Social Studies Curriculum Guide
Pinellas County Schools
2nd Grade, 2011-2012
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This curriculum guide covers 4 units (32 weeks)
Geography, Economics, American History, and Civics and Government
Department
Pinellas County Schools
2010
Month-by-Month Guide
August
Discuss Rules and Laws (Civics and Government) as you talk about school rules and develop your
class rules.
Begin a Timeline (American History) that you can use throughout the year. Whenever you discuss an
event, you can mark it on the timeline. Make it easy to unfold and display, or leave it up all year.
A good get-to-know-you activity is to have each student make a personal timeline of their life and share
the big moments with the class.
***If it is an election year, state or national, you can mention candidates and offices that are in the
news. Some schools run mock elections. You can generate interest and excitement in your students.
September
Introduce Map Elements (Geography).They should be able to tell where they live and know the state
and national capitals.
A map is something else that can be used throughout the year to reference locations in the news, story
settings, and any other place that is mentioned.
Teach why people come to the United states (American History).
Department
Pinellas County Schools
2010
October
This is a good month to teach about Colonial America (American History).
November
Teaching about Native American tribes (American History) is a good tie-in with Thanksgiving.
December
Learning about different cultures (American History) and the different December celebrations
gives you a chance to teach about the holidays and traditions.
January
Teach the important documents, symbols, and individuals that represent the United States
(Civics and Government).
When you tell about Dr. Martin Luther King, Jr. Day, you can lay the foundation for next month.
February
This is Black History Month. You can teach the cultural influences and contributions (American
History).
There is also Presidents’ Day. You can teach about our government (Civics and Government).
Department
Pinellas County Schools
2010
March
Concentrate on more map skills, such as knowing where the continents, oceans, equator, and
poles are located (Geography).
April
Earth Day is a good time to talk about resources and recycling.
Also, you may begin teaching about consumer demands and trade with other countries
(Economics).
May
Continue talking about goods and services (Economics).
Department
Pinellas County Schools
2010
Grade Level: 2
Social Studies
2011-2012
CURRICULUM MAP
Geography
Objective:
Students will use different types of maps/globes to identify various features and elements.
Concept
Maps/Globes
Essential Questions
Benchmarks
People, Places, Events, Terms
What are elements of different types of maps?
SS.2.G.1.1
Key, legend, compass rose, coordinate
grids, directions, scale, north, south, east,
west
Where in North America do you live and what/where are the state capitol and national capitol?
SS.2.G.1.2
Florida, Tallahassee, Washington DC,
city
What and where are: Equator, 7 Continents, 4 Oceans, North and South Poles, and countries
is North America?
SS.2.G.1.3
SS.2.G.1.4
Continents, oceans, equator
Activities
Examine primary and secondary sources.
Utilize the media center, technology, or other informational sources to locate information that provides
answers to questions.
Examples of various types of maps and globes for
free exploration.
Label N, S, E, W on a map together.
Star symbol for capitols.
Identify and label all continents , oceans, countries
in North America, and equator.
Activity -Mapping the Garden (provided)
Activity -Plotting Locations (provided)
Activity -Where On Earth Are You? From
http:\www.lessonsnips.com/docs/pdf/
mapelements.pdf
Department
Estimated Number of Weeks: 8
Benchmarks
SS.2.A.1.1
SS.2.A.1.2
Houghton Mifflin Curriculum
Cross Curriculum Tie-Ins
Outline Maps – In Teacher’s Edition, Math-Points on a grid, measuring
TR30 – TR39
distance
Additional Vocabulary Cards –
Teacher’s Edition, TR41 – TR68
Textbook pages 32-35, 38, 42-43, 47,
66-69, 72-73, 82-83, 108, 110
Student Practice Book pages 2, 4, 9,
11
Transparencies 1, 2, 4, 5
R10-R19 - Maps in the back of the
textbook
Pinellas County Schools
2010
Grade Level: 2
Social Studies
2011-2012
CURRICULUM MAP
Economics
Objective:
Students will recognize that goods and services are trades with other countries to meet consumer demands.
Concept
Resources
Essential Questions
Estimated Number of Weeks: 8
Benchmarks
People, Places, Events, Terms
How do resources affect peoples choices?
SS.2.E.1.1
What goods do people supply based on consumer demands?
SS.2.E.1.2
Jobs, housing, consumer demands
What goods and services does the United States trade with other countries?
SS.2.E.1.3
Clothing, toys, cars, food
Demands
Trading
Activities
Benchmarks
Houghton Mifflin Curriculum
SS.2.A.1.1
Vocabulary-textbook pages 158-159
Examine primary and secondary sources.
SS.2.A.1.2
Unit 4, Lesson 1-pages160-161 ―Needs, Wants,
Utilize the media center, technology, or other informational sources to
and Choices‖
locate information that provides answers to questions.
Unit 4, Lesson 3-pages 172-177 ―Goods and SerJr. Achievement Presentation on Spending/Saving, Wants/Needs
SS.2.E.1.4
vices‖
japinellas.org [email protected] (727)530-0884
Unit 4, Lesson 4-pages180-185 ―People Save
Activity-Economics from www.lessonsnips.com/docs/pdf/
Money‖
adamsmith.pdf (Adam Smith-father of modern economics)
Pages 200-201 ―Money Around the World‖
Activity-Foreign Economics from www.lessonsnips.com/docs/pdf/
foreigneconomics.pdf
Activity-Goods and Services from www.lessonsnips.com/docs/pdf/
fourmarkets.pdf
Activity-If You Give a Mouse a Cookie (provided)
Activity-Managing Earned Money from www.lessonsnips.com/docs/pdf/
spendsave.pdf
Activity-Supply and Demand from www.lessonsnips.com/docs/pdf/
Department
Pinellas County Schools
suppludemand.pdf
Cross Curriculum Tie-Ins
Math: Money
Treasures:
—Unit 1, Week 3-‖Fighting the
Fire‖
—Unit 2, Week 3-‖A Trip to the
Emergency Room‖
2010
Grade Level: 2
Social Studies
2011-2012
CURRICULUM MAP
Civics & Government
Objective:
Students will realize the importance of government and civics.
Concept
Foundations of
Government
Estimated Number of Weeks: 8
Essential Questions
Why do people form governments?
Benchmarks
People, Places, Events, Terms
SS.2.C.1.1
Laws, safety, rules
SS.2.C.2.1
SS.2.C.2.2
SS.2.C.2.3
SS.2.C.2.4
SS.2.C.2.5
Right to vote, freedom of speech, freedom of religion, volunteering, recycling
SS.2.C.3.1
SS.2.C.3.2
White House, Constitution, Statue of
Liberty, Liberty Bell, Ellis Island
What would happen if there were no laws and rules?
What are the rights and responsibilities of citizenship?
Citizenship
What are contributions that citizens have made?
Structure of
Government
What are the important documents, symbols, and individuals that represent the United States?
Activities
Benchmarks
SS.2.A.1.1
Examine primary and secondary sources.
Utilize the media center, technology, or other infor- SS.2.A.1.2
mational sources to locate information that provides
answers to questions.
www.brainpop.com
Activity -How to be a Good Citizen from
www.lessonsnips.com/docs/pdf/citizenship.pdf
Activity-The Ellis Island Experience
Activity-Immigration: Facts and Faces
Activity-Taking Responsibility from
www.lessonsnips.com/docs/pdf/
takeresponsibility.pdf
Department
Houghton Mifflin Curriculum
Rules—pages 30-31
Unit 3, Lesson 1-pages 122-123 ―Ellis Island‖
Unit 3, Lesson 3-pages 136-143 ―Symbols‖
Unit 3, Lesson 4-pages 144-147 ―Holidays‖
Cross Curriculum Tie-Ins
Treasures:
—Unit 1, Week 3-‖Fighting the Fire‖
—Unit 2, Week 3-‖A Trip to the Emergency Room‖
—Unit 4, Week 3-‖A Way to Help Planet Earth‖
Unit 6—‖America’s Government‖
Pinellas County Schools
2010
Grade Level: 2
Social Studies
2011-2012
CURRICULUM MAP
American History
Objective:
Students will recognize the importance of early Native Americans and immigrants and the impact they have made on the United States.
Concept
Inhabitants
Native Americans
Cultures
Essential Questions
Estimated Number of Weeks: 8
Benchmarks
People, Places, Events, Terms
How are the cultures of Native American tribes and various regions in the United States alike? SS.2.A.2.1
SS.2.A.2.2
Location, clothing, housing, food, beliefs and practices, art, music
Impact
Colonial America
What was the impact of immigrants on the Native Americans?
What changes have occurred over time in the daily life of Colonial America?
What was the importance of Ellis Island and the Statue of Liberty on immigration?
SS.2.A.2.3
SS.2.A.2.4
SS.2.A.2.6
Location, clothing, housing, food, beliefs and practices, art, music, settlements
Immigration
Why do people come to the United States and why does immigration continue today?
SS.2.A.2.5
SS.2.A.2.7
SS.2.A.2.8
Religious freedom, war, hunger, jobs,
food, language, music, art, clothing,
beliefs and practices, clothing
What have been the cultural influences and contributions of immigrants today?
Activities
Benchmarks
SS.2.A.1.1
Examine primary and secondary sources.
Utilize the media center, technology, or other informational sources SS.2.A.1.2
to locate information that provides answers to questions.
Identify terms and designations of time sequence.
SS.2.A.3.1
Create a timeline of the class birthdays and major events.
Activity-American Indians from www.lessonsnips.com/docs/pdf/
americanindian.pdf
Activity-Colonial Life from www.lessonsnips.com/docs/pdf/
coloniallife.pdf
Activity-Native American Homes from www.lessonsnips.com/
docs/pdf/nativeamericanhomes.pdf
Activity-Time and Chronology of Events from
www.lessonsnips.com/docs/pdf/americanfence.pdf
Department
Houghton Mifflin Curriculum
Cross Curriculum Tie-Ins
Reading a timeline—pages 124-125
―Ellis Island‖ - pages122-123
―Pictures from the Past‖ Teacher’s Edition –207N,
Teacher Read Aloud
Unit 5—America’s Past
Unit 5, Lesson 1-pages 212-221 ―First Americans‖
Unit 5, Lesson 3-pages 226-239 ―Jamestown and
Plymouth‖
Treasures:
–Unit 5, Week 3-‖Columbus Explores
New Lands‖
—Unit 6, Week 4-‖African-American
Inventors‖
Pinellas County Schools
2010
Mapping the Garden
Grade Level(s): 1-2 Submitted by: Gretchen, 2nd grade teacher
The learner will understand the legend, the key, the symbols and the area on a map by viewing several maps and discussing the mentioned features of the maps. The l
then draw their own map of the garden the class will be planting in a future lesson.
Objectives:
The learner will understand the legend, the key, the symbols and the area on a map by viewing several maps and discussing the mentioned features of the maps. The l
then draw their own map of the garden the class will be planting in a future lesson.
Materials:
4 maps to be used as samples
25 blank maps for constructing their own maps
25 pencils
25 packs of crayons
Plan:
1. Start a discussion about maps with the students.
2. Generate feedback from the students by asking them questions such as:
What is a map?
Have you ever used a map?
Why are maps important?
Is it important to know how to read a map and why?
Discuss the questions and lead into why maps are important and why the components of a map are important.
Then, display four examples of maps and point out the legend, key, symbols and area on each map. Discuss what each component is used for on a map and why.
Ask the students, as a large group, to identify each component discussed on the samples maps.
Explain that the class will be planting a garden in a future lesson and will need to map out the plants that they will be planting. Tell the students that by making a map
den everyone will know where to plant the plants and have a neat organized garden. The map will also be important after the plants have been planted to tell which plan
planted where.
Tell the students that they will be planting four of each of these types of plants: peppers, tomatoes, carrots and lettuce.
Then, distribute a blank map to the students that will have a box for the legend, key, and symbols. The area of the map will have a square, two rectangles, a circle an
gle.
Draw the same map on the board and ask the students what they would like to plant in each of the shapes and come to an agreement of the arrangement.
Ask the students what symbol they would like to use to represent each vegetable that will be planted. Then, plot out the arrangement on the map on the board. Comp
legend and key portion on the map as well.
Instruct the students to copy the model map on the board to their blank map. The students will use crayons to draw the symbols in the legend, key and area.
Department
Pinellas County Schools
2010
If you Give a Mouse a Cookie
By Laura Joffee Numeroff Harper Collins Lesson by Mary Suiter
Grades 1-3 Nebraska Standards: 1.19, 4.16, and 4.6 Economics: unlimited wants, goods, services Language Arts: Cause/effect, sequencing, recall, making predictions
Synopsis: A little mouse shows up at a young man's house. The young man gives the mouse a cookie and starts a chain of events.
Materials: markers, crayons, pencils, drawing paper
Procedure:
Pre-reading
1. Ask students if they have heard sentences like these: "If you finish your work, you may watch television" or "If you stop talking, you may go to rec
2. Explain that the first part of each sentence tells something that might happen. It is called the "cause." The second part of the sentence tells what might happen
the first thing happened. It is called the "effect."
3. Ask students to identify the "cause" and "effect" of the sample sentences. Explain that because the work was finished, permission was given to watch television
cause the class stopped talking, permission was given to go to recess.
4. Ask students to predict how this sentence might end: "If you clean your room, you may..." Use student responses to reinforce the cause/effect relation-ship.
5. Introduce the book, If You Give a Mouse a Cookie, by reading the first line of the story, "If you give a mouse a cookie..." and ask students to predict what the ef
might be.
Reading
6. Complete reading If You Give a Mouse a Cookie.
Post Reading
7. To help students recall the events of the story, ask a student to name what the mouse wanted first.
8. Ask the next student to name the first and second things the mouse wanted.
9. Ask the third student to name the first, second and third things the mouse wanted. Continue this process until the students have named all the things the mouse
wanted. (cookie, milk, straw, napkin, mirror, scissors, broom, mop, bucket, little box, pillow, story, paper, crayons, pen, tape)
10. Discuss examples of cause/effect statements from the story.
11. Read the last page of the story, "he's going to want a cookie to go with it." Ask students to predict a possible effect of wanting a cookie.
Department
Pinellas County Schools
2010
Additional Websites:
http://it.pinellas.k12.fl.us/Teachers3/gurianb/socialstudies.html
http://www.whitehouse.gov/about/white-house-101/
http://bensguide.gpo.gov/benfranklin/index.html
http://www.history.com/topics
http://www.kids.gov/
http://www.americaslibrary.gov/
http://www.ipl.org/div/stateknow/
http://www.va.gov/kids/k-5/index.asp?intSiteID=2
http://teacher.scholastic.com/activities/clf/tguidesitemap
4Kids.org
http://sharepoint.leon.k12.fl.us/esss/
Department
Pinellas County Schools
2010