OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Social Studies
OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
SOCIAL STUDIES
Second Grade
Office of Quality Assurance and Curriculum Support
Guyla Hendricks, Chief Officer
CONTENTS
Mission Statement 3
Suggestions for Implementing Curriculum Guides 3
Florida Department of Education â Essential Website 3
OCSD Curriculum and Pacing Guide Overview 4
Quarterly Benchmarks 5
Reading Standards for Informational Text K–5 7
Suggested Writing Prompts 8
Grade-level Curriculum Guide 10
Yearlong Benchmarks 10
Quarter 1 11
Quarter 2 13
Quarter 3 17
Quarter 4 21
Reading Rainbow Selections â Elementary Social Studies 25
Topic Requirements by Statute 26
Social Studies K-5 Websites and Resources 27
Additional Resources That Encompass All Units 28
Supplemental Reading by Themes 29
Additional Literature by Theme 33
Mission Statement
Okaloosa County teachers are committed to the teaching of social studies in accordance with the highest state and national standards. We endorse the position of the Florida Council for the Social Studies which states “Florida’s public schools have the responsibility for creating an informed and active citizenry. This goal requires our students to receive a firm foundation in each of the four major areas represented in the Sunshine State Standards for social studies-history, government/civics, economics, and geography.” We further recognize that our students must learn about our nation’s heritage and that they possess the essential economic, civic, geographic, and historical knowledge to equip them for their future responsibilities as citizens of Florida and the United States of America.
Suggestions for Implementing Curriculum Guides
The role of the teacher is to:
ü Teach students the Next Generation Standards as dictated by state law for their grade level.
ü Provide learning-rich classroom activities that teach the benchmarks in depth.
ü Enhance the curriculum by using resources and instructional technology.
ü Differentiate instruction by varying methods of instruction and assessment.
ü Regularly administer assessment to include higher-level questions, and performance task assessment.
In addition, teachers should:
ü Collaborate with other grade-level teachers to maximize school resources and teacher expertise.
ü Consult with other grade-levels to define absolute skill goals for each grade level.
ü Document questions and suggestions for improvement of the curriculum guide.
ü Integrate Social Studies with the Reading curriculum.
ü Consider applying for a grant to support project-based learning for their school.
Teachers may substitute a reading selection of their choice in lieu of one listed in the quarterly description if the selection aligns to the same set of benchmarks.
Florida Department of Education â Essential Website
http://www.floridastandards.org/Standards/FLStandardSearch.aspx
OCSD Curriculum and Pacing Guide Overview
This document provides a Social Studies curriculum and pacing guide. It is designed to help teachers efficiently pace the delivery of quality instruction for each nine-week period. (
Purpose: This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.
Description:
The OCSD Social Studies Curriculum Guide specifies the social studies content to be covered within each nine-week instructional period. Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or school needs.
Ø Top Block – Strand, Standard, Essential Questions, Vocabulary, Primary Literature, Activities Related to Primary Literature
Ø Column One – Benchmark
Lists the specific Benchmark by number and states the Benchmark.
Ø Column Two – Text Alignment, Additional Resources/Activities
Cites the School Education Group (McGraw-Hill) textbook chapters or pages that correlate to the Benchmark.
Suggests instructional activities and materials to supplement the text and primary literature.
Ø Column Three – Supplemental Literature
Lists additional literature to extend learning.
Ø Column Four – Open: Specific to teacher, grade, subject, school
Serves as a placeholder for teachers to add information that is specific to their school’s or students’ needs.
Of note:
Ø Benchmarks drive instructional decisions; the text is a resource.
Ø Results of assessment are used to adjust and revise instruction.
Quarterly Benchmarks
Yearlong BenchmarksBenchmark / Description
SS.2.A.1.1 / Examine primary and secondary sources.
SS.2.A.1.2 / Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic.
SS.2.A.3.1 / Identify terms and designation of time sequence.
Suggested Materials
Suggested supplemental materials are included in the final section of the curriculum guide.
Other materials that thoroughly address the same standards can be used in place of or in addition to the suggested materials.
Quarter 1 / Quarter 2
Geography
SS 2.G.1.1: Use different types of maps (political, physical, and thematic) to identify map elements.
SS 2.G.1.2: Using maps and globes locate the student’s hometown, Florida, North America and locate the state capital and the national capital.
SS 2.G.1.3: Label on a map or globe the continents, oceans, Equator, Prime Meridian and North and South Pole.
SS 2.G.1.4: Use a map to locate the countries in North America (Canada, United States, Mexico and the Caribbean Islands).
Holiday Correlation:
SS.2.C.2.3, SS 2.C.3.1, SS.2.C.3.2: Constitution Day/Freedom Week
Common Core Standards
See page 7
Suggested Reading Selections
· Maps and Globes / American History
Native Americans:
SS 2.A.2.1: Recognize that Native Americans were the first inhabitants in North America.
SS 2.A.2.2: Compare the cultures of Native American tribes from various geographical regions in the United States.
SS 2.A.2.3: Describe the impact of immigrants on the Native Americans.
Immigration:
SS 2.A.2.5: Identify reasons people came to the United States throughout history.
SS 2.A.2.6: Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892-1954.
SS 2.A.2.7: Discuss why immigration continues today.
SS 2.A.2.8: Explain the cultural influences and contributions of immigrants today.
SS 2.C.2.1: Identify what it is means to be a United States citizen either by birth or by naturalization.
SS.2.C.2.3: Explain why United States citizens have guaranteed rights and identify rights.
SS 2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time.
Holiday Correlation:
SS. 2.C.1.1, SS.2.C.1.2, SS.2.C.2.1, SS.2.C.2.3, SS.2.C.3.2, SS.2.C.2.5: Veteran’s Day, Election Day, Thanksgiving, Christmas
SS.2.A.2.8, SS 2.A.2.4, SS.2.A.2.1, SS.2.A.2.3: Thanksgiving
SS.2.A.2.8: Christmas, New Years
Common Core Standards
See page 7
Suggested Reading Selections
· Grandfather’s Journey
· We the Many: A Picture Book of Native Americans
Quarter 3 / Quarter 4
Civics and Government
SS.2.C.1.1: Explain why people form governments.
SS.2.C.1.2: Explain the consequences of an absence of rules and laws
SS.2.C.2.2: Define and apply the characteristics of responsible citizenship.
SS.2.C.2.4: Identify ways citizens can make a positive contribution in their community (Kid’s Vote).*
SS.2.C.3.1: Identify the constitution as the document which establishes the structure, function, powers and limits of American government.
SS.2.C.3.2: Recognize symbols, individuals, events, and documents that represent the United States.*
African-American History:
SS.2.C.2.5: Evaluate the contributions of various African-Americans, Hispanics, Native Americans, and women.*
SS.2.C.2.4: Identify ways citizens can make a positive contribution in their community.*
President’s Day:
SS 2.C.2.2: Define and apply the characteristics of responsible citizenship.
SS 2.C.2.4: Identify ways citizens make a positive contribution.*
SS 2.C.3.2: Recognize symbols, individuals, events, and documents that represent the United States.*
SS 2.C.2.5: Evaluate the contributions of various Americans to our countries history.*
Holiday Correlation:
SS 2.C.2.1 & SS 2.C.2.3 Groundhog Day, Valentine’s Day, President’s Day, St. Patrick’s Day
Common Core Standards
See page 7
Suggested Reading Selections
· We the Kids, The Preamble to the Constitution of the United States
· Have You Filled a Bucket Today?
* Indicates a civics benchmark / People Who Changed America:
SS 2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time.
SS.2.C.2.5: Evaluate the contributions of various African-Americans, Hispanics, Native Americans, and women.*
SS.2.C.2.4: Identify ways citizens can make a positive contribution in their community.*
SS 2.C.3.2: Recognize symbols, individuals, events, and documents that represent the United States.*
Economics
SS 2.E.1.1: Recognize that people make choices because of limited resources.
SS 2.E.1.2: Recognize that people supply goods and services based on consumer demands.
SS 2.E.1.3: Recognize that the United States trades with other nations to exchange goods and services.
SS 2.E.1.4: Explain the personal benefits and costs involving in saving and spending.
Holiday Correlation:
SS 2.C.2.2 & SS.2.C.2.4: Easter, Earth Day, Mother’s Day, Memorial Day
Common Core Standards
See page 7
Suggested Reading Selections
· If You Grew Up with George Washington
· Ox Cart Man
* Indicates a civics benchmarks
Reading Standards for Informational Text K–5
Grade 2 StudentsKey Ideas and Details / 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 multi-paragraph 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.
Craft and Structure / 4. Determine the meaning of words in a text relevant to a grade 2 topic or subject area.
5. Know and use various text features (e.g.,captions, bold print, sub headings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Knowledge and Ideas / 7. Explain how specific images (e.g., a diagram showing how a machine works) contributes to and clarify a text.
8. Describe how reasons supports specific points the author makes in a text.
9. Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity / 10. By the end of year, read and comprehend informational text, including history/social studies, science, and technical texts, in the grades 2-3 text complexity and proficiently, with scaffolding as needed at the high end of the range.
Suggested Writing Prompts
REV 062012 Second Grade Social Studies Page 6
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Social Studies
Quarter 1
Geography
1. Think about maps.
a. Explain why maps are important.
b. Tell about a time when you had to use a map.
2. Write directions to a place. Use directional words.
Quarter 2
American History
Native Americans:
1. Native Americans were the first people in America. Tell what you know about Native Americans.
2. Compare and contrast two Native American tribes.
3. Think about a tool the Native Americans used. How was it helpful? What tool do we use today that resembles an early Native American tool?
Immigration:
4. Make a list of reasons why people would want to come to American.
5. Think about other countries, if you had to immigrate to another country, which one would you choose? Why did you choose that country?
6. Explain why Ellis Island and the Statue to Liberty are/were important to immigrants.
7. If you had to choose a symbol of America that would be as important to immigrants as Ellis Island and the Statue of Liberty, what would it be? Explain your answer.
8. All Americans have rights. Think about the right that is most important to you. Explain why that right is so important to you.
9. We live in a wonderful community. What could you do to be a productive member of your community?
10. Describe how immigrants have made America a better place.
Famous American Women:
1. Describe a contribution made by a woman in America’s history.
2. Compare slaves and women during the life of Susan B. Anthony.
People Who Changed America:
1. Compare and contrast a colonial child to your life.
2. Creative Writing: you went back in time. You are now living in Colonial Times. Tell about a day in the life of a Colonial Times child.
Holiday Correlation:
1. All of us have many things to be thankful for. Tell what you are thankful for.
2. Describe the perfect gift. If you could only receive one gift, what would it be and why
Quarter 3
Civics and Government
1. Write a list of rules that have to be followed when a friend comes over to visit at your house; A Weekend with Wendell, Kevin Henkes.
2. Tell how you can be a good friend; Chrysanthemum by Kevin Henkes.
3. Explain what good manners are and why they are important; Do Unto Otters, Laurie Keller.
4. Think about the American Symbols you have learned about. Write a report about one symbol; Welcome Books on American Symbols.
5. A student-, or class-, made symbol book can be used to show knowledge.
6. Think about being a good citizen. Describe what a good citizen is.
7. Think about being a good citizen. Tell about a time when you were a good citizen; Have You Filled a Bucket Today.
8. Write a class constitution listing the rights of the students and teacher(s); We the People.
9. Think about how you can locate information about a subject. Write a guide to locating information. Can be done individually or whole group.
10. Holiday Correlation:
a. Workers provide our community with valuable services. Tell about the work of a policeman, teacher, etc.
b. Think about a job you would like to have when you are older. Explain why you want that job.
11. Write reports on Washington and/or Lincoln.
12. Tell about Martin Luther King, Jr. and what he accomplished.
13. Write/Create information booklets on African-Americans who have made positive contributions to our society.
Quarter 4
Economics
1. Explain the difference between a need and a want.
2. Explain the difference between a good and a service.
3. All of us like having money.
a. Explain the benefits of saving your money instead of spending money.
b. Tell about a time when you spent all of your money and you wished you had saved your money.
Holiday Correlation
How can we protect and conserve Earth’s natural resources?
REV 062012 Second Grade Social Studies Page 6
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Social Studies