MIAMI-DADE COUNTY PUBLIC SCHOOLS

Department of Social Sciences

GRADE LEVEL OR COURSE TITLE: Second Grade –Who We Are As Americans

COURSE DESCRIPTION:

Second Grade: Who We Are As Americans

The second grade social studies curriculum consists of the following content area strands: American History, Geography, Economics, and Civics. Second grade students will

investigate the impact of immigration over time in the United States, explore the geography of North America, and discover the foundations of American citizenship.

The following pacing guide replaces the Competency-Based Curriculum for Social Studies as the required curriculum for grades K-12 in Miami-Dade County Public Schools.

Please note the following important general information regarding the Pacing Guides:

  • The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.
  • Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school levels.
  • The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.
  • The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.
  • The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.
  • NOTE: Essential Benchmarks identified in this course are highlighted in Yellow.

Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:

  • Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
  • Course Code - The Florida Department of Education Course Code is listed for the course.
  • Topic - The general topic for instruction is listed; e.g., Westward Expansion.
  • Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
  • Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
  • Nine Week Grading Period - Grading periods (1-4) are identified.
  • Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.
  • NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.
  • Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).

Elementary Language Arts/Reading, Mathematics, and Science Related Benchmarks Supported through this Social Studies Course:

LA.2.1.4.6The student willrecognize common abbreviations;

LA.2.1.6.1The student willuse new vocabulary that is introduced and taught directly;

LA.2.1.6.3The student willuse context clues to determine meanings of unfamiliar words;

LA.2.1.7.1The student willidentify a text's features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for reading;

LA.2.1.7.3The student willsummarize information in text, including but not limited to main idea, supporting details, and connections between texts;

LA.2.1.7.4The student willidentify cause-and-effect relationships in text;

LA.2.1.7.5The student willidentify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in text;

LA.2.2.2.2The student willuse explicitly stated information to answer a question;

LA.2.3.5.1The student will produce, illustrate, and share a variety of compositions.

LA.2.4.2.2The student willrecord information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic;

LA.2.4.2.3The student willwrite informational/expository paragraphs that contain a topic sentence, supporting details, and relevant information;

LA.2.6.2.1The student willgenerate research questions by brainstorming, identify key words, group related ideas, and select appropriate resources (e.g., atlases, nonfiction books, dictionaries, digital references);

LA.2.6.2.2The student willselect and use a variety of appropriate reference materials to gather information and locate information using alphabetical order;

LA.2.6.2.3The student willanalyze and select appropriate facts and communicate information in a simple report that includes, a title, a main, and supporting details; and

LA.2.6.3.1The student willrecognize that nonprint media affect thoughts and feelings (e.g., graphics, music, digital video); and

LA.2.6.3.2The student willidentify types of mass communication (e.g., film, newspapers, radio, digital technology).

LA.2.6.4.1The student willuse appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations); and

LA.2.6.4.2The student willuse digital resources (e.g., writing tools, digital cameras, drawing tools) to present and publish thoughts, ideas, and stories.

MA.2.G.3.1 Estimate and use standard units, including inches and centimeters, to partition and measure lengths of objects.

MA.2.G.5.3 Identify, combine, and compare values of money in cents up to $1 and in dollars up to $100, working with a single unit of currency.

SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival.

SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.

SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.

SC.2.N.1.6 Explain how scientists alone or in groups are always investigating new ways to solve problems.

Florida Reading and Writing Standards for Literacy in History/Social Studies K-5:

  • Florida Reading and Writing Standards for Literacy in History/Social Studies, grades K-5, can be found at the end of each nine weeks Pacing Guide. When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete listing of all Florida Standards, please visit: The specific pages for History/Social Studies K-5 standards for Literacy and Writing have been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required K-5 social studies course.

Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For K-3 Social Studies*, the following themes are identified:

  • Culture- Human beings create, learn, share, and adapt to culture.
  • Understand that cultures are dynamic and change over time.
  • Explore concepts of likenesses and differences among cultural groups
  • Identify the cultural basis for some celebrations and ways of life in their community and in examples from across the world.
  • Time, Continuity, and Change- Studying the past makes it possible for us to understand the human story across time
  • Learn to locate themselves in time and space.
  • Gain experience with sequencing to establish a sense of order and time
  • Begin to understand the historical concepts that give meaning to the events that they study
  • Use stories about the past to help children develop their understanding of ethical and moral issues as they learn about important events and developments
  • Recognize that stories can be told in different ways, and that individuals may hold divergent views about events in the past
  • Understand the linkages between human decisions and consequences
  • Lay the foundationfor the further development of historical knowledge, skills, and values in the middle grades
  • People, Places, and Environments-The study of people, places, and environments enables us to understand the relationship between human populations and the physical world
  • Learn where people and places are located and why they are there
  • Learn to use maps, globes, and other geographic tools.
  • Examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations
  • Identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and places
  • Draw upon immediate personal experiences in students’ neighborhoods, towns and cities, and states, as well as peoples and places distant and unfamiliar, to explore geographic concepts and skills
  • Express interest in and concern for the use and misuse of the physical environment
  • Power, Authority, and Governance- The development of civic competence requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance.
  • Understand the purposes and functions of government
  • Explore students’ natural and developing sense of fairness and order as they experience relationships with others
  • Develop an increasingly comprehensive awareness of rights and responsibilities in specific contexts
  • Introduce civic ideals and practices through activities such as helping to set classroom expectations, examining experiences in relation to ideals, participating in mock elections, and determining how to balance the needs of individuals and the group
  • Experience views of citizenship in other times and places through stories and drama
  • Production, Distribution, and Consumption- People have wants that often exceed the limited resources available to them.
  • Prioritize economic wants vs. needs.
  • Explore economic decision-making as students compare their own economic experiences with those of others
  • Consider the wider consequences of economic decisions on groups, communities, the nation, and beyond.
  • Learn how science and technologies influence beliefs, knowledge, and daily lives
  • Study how basic technologies such as telephones, ships, automobiles, and airplanes have evolved
  • Explore how we have employed technology such as air conditioning, dams, and irrigation to modify our physical environment and contribute to changes in global health and economics.
  • Global Connections - Global connections have intensified and accelerated the changes faced at the local, national, and international levels.
  • Become aware of how things that happen in one part of the world impact other parts of the world.
  • Examine and explore various types of global connections as well as basic issues and concerns.

* Themes adapted from: National Curriculum Standards for Social Studies

  • Civics in a Snap Lessons: Developed in collaboration with The Florida Joint Center for Citizenship, provide teachers with a stand-alone lesson plan, designed to be implemented in approximately 15 minutes, in order to provide instruction that infuses Civic knowledge and dispositions encouraging both literacy and Civic benchmarks/standards mastery. Please note: when the following icon appears in the pacing guide, simply click on the icon, which is located next to the benchmark pertaining to Civics, and you will be directed to a separate webpage where Civics in a Snap lessons are located.
  • For additional Civics lessons: please see: The Department of Social Sciences’ website: and/or The Florida Joint Center for Citizenship’s website:

Unit 2: Native Americans
PACING / Dates
Traditional / 9 Days / 10-30-17 to 11-9-17
ESSENTIAL QUESTIONS for Unit 2- Lesson 4-5:
How did the desert affect the lives of Native Americans of the Southwest?
What effect did the natural resources of the Pacific Northwest have on Native American in the region?

STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis, Standard 2: Historical Knowledge)

Second Nine Weeks
NGSSS-SS Benchmarks / Essential Content / Instructional Tools
Florida Standards Focus:
LAFS.2.RI.3.8Describe how an author uses reasons to support specific points in a text.
LAFS.2.W.3.8Recall information from experiences or gather information from provided sources to answer a question.
Content Benchmarks:
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 geographic regions of the United States.
SS.2.C.2.5 Evaluate the contributions of various African Americans, Hispanics, Native Americans, veterans, and women.
Skill Benchmarks:
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.
Florida Standards:
LAFS.2.RI.1.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
LAFS.2.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
LAFS.2.RI.3.9 Compare and contrast the most important points presented by two texts on the same topic.
LAFS.2.W.3.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
LAFS.2.SL.1.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
LAFS.2.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)
Ongoing
LAFS.2.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.2.SL.1.1.a. 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).
LAFS.2.SL.1.1.b. Build on others’ talk in conversations by linking their comments to the remarks of others.
LAFS.2.SL.1.1.c. Ask for clarification and further explanation as needed about the topics and texts under discussion. / Course Themes Addressed:
Culture
  • Understand that cultures are dynamic and change over time.
  • Explore concepts of likenesses and differences among cultural groups
  • Identify the cultural basis for some celebrations and ways of life in their community and in examples from across the world.
Time, Continuity, and Change
  • Gain experience with sequencing to establish a sense of order and time
  • Begin to understand the historical concepts that give meaning to the events that they study
  • Lay the foundationfor the further development of historical knowledge, skills, and values in the middle grades
People, Places, and Environments
  • Examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations
Topic Content
  • American History
  • Native Americans of the Southwest
  • Environment:
  • Southwestern United States
  • Desert
  • Climate- days-hot, nights-cold, dry- very little rain
  • Culture
  • Farming, hunting and gathering
  • Housing—pueblos with many levels
  • Turquoise jewelry, kachina dolls
  • Tribes include:
  • Pueblo
  • Navajo
  • Anasazi
  • Notable Native Americans of the Southeast
  • Chief Manuelito
  • Navajo Code Talkers
  • Native Americans of the Pacific Northwest
  • Environment:
  • Northwestern United States
  • Thick forests, natural resources
  • Ocean, rivers, rain forests
  • Climate- winters- mild, wet
  • Climate- summers- cool
  • Culture
  • Fishing
  • Housing—cedar plank houses
  • Totem poles
  • Potlatch
  • Tribes include:
  • Chinook
  • Coast Sailfish
  • Chimakim
  • Notable Native Americans of the Pacific Northwest
  • Chief Joseph
  • Chief Seattle
Mandate(s):
Character Education
Native American History Month / Florida Standards Focus Activity:
Have students research the use of the totem poles and their significance. Then, have students design a totem pole that represents their family. Provide an opportunity for students to present and explain their totem poles to the class.
Correlation to Core Text:
McGraw-Hill: Florida Social Studies: Who We Are as Americans;
Unit 2: Native Americans, Lessons 4 – 5. Pages 46-53.
Reading Skill: Gather information from resource material
Primary and Secondary Sources (Primary Source Library and Text): Photographs, artifacts
Vocabulary/Identification:
adobe, desert, levels, materials, natural resources, potlatch, pueblo, totem pole, turquoise
Technology:
Warpaths to Peacepipes- Native Americans of the Southwest:

Mr. Donn- Native Americans of the Southwest:

Warpaths to Peacepipes- Native Americans of the Pacific Northwest:

Mr. Donn- Native Americans of the Pacific Northwest:

Education World- Lesson Plan on Navajo Code Talkers:

Native American Facts for Kids:

Photographs of Native Americans:
Interactive map:

US Tribes:






Suggested Activities Menu:
Have students create a Venn Diagram comparing the Native Americans of the Southwest to the Native Americans of the Pacific Northwest.
Have students read and discuss “potlatches” from several resources. Then, have students work in small groups to plan a potlatch ceremony. Each group should have a different type of ceremony and present their plan to the class, explaining each part of their potlatch. You may also choose to have a potlatch ceremony in the classroom.
Have students research and analyze the shelters of the Native Americans. Then, make a chart to identify the different shelters of the Native Americans in the different regions.
Have students research to create a postage stamp highlighting a famous Native American contributor from the Southwest or Pacific Northwest. Students should include a written explanation of the person’s accomplishments.
Have students create a graphic organizer in order to identify the different tribes in the different regions and their ways of life (clothing, shelter, tools, etc.)
Suggested Writing Activities Menu:
Have students analyze a picture of an early Native American village in the Southwest and write a description of the activities they see in the picture.
Have students analyze a picture of an early Native American village in the Pacific Northwest and write a description of the activities they see in the picture.
Assessment:
Develop rubrics and share with students for each of the above mentioned projects in order to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’ mastery of related content.
Related Programs:
Native American History Month
See the Department of Social Sciences website, for related activities
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed lesson plans can be downloaded from the Department of Social Sciences website, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences website, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level.
Unit 2: Native Americans
PACING / Dates
Traditional / 7 Days / 11-13-17 o 11-21-17
ESSENTIAL QUESTION for Topic 6:
How did immigrants to America change life for Native Americans?

STRAND(S) and STANDARD(S): AMERICAN HISTORY (Standard 1: Historical Inquiry and Analysis, Standard 2: Historical Knowledge; Standard 3: Chronological Thinking.)