Pacing Guide

2nd Grade Social Studies

Performance Objectives to be Taught / Vocabulary / Common Assessment / Resources
Quarter 1 / CITIZENSHIP
S3C4.PO1 – Discuss examples of responsible citizenship in the school setting and in stories about the past and present.
S3C4.PO2 – Describe the rights and responsibilities of citizenship:
a)  Elements of fair play, good sportsmanship, and the idea of treating others the way you wanted to be treated
b)  Importance of participation and cooperation in a classroom and community
c)  Why there are rules and the consequences for violating them
d)  Responsibility of voting
S3C4.PO4 – Identify traits of character (e.g., honesty, courage, cooperation and patriotism) that are important to the preservation and improvement of democracy.
S3C4.PO3 – Describe the importance of students contributing to a community (e.g., helping others, working together, service projects).
S3C1.PO5– Recognize how students work together to achieve common goals. / Citizenship
Past
Present
Responsible
Participate
Consequence
Sportsmanship
Community
Service
Contribute
Project
Honesty
Courage
Cooperation
Democracy
Improving / Role play
Observation / Goodcharacter.com
Charactercounts.org
A to Z teacher.com
Harcourt CD and supplemental materials
Performance Objectives to be Taught / Vocabulary / Common Assessment / Resources
Quarter 1 / CULTURE
S3C1.PO1 – Describe the history and meaning of national symbols, documents, songs, and monuments that represent American democracy and values:
a)  American flag
b)  Pledge of Allegiance
c)  National Anthem
d)  America the Beautiful
e)  The U.S. Capitol
f)  Liberty Bell
S3C1.PO3 – Describe the significance of national holidays:
a)  Fourth of July
b)  Constitution Day – September 17
c) 
GOVERNMENT
S3C1.PO4 – Know that people in the United States have varied backgrounds but may share principles, goals, customs, and traditions.
S3C2.PO1 – Identify the three branches of national government as represented by the President, Congress, and the Supreme Court.
S3C2.PO2 – Identify current political leaders of the state and nation:
a)  President of the United States
b)  Governor of Arizona
c)  Local leaders (e.g., tribal council, mayor)
S3C1.PO2 – Recognize that the U.S. Constitution provides the American people with common laws and protects their rights.
S3C2.PO3 – Recognize how Arizona and the other states combine to make a nation.
S1C4.PO6 – Discuss how the need for a strong central government led to the writing of the Constitution and Bill of Rights. / anthem
Capitol
Pledge
Allegiance
Liberty
Constitution
Common law
Rights
President
Memorial
Veteran
Constitution / Observation of activities:
Create images of flags, Liberty Bell, etc and discuss meaning of these symbols
Sing songs
Explain the Pledge of Allegiance
Observation
Make classroom and school laws
Role play with the laws
Identify rules at home
Celebrate holidays
Textbooks
Plays / AtoZteacher.com
Harcourt CD and supplemental materials
Harcourt CD and supplemental materials
IDEAL
Brown, Marc. Arthur Meets the President
Christelow, Elieen. Vote!
Catrow, David. We the Kids: The Preamble to the Constitution of the united States
Scillian, Devin. A is for America:An American Alphabet
Granfield, Linda. America Votes:How Our President Is Elected
Performance Objectives to be Taught / Vocabulary / Common Assessment / Resources
Quarter 1 / GEOGRAPHY
S4C1.PO1 – Recognize different types of maps (e.g., political, physical, thematic) serve various purposes.
S4C1.PO3 – Construct a map of a familiar place (e.g., school, home, neighborhood, fictional place) that includes a title, compass rose, symbols and key (legend).
S4C1.PO4 – Construct tally charts and pictographs to display geographic information (e.g., birthplace – city or state).
S4C1.PO2 – Interpret political and physical maps using the following elements:
a)  Alpha numeric grids
b)  Title
c)  Compass rose – cardinal directions
d)  Key (legend)
e)  Symbols
S1C1.PO4 – Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.
S1C1.PO2 – Place historical events from content studied in chronological order on a timeline.
S2C1.PO2 - Place historical events from content studied in chronological order on a timeline.
S1C1.PO5 – Retell stories to describe past events, people and places.
S2C1.PO5 - Retell stories to describe past events, people and places.
S1C1.PO1 – Place important life events in chronological order on a timeline.
S2C1.PO1 – Place important life events in chronological order on a timeline.
S1C10.PO1 – Use information from written documents, oral presentations, and the media to describe current events.
S2C9.PO1 - Use information from written documents, oral presentations, and the media to describe current events.
S1C10.PO2 – Connect current events with historical events from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).
S4C6.PO1 – Discuss geographic concepts related to current events. / Purpose
Political map
Physical map
Thematic map
Title
Map
Compass rose
Symbols
Key/legends
Primary
Secondary
Materials
Event
Past
Source
Documents
Interviews
Biography
Retell
Describe
Event
Past
Chronological
Order
Timeline / Use an atlas, make different types of maps.
Labels of a map
Read biographies
Research a famous person/real person (known)
Create a biography using someone you know
Observe, check the interview/biography
Practice retelling stories about past events, people, and places.
Assessment- listen to the retell, observe / Harcourt CD and supplemental materials
Maps
Wikapedia.org
IDEAL
Performance Objectives to be Taught / Vocabulary / Common Assessment / Resources
Quarter 2 / PHYSICAL AND HUMAN GEOGRAPHY
S3C1.PO3 – Describe the significance of national holidays:
a)  Veteran’s Day
S4C1.PO5 – Recognize characteristics of human and physical features:
a)  Physical (i.e., ocean, continent, river, lake, mountain range, coast, sea, desert)
b)  Human (i.e., equator, Northern and Southern Hemispheres, North and South Poles)
S4C1.PO6 – Locate physical and human features using maps, illustrations, images, or globes:
a)  Physical (i.e., ocean, continent, river, lake, mountain range, coast, sea, desert)
b)  Human (i.e., equator, Northern and Southern Hemispheres, North and South Poles, city, state, country)
S4C2.PO2 – Discuss human features (e.g., cities, parks, railroad tracks, hospitals, shops, schools) in the world.
S4C2.PO3 – Discuss physical features (e.g., mountains, rivers, deserts) in the world.
S4C2.PO1 – Identify through images of content studied (e.g., Japan, China, United States) how places have distinct characteristics.
S4C2. PO4 – Discuss the ways places change over time.
S4C6.PO2 – Use geography concepts and skills (e.g., patterns, mapping, graphing) to find solutions for problems (e.g., trash, leaky faucets, bike paths, traffic patterns) in the environment. / President
Veteran
Constitution
President’s Day
Purpose
Political map
Physical map
Thematic map
Human features
City
Park
Railroad tracks
Hospitals
Shops
Schools
Mountains
Rivers
Deserts
Geography concepts
Solution
Problem
Environment
Map/graph / Label and make a map
Observation / AtoZteacher.com
IDEAL
Wikapedia.org
Harcourt CD and supplemental materials
Leedy, Loreen. Mapping Penny’s World
Sweeny, Joan. Me on the Map
Knowlton, Jack. Geography from A to Z
Performance Objectives to be Taught / Vocabulary / Common Assessment / Resources
Quarter 2 / EXPANDING FRONTIERS
S1C10.PO3 – Recognize current Native American tribes in the United States (e.g., Navajo, Cherokee, Lakota, Iroquois, Nez Perce).
S1C2.PO1 – Recognize that prehistoric Native American mound-building cultures lived in Central and Eastern North America.
S1C4.PO1 – Recognize that American colonists and Native American groups lived in the area of the Thirteen Colonies that was ruled by England.
S1C5.PO1 – Identify reasons (e.g., economic opportunity, political or religious freedom) for immigration to the United States.
S1C5.PO2 – Identify reasons (e.g., economic opportunities, forced removal) why people in the United States moved westward to territories or unclaimed lands.
S1C5.PO3 – Discuss the experiences (e.g., leaving homeland, facing unknown challenges) of the pioneers as they journeyed west to settle new lands.
S1C5.PO4 – Describe how new forms of transportation and communication impacted the westward expansion of the United States:
a)  Transportation (e.g., trails, turnpikes, canals, wagon trains, steamboats, railroads)
b)  Communication (e.g., Pony Express, telegraph)
S1C5.PO5 – Discuss the effects (e.g., loss of land, depletion of the buffalo, establishment of reservations, government boarding schools) of Westward Expansion on Native Americans.
S1C1.PO4 – Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.
S1C1.PO2 – Place historical events from content studied in chronological order on a timeline.
S2C1.PO2 - Place historical events from content studied in chronological order on a timeline.
S1C1.PO5 – Retell stories to describe past events, people and places.
S2C1.PO5 - Retell stories to describe past events, people and places.
S1C1.PO1 – Place important life events in chronological order on a timeline.
S2C2.PO1 – Place important life events in chronological order on a timeline.
S1C10.PO1 – Use information from written documents, oral presentations, and the media to describe current events.
S2C9.PO1 - Use information from written documents, oral presentations, and the media to describe current events.
S1C10.PO2 – Connect current events with historical events from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).
S4C6.PO1 – Discuss geographic concepts related to current events. / Recognize
Colonists
Thirteen colonies
England
Native Americans
Immigration
Freedom
Opportunity
Experiences
Pioneers
Challenges
Journey
Settle
Homeland
Transportation
Communication
Primary
Secondary
Materials
Event
Past
Source
Documents
Interviews
Biography
Retell
Describe
Event
Past
Chronological
Order
Timeline / Observation
Test
Discussions about immigration and the reasons why
Make and read a timeline / Waters, KateSamuel Eaton’s Day: A Day in the Life of a Pilgrim Boy
Bruchac, Joseph Squanto’s Journey: The Story of the First Thanksgiving
Hopkinson, Deborah Sweet Clara and the Freddpm Quilt
Performance Objectives to be Taught / Vocabulary / Common Assessment / Resources
Quarter 3 / S3C1.PO3 – Describe the significance of national holidays:
a)  Presidents’ Day
b)  Martin Luther King, Jr Day
S3C1.PO4 – Know that people in the United States have varied backgrounds but may share principles, goals, customs, and traditions.
REVOLUTION
S1C4.PO2 - Recognize dissatisfaction with England’s rule was a key issue that led to the Revolutionary War.
S1C4.PO5 - Know that the United States became an independent country
as a result of the Revolutionary War.
S1C4.PO3 - Describe how the colonists demonstrated their discontent
with British Rule (e.g., Boston Tea Party, Declaration of Independence,
Paul Revere’s Ride, battles of Lexington and Concord).
S1C4.PO4 - Discuss contributions of key people (e.g., George Washington,
Thomas Jefferson, Benjamin Franklin) in gaining independence during
the Revolutionary War.
ECONOMICS
S5C1.PO1 - Discuss how scarcity requires people to make choices due to
their unlimited needs and wants with limited resources.
S5C1.PO2 - Discuss that opportunity cost occurs when people make
choices and something is given up (e.g., if you go to the movies, you can’t
also go to the park).
S5C1.PO3 - Identify differences among natural resources (e.g., water, soil,
and wood), human resources (e.g., people at work), and capital resources
(e.g., machines, tools and buildings).
S5C1.PO4 - Recognize that people trade for goods and services.
S5C1.PO5 - Compare the use of barter and money in the exchange for
goods and services (e.g., trade a toy for candy, buying candy with money).
S5C1.PO6 - Recognize that some goods are made in the local community
and some are made in other parts of the world.
S5C1.PO7 – Discuss how people can be both producers and consumers of
goods and services.
S5C5.PO1 – Discuss costs and benefits of personal savings. / President’s Day
MLK
Revolutionary War
Independent
Declaration of independence
Boston Tea Party
Battle
Opportunity
Cost
Natural resources
Protecting
Recycling
Reduce
Reuse
Trade
Goods
Services
Compare
Barter
Money
Exchange
Goods
Services / Observation
Test
Observation
Recycling program- set up a classroom recycling program
Reuse things
Textbooks
Evaluate through observation of plays and discussions and pictures / Ruffin, Frances E. Martin Luther King Jr., and the March on Wachington
AtoZteacher.com
Harcourt CD and supplemental materials
Revolutionary CD
Krensky, Stephen. Paul Revere’s Midnight Ride
Sabin, Ellen. The Giving Book: Open the Door to a Lifetime of Giving
Discoveryeducation.com
Video clips of ancient and contemporary bartering and paying with money
Performance Objectives to be Taught / Vocabulary / Common Assessment / Resources
Quarter 3 / S1C1.PO4 – Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.
S1C1.PO2 – Place historical events from content studied in chronological order on a timeline.
S2C1.PO2 - Place historical events from content studied in chronological order on a timeline.
S1C1.PO5 – Retell stories to describe past events, people and places.
S2C1.PO5 - Retell stories to describe past events, people and places.
S1C1.PO1 – Place important life events in chronological order on a timeline.
S2C2.PO1 – Place important life events in chronological order on a timeline.
S1C10.PO1 – Use information from written documents, oral presentations, and the media to describe current events.
S2C9.PO1 - Use information from written documents, oral presentations, and the media to describe current events.
S1C10.PO2 – Connect current events with historical events from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).
S4C6.PO1 – Discuss geographic concepts related to current events. / Primary
Secondary
Materials
Event
Past
Source
Documents
Interviews
Biography
Retell
Describe
Event
Past
Chronological
Order
Timeline / Make a timeline
Practice retelling stories about past events, people, and places.
Assessment- listen to the retell, observe
Performance Objectives to be Taught / Vocabulary / Common Assessment / Resources
Quarter 4 / HUMAN SYSTEMS
S4C4.PO 1-Discuss housing and land use in urban and rural communities.
S4C4.PO2-Describe the reasons (e.g., jobs, climate, family) for human settlement patterns.
S4C4.PO3-Discuss the major economic activities and use (e.g., Natural resources, agricultural, industrial, residential, commercial, recreational) of areas studied.
S4C4.PO4-Describe elements of culture (e.g., food, clothing, housing, sports, customs, beliefs) in a community of areas studied.
S4C4.PO6-Recognize the connections between city, state, country, and continent.
S4C5.PO1-Identify ways (e.g., agriculture, structures, roads) in which humans depend upon, adapt to, and impact the earth.
S1C1.PO3-Recognize how archaeological research adds to our understanding of the past. / Communities
Urban
Rural
Culture
Customs
Belief
State
City
Country
Contentment / AtoZteacher.com
Wikapedia.org
IDEAL
Miller, Elizabeth. Just Like Home/Como en mi tierra
Polacco, Patricia. The Keeping Quilt
Harcourt CD and supplemental materials
Performance Objectives to be Taught / Vocabulary / Common Assessment / Resources
Quarter 4 / WORLD HISTORY
S2C1.PO4-Use primary source materials (e.g., photos, artifacts, interview, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.
S2C2.PO1-Recognize that civilizations developed in China, India, and Japan.
S2C2.PO2-Recognize how art (e.g., porcelain, poetry), architecture (e.g., pagodas, temples), and inventions (e.g., paper, fireworks) in Asia contributed to the development of their own and later civilizations.
S2C6.PO1-Recognize that people in different places (e.g., American colonies-England, Mexico-Spain challenged their form of government, which resulted in conflict and change.
S2C5.PO1-Describe how expanding trade (e.g., Marco Polo’s travels to Asia) led to the exchange of new goods (i.e., spices, silk) and ideas.
S4C4.PO5-Discuss that Asian civilizations have changed from past to present.
S3C1.PO3 – Describe the significance of national holidays:
a)  Memorial Day
S1C1.PO4 – Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.
S1C1.PO2 – Place historical events from content studied in chronological order on a timeline.
S2C1.PO2 - Place historical events from content studied in chronological order on a timeline.
S1C1.PO5 – Retell stories to describe past events, people and places.
S2C1.PO5 - Retell stories to describe past events, people and places.
S1C1.PO1 – Place important life events in chronological order on a timeline.
S2C2.PO1 – Place important life events in chronological order on a timeline.
S1C10.PO1 – Use information from written documents, oral presentations, and the media to describe current events.
S2C9.PO1 - Use information from written documents, oral presentations, and the media to describe current events.
S1C10.PO2 – Connect current events with historical events from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).
S4C6.PO1 – Discuss geographic concepts related to current events. / Primary sources
Secondary sources
Civilizations
Architecture
Conflict
Expanding trade
Exchange
Goods
Services
Memorial Day
Primary
Secondary
Materials
Event
Past
Source
Documents
Interviews
Biography
Retell
Describe
Event
Past
Chronological
Order
Timeline / Harcourt CD and supplemental materials

BCESD #15 2nd Grade Social Studies Pacing Guide Page 7 of 9