CLAYTON COUNTY PUBLIC SCHOOLS - Up Before Sunrise€¦ · · 2007-11-30The student will locate various areas of the school building. ... Clayton County Public Schools Documents

CLAYTON COUNTY

PUBLIC SCHOOLS

SECOND GRADE SOCIAL STUDIES

CURRICULUM GUIDE

TABLE OF CONTENTS

K-12 Social Studies................................................................................................................................................................................................................1-2 ◊ Philosophy ◊ Goals ◊ Strategies ◊ Steering Committee ◊ Curriculum Writing Committee ◊ Editing ◊ Word Processing

Recommended Second Grade Social Studies Curriculum Pacing ...........................................................................................................................................3 Second Grade Social Studies Curriculum Guide.(with the following)...........................…………...................................................………………….….4-21

Objectives Sample Activities Sample Strategies Sample Assessments

Second Grade Social Studies Curriculum, FY 2005 1

CLAYTON COUNTY ELEMENTARY SOCIAL STUDIES CURRICULUM

Social Studies Philosophy

Social studies has its primary purpose the transmission of culture and ideals to each succeeding generation. The aims of the social studies curriculum include the education of students in the uniqueness of the democratic heritage of the United States, while teaching the diversity, importance, and contributions of other cultures. Knowledge of the interdependence of countries throughout the world will enable citizens to face the challenges and responsibilities that come from living in a global community. In order to educate students to function responsibly in our democratic society, the social studies must teach the rights and responsibilities found in a democracy through critical thinking and participatory learning. In addition the social studies must enable students to function in a technologically advanced and changing society.

Social Studies Goals

The Social Studies Curriculum should enable students to develop: Civic responsibility and active civic participation. Perspectives on their own life experiences so they see themselves as individuals with potential who can positively contribute to the larger human adventure in time and place.

Critical understanding of the history, geography, economics, traditions and values of the United States as expressed in both their unity and diversity. Understanding and appreciation of other peoples and their cultures. Critical and analytical thinking skills.

Social Studies Strategies

These goals may be achieved through: Parental and community involvement. Integrated learning. “Hands-on”/participatory learning. Character education

Enrichment, using a variety of sources (documents, myths, legends, songs, diaries, letters, speeches, multi-media presentations, etc.). Various technology (multi-media, internet, video laser disks, etc.). Infusion of physical and cultural geography at all levels and in all subjects throughout the social studies. Infusion of economics at all levels and in all subjects throughout the social studies. Student assignments and assessments which address different learning styles. Responsible and ethical use of technology. Information processing skills. The use of the textbook as a foundation from which to launch instruction.

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Social Studies Steering Committee

Judy Carter Ann Martin Faith Duncan Paul O’Brien Kathy Goss Diane Pride Robynn Greer Frank Rezek Ginny Harrell Stan Sherman Rebecca Johnson Georgia Wilson June Lenior

Elementary Social Studies Curriculum Writing Committee

Dianne Betts Denise McNair Linda Campbell Kim Smith Judy Carter April Taylor Carol Carven Jane Thomaston Faith Duncan Shirley Valvas Jan Fisher Karen Wall Roberta George Cindy Whiteman Jo Hollis Mary Williams Dusty Lee Heloise Wilson Jason Kouns Darrell Woodall Donna Marks

Editing

Robert DeLuca

Word Processing

Fran George

RECOMMENDED SOCIAL STUDIES SECOND GRADE CURRICULUM PACING

Second Grade Social Studies Curriculum, FY 2005 3

Second Grade 1st Semester 2nd Semester Nine Weeks 1st 2nd 3rd 4th

Social Studies

Core skills taught throughout the year in each unit. Geographic Literacy Information Processing Problem Solving Civic Participation

Units

Introduction to Social Studies (1 Week)

School and classroom rules and procedures School locations

Neighborhoods and

Communities (8 Weeks)

Characteristics Needs Wants Change over time People’s roles Classroom School

Units

Neighborhoods and Communities

(4 Weeks) Democracy Rights Responsibilities Rules Laws

Early Settlers (5 Weeks)

Indians Early settlements Colonial growth Famous Americans

Units

Early Settlers (1 Week)

Freedom from England

American Indians (6 Weeks)

Chiefs Lifestyles Culture Geographic locations

Japan (2 Weeks)

Culture Lifestyles

Units

Japan (1 Week)

Economics

Australia (3 Weeks)

Culture Lifestyles Economics

Geography (5 Weeks)

Climate Landforms Bodies of water Direction Southeast United States Environment

SOCIAL STUDIES CURRICULUM GUIDE – GRADE 2

Second Grade Social Studies Curriculum, FY2005 4

Topic: Introduction to Social Studies The student will understand school and classroom rules and procedures. The student will locate various areas of the school building. Time: 1 Week

Objective Sample Activities/Strategies Suggested Resources Sample Assessment Describe school and classroom rules, expectations, procedures, and proper behavior in social situations and consequences of actions.

Teacher reads aloud and explains and the class discusses the information in Clayton County Public Schools “Discipline Procedures,” “Standards of Conduct for Riding School Buses” and “Student Handbook and Academic Planner.” Review and discuss classroom and school rules and procedures and consequences of actions. Role-play appropriate and inappropriate behavior in a variety of situations.

Clayton County Public Schools Documents “Discipline Procedures” “Standards of Conduct for Riding School Buses” “Student Handbook and Academic Planner” “A Teacher’s Guide K-5” Posted school and classroom rules and procedures.

Class participation Oral comprehension check

Locate various areas in the school building, including, but not limited to, the main office, media center, cafeteria, specials classrooms, and gym and fire exit.

School tour. Draw school maps. Review locations on a school map. Describe how to get to various locations in the school using age appropriate vocabulary.

School building School map Clayton County Public Schools’ “A Teacher’s Guide K-5”

Class participation Finished product Oral comprehension check


D/L - Newbridge Discovery Links Guided Reading Books

Second Grade Social Studies Curriculum, FY 2005 GLC - Georgia Learning Connection HSP - Harcourt School Publishers – The Learning Site: Social Studies 2000 HB - CD Rom

OWW - Our Wide World Level C

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Topic: Neighborhoods and Communities

The student will demonstrate an understanding of life in neighborhoods and communities. Time: 12 Weeks

Objective Sample Activities/Strategies Suggested Resources Sample Assessment Describe characteristics of neighborhoods and communities and identify public places. (QCC 1)

Carousel brainstorming Create and design a community.

Effective Strategies for Elementary Teachers Shoe boxes TE pg. 18, 19 Scholastic Filmstrips “ Neighborhoods” “Communities”

D/L - Houses Around the World Everyone Needs Water Take a Look Who Helps Colonial Williamsburg The Busy Harvest Why People Move Good Neighbors A City Grows Communities The Pueblo People Volunteers Coming to America

GLC - Culture HSP - Welcome to the City HB - Neighborhood Map Machine

OWW - Unit 5

Oral check Finished product

Identify wants and needs of neighborhoods and communities including his/her own neighborhood.

Create T Chart. Needs Wants

HB Unit 3 Unit 1 Lesson 2

OWW - Community Desk Map

What needs do families have?

Explain how life in neighborhoods and communities change over time and how people and animals adapt (changes in goods/services, architecture, jobs, transportation, communication, recreation, use of land.)

Illustrated timeline

HB Unit 3 Unit 6 Lesson 3 Book The Little House

OWW - Unit 5

Timeline





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Topic: Neighborhoods and Communities (continued)


Objective Sample Activities/Strategies Suggested Resources Sample Assessment Describe the differences between human resources (people at work), natural resources (water, soil, wood) and capital resources (machines, tools used to produce different goods and services). (QCC 5) (QCC 8)

Inductive Learning Strategy Categorize magazine pictures by type of resources. Magazine Pictures

Material human capital

Effective Strategies for Elementary Teachers HB Unit 1 Lesson 4 Web sites: www.dairymax.org www.2.NRCS.USDA.gov/default

D/ L - Everyone Needs Water Gifts From the Earth Let’s Go Shipping The River Road The Busy Harvest American Indian Weaving Shopping Goods How Paper is Made Keeping Bees Taking Care of Trees Orange Juice

GLC - Resources, Production Resources, Place HSP - Helping California Salmon

OWW - Unit 9

Chart HB Activity Book Pg. 13

Give examples of producers and consumers in the community and explain why people work. (QCC 6)

Students identify pictures of producers and consumers. Make a class chart; create a classroom marketplace.

HB Unit 3 Take Home Review Book Unit

D/L - Everyone Needs Water Gifts From the Earth Shipping Goods How Paper is Made

GLC - Producer, Consumer, Work

OWW - Units 11, 12

Oral check Write about your marketplace experience.





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Objective Sample Activities/Strategies Suggested Resources Sample Assessment Identify sequential steps in a worker’s job. Flow Chart HB Unit 3

OWW - Unit 11

Chart

Identify public services (mail, utilities, fire, police) provided to your neighborhood and tell how they are funded with tax money.

Guest speakers T Chart Funded by Not Funded Taxes by Taxes

Unit 3 Scholastic Filmstrips “Neighborhoods” “Communities” Web site: www.state.ga.us

OWW - Unit 10

Class participation T Chart

Explain the difference between wage earners and volunteer workers.

Define volunteer. In small groups, illustrate four ways to volunteer

Unit 3 Web sites: www.redcross.org www.unitedway.org

OWW - Unit 10

Illustrations

List ways to live cooperatively in neighborhoods and communities. (QCC 2)

Carousel brainstorming Role-play acting as good citizen Good citizen scramble

HB Unit 3 Unit 5 Lesson 3 Activity Book pg. 69

D/L - Houses Around the World Everyone Needs Water Take a Look Who Helps Colonial Williamsburg The Busy Harvest Good Neighbors A City Grows Communities Volunteers Coming to America

GLC - Culture HB - Neighborhood Map Machine

OWW - Unit 4

Class participation How does good citizenship improve the community? Activity Sheet





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The student will demonstrate an understanding of life in neighborhoods and communities. Time: 12 Weeks Objective Sample Activities/Strategies Suggested Resources Sample Assessment

Compare the classroom/school relationship to the neighborhood/community relationship.

Think – Pair – Share Effective Strategies for Elementary Teachers HB Units 1, 2, 3

OWW - Unit 3

Oral check

Describe and compare the making of class rules by direct democracy (entire class votes on rule) and by representative democracy (class elects a smaller group to make the rules). (QCC 3)

Entire class votes on class rules. Class elects a smaller group to make rules. Make comparisons.

HB Unit 1 HB Unit 5

D/L - Signs We Vote Our Capital Who Helps Making Choices

GLC - Culture

Participation in mock election

Recognize rights and responsibilities of a U.S. citizen. • Voting • Community services

New American Lecture Strategy and graphic organizer Student voting Poster session

Effective Strategies for Elementary Teachers Unit 5 TE pg. 4, 5

OWW - Unit 18

Participation in a mock election

Explain the differences between rules and laws, and describe how violations of rules and laws produce consequences.

Law-related education lessons Georgia Elementary Law - Related Education Curriculum Supplement Grades 2, 3 HB Unit 1 HB Unit 2 Lesson 6

Oral check





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Compare the role of a police officer and a judge.

Class Venn diagram or T Chart Judge Police Officer

HB Unit 1 Lesson 3 Unit 5

Write a comparison paragraph.

Describe proper flag etiquette including handling, display and disposal of flag, and explain the significance of the stars, stripes and colors. (QCC 4)

Guest speaker ROTC Scout Leader

Classroom Flag Web site: www.American.net/index.htm

GLC - Citizenship HSP - “You’re a Grand Old Flag” Georgia’s State Flag

OWW - Unit 19

Color outline of our Flag. List meaning of stars, stripes, and colors.

Explain forms of communication for specific purposes.

Prepare a pictorial graphic web.

Unit 6 Preview pg. 221 Lesson 4 pg. 261

Oral check

Forms of Communication





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Explain customs and patriotic symbols common in the U.S. (holiday cards, decorations, political holidays, flag and eagle).

Inductive Learning Strategy with teacher generated word cards for customs and symbols Discussion of traditional observances of historical U.S. holidays Make holiday streamers.

Effective Strategies for Elementary Teachers Videos “Our Country’s Flag” “George Washington” “Abraham Lincoln” Wonders of Learning Kit Martin Luther King, Jr. Filmstrip “People Behind Our Holidays” HB Unit 4 Lesson 1 pg. 144 Unit 4 Lesson 5 pg. 70 Unit 5 TE H16 Web site: www.American.net/index.htm

OWW - Unit 16

Paragraph My favorite holiday is __.





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Topic: Early Settlers

The student will identify the Early American Settlements, explain why settlers came and describe their lifestyles. Time: 6 Weeks Objective Sample Activities/Strategies Suggested Resources Sample Assessment

Identify the first people who lived in America as American Indians.

New American Lecture Strategy Effective Strategies for Elementary Teachers HB Unit 4

Oral check

Explain that early settlers came to this country for various reasons: • Religion • Economics (indentured servants, slaves, land

and resources) • Adventure

Use media resources and activities from Unit “Early Settlers”. Perform a play demonstrating the relationship between indentured servants, slaves and landowners. Use a timeline to relate a story.

Unit “Early Settlers” Unit 4 Transparency 9 TE 147A Web site: www.letsfindout.subjects/America/pilgrims.html Book If You Sailed on the Mayflower in 1620

Teacher observation HB Assessment Program Social Studies Checklist

Describe the customs and lifestyles of the early American settlers in Plymouth and Jamestown colonies. • Food • Shelter • Clothing • Transportation • Use of natural resources • Trade with American Indians (QCC 13)

COPE Venn diagram Make butter. Make a quilt, weave a place mat. T Chart Plymouth Jamestown

Effective Strategies for Elementary Teachers HB Unit 4 TE 151A Book: Rumplestiltskin Web site: http://pilgrims.net/Plimouthplantation Unit 6 Take Home Review Book

Class participation for T Chart Finished product

Understand that early settlers established rules, laws and procedures for the good of all (Mayflower Compact) and explain some attributes of a good leader.

Compare and contrast Mayflower Compact to classroom rules. Compile class list of attributes of a good leader.

Unit 4 Write rules and laws for a fictitious colony on the moon.





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Topic: Early Settlers (continued)

The student will identify the Early American Settlements, explain why settlers came and describe their lifestyles. Time: 6 Weeks

Objective Sample Activities/Strategies Suggested Resources Sample Assessment Recognize as more people came to America, communities grew larger and were called colonies.

New American Lecture Strategy with graphic organizer

Effective Strategies for Elementary Teachers HB Unit 4

Oral Check

Identify famous Americans and the contributions they made to our country.

Class discussion Observance of historical holidays Who’s Who in the News

Periodicals featuring famous Americans HB Unit 4 TE 163A TE features biography pg. X Take Home Review Book Unit 4 “History in the Parks” Web site: http://hem.passagen.se/kesekatt/faman.htm

OWW - Unit 15

Oral check Poster/bulletin board display

Identify an aspect of American lifestyle that has changed with history.

Explain teach-generated examples. Students generate additional examples. Conduct class discussion. Make a horn book. Write with a quill.

HB Unit 4 Unit “Early Settlers”

Draw a picture of “then” and “now”; prepare a caption for each. Finished product

Recognize that Americans fought and became free from England.

Teacher lecture or storytelling Class debate

TE H16

Short answer quiz





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Topic: American Indians

The student will identify American Indian cultures found in the United States. Time: 6 Weeks

Objective Sample Activities/Strategies Suggested Resources Sample Assessment Identify the leader of a tribe as a chief and describe the characteristics needed to lead the tribe.

Compare principal of school to American Indian chief. Classroom visit by principal

HB Unit 4 “Native Americans” Unit

Paragraph …My principal is like an American Indian chief because ……..

Compare the lifestyles of Plains, Eastern Woodland, Pacific Northwest, and Southwestern American Indians. • Food • Clothing • Transportation • Shelter/homes • Needs/wants • Geographical areas (climate and landforms) (QCC 12)

Compile an “on-going” class chart to display information as it is taught. Use media resources and activities from Unit “Native Americans”.

Troll Kit (3 books; 3 cassettes) Indians of the Eastern Woodland Indians of the Plains Indians of the West “Native Americans” Unit Nystrom Theme Pack “Native American Culture - Buried Secrets” Web site: www.pitt.edu/nlmitten/indians.html Book: Little Runner of the Longhouse

D/L - American Indian Weaving Houses Around the World The Pueblo People

GLC - American Indians HSP - Postcards from the Southwest

Oral Book Report





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Topic: American Indians (continued)

The student will identify American Indian cultures found in the United states. Time: 6 Weeks Objective Sample Activities/Strategies Suggested Resources Sample Assessment

Explain how American Indians respected and interacted with nature.

Prepare a class web.

Make a mobile to illustrate class web.

“Native Americans” Unit Web Site: www.pitt.edu/nlmitten/Indians.html TE pg. 13 “Thinking Organizers” Book Mud Pony Nannabah’s Friend

Write an original story. The Indians and Nature Finished product

Understand the sequential order of the following people in the settlement of our country. • American Indians • Columbus • Early American Settlers

Class timeline HB Unit 4 “Native Americans” Unit

Student-made timeline

Nature





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Topic: Japan

The student will demonstrate an understanding of Japanese lifestyles and cultures, past and present. Time: 3 Weeks

Objective Sample Activities/Strategies Suggested Resources Sample Assessment Recognize Japan as an ancient culture.

Use media resources and activities from Unit “Japan”.

“Japan” Unit

Oral check

Compare the present day customs and lifestyles of the United States to present day customs and lifestyles of the people in Japan. • Food • Shelter • Clothing • Transportation • Fine arts (music, art and literature) • Natural and man-made resources • Production of good/services (QCC 11)

Use media resources and activities from Unit “Japan”.

“Japan” Unit Books Japan, the Land Japan, the Culture Japan, the People How My Parents Learned to Eat Take Home Review Book HB Unit 1

D/L - Bowls Houses Around the World Let’s Go Shopping Taking a Trip Transportation Over the Years American Indian Weaving The Busy Harvest The River Road Keeping Bees Communities A City Grows Good Neighbors How Paper is Made Shipping Goods

GLC - Culture HSP - World Landmarks

Paragraph with illustration on a topic discussed about Japan. HB: Social Studies Skills Checklist Assessment Program Pg. 4, 5





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Topic: Japan (continued)

The student will demonstrate an understanding of Japanese lifestyles and cultures, past and present. Time: 3 Weeks

Objective Sample Activities/Strategies Suggested Resources Sample Assessment Recognize products made in Japan and discuss global interdependence and trade. (QCC 11)

Use advertisements of products made in Japan to create class collage. Class discussion

“Japan” Unit Books: Japan, the Land Japan, the Culture Japan, the People How My Parents Learned to Eat Take Home Review Book HB Unit 1



Class participation HB: Social Studies Skills Checklist





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Topic: Australia

The student will demonstrate an understanding of Australian lifestyles and cultures, past and present. Time: 3 Weeks

Objective Sample Activities/Strategies Suggested Resources Sample Assessment Recognize the first inhabitants of Australia as the Aborigines.

New American Lecture Strategy with graphic organizer

Effective Strategies for Elementary Teachers

Oral check

Compare the early Australian inhabitants with early American Indians.

Class Venn diagram HB Unit 4 TE “Thinking Organizer II” “Australia” Unit

Compare/contrast Aborigines and American Indians

Locate Australia and know that it is divided into states and territories.

Use graphic organizer/map. World Atlas “Meet an Australian” Unit

OWW - US/World Desk Map

Completed map

Compare the present day customs and lifestyles of the United States to present day customs and lifestyles of the people in Australia.. • Food • Shelter • Clothing • Transportation • Fine arts (music, art and literature) • Natural and man-made resources • Production of good/services (QCC 11)

Use media resources and activities from Australia Unit. Illustrate an item or topic related to Australia.

“Australia” Unit Book This is the Way We Go To School Katy No Pocket



Class discussion Compare/contrast United States and Australia. Finished product





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Topic: Geographic Literacy

The student will understand the relationship between people and their environment through geographic literacy. Time: 5 Weeks Use All Year

Objective Sample Activities/Strategies Suggested Resources Sample Assessment Understand the relationship of climate to choices of clothes and types of homes.

Select a place to visit and pack a suitcase of clothes and supplies for visiting that location using pictures or drawing.

HB Unit 2 Lesson 2 Weather/climate maps Atlas Activity Book pg. 10


Finished product Q: What does a house with _______ tell you about the climate?

Identify, describe and create the physical characteristics of landforms (continents, peninsulas, islands) and bodies of water (lakes, oceans, rivers) of the earth. (QCC 9)

Create and illustrate a landforms dictionary. Demonstrate how erosion changes the physical characteristics of landforms, using sand, pan and water.

Atlas HB Unit 2 Maps Take Home Book HB Unit 2 “The Sandboxes” TE 55A Transparency 3

D/L - The River Road Take a Look Landforms Reading Maps Going West Coming to America

GLC - Physical Characteristics of Place HSP - Postcards from the Southwest

OWW - Desk Maps

Finished product. Oral check.

Recognize the purpose of a map, including direction, location and physical characteristics.

Using a variety of different types of maps, students will explain the purpose of the map, direction to, location of, and physical characteristics of a place.

HB - throughout Atlas Desk maps and wall maps

OWW - Unit 1

Oral check





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Topic: Geographic Literacy (continued)

The student will understand the relationship between people and their environment through geographic literacy. Time: 5 Weeks Use All Year

Objective Sample Activities/Strategies Suggested Resources Sample Assessment Describe specified locations on a map using cardinal directions. (QCC 7)

Given a map of the U.S. students will use the compass rose to locate specific locations and mark the direction they would go to get there.

HB Unit 5 pg. 198, 199 Atlas - Wall maps Transparency 14

D/L - Taking A Trip Take a Look Reading Maps Going West Landforms

GLC - Map and Globe Skills

OWW - Unit 1

Map

Locate and identify the states that border Georgia.

Using a map of the U.S., create a flow chart of states that border Georgia.

HB Unit 5 pg. 198,199 Atlas - Wall maps Transparency 14


Flow Chart

Locate, define and identify: • Poles • Hemispheres • Equator (QCC 10)

Using an object shaped like a sphere, (orange or foam ball), illustrate the poles, hemispheres, and equator and explain their importance.

Globe - Atlas - Wall Maps Activity Book pg. 11

D/L - Landforms Reading Maps

GLC - Location


Finished product Oral check

Identify the purpose of globes, charts, diagrams, graphs, flow charts, and calendars as tools and have a working understanding of each.

Working in groups with a sample of each item, students will explain how each works.

Globes, maps, diagrams, graphs, charts, calendars

HB - throughout

OWW - throughout

Group presentation





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Topic: Geographic Literacy (continued)

The student will understand the relationship between people and their environment through geographic literacy. Time: 5 Weeks Use All Year Objective Sample Activities/Strategies Suggested Resources Sample Assessment

Explains ways pollution destroys the environment.

Students generate a cause and effect chart of pollution.

Pollution Cause Effect Demonstrate how water becomes polluted by adding household ingredients to a fish bowl with a sponge fish.

HB Unit 2 pg. 90

OWW - Unit 9 Activity

Based on chart, paragraph: How does pollution affect our lives?

Topic: Information Processing Skills

The student will use information processing skills. Time: Use All Year

Objective Sample Activities/Strategies Suggested Resources Sample Assessment The student will classify, organize and evaluate information.

Throughout all Units see “Visual Analysis”. Activities from Effective Strategies for Elementary Teachers

HB Making a Difference TE Index pg. 2 Effective Strategies for Elementary Teachers

GLC - Information Processing HB - Neighborhood Map Machine

Will vary according to specific objectives and strategies.





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Topic: Problem Solving Skills

The student will use problem solving skills. Time: Use All Year

Objective Sample Activities/Strategies Suggested Resources Sample Assessment Recognize and state problems related to the following: • Personal experience • Class activities • Topics of study

Class discussion Cooperative Learning groups

HB Making a Difference - throughout Effective Strategies for Elementary Teachers

GLC - Problem Solving HB - Neighborhood Map Machine

Class participation Oral check

Generate possible solutions to problems.

Activities from Effective Strategies for Elementary Teachers Class discussion Cooperative Learning groups

Effective Strategies for Elementary Teachers HB Making a Difference - throughout Effective Strategies for Elementary Teachers



Apply and generate criteria to be used to evaluate solutions.





Compare and contrast solutions to criteria.





Choose a reasonable solution.





Communicate solution and reasons for choosing that solution.



