg Address. Scholastic, 1997.
Gehret, Jeanne. Susan B. Anthony: And Justice for All. Verbal Images, 1996.
Harness. Young Abe Lincoln: The Frontier Days, 1809-1837. National Geographic, 1997.
Harness. Abe Lincoln Goes to Washington. National Geographic Society, 1997.
Johnson, Ann Donegan. Value of Believing in Yourself. Oak Tree, 1979.
Johnson, Ann Donegan. Value of Compassion. Oak Tree, 1986.
Johnson, Ann Donegan. Value of Creativity. Oak Tree, 1987.
Johnson, Ann Donegan. Value of Facing a Challenge. Oak Tree, 1985.
Johnson, Ann Donegan. Value of Friendship. Oak Tree, 1979.
Johnson, Ann Donegan. Value of Helping. Oak Tree, 1979.
Johnson, Ann Donegan. Value of Laughter. Oak Tree, 1990.
Johnson, Ann Donegan. Value of Leadership. Oak Tree, 1987.
Kellogg, Steven. Island of the Skog. Dial Books for Young Readers, 1993. [Caldecott Medal Book, 1996]
Kent, Z. The Story of the Election of Abraham Lincoln. Children’s Press, 1986.
Kovacs, Deborah, et al. Meet the Authors and Illustrators: 60 Creators of Favorite Children’s Books Talk about
Their Work (Scholastic Reference Library, Vol. 2). Scholastic Trade, 1996.
Levin, Pamela. Susan B. Anthony. Junior World Biographies. Chelsea House, 1993.
Levine, E. If You Lived at the Time of Martin Luther King, Jr. Scholastic, 1990.
Lincoln, A. The Gettysburg Address. Houghton Mifflin, 1995.
Lionni, Leo. Swimmy. Knopf, 1973.
Lionni, Leo. Frederick. Knopf, 1973.
McCully, Emily. The Ballot Box Battle. Knopf, 1996.
McGovern, Ann. If You Grew Up with Abraham Lincoln, Scholastic Trade, 1992.
McLerran, Alice. Roxaboxen. Follett, 1993.
Monsell, Helen. Susan B. Anthony: Champion of Women’s Rights. Aladdin, 1986.
Mosher, Kiki. Learning about Fairness from the Life of Susan B. Anthony. Rosen, 1997.
Quiri, Patricia Ryon. The Congress. True Books Series. Children’s Press. 1998
Quiri, Patricia Ryon. The Constitution. True Books Series. Children’s Press. 1998
Quiri, Patricia Ryon. The Supreme Court. True Books Series. Children’s Press. 1998
Rathmann, Peggy. Officer Buckle and Gloria. Putnam Publishing Group, 1995.
[Check with the local chamber of commerce for a handbook of rights and responsibilities for your community.]
Nonprinted Student Resources
Bill of Rights. Grolier Interactive. Software.
Community Helper. Video Series, Educational Technology Products, set of four: “Cops are Tops,” “Sound the
Alarm,” “Keeping Your Community Clean,” and “Moving the Mall.”
Constitution. American History for Children Series. Grades K–4, 25 min. Schlessinger Video Productions, 1996.
Equal Rights for All. American History for Children Series. Grades K-4, 25 min. Schlessinger Video Productions,
1996.
54
GRADE 2, RESOURCES
Greetings from Your Mayor. Video. [Check with your local chamber of commerce.]
Greetings from Your State Legislator. Video. [Check with your state legislator’s office.]
The Constitution. Grolier Interactive. Software.
The Supreme Court. Grolier Interactive. Software.
[Check to see if your legislators have Web pages.]
Printed Teacher Resources
Dooley, V. Famous Americans. Grades 1–4. Scholastic. [Mini-bios, projects, cross-curricular activities, and book
links about famous Americans including Abraham Lincoln, Susan B. Anthony, and Martin Luther King, Jr.]
Fleming, M. Famous Americans: George Washington and Abraham Lincoln. Scholastic.
Stull, E. Children’s Book Activities Kit. Center for Applied Research in Education, 1988. [Contains 200 activities
organized into10 sections that cover different genres of children’s books such as heroes and heroines. Included
are Johnny Appleseed, Harriet Tubman, Abraham Lincoln, Paul Bunyan, Ben Franklin, and others.]
Zarnowski, M. Children’s Literature and Social Studies: Selecting and Using Notable Books in the Classroom.
National Council for Social Studies, 1995.
Nonprinted Teacher Resources
Web site for civics lessons plans: http://oclc.org:80/votesmart/wv
Theme II: Experiencing History Through Community Contributions and Heritage:
American Indian (First American) Communities in Virginia and Elsewhere
Printed Student Resources
Adams, Sharon H. Indians of Virginia. Commonwealth Studies Project. Silver Burdett, 1983.
Aliki. Corn is Maize: The Gift of the Indians. Harper, 1986.
Ancona, G. Powwow. Harcourt, 1993.
Arnold, C. Stories in Stone: Rock Art Pictures by Early Americans. Clarion, 1997.
Ata, Te. Baby Rattlesnake. Children’s Press, 1989.
Baylor, Byre. The Desert is Theirs. Macmillan, 1987.
Baylor, Byre. Is It Still That Way: Legends Told by the Arizona Indian Children. Trails West, 1987.
Begay, S. Navajo: Visions and Voices Across the Mesa. Scholastic, 1996.
Bonvillain, Nancy. Teton Sioux. Chelsea House, 1994.
Bruchac, Joseph. Between Earth and Sky: Legends of Native American Sacred Places. Harcourt, 1997.
Bruchac, Joseph. The Boy Who Lived with the Bears and Other Iroquois Stories. Harper Collins, 1995.
Bruchac, Joseph. The First Strawberries: A Cherokee Story. Dial, 1993.
Bruchac, Joseph. The Great Ball Game: A Muskogee Story. Dial, 1995.
Cohen, Caron. The Mud Pony. Scholastic, 1988.
Cohlene, T. Ka-ha-si and the Loon: An Eskimo Legend. Troll, 1990.
Davis, Deborah. The Secret of the Shell: An Eskimo Tale. Crown, 1989.
DePaola, Tomie. The Legend of the Bluebonnet. Putnam, 1996.
DePaola, Tomie. The Legend of the Indian Paintbrush. Putnam, 1996.
Goble, Paul. Adopted by the Tigers. Bradbury, 1995.
Goble, Paul. Buffalo Woman. Simon & Schuster, 1987.
Goble, Paul. Gift of the Sacred Dog. Macmillan, 1984.
Goble, Paul. Her Seven Brothers. Simon & Schuster, 1993.
Goble, Paul. Iktomi and the Buzzards. Orchard, 1988.
Goble, Paul. Star Boy. Simon & Schuster, 1991.
Greene, Carol. Pocahontas. Children’s Press, 1988.
Hausman, G. Eagle Boy: A Traditional Navajo Legend. Harper, 1997.
Hirschi, R. People of the Salmon and Cedar. Cobblehill, 1997.
Hoyt-Goldsmith, Diane. Pueblo Storyteller. Holiday House, 1991.
Joosse, Barbara. Mama, Do You Love Me? Chronicle, 1991.
Landau, Elaine. The Sioux. First Books Series. Franklin Watts, 1989.
Legay, Gilbert. Atlas of Indians of North America. Barron’s, 1995.
May, Robin. Plains Indians of North America. Original Peoples Series. Rourke, 1987.
McDermott, Gerald. Arrow to the Sun: A Pueblo Indian Tale. Viking, 1974.
McKissack, P. The Apache. The New True Series of Native Americans. Children’s Press, 1984.
McLerran, A. The Hopis. Holiday House, 1996.
GRADE 2, RESOURCES
55
“Native Americans.” In Kids Discover Magazine, edited by Stella Sands.
Native Americans, The First Americans. Demco Past Poster Set. Demco. [Posters]
Ortiz, Alfonso. Pueblo. Chelsea House, 1994.
Ortiz, Simon. The People Shall Continue: A History for Young Children. Children’s Press, 1988.
Oughton, Jerrie. The Magic Weaver of Rugs: A Tale of the Navajo. Houghton Mifflin, 1995.
Oughton, Jerrie. How the Stars Fell into the Sky. Houghton Mifflin, 1996.
Pennington, D. Itse Selu: Cherokee Harvest Festival. Charlesbridge, 1995.
Philip, N. Earth Always Endures: Native American Poems. Viking, 1997.
Powhatan Indians. Bradbury, 1988.
Rodanas, K. The Eagle’s Song: A Tale from the Pacific Northwest. Little Brown, 1997.
Roth, S. The Story of Light. Morrow, 1990.
San Souci, R. The Legend of Scarface: A Blackfeet Indian Tale. Doubleday, 1978.
Sneve, V. The Iroquois. Holiday House, 1996.
Sneve, V. The Nez Perce. Holiday House, 1995.
Sneve, V. The Seminoles. Holiday House, 1995.
Speare, Elizabeth. The Sign of the Beaver. Dell, 1984.
Steptoe, John. The Story of Jumping Mouse. William Morrow, 1989.
Tannenbaum, Beulah, and T. Howard. Science of the Early American Indians. Lothrop, 1988.
Waters, Kate. Tapenum’s Day: A Wampanoag Indian Boy in Pilgrim Times. Scholastic, 1997.
Wolfson, Evelyn. American Indian Tools and Ornaments: How To Make Implements and Jewelry with Bone and
Shell. Random, 1981.
Wood, N. Dancing Moons. Doubleday, 1996. [Poetry]
Worcester, Donald. Lone Hunter’s Gray Pony. Texas Christian University Press, 1985.
Yolen, J. Encounter. Harcourt, 1992.
Nonprinted Student Resources
The Indian in the Cupboard. Viacom New Media, 1995. Software. [Iroquois information]
The Lost Tribe. Grades 1-5. Lawrence Productions, 1992. Software. [Game/simulation of early man]
The Powhatan Indians: A 17th Century Culture. Jamestown-Yorktown Foundation. (U.S. Rt. 31 S, Williamsburg,
Va. 23185, Phone: 757/253-4139) Video.
Printed Teacher Resources
Bernstein, Bonnie. Native American Crafts Workshop. Ferron Teachers Aids, 1982.
National Geographic Picture Pack: Native Americans I. National Geographic, 1996. [Forty overhead transparencies
with teacher’s guide, captions, and activities covering 20 Eastern Woodlands tribes (Ojibwa, Choctaw,
Cherokee, Comanche, Mandan, Sioux) and 20 Plains cultures]
National Geographic Picture Pack: Native Americans II. National Geographic, 1996. [Forty overhead transparencies
with teacher’s guide, captions, and activities covering 20 Southwest tribes, 11 Northwest tribes, and 9 Arctic
tribes]
Penner, L.R. A Native American Feast. Macmillan. 1995. [A 1995 Notable Children’s Trade Book. Contains
fascinating and delicious recipes, information on Native American cooking techniques, manners, and customs
connected with food]
Rountree, H. The Powhatan Indians of Virginia, Their Traditional Culture. Jamestown-Yorktown Foundation.
(U.S. Rt. 31 S, Williamsburg, Va. 23185, Phone: 757/253-4139)
Schell, K. Social Studies Notes: Native Americans. Frank Schaffer, 1995.
Stull, E. Children’s Book Activities Kit. Center for Applied Research in Education, 1988. [More than 200 activities
organized around 10 genres of children’s literature such as heroes and heroines]
Troisi, A. “Foods the Native Americans Gave Us.” Library Media Activities Monthly, (March, 1996).
Vision Quest: Men, Women, and Sacred Sites of Sioux Nation. Magis Productions, 1996. Software. [Has timelines,
photographs, pronunciation guides]
Zaun, K. Native Americans: Whole Language Theme Unit. Instructional Fair, 1994.
Nonprinted Teacher Resources
Outreach Program: Living with the Indians — Jamestown Settlement (U.S. Rt. 31 S, Williamsburg, Va. 23185,
Phone: 757/253-4139). [$4.75 per student. Class must also visit Jamestown to receive Outreach.]
56
GRADE 2, RESOURCES
Theme II: Experiencing History through Community Contributions and Heritage:
Continuing Contributions of Ancient Peoples
Printed Student Resources
Aliki. Mummies Made in Egypt. Harper Collins, 1979.
Allan, T. Pharoahs and Pyramids. Usbourne, 1993.
Bateson-Hill, M. Lao Lao of Dragon Mountain. 1996.
Behrens, June. Gun Hay Fat Choy: Happy New Year. Children’s Press, 1982.
Bolognese, Don and Elaine Raphael. Drawing History: Ancient Egypt. Franklin Watts, 1989.
Chin, C. China’s Bravest Girl: The Legend of Hau Mu Lan. Childrens Press, 1997.
Clare, John. Pyramids of Ancient Egypt. Harcourt, 1992.
Clarke, S. The Tombs of the Pharoahs: A Three Dimensional Discovery. Hyperion, 1995.
Climo, Shirley. Egyptian Cinderella. Harper Collins, 1992.
Cohen, D. Ancient Egypt. Doubleday, 1990.
Cotterell, A. Ancient China. Knopf, 1994.
Courtalon, C. On the Banks of the Pharoah’s Nile. Young Discovery Library, 1988.
Crosher, J. See through History: Ancient Egypt. Viking, 1992.
David, Rosalie. Growing Up in Ancient Egypt. Troll, 1994.
Dawson, Zoe. Postcards From China. Raintree/ Steck-Vaughn, 1996.
DeBruycker, Daniel, and Maximillian Dauber. TinTin’s Travel Diaries: China, Egypt and the Middle East.
Barrons, 1994.
Defrates, Joanna. What Do We Know about the Egyptians? Peter Bedrick, 1992.
Demi, The Magic Tapestry: A Chinese Folktale. Henry Hold, 1994.
DePaola, Tomie. Bill and Pete Go down the Nile. Putnam, 1996.
Donnelly, J. Tut’s Mummy: Lost . . . and Found. A STEP into Reading Book. Random House, 1988.
Fisher, Leonard. Great Wall of China. Aladdin, 1986.
Flack, Marjorie, and Kurt Wiese. The Story about Ping. Puffin, 1993.
Flint, David. China: On the Map. Raintree/Steck-Vaughn, 1994.
Ganeri, A. Pharoahs and Mummies. Ladybird, 1996.
Garrison, Christian. The Dream Eater. Simon & Schuster, 1986.
Handforth, Thomas. Mei Li. Doubleday, 1995.
Haskins, J. Count Your Way through China. Carolrhoda, 1987.
Heide, F. The Day of Ahmed’s Secret. Lothrop, 1990.
Heinrichs, A. China. A True Book. Children’s Press, 1997.
Hill, Emily. Visual Dictionary of Ancient Civilizations. Dorling Kindersley, 1995.
Ishii, Momoko. Tongue Cut Sparrow. Lodestar Books, 1987.
Jeuness, Gallinard. Pyramids. First Discovery Book. Scholastic, 1994.
Kalman, B. China: The Culture. Crabtree, 1989.
Kalman, B. China: The Land. Crabtree, 1989.
Kerr, D. Ancient Egyptians. Franklin Watts, 1996.
Kerr, D. Egyptian Farmers. Grade 2. Watts, 1991.
“Long Ago and Far Away: A Look at Ancient Civilizations.” Grades K-3. NIE Supplement, Daily Press.
Louie, Ai-Ling. Yen-Shen: A Cinderella Story from China. Putnam, 1996.
Maccaulay, D. Pyramid. Houghton Mifflin, 1975.
Mahy, Margaret. Seven Chinese Brothers. Scholastic, 1990.
Major, J. The Silk Route: 7000 Miles of History, HarperTrophy, 1996.
Martell, H. The Ancient Chinese. New Discovery, 1993.
Marty, S. Chinese Jump Rope. Sterling, 1994.
Mason, A. The Children’s Atlas of Civilizations. Millbrook, 1995.
Mike, J. Gift of the Nile: An Ancient Egyptian Legend. Troll, 1993.
Millare, A. Pyramids. Kingfisher, 1996.
Morley, J. How Would You Survive as an Ancient Egyptian? Watts, 1995.
Mosel, Arlene. Tikki Tikki Tembo. Lectorum Publications, 1994.
Nicholson, C. Ancient China, Journey into Civilization. Chelsea House, 1995.
Odijk, P. The Chinese. Ancient World Series. Silver Burdett, 1991.
Oliphant, Margaret, The Earliest Civilizations (The Illustrated History of the World, Vol. 1). Facts on File, 1998.
Pipe, J. Mystery History of a Pharoah’s Tomb. Brookfield, 1997.
Putnam, J. Pyramid. Knopf, 1995.
GRADE 2, RESOURCES
57
“Pyramids.” In Kid’s Discover Magazine.
Reeves, N. Into the Mummy’s Tomb: The Real Life Discovery of Tutankamun Treasure. Scholastic, 1992.
Sabuda, R. Tutankhamen’s Gift. Artheneum, 1995.
Scott, G. Egyptian Boats. Carolrhoda, 1981.
Sing, Rachel. Chinese New Year’s Dragon. Simon & Schuster, 1994.
Steedman, S. The Egyptian News: The Greatest Newspaper in Civilization. Candlewick, 1997.
Steele, Philip. I Wonder Why the Pyramids Were Built. 1995, Kingfisher.
Steele, P. Journey through China. Troll, 1991.
Teague, Ken. Growing Up in Ancient China. Troll, 1994.
Tompert, A. The Jade Horse: The Cricket and the Peach Stone. Boyds Mill, 1996.
Tutankhamun and Ancient Egypt: An Interactive Guide to the Mystery of Tutankhamun. Dorling Kindersley, 1996.
Wang, R. The Fourth Question: A Chinese Tale. Holiday House, 1991.
Waters, Kate, and Madeline Slovenz-Low. Lion Dancer: Ernie Wan’s Chinese New Year. Scholastic, 1990.
Wilcox, C. Mummies and Their Mysteries. Grade 4. Carolrhoda, 1993.
Williams, B. See through History: Ancient China. Viking, 1996.
Wyndham, Robert. Chinese Mother Goose Rhymes. Putnam, 1989.
Young, Ed. Lon Po Po. Putnam, 1996.
Young, E. Night Visitors. Philomel, 1996.
Zhang, S. The Children of China: An Artist’s Journey. Tundra, 1995.
Nonprinted Student Resources
Ancient Egypt. Grades K–5, 22 min. Discovery Channel. Video.
Big Bird Goes to China. Children’s Television Network. Video.
China. National Geographic CD-ROM Civilization Series. Software.
China: People and Places. 19 min. Discovery Channel. Video. [Three segments: “Forbidden City,” “Write
Chinese,” “Young Athletes.”]
Don’t Eat the Pictures: Sesame Street at the Metropolitan Museum of Art. Ancient Egypt. 60 min. Children’s
Television Network, 1987. Video.
Mummies Made in Egypt. Reading Rainbow. Video.
National Geographic Picture Pack: Ancient Egypt. National Geographic, 1996. [Forty overhead transparencies]
Ontario Museum Hieroglyphic Decoder, 1996: http://www.torstar.com/rom/egypt/cartolet.html [Approachable
Web site that allows students to write messages in hieroglyphics and decode them]
Tour the Inside of a Pyramid: http://www.pbs.org/wgbh/pages/nova/pyramid
Printed Teacher Resources
Bangsund, E. World Class Tours: For Teachers of Grades K–5. Peguis. [A versatile resource integrating art,
drama, history, the sciences, and language arts into10 travel adventures. Easy to follow instructions for dozens
of activities, recipes, and crafts]
Chertok, B. Learning about Ancient Civilizations through Art. Scholastic. [Use art to learn about ancient
civilizations: Prehistoric, Minoan, Egyptian, Pompeian, Chinese, Mayan, Pueblo, and Benin. Includes
full-color posters of eight ancient masterpieces, historical information, and reproducible hands-on activities]
Dramer, K. China: Games People Play. Children’s Press, 1997. [Discusses the ways that Chinese children have
amused themselves from ancient times to the present with such games, toys, and sports as Chinese checkers,
tangrams, paper folding, stilts, kites, pingpong, and more]
Egyptian Art: An Integrated Curriculum Guide for the Intermediate and Middle School Student. Edited by A.
Fuerst. ERIC Document Reproduction Service ED 380334, 1992. [Though this is designed for older students,
teachers can adapt parts to the younger student.]
Manniche, L. The Ancient Egyptians Activity Book. Thames and Hudson, 1985. [Activity sheets with directions and
illustrations to use hieroglyphics to write and decode words, crafts, and recipes]
Education/Outreach Department. Tomb Treasures From China: The Buried Art of Ancient Xi’an — A Teacher’s
Workshop. ERIC Document Reproduction Service ED 391759. [Twenty slides, pronunciation guide, time line,
posters, and maps showing Chinese culture through the Zin, Han, Sui, and Tang dynasties]
National Geographic Picture Pack: Ancient Egypt. National Geographic, 1996. [Forty overhead transparencies with
teacher’s guide, captions, and activities]
Parks, M. “Integrate the Arts: The Art of Ancient Egypt.” Instructor 105, No. 5 (1996).
58
GRADE 2, RESOURCES
Nonprinted Teacher Resources
Ancient Egypt. Voyager Publishers. Videodisc. [2800 images]
Ancient Egypt lesson plans: http://www.trinity.edu/departments/education/core/lessons/first/c11mummy.htm
[Designed for first graders; some can be adpated for older students.]
Books about China for kids: http://zinna.umfacad.maine.edu/~mshea/China/kids.html
Cyber Mummy:
http://www.ncsa.uiuc.edu/Cyberia/VideoTestbed/Projects/Mummy/mummyhome.html [Unlocks the secrets of a
mummy housed at the World Heritage Museum at the Univeristy of Illinois in Urbana with medical imagery, a
spercomputer, and an archeologist. Actual photographs and images help students address questions such as
“What clues does the mummy give us about life in Ancient Egypt?”]
Dr. Inez Ramsey’s links to Ancient Egypt for teachers: http://falcon.jmu.edu/~ramsey/egypt.html
The Everything Else Page of Chinese Culture: http://www.chaos.umd.edu/history/toc.html [Excellent resource for
teachers, photographs for sharing with children, topics include: medicine, food, folk arts, festivals, puppetry]
Ms. Schuller’s Ancient China: http://nisus.sfusd.k12.ca.us/americorps/zimmerman/china.html
Teacher resources on Ancient Egypt: http://scrtec.rtec.org/track/tracks/f00003.html
http://history.cc.ukans.edu/history/index.html
http://www.egyptology.com/reeder/index.html
Theme III: Discovering How Geography Defines a Community: Maps
Printed Student Resources
Baider-McKee, C. Mapped Out! GibbsSmith, 1997.
Berger, M. The Whole World in Your Hands: Looking at Maps. Ideals, 1993.
Clouse, N. Puzzle Maps U.S.A. Holt, 1990.
Donnelly, J. All around the World. Putnam, 1991.
Green, D. The DK Geography of the World. DK Publishing, 1997.
Hartman, Gail. As the Crow Flies: A First Book of Maps. Macmillan, 1991.
Kellogg, Stephen. Paul Bunyan. Morrow, 1984.
Kellogg, Stephen. Johnny Appleseed. Morrow, 1988.
Kellogg, Stephen. Mike Fink. Morrow, 1992.
Kellogg, Stephen. Pecos Bill. Morrow, 1986.
Schwartz, Alvin, and Glen Rounds. Kickle Snifters and Other Fearsome Critters. Harpercollins Juvenile Books,
1992.
Knowlton, J. Maps and Globes. Harper, 1985.
MacLachlan, Patricia. Sarah Plain and Tall. Pages, Inc., 1995.
Ryan, P. Explorers and Mapmakers. Dutton, 1990.
Rylant, Cynthia. When I Was Young in the Mountains. NAL/Dutton, 1993.
Tivers, J. The Viking Children’s World Atlas. Puffin, 1983.
Weiss, H. Maps: Getting from Here to There. Houghton, 1991.
Williams, Jennifer. Stringbean’s Trip to the Shining Sea. Scholastic, 1990.
Nonprinted Student Resources
Geobee Challenge. National Geographic Interactive, 1997. Software.
My First Amazing World Explorer. Grades K–3. DK Multimedia, 1996. Software.
Small Blue Planet: The Real Picture World Atlas. Now What Software, 1995. [May need assistance but can zoom
around the globe]
Where in the World is Carmen Sandiego, Jr.: Detective Edition. Grades K-3. Broderbund, 1994. Software.
Where’s Waldo? Grades K–7. Exploring Geography Imagination Pilots, 1996. Software.
Zap! Zap! Zap! National Geographic. Glencoe-McGraw-Hill. Software.
Printed Teacher Resources
Buckley, S. Hands-On Geography: Poster, Reproducibles, and Activities to Develop Early Geography Skills.
Scholastic.
Developmental Studies Center Staff. Reading for Real Teacher’s Guide to “Sara Plain and Tall.” Developmental
Studies Center, 1996.
Exploring Your Community, State, and Region Research Book. National Park Service. 1991. [Teacher’s guide]
GRADE 2, RESOURCES
59
From Soup to Nuts: Multicultural Cooking Activities to Develop Early Geography Skills. Scholastic. [Explore the
rich cultures of the world with these simple cooking activities created especially for young children, K–2.]
McCarthy, T. Literature-Based Geography Activities. Scholastic. [Twenty-five children’s books become
springboards for teaching concepts such as mapping, using a compass rose, understanding symbols]
Theme III: Discovering How Geography Defines a Community: Rural, Urban, and
Suburban Communities
Printed Student Resources
Ancona, George. The American Family Farm: A Photo Essay. Harcourt Brace, 1997.
Beekman, Daniel. Forest, Village, Town, City. Harper Collins, 1982.
Burton, Virginia. The Little House. Houghton Mifflin, 1988.
Costa-Pace, Rosa. The City. Chelsea House, 1994.
Gartas, Leo. The Apartment Book: A Day in Five Stories. Dorling Kindersley, 1995.
Grimes, Nikki. C is for City. Lothrup, 1995.
Jonas, Ann. Round Trip. Greenwillow, 1983.
Jordan, June. Kimako’s Story. Houghton Mifflin, 1991.
Kalman, Bobbie. I Live in a City. Crabtree, 1986.
Peet, Bill. Wump World. Houghton Mifflin, 1981.
Pinkwater, Daniel. The Big Orange Splot. Scholastic, 1993.
Riggold, Faith. Tar Beach. Random House, 1996.
Rouse, Parke. Endless Harbor: The Story of Newport News. Newport News Historical Commission, 1978.
Stevenson, James. When I Was Nine. Greenwillow, 1986.
Nonprinted Student Resources
A video about your community similar to Snapshots of Newport News.
Theme IV: Depending on Others in Communities: Economic Choices
Printed Student Resources
Buller, Jon. No Tooth, No Quarter! Random House, 1989.
Cameron, Polly. I Can’t, Said the Ant. Putnam, 1961.
Elkin, Benjamin. Money. A New True Book. Children’s Press, 1983.
Gibbons Gail. The Milk Makers. Simon & Schuster, 1987.
Godfrey, Neale. A Money Adventure: Earning, Saving, Spending, Sharing. Silver Burdett, 1995.
Godfrey, Neale. Follow a Dollar around Town. Silver Burdett, 1995.
Godfrey, Neale. Here’s the Scoop. Silver Burdett, 1996.
Godfrey, Neale. Why Money Was Invented. Silver Burdett, 1996.
Hoban, Lillian. Arthur’s Funny Money. Harper, 1990.
Holtzman, Caren. A Quarter from the Tooth Fairy. Scholastic, 1995.
Khalsa, Dayal. How Pizza Came to Queens. Crown, 1995.
Little Red Hen. [Any version]
Maestro, Betsy. The Story of Money. Morrow, 1995.
Mathis, Sharon. The Hundred Penny Box. Houghton Mifflin, 1995.
Mitchell, M.K. Uncle Jed’s Barbershop. Houghton Mifflin, 1995.
Schwartz, David. If You Made a Million. Morrow, 1994.
Slawson, Michele. Apple Picking Time. Crown, 1994.
Van Rayanback. Everything from a Nail to a Coffin. Orchard, 1991.
Viorst, Judith. Alexander Who Used To be Rich Last Sunday. Simon & Schuster, 1987.
Williams, Vera. A Chair for My Mother. Morrow, 1993.
Williams, Vera. Something Special for Me. Morrow, 1986.
Williams, Vera. Music, Music for Everyone. Greenwillow, 1984.
Ziefert, Harriet. A New Coat for Anna. Chelsea House, 1988.
Zimelman, N. How the Second Grade Got $8205.50 to Visit the Statue of Liberty. Whitman, 1992.
Nonprinted Student Resources
Currency residue — shredded currency available from the Federal Reserve Bank of Richmond upon request.
Money Town. Grades K-4. Simon & Schuster Interactive, 1995. Software.
60
GRADE 2, RESOURCES
Money Adventure (starter set). Modern Curriculum Press. [Play money]
Viorst, Judith. Alexander, Who Used To Be Rich Last Sunday. Produced by Bernard Wilets Productions and
directed by Dianne Haak. 14 min. AIMS Media. Video.
Nonprinted Teacher Resources
All of the resources listed in this category are available on the CD-ROM Virtual Economics: An Interactive Center
for Economic Education. EconomicsAmerica: Nebraska, 1995.
Community Publishing Company. Lesson 24 — “Obtaining Resources on Credit.”
Discovering Economics: Consumer Education for Kids. Part I — “Money.”
Economics and Children’s Literature. Titles include: Round and Round the Money Goes by Berger and Gilda
Melvin, The Terrible Thing That Happened at Our House by Marge Blaine, Helga’s Dowry — A Troll
Love Story by Tomie DePaola, and A New Coat for Anna by Harriet Ziefert.
Economics for the Elementary Classroom. Lesson Activity 3.1 — “Swap Day Barter.”
Egg-bert: A Case Study. [A short instructional unit covering economic concepts]
Master Curriculum Guide in Economics: Teaching Strategies, K–2. Lesson 8 — “Money is What Money
Does.” Lesson 12 — “Opportunities for Appreciation.” Lesson 15 — “Bulletin Board: Scarcity Balloon
Trip.” Lesson 21 — “His Barter is Worse Than His Bits.” Lesson 22 — “Birthday Barter.”
Personal Finance Economics, K–2: Pocketwise. Lesson 3 — “Money Lets Me Choose.” Lesson 7 —
“Advertising Influences Spending Decisions.” Lesson 8 — “Credit is Based on Trust!” Lesson 9 —
“Buddy, Can You Spare a Dime?” Lesson 13 — “I Owe You.”
Play Dough Economics. Lesson 3 — “Scarcity: We Can’t Have All the Things We Want.” Lesson 6 — “Trade:
Getting the Things We Want.” Lesson 7 — “Money: Making Trade Easier.”
Puppet Economics. Part 1 — “Puppet Plans.” Part 4 — “A Market for Puppets.”
The Kids Town Club. Supplementary Activity — “Profit Producers.”
The Econ Song Book. Song 12 — “The Money Goes ’Round.”
Video Guide: Econ and Me. Lesson 1 — “Scarcity.” Lesson 2 — “Opportunity Cost.” Lesson 3 —
“Consumption.”
Theme IV: Depending on Others in Communities: Interdependence of Citizens
Printed Student Resources
Buller, Jon. No Tooth, No Quarter! Random House, 1989.
Cameron, Polly. I Can’t, Said the Ant. Putnam, 1961.
Elkin, Benjamin. Money. A New True Book. Children’s Press, 1983.
Gibbons Gail. The Milk Makers. Simon & Schuster, 1987.
Godfrey, Neale. A Money Adventure: Earning, Saving, Spending, Sharing. Silver Burdett, 1995.
Godfrey, Neale. Follow a Dollar around Town. Silver Burdett, 1995.
Godfrey, Neale. Here’s the Scoop. Silver Burdett, 1996.
Godfrey, Neale. Why Money Was Invented. Silver Burdett, 1996.
Hall, Donald. The Ox-Cart Man. Puffin, 1983.
Hoban, Lillian. Arthur’s Funny Money. Harper, 1990.
Holtzman, Caren. A Quarter from the Tooth Fairy. Scholastic, 1995.
Khalsa, Dayal. How Pizza Came to Queens. Crown, 1995.
Little Red Hen. [Any version]
Maestro, Betsy. The Story of Money. Morrow, 1995.
Martin, Charles. Summer Business. Harper, 1990.
Mathis, Sharon. The Hundred Penny Box. Houghton Mifflin, 1995.
Mitchell, M. K. Uncle Jed’s Barbershop. Houghton Mifflin, 1995.
Schwartz, David. If You Made A Million. Morrow, 1994.
Slawson, Michele. Apple Picking Time. Crown, 1994.
Van Rayanback. Everything from a Nail to a Coffin. Orchard, 1991.
Viorst, Judith. Alexander Who Used to be Rich Last Sunday. Simon & Schuster, 1987.
Williams, Vera. A Chair for My Mother. Morrow, 1993.
Williams, Vera. Something Special for Me. Morrow, 1986.
Williams, Vera. Music, Music for Everyone. Greenwillow, 1984.
Ziefert, Harriet. A New Coat for Anna. Chelsea House, 1988.
Zimelman, N. How the Second Grade Got $8205.50 to Visit the Statue of Liberty. Whitman, 1992.
GRADE 2, RESOURCES
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Nonprinted Student Resources
Currency residue — shredded currency available from the Federal Reserve Bank of Richmond upon request.
Money Town. Grades K–4. Simon & Schuster Interactive, 1995. Software.
Money Adventure (starter set). Modern Curriculum Press. [Play money]
Viorst, Judith. Alexander, Who Used To Be Rich Last Sunday. Produced by Bernard Wilets Productions and
directed by Dianne Haak. 14 min. AIMS Media. Video.
Nonprinted Teacher Resources
All of the resources listed in this category are available on the CD-ROM Virtual Economics: An Interactive Center
for Economic Education. EconomicsAmerica: Nebraska, 1995.
Children in the Marketplace. Lesson 4 — “People’s Wants Stimulate Production: The Toothpaste Ad.” Lesson
5 — “Supply and Demand Set Prices: Gerry’s Lemonade Stand.”
Economics and Children’s Literature. Titles include: The Paper Crane by Molly Bank, Little Nino’s Pizzeria
by Karen Barbour, Hippo Lemonade by Thaler, Mike, and The Boxcar Children by Gertrude Warner.
Economics for Elementary Classrooms. Lesson Activity 4.1 — “The Law of Demand: What If!”
Master Curriculum Guide in Economics: Teaching Strategies, K–2. Lesson 9 — “Learning Center: Producer
Pigs.” Lesson 17 — “Spotlight on Specialists.” Lesson 19 — “Learning Center: School Connections.”
Lesson 24 — “Puppet Show: Pinky’s New Bow Tie.”
Puppet Economics. Part 2 — “A Puppet Factory.” Part 3 — “Special Puppeteers.”
The Kids Town Club. Supplementary Activity — “Econ Songs for Entrepreneurs.” Supplementary Activity —
“Factory Fun.” Supplementary Activity — “Scooping Up Production.
The Econ Song Book. Song 11 — “The Market Song.”
Video Guide: Econ and Me. Lesson 4 — “Production.” Lesson 5 — “Interdependence.” Activity 37 —
“Interdependence.”