Social Studies Curriculum Map: Grade 2

Subject: Social StudiesStrand: History, Culture, and PerspectivesGrade:SecondDesigners(s)PVRCSS CommitteeSTAGE 1 – DESIRED RESULTSSecond Grade – Unit 2Unit Title: American LifeEstablished Goals: History, Culture, and Perspectives6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily, immigrated to NewJersey and America, and describe the challenges they encountered.6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration on America’s growth as anation, historically, and today.Understandings: Students will understand. . . . .Essential Questions: Why the first European settlers came toAmerica and the challenges they faced.The interaction between the European settlersand the Native Americans.Native American cultures differ based onwhere they live.Why the 13 colonies were formed.How American life has changed over time.Timelines help to sequence a series of events.Students will know: The original 13 coloniesHow to read and design a timelineHow the European Settlers and the NativeAmericans interacted.The cultural differences between NativeAmerican tribes.How the European Settlers and the NativeAmericans interacted.The events which led to the Westwardexpansion in America.Performance Tasks:Why did people come to America to form the13 colonies? What were the first European settlements inNorth America? Why did people come to America to form the13 colonies? How do Native American cultures differ byregion? How has our community changed over time? What was the Westward Expansion?Students will be able to: Compare and contrast Native Americancultures by region.Discuss the types of goods traded between theNative Americans and the colonists.Describe the significance of the FirstThanksgiving and comparing to today’scelebrations.Explain why pioneers moved west to obtainland and build homes.Use timelines to illustrate the order ofAmerican life from Pilgrim to Westwardexpansion.STAGE 2 – ASSESSMENT EVIDENCEOther Evidence:Suggested Tasks Perform a play that describes the significanceof the first Thanksgiving Create a timeline to illustrate the order ofAmerican Life from Pilgrim to WestwardExpansion.Example:Goal: to compare and contrast Native Americancultures by regionRole: HistorianSource: Understanding by Design, Summative AssessmentsSummative assessments should provide overallevidence of the students’ learning. How well have thestudents learned the content knowledge of the unit?Can students explain their understandings andlearnings with explanation and use of evidence? Arethe students able to use the newly learned skills inother areas? Assessments should pass the twoquestion test: Could students do the proposed assessment(s)Unit Design Planning Template (Wiggins/McTighe 2005)9

Subject: Social StudiesStrand: History, Culture, and PerspectivesAudience: peersProduct/Performance: Design a pamphlet aboutNative Americans.Standard/Criteria for Success: The Pamphlet shouldcontain two different Native American Tribes. Drawand write distinguishing facts about each of the tribe’scultures and regions they settled in.Grade:Second Designers(s)PVRCSS Committeewell, but not really have mastered orunderstood the content in question? “goodtest takers”Could students do poorly on the specificassessment(s), but really have mastery of thecontent in question? “bad test takers”Assessments could include summative tests, debates,demonstrations/role-playing that verify the knowledgeand skills learned, summative evaluation of a unitportfolio that depicts the developing skills over thecourse of the unit, and concluding projects.Formative AssessmentsFormative assessments should be used throughout theunit and lessons to check for students’ understandingsof the new concepts and skills. The informationderived from these assessments should be used toalter lessons and create a more individual studentcentered plan.Assessments could include graffiti walls, carouselwalks, exit cards, give a fact-get a fact, anecdotalnotes, and teacher observationsKey Criteria: Tasks should be complex, real-world application of the knowledge, skills and understandings. Theyoften allow students to demonstrate knowledge and understandings with some choice/variety (usually in theformat of G.R.A.S.P.S, see appendix.STAGE 3 – LEARNING PLANSummary of Learning Activities: Teacher er.comwww.educationworld.com/a sites/sites062.shtml Texts:Red Bird Sings: The Story of Zitkala-sa-Gina Capaldi and Q.L.PearceMohala Mai’0: How Hau Became Hau’ula-Robert LonoWoman Who Lived with Wolves, and Other stories from the Tipi-Paul GobleSource: Understanding by Design,Unit Design Planning Template (Wiggins/McTighe 2005)10

Subject: Social StudiesStrand: Civics, Government, Human RightsGrade: SecondDesigner(s) PVRCSS CommitteeSTAGE 1 – DESIRED RESULTSSecond Grade – Unit 3Unit Title: Civics, Government, and Human RightsEstablished Goals: Civics, Government, and Human Rights6.1.4.A.1: Explain how rules and laws created by community, state, and national governments protect the rightsof people, help resolve conflicts, and promote the common good.6.1.4.A.2: Explain how the fundamental rights guaranteed by the United States Constitution and the Bill of Rightscontribute to the continuation and improvement of American democracy.6.1.4.A.9: Compare and contrast responses of individuals and groups, past and present, to violations offundamental rights.6.1.4.A.10: Describe how the actions of civil rights leaders served as a catalysts for social change and inspiredsocial activism in subsequent generations.6.1.4.A.11: Explain how the fundamental rights of the individual and the common good of the country dependupon all citizens exercising their civic responsibilities at all levels.6.1.4.A.12: Explain the process of creating change at the local, state and national level.6.1.4.A.15: Explain how and why it is important that people from diverse cultures collaborate to find solutionschallenges.6.1.4.A.16: Explain how leaders promote human rights and provide aid where appropriate.Understandings: Students will understand that Essential Questions: The United States Constitution and Bill ofRights protect the rights of citizens.Citizens have a responsibility to be a partof making laws.How national leaders promote humanrights and provide aid to those in need.Through the participation of citizens,leaders, and organizations human rights areprotected.Students will know: Essential vocabulary terms (law, rule,culture, etc.)The significance and importance of theUnited States Constitution and the Bill ofRights.Laws are created based on the needs ofcommunities.Laws and rules are enforced to help withconflict resolution.Different cultures must work together tohelp resolve common issues. How does the United States Constitutionand Bill of Rights guarantee rights forcitizens?How do the needs of a community impactthe creation of laws?Can rules and laws be used to resolveconflict?Can diverse cultures collaborate to findsolutions in a community? I.e. Humanrights, global problems.Who is responsible for social change tooccur?Students will be able to: Explaining the purpose of the United StatesConstitution and Bill of Rights is.Determine which laws and rules areappropriate for certain communities(school, town etc.)Deciphering the differences between lawsand rules.Working together to resolve conflicts.Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)11

Subject: Social StudiesStrand: Civics, Government, Human RightsGrade: SecondDesigner(s) PVRCSS CommitteeSTAGE 2 – ASSESSMENT EVIDENCEOther Evidence:Summative AssessmentsSummative assessments should provide overallCreate a Book of all the rules you feel areevidence of the students’ learning. How well have theimportant and how the rules help maintainstudents learned the content knowledge of the unit?order.Can students explain their understandings andlearnings with explanation and use of evidence? AreDesign a class Constitution and Bill ofthe students able to use the newly learned skills inRights.other areas? Assessments should pass the twoStudents work in partners to create a poster question test:Performance Tasks:Suggested Tasks for each of the 10 rights. The poster caninclude student drawing and an explanationof the right in “kid language” (Congresscan’t make laws about what religion youwant to have or stop people from sayingwhat they want in a newspaper or book).Illustrations could include, differentchurches, newspapers etc. Ask students to create an artistic collageimage with symbols or items thatrepresent several school or classroomrules. Place their work on the bulletinboard when they are done. Could students do the proposed assessment(s)well, but not really have mastered orunderstood the content in question? “goodtest takers”Could students do poorly on the specificassessment(s), but really have mastery of thecontent in question? “bad test takers”Assessments could include summative tests, debates,demonstrations/role-playing that verify the knowledgeand skills learned, summative evaluation of a unitportfolio that depicts the developing skills over thecourse of the unit, and concluding projects.Formative AssessmentsFormative assessments should be used throughout theunit and lessons to check for students’ understandingsof the new concepts and skills. The informationderived from these assessments should be used toalter lessons and create a more individual studentcentered plan.Example (G.R.A.S.P Format):Goal: Your goal is to pick one of the 10 rights that youfeel strongly about having.Role: You are a citizen of the United States.Audience: A group of politicians.Situation: The government wants to get rid of the BillAssessments could include graffiti walls, carouselof Rights.walks, exit cards, give a fact-get a fact, anecdotalProduct/Performance: With your partner, pick one ofnotes, and teacher observations.the Bill of Rights you feel strongly about not loosing.Give an oral presentation to your class explaining theone you chose and why it is important to have.Standards/Criteria for Success: On a piece of paper(space dedicated to writing and space dedicated todrawing) write and explanation of the Right you andyour partner chose. Then write a sentence why youthis is a good right to have. Draw a picture to explainthe right as well. You and your partner will read andshow your work to the class. All can be displayed on aClass Bill of Rights board.Key Criteria: Tasks should be complex, real-world application of the knowledge, skills and understandings. Theyoften allow students to demonstrate knowledge and understandings with some choice/variety (usually in theformat of G.R.A.S.P.S, see appendix)Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)12

Subject: Social StudiesStrand: Civics, Government, Human RightsGrade: SecondDesigner(s) PVRCSS CommitteeSTAGE 3 – LEARNING PLANSummary of Learning Activities: Teacher comwww.discoveryeducation.com Read Aloud trade booksRules and Laws – Ann-Marie KishelFairness – Cynthia Fitterer KlingelSource: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)13

Subject: Social StudiesStrand: History, Culture, and PerspectivesGrade: SecondDesigner(s)PVRCSS CommitteeSTAGE 1 – DESIRED RESULTSSecond Grade – Unit 4Unit Title: Famous AmericansEstablished Goals: History, Culture, and Perspectives6.1.4.A.10 Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights6.1.4.A.16 Explore how national and international leaders, businesses, and global organizationspromote human rights and provide aid to individuals and nations in need.6.1.4.D.12 Explain how folklore and the actions of famous historical and fictional characters from NewJersey and other regions of the United States contributed to the American national heritage.6.1.4.D.6 Describe the civic leadership qualities and historical contributions of George Washington,Thomas Jefferson, and Benjamin Franklin toward the development of the United Statesgovernment.Understandings: Students will understand. . . . .Essential Questions: That there have been specific people whohave helped to shape American life throughthe years. That timelines can be used to mark importantevents in our own lives and the lives of famouspeople.Students will know: The specific contributions and/or inventionsmade by the identified famous Americans (i.e.the light bulb, telephone, electricity, author ofDeclaration of Independence, etc.)The important events in some famousAmericans’ lives that helped lead to theirsignificant contribution to society. Who helped to shape American life?How have people of the past affected our livestoday?How is a timeline used to sequence importantevents in a person’s life?Students will be able to: Identify famous Americans who contributed tothe development of American life. (i.e. GeorgeWashington, Thomas Jefferson, BenjaminFranklin, Thomas Edison, Alexander Graham Bell,etc.)Understand and explain why these people arefamous and discuss their contributions to thedevelopment of American culture.Explore the use of timelines to mark importantevents in a person’s life.Create a timeline of important events in afamous American’s life and discuss the use ofsequencing to identify significant moments.STAGE 2 – ASSESSMENT EVIDENCEOther Evidence:Summative AssessmentsSuggested TasksSummative assessments should provide overallevidence of the students’ learning. How well have the Create a timeline to mark the importantstudents learned the content knowledge of the unit?events of a famous AmericanCan students explain their understandings and Give a short speech about a famouslearnings with explanation and use of evidence? AreAmerican’s contributions.the students able to use the newly learned skills inother areas? Assessments should pass the twoExample:question test:Goal: To explain and define famous Americans whocontributed to the development of American life.Performance Tasks:Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)14

Subject: Social StudiesStrand: History, Culture, and PerspectivesGrade: SecondDesigner(s)PVRCSS CommitteeSTAGE 2 – ASSESSMENT EVIDENCERole: Historian Could students do the proposed assessment(s)Audience: peerswell, but not really have mastered orProduct/Performance: Develop a short presentationunderstood the content in question? “goodfor the class based on a famous Americantest takers”Standard/Criteria for Success: The presentation Could students do poorly on the specificshould include key contributions made by the famousassessment(s), but really have mastery of theAmerican for the development of America. Thecontent in question? “bad test takers”presentation should include a poster with visual aidssuch as a picture of the famous American, a map ofAssessments could include summative tests, debates,where they lived/traveled etc.demonstrations/role-playing that verify the knowledgeand skills learned, summative evaluation of a unitportfolio that depicts the developing skills over thecourse of the unit, and concluding projects.Formative AssessmentsFormative assessments should be used throughout theunit and lessons to check for students’ understandingsof the new concepts and skills. The informationderived from these assessments should be used toalter lessons and create a more individual studentcentered plan.Assessments could include graffiti walls, carouselwalks, exit cards, give a fact-get a fact, anecdotalnotes, and teacher observationsKey Criteria: Tasks should be complex, real-world application of the knowledge, skills and understandings. Theyoften allow students to demonstrate knowledge and understandings with some choice/variety (usually in theformat of G.R.A.S.P.S, see appendix.STAGE 3 – LEARNING PLANSummary of Learning Activities: Teacher Resources:www.educationworld.com/a sites/sites028.shtmlTexts:George Washington-Cheryl HarnessFirst Biographies: Sacagawea-Jan Gleiter and Kathleen ThompsonFirst Biographies: Abraham Lincoln-Barbara KnoxFirst Biographies: Harriet Tubman-Martha RustadSource: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)15

Subject: Social StudiesStrand: History, Culture, and PerspectivesGrade: SecondDesigner(s)PVRCSS CommitteeSTAGE 1 – DESIRED RESULTSSecond Grade - Unit 5Unit Title: Economics, Innovation, and TechnologyEstablished Goals: Economics, Innovation, and Technology6.1.5.C.5 Explain the role of specialization in the production and exchange of goods and services.6.1.4.C.15 Describe how the development of different transportation systems impacted the economics of NewJersey and the United States.6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievement and inventions in manycultures during different historical periods.6.1.4.C.17 Determine the role of science and technology in the transition from an agricultural society to anindustrial society, and then to the information age.6.1.4.C.18 Explain how the development of communications systems has led to increased collaboration and thespread of ideas throughout the United States and the world.Understandings: Students will understand that Essential Questions: Economic opportunities are related to theavailability of resources and technologyInventions throughout history have changedour lives.Improvements in science and technologyplayed a major role in the transition from anagricultural society to an industrial society,and then to the information age.Improved access to information helps avoidmiscommunication.The ways goods have been transportedthroughout history.That having effective communication skillsassist in preventing misunderstandings andpreparing for upcoming events. (weatherforecasting, social media, print, news.)Students will know: Key terms such as: innovation, economics,agriculture, etc.Specific inventions that have changed the waywe do things. (For example: cotton gin, lightbulb, manufacturing machinery, etc)Various ways to receive and send informationto prevent misunderstandings and prepare forupcoming events. (weather forecasting, socialmedia, print, news)Various ways goods and people have beentransported today and in the past.The effects of society changing fromagriculture to industrial and then to a societybased on information. How does innovation affect our lives?How has creativity and innovation led toimprovements in lifestyle, access toinformation, and the creation of newproducts?How has th

Skills Describing the physical features and human characteristics of places and regions of the United States. Identifying various ways people have adapted to their changing environment. Describing how a community is affected by seasonal and climate changes. Interpreting map key symbols to locate places on a