2019-2020

ACCESS SOCIAL STUDIES - GRADE 2 CURRICULUM MAP

Course Code: 7721013

ESE and Student Services

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Access Course Curriculum Maps

Each access course curriculum map is organized to align with the curriculum map for its corresponding general education course. Following the pacing of the curriculum maps will allow access course and general education teachers to collaboratively plan instructional strategies, resources, and content-related events, while also ensuring that course standards are thoroughly instructed. In this curriculum map, each course standard includes the aligned Florida Standards Access Points, instructional resources, and a space to indicate the date of instruction. When developing standards-aligned lesson plans, teachers should keep in mind the “Big 3” of lesson planning: 1. Identify the Florida Standard to be taught, 2. Crosswalk to the corresponding Florida Standard Access Point, and 3. Identify resources to be used. The instructional resources listed in this curriculum map were gathered from several sources, including general education curriculum maps, the Florida Access Project website (https://accesstofls.weebly.com/), CPALMS (http://www.cpalms.org/Public/), and Volusia’s approved curricula and instructional materials for access courses. Access courses are setting-neutral, which means a student working on Florida Standards Access Points can be instructed on those standards in a variety of settings, including those with same-grade nondisabled peers in general educational courses. Grade-level access points instruction is delivered at the individual level needed for students to be successful and move learning forward. Access points in the subject areas of Science, Social Studies, Art, Dance, Physical Education, Theatre, and Health provide tiered access to the general curriculum through three levels (Participatory, Supported, and Independent). Access points in English Language Arts and Mathematics do not contain these tiers, but instead contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction. Only students with a significant cognitive disability are eligible to participate in the Florida Standards Access Points curriculum pathway and be enrolled in access courses. Students with significant cognitive disabilities will learn and acquire skills at varied rates. Although efforts should be made to follow the curriculum map as written, modifications to the pacing in this curriculum map may need to occur. Prioritized standards, based on the Florida Standards Alternate Assessment (FSAA) Blueprint, have an asterisk and are highlighted in yellow throughout the curriculum map. All Units

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SS.A.1.2: Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic. • discuss how they will approach finding an answer to a question about a historical topic. • identify sources that will help them to answer the given questions. • use the sources they locate, either in a media center or online, to answer questions about a historical topic. • analyze whether the sources they chose to use were helpful in answering their questions. Academic Language artifacts, classify, historical, primary, secondary, research

Related Access Points Description Date(s)

Instruction SS.2.A.1.In.b Use technology and other informational sources to find answers to questions about a historical topic. SS.2.A.1.Su.b Use technology and other sources to obtain information about a historical topic. SS.2.A.1.Pa.b Recognize a book or picture as a source of information.

Unit 1: Civics and Government, Geography Pacing: August 12 – October 11 Civics and Government

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SS.2.C.1.2: Explain the consequences of an absence of rules and services. • provide examples of rules and services in their lives and in society at large. • discuss how absence of these rules results in disorder and the potential for people to get hurt.

Academic Language Consequences, laws, rules, services Related Access Points Description Date(s)

Instruction

SS.2.C.1.In.b Identify a consequence of not having rules and laws in the school and community, such as lack of order and people getting hurt.

SS.2.C.1.Su.b Recognize a consequence of not having classroom and school rules, such as people getting hurt. SS.2.C.1.Pa.b Associate an action with a consequence, such as a push causing an object to break. SS.2.C.3.1: Identify the Constitution as the document which establishes the structure, function, powers, and limits of American government.

• describe the Constitution and its purpose. • relate the information in the Constitution to the functions of American government. • discuss examples of the powers and limits of the American government.

Note: Celebrate Constitution Day, September 17th Academic Language American government, Constitution, functions, powers, purpose Related Access Points Description Date(s)

Instruction SS.2.C.3.In.a Recognize that the American government has a set of written laws that all people must follow. SS.2.C.3.Su.a Recognize a law that all Americans must follow. SS.2.C.3.Pa.a Recognize a rule in the school. SS.2.C.3.2: Recognize symbols, individuals, events, and documents that represent the United States. Remarks/Examples: Examples are White House, Capitol, Supreme Court, Washington Monument, Statue of Liberty, Ellis Island, Liberty Bell, Constitution Academic Language Bill of Rights, Constitution, Declaration of Independence, monuments, symbol Related Access Points Description Date(s)

Instruction SS.2.C.3.In.b Recognize symbols, individuals, and events that represent America, such as the White House, the

Statue of Liberty, George Washington, and the Fourth of July.

SS.2.C.3.Su.b Recognize symbols and individuals that represent America, such as the White House, the Statue of Liberty, and George Washington.

SS.2.C.3.Pa.b Recognize a symbol and event that represent America, such as the Statue of Liberty and the Fourth of July.

Resources Canvas Resources Texts Officer Buckle and Gloria-Macmillan Treasures Unit 3

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Fire Safety -MacMillan Treasures Unit 3 The Creature Constitution - Reading A-Z The Constitution for Kids - Article U.S. Constitution – Readworks.org Safari Montage Constitution Day United States Constitution Philadelphia’s Independence Hall, United States of America American Independence United States Statue of Liberty National Monument SafeShare Constitution Song https://safeshare.tv/x/ss57d8a7370ab95 State Statutes/Observances: American Founders Month - September H.B. 7069, Section 683.1455 Constitution Week – Sept. 17th – 23rd Freedom Week – Sept. 23rd – 27th FL Statute: 1003.421 Hispanic Heritage Month – Sept. 15th - Oct. 15th Public Law 100-402 Labor Day – September 2nd Constitution Day – September 17th

Geography SS.2.G.1.1: Use different types of maps (political, physical, and thematic) to identify map elements. Students will:

• identify elements common to many maps, including, but not limited to, coordinate grids, the compass rose, cardinal and intermediate directions, keys or legends with symbols and scales.

• find a location on a map based on directions using at least one of the map elements listed above. • identify a location’s physical characteristics using a physical map. • differentiate between locations based on information displayed using a thematic map

Academic Language Cardinal, compass rose, key, legend, scales, symbols, thematic map Related Access Points Description Date(s)

Instruction SS.2.G.1.In.a Identify map elements, such as the title, cardinal directions, and key/legend SS.2.G.1.Su.a Recognize map elements on a pictorial map, such as pictures and title. SS.2.G.1.Pa.a Recognize a picture or symbol on a drawing of a location. SS.2.G.1.2: Using maps and globes, locate the student’s hometown, Florida, and North America, and locate the state capital and the national capital. Students will:

• locate important places on a map and globe - student’s hometown, Florida Tallahassee, Washington D.C., North America

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Academic Language compass rose, globe, locate

Related Access Points Description Date(s) Instruction

SS.2.G.1.In.b Identify the student’s city and state. SS.2.G.1.Su.b Recognize the student’s city and state. SS.2.G.1.Pa.b Associate the name of the student’s city with home. SS.2.G.1.3: Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Poles. Students will:

• locate the seven continents on a map or globe - North America, South America, Europe, Asia, Africa, Australia, and Antarctica.

• locate the world’s five major oceans on a map or globe - Atlantic, Pacific, Indian, Southern, and Arctic. • locate North and South Poles on a map or globe. • label the above places on an unlabeled world map or globe. • describe where to find the Equator and the Prime Meridian on a map or globe.

Academic Language Continents, Equator, Prime Meridian Related Access Points Description Date(s)

Instruction SS.2.G.1.In.c Recognize continents and oceans on a map or globe. SS.2.G.1.Su.c Recognize land and water on map or globe.

SS.2.G.1.Pa.c Recognize land and water in a picture.

SS.2.G.1.4: Use a map to locate the countries in North American (Canada, United States, Mexico, and the Caribbean Islands) Students will: • label Canada, the United States, Mexico, and the Caribbean Islands on an unlabeled political world map of North America. • describe where to find Canada, the United States, Mexico, and the Caribbean Islands as countries located in North America. • identify Canada, the United States, Mexico, and the Caribbean Islands as countries located in North America. Academic Language Political Map Related Access Points Description Date(s)

Instruction SS.2.G.1.In.d Recognize the United States on a map of North America. SS.2.G.1.Su.d Recognize a map of the United States. SS.2.G.1.Pa.d Recognize land and water in a picture.

Resources

Canvas Resources Texts Maps & Globes by Jack Knowlton – Trade Book Collection Finding Places with a Map -Readworks.org Safari Montage

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A History of Maps Maps & Globes SafeShare/Websites Come Explore North America http://safeshare.tv/x/ss57cf050631b76 North America https://safeshare.tv/x/ss57d20c4ce7067

Unit 2: American History, Civics and government Pacing: October 15 – December 18 American History SS.2.A.2.1: Recognize that Native Americans were the first inhabitants. Students will:

• trace the migration of early inhabitants of North America from Asia over the Bering Strait and throughout the continent.

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• describe the first peoples to come to live in North America, the Native Americans. Academic Language Asia, Bering Strait, inhabitants, migration, Native Americans

Related Access Points Description Date(s) Instruction

SS.2.A.2.In.a Identify early Native Americans. SS.2.A.2.Su.a Recognize early Native Americans. SS.2.A.2.Pa.a Recognize a characteristic of early Native Americans. SS.2.A.2.2: Compare the cultures of Native American tribes from various geographic regions of the United States. Students will:

• describe details of the lives of different Native American tribes within the United States, including, but not limited to, their locations, clothing, housing, food, major beliefs and practices, language arts, and music.

• compare and contrast the traditional/historical lifestyles of Native American tribes that lived in the United States. Academic Language Beliefs, cultures, locations, traditions, tribes, shelter

Related Access Points Description Date(s) Instruction

SS.2.A.2.In.b Identify practices of Native American tribes, such as clothing, housing, and food. SS.2.A.2.Su.b Recognize a practice associated with Native American tribes, such as clothing or housing. SS.2.A.2.Pa.b Recognize a characteristic of early Native Americans. SS.2.A.2.3: Describe the impact of immigrants on the Native Americans. Students will:

• identify different kinds of people who came to North America from other places including, but not limited to explorers and immigrants from various countries in Europe.

• describe different ways in which immigrants and Native Americans interacted including, but not limited to, cooperation, avoidance, and fighting.

• discuss how the lives of Native Americans changed after immigrants arrived including, but not limited to, relocation, wars, treaties, and disease.

• discuss the need for Native Americans to change their methods of survival as they lost access to land, forests were cleared, and major prey was diminished.

Academic Language Avoidance, cooperation, disease, explorers, immigrants, interaction, treaty, relocation, wars

Related Access Points Description Date(s) Instruction

SS.2.A.2.In.c Recognize the impact of immigrants on the Native Americans, such as loss of land and new diseases.

SS.2.A.2.Su.c Recognize that some Native Americans lost their homes to immigrants. SS.2.A.2.Pa.c Recognize that people move to live in a new place. SS.2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time. Students will:

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• discuss details of the lives of different groups of people living in Colonial America, including, but not limited to, Native Americans, new immigrants, farmers, and city dwellers.

• discuss details of different life styles, including, but not limited to, food, shelter, clothing, education, and settlements. • compare how the lives of people in the American colonies changed as time went on and more people arrived.

Academic Language city dwellers, Colonial America, colonies, education, farmers, immigrants, settlement, shelter

Related Access Points Description Date(s) Instruction

SS.2.A.2.In.d Identify ways people living in colonial America changed their daily lives, such as food, clothing, and housing.

SS.2.A.2.Su.d Recognize that people living in colonial America build homes. SS.2.A.2.Pa.d Recognize that people move to live in a new place. SS.2.A.2.5: Identify reasons people came to the United States throughout history. Students will:

• describe why people decided to leave their native countries and immigrate to the United States, including, but not limited to, war, hunger, natural disaster, voluntary and involuntary servitude, political or religious freedom, land, and jobs.

• Identify reasons why people from other countries from other countries came to live in the United States in the past. • Identify reasons why people of modern times may want to leave their home countries and immigrate to the United

States to live. Academic Language Involuntary, modern, native, natural disaster, political freedom, religious freedom, servitude, voluntary

Related Access Points Description Date(s) Instruction

SS.2.A.2.In.e Recognize reasons why people came to the United States, such as jobs or freedom. SS.2.A.2.Su.e Recognize a reason for moving to a different home, such as jobs. SS.2.A.2.Pa.e Recognize that people move to live in a new place. SS.2.A.2.6: Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892-1954. Students will: • describe Ellis Island including, but not limited tom its purpose, the people who went there, and why. • identify Ellis Island from photos or other visual representations. • discuss why people view the Statue of Liberty as such an important symbol of freedom. Academic Language Ellis Island, freedom, Statue of Liberty, symbol

Related Access Points Description Date(s) Instruction

SS.2.A.2.In.f Identify that many immigrants saw the Statue of Liberty as they entered America. SS.2.A.2.Su.f Recognize that the Statue of Liberty is in America. SS.2.A.2.Pa.f Recognize the Statue of Liberty. SS.2.A.2.8: Explain the cultural influences and contributions of immigrants today. Students will:

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• discuss and list different cultural groups that are immigrating to the United States today. • discuss cultural influences of today’s immigrants including, but not limited to, food, language, music, art,

beliefs/practices, literature, education, and clothing. • name some contributions of today’s immigrants.

Academic Language beliefs/practices, cultural groups, education, immigration, literature

Related Access Points Description Date(s) Instruction

SS.2.A.2.In.h Identify the influences of immigrants today, such as music, art, and foods from various cultures. SS.2.A.2.Su.h Recognize food, clothing, and music from another culture. SS.2.A.2.Pa.h Recognize differences in food or clothing from other cultures. Civics SS.2.C.2.5: Evaluate the contributions of various African American, Hispanics, Native Americans, veterans, and women. Students will:

• list and describe the prominent figures of diverse groups Academic Language Contribution, honor, veterans, Native Americans

Related Access Points Description Date(s) Instruction

SS.2.C.2.In.e Identify a contribution of African Americans, Hispanics, Native Americans, veterans, or women. SS.2.C.2.Su.e Recognize a contribution of an African American, Hispanic, Native American, veteran, or woman.

SS.2.C.2.Pa.e Recognize that people from diverse backgrounds make contributions.

SS.2.C.3.2: Recognize symbols, individuals, events, and documents that represent the United States. Students will:

• identify and describe the role of symbolic documents (e.g., Constitution, the Bill of Rights, and the Declaration of Independence).

• identify significant symbols and monuments of United States government including the White House, the Capitol, the Washington Monument, the Statue of Liberty, the Liberty Bell, and Ellis Island.

Academic Language Bill of Rights, Constitution, Declaration of Independence, monuments, symbol Related Access Points Description Date(s)

Instruction SS.2.C.3.In.b Recognize symbols, individuals, and events that represent America, such as the White House, the

Statue of Liberty, George Washington, and the Fourth of July.

SS.2.C.3.Su.b Recognize symbols and individuals that represent America, such as the White House, the Statue of Liberty, and George Washington.

SS.2.C.3.Pa.b Recognize a symbol and event that represent America, such as the Statue of Liberty and the Fourth of July.

Resources Canvas Resources Texts

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E Pluribus Unum – Text w/citations The While House – Reading A-Z A Day for United States Veterans – Readworks.org The Wall by Eve Bunting – Trade Book Collection Buffalo Hunt – Reading A-Z Earliest Americans – Core Knowledge Colonial American – The Country Family –Core Knowledge Anca’s Journey – Reading A-Z Safari Montage Native American Heritage Early Settlers Exploring Communities Long Ago Comparing the Lives of Native Peoples Schoolhouse Rock! America Early Settlers Dear America: Journey to the New World Immigration to the U.S. Molly’s Pilgrim Watch the Stars Come Out SafeShare/YouTube Native American Hunting for Deer https://safeshare.tv/x/ss5810af5e15891#v History of Thanksgiving https://www.youtube.com/watch?v=lslqtUMwDxA&feature=youtu.be Thanksgiving History https://safeshare.tv/x/ss580d6a148f050#v Life as a Child in the 18 Century Colonial Williamsburg https://safeshare.tv/x/ss58078473bd1e0#v Early European settlement of North America https://safeshare.tv/x/ss5829f284853b4#v Ellis Island https://safeshare.tv/x/ss583634561d8e3#v Voyage to Ellis Island https://www.youtube.com/watch?v=5rredHTyKaQ&feature=youtu.be Statue of Liberty Poem for Kids https://safeshare.tv/x/CPzHgLabtw History for Kids: The Statue of Liberty http://www.history-for-kids.com/statue-of-liberty-poem.html State Statutes/Observances: Veteran’s Day – November 11th

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Unit 3: American History, Civics and Government, Geography Pacing: January 6 – March 12 American History SS.2.A.2.1: Recognize that Native Americans were the first inhabitants. Students will:

• trace the migration of early inhabitants of North America from Asia over the Bering Strait and throughout the continent. • describe the first peoples to come to live in North America, the Native Americans.

Academic Language Asia, Bering Strait, inhabitants, migration, Native Americans

Related Access Points Description Date(s) Instruction

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SS.2.A.2.In.a Identify early Native Americans. SS.2.A.2.Su.a Recognize early Native Americans. SS.2.A.2.Pa.a Recognize a characteristic of early Native Americans. SS.2.A.2.5: Identify reasons people came to the United States throughout history. Students will:

• describe why people decided to leave their native countries and immigrate to the United States, including, but not limited to, war, hunger, natural disaster, voluntary and involuntary servitude, political or religious freedom, land, and jobs.

• Identify reasons why people from other countries from other countries came to live in the United States in the past. • Identify reasons why people of modern times may want to leave their home countries and immigrate to the United

States to live. Academic Language Involuntary, modern, native, natural disaster, political freedom, religious freedom, servitude, voluntary

Related Access Points Description Date(s) Instruction

SS.2.A.2.In.e Recognize reasons why people came to the United States, such as jobs or freedom. SS.2.A.2.Su.e Recognize a reason for moving to a different home, such as jobs. SS.2.A.2.Pa.e Recognize that people move to live in a new place. SS.2.A.2.6: Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892-1954. Students will: • describe Ellis Island including, but not limited tom its purpose, the people who went there, and why. • identify Ellis Island from photos or other visual representations. • discuss why people view the Statue of Liberty as such an important symbol of freedom. Academic Language Ellis Island, freedom, Statue of Liberty, symbol

Related Access Points Description Date(s) Instruction

SS.2.A.2.In.f Identify that many immigrants saw the Statue of Liberty as they entered America. SS.2.A.2.Su.f Recognize that the Statue of Liberty is in America. SS.2.A.2.Pa.f Recognize the Statue of Liberty. SS.2.A.2.7: Discuss why immigration continues today. Students will:

• identify different groups of people living their countries to come to live in the United States today. • describe reasons why people might choose to leave their own countries to come to live in the United States, including,

but not limited to, jobs, war, hunger, natural disasters, and a desire for political or religious freedom. • discuss why immigrants might want to come to live in the United States instead of other countries.

Academic Language Immigration

Related Access Points Description Date(s) Instruction

SS.2.A.2.In.g Recognize reasons why people move to the United States, such as jobs or freedom.

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SS.2.A.2.Su.g Recognize a reason for moving to a different home, such as jobs. SS.2.A.2.Pa.g Recognize that people move to live in a new place. SS.A.3.1: Identify terms and designations of time sequence. Students will: • describe how long a year lasts. • name the current year (for example, 2016) and be able to name other years. • explain the differences between years, decades, and centuries. • name the current decade and century. Academic Language Centuries, decades, year Related Access Points Description Date(s)

Instruction SS.2.A.3.In.a Identify concepts of time, including days and weeks. SS.2.A.3.Su.a Recognize concepts of time, including yesterday, today, and tomorrow. SS.2.A.3.Pa.a Recognize concepts of time, such as now or later. Civics and Government SS.2.C.1.1: Explain why people form governments. Students will:

• define and provide examples of laws. • discuss services and structure provided by the government. • describe different forms of public safety

Academic Language Laws, government, public safety, services

Related Access Points Description Date(s) Instruction

SS.2.C.1.In.a Recognize the purpose of rules and laws (government) in the home, school, and community, such as to promote safety order, and good citizenship.

SS.2.C.1.Su.a Recognize the purpose of rules and laws in the home and school, such as to promote safety, order, and good citizenship.

SS.2.C.1.Pa.a Recognize rules in the classroom, such as cooperating and respecting personal space. SS.2.C.1.2: Explain the consequences of an absence of rules and services. Students will:

• provide examples of rules and services in their lives and in society at large. • discuss how absence of these rules results in disorder and the potential for people to get hurt

Academic Language Consequences, laws, rules, services Related Access Points Description Date(s)

Instruction SS.2.C.1.In.b Identify a consequence of not having rules and laws in the school and community, such as lack of

order and people getting hurt.

SS.2.C.1.Su.b Recognize a consequence of not having classroom and school rules, such as people getting hurt.

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SS.2.C.1.Pa.b Associate an action with a consequence, such as a push causing an object to break. SS.2.C.2.1: Identify what it means to be a United States citizen either by birth or by naturalization. Students will:

• define and provide examples of citizen and citizenship. • discuss the two ways people can be United States citizens.

Academic Language Birth, citizen, citizenship, naturalization, United States

Related Access Points Description Date(s) Instruction

SS.2.C.2.In.a Recognize that Americans become citizens by birth or by choice. SS.2.C.2.Su.a Recognize an American as a citizen of the United States. SS.2.C.2.Pa.a Recognize membership in a group, such as the classroom, family, or community. SS.2.C.2.2: Define and apply the characteristics of responsible citizenship. Students will:

• list personal and civic responsibilities. • apply their knowledge of citizenship and responsibilities to define and provide examples of participation.

Academic Language Characteristics, citizen, civic, environment, responsible

Related Access Points Description Date(s) Instruction

SS.2.C.2.In.b Identify characteristics or responsible citizenship in the community, such as respecting property, helping neighbors, and participating in community activities.

SS.2.C.2.Su.b Recognize characteristics of responsible citizenship in the community, such as respecting property, helping neighbors, and participating in community activities.

SS.2.C.2.Pa.b Recognize a characteristic of responsible citizenship in the school, such as respecting property, helping others, or participating in school activities.

SS.2.C.2.3: Explain why United States citizens have guaranteed rights and identify rights. Students will:

• compare rules and responsibilities in their personal lives and their rights as citizens. • describe ways citizens exercise their rights in daily life

Academic Language Citizens, responsibility, rules, rights

Related Access Points Description Date(s) Instruction

SS.2.C.2.In.c Identify a right of United States citizens, such as a right to vote or freedom of speech. SS.2.C.2.Su.c Recognize a right of United States citizens, such as a right to vote or freedom of speech. SS.2.C.2.Pa.c Recognize the right of students to make choices, such as selecting activities or materials. SS.2.C.2.4: Identify ways citizens can make a positive contribution in their community. Students will:

• describe the various communities of which they are members (e.g., a classroom, school, neighborhood).

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• identify ways they can make their classroom, school, and neighborhood community a better place, such as volunteering and recycling.

• identify additional measures they can take to improve their communities. Academic Language Classroom, community, neighborhood, recycling, school, volunteering

Related Access Points Description Date(s) Instruction

SS.2.C.2.In.d Recognize ways citizens can contribute to the community, such as volunteering and recycling. SS.2.C.2.Su.d Recognize ways citizens can contribute to the community, such as volunteering or recycling. SS.2.C.2.Pa.d Recognize a contribution to the school, such as volunteering. SS.2.C.2.5: Evaluate the contributions of various African American, Hispanics, Native Americans, veterans, and women. Students will:

• list and describe the prominent figures of diverse groups Academic Language Contribution, honor, veterans, Native Americans

Related Access Points Description Date(s) Instruction

SS.2.C.2.In.e Identify a contribution of African Americans, Hispanics, Native Americans, veterans, or women. SS.2.C.2.Su.e Recognize a contribution of an African American, Hispanic, Native American, veteran, or woman.

SS.2.C.2.Pa.e Recognize that people from diverse backgrounds make contributions.

SS.2.C.3.2: Recognize symbols, individuals, events, and documents that represent the United States. Students will:

• identify and describe the role of symbolic documents (e.g., Constitution, the Bill of Rights, and the Declaration of Independence).

• identify significant symbols and monuments of United States government including the White House, the Capitol, the Washington Monument, the Statue of Liberty, the Liberty Bell, and Ellis Island.

Academic Language Bill of Rights, Constitution, Declaration of Independence, monuments, symbol Related Access Points Description Date(s)

Instruction SS.2.C.3.In.b Recognize symbols, individuals, and events that represent America, such as the White House, the

Statue of Liberty, George Washington, and the Fourth of July.

SS.2.C.3.Su.b Recognize symbols and individuals that represent America, such as the White House, the Statue of Liberty, and George Washington.

SS.2.C.3.Pa.b Recognize a symbol and event that represent America, such as the Statue of Liberty and the Fourth of July.

Geography SS.2.G.1.4: Use a map to locate the countries in North American (Canada, United States, Mexico, and the Caribbean Islands)

• Students will:

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• label Canada, the United States, Mexico, and the Caribbean Islands on an unlabeled political world map of North America.

• describe where to find Canada, the United States, Mexico, and the Caribbean Islands as countries located in North America.

• identify Canada, the United States, Mexico, and the Caribbean Islands as countries located in North America. Academic Language Political Maps Related Access Points Description Date(s)

Instruction SS.2.G.1.In.d Recognize the United States on a map of North America. SS.2.G.1.Su.d Recognize a map of the United States. SS.2.G.1.Pa.d Recognize land and water in a picture.

Resources

Canvas Resources Texts The Story of the Statue - Reading A-Z 1984 Brings a Facelift for Lady Liberty Reading A-Z My Name is Yoon-Macmillan Treasures Unit 1 Haiti is My Home -Reading A-Z Becoming a U.S. Citizen Kids Make the Difference- Reading A-Z African American Inventors-Macmillan Unit 6 Helping Each Other- Reading A-Z Community Government - Reading A-Z Joey’s Stop Sign- Reading A-Z Important People - Readworks.org Safari Montage What is Government? Federal, State, and Local Government The History of American Government The Three Branches of Government American Citizenship What Is a Community? E xploring Communities Alike and Different SafeShare/Websites Statue of Liberty Poem for Kids https://safeshare.tv/x/CPzHgLabtw History for Kids: The Statue of Liberty http://www.history-for-kids.com/statue-of-liberty-poem.html How to Change the World https://safeshare.tv/x/ss584b914c4d934 What Does Local Government Do? https://safeshare.tv/x/ss589b1ae5210aa Petition Definition for Kids https://safeshare.tv/x/_I3ILOUvGPc

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Citizenship Oath https://safeshare.tv/x/fRomeSXx3ZM#v Can I Vote? https://safeshare.tv/x/ss583a32c141a9c#v State Statute Martin Luther King Jr. Day – January 20th Black History Month – February President’s Day – February 25th Women’s History Month instructed in the month of March. Pub. L. 100-9

Unit 4: Economics, Civics and Government Pacing: March 23 – May 29 Economics SS.2.E.1.1: Recognize that people make choices because of limited resources. Students will:

• define limited natural and economic resources. • explain why resources are desired or needed and why they are limited. • relate people’s and culture’s behavior to the availability and scarcity of certain economic resources

Academic Language Availability, capital, resources, culture, economic, human resources, natural resources, scarcity

Related Access Points Description Date(s) Instruction

SS.2.E.1.In.a Recognize that people make choices when there is little or none left of a resource. SS.2.E.1.Su.a Recognize when there is little or none left of a resource.

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SS.2.E.1.Pa.a Recognize when there is none left of a resource. SS.2.E.1.2: Recognize that people supply goods and services based on consumer demands. Students will:

• identify different types of consumer needs and the goods and services that can fulfill them. • distinguish between consumer goods and consumer services, and provide examples of both. • list various forms of jobs and job functions

Academic Language consumer goods, consumer services, income, job, functions, producers, taxes

Related Access Points Description Date(s) Instruction

SS.2.E.1.In.b Recognize that goods and services fill a need (demand), such as food with a grocery store and health care with a doctor.

SS.2.E.1.Su.b Recognize that goods fill a need, such as food from a grocery store or clothing from a department store.

SS.2.E.1.Pa.b Associate a desired item (goods) with a need. SS.2.E.1.3: Recognize that the United States trades with other nations to exchange goods and services. Students will:

• give examples of goods and services provided by foreign nations. • identify goods and services the United States uses in trades.

Academic Language foreign nations, markets, trade

Related Access Points Description Date(s) Instruction

SS.2.E.1.In.c Recognize that some goods come from other countries. SS.2.E.1.Su.c Recognize that some goods come from far away. SS.2.E.1.Pa.c Associate a desired item (goods) with its source. SS.2.E.1.4: Explain the personal benefits and costs involved in saving and spending. Students will:

• distinguish between saving money and spending money. • list the advantages and disadvantages of saving and spending money. • provide examples of personal savings and spending goals.

Academic Language Advantages, allowance, disadvantages, interest, personal savings, saving, spending, spending, goals

Related Access Points Description Date(s) Instruction

SS.2.E.1.In.d Identify a benefit of saving, such as having more money for later; and a benefit of spending, such as getting what you want now.

SS.2.E.1.Su.d Recognize a benefit of saving, such as having more money for later. SS.2.E.1.Pa.d Recognize that a saved item can be used later. Civics and government SS.2.C.2.4: Identify ways citizens can make a positive contribution in their community.

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Students will: • describe the various communities of which they are members (e.g., a classroom, school, neighborhood). • identify ways they can make their classroom, school, and neighborhood community a better place, such as volunteering

and recycling. • identify additional measures they can take to improve their communities.

Academic Language Classroom, community, neighborhood, recycling, school, volunteering

Related Access Points Description Date(s) Instruction

SS.2.C.2.In.d Recognize ways citizens can contribute to the community, such as volunteering and recycling. SS.2.C.2.Su.d Recognize ways citizens can contribute to the community, such as volunteering or recycling. SS.2.C.2.Pa.d Recognize a contribution to the school, such as volunteering.

Resources

Canvas Resources Texts The Backpack Tax – Level O Reading A-Z What is Trade? - Readworks.org What is a Budget? - Readworks.org Rainy Day Savings - Reading A-Z Jane Goodall – Level O – Reading A-Z Jane Goodall – Readworks.org Water Worries - Readworks.org Safari Montage All About Natural Resources U.S. Industries & Resources (Ch. 4 What is Economics?) Exploring Communities and Its Workers Starting a Business Cyberchase: Monetary Systems: Trading Places SafeShare/Websites Goods and Services https://safeshare.tv/x/ss589bdc2df2a94 BrainPop Goods and services https://safeshare.tv/x/ss58ae07c67d1b3 Needs and Wants https://safeshare.tv/x/ss58ae0a2eeccd8 SchoolHouse Rock $7.50 Once a week https://www.youtube.com/watch?v=GawH48QNDfc&feature=youtu.be Saving and Spending for Kids https://safeshare.tv/x/EdDqEC7e9yo State Statute

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Medal of Honor Day must be recognized and instructed on or before March 25th according to s. 1003.42, F.S. Medal of Honor for Kids. Kiddle Encyclopedia. Memorial Day – May 25th