Social Studies Curriculum Guide - Pinellas County Schools

Department Pinellas County Schools 2010

Social Studies Curriculum Guide

Pinellas County Schools

2nd Grade, 2011-2012 ________________________________________________

This curriculum guide covers 4 units (32 weeks)

Geography, Economics, American History, and Civics and Government


Month-by-Month Guide August Discuss Rules and Laws (Civics and Government) as you talk about school rules and develop your class rules. Begin a Timeline (American History) that you can use throughout the year. Whenever you discuss an event, you can mark it on the timeline. Make it easy to unfold and display, or leave it up all year. A good get-to-know-you activity is to have each student make a personal timeline of their life and share the big moments with the class. ***If it is an election year, state or national, you can mention candidates and offices that are in the news. Some schools run mock elections. You can generate interest and excitement in your students.

September

Introduce Map Elements (Geography).They should be able to tell where they live and know the state and national capitals. A map is something else that can be used throughout the year to reference locations in the news, story settings, and any other place that is mentioned. Teach why people come to the United states (American History).


October This is a good month to teach about Colonial America (American History).

November Teaching about Native American tribes (American History) is a good tie-in with Thanksgiving.

December Learning about different cultures (American History) and the different December celebrations gives you a chance to teach about the holidays and traditions.

January Teach the important documents, symbols, and individuals that represent the United States (Civics and Government). When you tell about Dr. Martin Luther King, Jr. Day, you can lay the foundation for next month.

February This is Black History Month. You can teach the cultural influences and contributions (American History). There is also Presidents’ Day. You can teach about our government (Civics and Government).


March Concentrate on more map skills, such as knowing where the continents, oceans, equator, and poles are located (Geography).

April Earth Day is a good time to talk about resources and recycling. Also, you may begin teaching about consumer demands and trade with other countries (Economics).

May Continue talking about goods and services (Economics).


Grade Level: 2 2011-2012

Social Studies CURRICULUM MAP

Geography

Objective: Students will use different types of maps/globes to identify various features and elements. Estimated Number of Weeks: 8

Concept Essential Questions Bench-

marks

People, Places, Events, Terms

Maps/Globes What are elements of different types of maps? SS.2.G.1.1 Key, legend, compass rose, coordinate

grids, directions, scale, north, south, east,

west

Where in North America do you live and what/where are the state capitol and national capi-

tol?

SS.2.G.1.2 Florida, Tallahassee, Washington DC,

city

What and where are: Equator, 7 Continents, 4 Oceans, North and South Poles, and countries

is North America?

SS.2.G.1.3

SS.2.G.1.4

Continents, oceans, equator

Activities Houghton Mifflin Curriculum Cross Curriculum Tie-Ins Benchmarks

Examine primary and secondary sources.

Utilize the media center, technology, or other infor-

mational sources to locate information that provides

answers to questions.

Examples of various types of maps and globes for

free exploration.

Label N, S, E, W on a map together.

Star symbol for capitols.

Identify and label all continents , oceans, countries

in North America, and equator.

Activity -Mapping the Garden (provided)

Activity -Plotting Locations (provided)

Activity -Where On Earth Are You? From

http:\www.lessonsnips.com/docs/pdf/

mapelements.pdf

Outline Maps – In Teacher’s Edition,

TR30 – TR39

Additional Vocabulary Cards –

Teacher’s Edition, TR41 – TR68

Textbook pages 32-35, 38, 42-43, 47,

66-69, 72-73, 82-83, 108, 110

Student Practice Book pages 2, 4, 9,

11

Transparencies 1, 2, 4, 5

R10-R19 - Maps in the back of the

textbook

Math-Points on a grid, measuring

distance

SS.2.A.1.1

SS.2.A.1.2




Economics

Objective: Students will recognize that goods and services are trades with other countries to meet consumer demands. Estimated Number of Weeks: 8


marks


Resources

Demands

Trading

How do resources affect peoples choices? SS.2.E.1.1

What goods do people supply based on consumer demands? SS.2.E.1.2 Jobs, housing, consumer demands

What goods and services does the United States trade with other countries? SS.2.E.1.3 Clothing, toys, cars, food



Utilize the media center, technology, or other informational sources to

locate information that provides answers to questions.

Jr. Achievement Presentation on Spending/Saving, Wants/Needs

japinellas.org [email protected] (727)530-0884

Activity-Economics from www.lessonsnips.com/docs/pdf/

adamsmith.pdf (Adam Smith-father of modern economics)

Activity-Foreign Economics from www.lessonsnips.com/docs/pdf/

foreigneconomics.pdf

Activity-Goods and Services from www.lessonsnips.com/docs/pdf/

fourmarkets.pdf

Activity-If You Give a Mouse a Cookie (provided)

Activity-Managing Earned Money from www.lessonsnips.com/docs/pdf/

spendsave.pdf

Activity-Supply and Demand from www.lessonsnips.com/docs/pdf/

suppludemand.pdf

Vocabulary-textbook pages 158-159

Unit 4, Lesson 1-pages160-161 ―Needs, Wants,

and Choices‖

Unit 4, Lesson 3-pages 172-177 ―Goods and Ser-

vices‖

Unit 4, Lesson 4-pages180-185 ―People Save

Money‖

Pages 200-201 ―Money Around the World‖

Math: Money

Treasures:

—Unit 1, Week 3-‖Fighting the

Fire‖

—Unit 2, Week 3-‖A Trip to the

Emergency Room‖

SS.2.A.1.1

SS.2.A.1.2

SS.2.E.1.4




Civics & Government

Objective: Students will realize the importance of government and civics. Estimated Number of Weeks: 8


marks


Foundations of

Government

Citizenship

Structure of

Government

Why do people form governments?

What would happen if there were no laws and rules?

SS.2.C.1.1 Laws, safety, rules

What are the rights and responsibilities of citizenship?

What are contributions that citizens have made?

SS.2.C.2.1

SS.2.C.2.2

SS.2.C.2.3

SS.2.C.2.4

SS.2.C.2.5

Right to vote, freedom of speech, free-

dom of religion, volunteering, recy-

cling

What are the important documents, symbols, and individuals that represent the United States? SS.2.C.3.1

SS.2.C.3.2

White House, Constitution, Statue of

Liberty, Liberty Bell, Ellis Island



Utilize the media center, technology, or other infor-

mational sources to locate information that provides

answers to questions.

www.brainpop.com

Activity -How to be a Good Citizen from

www.lessonsnips.com/docs/pdf/citizenship.pdf

Activity-The Ellis Island Experience

Activity-Immigration: Facts and Faces

Activity-Taking Responsibility from

www.lessonsnips.com/docs/pdf/

takeresponsibility.pdf

Rules—pages 30-31

Unit 3, Lesson 1-pages 122-123 ―Ellis Island‖

Unit 3, Lesson 3-pages 136-143 ―Symbols‖

Unit 3, Lesson 4-pages 144-147 ―Holidays‖

Unit 6—‖America’s Government‖

Treasures:

—Unit 1, Week 3-‖Fighting the Fire‖

—Unit 2, Week 3-‖A Trip to the Emergency Room‖

—Unit 4, Week 3-‖A Way to Help Planet Earth‖

SS.2.A.1.1

SS.2.A.1.2




American History

Objective: Students will recognize the importance of early Native Americans and immigrants and the impact they have made on the United States. Estimated Number of Weeks: 8


marks


Inhabitants

Native Americans

Cultures

Impact

Colonial America

Immigration

How are the cultures of Native American tribes and various regions in the United States alike?

SS.2.A.2.1

SS.2.A.2.2

Location, clothing, housing, food, be-

liefs and practices, art, music

What was the impact of immigrants on the Native Americans?

What changes have occurred over time in the daily life of Colonial America?

What was the importance of Ellis Island and the Statue of Liberty on immigration?

SS.2.A.2.3

SS.2.A.2.4

SS.2.A.2.6

Location, clothing, housing, food, be-

liefs and practices, art, music, settle-

ments

Why do people come to the United States and why does immigration continue today?

What have been the cultural influences and contributions of immigrants today?

SS.2.A.2.5

SS.2.A.2.7

SS.2.A.2.8

Religious freedom, war, hunger, jobs,

food, language, music, art, clothing,

beliefs and practices, clothing



Utilize the media center, technology, or other informational sources

to locate information that provides answers to questions.

Identify terms and designations of time sequence.

Create a timeline of the class birthdays and major events.

Activity-American Indians from www.lessonsnips.com/docs/pdf/

americanindian.pdf

Activity-Colonial Life from www.lessonsnips.com/docs/pdf/

coloniallife.pdf

Activity-Native American Homes from www.lessonsnips.com/

docs/pdf/nativeamericanhomes.pdf

Activity-Time and Chronology of Events from

www.lessonsnips.com/docs/pdf/americanfence.pdf

Reading a timeline—pages 124-125

―Ellis Island‖ - pages122-123

―Pictures from the Past‖ Teacher’s Edition –207N,

Teacher Read Aloud

Unit 5—America’s Past

Unit 5, Lesson 1-pages 212-221 ―First Americans‖

Unit 5, Lesson 3-pages 226-239 ―Jamestown and

Plymouth‖

Treasures:

–Unit 5, Week 3-‖Columbus Explores

New Lands‖

—Unit 6, Week 4-‖African-American

Inventors‖

SS.2.A.1.1

SS.2.A.1.2

SS.2.A.3.1


Mapping the Garden Grade Level(s): 1-2 Submitted by: Gretchen, 2nd grade teacher

The learner will understand the legend, the key, the symbols and the area on a map by viewing several maps and discussing the mentioned features of the maps. The learner will then draw their own map of the garden the class will be planting in a future lesson.

Objectives: The learner will understand the legend, the key, the symbols and the area on a map by viewing several maps and discussing the mentioned features of the maps. The learner will then draw their own map of the garden the class will be planting in a future lesson.

Materials: 4 maps to be used as samples 25 blank maps for constructing their own maps 25 pencils 25 packs of crayons

Plan:

1. Start a discussion about maps with the students.

2. Generate feedback from the students by asking them questions such as:

What is a map? Have you ever used a map? Why are maps important? Is it important to know how to read a map and why? Discuss the questions and lead into why maps are important and why the components of a map are important. Then, display four examples of maps and point out the legend, key, symbols and area on each map. Discuss what each component is used for on a map and why. Ask the students, as a large group, to identify each component discussed on the samples maps. Explain that the class will be planting a garden in a future lesson and will need to map out the plants that they will be planting. Tell the students that by making a map of the gar-

den everyone will know where to plant the plants and have a neat organized garden. The map will also be important after the plants have been planted to tell which plant has been planted where.

Tell the students that they will be planting four of each of these types of plants: peppers, tomatoes, carrots and lettuce. Then, distribute a blank map to the students that will have a box for the legend, key, and symbols. The area of the map will have a square, two rectangles, a circle and a trian-

gle. Draw the same map on the board and ask the students what they would like to plant in each of the shapes and come to an agreement of the arrangement. Ask the students what symbol they would like to use to represent each vegetable that will be planted. Then, plot out the arrangement on the map on the board. Complete the

legend and key portion on the map as well. Instruct the students to copy the model map on the board to their blank map. The students will use crayons to draw the symbols in the legend, key and area.


If you Give a Mouse a Cookie By Laura Joffee Numeroff Harper Collins Lesson by Mary Suiter Grades 1-3 Nebraska Standards: 1.19, 4.16, and 4.6 Economics: unlimited wants, goods, services Language Arts: Cause/effect, sequencing, recall, making predictions

Synopsis: A little mouse shows up at a young man's house. The young man gives the mouse a cookie and starts a chain of events.

Materials: markers, crayons, pencils, drawing paper

Procedure: Pre-reading

1. Ask students if they have heard sentences like these: "If you finish your work, you may watch television" or "If you stop talking, you may go to recess." 2. Explain that the first part of each sentence tells something that might happen. It is called the "cause." The second part of the sentence tells what might happen because the first thing happened. It is called the "effect." 3. Ask students to identify the "cause" and "effect" of the sample sentences. Explain that because the work was finished, permission was given to watch television. Be-cause the class stopped talking, permission was given to go to recess. 4. Ask students to predict how this sentence might end: "If you clean your room, you may..." Use student responses to reinforce the cause/effect relation-ship. 5. Introduce the book, If You Give a Mouse a Cookie, by reading the first line of the story, "If you give a mouse a cookie..." and ask students to predict what the effect might be.

Reading 6. Complete reading If You Give a Mouse a Cookie. Post Reading 7. To help students recall the events of the story, ask a student to name what the mouse wanted first. 8. Ask the next student to name the first and second things the mouse wanted. 9. Ask the third student to name the first, second and third things the mouse wanted. Continue this process until the students have named all the things the mouse wanted. (cookie, milk, straw, napkin, mirror, scissors, broom, mop, bucket, little box, pillow, story, paper, crayons, pen, tape) 10. Discuss examples of cause/effect statements from the story. 11. Read the last page of the story, "he's going to want a cookie to go with it." Ask students to predict a possible effect of wanting a cookie.


Additional Websites:

http://it.pinellas.k12.fl.us/Teachers3/gurianb/socialstudies.html

http://www.whitehouse.gov/about/white-house-101/

http://bensguide.gpo.gov/benfranklin/index.html

http://www.history.com/topics

http://www.kids.gov/

http://www.americaslibrary.gov/

http://www.ipl.org/div/stateknow/

http://www.va.gov/kids/k-5/index.asp?intSiteID=2

http://teacher.scholastic.com/activities/clf/tguidesitemap

4Kids.org

http://sharepoint.leon.k12.fl.us/esss/

http://it.pinellas.k12.fl.us/Teachers3/gurianb/socialstudies.html

http://www.whitehouse.gov/about/white-house-101/

http://bensguide.gpo.gov/benfranklin/index.html

http://www.history.com/topics

http://www.kids.gov/

http://www.americaslibrary.gov/

http://www.ipl.org/div/stateknow/

http://www.va.gov/kids/k-5/index.asp?intSiteID=2

http://teacher.scholastic.com/activities/clf/tguidesitemap.htm?lnkid=TNav:SA:Computer%20Lab%20Favorites&ESP=SA/ib//acq/comp_lab_fav_tnav_SA///nav/txtl////

http://www.4kids.org

http://sharepoint.leon.k12.fl.us/esss/

Social Studies Curriculum Guide - Pinellas County Schools

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