Social Studies

Grade Two

Course Description:

The second grade social studies curriculum will reinforce students’ skills in citizenship, humanities, history, economics, geography, and community life through a variety of learning styles.  Areas of study will include: culture; time, continuity and change; people, places and environments; individual development and identity; individuals, groups and institutions; power, authority, and governance; production, distribution, and consumption; science, technology, and society; global connections, and civic ideals and practices. It is intended that each child will apply what he/she learned to their everyday life in the classroom and outside in the everyday world.

Prerequisites: None

Topic/Unit 1: Looking at Communities Approximate # of Weeks: 4

In this unit, students will practice, apply and review geography skills which will be utilized throughout the year. Students focus on communities, learning about some places that make up a community and why transportation, communication, and rules and laws are important in a community.

Essential Questions:

1. What are the basic attributes of maps and globes? How do we use them?
2. How is a community defined?
3. Who are community leaders and workers? What do they do?
4. How is communication defined? Why is communication important?
5. How is transportation defined? Why is transportation important?
6. How do rules and laws play an important part in our communities?
7. What is the difference between urban and rural communities?

Objectives:

Each student will be able to:

1. Identify a community: Identify places on a map of a community. Understand that maps use different colors and symbols to show features of a community. (CCS 6.1, 6.6)

2. Discuss the definition of a community: Using the desk map as an example to define a community as a place where people live, learn, work, and play and locate an example of each one of these on the map.   (CCS 6.1, 6.6.2, 6.3, 6.4, 6.5, 6.6)

3. Get around in a community: Illustrate means of transportation and their importance. Identify and list types of transportation in a community.  (CCS 6.1, 6.2, 6.6 A-1-3, D1)

4. Explain sharing information in a community: Illustrate kinds of communication in a community. Identify and list types of communication in a community. (CCS 6.1, 6.4. 6.6 D2)

5. Compare students’ own community with the one shown on the map. (CCS 6.1, 6.6 A1-3, B1-2)

6. Explain the importance of rules and laws in a community. (CCS 6.1, 6.2 A1-5)

7. Compare urban and rural communities: Know the difference between cities, towns and farms. (CCS 6.1, 6.6. A1-3; B1, B2)

 Suggested Activities:

• Make a 3-D map of your school and/or community.
• Illustrate and label four types of communication.
• Make a list of rules for your classroom.
• Role play/911 phone call.
• Literacy Library.
• CD Rom.

Topic/Unit 2: Community Needs and Wants Approximate # of Weeks: 4

In this unit, students will get an understanding of basic economics; distinguish between needs and wants; distinguish between goods and services; and recognize that we are all consumers. Students will discover why people work and explore the choices that people need to make with money.

Essential Questions:

1. What is the difference between a “need” and a “want?”
2. Where are some places in your community that satisfy “needs” and “wants”?
3. In what ways are goods and services important to communities?
4. How do people make choices about how to spend and save money?

Objectives:

Each student will be able to:

1. Identify and distinguish between “needs” and “wants” and locate places in a community that satisfy needs and wants. (CCS 6.1 A1, B1; 6.2; 6.4; 6.5 B1; 6.6 B1, B2, D1, D2)
2. Identify and distinguish between “goods” and “services.” Know and understand that places provide goods and services to meet the wants and needs of a community: A local map can show neighborhoods, streets, where to obtain goods and services and the location of buildings. (CCS 6.1; 6.2; 6.4; 6.5; 6.6 A1, A2, A3, B1, B2)
3. Using a community map, locate places that provide goods and services, like the post office, police station, City Hall, schools, fire department. Label each.  (CCS 6.1 A1, B1; 6.2; 6.4; 6.5 B1; 6.6 B1, B2, D1, D2)
4. Understand that people need money to satisfy needs and wants and that people work to earn money. (CCS 6.1; 6.5 A1-4, B1)
5. Identify how people make choices about money: spending and saving. (CCS 6.1; 6.5 A1-4, B1)

Suggested Activities:

• Make a collage showing needs and wants.
• Make a word web to name goods and services.
• Invite parents into classroom to discuss jobs.
• Interview parents or staff about jobs.
• Write a shopping list/budget money/compare prices.
• Literacy Library.
• Make a flow chart about money/using money.

Topic/Unit 3: Exploring Maps and Globes Approximate # of Weeks: 6

In this unit, students learn how to read a map. They examine objects from an eye-level view, a bird’s eye view, and a map view. Students identify how symbols and colors are used on globes and maps and use these symbols to identify natural and cultural features. Students will find places on maps by using grids and north, south, east, and west. Students will measure distances in inches and blocks.

Essential Questions:

1. How are maps and globes used?
2. What are the basic attributes of maps and globes?
3. What information do you obtain from different types of maps?

Objectives:

Each student will be able to know and understand how to:

1. Identify the difference between bird’s eye view, eye-level view and map view; Recognize that a map view is a view from directly overhead. (CCS 6.1; 6.6 A1-3, B1-2)

2. Recognize that maps and globes use color to show land and water. (CCS 6.1; 6.6 A1, A2, A3, B1, B2)

3 Use map key to identify features on a map. Make a map key for a specific map. (CCS 6.1; 6.6 A1, A2, A3, B1, B2, D1, D2)

4. Compare maps and globes. (CCS 6.1; 6.4; 6.6 A1, A2, A3, B1, B2)

5. Recognize the difference between natural and cultural features on a map: define what natural and cultural features are and locate them on a map. (CCS 6.1; 6.6 A1, A2, A3, B1, B2)

6. Recognize the symbols for natural and cultural features: create symbols that could represent natural and cultural features. (CCS 6.1; 6.6 A1-3, B1-2)

7. Locate places on a map, describe their locations; Use and create grids to name locations on a picture and a map. (6.1; 6.6 A1-3; B1-2; 4.2)

8. Distinguish between north, south, east and west on maps and globes. (CCS 6.1; 6.6 A3)

9. Use a variety of methods to measure distance in the classroom; understand how to measure distance on maps. (CCS 6.1; 6.6 A1)

Suggested Activities:

• Create an aerial map of their neighborhoods, using map key.
• Compare and map and a globe; list similarities and differences.
• Make 3-dimensional landforms; label features.
• Make and use a compass rose.
• Write a story about a place, describing its natural and cultural features. (TM, p. 117)
• Measure and record distances in classroom.

Topic/Unit 4: Exploring Our Country and State Approximate # of Weeks: 3

In this unit, students will use map symbols to read a map of the United States and locate the United States in the world. Students will identify important natural and cultural features and some natural resources of the United States.

Essential Questions:

1. What would you use to locate the United States on a world map? Demonstrate.
2. How are natural and cultural features represented on a map?
3. How do cultural and natural features differ?
4. How do people use natural resources?
5. Who are our country’s leaders? What are their responsibilities?
6. Who are our local leaders? What are their responsibilities?

Objectives:

Each student will be able to know and understand:

1. How to show real places on a map: Review map symbols and locate symbols on a U.S. map. (CCS: 6.1; 6.6A1-3; B1-2)
2. How to read a U.S. map using the map key to point out features on the map. (CCS: 6.1; 6.6A1-3, B1-2)
3. How to use directions to describe locations on a U.S. map. (CCS: 6.1; 6.6A1-3, B1-2)
4. How to locate the United States in North America. (CCS: 6.1; 6.6A1-3, B1-2)
5. There are different types of maps that show different things: List attributes of different maps for example: physical (showing natural features), political (showing cultural features), product (where things are made and grown in the land), road. (CCS: 6.1; 6.3; 6.4;6.5; 6.6A1-3; B1,B2)
6. The location of school, home, neighborhood, community, state, and country. (6.1 ; 6.6A1-3, B1-2)

Suggested Activities:

• Compare map symbols with photos of corresponding features.
• Read a U.S. map using north, south, east, west.
• Write and illustrate state reports.
• Identify state capitols on a map.
• Campaign for saving our natural resources: create a poster/slogan.
• Use the internet to read about U.S. cities. Make a Venn Diagram to compare one city to Glen Ridge.
• Literacy Library
• CD-ROM

Topic/Unit 5: Our Country’s Government and History Approximate # of Weeks: 4

In this unit, students will be able to learn about the responsibilities of citizens and leaders of our country. They will be able to locate our country’s capital and state capitals. Students will sequence events in our country’s history and learn about the first Americans. They will recognize our present country’s cultural diversity. Students will focus on three important leaders in American history, sequencing important events from their lives on a timeline.

Essential Questions:

1. Why do people vote?
2. What are some important responsibilities of citizens?
3. What is the role of the President of the United States and the Congress?
4. How did Native American cultures use their natural environment?
5. How do different cultures celebrate?
6. How does life here compare to other places in the world?

Objectives:

Each student will be able to know and understand:

1. The responsibilities of citizens to vote and follow laws. (CCS: 6.1:A1, A2, A5;6.2 A1-5, B1, C1, D1, D,2; 6.4: B1-4)
2. Leaders have responsibilities: List the responsibilities of our country’s leaders (president, Congress). (CCS: 6.1,A1, A2, A5; 6.2 A1-5; B1, C1, D1, D2;6.4B1-4)
3. Leaders have specific qualities: List qualities that make a leader a good leader. ( CCS: 6.1 A1, A2, A5; 6.2 A1-5: 6.2 A1-5, B1, C1, D1-2: 6.3: 6.4 B1-4)
4. Leaders solve problems: Write how a leader would solve a problem such as games not being put where they belong? (CCS:6.1 A1, A2, A5; 6.2 A1-5, B1, C1, D1-2: 6.3; 6.4B1-4)
5. Identify leaders past and present. (CCS: 6.1 A1, A2, A5; 6.4B1-4)
6. That a bill is a plan for a new law. (CCS: 6.1A1, A2, A5; 6.2 A1-5, B1, C1, D1, D2; 6.4 B1-4)
7. How to use a timeline to sequence historical events. (CCS: 6.1 A1, A2, A5; 6.3; 6.4 B1-4)
8. How to identify different cultures of the past and present. (CCS: 6.1 A1, A2, A5; 6.3; 6.4 B1-4; 6.6 A, B1)
9. That many groups make up the population of the United States. (CCS: 6.1 A1, A2, A5; 6.4 B1-4; 6.6 A1, B1)
10. How to recognize the importance of symbols and landmarks of our country. (CCS: 6.1 A1, A2, A5; 6.4 B1-5; 6.6 A1,B1)

Suggested Activities:

· Create class rules.

· Hold a class election.

· Invite a community leader to be a guest speaker.

· Use the internet to research state capitals, noting when the city became a capital, what famous leaders lived/worked there, and what important events occurred.

· Create Native American inspired art.

· Make a diorama showing the environment, clothing, and food of Native Americans.

• Invite parents in to talk about family culture and traditions.
• Make a symbols collage (national or community).
• Read biographies.
• Create a timeline.
• Literacy Library
• CD-ROM

Topic/Unit 6: Looking at Our World Approximate # of Weeks: 4

In this unit, students will explore the world. They will be introduced to hemispheres and learn how the earth’s movement causes night and day. Students will discover similarities and differences between their lives and the lives of people around the world.

Essential Questions:

1. How are continents and oceans defined and where are they located on a map?
2. How does life here compare to other places in the world?

Objectives:

Each student will be able to know and understand:

1. The definition of a continent: Define a continent as one of the earth’s large land masses. (CCS 6.1; 6.6 A1-3, B1-2)
2. The definition of an ocean: Define an ocean as a large body of water. (CCS 6.1; 6.6 A1-3, B1-2)
3. The names and locations of the continents and oceans: Use a globe and a map to locate the continents and oceans and the natural and cultural features of each continent. (CCS 6.1; 6.6 A1-3, B1-2)
4. Different cultures have different celebrations: Compare and contrast celebrations from around the world using stories about celebrations.  (CCS 6.1; 6.2 A6, E1-3; 6.3; 6.4 B3; 6.6 A1-3, B1-2)
5. There are similarities and differences between the life of a child here and in other places around the world: Compare and contrast their life to the life of another child in the world. (CCS 6.1; 6.2 A6 E1-3; 6.3; 6.4 B3; 6.5; 6.6 A1-3, B1-2) 

Suggested Activities:

• Name and illustrate the four seasons; include holidays and /or events that happen during that season.
• Play Musical Globes: Pass a globe around (just like Hot Potato) until the music stops. The teacher says hot, cold or both. The student with the globe needs to locate a place with that climate.
• Make an atlas.
• Select a country and make a flag illustrating natural features, cultural features, and products made in that country.
• Select a country and make an individual Passport. Then create postcards that illustrate cultural features, natural features, people, languages, food, climate, attractions, and animals
• Bulletin board activity- Label half the bulletin board OURSELVES and the other half of the bulletin board OTHERS. Cut out pictures from newspapers/magazines. Place the pictures under the appropriate heading in order to show how life here and in other places around the world compares.
• Literacy Library
• CD-ROM

Student Resources (i.e., textbooks, related books):

· Literacy Resources:

- On the Town: A Community Adventure, by Judith Caseley

- Desert Town, Prairie Town, and River Town, by Bonnie Geisert

- Uptown, by Bryan Collier

- Madlenka, by Peter Sis

- The Journey, by Sarah Stewart

- Coming to America: A Muslim Family’s Story, by Bernard Wolf

- Grandpa’s Corner Store, by DyAnne DiSalvo-Ryan

- From Fruit to Jelly, by Shannon Zemlicka

- How the Second Grade Got $8,205.50 to Visit the Statue of Liberty by Nathan Zimelman

- Three Days on a River in a Red Canoe, by Vera B, Williams

- Look to the North: A Wolf Pup Diary, by Jean Craighead George

- The Armadillo from Amarillo, by Lynn Cherry

- Samuel Eaton’s Day, by Kate Waters

- The House on Maple Street, by Bonnie Pryor

- Boundless Grace, by Mary Hoffman, Caroline Binch

- Sitti’s Secrets, by Naomi Shihab Nye

- City Green, by DyAnne DiSalvo-Ryan

- Alejandro’s Gift, by Richard E. Albert

- My Brother Martin, by Christine King Farris

Teacher Resources (i.e., textbooks, related books):

• Nystrom’s Program: Exploring Where and Why; Teacher’s Guide
• Grade 2: Communities Here and There

Additional Resources:

• The Nystrom Nystronaut Atlases
• Desk maps; wall maps of the world and the U.S.
• Activity globes
• Community models; raised relief models
• Activity mats
• Learning Garden
• Guest Speakers: grandparents, parents and community workers

Software/Online/Media Resources:

• EWW CD-ROM Grade 2
• EWWnet.com; www.nystomnet.com
• PBS.org, www.scholastic.com; www.enchantedlearning.com; www.edhelper.com

Suggested Field Trips:

• Museums: Museum of Natural History in New York City; Ellis Island; Montclair Art Museum; Newark Museum; Morris Museum
• Liberty Science Center
• Native American Pow-Wow
• Community Walk.

Major Forms of Assessment:

• Selected response quizzes and tests, graphic organizers.
• Product assessment (essays, journal entries, portfolio).
• Performance assessments (oral presentations, dramatic readings, skills based performance, song/poem composition).
• Unit assessments and evaluation.

Career Education & Life Skills:

Standard 9.2.A.1 Apply communications and data analysis to the problem-solving and decision making processes in a variety of life situations.

Standard 9.2.A.2 Describe and apply constructive responses to criticism.

Standard 9.2.A.3 Apply the use of symbols, pictures, graphs, objects, and other visual information to a selected project in academic and/or occupational settings.

Standard 9.2.A.4 Recognize bias, vested interest, stereotyping and the manipulation and misuse of information while formulating solutions to problems that interfere with forming clear opinions and making open-minded decisions.

Standard 9.2.B.1 Revise and update the personal growth plan to address multiple life roles.

Standard 9.2.B.2 Apply project planning and management skills in academic and/or occupational settings.

Standard 9.2.B.3 Compare and contrast methods for maximizing personal productivity.

Standard 9.2.C.1 Model interpersonal and effective conflict resolution skills with peers and teachers who will also model the behavior of effective and intelligent argument through debate.

Standard 9.2.C.2 Communicate effectively in a variety of settings with a diverse group of people.

Standard 9.2.D.1 Analyze how character influences work performance.

Standard 9.2.D.2 Identify and research privileges and duties of citizens in a democratic society.

Standard 9.2.D.3 Discuss consequences and sanctions when on-the-job rules and laws are not followed.

Standard 9.2.D.4 Compare and contrast a professional code of ethics or code of conduct from various work fields and discuss similarities and differences.

Standard 9.2.D.5 Apply a professional code of ethics to a workplace problem or issue.

Technological Literacy:

Standard 8.1.B.7 Evaluate information sources for accuracy, relevance, and appropriateness.

Standard 8.1.B.11 Identify a problem in a content area and formulate a strategy to solve the problem using brainstorming, flowcharting, and appropriate resources. 

Standard 8.2.A.3 Provide various examples of how technological developments have shaped American history.

Patricia Marks/Erin Goldstein	July 9, 2008
Faculty Member’s Name	Date Submitted
Joseph Caravela	July 25, 2008
Supervisor’s Name	Date Approved