2nd grade social studies 2011 - park hill school district · social studies 2nd grade social...

Grade(s) 2ndRequired Course

Social Studies 2nd Grade Social Studies 2011

Course RationaleThe second grade social studies curriculum enables students to develop an understanding of the world in which they live. Providing thisfoundation is essential for the development of responsible and productive members of our nation and world. Students will study history,geography, economics, government, cultural awareness, and social science processing in order to be able to make logical connections andreasoned decisions as citizens of a culturally diverse, democratic society.

Enduring Understandings1. Being a good citizen means understanding your rights and responsibilities. 2. Using map skills help us find locations. 3. Being able to identify the continents and oceans gives us a better understanding of our world. 4. Understanding economic principles help us make good financial decisions. 5. Studying the lives and movement of people in history help us understand the past, present and future.

Board Approval DateApril 28, 2011

Course Details

Timeframe Unit Instructional Topics

Citizenship, Government and Democracy 1. Civil and Criminal Legal Systems 2. Symbols of the United States 3. Responsibilities and Participation in the Political Process

3 Week(s)

Economic Concepts and Principles 1. Economic Concepts 2. Economic Decisions

2 Week(s)

Relationships to Individuals and Groups to Institutions and Traditions

1. Groups Meeting the Needs of Individuals 2 Day(s)

Elements of Geographical Themes and Analysis 1. Use of Maps and Measurement Tools 2. Location and Place 3. Human and Environment Interactions 4. Movement 5. Region 6. Interpret, Explain and Predict

5 Week(s)

Tools of Social Science Inquiry 1. Social Science Inquiry 2. Visual, Graphic and Auditory Aids 3. Library and Media Resources

1 Week(s)

U.S. and Missouri State History 1. Significant Individuals and Events 3 Week(s)

Scope And Sequence

The second grade social studies curriculum will include instructional topics that provide a foundation for understanding a wide variety ofsocial studies concepts. The curriculum supports students in identifying principles of democracy to become productive citizens,developing historical awareness, understanding the principles and processes of governance systems, using geography to considerpast, present and future, understanding the effects of culture (both on one's self and others over time), examining basic economicprinciples and becoming familiar with the tools of social science inquiry.

Course Description

Unit: Citizenship, Government and Democracy Duration: 3 Week(s)

04/21/2015 01:54 PMCourse SummaryPowered by BuildYourOwnCurriculum

Park Hill, MO



In this unit the student will understand that U.S. citizens have rights and responsibilities.Unit Overview

People in a community should resolve disputes peacefully. The Pledge of Allegiance is a promise to be loyal to the United States. Decisions can be made by voting or by someone in charge. U.S. citizens have rights and responsibilities.

Enduring Understandings

How can you solve a problem in a peaceful way? Why do we say the Pledge of Allegiance? 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?

Essential Questions

Given a controversial situation the student can describe the steps involved to resolve the situation peacefully. Explain the reasons that the Pledge of Allegiance is important. Given a graphic organizer the student will classify what kinds of decisions can be made by voting or by an authority.(This can be in your schoolor your community) Explain the importance of rights, responsibilities, and voting as a citizen.

Example Assessment Items

peaceful resolution dispute authoritative decisions pledge of allegiance majority rule common good diversity

Academic Vocabulary

Topic: Duration: 5 Day(s)Civil and Criminal Legal Systems

Learning TargetsThe student will explain how disputes can threaten the peace in a community and how they may be resolved peacefully.

The student will describe how authoritative decisions are made, enforced and interpreted within local communities.

Topic: Duration: 4 Day(s)Symbols of the United States

Learning TargetsThe student will describe the importance of the Pledge of Allegiance.

Topic: Duration: 6 Day(s)Responsibilities and Participation in the Political Process

Learning TargetsThe student will explain and apply the concept of majority rule.

The student will explain the concept of rights of citizens.

The student will explain the importance of promoting the common good.

Unit: Economic Concepts and Principles Duration: 2 Week(s)


Park Hill, MO



In this unit the student will learn about money, bartering and economic decisions.Unit Overview

People trade using money and bartering. People make economic decisions using cost-benefit analysis.


How could you trade for something you want? How could you decide the best way to spend your money?

Essential Questions

Student will role play how people trade using money and bartering. Given a specific amount of money the student will make purchasing decisions based on wants and needs. (cost-benefit analysis)


barterAcademic Vocabulary

Topic: Duration: 2 Day(s)Economic Concepts

Learning TargetsThe student will explain or demonstrate how people trade using money and bartering.

Topic: Duration: 4 Day(s)Economic Decisions

Learning TargetsThe student will explain how to make decisions using cost-benefit analysis.

In this unit the student will understand how needs are met by others.Unit Overview

People provide goods and services to meet the needs of a community.Enduring Understandings

How can family and friends help meet your needs?Essential Questions

Create a poster depicting how families and friends help meet our needs.Example Assessment Items

Unit: Relationships to Individuals and Groups to Institutions and Traditions Duration: 2 Day(s)

Topic: Duration: 2 Day(s)Groups Meeting the Needs of Individuals

Learning TargetsThe student will describe how needs are met by families and friends.

Unit: Elements of Geographical Themes and Analysis Duration: 5 Week(s)


Park Hill, MO



In this unit the student will learn how to read and construct a map, locate and identify the continents and oceans, and describe geographicfeatures.

Unit Overview

A title and a key are important when constructing a map. The continents and oceans can be located by using a map. The world has a variety of landforms and bodies of water.


Why is it important for a map to have a title and a key? Identify the seven continents and five oceans. Describe the landforms and bodies of water in the U.S.

Essential Questions

Create a map including a title and a key. Given a map, students will correctly identify the seven continents and five oceans. This can be done verbally or written. Given a graphic organizer the student will illustrate and describe different landforms and bodies of water.


map key landforms (rivers, lakes, oceans, mountain, valley, hill, island, peninsula & plains) place hemispheres continents oceans rural urban suburb city movement (e.g., people, goods and ideas)

Academic Vocabulary

Topic: Duration: 4 Day(s)Use of Maps and Measurement Tools

Learning TargetsThe student will construct maps with a title and key.

Topic: Duration: 5 Day(s)Location and Place

Learning TargetsThe student will identify and describe physical characteristics in the world (rivers, lakes, oceans, mountain, valley, hill, island, peninsula andplains).

The student will identify and locate the world's seven continents and five oceans.

Topic: Duration: 4 Day(s)Human and Environment Interactions

Learning TargetsThe student will describe why people of different groups settle more in one place than another.

The student will determine whether reasons for settlement in a particular area are valid.

Topic: Duration: 3 Day(s)Movement

Learning TargetsThe student will describe different types of communication and transportation and identify their advantages and disadvantages.

The student will describe how transportation and communication systems have facilitated the movement of people, products and ideas.

Topic: Duration: 7 Day(s)Region

Learning TargetsThe student will define regions (e.g., as places that have some unifying characteristic--political, climatic, language, physical).


Park Hill, MO



Topic: Duration: 2 Day(s)Interpret, Explain and Predict

Learning TargetsThe student will use geography to explain the present (e.g., why today's supermarkets are able to sell apples throughout the year).

In this unit the student will perform research using various resources. This unit is embedded in others.

Unit Overview

Summarize information from a graph or chart. Select the proper source for a research project.


How can a graph be used to show information? How would you choose a source for a project?

Essential Questions

Given a list of research topics the student will choose the proper source to complete their research.Example Assessment Items

primary sources secondary sources

Academic Vocabulary

Unit: Tools of Social Science Inquiry Duration: 1 Week(s)

Topic: Duration: 2 Day(s)Social Science Inquiry

Learning Targets

DescriptionA good place to embed this learning topic is under Significant Individuals and Events.

The student will: describe and explain how artifacts are associated with different people and cultures (e.g., building structures and materials,works of art representative of cultures, fossils, pottery, tools, clothing, musical instruments).

Topic: Duration: 1 Day(s)Visual, Graphic and Auditory Aids

Learning Targets

DescriptionThis learning topic could easily be embedded into another unit (e.g., Elements of Geographical Themes and Analysis, US and Missouri StateHistory).

Assessment: · Write a paragraph summarizing information from a graph or chart.The student will summarize information from visual, graphic and auditory aids (e.g., graphs and charts).

Topic: Duration: 2 Day(s)Library and Media Resources

Learning Targets

DescriptionThis learning topic could easily be embedded into another unit (e.g., Elements of Geographical Themes and Analysis, US and Missouri StateHistory).

The student will define, select and use primary and secondary sources (e.g., diaries, letters, people, interviews, journals and photos).

The student will define and select library and media resources (e.g., dictionaries, videos, atlases, telephone directories and books).

Unit: U.S. and Missouri State History Duration: 3 Week(s)


Park Hill, MO



In this unit the student will identify the differences between the Woodlands and Plains Indians.Unit Overview

Native American groups used their natural resources to survive.Enduring Understandings

How were the lives of the Woodland and Plains Indians different?Essential Questions

Create a digital media presentation depicting the way of life of Native Americans. For example: habitats, resources, art, and different aspects oftheir lives.


Topic: Duration: 15 Day(s)Significant Individuals and Events

Learning TargetsThe student will compare and contrast the habitats, resources, art and daily lives of Native American peoples: Woodland and Plains Indians.


Park Hill, MO

2nd grade social studies 2011 - park hill school district · social studies 2nd grade social...

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