2 nd Grade Social Science Course Map Heritage Studies

Transcription

1 2 nd Grade Social Science Course Map Heritage Studies Course Title: Second Grade Social Studies Duration: 1 year Frequency: 4 times per week Year: May 2013 Text: Heritage Studies 2 for Christian Schools; Publisher Bob Jones Other materials: Trade Books, God s World Magazine, and the Bible, Maps and More Picture Cards Areas to be evaluated: Students will be able to compare and discriminate between modern and early American practices. Students will be able to assess the value between the theories of earth s history and make choices based on biblical arguments for Creation. Additional activities: Field Trip to local post office and fire station, Family tree poster to encourage family discussions of immigration, Field Trip to Kauffman Museum to study the early American life on the prairie and immigration practices of early settlers and pioneers. Course objectives: To develop a knowledge of God through the study of the world s history, To encourage Christian growth by differentiating between false philosophies and Biblical truths, To promote historic and geographical literacy through the examination of historical facts emphasizing a Christian philosophy promoting Godly character and attitudes. Course explanation: Students will study the history of America beginning with the comparison of old and new communities. An in-depth farming practices of old and new, The early history of the colonists and the 13 Colonies, Kings and Queens or Europe, and the Revolutionary War. Unit: 1- Communities- Old and New and Farming Lessons 1-10 Time frame: 15 days Additional resources: - Maps and More Picture Cards Trade books from the school library which pertain to places in our communities board entitled Getting Around Town depicting a picture map of places in the community where - Map reading - Understand Characteristics of different communities in early colonial days and today, and learn to appreciate the contributions of various community workers - Identify and classify urban, rural, and suburban areas - Differentiate the process of how the postal system works both today and long ago. - Explain and locate resources and functions of libraries, hospitals, and emergency services - Compare and contrast functions of today s communities and communities of long ago - Compare and contrast farming methods and machinery uses in the past and present guide, model the reading of maps and keys on a map, and locate items in a classroom using directional clues. Teach students through experiencing places in their community. Use overhead to create a Library Map and Key of our own.

2 students participate in the making and locating of places. - Field trip to the school library to locate areas such as the check out desk, book return slot, and Fiction, Non Fiction, and Biography book shelves. - Field trip to the local Elbing Post office where students examining the workings of the U.S. Postal System. - Field trip to the local Fire House to hear the procedures of the emergency response teams. Biblical Integration: Just as Christ was a humble servant we too should also serve one another with love and humility. Serving your community and those you come in contact with on a daily basis. (servant hood ; Philippians 2:7-8 and Ephesians 6:5-8) God never honors a lazy servant. He wants us to be diligent and dependable workers who are busy working to bring others to Him. (work ; Ephesians 4:28 and II Thessalonians 3:10-12) Assessment: Oral assessment of each lesson through question and response activities and games, Written assessment using writing prompts. (Language Component) Unit: 2- Starting the Colonies Lessons Time frame: 15 days Additional resources: pertain to the first English Colonies - Maps and More picture cards 5-7 board entitled Why Did They Come to the Colonies? matching each colony with the reason why the colonists came. - Examine the different reasons the colonists had in settling in America - Differentiate between the needs and wants of colonists - Recognize the hardships and sacrifices many colonists made to come to America - Distinguish between the Pilgrims and the Separatists - Locate the 13 colonies on the map and know geographical factors that determined where the colonists settled. guide, model and create an interactive timeline to allow students to visualize the order of events in colonial history. Set up a Trading Post Colony in the classroom to demonstrate the ideas and practices of the colonists of New York to provide the daily essentials for their families. Biblical Integration: Salvation and Biblical separation from the world. After we are saved we should live a life that follows after the Lord Jesus Christ. Others should see the difference in our lives and glorify God. (John 17:6,11,14,18; II Corinthians 6:14-18) Exaltation of Christ and Faith in God s promises ( Colossians 1:12-21 and II Peter 1:4)

3 Assessment: Written evaluation matching each colony with the reason why they came. Teacher observation and oral evaluations. Unit:3- People From All Over Ch Time frame: 16 days Additional Resources: pertain to foods, dress, housing, schooling, and other ways of life in the Colonies. - Maps and More picture cards 8-12 board entitled People From All Over which uses a world map, push pins, and yarn to show immigration patterns to the Colonies from other countries. - Locate countries on the globe where colonists immigrated from - Demonstrate an understanding of the relationship between colony and mother country - Compare and contrast colonists homes, tools, foods, utensils, customs, and overall etiquette of today and long ago. - identify items the colonists might have brought with them, made, or bought. - discover how religious beliefs have helped to shape American culture guide, taste and share recipes from other countries of colonial immigrants. Activities - Students will appreciate their own family heritage by developing a pedigree chart of their ancestry to share with their classmates. Charts will include birthplace and birth date of the student, his/her parents, and both paternal and maternal grandparents. - Use cooking lab to recreate recipes of the early colonists - Students make butter using heavy cream and a mason jar. - Students compare the tastes and textures of cornbread and wheat bread and discuss their opinions. This activity also promotes discussions of why the colonists used corn in many of their recipes. - Students taste rice pudding and understand its popularity to the southern states where rice was a main crop. Biblical Integration: God s provision and our thankfulness to Him for His provisions. Assessment: Oral assessment of each lesson through question and response activities and games, Written assessment using writing prompts (Language Component) Unit: 4- Communities Grow Ch Time frame: 8 days Additional resources: - Trade books from the -Follow a map -Understand that places change over time and every community is unique -Identify and classify types of communities - Survey and record information on a bar graph

4 include maps and community pictures -Maps and More pictures An interactive board entitled Our Town which uses a town map and pictures from the community to describe unique qualities of the town. Personalize the bulletin board with drawings and historical pictures to show changes and growth throughout the years. - Identify the shortest route on a map guide. Model objectives through activities. -Classroom Treasure Hunt using a map - Take a walk through our community locating places and historical landmarks - (Show and Share) each student will bring a baby picture to observe and discuss the changes and growth of each classmate. Use this as an example of how towns also grow and change. Biblical Integration: Goal setting (Proverbs 13:12, 19; Philippians 3:13) To be faithful servants we must set goals for our work. Evangelism and Missions (Psalm 126:5-6; Matthew 28:18-20) We should be telling others in our communities about the salvation God offers through His son Jesus Christ. Assessment: Oral assessment of each lesson through question and response activities and games, Written assessment by each student making a town booklet. Unit: 5- Colonial Shopkeeping Ch Time frame: 10 days Additional Resources: pertain to learning a trade in the Colonies. board displaying the Ecclesiastes 9:10 and different trades of the Colonists. - understand that apprentices worked for little compensation besides learning a trade. - identify aspects of the blacksmith, shoemaker, and printer s apprentices - Discover facts about Benjamin Franklin as a printer s apprentice Instructional Methods: Instructional Methods: Introduce unit using text book and teacher guide. Model objectives through activities. -Learn the parts of a shoe by following a pattern to make one using cardstock and yarn. -Make candles Biblical Integration: God never honors a lazy servant. He wants us to be diligent and dependable workers who are busy working to bring others to Him. (work ; Ephesians 4:28 and II Thessalonians 3:10-12) Assessment: Oral evaluations through discussions, measure understanding during activities, Writing Prompts (Language Component)

5 Unit: 6- Kings and Queens- Ch Time frame: 10 days Additional Resources : pertain to European parliament and the revolutionary war. -Maps and More picture cards An interactive board entitled The Crown Jewels referencing Louis xv, Maria Theresa Frederick the Great, and Catherine the Great. - be introduced to kings and queens who ruled in the European countries, and their good and bad characteristics. - understand that all societies have some form of government - know that kings and queens ruled many kingdoms around the world - discuss positive and negative character traits of rulers - differentiate laws made by bad rulers and laws made by good rulers - describe traits of Louis XV - understand that land is divided into cities, states, and countries - distinguish events that took place before Frederick was king from events that took place after he became king - understand that individuals have unique attributes and skills Instructional Methods: Instructional Methods: Introduce unit using text book and teacher guide. Model objectives through activities. Activities : -Compare and rate rules made by the Kings and Queens -Design a Coat of Arms Biblical Integration: It is God who sets up rulers and removes them. He is over all earthly power and we should respect and honor all in leadership positions. (Romans 13:1-7; I Peter 2:13-19; I Timothy 6:1-5) Assessment: Assessment: Oral evaluations through discussions, measure understanding during activities, Writing Prompts (Language Component) Unit:7- Kings Make Rules-Ch Time frame: 10 days Additional resources : pertain to European parliament and the French and Indian Wars or colonial strategy of war -Maps and More picture cards 19, develop an understanding of the French and Indian War, the effects of certain laws on citizens, and the rights and responsibilities of citizens. -understand that kings make laws to benefit themselves and their people -know that the French and the English fought over land in North America -discover that the history of the United States records diverse cultures forming a strong, free nation -explain why the Indians fought with the French against the English in North America -identify the conflict between the French and the English was called the French and Indian Wars

6 -An interactive board entitled French and Indian Wars to organize the rulers in charge for each country. -understand that communities, states, and nations have people who make laws -citizens have rights and responsibilities -understand that a tax is money that the people must pay to the government -know that people follow rules for their own benefit and for the benefit of others -George Washington fought in the biggest battle of the French and Indian Wars -understand that man s view of God determines his philosophy and history -at the end of the French and Indian Wars, the English won control of land in North America Instructional Methods: Instructional Methods: Introduce unit using text book and teacher guide. Model objectives through activities. -Biography study of the life of George Washington. -Biography study of the life of Daniel Boone Biblical Integration: It is God who sets up rulers and removes them. He is over all earthly power and we should respect and honor all in leadership positions. (Romans 13:1-7; I Peter 2:13-19; I Timothy 6:1-5) We can have courage because God has promised that He will never leave us nor forsake us. We should remember that we are armed with God s strength. I Chronicles 28:20; Joshua 1:9; Ephesians 3:11-12) Assessment: Oral evaluations through discussions, measure understanding throughout activities, Writing Prompts (Language Component)