Troup County School System
Social Studies Curriculum Map
Second Grade – Third Quarter
Each underlined standard/element is a direct link to formative assessment examples.
Georgians and Civil Rights / EconomicsPacing:
Georgian’s and Civil Rights – about 22 days, Economics – about 17 days, Review – about 5 days
Georgian’s and Civil Rights: Jackie Robinson and Martin Luther King, Jr. – about 22 days
Georgian’s and Civil Rights (SS2H1, CG3, G2): Martin Luther King, Jr. – about 11 days
GPS Standards / Know / Understand / Be able to / System Resources
SS2H1 The student will read about and describe the lives of historical figures in Georgia history.
Theme: Individuals, Groups, and Institutions
a. Identify the contributions made by these historic figures: Martin Luther King Jr. (civil rights); / SS2H1, CG3, G2
Martin Luther King Jr.
Jackie Robinson
boycott
segregation
civil rights
inequality
prejudice
integration
protest
athlete
refuse / SS2H1, CG3, G2
What are the contributions made by Martin Luther King, Jr.? / SS2H1
The student will recall the contributions made by Martin Luther King, – One of the greatest civil rights leaders, led March on Washington, “I Have a Dream” speech, awarded Nobel Peace Prize Jr. (DOK 1)
The student will describe how Dr. King’s work for civil rights affects the way we live today.
(DOK 2) / SS2H1, CG3, G2
Activators:
Martin Luther King - anchor chart
Martin Luther King’s “I Have a Dream Speech” – video
Brain POP: MLK
Discovery Education:
· American Heroes: Dr. Martin Luther King, Jr.
· Dr. Martin Luther King, Jr. Day
Instructional Tools:
H1 Historical Figures - Interactive Social Studies Notebook
Dr. Martin Luther King - PowerPoint
Martin Luther King, Jr. and Me: Identifying with a Hero – Read, Write, Think lesson
Websites:
Virtual Tour of Martin Luther King, Jr home
Resources continued on the next page
Georgian’s and Civil Rights (SS2H1, CG3, G2): Martin Luther King, Jr. – about 11 days
GPS Standards / Know / Understand / Be Able To / System Resources
SS2H1 The student will read about and describe the lives of historical figures in Georgia history.
Theme: Time, Change, and Continuity
b. Describe how everyday life of these historical figures (Martin Luther King, Jr) is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms)
Theme: Individuals, Groups, and Institutions
SS2CG3 The students will give examples of how the historical figures under study (Martin Luther King, Jr.) demonstrate the positive citizenship traits of liberty, civility, sportsmanship, patience, and compassion. / SS2H1, CG3, G2
compare
contrast
transportation
shelter
Similar
Different
Communication
Recreation
Rights
Freedoms
liberty
civility
compassion
sportsmanship / SS2H1, CG3, G2
How was daily life for Martin Luther King, Jr. the same as and different from life for people today?
How did Martin Luther King, Jr. show positive citizenship traits? / SS2H1, CG3,G2
The student will compare and contrast the lives of these historical figures to the lives of people today.
(food, shelter, transportation, and rights and freedoms)
(DOK 2)
The student will cite evidence to show how Martin Luther King demonstrated civility, liberty and compassion as he led non-violent demonstrations for equal rights. (DOK 2) / SS2H1, CG3, G2
Write Your Own “I Have a Dream Speech” - lesson
Martin’s Big Words – lesson
Martin Luther King Jr. - timeline activity
American Hero Series Biographies:
student books and big book
Martin Luther King, Jr. Guided Reading Level Q
Jackie Robinson Guided Reading Level Q
Georgia Experience:
· MLK Pages 52 – 69
· Blackline Masters 3 – 5, 16
· Overhead Transparency 3
· 1000 Readers (Activity Booklets): Martin Luther King
Studies Weekly:
Martin Luther King, Jr. Weeks 16 and 17
Reading A-Z:
Martin Luther King Jr. Guided Reading Level L
Martin Luther King Jr. Guided Reading Level M
Dr. King’s Memorial Guided Reading Level H
Differentiation Passages/Quizes:
Martin Luther King, Jr. from readworks.org:
· Lexile 470
· Lexile 680
· Lexile 810
Click here for other lessons and resources
Georgian’s and Civil Rights (SS2H1, CG3, G2): Martin Luther King, Jr. – continued
GPS Standards / Know / Understand / Be Able to / System Resources
SS2G2 The student will describe the cultural and geographic systems associated with the historical figures in SS2H1 (Martin Luther King, Jr.)
a. Identify specific locations significant to the life and times of each historic figure on a political map
b. Describe how place (physical and human characteristics) had an impact on the lives of each historical figure
c. Describe how each historic figure adapted to and was influenced by his/her environment
d. Trace examples of travel and movement of these historic figures and their ideas across time
e. Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which students live. / SS2H1, CG3, G2
environment / SS2H1, CG3, G2
Where was Martin Luther King, Jr. born?
Where did Martin Luther King, Jr. live during his life?
How did the place where Martin Luther King, Jr. lived have an impact on his life?
How was Martin Luther King, Jr. able to adapt to and influenced by his environment?
How were decisions made by Martin Luther King, Jr. connected to where he lived? / G2
The student will recall that Martin Luther King, Jr. was born in Atlanta, GA (DOK 1)
The student will draw conclusions as to why Martin Luther King, Jr. – grew up in Georgia but; traveled throughout the United States to promote civil rights (DOK 3)
The student will describe how life in the south was different when Martin Luther King, Jr. was young (segregated schools, restaurants, and homes; had to sit in the back of the bus) and how these factors influenced his life ((DOK 1)
The student will explain why many African American citizens moved to northern states during the days of segregation (DOK 2)
Compare our region of Georgia to the region(s) where Martin Luther King, Jr. lived (DOK 2) / SS2H1, CG3, G2
Click here for other lessons and resources
Georgian’s and Civil Rights (SS2H1, CG3, G2): Jackie Robinson – about 11 days
GPS Standards / Know / Understand / Be able to / System Resources
SS2H1 The student will read about and describe the lives of historical figures in Georgia history.
Theme: Individuals, Groups, and Institutions
a. Identify the contributions made by these historic figures: Jackie Robinson (sports) / SS2H1, CG3, G2
Jackie Robinson
boycott
segregation
civil rights
inequality
prejudice
protest
athlete
refuse / SS2H1, CG3, G2
What are the contributions made by Jackie Robinson? / SS2H1
The student will recall the contributions made by Jackie Robinson–businessman, worked for civil right First African American major league baseball player, inducted into the National Baseball Hall of Fame, successful businessman.
(DOK 1) / SS2H1, CG3, G2
Activators:
Jackie Robinson - anchor chart
Discovery Education:
· Jackie Robinson (6:33)
Brain POP: Jackie Robinson
Instructional Tools:
H1 Historical Figures - Interactive Social Studies Notebook
Jackie Robinson – Heroes and their impact lesson
Jackie Robinson – lesson plan
American Hero Series Biographies:
student books and big book
Jackie Robinson Guided Reading Level Q
Georgia Experience:
· Jackie Robinson Pages 52 – 69
· Blackline Masters 3 – 5, 16
· Overhead Transparency 3
· 1000 Readers (Activity Booklets): Jackie Robinson
Studies Weekly:
Jackie Robinson Weeks 14 and 15
Jackie Robinson – reading passage activity
Jackie Robinson – timeline activity
Resources continued on the next page
Georgian’s and Civil Rights (SS2H1, CG3, G2): Jackie Robinson – continued
GPS Standards / Know / Understand / Be Able To / System Resources
SS2H1 The student will read about and describe the lives of historical figures in Georgia history.
Theme: Time, Change, and Continuity
b. Describe how everyday life of these historical figures (Jackie Robinson) is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms)
Theme: Individuals, Groups, and Institutions
SS2CG3 The students will give examples of how the historical figures under study (Jackie Robinson) demonstrate the positive citizenship traits of liberty, civility, sportsmanship, patience, and compassion. / SS2H1, CG3, G2
compare
contrast
transportation
shelter
Similar
Different
Communication
Recreation
Rights
Freedoms
liberty
civility
compassion
sportsmanship / SS2H1, CG3, G2
How was daily life for Jackie Robinson the same as and different from life for people today?
How did Jackie Robinson show positive citizenship traits? / SS2H1, CG3,G2
The student will compare and contrast the lives of these historical figures to the lives of people today.
(food, shelter, transportation, and rights and freedoms)
(DOK 2)
The student will cite evidence to show how Jackie Robinson demonstrated civility, sportsmanship, and liberty as he worked for freedom and equality for all African Americans. (DOK 2) / SS2H1, CG3, G2
Websites:
Interview with Jackie’s wife
Read/Write/Think Jackie Robinson
Baseball Hall of Fame Webpage for Jackie
Differentiation Passages/Quizzes:
Jackie Robinson from readworks.org :
· Lexile 460
· Lexile 630
· Lexile 1070
Assessments:
Jackie Robinson Quiz
Click here for other lessons and resources
Georgian’s and Civil Rights (SS2H1, CG3, G2): Jackie Robinson – continued
GPS Standards / Know / Understand / Be Able to / System Resources
SS2G2 The student will describe the cultural and geographic systems associated with the historical figures in SS2H1 (Jackie Robinson)
a. Identify specific locations significant to the life and times of each historic figure on a political map
b. Describe how place (physical and human characteristics) had an impact on the lives of each historical figure
c. Describe how each historic figure adapted to and was influenced by his/her environment
d. Trace examples of travel and movement of these historic figures and their ideas across time
e. Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which students live. / SS2H1, CG3, G2
environment / SS2H1, CG3, G2
Where was Jackie Robinson born?
Where did Jackie Robinson live during his life?
How did the place where Jackie Robinson lived have an impact on his life?
How was Jackie Robinson able to adapt to and influenced by environment?
How were decisions made by Jackie Robinson connected to where they lived? / SS2H1, CG3, G2
The student will recall that Jackie Robinson was born in Cairo, GA (DOK 1)
The student will draw conclusions as to why Jackie Robinson was born in Georgia but moved to California when he was young; traveled throughout the United States playing baseball (DOK 3)
The student will describe how life in the south was different when Jackie Robinson was young (segregated living, could not eat in white restaurants, black movie theatres, could only go to recreation center on black days, had to sit in the back of the bus, not allowed to become an officer in United States Army) and how these factors influenced his life (DOK 1)
The student will explain why many African American citizens moved to northern states during the days of segregation (DOK 2)
Compare our region of Georgia to the region(s) where Jackie Robinson and Martin Luther King, Jr. lived (DOK 2) / SS2H1, CG3, G2
Click here for other lessons and resources
Economics – about 17 days
Economics: Scarcity (E1) – about 5 days
GPS Standards / Know / Understand / Be Able to / System Resources
Theme: Scarcity
SS2E1 The student will explain that because of scarcity, people must make choices and incur opportunity costs.
Making choices about goods and services because of scarcity is a 1st grade skill. Students are now introduced to the concept of opportunity costs. / SS2E1
Scarcity
Costs / SS2E1
How does scarcity influence decisions about what a person spends?
What is an opportunity cost? / The student will draw conclusions that because of scarcity, people must make choices. Whatever is not chosen is the opportunity cost. (DOK 3)
The student will draw conclusions that prices vary depending on supply. If supply is plentiful, the price will drop. If there is limited supply, the price will rise. (DOK 3) / SS2E1
Activators:
Anchor chart:
Instructional Tools:
Toys for Me: A Lesson on Choice – lesson
Everyday Opportunities – lesson
Something from Nothing – lesson
Something from Nothing – read-aloud video
Georgia Experience:
· Pages 84 – 88, 91 – 92
· Blackline Masters 19, 20, 22
· Overhead Transparency 12
Studies Weekly:
Week 22
Discovery Education:
· Smart Choices (5:12)
· Scarcity and Choice (2:43)
· Satisfying Wants: The Concept of Opportunity Cost (2:10)
· Consumers: The Role of Opportunity Cost in Choice (1:52)
Click here for other lessons and resources
Economics: Allocation of Goods and Services (E2) – about 8 days
GPS Standards / Know / Understand / Be Able to / System Resources
Theme: Production, Distribution, and Consumption
SS2E2 The student will identify ways in which goods and services are allocated (by price; majority rule; contests; force; sharing; lottery; command; first-come, first-served; personal characteristics; and others).
How to distinguish goods from services was taught in Kindergarten, and how to identify goods that people make and services that people provide in 1st grade. Learning ways in which goods and services are allocated is new learning. / SS2E2
Goods
Services
Allocated
Price
Majority rule
Contests
Force
Sharing
Lottery
Command
First-come
First-serve / SS2E2
What are goods and services?
How are goods and services allocated? / The student will identify ways in which goods and services are allocated (by price; majority rule; contests; force; sharing; lottery; command; first-come, first-served; personal characteristics; and others).
(DOK 1) / SS2E2
Instructional Tools:
What are Goods and Services? – activity
Allocating Goods and Services – PowerPoint
Who Gets More Than Their Fair Share? – lesson
Georgia Experience:
· Pages 84 – 88, 91 – 92
· Blackline Masters 19, 20, 22
· Overhead Transparency 12
Studies Weekly:
Week 20
Discovery Education:
· The Marketplace: Supply and Demand (6:44)
· Economy Between Communities (17:07)
Click here for other lessons and resources
Economics: Spending and Saving (E4) – about 4 days
GPS Standards / Know / Understand / Be Able to / System Resources
Theme: Costs & benefits of spending & saving
SS2E4 The student will describe the costs and benefits of personal spending and saving choices.
Describing the costs and benefits of personal spending and saving choices was a 1st grade standard. When describing the costs and benefits of spending vs. saving, second graders should include opportunity costs as one of the costs of spending. / SS2E3
Benefits
Spending
Saving / SS2E3
How do decisions about spending have both costs and benefits? / The student will describe the costs and benefits of personal spending and saving choices. (DOK 1) / SS2E3
Instructional Tools:
Money, Money, Honey Bunny! – lesson
Every Penny Counts – lesson
Spending Plans: teacher guide student activities
Making Economic Choices – activity
Georgia Experience:
· Pages 84 – 88, 91 – 92
· Blackline Masters 19, 20, 22
· Overhead Transparency 12
Studies Weekly:
Week 23
Reading A-Z:
· Brad Needs a Budget Guided Reading Level L
· Rainy-Day Savings Guided Reading Level M
Discovery Education:
· Saving Money (2:28)
· If You Made A Million (17:51)
Click here for other lessons and resources
Troup County Schools 2016-2017