Second Grade Social Studies Pacing Guide 2011

(Grade Level) (Content Area)Pacing Guide 1

Second Grade Month: September (Social Studies) Pacing Guide Unit: Cooperation

Theme/Big Ideas GLCEs

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(our current performance indicator)

Assessment Vocabulary/ Concepts Resources

Board Objectives

How do people use the environment.

Environment and Society: Understand the effects of human-environment interactions. 2 – G5.0.1 Suggest ways people can responsibly interact with the environment in the local community. 2 – G5.0.2 Describe positive and negative consequences of changing the physical environment of the local community.

How do human activities change the natural environment?

Become survivors on a desert island and propose ways to use their environment for food, shelter and clothing.

Achievement Series Chapter Test

human environment interaction

responsible resource use

positive and negative consequences

physical environment

edhelper.com abcteach.com enchantedlearning.com unitedstreaming.com http://www.micitizenshipcurriculum.org/ Social Studies Alive Teacher Edition, Textbook and Workbook chapter 5

We will learn how a person can impact their community/environment. We will learn the effects we can have on the environment.



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Second Grade Month: October (Subject Area) Pacing Guide Unit: Citizen Involvement


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What it means to be a good citizen in an American Democracy.

Roles of the Citizen in American Democracy: Explain important rights and how, when, and where American citizens demonstrate their responsibilities by participating in government. 2 – C5.0.1 Identify ways citizens participate in community decisions. 2 – C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in community life. 2 – C5.0.3 Design and participate in community improvement projects that help or inform others. Citizen Involvement: Act constructively to further the public good. 2 – P4.2.1 Develop and

What are some of the rights and responsibilities citizens have? What is the relationship between rights and responsibilities of citizenship? How can we use problem solving skills to improve our community?

Practice being good citizens as they distribute coupons from “Good Citizen” coupon books they have made.

Participate in a community project. Chapter test Achievement Series

community decision

personal responsibility

civic responsibility

community improvement project

participate action plans public issues

Classroom constitution edhelper.com abcteach.com enchantedlearning.com unitedstreaming.com http://www.micitizenshipcurriculum.org/ Social Studies Alive Teacher Edition, Textbook and Workbook chapter 13

We will learn about our rights and responsibilities as citizens. We will learn ways that we can make a difference in our community. We will learn how to be good citizens and improve our community. We will work together on projects that improve our community.



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implement an action plan to address or inform others about a public issue. 2 – P4.2.2 Participate in projects to help or inform others.

How can we increase awareness of local issues among the citizens of our community? How can one person make a difference in their community?



Second Grade Month: November Social Studies Pacing Guide Unit: Change over time


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What was my community like in the past?

Living and Working Together in Communities: Use historical thinking to understand the past. 2 – H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local community events, residents, artifacts, photographs). 2 – H2.0.2 Explain why descriptions of the same event in the local community can be different. 2 – H2.0.3 Use an example to describe the role of the individual in creating history.

Historical inquiry questions: What happened? When did it happen? Who was involved? How and why did it happen? How does it relate to other events or issues in the past, in the present, or in the future? What is its significance? How do communities change?

Students will use a time line to order events accurately. View images of San Francisco from 1946 to 1906 to learn about factors that caused the city to change. Discover how several individuals made significant contributions to their communities.

Students will place specific events accurately in sequence on a given time line. Achievement Series Chapter test

chronological thinking

year decade timeline primary

sources visual data information

al text

http://www.micitizenshipcurriculum.org/ Internet search engines to research local community history Local library archives Local historical museums Guest community speaker Artifacts Newspapers Pictures Social Studies Alive Teacher Edition Chapter 10, 11 Social Studies Alive textbook, workbook chapter 10, 11 edhelper.com

We will learn how people have impacted our community over time.



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abcteach.com enchantedlearning.com unitedstreaming.com


Second Grade Month: December Social Studies Pacing Guide Unit: Change over time


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What was my community like in the past?

2 – H2.0.4 Describe changes in the local community over time (e.g., types of businesses, architecture and landscape, jobs, transportation, population). 2 – H2.0.5 Identify a problem in a community’s past and describe how it was resolved. 2 – H2.0.6 Construct a historical narrative about the history of the local community from a variety of sources (e.g., data gathered from local residents, artifacts, photographs).

What is a problem our community has faced in the past and how was it solved? How has our community changed over time? How have people in the past affected our community?

Design an urban renewal plan after learning why communities grow and change. View images of San Francisco from 1946 to 1906 to learn about factors that caused the city to change.

Students will conduct an interview of a senior in their family or community about life in the community’s past.

Using their interview, students will construct a historical narrative about the history of the local community.

Achievement Series Chapter Test

Landscape Transportatio

n Population chronologic

al thinking year decade timeline primary

sources visual data information

al text

http://www.micitizenshipcurriculum.org/ Internet search engines to research local community history Local library archives Local historical museums Guest community speaker Artifacts Newspapers Pictures Social Studies Alive Teacher Edition Chapter 9, 10 Social Studies Alive textbook, workbook chapter 9, 10 edhelper.com abcteach.com

We will learn how communities grow and change over time. We will identify past problems and analyze how they were resolved. We will learning our community’s past and how it has changed.



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enchantedlearning.com unitedstreaming.com


Second Grade Month: January Social Studies Pacing Guide Unit: Relationships


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HOW DO WE GET ALONG WITH EACH

OTHER IN MY

COMMUNITY?

Purposes of Government: Explain why people create governments. 2 – C1.0.1 Explain why people form governments. 2 – C1.0.2 Distinguish between government action and private action. Values and Principles of American Democracy: Understand values and principles of American constitutional democracy. 2 – C2.0.1 Explain how local governments balance individual rights with the common good to solve local community problems.

What are sources of legitimate power in government? What is the role of the government in our community? How do core democratic values affect our community? What does the pledge represent?

Become concerned citizens as they participate in a demonstration at a mock city council meeting.

Students will complete a booklet using words and illustrations to describe each core democratic value. Chapter Test Achievement Series

individual

rights common

good community

problems pledge of

Allegiance

patriotism democracy common

good

Social Studies Alive teacher edition, textbook, workbook chapter 12 http://www.micitizenshipcurriculum.org/ edhelper.com abcteach.com enchantedlearning.com unitedstreaming.com

We will analyze our government to help us understand it’s purpose. We will analyze how the government solves problems for the common good of all citizens. We will analyze the pledge to understand it’s meaning and relevance to our lives.



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2 – C2.0.2 Describe how the Pledge of Allegiance reflects the core democratic value of patriotism.

Why do we say the pledge?


Second Grade Month: February Social Studies Pacing Guide Unit: Relationships


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HOW DO WE GET ALONG WITH EACH

OTHER IN MY

COMMUNITY?

Structure and Functions of Government: Describe the structure of government in the United States and how it functions to serve citizens. 2 – C3.0.1 Give examples of how local governments make, enforce, and interpret laws (ordinances) in the local community. 2 – C3.0.2 Use examples to describe how local government affects the lives of its citizens. 2 – C3.0.3 Identify services commonly provided by local governments (e.g., police, fire departments, schools, libraries, parks). Identifying and Analyzing Public Issues: Clearly state a problem as a public

What does the structure of government at the local, state, and national level all have provisions for? What goods and services does the government provide? How does the government pay for the goods and services it provides?

Practice being good citizens as they distribute coupons from “Good Citizen” coupon books they have made. Experience the interdependence of communities as they exchange cards for goods they need or want.

Students will create a classroom constitution outlining the classroom rules, expectations, and consequences.

Make laws Enforce

laws Interpret

laws local

government

services

provided by local governments

problem public

policy issue

graphic data pictures charts resolutions

Social Studies Alive teacher edition, textbook and workbook chapter 11, 13, 14 edhelper.com–. http://michiganepic.org/coredemocratic/indexb.html - abcteach.com– enchantedlearning.com– unitedstreaming.com http://www.micitizenshipcurriculum.org/

We will analyze how laws are made and learn how they keep us safe. We will research service job to understand the impact they have on our community.



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policy issue, analyze various perspectives, and generate and evaluate possible alternative resolutions. 2 – P3.1.1 Identify public issues in the local community that influence the daily lives of its citizens. 2 – P3.1.2 Use graphic data and other sources to analyze information about a public issue in the local community and evaluate alternative resolutions. 2 – P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in the local community.



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Second Grade Month: March Social Studies Pacing Guide Unit: Geography


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Where is my community?

2 – G4.0.1 Describe land use in the community (e.g., where people live, where services are provided, where products are made). 2 – G4.0.2 Describe the means people create for moving people, goods, and ideas within the local community. 2 – G4.0.3 Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in the local community. 2 – G2.0.1 Compare the physical and human characteristics of the local community with those of another community. 2 – G2.0.2 Describe how the local community is

How do the physical characteristics of our community compare to other communities? What uses do we have for maps, globes and compasses? How can we as citizens improve our environment?

Design a community showing different places to live, work and play. Analyze images of urban, rural and suburban communities in order to understand their differences.

Construct maps using geographic tools and technologies to examine the world and answer geographic questions

Map Globe Symbols Compass

Rose Labels Legends Human

characteristic

Natural characteristic

Physical characteristic

Location Distance Direction Scale Rural Urban Suburban Region County Metropolita

n area State City Country Landforms Environmen

Social Studies Alive teacher edition, textbook and workbook chapter 1,2 abcteach.com– enchantedlearning.com– unitedstreaming.com http://www.micitizenshipcurriculum.org/

We will analyze the geography of local communities. We will learn how diversity makes our communities



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part of a larger region (e.g., county, metropolitan area, state).

t Diversity Consequenc

es


Second Grade Month: April Social Studies Pacing Guide Unit: Solving problems in my community


Essential/F

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Where is my community?

2 – G1.0.1 Construct maps of the local community that contain symbols, labels, and legends denoting human and natural characteristics of place. 2 – G1.0.2 Use maps to describe the spatial organization of the local community by applying concepts including relative location and using distance, direction, and scale. 2 – G5.0.1 Suggest ways people can responsibly interact with the environment in the local community. 2 – G5.0.2 Describe positive and negative consequences of changing the physical environment of the local community.

What are the differences in means of transportation between urban and rural areas? How is our local community part of a larger region? What are the physical characteristics of urban, rural and suburban communities? What does a map

Discover how to use a compass rose and map grid to locate important places in a community. Play a game as they learn the names of important geographic features found in a community.

Chapter Test Achievement Series

Map Globe Symbols Compass

Rose Labels Legends Human

characteristic

Natural characteristic

Physical characteristic

Location Distance Direction Scale Rural Urban Suburban Region County Metropolita

n area State City Country Landforms Environmen

t

abcteach.com– enchantedlearning.com– unitedstreaming.com http://www.micitizenshipcurriculum.org/ Social Studies Alive teacher edition, textbook and workbook chapter 3, 4

We will create a map of our community using key features, such as; symbols, map keys and cardinal directions.



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show? What is geography?

Diversity Consequenc

es


Second Grade Month: May Social Studies Pacing Guide Unit: Solving problems in my community


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Becoming problem solvers.

2 – C5.0.3 Design and participate in community improvement projects that help or inform others. (See P4.2.2) 2 – P4.2.1 Develop and implement an action plan to address or inform others about a public issue. 2 – P4.2.2 Participate in projects to help or inform others. 2 – P3.1.1 Identify public issues in the local community that influence the daily lives of its citizens.

How can we use problem solving skills to improve our community? How can we increase awareness of local issues among the citizens of our community? How can one person make a difference in a community.

Discover how several individuals made significant contributions to their communties.


Problem Solution Cause Effect Data/graph Project

brainpopjr.com edhelper.com abcteach.com enchantedlearning.com unitedstreaming.com atozteacherstuff.com history.com http://www.micitizenshipcurriculum.org/ Social Studies Alive Teacher Edition, Textbook and Workbook chapter 11

We will find ways to inform others of ways we can address and solve public issues.



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Second Grade Month: June Social Studies Pacing Guide Unit: Using data and graphs


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Using data and graphs to solve problems.

2 – P3.1.2 Use graphic data and other sources to analyze information about a public issue in the local community and evaluate alternative resolutions. 2 – P3.3.1 Compose a statement expressing a position on a public policy issue in the local community and justify the position with a reasoned argument.

How can I make a difference in my community? How do I read graphs and data? Why do we use data and graphs?

Use graphs to answer questions about the community. Write a letter to a local authority concerning a public issue.


Problem Solution Cause Effect Data/graph Project

brainpopjr.com edhelper.com abcteach.com enchantedlearning.com unitedstreaming.com atozteacherstuff.com history.com http://www.micitizenshipcurriculum.org/

We will analyze opposing view points on public issues and learn to appreciate others ideas.



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Documents

Second Grade Social Studies Pacing Guide 2011