Regional Collaborative K‐ 8 Social Studies, Grade 2 Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Office of Curriculum & Instruction
Bruce ‘B.C.’ Preston
2nd Grade Social Studies
Curriculum Writing Committee
Nancy Tenenbaum
BOARD OF EDUCATION INITIAL ADOPTION DATE
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Regional Collaborative K‐ 8 Social Studies, Grade 2 Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS 3
Regional Collaborative K‐ 8 Social Studies, Grade 2 Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Content Area: Social Studies
Grade Level: 3rd
Month
Unit
One
Content – What Standards (if known, current Why is this important know? Essential Concepts (Enduring Assessments and Skills: Specific skills
topic or themes
and familiar) Code only
Authentic applications
Understandings)
and strategies for assessments
Continents and 6.5, 6.7
Oceans
Students will understand
how geographical location
affects the people who live
there. Different geographic
regions create different
living needs.
Understanding the
geography of where others
live helps us to understand
the needs of others.
Essential Concepts: Students will Skills:read and discuss information related to
demonstrate the ability to
develop a general understanding each continent
of the locations of the earth’s
-compare a wall map to a globe and
continents and oceans in relation locate the equator and the prime
to each other and in relation to meridian
the equator and the prime
-create a booklet of continents, oceans,
meridian.
equator, and prime meridian
The relationship between the
-label continents and oceans in a puzzle
position of the continents and
map and indicate location of prime
oceans relative to the equator,
meridian, equator, and poles
prime meridian, north and south -research and create a poster about a
poles has a unique impact on the specific continent in cooperative groups
people who live in those areas.
Knowing that relationship
develops an understanding of the
cultures and needs of those who
people each area.
Implications, Perspectives: The
position of continents and oceans
in relation to the equator and
poles affects the lives of people
who live there.
Connections to previous and
future study: Students are
continuing the study of
geography which was started in
Grade One.
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Assessment Strategies:-continent poster which demonstrates
understanding of the continent and the
needs of the people who live there
-teacher observation during all
discussions
Regional Collaborative K‐ 8 Social Studies, Grade 2 Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS -label location of continents, oceans,
prime meridian, equator, and poles
Supplements and
Resources:National Geographic
Beginner's World Atlas
-Neighborhoods and
Communities. McMillan
Publishing Company, 1995
6.5, 6.7, 6.8
Unit
Two
Communities/
Towns in Areas
Students will understand
and respect the differences
in people living in different Essential Concepts: Students will Skills Inquiry through reading - three
types of communities. They develop a general understanding types of communities and how people live
of similarities and differences
in those communities
will explore living
among rural, suburban, and
-Create a booklet identifying their global
conditions in these
urban communities.
address
communities to be able to Students will be able to identify -Compare and contrast lives of people in
their gloabal address.
urban, suburban, and rural communities
appreciate the
-View and have group discussions about
differences/similarities.
videos demonstrating the lives of people
living in different types of communities
Implications, Perspectives The
type of community people live in
affect their needs and ways of
life.
Connections to previous and
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Assessment Strategies:
Regional Collaborative K‐ 8 Social Studies, Grade 2 Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS future study:This unit leads the
students into landforms where
students will understand that
types of communities will be
found in specific landform areas
depending on the needs of the
people living there.
-teacher made quizzes and tests
-global address booklet indicating that
students understand their place in the
world
-teacher observation of student
discussion
Use Computer program, Kidspiration, to
create a web of one type of community.
-Illustration and writing prompt
describing which type of community they
would like to live in and why
Supplements and Resources:
-Neighborhoods and
Communities, MacMillan
Publishing Co.1995
-Videos: Part I Where People
Live and Work and How
Communities are Alike and
Different
Unit Landforms
Three
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6.5, 6.7, 6.8
Students will understand
the needs of citizens living
in areas with specific
landforms They will
respect the differences in
other cultures around the
world.
Essential Concepts: Students will
have a general understand of the Skills:Inquiry through research
types of landforms that are found understanding the different types of
in the world.
landforms.
Landforms, like mountains,
-Create a booklet illustrating and
valleys, hills, rivers, lakes,
defining landforms.
peninsulas, and islands create
-Read “Flat Stanley” and create a Flat
and meet specific needs of the
Stanley to send to a different part of the
people who live there.
world. When Flat Stanley returns
students present information about
landforms that Flat Stanley observed.
Regional Collaborative K‐ 8 Social Studies, Grade 2 Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Implications, Perspectives:
Landforms impact the weather
systems but also provide specific
resources. Communities are
built around meeting or
remediating their needs based on
what landforms can offer and in
what ways they are limited.
Connections to previous and
future study: Students will use
their knowledge of maps and
geographical locations to discuss
travels of Flat Stanley
Study of Oceans, landforms,
Continents are all connected.
Their relationship to people
shows us why people live in
certain areas and why they
develop certain traditions. This
would lead to a study of Towns
and Communities.
Assessment Strategies:Teacher made
quizzes and tests
-Teacher observation
-Completed booklet illustrating and
describing the different types of
landforms
-Flat Stanley presentation demonstrating
understanding of the types of
communities and landform that thier
Flat Stanley visitied
Supplements and Resources:
Neighborhoods and
Communities; MacMillan
Publishing Co., 1995
-Flat Stanley by Jeff Brown
Unit People and
6.4, 6.5, 6.7, 6.8,
Four Places in North
America- Mexico
and Canada
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Students will understand Essential Concepts: Students will
Skills:Inquiry and research using trade
the contributions of ancient understand the common
elements found in different
books.
societies to our lives today. cultures.
-Compare Canada/Mexico’s culture to
They will understand the -Understand the customs of
that of the United States.
importance of respecting people from different geographic,
Regional Collaborative K‐ 8 Social Studies, Grade 2 Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS the differences of other
cultures.
cultural, racial, religious and
ethnic backgrounds
Understand the contributions of
ancient societies to our lives
today.
-Locate Canada/Mexico on map and
identify geographical features
-Create a flag of each country
-Read and study ancient people of
Mexico (Aztecs and Mayans)
-Read and study Inuits
-Research and complete projects related
to people, animals, and geography of
Canada and Mexico
-Prepare and present information at
Cinco de Mayo Celebration
Implications, Perspectives: Many
of the contributions of ancient
cultures affect our lives of today.
Connections to previous and
future study:Students continue
the study of North American
from Grade One. They will
understand the common
elements including geography
that link different cultures.
Supplements and
Resources:Countries of the
World: Mexico, Michael Dahl,
Bridgeston Books, 1997
Countries of the World: Canada,
Michael Dahl, Bridgeston Books,
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Assessment Strategies:
-teacher made quizzes and tests
-Identify and illustrate location of
Canada and Mexico and where people
live there
- writing prompts describing the
traditions of the natives of both lands
-teacher observation during group
projects
-completion of projects demonstrating
understanding of the cultures
-participation in Cinco de Mayo
celebration
Regional Collaborative K‐ 8 Social Studies, Grade 2 Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS 1998
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