Second Grade

Month: September/October Social Studies Pacing Guide

Unit 1: Getting Along In My Community

Theme/
Big Ideas / GLCEs / Essential/Focus Questions / Assessment / Vocabulary/ Concepts / Resources /
Core Democratic values
Local Government and its role in the community
Community Responsibility/
Citizenship
Constitution Day / 2 – C1.0.1 Explain why people form governments.
2 – C1.0.2 Distinguish between government action and private action.
2 – C2.0.1 Explain how local governments balance individual rights with the common good to solve local community problems.
2 – C2.0.2 Describe how the Pledge of Allegiance reflects the core democratic value of patriotism.
2 – C3.0.1 Give examples of how local governments make, enforce, and interpret laws (ordinances) in the local community.
2 – C3.0.2 Use examples to describe how local government affects the lives of its citizens.
2 – C5.0.1 Identify ways citizens participate in community decisions.
2 – C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in community life.
2 – P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in the local community. / What is the role of the government in our community?
What is my responsibility as a citizen?
How do core democratic values affect our community? / Students will complete a booklet using words and illustrations to describe each core democratic value.
Students will create a classroom constitution outlining the classroom rules, expectations, and consequences.
Students will design a poster comparing our school’s “government” with our federal and state government.
Students will participate in a mock election taking a position on a particular classroom decision.
Informal teacher observations. / Government
Government action
Private action
Patriotism
Individual Rights
Common Good
Citizens
Pledge of Allegiance
Community
Core Democratic Values
Local
Enforce
Laws
Personal responsibility
Civic responsibility
Conflicts
Resolution / edhelper.com
http://michiganepic.org/coredemocratic/indexb.html
abcteach.com
abcteacherstuff.com
enchantedlearning.com
unitedstreaming.com
brainpopjr.com


Second Grade

Month: November Social Studies Pacing Guide

Unit 2: The History of My Community

Theme/
Big Ideas / GLCE / Essential/Focus Questions / Assessment / Vocabulary/ Concepts / Resources /
Chronological Thinking
Historical changes and understanding / 2 – H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local community events.
2 – H2.0.4 Describe changes in the local community over time (e.g., types of businesses, architecture and landscape, jobs, transportation, population).
2 – H2.0.6 Construct a historical narrative about the history of the local community from a variety of sources (e.g., data gathered from local residents, artifacts, photographs). / What was our community like in the past?
How has our community changed over time? / Students will create a personal timeline showing important events in their lives.
Students will place specific events accurately in sequence on a given time line.
Students will conduct an interview of an elder in their family or community about life in the community’s past.
Using their interview, students will construct a historical narrative about the history of the local community.
Informal teacher observations / Chronological
Years
Decades
Time line
Population
data / Internet search engines to research local community history
Local library archives
Local historical museums
Guest community speaker
Artifacts
Newspapers
Pictures
District Social Studies Curriculum


Second Grade

Month: December/January Social Studies Pacing Guide

Unit 3: Meeting Needs in My Community

Theme/
Big Ideas / GLCE / Essential/Focus Questions / Assessment / Vocabulary/ Concepts / Resources /
Goods and Services
Resources
Economics / 2 – E1.0.1 Identify the opportunity cost involved in a consumer decision.
2 – E1.0.2 Identify businesses in the local community.
2 – E1.0.3 Describe how businesses in the local community meet economic wants of consumers.
2 – E1.0.4 Describe the natural, human, and capital resources needed for production of a good or service in a community.
2 – E1.0.5 Use examples to show that people cannot produce everything they want (specialization) and depend on trade with others to meet their wants.
2 – C3.0.3 Identify services commonly provided by local governments (e.g., police, fire departments, schools, libraries, parks). / What are community resources?
Who provides goods and services in our community?
How are goods and services beneficial to the consumers and producers in our community? / Students will construct a graph or collage comparing needs and wants.
Students will participate in a game in which they demonstrate the relationship between producers and consumers (i.e. half of class will receive a card containing an “I need…” statement, the other half will receive a card containing a profession. Students must work to match their card to the corresponding profession.)
Students will make economic choices using an imaginary budget (i.e. students will use an imaginary budget and catalog to purchase a set number of Christmas Gifts.)
Students will write and draw a picture of an assigned profession which will be put together to form a classroom book.
Teacher observations. / Goods
Services
Needs
Wants
Resources
Natural resources
Human resources
Capital resources
Opportunity cost
Consumer
Produce
Producer
Trade / Community members/Career Day
brainpopjr.com
edhelper.com
atozteacherstuff.com
abcteach.com
enchantedlearning.com
unitedstreaming.com


Second Grade

Month: February Social Studies Pacing Guide

Unit 4: How People Affect My Community

Theme/
Big Ideas / GLCE / Essential/Focus Questions / Assessment / Vocabulary/ Concepts / Resources /
Black History Month
Famous people in history
Presidents Day / 2 – H2.0.2 Explain why descriptions of the same event in the local community can be different.
2 – H2.0.3 Use an example to describe the role of the individual in creating history.
2 – H2.0.5 Identify a problem in a community’s past and describe how it was resolved. / How have people in the past affected our community?
What is a problem our community has faced in the past and how was it solved?
How can we as citizens of our community affect the future? / Students will give an oral presentation about a person from our past.
Students will complete a Venn Diagram to compare Presidents from the past to the present.
Students will write a paragraph about a problem/solution from the past (i.e. how slavery was ended, or how we could affect the future.) / History
Resolve
Role
Harriet Tubman
Rosa Parks
Alexander Graham Bell
presidents or others based on teacher’s choice / Movies
brainpopjr.com
edhelper.com
abcteach.com
enchantedlearning.com
unitedstreaming.com
atozteacherstuff.com
history.com
Book of Black Heroes from A-Z


Second Grade

Month: March/April Social Studies Pacing Guide

Unit 5: Where Is My Community?

Theme/
Big Ideas / GLCE / Essential/Focus Questions / Assessment / Vocabulary/ Concepts / Resources /
Maps
Land Use
Geography / 2 – G4.0.1 Describe land use in the community (e.g., where people live, where services are provided, where products are made).
2 – G4.0.2 Describe the means people create for moving people, goods, and ideas within the local community.
2 – G4.0.3 Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in the local community.
2 – G2.0.1 Compare the physical and human characteristics of the local community with those of another community.
2 – G2.0.2 Describe how the local community is part of a larger region (e.g., county, metropolitan area, state).
2 – G1.0.1 Construct maps of the local community that contain symbols, labels, and legends denoting human and natural characteristics of place.
2 – G1.0.2 Use maps to describe the spatial organization of the local community by applying concepts including relative location and using distance, direction, and scale.
2 – G5.0.1 Suggest ways people can responsibly interact with the environment in the local community.
2 – G5.0.2 Describe positive and negative consequences of changing the physical environment of the local community. / How do the physical characteristics of our community compare to other communities?
What uses do we have for maps, globes and compasses?
How can we as citizens improve our environment?
What are the differences in means of transportation between urban and rural areas?
How is our local community part of a larger region?
What are the physical characteristics of urban, rural and suburban communities? / Students will construct a town using materials such as boxes.
Students will construct a geographical map using salt dough, including landforms, etc.
Students will label and identify items on a blank map.
Matching/Fill in the blank test.
Students will construct a mobile with various landforms.
Students will come up with a poster, skit or commercial to promote recycling in our community.
Informal teacher observations. / Map
Globe
Symbols
Compass Rose
Labels
Legends
Human characteristic
Natural characteristic
Physical characteristic
Location
Distance
Direction
Scale
Rural
Urban
Suburban
Region
County
Metropolitan area
State
City
Country
Landforms
Environment
Diversity
Consequences / brainpopjr.com
edhelper.com
abcteach.com
enchantedlearning.com
unitedstreaming.com
atozteacherstuff.com
history.com
Book of Black Heroes from A-Z


Second Grade

Month: May/June Social Studies Pacing Guide

Unit 6: Solving Problems in My Community

Theme/
Big Ideas / GLCE / Essential/Focus Questions / Assessment / Vocabulary/ Concepts / Resources /
Community Project
Identifying Problems and Solutions
Gathering and Organizing Data / 2 – C5.0.3 Design and participate in community improvement projects that help or inform others. (See P4.2.2)
2 – P4.2.1 Develop and implement an action plan to address or inform others about a public issue.
2 – P4.2.2 Participate in projects to help or inform others.
2 – P3.1.1 Identify public issues in the local community that influence the daily lives of its citizens.
2 – P3.1.2 Use graphic data and other sources to analyze information about a public issue in the local community and evaluate alternative resolutions.
2 – P3.3.1 Compose a statement expressing a position on a public policy issue in the local community and justify the position with a reasoned argument. / How can we use problem solving skills to improve our community?
How can we increase awareness of local issues among the citizens of our community? / Students will participate in a community project in which they make posters, pamphlets to place around the school to inform others of an issue. Brainstorm solutions to solve the issue and follow through with it (i.e. picking up trash around the school.)
Students will take home a mascot journal about baby earth and a “baby earth” of their own to take care of for the night and record in their journal how they took care of it. (“baby earth” is a small rubber ball from Oriental Trading) / Problem
Solution
Cause
Effect
Data/graph
Project / brainpopjr.com
edhelper.com
abcteach.com
enchantedlearning.com
unitedstreaming.com
atozteacherstuff.com
history.com
Book of Black Heroes from A-Z
District Social Studies Curriculum
(“baby earth” is a small rubber ball from Oriental Trading)
orientaltrading.com

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Second Grade Social Studies Pacing Guide – May 2008