Little Rock School District Social Studies 2nd Grade
Aligned with Journeys Unit 2 Lesson 9Week 10
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Unit: Movement/Migration
Essential Question:
1. What do folktales tell us about cultures?
Guiding Questions:
1. What can we learn about Native American groups in the Americas through exploration of legends, culture, and traditions?
2. What can we learn about Arkansas Native American groups through the exploration of legends, culture, and traditions? / Weekly Correlated Lesson Plans and Resources:
Lesson Plan: Native American Folktales: An Examination of Characters and their Lessons Learned
Indian Picture Writing (Symbols)
Clever Coyote Powerpoint
The Invisible Warrior PowerPoint
Journeys
Why Rabbits Have Short Tails
How Chipmunk Got His Stripes
CLLG p. 57 MINILESSON Understanding Characters
Arkansas Native Americans PowerPoint
Osage, Legend, and Arkansas History: Fact or Fiction Lesson
Use the legend “Norristown Mountain” from the lesson to introduce an Arkansas Native American legend. Use the information about the Osage on the PowerPoint for students to gather facts about this group of Arkansas Native Americans. Compare the legend with facts you collect on the Osage. This lesson will continue into the next week (Lesson 10)
Harcourt SS TE Look at Native American History pp 184-85
Additional Resources:
Museum of Discovery program “Arkansas Indian Legacy”
Museum of Discovery learning box “Indians of Arkansas” (available for checkout).
Social Studies Focus : / Literacy Focus:
Native Americans
Arkansas Native Americans
Osage-Quapaw-Caddo / Skill: Understanding Characters
Strategy Summarize
Genre: Folktale Writing: Informative/Descriptive
Writing: / Vocabulary :
Write an informative paragraph about the describing the Osage Indians. / Folktale Legend Migrate
Culture Native Americans
Primary Sources
OPTIONAL ASSESSMENT:
Native American Picture Story Assessment
Character T Chart
STANDARDS
Social Studies SLE’s:
G.2.2.1: Compare customs of another culture to one’s own
H.6.2.6 Determine how photos and documents are used to gather information about the past.
H.6.2.11 Recognize American Indian Tribes of Arkansas----Osage—Quapaw---Caddo
Common Core Standards
Reading: Literature RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
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
Writing:
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.
Speaking and Listening:
SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Aligned with Journeys Unit 2 Lesson 10
Week 11
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Unit: Movement/Migration
Essential Question:
1. What do folktales tell us about cultures?
2. How can we know if we weren’t there?
Guiding Questions:
1. What can we learn about Arkansas Native American groups through the exploration of legends, culture, and traditions?
2. What can objects/artifacts tell us about people and history? / Weekly Correlated Lesson Plans and Resource:
CLLG MINILESSON Fact or Opinion p. 58 Use information from Powerpoint to teach lesson on fact or opinion.
Arkansas Native Americans PowerPoint
MINILESSON Text and Graphic Features p. 59
Harcourt SS TE Look at Native American History pp 184-85
Use artifacts/primary sources from PowerPoint to pose the following questions to students: What is it? Who used it? Where and When? Why was it used? What does it tell about the time period and tribe?
Additional Resources:
Share information from resources below to discuss how we learn about history from objects.
The Pottery Bowl—Arkansas History
http://www.historicarkansas.org/pdf/HAM_pottery_bowl_11=14.pdf
http://www.historicarkansas.org/pdf/HAM_canoe_8_21_ts.pdf
Social Studies Focus : / Literacy Focus:
Native Americans
Arkansas Native Americans
Osage-Quapaw-Caddo / Skill: Fact and Opinion
Strategy: Monitor/Clarify
Genre: Informational Text Writing: Narrative—Telling a Story
Writing: / Vocabulary :
Select a primary source (artifact) to write about. What is it? Who used it? Where and When? Why was it used? What does it tell about the time period and tribe? / Folktale Legend Migrate
Culture Native Americans Quapaw
Primary Sources Osage Caddo artifacts
ASSESSMENT:
Fact/Opinion Identify 3 Facts and 3 Opinions about the Native American Indians of Arkansas.
STANDARDS
Social Studies SLE’s:
H.6.2.6: Determine how photos and documents are used to gather information about the past
H.6.2.8: Describe the ways in which communities have changed over time
H.6.2.11: Recognize American Indian tribes of Arkansas: Osage, Quapaw, Caddo
Common Core Standards: Reading: Informational Text 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.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.8. Describe how reasons support specific points the author makes in a text.
RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.
Writing: W.2.2. Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Speaking and Listening:
SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Aligned with Journeys Unit 3 Lesson 11
Weeks 12/13
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Unit: Migration and Movement
Essential Question:
1. What causes people to migrate?
2. What impact do people have on the area they settle?
Guiding Questions: .
1. What is Culture?
2. How do other cultures compare to our own?
3. How have other cultures contributed to our own?
4. How can we use clues from text to draw conclusions? / Weekly Correlated Lesson Plans and Resources:
People of the World: We Are Alike We Are Different Lesson
Relate the concept of learning about the Native American culture through their artifacts to how we learn about other cultures today.
Book Pass using books on different cultures that will be placed in classroom library during this unit.
China Presentation SmartBoard
Culture Contest SmartBoard
Cultures Around the World Chart
Asia Powerpoint---- Use Powerpoint to introduce the continent of Asia. Label Asia on World map.
Additional Resources:
Literature Available on Cultures Central Arkansas Library Bookflix (library card number needed to access)
Stand Up for Our Rice! Music From the Ricelands
http://www.eastasiarice.org/standup.html
Social Studies Focus : / Literacy Focus:
Compare and Contrast other cultures with ours
Continent of Asia / Skill: Conclusions
Strategy: Infer/Predict
Genre: Humorous Fiction
Writing: Story Writing Imaginative
Writing: / Vocabulary :
Write a letter to someone giving them reasons why they might want to visit China. OR
Write an imaginative story about living in China. / Tradition Holiday or National Holiday Community Contributions Culture
Diversity Custom Celebration Immigrants Daily Life Language
Asia Continent
OPTIONAL ASSESSMENT:
After reading about China and completing this week’s lesson on People of the World, what conclusions can you draw about what the term culture means and about different cultures of the world.
Have students identify traditions they might like to borrow from one or more of the cultures they read about.
Create a fact book about Asia that includes at least four facts with illustrations.
STANDARDS
Social Studies SLE’s:
G.2.2.1 Compare customs of another culture to one’s own.
G.2.2.2 Compare the lifestyle, dress, and occupations of Arkansans to those people in other parts of the world.
G.1.2.6 Located the seven continents using a map or globe.
G.1.2.7 Name and locate the four major oceans.
G.1.2.10 Understand the purpose of map components: Title—Compass Rose—Legend/Key—Map Scale
G.1.2.11 Describe the relative locations of places using cardinal directions.
Common Core Standards: Reading: Informational Text
RI.2.1. Ask and answer questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
RI.2.3. Describe the connection between concepts in a text.
RI.2.5. Know and use various text features (e.g. captions, bold print, 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.
RI.2.8. Describe how reasons support specific points the author makes in a text
Reading: Literature
2.RL.1 Describe how characters in a story respond to major events or challenges.
Writing: Write to Persuade: W.21. Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Speaking and Listening: SL.2.1.b. Build on others’ talk conversations by linking their comments to the remarks of others.
Aligned with Journeys Unit 2 Lesson 12
Weeks 13/14
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Unit: Movement/Migration
Essential Question: 1. What causes living things to migrate? 2. What impact do people have on the area they settle?
Guiding Questions:
A. How did the lives of Wampanoag and pilgrims compare to each other?
B. Why did settlers come to North America from Europe?
C. What was the relationship between Pilgrims and American Indians? How did they interact? / Weekly Correlated Lesson Plans and Resource:
Fact or Opinion Life in the New World Lesson
Summarize Thank You Wampanoag Lesson
Ring Pin Game
CLLG Story Structure p. 62 Read a book on the First Thanksgiving, Pilgrims or Wampanoag and use to complete this lesson on Story Structure
Harcourt SS TE pp 178-181 Early America
Comparing the life of a pilgrim child and Wampanoag child go to:
http://scholastic.com/scholastic_thanksgiving/daily_life/
Use a graphic organizer to compare life between the Pilgrims and Wampanoag. Use website above to collect information.
Social Studies Focus : / Literacy Focus:
Facts and Opinions about Life in the New World
First Thanksgiving
Pilgrims and Wampanoag / Skill: Story Structure
Strategy: Questioning
Writing: Kinds of Sentences--Exclamatory
Writing: / Vocabulary :
Write a paragraph about life as a Pilgrim or life as a Wampanoag. Include at least two exclamatory sentences. / Colony Jamestown History Past Present Culture
Pilgrims Migrate Wampanoag Native Americans
OPTIONAL ASSESSMENT:
T-Chart Lives of Wampanoag and Pilgrims
Fact/Opinion Identify 3 Facts and 3 Opinions from lesson this week.
STANDARDS
Social Studies SLE’s:
H.6.2.6: Determine how photos and documents are used to gather information about the past
H.6.2.8: Describe the ways in which communities have changed over time
H.6.2.9: Identify reasons Pilgrims came to the New World: religious freedom, political freedom
H.6.2.10: Discuss the characteristics of a colony
H.6.2.15: Understand the significance of the Thanksgiving feast to the relationship between the American Indians and the Pilgrims
Common Core Standards: RL2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.3 Describe how characters in a story respond to major events and challenges.
RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.9. Compare and contrast the most important points presented by two texts on the same topic
SL SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Writing:
W2.3 Write narrative 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.
Aligned with Journeys Unit 3 Lesson 13
Week 15
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Unit: Migration and Movement
Essential Question:
1. What impact do people have on the area they settle?
Guiding Questions:
1. What is Culture?
2. How do other cultures compare to our own?
3. How have other cultures contributed to our own? / Weekly Correlated Lesson Plans and Resources:
Diversity in America Lesson
Cultures Around the World Chart
CLLG MINILESSON Author’s Purpose p. 64
Read the book Everybody Cooks Rice by Nora Dooley to the class. Use this book to complete the CLLG Author’s Purpose lesson.
Rice and Culture Powerpoint
Google Earth Use map, globe or Google Earth to verify region that a rice dish comes from.
http://www.google.com/earth/index.html
Notes:
The book, Everyone Eats Rice! examines the different ways groups prepare and consume rice across the globe. This lesson really gives a great opportunity to travel to all corners of the earth. From Japan, to Mexico, to Italy, to Madagascar, to Iran, rice plays an important role in the diets and family traditions of cultures everywhere.
Social Studies Focus : / Literacy Focus:
Other Cultures Contributions to Ours / Skill: Author’s Purpose
Strategy: Analyze/Evaluate
Genre: Informational Text
Writing: Topic Sentence for Opinion Pieces
Writing: / Vocabulary :
My favorite food is____. You should try it. / Tradition Holiday or National Holiday Community
Contributions Culture Diversity Custom
Celebration Immigrants Daily Life Language
OPTIONAL ASSESSMENT:
Write a paragraph encouraging your family to borrow a tradition from another culture.
Culture Chart---Read several books on different cultures from the classroom library and complete the chart about the culture from each book.
Favorite recipe
STANDARDS
Social Studies SLE’s:
G.1.2.4 Identify and locate countries bordering the United States
G.2.2.3 Compare and contrast how people in rural and urban areas live and work
G.2.2.1 Compare customs of another culture to one’s own
G.2.2.2 Compare the lifestyle, dress, and occupations of Arkansans to those of people in other parts of the world
Common Core Standards
Reading: Informational Text
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 multi paragraph text as well as the focus of specific paragraphs within the text.