Social Studies Curriculum

Grade 2 1

Course Description The New Jersey Core Curriculum Content Standards serves as the basis for the second grade course, We Live Together. As students’ progress through the five units of the school year, they will focus and examine: living in a community, the role of geography in understanding the Earth and its functions, a historic overview of the United States and its beginnings, the role of government and economics in our community, country and the world. The progression of this course allows students to have an opportunity to focus on characteristics that contribute to the development of a specific community. In doing so, students will be able to make clear connections and links to their present day community and how the structure of the community is supported by its workers. The role of seasonal changes will be analyzed to assist students in furthering their understanding of all the factors impacting the Earth as a whole. Historical understanding of the Native Americans, Spanish conquest, the establishment of the colonies and the American Revolution will be closely examined. The final unit allows students to understand the function of government as dominate factor in resolving conflicts at all levels of government. The infusion of economic understanding in its most basic fashion will be interpreted through the concepts: reasons why people work, needs verses wants, and trading with other countries throughout the world.

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Educational Technology Standards 8.1.2.B.1, 8.2.2.A.1, 8.1.2.D.1

 Creativity and Innovation Illustrate and communicate original ideas and stories using digital tools and media-rich resources.

 Nature of Technology: Creativity and Innovation Describe how technology products, systems, and resources are useful at school, home, and work.

 Digital Citizenship Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

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21st-Century Life & Career Skills Standards 9.1.8. A.2, 9.1.8.D.3, 9.1.4.A.1, 9.1.4.A.2, 9.1.4.B.1, 9.1.4.B.2, 9.1.4.B.4, 9.1.4.B.5, 9.1.4.D.1, 9.2.4.A.1

Learning and Innovation Skills:  Critical Thinking and Problem Solving Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.  Cross-Cultural Understanding and Interpersonal Communication Use effective communication skills in face-to-face and online interactions with peers and adults from home and from diverse cultures. Personal Financial Literacy  Income and Careers Explain the difference between a career and a job, and identify various jobs in the community and the related earnings. Identify potential sources of income.  Money Management Differentiate between financial wants and needs. Identify age-appropriate financial goals. Identify common household expense categories and sources of income. Identify ways to earn and save.

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21st-Century Life & Career Skills  Planning, Saving, and Investing Determine various ways to save. Career Awareness, Exploration, and Preparation  Income and Careers Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies Time/General

Processing

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Extra time for assigned tasks

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Extra Response time

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Adjust length of assignment

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Have students verbalize steps

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Timeline with due dates for reports and projects

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Communication system between home and school

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Provide lecture notes/outline

Comprehension •

Precise step-by-step directions

Recall •

Teacher-made checklist

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Use visual graphic organizers

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Short manageable tasks

Repeat, clarify or reword directions

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Brief and concrete directions

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Reference resources to promote independence

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Mini-breaks between tasks

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Provide immediate feedback

Visual and verbal reminders

Provide a warning for transitions

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Small group instruction

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Graphic organizers

Reading partners

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Emphasize multi-sensory learning

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Assistive Technology

Tests/Quizzes/Grading

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Computer/whiteboard

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Extended time

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Tape recorder

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Study guides

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Spell-checker

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Shortened tests

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Audio-taped books

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Read directions aloud

Behavior/Attention • • •

Organization •

Individual daily planner

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Display a written agenda

Simple and clear classroom rules

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Note-taking assistance

Frequent feedback

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Color code materials

Consistent daily structured routine

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Enrichment Accommodate Based on Students Individual Needs: Strategies • Adaption of Material and Requirements • Evaluate Vocabulary • Elevated Text Complexity • Additional Projects • Independent Student Options • Projects completed individual or with Partners • Self Selection of Research • Tiered/Multilevel Activities • Learning Centers • Individual Response Board • Independent Book Studies • Open-ended activities • Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments • Timelines, Maps, Charts, Graphic Organizers • Unit Assessments, Chapter Assessments, Quizzes • DBQ, Essays, Short Answer • Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share • Projects, Portfolio, Presentations, Prezi, Gallery Walks • Homework • Concept Mapping • Primary and Secondary Source analysis • Photo, Video, Political Cartoon, Radio, Song Analysis • Create an Original Song, Film, or Poem • Glogster to make Electronic Posters • Tumblr to create a Blog

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Unit 1: Our Community Social Studies Grades K-4 New Jersey Core Curriculum Content 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. A. Civics, Government, and Human Rights 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.14 Describe how the world is divided into many nations that have their own governments, languages, customs, and laws. 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. B. Geography, People, and the Environment 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.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.5 Describe how human interaction impacts the environment in New Jersey and the United States. 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism. D. History, Culture, and Perspectives • 6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes.

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English Language Arts Common Core Standards Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Text Type and Purposes CCSS.ELA-LITERACY.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Range of Reading and Level of Text Complexity: CCSS.ELA-LITERACY.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Comprehension and Collaboration: CCSS.ELA-LITERACY.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. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

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Grade: 2

Unit: I 4 Weeks

Topic: Our Community Communities are places where people live, work and have fun together. Communities are formed in urban, rural and suburban areas. Communities change over time. NJCCCS: 6.1.4.A.11,14, 6.1.4.A.15, 6.1.4.B.1, 6.1.4.B.4, 6.1.4.B.5, 6.1.4.B.6, 6.1.4.D.11

CCSS: RL.2.7, RL. 2.10,W.2.3,SL.2.1, SL.2.4

NJDOE Student Learning Objectives

Essential Question

Sample Activities

Resources

Describe how communities change over time and how people adapt to these changes. Standards: 6.1.4.A.15 6.1.4.D.11

What changes have affected our communities over time?

Compare and contrast life in our community to that of another community. (ex. Senegal)

Graphic organizercompare/contrast: http://www.readwritethink.o rg/files/resources/lesson_im ages/lesson275/compcon_ch art.pdf

How do members of communities adapt to changes in their environment? How are communities/places alike and different?

Read “A New Home” and discuss how communities have diversity due to immigration. Write a narrative about moving to a new place.

Suggested/Recommended Read Aloud of “The Little House”: http://www.youtube.com/wa tch?v=YqlOJKt4-RA

Interdisciplinary Connections ELA: Compare and contrast, engage in effective discussions with diverse partners about a text to build ideas and express their own. (see Sample Activities)

Read The Little House by Virginia Lee Burton and discuss what caused the community to change over time.

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NJDOE Student Learning Objectives

Explain the physical and human characteristics of places. Standards: 6.1.4.A.14 6.1.4.B.1,4-6

Essential Question

Sample Activities

Resources

Interdisciplinary Connections

What are the different types of communities that exist? (suburban, urban, rural)

Make a class list of places in their community. (Ex. Lambert Castle, silk mills, underground railroad, etc.) Discuss how these places represent life long ago in Paterson.

Kids’ Website about Silk City: http://www.state.nj.us/stat e/historykids/NJHistoryK ids.htm

Reading/Writing: Make a list, write a narrative, compare/contrast ideas, and write a paragraph (see Sample Activities)

What are the characteristics of urban, suburban and rural communities?

Complete a Triple T-chart depicting the characteristics of different types of communities. (urban, suburban, rural)

A New Home passage: http://www.readworks.or g/passages/new-home

Use teacher-created PowerPoint of pictures depicting types of neighborhoods. Students choose their answer using clickers, responders, or index cards with corresponding letters/numbers. (Can also be created using Easiteach software for Enoboard, 12

NJDOE Student Learning Objectives

Essential Question

Sample Activities

Resources

Interdisciplinary Connections

SMART software, or Word)

Identify characteristics of citizenship in our school and our community. Standards: 6.1.4.A.11

What are the characteristics of a good citizen? How can we be good citizens in school and our communities?

Read and discuss Miss Rumphius by Barbara Cooney. Complete webquest. In groups, students should generate their own lists about what they know to be good citizenship in school. Allow students to share their lists aloud and compare and contrast what they have come up with. Provide opportunities to ask questions and

Miss Rumphius webquest: webquest. http://cgraham.pbworks.c om/w/page/6294595/Be% 20A%20Good%20Citizen

Technology: Webquest, Power Point presentation (see Sample Activities) ELA: Engage in effective discussions with diverse partners about a text to build ideas and express their own. (see Sample Activities)

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Unit 1 Vocabulary Community Neighbor Urban Suburban Rural Communication Citizen Law

Choose 1

Unit Project (Suggested) Choose one type of community you would prefer to live in (urban, suburban, rural). Create a poster depicting what the community looks like using magazine clippings. Write a paragraph explaining: • •

Unit Project (Suggested) Write a paragraph describing your community (“My School and its Community” templates provided) and create a map of your community.

why you want to live in this type of community what this community looks like

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