WATERFORD
PUBLIC SCHOOLS
SOCIAL
STUDIES CURRICULUM
GRADE
TWO
Unit Title:
Family Histories
Standard: 1:
Historical Thinking,
2:
3:
Historical Themes,
4:
Applying History
Estimated Number of Days to
Complete Unit: Integrated and Ongoing
The student will
understand that:
|
1. |
Where we come from shapes who we are. |
|
1. |
Students will interview family members and create a timeline of their family history. |
|
2. |
Students will create a Venn diagram to compare and contrast family life now and family life long ago. |
|
3. |
Students will write journal entries from the perspective of a child living in the 1800s. |
|
1. |
What are our roots? |
|
2. |
What story do timelines tell? |
The student will be
able to:
|
1. |
Read and create timelines. |
|
2. |
Perform interviews and gather data regarding roles, jobs and other aspects of family life. |
|
3. |
Identify some goods, products and ideas which were exchanged as a result of movement. (beliefs and values, traditions, celebrations) |
|
4. |
Describe changes that occur in family history over time. |
|
5. |
Display empathy for people who have lived in the past. |
|
6. |
Compare and contrast today to years past. |
|
1. |
Pegasus titles: Happy Birthday, Grampie, The Long Way to a New Land, Legend of a
Bluebonnet, Angel Child, Dragon Child, The Legend of the Indian Paintbrush,
Ox Cart Man, Josefina Story Quilt |
|
2. |
Festival Fun—Wildcats Kit |
|
3. |
Everybody Cooks Rice by Norah Dooley |
|
4. |
The Keeping Quilt by Patricia Polacco |
|
5. |
The Great Migration by Jacob Lawrence |
|
6. |
Peppe the Lamplighter by Elisa Bartone |
|
7. |
When I was Young in the Mountains by Cynthia Rylant |
|
8. |
The Relatives Came by
Cynthia Rylant |
|
9. |
Places in Time by Elspeth Leacock |
|
10. |
So Far From the Sea by Eve Bunting |
|
11. |
Grandfather’s Journey by Alan Say |
|
12. |
Celebrations DK Books |
|
13. |
Chicken Sunday by Patricia Polacco |
|
14. |
Grandparents, parents and other relatives |
Unit Title: Our Community Today
Standard: 5:
6: Rights and Responsibilities of Citizens,
7: Political Systems,
8: International Relations,
12: Human and Environmental Interaction,
13: Limited Resources,
14: Economic Systems,
15:
Economic Interdependence
Estimated Number of Days to
Complete Unit: Integrated and Ongoing
The student will
understand that:
|
1. |
Government provides people with services and support they need. |
|
2. |
The government is only as strong as the people who participate in it. |
|
1. |
Students will complete tasks on the webquest pertaining to local government officials and people’s rights and responsibilities as citizens within a community. |
|
2. |
Students will use graphic organizers to compare and contrast human, natural and capital resources. |
|
3. |
Students will create an advertisement for a good or service. |
|
4. |
Students write a “Letter to the Editor” to influence government official to address a concern within the community. |
|
1. |
How do communities get what they need? |
|
2. |
How is government organized to meet the needs of the people? |
The student will be
able to:
|
1. |
Explain that individuals have rights and responsibilities to follow the law. |
|
2. |
Apply the process of how leaders are selected and how people monitor and influence decisions of their government. |
|
3. |
Identify the rights of citizens in a democratic society and explain why certain responsibilities are important to themselves, their families, community, state and nation. |
|
4. |
Identify services provided by local government and what governments can and cannot do. |
|
5. |
Describe the differences among human, natural and capital resources. |
|
6. |
Recognize that money is a generally accepted medium of exchange. |
|
7. |
Discuss |
|
8. |
Describe ways to preserve our Earth’s natural resources. |
|
1. |
Webquest-Second Grade-Character Education-(www.waterfordschools.org/webquests/charactered/html/index.htm) |
|
2. |
Visit from elected officials |
|
3. |
Local newspapers, etc. |
|
4. |
Time for Kids—Exploring Nonfiction Kit |
|
5. |
|
|
6. |
|
|
7. |
|
|
8. |
|
|
9. |
Sim-Town Computer Program |
|
10. |
Our American Flag--Sunshine |
|
11. |
Visit town buildings (post office, fire dispatch, police station) |
|
12. |
Great Divide by Dayle Ann Dodds |
|
13. |
We the Kids by David Catrow |
|
14. |
Follow the Money by Loreen Leedy |
|
15. |
If You Made a Million by David Schwartz |
|
16. |
Bloomers by Rhoda Blumberg |
|
17. |
|
|
18. |
Dinosaurs to the Rescue by Laurie Krasny-Brown and Marc Brown |
|
19. |
Common Ground by Molly Bang |
|
20. |
So You Want to be President by Judith St. George |
Unit Title:
Maps and Geography
Standards:
9: Places and Regions,
10: Physical Systems,
11: Human Systems,
12: Human and Environmental Interaction
Estimated Number of Days to
Complete Unit: four to six weeks
ENDURING UNDERSTANDINGS / DESIRED RESULTS
The student will
understand that:
|
1. |
Geography both brings people together and creates barriers between them. |
|
1. |
Using a reference, students will create a world map by cutting out and labeling continent shapes and placing them accurately on a blank map. Students will also label oceans and cardinal directions. |
|
2. |
Students will label |
|
3. |
Students create clay representations of land and water forms. |
|
4. |
Students will create a visual representation to attract
tourists featuring the land and water form of |
|
1. |
What boundaries define a place? |
|
2. |
How do you show the Earth on paper? |
|
3. |
What are some reasons that land is different around the world? |
|
4. |
How does this fit in with the big picture of the Earth? |
The student will be
able to:
|
1. |
Locate and describe Earth’s major physical and human features (including cities, countries, bodies of water, etc.) |
|
2. |
Recognize the names of the seven continents. |
|
3. |
Identify |
|
4. |
Describe how seasonal changes including climate and
location affect the lives of people living in |
|
5. |
Locate |
|
6. |
Compare and contrast the geography in |
|
7. |
Describe the physical environment of |
|
8. |
Use and understand a compass rose. |
|
1. |
Pegasus titles: Living Worlds: Deserts, The Long Way to a |
|
2. |
Iditarod-Dogsled
Race Across |
|
3. |
Storm at Coldwater Creek--Sunshine |
|
4. |
Time for Kids—Exploring Non-Fiction Kit |
|
5. |
Up High in the Mountains—Wildcats Kit |
|
6. |
Bridges—Wildcats Kit |
|
7. |
Extreme Lives—Wildcats Kit |
|
8. |
Time for Kids and Weekly Reader |
|
9. |
Map Skills Book B (Scholastic) |
|
10. |
Town and state maps |
|
11. |
Puzzle Maps U.S.A by Nancy L. Clouse |
|
12. |
Scrambled States of |
|
13. |
The Little House Virginia Lee Burton |
|
14. |
Journey by Sarah Stewart |
|
15. |
As the Crow Flies: A First Book of Maps by Gail Hartman |
|
16. |
Follow the Road by, Alvin Tresser |
|
17. |
City Mouse/Country Mouse Scholastic |
|
18. |
Me On the Map by Joan Sweeney |
|
19. |
|
|
20. |
|
|
21. |
|
|
22. |
|
|
23. |
The Nystrom Nystronaut Atlas |