Northampton County Schools SecondGradeSocial Studies Curriculum Map 2012-2013 DRAFT

Subject: Social Studies
Grade Level: Second Grade
Unit Title: / Timeframe Needed for Completion:
Grading Period: 1st Nine Weeks
Big Idea/Themes:
Understandings:
Social Studies / Language Arts
Informational Texts / Writing / Speaking/Listening
Ongoing Throughout the Year:
2.H.1.2 Identify contributions of historical figures (communities, states, nations, and the world) through various genres.
2.H.1.3: Compare various interpretations of the same time period using evidence such as photographs and interviews.
2.H.1.3: Use timeline to show sequencing of events.
2C and 2G 1.2: Explain how governments establish order, provide security and create laws to manage conflict.
2C&G2.1: Exemplify characteristics of good citizenship through historical figures and everyday citizens.
2 C&G 2.2 Explain why it is important for citizens to participate in their community. / 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
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. / 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
8. Recall information from experiences or gather information from provided sources to answer a question. / 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
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  1. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
  2. Build on others’ talk in conversations by linking their comments to the remarks of others.
  3. Ask for clarification and further explanation as needed about the topics and texts under discussion.
2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

1st Nine Weeks

Essential Questions: / Vocabulary: / Performance Tasks: / Materials:
On-going throughout the year:
2.H.1.2: Explain the importance of historical figures (community, state, nation, world)
2.H.1.1: How do timelines explain the sequence of events?
2.C.1: What are the contributions of artistic expressions of the diverse cultures on the community? (stories, art, music, etc.)
2.C.2.2: Explain historical figures and events associated with various cultured traditions.
2.H.1.2: How do historical figures and leaders affect others?
2.C.2.3: What are the appropriate social skills needed for working with diverse groups?
2.C & G 1.2: How do governments establish order and provide security?
2.C & G 1.2: How do governments create laws?
What are the 3 branches of government and what are their functions?
2.C & G.2.1 Describe characteristics of good citizenship through historical figures and every day citizens.
2.C & G 2.2: How can citizens show responsibility in their community?
2.C.& G2.2: What are the responsibilities of leaders?
2.C.& G2.2: What do citizens do before they vote? / Government, legislative, judicial, executive, president, election, ballot, vote, voter registration, electoral process, representative, mayor, city hall, senator, legislator, judge, citizen, citizenship / Scott Foresman: People in History

Community Involvement: