2nd Grade Social Studies Curriculum - Park Hill School .
2nd Grade Social Studies CurriculumCourse Description:In Grade 2 students engage in the study of geography as it relates to the cultural, economic, and political characteristics of theregions of both Missouri and the United States. This approach supports in-depth inquiry through the examination and evaluationof multiple sources and allows students to explore various regions through the disciplines of history, civics, and economics.Scope and Sequence:Quarter1234UnitTimeframeUnit 1: Responsible CitizenshipAugust-SeptemberUnit 2: Responsibilities of Government LeadersUnit 3: Inventions That Changed the Way People LivedUnit 4: A Regional Study of Native American Tribes of MissouriOctober- DecemberUnit 5: Economic Concepts of Our CommunityMayFebruary-MarchCurriculum Revisions Tracking 2018-2019 Revised the Scope and Sequence by correcting the Units taught in the correct quarter and time frame Removed Wartville Wizard as a mentor text and suggestion for an Engaging Scenario Added resources for units and noted “found in Schoology” in the curriculum when referenced*Unit 1: Pre-assessment*Unit 1: Topic 2: EE6*Unit 1: Engaging Scenario #2*Unit 2: EE1: Added round robin activity*Unit 3: Topic 2: EE5 Discussion Questions and Observations*Unit 3: Topic 1: EE3 Transportation Then and Now*Unit 3: Topic 1: EE3 Communication Then and Now*Unit 4: Topic 2: EE5 Seven Tribes of Missouri Map*Unit 4: Engaging Scenarios FlipGrid/Canva - FlipGrid Script - Canva Planning Sheet* All units: note regarding SMART Notebook on SchoologyUnit 1: Responsible CitizenshipSubject: Social StudiesGrade: 2ndName of Unit: Responsible CitizenshipLength of Unit: 10 Days (August) -- Taught in tandem with the first Science STEMscopes, What Plants NeedOverview of Unit:Board Approved: May 10, 20181 Page
The main focus of this unit is for students to learn how laws and rules are made/changed within theircommunity. They will determine how an active and informed citizen can make a difference in their communityas well as how individual rights are protected.Getting Ready for the Unit: Create a rights and responsibilities sort Review SMART Notebook Unit 1 on Schoology Mentor Texts: What if Everybody Did That? What’s the Bill of Rights?Pre-Assessment (given prior to starting the unit):Prior to beginning the unit, have your students answer the following questions or similar questions. This couldbe on paper, notecards, notebook, etc. What is a citizen? How are laws and rules made and changed?Priority Standards for unit: 2.PC.1.B.a Explain and give examples of how laws and rules are made and changed within thecommunity. 2.PC.1.C Examine how individual rights are protected within a community. 2.PC.1.D.a Analyze how being an active and informed citizen makes a difference in your community.Supporting Standards for unit:. 2.PC.1.D.b List the consequences of citizens not actively participating. 2.RI.6.B Demonstrate a peaceful resolution to a dispute. 2.TS.7A.a Identify and analyze primary and secondary sources in classroom discussion with guidanceand support. 2.TS.7.D Share research about a topic. 2.TS.7.E.a Develop supporting questions and find answers about a social studies topic, with assistance. 2.TS.7.E.b Describe a process to answer supporting questions about a social studies topic. 2.TS.7.B Create visual tools to communicate rapped SkillsConcepts (Students (Students need to be Bloom’s Taxonomyneed to know)able to do)Levelsand give examples ofhow laws and rules areExplainUnderstandmade and changedwithin the community.how individual rightsare protected within aExamineUnderstandcommunity.Board Approved: May 10, 2018Webb's DOK222 Page
2.PC.1.D.ahow being an activeand informed citizenmakes a difference inyour community.AnalyzeAnalyze3Essential Questions: How can decisions be made in a community? Why do we have rights as a U.S. citizen? How can you be a responsible citizen?Enduring Understanding/Big Ideas: Understand how laws and rules are made and changed within a community and the rights andresponsibilities that come with them. Identify the cause and effect relationship in being an active and informed citizen within a community. Understand citizens of a community resolve disputes peacefully.Unit Vocabulary:Academic Cross-Curricular ommunicateContent/Domain SpecificLawRuleCitizenRightsPledge of pic 1: CitizenshipEngaging Experience 1Board Approved: May 10, 20183 Page
Teaching Point: Social Scientists discuss what it means to be a citizen and identify traits of an active/informedcitizen.Suggested Length of Time: 1 sessionStandards AddressedPriority: 2.PC.1.D.aSupporting: 2.TS.7.B, 2.PC.1.D.bDetailed Description/Instructions:One to do this is to create an anchor chartdefining a citizen and list qualities of a goodcitizen. Students can work in groups to create asimilar anchor chart in their Social Studiesjournal that lists qualities they find important ina good citizen. (ex. Your discussions of aQuality Teacher and Quality Student) Discussconsequences of not being a good citizen.Another way to do this is to give students an activity such as “Pick a Side” where students are given examplesof “real world” situations and asked to “Pick a Side”. One side is being an active and informed citizen and theother is not. Then have students defend their choice.Bloom’s Levels:AnalyzeWebb’s DOK: 2Engaging Experience 2Teaching Point: Social scientists discuss and record the qualities that make a quality community.Suggested Length of Time: 1 sessionStandards AddressedPriority: 2.PC.1.D.aDetailed Description/Instructions:One to do this is to create an anchor chart defining a community and listing traits of a qualitycommunity/classroom. Students can create a similar anchor chart in their Social Studies notebook (Example:Continuous Improvement - Quality Classroom) See 10 Qualities of a Positive Community on Schoology.Another way to do this is while working in groups, students determine and define leadership roles that wouldbenefit their classroom and create a quality environment. As a class, determine roles that should become part oftheir classroom culture.Bloom’s Levels: AnalyzeWebb’s DOK: 2Engaging Experience 3Teaching Point: Social Scientists identify what it means to be an active and informed citizen in a community.Suggested Length of Time: 1 sessionStandards AddressedPriority: 2.PC.1.D.aSupporting: 2.TS.7.BDetailed Description/Instructions:Board Approved: May 10, 20184 Page
One way to do this is by using the anchor chart that was created listing traits of a book character. Studentscreate a character representation (i.e. on construction paper) from a story that they have read (such asChrysanthemum) and list on the back of their creation the traits that make that character an active/informedcitizen. Students can share their character representations in small groups or in a carousel (Defend yourposition about ). List the traits of an active and informed citizen that this character is modeling. How does the character’s actions make a difference within their community?This character representation can be used as evidence of a student’s knowledge of anactive/informed citizen.Another way to do this is by reading the book What if Everybody Did That? by EllenJaverick. Discuss some of the problems that were faced in the community and howthe character handled those problems by being a good citizen.Bloom’s Levels: AnalyzeWebb’s DOK: 2Topic 2: Laws and RulesEngaging Experience 4Teaching Point: Social Scientists understand the differencebetween authority, rights, and responsibilities.Suggested Length of Time: 1 sessionStandards AddressedPriority: 2.PC.1.B.aSupporting: 2.PC.1.CDetailed Description/Instructions:One way to do this is to create an anchor chart defining rights and responsibilities. Students can create a similaranchor chart in their Social Studies notebook. See The Difference Between Rights and Responsibilitiesdocument on Schoology.Another way to do this is to watch the YouTube video on the Rights and Responsibilities of Childrenhttps://www.youtube.com/watch?v VLwXtvLPWzAAnother way to do this is to have students work in groups using a definition of “right” and “responsibility” tocreate a “T” chart identifying their responsibilities in relation to their rights in different school situations - forexample, checking out books from the school library, playing with school equipment during physical educationand recess, using supplies to create books, etc.Another way to do this is to celebrate how responsibilities change and grow as you mature. Students make atimeline of the responsibilities they have taken on over the years. Examples might include: washing hands (age3), tying shoes (age 4), setting dinner table (age 5), etc How do their responsibilities change as they get older?Bloom’s Levels: UnderstandWebb’s DOK: 1Engaging Experience 5Teaching Point: Social Scientists discover why we have rules and laws.Board Approved: May 10, 20185 Page
Suggested Length of Time: 1 sessionStandards AddressedPriority: 2.PC.1.B.aSupporting: 2.RI.6.BDetailed Description/Instructions:One way to do this is to start by examining the rules in the classroom. Have students examine the rules in yourclassroom and revise or add to them based on continuous improvement work you have done so far. Reinforcethe need for maintaining order in a community by discussing rules and laws. Explain that a rule is a goodguideline created for the protection and respect of people and property. A law is a command that everyone mustobey to ensure safety and fairness. Guide students to give examples of each and demonstrate peacefulresolutions to disputes. See The Difference Between Laws and Rules on Schoology.Another way to do this is to watch YouTube video https://www.youtube.com/watch?v ddvTFgzkS5M aboutclassroom rules. Or watch the YouTube video https://www.youtube.com/watch?v rOLJeOHF8G0 about “WhyPeople Have Laws”. Explore your classroom community's rules and laws.https://www.youtube.com/watch?v uIcGIwgPg-gBloom’s Levels: UnderstandWebb’s DOK:Engaging Experience 6Teaching Point: Social Scientists discover how rules and laws aremade and changed within their school and community.Suggested Length of Time: 1 sessionStandards AddressedPriority: 2.PC.1.B.aDetailed Description/Instructions:One way to do this is to have your school principal (assistant)come to the classroom and talk about his/her authority and how the “rules” on their behavior contracts arecreated. (Parents, School Board members, Police Officers, etc. could also be brought in to speak to thisconcept.) Then, create a graphic organizer to illustrate the steps one takes to make a rule.Another way to do this is to study one of the infographics (available on Schoology). Talk with a peer groupabout what you notice.Another way to do this is to watch Kid President “How to Change the World”https://www.youtube.com/watch?v 4z7gDsSKUmU Discuss the steps students could take to change a rule intheir classroom/school. Have students journal about how they can make a difference and change the world.Students could look at their class “issue bin”. What steps can they take to make a difference and change theirclassroom culture? As students share their ideas, create and begin the plan, do, study, act process.Bloom’s Levels: UnderstandWebb’s DOK: 2Engaging Experience 7Teaching Point: Social Scientists examine how individual rights are protected.Suggested Length of Time: 1 sessionStandards AddressedPriority: 2.PC.1.B.aBoard Approved: May 10, 20186 Page
Supporting: 2.PC.1.CDetailed Description/Instructions:One way to do this is to read What’s the Bill of Rights? By Nancy Harris and relate those rights to students intheir classrooms. (Ex: Students have the right not to have their belongings searched/taken withoutpermission.a student cannot get into another student’s desk to look for a green crayon, but a person ofauthority could ask permission to look.) See the Bill of Rights for Kids on Schoology.Another way to do this is to give students scenarios and have them problem solve solutions. Then,present/defend their solutions to their classmates. See What Will You Do? scenarios on Schoology.Bloom’s Levels: UnderstandWebb’s DOK: 2Engaging ScenarioEngaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation,challenge, specific roles, audience, product or performance.)With the school year just beginning, the Kindergarten teachers need help teaching their students about the qualities ofresponsible citizens, how laws and rules are made and changed, and about the rights and responsibilities of a citizen.Create an artifact (trifold, poster, Google slides, etc.) for the teachers to present to their classes.Students may work to complete the engaging scenario by creating pieces of their presentations after each topic is taught.Engaging Scenario #2: Have students work together in cooperative groups to establish a “new town” within the stateof Missouri.“On September 6, 2018, Missouri established a new town. The leader of the town needs your help because it does nothave a name, any laws, and some confused citizens. Your job is to name the town, create 3 laws you believe this townMUST have to be successful, and help the confused citizens.”Students are given a piece of bulletin board paper to cooperatively create the town, create their laws, and help theconfused citizens. (See project example and pages needed in schoology.)Unit 2: Responsibilities of Government LeadersSubject: Social StudiesGrade: 2Name of Unit: Responsibilities of Government LeadersLength of Unit: 15 Days (Oct.) --This unit will begin being taught in Quarter 1 and continue to be taught andassessed in Quarter 2.Overview of Unit:The main focus of this unit is the study of the three different branches of the United States Government.Specifically, students will recognize the differences between the three branches as well as identify the functionsof each branch. Finally, students will learn the significance of many American symbols such as the WhiteBoard Approved: May 10, 20187 Page
House, U.S. Capitol, Supreme Court, national landmarks, such as Mount Rushmore, national parks, the Alamo,important memorials, etc.Getting Ready for the Unit: Mentor Texts: Our Government: The Three Branches by Shelly Buchanan, We the Kids: The Preambleto the Constitution of the United States, The State Governor, The City Mayor, What is the President’sJob?, I Pledge Allegiance Create “government” and “symbols” collection of text on Epic Review Unit 2 SMART Notebook on Schoology Leveled text on government and leaders on Reading A-ZPre-Assessment (given prior to starting the unit):Prior to beginning the unit, have students complete a K-W-L to show prior knowledge of the three branches ofgovernment and their functions. Additionally, ask students what they know about the importance of symbols.(See our government document in schoology.)Priority Standards for unit: 2.GS.2.D Identify and explain the functions of the three branches of government. 2.GS.2.C Distinguish the responsibilities and powers of government officials at various levels andbranches of government in authoritative decision making. 2.PC.1.F.b Recognize and explain the significance of the following symbols including the White House,U.S. Capitol, and the Supreme Court, and national landmarks, such as Mount Rushmore, national parks,the Alamo, important memorials, etc.Supporting Standards for unit: 2.PC.1.F.a Describe the importance of the Pledge of Allegiance. 2.TS.7A.a Identify and analyze primary and secondary sources in classroom discussion with guidanceand support. 2.TS.7.D Share research about a topic. 2.TS.7.E.a Develop supporting questions and find answers about a social studies topic, with assistance. 2.TS.7.E.b Describe a process to answer supporting questions about a social studies topic. 2.TS.7.B Create visual tools to communicate pped SkillsConcepts (Students (Students need to be Bloom’s Taxonomyneed to know)able to do)Levelsthe functions of theUnderstandthree branches ofExplaingovernmentthe responsibilitiesand powers ofDistinguishAnalyzegovernment officialsBoard Approved: May 10, 2018Webb's DOK338 Page
2.PC.1.F.bat various levels andbranches ofgovernment inauthoritative decisionmakingthe significance of thefollowing symbolsincluding the WhiteHouse, U.S. Capitol,and the SupremeCourt and nationallandmarks, such asMount Rushmore,national parks, theAlamo, importantmemorials, etc.RecognizeAnalyze3Essential Questions: What are the functions of the three branches of government?Enduring Understanding/Big Ideas: The three branches of government are judicial, legislative, and executive. The three branches make the laws, carry out the laws, and make sure the laws are fair.Unit Vocabulary:Academic Cross-Curricular tiesContent/Domain SpecificBranches of e decisionPrimary sourceSecondary pic 1: U.S. SymbolsEngaging Experience 1Board Approved: May 10, 20189 Page
Teaching Point: Social Scientists write about what they know about American symbols.Suggested Length of Time: 1 sessionStandards AddressedPriority: 2.PC.1.F.bSupporting: 2.TS.7.E.aDetailed Description/Instructions:One way to do this is to have students complete a K-W-L chart, writing what they know, want to know, andfinally have learned about symbols. See National Symbols and Icons Google Doc and Google Slides inSchoology.Another way to do this is to give groups of students pictures of American Symbols and have them complete around robin to tell all the information they know about each picture.Bloom’s Levels: RememberWebb’s DOK: 1Engaging Experience 2Teaching Point: Social Scientists discover the significance of symbols including the White House, U.SCapitol, Supreme Court, and national landmarks.Suggested Length of Time: 1 sessionStandards Addressed:Priority: 2.PC.1.F.bSupporting:Detailed Description/Instructions:One way to do this is to watch https://www.youtube.com/watch?v x3auxqCEUyU “Symbols of the UnitedStates” and make a table of common U.S. symbols, including what the symbols mean/represent.Then have students add additional learning to their K-W-L chart. (Discuss misconceptions, new learning, andinformation they still want to know.)Bloom’s Levels: UnderstandWebb’s DOK: 1Engaging Experience 3Teaching Point: Social Scientists learn and discuss the U.S. Pledge of Allegiance and why it’s a symbol of theUnited States.Suggested Length of Time: 1 sessionStandards Addressed:Priority: 2.PC.1.F.bSupporting: 2.PC.1.F.aDetailed Description/Instructions:One way to do this is to watch the YouTube video https://www.youtube.com/watch?v 7KfZQlfZQ9E “ThePledge of Allegiance” and create a web of the important vocabulary and the words’ meanings from the video.Another way to do this is to read the story I Pledge Allegiance by Bill Martin Jr. and create a web of theimportant vocabulary and the words’ meanings from the book.An additional way to do this is to have students present a Reader’s Theatre “I Am an American” which breaksup the pledge into understandable sections of important vocabulary. Students can then complete a flap posterhighlighting the vocabulary.Board Approved: May 10, 201810 P a g e
Bloom’s Levels: UnderstandWebb’s DOK: 2Topic 2: Our Government BranchesEngaging Experience 4Teaching Point: Social Scientists share what they know about government.Suggested Length of Time: 1 sessionStandards AddressedPriority: 2.GS.2.DSupporting: 2.GS.2.CDetailed Description/Instructions:One way to do this is to read What is Our Government https
2nd Grade Social Studies Curriculum . Course Description: In Grade 2 students engage in the study of geography as it relates to the cultural, economic, and political characteristics of the . (Parents, School Board members, Police Officers, etc. could also be brought in to speak to this concept.) Then, create a graphic organizer to illustrate .
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Social Studies Grade 5 1 IntroductIon to socIAl studIes k to 7 socIAl studIes k to 12 - At A glAnce K to Social Studies Kindergarten to Grade 7: required for all students 8 and 9 Social Studies Grades 8 and 9: required for all students 10 Social Studies 10: required for all students 11 Students must take at least one of the following courses to graduate: .
Social Studies Grade 2 1 IntroductIon to socIAl studIes k to 7 socIAl studIes k to 12 - At A glAnce K to Social Studies Kindergarten to Grade 7: required for all students 8 and 9 Social Studies Grades 8 and 9: required for all students 10 Social Studies 10: required for all students 11 Students must take at least one of the following courses to graduate: .
Social Studies Grade 6 1 IntroductIon to socIAl studIes k to 7 socIAl studIes k to 12 - At A glAnce K to Social Studies Kindergarten to Grade 7: required for all students 8 and 9 Social Studies Grades 8 and 9: required for all students 10 Social Studies 10: required for all students 11 Students must take at least one of the following courses to graduate: .
