curriculum for social studies grade 2

CURRICULUM

FOR

SOCIAL STUDIES

GRADE 2

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Tiffany Lynch, Program Supervisor of Literacy (2011)

Stephanie Holobinko, Program Supervisor of Assessment and Social Studies

The Board acknowledges the following who contributed to the preparation of this curriculum.

Marcia Dawkins

Colleen O’Hara

Jessica Millerick

Lisa Urbano

Tiffany Beer, Director of Curriculum and Instruction

Subject/Course Title: Date of Board Adoptions:

Social Studies August 30, 2011

Grade Two Revised September 17, 2019

RAHWAY PUBLIC SCHOOLS CURRICULUM

Social Studies Grade 2

Unit Title Pacing

1 People, Places and Environments: Geography and Map Skills 10 weeks

2 Today and Long Ago: Past, Present, Current Events, Future 10 weeks

3 How Government Works: Responsibility of Being an American Citizen 10 weeks

4 People Who Make a Difference: Understanding Diversity 10 weeks

PACING GUIDE

ACCOMMODATIONS

504 Accommodations:

Provide scaffolded vocabulary and vocabulary lists.

Provide extra visual and verbal cues and prompts.

Provide adapted/alternate/excerpted versions of the

text and/or modified supplementary materials.

Provide links to audio files and utilize video clips.

Provide graphic organizers and/or checklists.

Provide modified rubrics.

Provide a copy of teaching notes, especially any

key terms, in advance.

Allow additional time to complete assignments

and/or assessments.

Provide shorter writing assignments.

Provide sentence starters.

Utilize small group instruction.

Utilize Think-Pair-Share structure.

Check for understanding frequently.

Have student restate information.

Support auditory presentations with visuals.

Weekly home-school communication tools

(notebook, daily log, phone calls or email

messages).

Provide study sheets and teacher outlines prior to

assessments.

Quiet corner or room to calm down and relax when

anxious.

Reduction of distractions.

Permit answers to be dictated.

Hands-on activities.

Use of manipulatives.

Assign preferential seating.

No penalty for spelling errors or sloppy

handwriting.

Follow a routine/schedule.

Provide student with rest breaks.

Use verbal and visual cues regarding directions and

staying on task.

Assist in maintaining agenda book.

IEP Accommodations: Provide scaffolded vocabulary and vocabulary lists.

Differentiate reading levels of texts (e.g., Newsela).

Provide adapted/alternate/excerpted versions of the

text and/or modified supplementary materials.

Provide extra visual and verbal cues and prompts.

Provide links to audio files and utilize video clips.

Provide graphic organizers and/or checklists.

Provide modified rubrics.

Provide a copy of teaching notes, especially any

key terms, in advance.

Provide students with additional information to

supplement notes.

Modify questioning techniques and provide a

reduced number of questions or items on tests.


and/or assessments.

Provide shorter writing assignments.

Provide sentence starters.

Utilize small group instruction.

Utilize Think-Pair-Share structure.


Have student restate information.

Support auditory presentations with visuals.

Provide study sheets and teacher outlines prior to

assessments.

Use of manipulatives.

Have students work with partners or in groups for

reading, presentations, assignments, and analyses.

Assign appropriate roles in collaborative work.


Follow a routine/schedule.

Gifted and Talented Accommodations: Differentiate reading levels of texts (e.g., Newsela).

Offer students additional texts with higher lexile

levels.

Provide more challenging and/or more

supplemental readings and/or activities to deepen

understanding.

Allow for independent reading, research, and

projects.

Accelerate or compact the curriculum.

Offer higher-level thinking questions for deeper

analysis.

Offer more rigorous materials/tasks/prompts.

Increase number and complexity of sources.

Assign group research and presentations to teach

the class.

Assign/allow for leadership roles during

collaborative work and in other learning activities.

ELL Accommodations: Provide extended time.


Assign peer buddy who the student can work with.


Provide language feedback often (such as

grammar errors, tenses, subject-verb agreements,

etc…).

Have student repeat directions.

Make vocabulary words available during classwork

and exams.

Use study guides/checklists to organize

information.

Repeat directions.

Increase one-on-one conferencing.

Allow student to listen to an audio version of the

text.

Give directions in small, distinct steps.

Allow copying from paper/book.

Give student a copy of the class notes.

Provide written and oral instructions.

Differentiate reading levels of texts (e.g., Newsela).

Shorten assignments.

Read directions aloud to student.

Give oral clues or prompts.

Record or type assignments.

Adapt worksheets/packets.

Create alternate assignments.

Have student enter written assignments in criterion,

where they can use the planning maps to help get

them started and receive feedback after it is

submitted.

Allow student to resubmit assignments.

Use small group instruction.

Simplify language.

Provide scaffolded vocabulary and vocabulary lists.

Demonstrate concepts possibly through the use of

visuals.

Use manipulatives.

Emphasize critical information by highlighting it

for the student.

Use graphic organizers.

Pre-teach or pre-view vocabulary.

Provide student with a list of prompts or sentence

starters that they can use when completing a written

assignment.

Provide audio versions of the textbooks.

Highlight textbooks/study guides.

Use supplementary materials.

Give assistance in note taking

Use adapted/modified textbooks.

Allow use of computer/word processor.

Allow student to answer orally, give extended time

(time-and-a-half).

Allow tests to be given in a separate location (with

the ESL teacher).


and/or assessments.

Read question to student to clarify.

Provide a definition or synonym for words on a test

that do not impact the validity of the exam.

Modify the format of assessments.

Shorten test length or require only selected test

items.

Create alternative assessments.

On an exam other than a spelling test, don’t take

points off for spelling errors.


UNIT OVERVIEW

Content Area: Social Studies

Unit Title: People, Places and Environments: Geography and Map Skills

Target Course/Grade Level: Social Studies- Grade 2

Unit Summary: This unit will help students understand how geography helps them understand the world. It will

introduce students to a variety of maps. Students will understand how to read a map using a map key and compass rose.

Students will understand where they are in the world (city of Rahway, state of New Jersey, country of United States of

America, on the continent of North America). Students will identify the seven continents and five oceans of the world.

Approximate Length of Unit: 10 weeks (one marking period)

LEARNING TARGETS

New Jersey Student Learning Standards:

6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people,

cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make

informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national,

and global communities.

6.1.4.B.1. Compare and contrast information that can be found on different types of maps, and determine when the

information may be useful.

6.1.4.B.7. Explain why some locations in New Jersey and the United States are more suited for settlement than

others.

6.1.4.B.2. Use physical and political maps to explain how the location and spatial relationship of places in New

Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic

interdependence.

6.1.4.B.3. Explain how and when it is important to use digital geographic tools, political maps, and globes to

measure distances and to determine time zones and locations using latitude and longitude.

6.1.4.B.4. Describe how landforms, climate and weather, and availability of resources have impacted where and how

people live and work in different regions of New Jersey and the United States.

6.1.4.B.10. Identify the major cities in New Jersey, the United States, and major world regions, and explain how

maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences.

21st Century Life and Career Skills:

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

Interdisciplinary Connections and Standards:

English Language Arts:

RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of

key details in a text.

RI.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in

technical procedures in a text.

RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic

menus, icons) to locate key facts or information in a text efficiently.

RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

W.2.2. Write informative/explanatory texts in which they introduce a topic, use evidence-based facts and definitions

to develop points, and provide a conclusion.

SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and

adults in small and larger groups.

SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through

other media.

SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional

information, or deepen understanding of a topic or issue.

SL.2.5. Use multimedia; add drawings or other visual displays to stories or recounts of experiences when

appropriate to clarify ideas, thoughts, and feelings.

Technology:

8.1.B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative

products and process using technology.

8.1.C. Communication and Collaboration: Students use digital media and environments to communicate and work

collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

8.1. D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice

legal and ethical behavior.

8.1.E. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

8.1.F. Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct

research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Unit Understandings

Students will understand…

● Geography helps us understand our world.

● There are many different types of maps.

● Maps are drawings showing route or location.

● Map keys give meaning to the symbols found on maps.

● Landmarks can help identify a location or give directions to a location.

● In the world there are seven continents (North America, South America, Europe, Asia, Africa, Antarctica,

Australia).

● In the world there are five oceans (Atlantic, Pacific, Arctic, Indian and Southern).

● A compass is a tool used to help a person know what direction they are traveling in.

Unit Essential Questions

● What can you see on a map?

● Why do we use maps?

● Where are we on a map of New Jersey, The United States, and the world?

● Why is a map key important?

● How many continents are there and what are their names?

● How many oceans are there and what are their names?

● What is a compass rose and can you name the four major directions identified on it?

● How does geography help us understand our world?

Knowledge and Skills Students will know…

● Key terms: map, map key, landmarks, continent, ocean, compass, environment, adapt, tributaries,

geography.

● Key places: Rahway, New Jersey, United States of America, North America, South America, Europe, Asia,

Africa, Antarctica, Australia, Atlantic Ocean, Pacific Ocean, Arctic Ocean, Indian Ocean, Southern Ocean.

● Rahway is the city they live in.

● New Jersey is the State they live in.

● United States of America is the country they live in.

● There are four major directions located on a compass (north, south, east, west).

● The names of the continents and oceans.

Students will be able to…

● Understand the importance of a map.

● Use different maps with map keys to locate places.

● Use a world map to locate the continents and oceans.

● Locate and label on a blank map the continents.

● Differentiate between their city, state, country, and continent.

● Locate on a blank compass the different directions.

● Describe what it is like to live in Rahway, New Jersey.

EVIDENCE OF LEARNING

Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”?

● End of Unit Test (Chapter 2- IMPACT Social Studies Explorer Magazine: Exploring Who We Are)

● Teacher observation

● Classroom discussion

● Map Skill Assessment

● Project – Students will pick an important landmark in Rahway and create a model of it. They will research

the importance of the landmark and write about it. The students will present their model and writing.

Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results?

● Map activity - Students will use a map to locate places, students will label the continents and oceans on a

blank map of the world.

● Compass Activity - Students will locate the direction on a blank compass, students will use the terms north,

south, east, and west to tell how to get somewhere in the building.

● Journal Entry - Students will write about what it is like to live in the city of New Jersey (The entry should

include what landmarks are around where they live, why they like living in Rahway, would they like to live

somewhere else (another town, city, state, country), and why.

● Internet Research - Students will search for a map of another state -students will then compare the state

they have found with that of New Jersey.

● Written expression and craft activities

● Read alouds

● Centers

RESOURCES

Teacher Resources:

● Teaching Guide: IMPACT Social Studies Explorer Magazine: Exploring Who We Are

○ A Map Speaks-p.18, How to Read a Map-p.20, Which Way?-p.22, A Home for Every Place-p.24,

The Mighty Mississippi-p.26

● Books/stories related to geography and environments

● Online Resources

● Websites:

http://www.mapsofworld.com/world-maps/world-map-for-kids.html

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g1_u2/index.html

http://worldmapforkids.com/

http://www.yourchildlearns.com/megamaps/print-world-maps.html

http://kids.nationalgeographic.com/kids/games/geographygames/copycat/

Equipment Needed:

● IMPACT Social Studies Explorer Magazine: Exploring Who We Are

● Computer/Chromebook

http://www.mapsofworld.com/world-maps/world-map-for-kids.html

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g1_u2/index.html

http://worldmapforkids.com/

http://www.yourchildlearns.com/megamaps/print-world-maps.html

http://kids.nationalgeographic.com/kids/games/geographygames/copycat/


UNIT OVERVIEW


Unit Title: Today and Long Ago: Past, Present, Current Events, Future


Unit Summary: This unit will help students understand the importance of learning about history. Students will acquire

the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the

environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that

reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities

Approximate Length of Unit: 10 Weeks (one marking period)

LEARNING TARGETS






6.1.4.D.5. Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the

United States Constitution, and the Bill of Rights) to present day government and citizenship.

6.1.4. D.6. Describe the civic leadership qualities and historical contributions of George Washington, Thomas

Jefferson, and Benjamin Franklin toward the development of the United States government.

6.1.4. D.12. Explain how folklore and the actions of famous historical and fictional characters from New Jersey and

other regions of the United States contributed to the American national heritage.

6.1.4. D.13. Describe how culture is expressed through and influenced by the behavior of people.

6.1.4. D.14. Trace how the American identity evolved over time.

6.1.4. D.15. Explain how various culture groups have dealt with the conflict between maintaining traditional beliefs

and practices and adopting new beliefs and practices.

6.1.4. D.19. Explain how experiences and events may be interpreted differently by people with different cultural or

individual perspectives.

6.1.4. D.20. Describe why it is important to understand the perspectives of other cultures in an interconnected world.



























other media.





Technology:










Unit Understandings


● The importance of learning about history.

● Images from the past to technology we use today.

● The Mayflower played an important role in U.S. History.

● George Washington, Thomas Jefferson and Benjamin Franklin were civic leaders who made historic

contribution to U.S. History.

● Folklore and the actions of famous historical and fictional characters from New Jersey and other regions of

the United States contributed to the American national heritage.

● Culture is expressed through and influenced by the behavior of people.

● It is important to learn that the past can affect the present and the future.

● Newspapers tell us about current events are sometimes are affected by the past events.

● The future is the--what will happen.


● Where can we learn about history?

● Who can help us learn about our own past?

● What stories does your family tell about the past?

● How was daily life in the past different from the way things are today?

● What are some ways moving to a new place can affect someone’s life?

● Who is the current mayor, governor, and presidents?

● How do/did they contribute to U.S. History?

● What is culture and how does it influence people’s behavior?

● How does the past affect the present? What are some current events going on in the newspapers?

● Why are past events important to the current and future events?

● Who are important people in our history and what contributions did they make?


● Key terms/people: Mayflower, conflict, behavior, past, present, future, newspapers, current events.

● The Mayflower is an important part of U.S. History.

● George Washington, Thomas Jefferson and Benjamin Franklin were civic leaders who made historic

contribution to U.S. History.

● The names of the mayor of Rahway, the governor of New Jersey, and the President of the U.S.

● That culture can influence people’s behavior.

●


● Identify important people in United States history and tell why they are important.

● Identify behaviors that are common to a certain time period.

● Create a timeline of their own life telling their own past, present, and future.

● Tell if a particular event is in the past, present, or future.

● Tell how an event in the past has caused change for the future. (example-Civil War changed slavery).

● Explain different parts of their community and the impact each has on their daily life.


Assessment What evidence will be collected and deemed acceptable to show that students truly “understand”?




● Project – Students will create a family timeline. The students will present their model and writing.


● News activity -Students will use a newspaper to read and summarize a current event. Students will report

their findings to the class.

● Vocabulary Matching -Students will match words according to meaning to show understanding of terms.

● Journal Entry -Students will write about what it was like in the past to have prejudice and stereotyping in

the U.S. society. The entry should include how people were affected and how they reacted. What do they

think it would be like to live in the past and experience prejudice? Why?

● Timeline -Students create a timeline of their life and can continue the line to show their future.

● Internet Research -Students will research a past president and tell what he did to make the U.S. a better

place. They will present their research to the class.

● Read alouds

● Centers

RESOURCES

Teacher Resources:

● Teaching Guide: IMPACT Social Studies Explorer Magazine: Exploring Who We Are (Chapter 1)

● Online resources

● Websites:

http://www.kids.gov/k_5/k_5_social.shtml

http://www.udel.edu/dssep/histlit/histreadk2.htm

http://www.socialstudiesforkids.com/subjects/uspresidents.htm

Equipment Needed:



http://www.kids.gov/k_5/k_5_social.shtml

http://www.udel.edu/dssep/histlit/histreadk2.htm

http://www.socialstudiesforkids.com/subjects/uspresidents.htm


UNIT OVERVIEW


Unit Title: How Government Works: Responsibility of Being an American Citizen


Unit Summary: This unit will introduce students to the appropriate values and principles of American democracy and

the rights, laws, responsibilities, and roles of a citizen in the nation and the world. Children will focus on the

characteristics of our country by identifying and discussing state and national symbols, landmarks, and democratic

traditions.


LEARNING TARGETS






6.3 Active Citizenship in the 21st Century:

All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural

understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

6.1.4.A.1. Explain how rules and laws created by community, state, and national governments protect the rights of

people, help resolve conflicts, and promote the common good.

6.1.4.A.2. Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e.,

freedom of expression, freedom of religion, the right to vote, and the right to due process) contribute to the

continuation and improvement of American democracy.

6.1.4.A.4. Explain how the United States government is organized and how the United States Constitution defines

and limits the power of government.

6.1.4.A.5. Distinguish the roles and responsibilities of the three branches of the national government.

6.1.4.A.6. Explain how national and state governments share power in the federal system of government.

6.1.4.A.3. Determine how “fairness,” “equality,” and the “common good” have influenced change at the local and

national levels of United States government.

6.1.4.A.11. Explain how the fundamental rights of the individual and the common good of the country depend upon

all citizens exercising their civic responsibilities at the community, state, national, and global levels.

6.1.4.A.12. Explain the process of creating change at the local, state, or national level.

6.3.4.A.1. Evaluate what makes a good rule or law.

6.3.4.A.2. Contact local officials and community members to acquire information and/or discuss local issues.

6.3.4.A.3. Select a local issue and develop a group action plan to inform school and/or community members about

the issue.

6.3.4.A.4. Communicate with students from various countries about common issues of public concern and possible

solutions.

6.3.4.D.1. Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such

actions.



























other media.





Technology:










Unit Understandings


● Why the government and laws are important.

● Why we need laws.

● The symbols of patriotism help preserve the story of this nation’s past and build an appreciation for the

rights people enjoy as citizens of the United States.

● The United States government is divided into three branches that make and carry out the laws of our

country.

● The Constitution describes the jobs of each branch and the role of our government.

● Freedoms are the rights of people in the United States have to make their own choices and that we must

appreciate the people who have fought for our freedoms in the past.

● Freedoms are as important to citizens of the United States today as they were when the Bill of Rights was

added to the Constitution.


● What are symbols of the United States?

● What are the three branches of government?

● What is a law?

● Why do we need laws? What are laws meant to do?

● What would our life be like without laws?

● How do school rules impact the greater society?

● How does our government help us?

● What are the qualities of people who demonstrate good citizenship?

● What is one freedom (right) Americans have?

● Is a mayor a leader of a city, state, or country?

● What is the Constitution?

● How do people help their government?

● What are some things good citizens do?


● Key terms: vote, government, judge, mayor, President, Congress, Supreme Court, law, freedom, holiday,

election, judge, state, boundary.

● The flag, bald eagle, Statue of Liberty, etc. are all symbols of the United State of America.

● Voting is one way to choose a leader.

● There are three branches of the government-President, Supreme Court, Congress.

● The job of a judge is to solve problems.

● Citizens can work together to make changes.

● Freedoms are the rights people in the United States have to make their own choices.

● Some Americans had to fight for the same rights and freedoms that others were given.

● Children of the world do not all have the same rights.


● Identify ways American honor their country.

● Identify symbols of America.

● Name the job of each branch of the government.

● Describe the need for good government and the role citizens play in achieving it.

● Name freedoms that people in the United States have based on the Bill of Rights.

● Explain how certain Americans helped groups of Americans gain freedoms and rights.

● Tell when women got the right to vote.

● Share rights they have as children.






● Project-Students will create a poster explaining why he/she would be the best choice for judge, mayor,

President, supreme court judge, or congress member.

● Letter Writing-Students will write a persuasive letter asking for change in school or in town (show that

citizens can make changes).


● Election Day -Vote for class student counsel

● Internet Activity -Use the website to create a web quest--http://library.thinkquest.org/5873/


● Read alouds

● Centers

RESOURCES

Teacher Resources:

● Teaching Guide: IMPACT Social Studies Explorer Magazine: Exploring Who We Are (Chapter 4)

● Books/stories related to government, important Americans


● Websites:

http://www.congressforkids.net/

http://library.thinkquest.org/5873/

http://www.factmonster.com/ipka/A0774837.html

http://pbskids.org/wayback/civilrights/index.html

Equipment Needed:



http://www.congressforkids.net/

http://library.thinkquest.org/5873/

http://www.factmonster.com/ipka/A0774837.html

http://pbskids.org/wayback/civilrights/index.html


UNIT OVERVIEW


Unit Title: People Who Make a Difference: Understanding Diversity


Unit Summary: This unit will introduce students to how people can make a difference in the lives of others. They will

understand the courage real-life heroes had. Students will understand the diversity that exists in their very own

community (family, classroom, school, City of Rahway). Students will explore their own culture and share what their

family traditions are. Students will develop an understanding about how different people are, but at the same time why

everyone should be treated equally.


LEARNING TARGETS






6.1.4.A.15. Explain how and why it is important that people from diverse cultures collaborate to find solutions to

community, state, national, and global challenges.

6.1.4.D.13. Describe how culture is expressed through and influenced by the behavior of people.

6.1.4.D.16. Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present.

6.1.4.D.18. Explain how an individual’s beliefs, values, and traditions may reflect more than one culture.

6.1.4.D.19. Explain how experiences and events may be interpreted differently by people with different cultural or

individual perspectives.

6.1.4.D.20. Describe why it is important to understand the perspectives of other cultures in an interconnected world.



























other media.





Technology:










Unit Understandings


● How different cultures helped our country grow (i.e., Navajo Code Talkers).

● How people can make a difference in the lives of others.

● People on a team work together.

● The class is made up of many different types of children.

● Every family is made up differently.

● The traditions they practice are not the same as everyone else-everyone celebrates their own holidays in

different ways (i.e., Chinese New Year, Cinco De Mayo).

● In the United States, a neighborhood is a place where people have come from many different parts of the

world to live.


● How can people make a difference in the world?

● What are human rights?

● Why do we think of certain people as heroes?

● Who is a hero in your own life?

● How do you describe yourself?

● What is unique about you?

● Who are the people that make up your family?

● Where is your family from originally?

● What holidays, if any, does your family celebrate? Family traditions?


● Key Terms: diversity, cultural, individual, family, unique, respect, holiday, tradition, prejudice, stereotype,

● “Everyone brings something to the table”-a person’s individual personality, culture, and way of life makes

the world a diverse place

● Families come in many different shapes and sizes.

● That the traditions they celebrate with their family are unique to them and should be considered special.

● Each family should be respected for their own belief.

● Good citizenship.


● Explain what makes someone a hero.

● Identify American heroes.

● Share the qualities of a person who demonstrates good citizenship.

● Give details about how people can make a difference in the lives of others and help ensure civil rights.

● Identify on a map where their family was originally from.

● Explain what diversity means.

● Describe how there is diversity in the classroom.

● Compare and Contrast one student’s family to another student’s family.

● Explain why it is important to respect other people’s cultures.



● End of Unit Test (Chapter 5-IMPACT Social Studies Explorer Magazine: Exploring Who We Are)




● Compass Activity - Students will read the poem “There’s No I in Team” in small groups and come up with

their own ideas about what the poem is saying.

● Journal Entry - Students will write about a personal hero and how their hero helps make the world a better

place.

● Cultural Day - Students can bring in things to represent their own cultural (food, clothes, games, etc).

Students will have the opportunity to tell the class about their culture.

● Map Skill Activity - Students will identify where their family was originally from on a map.

● Internet Activity - Research the country their family originated from and tell two interesting facts.


● Read alouds

● Centers

RESOURCES

Teacher Resources:

● Teaching Guide: IMPACT Social Studies Explorer Magazine: Exploring Who We Are

● Books/stories:

○ Celebrating Diversity (10/28/1993) by Susan Kane

○ Kids' Family Tree Book (2/1/2007) By Caroline Leavitt

○ Me and My Family Tree (4/28/2000) by Annette Cable

○ “It’s Okay to Be Different” by Todd Parr (Ask students to differentiate between same and

difference between people *after reading story)


● Websites:

http://www2.scholastic.com/browse/article.jsp?id=3499

http://www2.scholastic.com/browse/article.jsp?id=3499

http://multiculturalchildrenslit.com/

http://www.urlwire.com/news/041504.html

http://www.uftree.com/family_tree_template.asp

Equipment Needed:



http://multiculturalchildrenslit.com/

http://www.urlwire.com/news/041504.html

http://www.uftree.com/family_tree_template.asp

curriculum for social studies grade 2

Documents