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Second Grade Social Studies

2014-15 Curriculum Guide

Iredell-Statesville Schools

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Second Grade Social Studies

Table of Contents

Purpose and Use of the Documents………………………………………………………………………………………………………………………………………3 College and Career Readiness Anchor Standards for Reading……………………………………………………………………………………………….4 College and Career Readiness Anchor Standards for Writing………………………………………………………………………………………………..5 College and Career Readiness Anchor Standards for Language…………………………………………………………………………………………….6 College and Career Readiness Anchor Standards for Speaking and Listening……………………………………………………………………….7 Opportunities for Literacy Intergration…………………………….…………………………………………………………………………………………………8 Year at a Glance…………………………………………………………………………………………………………………………………………………………………12 History………………………………………………………………………………………………………………………………………………………………………………14 Geography and Environmental Literacy…………………………………………………………………………………………………………………………….16 Economics and Financial Literacy………………………………………………………………………………………………………………………………………20 Civics and Governance………………………………………………………………………………………………………………………………………………………23 Culture………………………………………………………………………………………………………………………………………………………………………………25 iPad apps for Social Studies………………………………………………………………………………………………………………………………………………..27

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Purpose and Use of the Documents

The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program.

The “At-a-Glance” provides a snapshot of the recommended pacing of instruction across a semester or year.

Learning targets (“I can” statements) and Criteria for Success (“I will” statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard.

The academic vocabulary or content language is listed under each standard. There are 30-40 words in bold in each subject area that should be taught to mastery.

The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards.

Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides.

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College and Career Readiness Anchor Standards for Reading

The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.

Key ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently. * Please see “Research to Build and Present Knowledge” in writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

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College and Career Readiness Anchor Standards for Writing


Text Types and Purposes*

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

* These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.’

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College and Career Readiness Anchor Standards for Language


Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference material, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

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College and Career Readiness Anchor Standards for Speaking and Listening


Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas

4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Taken from Common Core Standards (www.corestandards.org)

http://www.corestandards.org/

2014-2015 Iredell-Statesville Schools – 2nd Grade Social Studies

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Opportunities for Literacy Integration

ELA Standards

Social Studies Standards Web Resources Reading Selections

HISTORY

2.RI.3 Sequencing events

2.H.1.1 Use Timelines to show sequencing of events

www.readinga-z.com; leveled readers

http://auth.grolier.com/login/bookflix/l

ogin.php

www.Internet4classrooms.com

(games, activities, lesson plans)

www.readwritethink.org

biography cube

Family History Timeline

http://www.dpi.state.nc.us/docs/curric

ulum/socialstudies

Leveled Readers

Making Memories: Changing With the Times How Baseball Began Cowboy Gear Celebrating the Buffalo Years Red, White, and Blue, The story of the American Flag The House on Maple Street The Quilt Story

Trade Books

Hail to the Chief Martin Luther King, Jr. George Washington: Our First President A Picture Book of Eleanor Roosevelt The Story of Ruby Bridges Clara Barton

2.RI.2 Main Idea

2.H.1.2- Identify the contributions of Historical Figures

2.RI.9 Compare/ Contrast 2 different texts

2.H.1.3- Compare various interpretations of the same time period using evidence such as photographs and interviews

http://www.readinga-z.com/

http://auth.grolier.com/login/bookflix/login.php


http://www.readwritethink.org/

http://www.dpi.state.nc.us/docs/curriculum/socialstudies

http://www.dpi.state.nc.us/docs/curriculum/socialstudies


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Geography and Environmental Literacy

2.RI.7. Images related to text

2.G.1.1 – Interpret maps of school and community that contain symbols, legends, and cardinal directions.



ogin.php

www.earthgoogle.com

www.kids.nationalgeographic.com

www.smokeybear.com

Create a map of home, school, or

community

Globes and Maps

Leveled Readers

Tradebooks:

We Need directions

Me on a Map

Looking at Maps and Globes

2.RI.5 Text features

2.G.1.2 Interpret the meaning of symbols and the location of physical and human features on a map.

../../../../../../Documents%20and%20Settings/clickok/My%20Documents/Dropbox/SS%20K-5/CRW%202013-14/www.Internet4classrooms.com



http://www.earthgoogle.com/

../../../../../../Documents%20and%20Settings/clickok/My%20Documents/Dropbox/SS%20K-5/CRW%202013-14/www.discoveryed.com

http://www.smokeybear.com/


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Economics and Financial Literacy

2.RI.3 cause and effect

2.E.1.1 Give examples of ways in which businesses in the community met the needs and wants of consumers.



ogin.php



www.econedlink.org

www.amyaxekrod.com

Scott Foresman Leveled Readers Trade Books:

The Big Buck Adventure

How Much is that Doggie in the Window?

Spending and Savings

Pigs Will be Pigs

Caps for Sale

Chicken Sunday

Isabel’s Car Wash

2.RI.1 Ask and answer WH questions 2.RI.3 cause and effect

2.E.1.2- Explain the roles and impact producers and consumers have on the economy

2.RI.2 Main Topic/Key Details 2.RI.3 cause and effect

2.E.1.3- Summarize the concept of supply and demand

2.RI.2 Main Topic/Key Details

2.E.1.4- Explain why people and countries around the world trade for goods and services

2.RI.1 WH questions

2.E.1.5 Explain how money is used for saving, spending, borrowing, and giving

2.RI.2 Main Idea

2.E.1.6 Summarize the role of financial institutions relative to savings





http://www.scholastic.com/


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Civics and Governance

2.C &G 1.1- Explain government services and their value to the community.



ogin.php



www.thereadingnook.com

Scott Foresman Leveled Readers

Tradebooks:

Following the Rules

Think Before You Act

Working Together

2.RI.10 Understanding Informational Text 2.RI.3 cause and effect

2.C &G 1.2Explain how governments establish order, provide security, and create laws to manage conflict.

Culture

2.R.L.2 Stories Fables Folktales

2.C.1.1 Explain how artistic expressions of diverse cultures contribute to the community.



ogin.php



www.Scholastic.com

Christmas Around the World

Scott Foresman Leveled Readers

Tradebooks:

The Very Big Potato

Tikki Tikki Tembo

The Legend of the Blue Bonnet

Jingle Dancer

Whoever You Are

2.RL.1 WH questions

2.C.1.2- Recognize the key historical figures and events that are associated with various cultural traditions

2.RI.9 Similarities/Differences

2.C.1.3 Exemplify respect and appropriate social skills needed for working with diverse groups.









http://www.scholastic.com/


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A Year at a Glance

1st Quarter

Conceptual Strand: Civics and Governance Concept (s): Governmental Systems Clarifying Objectives:

2. C&G.1.1 Explain government services and their value to the community (libraries, schools, parks, etc.). 2. C&G.1.2 Explain how governments establish order, provide security and create laws to manage conflict.

Conceptual Strand: Geography & Environmental Literacy Concept (s): Location, Physical Attributes Clarifying Objectives:

2. G.1.1 Interpret maps of the school and community that contain symbols, legends and cardinal directions. 2. G.1.2 Interpret the meaning of symbols and the location of physical and human features on a map (cities, railroads, highways, countries, continents,

oceans, etc.).

2nd Quarter

Conceptual Strand: Economics & Financial Literacy Concept (s): Needs and Wants, Producers, Consumer Goods, Services, Supply, Demand, Trade Clarifying Objectives:

2. E.1.1 Give examples of ways in which businesses in the community meet the needs and wants of consumers.

2. E.1.2 Explain the roles and impact producers and consumers have on the economy.

2. E.1.3 Summarize the concept of supply and demand.

2. E.1.4 Explain why people and countries around the world trade for goods and services.

2. E.1.5 Explain how money is used for saving, spending, borrowing and giving.

2. E.1.6 Summarize the role of financial institutions relative to savings.

3rd Quarter

Conceptual Strand: History Concept (s): Change, Patterns Clarifying Objectives:

2. H.1.1 Use timelines to show sequence of events.

2. H.1.2 Identify contributions of historical figures (community, state, nation and world) through various genres.

2. H.1.3 Compare various interpretations of the same time period using evidence such as photographs and interviews.

Conceptual Strand: Culture Concept (s): Diversity, Culture Classifying Objectives:


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2. C.1.1 Explain how artistic expressions of diverse cultures contribute to the community (stories, art, music, food, etc.).

2. C.1.2 Recognize the key historical figures and events that are associated with various cultural traditions.

2. C.1.3 Exemplify respect and appropriate social skills needed for working with diverse groups.

4th Quarter

Conceptual Strand: Geography and Environmental Literacy Concept (s): Location, Physical Attributes Clarifying Objectives:

2. G.2.1 Give examples of ways in which people depend on the physical environment and natural resources to meet basic needs.

2. G.2.2 Explain how people positively and negatively affect the environment.

Conceptual Strand: Culture Concept (s): Diversity, Culture Classifying Objectives:

2. C.1.1 Explain how artistic expressions of diverse cultures contribute to the community (stories, art, music, food, etc.).

2. C.1.2 Recognize the key historical figures and events that are associated with various cultural traditions. 2. C.1.3 Exemplify respect and appropriate social skills needed for working with diverse groups.


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History Essential Standard: 2.H.1 Understand how various sources provide information about the past.

Clarifying Objectives: 2.H.1.1 Use timelines to show sequencing of events. 2.H.1.2 Identify contributions of historical figures (community, state, nation and world) through various genres.

2.H.1.3 Compare various interpretations of the same time period using evidence such as photographs and interviews.

Unpacking: What does this standard mean that a student will know and be able to do? 2.H.1.1 The student will understand: Events are often put in order by time to help describe the past. The student will know: Detailing important events that have occurred can be identified by using a timeline. How events are organized on a timeline to understand present and past.

The student will be able to: Make a timeline detailing important events in his/her life (e.g., birth, first day of school, etc.). Make a timeline detailing important events from the lives of famous people such as Rosa Parks, Pocahontas, George Washington, etc. Demonstrate chronological thinking by distinguishing among years, decades, etc. using a timeline to provide historical information showing sequencing of events. 2.H.1.2 The student will understand: Contributions of historical figures have helped shape history. The student will know: How to use various genres to find contributions of historical figures, such as Abraham Lincoln, Martin Luther King, Jr., Michael Jordan, Thurgood Marshall, Thomas Jefferson, Sacagawea, Daniel Boone, Frederick Douglas, etc. and how they influenced history in communities, state, nation and world. Different genres such as history books, biographies, autobiographies, etc. are used to find out information about historical figures. 2.H.1.3 The student will know: How to identify and compare characteristics indicative to a particular time period when viewing media such as photographs, pictures, interviews, etc. Why it is important to compare interpretation.


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The difference between a primary and a secondary source. The student will be able to do: To use historical information, artifacts and documents acquired from a variety of sources to investigate the past.

Essential Vocabulary: timeline, chronological, historical, secondary and primary resources Learning Targets: “I Can” Criteria For Success: “I Will”

I can make a timeline detailing important events in my life. I will understand how events are often put in order by time to help describe the past.

I can make a timeline detailing important events in the lives of famous people.

I will organize events on a time line in sequential order.

I can make a timeline to provide historical information showing a sequence of events.

I will understand how contributions of historical figures have helped shaped history.

I can read various genres to find contributions of historical figures

I will identify and compare how characteristics are important to a specific time periods.

I can determine how historical figures influenced history and communities, state, nation, and world.

I will identify the differences between primary and secondary sources.

I can use different sources to find information about historical figures.

I can view photographs, pictures, and interviews to locate information about specific time periods.

I can identify a primary source.

I can identify a secondary source.


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Geography and Environmental Literacy Essential Standard: 2.G.1 Use geographic representations, terms and technology to process information from a spatial perspective.

Clarifying Objectives: 2.G.1.1 Interpret maps of the school and community that contain symbols, legends and cardinal directions. 2.G.1.2 Interpret the meaning of symbols and the location of physical and human features on a map (cities, railroads, highways, countries, continents, oceans, etc.).

Unpacking: What does this standard mean that a student will know and be able to do? 2.G.1.1 The student will know: How to use map elements, such as title, compass rose, legend/key, date and author to interpret a map. Why we use geographic tools such as maps, legends, keys, symbols, cardinal directions, and compass rose, etc. The purpose and use of a variety of maps and atlases. The student will be able to do: Use map symbols to represent streets, roads, buildings, etc. 2.G.1.2 The student will know: How to interpret symbols such as a character, letter, or similar graphic representation used on a map. How to find the location of physical features (e.g., continents, oceans, etc.) and human features (e.g., cities, railroads, highways, etc.) on a map. How to interpret map symbols to find locations of physical and human features on map. Human features versus physical features. The student will be able to do: Use map symbols to represent streets, roads, buildings, etc.

Essential Vocabulary: symbol, legend, keys, cardinal directions, compass rose, atlas, geographic, physical features, human features Learning Targets: “I Can” Criteria For Success: “I Will”

I can use maps symbols (legends, keys, cardinal directions, compass rose).

I will interpret maps of the school and community.

I can explain why we use geographic tools to help us read maps. I will interpret the meaning of symbols and the location of physical and human features on a map.

I can understand why we use maps and atlas.’


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I can identify the location of physical features on a map.

I can identify the location of human features on a map.

I can compare and contrast physical and human features on a map.


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Geography and Environmental Literacy Essential Standard: 2.G.2 Understand the effects of humans interacting with their environment.

Clarifying Objectives: 2.G.2.1 Give examples of ways in which people depend on the physical environment and natural resources to meet basic needs. 2.G.2.2 Explain how people positively and negatively affect the environment.

Unpacking: What does this standard mean that a student will know and be able to do? 2.G.2.1 The student will understand: People depend on the physical environment and use natural resources such as vegetation, animal life, landforms and bodies of water, etc. to meet basic needs. Physical environment shapes the way people live. People settle in certain areas depending on the physical environment and availability of natural resources. The student will know: The definition of natural resources. For example: tree, rainwater, air, etc. The various ways in which people use the environment to meet their needs.

2.G.2.2 The student will understand: Changing the physical environment may affect the environment. Interactions of human beings and their physical environment impact the uses of land and ecosystem changes. People may affect the environment in positive ways. For example: recycling, conserving water, etc. People may affect the environment in negative ways. For example: polluting lakes, streams, etc. Managing resources effectively in the environment such as conserving water, reducing the amount of waste, etc. may protect these resources for future generations. The student will know: What it means to litter, recycle, and conserve. Ways in which people impact the environment both positively and negatively.


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Essential Vocabulary: ecosystems, landforms, natural resources, litter, recycle, conserve Learning Targets: “I Can” Criteria For Success: “I Will”

I can explain how people depend on the physical environment to meet basic needs.

I will give examples of ways in which people depend on the physical environment and natural resources to meet basic needs.

I can explain how people use natural resources to meet basic needs.

I will explain how people positively and negatively affect the environment.

I can describe how the physical environment shapes how people live.

I will understand how managing resources in the environment may protect future resources.

I can explain why people choose to live in certain places based on physical environment.

I can describe the positive and negative affects people have on the environment.

I can describe the positive and negative affects people have on different ecosystems and landforms.

I can explain what it means to litter, recycle, and conserve.


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Economics and Financial Literacy Essential Standard: 2.E.1 Understand basic economic concepts

Clarifying Objectives: 2.E.1.1 Give examples of ways in which businesses in the community meet the needs and wants of consumers. 2.E.1.2 Explain the roles and impact producers and consumers have on the economy. 2.E.1.3 Summarize the concept of supply and demand. 2.E.1.4 Explain why people and countries around the world trade for goods and services. 2.E.1.5 Explain how money is used for saving, spending, borrowing and giving.

2.E.1.6 Summarize the role of financial institutions relative to savings.

Unpacking: What does this standard mean that a student will know and be able to do? 2.E.1.1 The student will understand: Businesses in a community impact economic wants of consumers. The student will know: What a want is versus a need. How to define a market economy. How to identify businesses in the local community. A market economy answers the questions of what gets produced, how it is produced, and who receives it, and how it meets the needs and wants of consumers. For example: Clothes produced in factories meet consumers needs/wants, grocery stores supply food products because consumers need them. Economics is the process of making decisions about the use of resources to meet the needs and wants of consumers. Businesses incur costs by hiring individuals and earn revenue by selling goods and services. The language of economics such as scarcity, resource, revenue, consumer, producer, etc.

2.E.1.2 The student will understand: Choices people make about what they buy often influence what goods and services are produced. People can be both producer and consumer. Because people cannot produce everything that consumers want, people depend on trade with others to meet their wants and needs. The student will know: The language of economics such as choice, producer and consumer. The distinction between consumer and producer. Examples to show the impact that producers and consumers have on the economy. 2.E.1.3The student will understand:


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Business decisions are influenced by supply and demand. The student will know: The price of a good is determined by the cost to produce it and the demand of a product. Economic language of economics such as the concept of supply and demand.

2.E.1.4 The student will understand: World trade often impacts economic efficiency by providing a wider variety of goods, often at lower manufacturing costs. Countries trade in both goods and services. The student will know: What it means to trade or barter. For example: exchanging one thing for another. For example: how the American Indians traded furs, shells, etc. for items of need. People cannot produce everything that consumers want and depend on trade with others to meet their wants and needs. How to distinguish between barter/trade and money.

2.E.1.5 The student will understand: Responsible individuals use good decision-making when using money for spending and saving. The student will know: People can earn money (e.g., income) that can be spent or saved as they choose. Ways money is transferred for goods, the performance of a service, giving, borrowing and saving. Advantages and disadvantages of saving money. For example: saving money allows you to buy things you need or want. For example: not saving money will limit buying needs and wants which may cause you to go without, borrow, or give. Money can be used in various ways. 2.E.1.6 The student will understand: Financial institutions often influence people to save. The student will know: The role of financial institutions (e.g., banks) and how they assist people (e.g., opening an account, etc.) in saving money. What a financial institution is such as a bank, etc.

Essential Vocabulary: economy, , shortage, supply and demand, trade, barter, bank, cost, price


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Learning Targets: “I Can” Criteria For Success: “I Will” I can identify a want versus a need. I will understand that businesses in a community impact economic wants of

that community.

I can define and explain the use of a market economy. I will understand the choices people make about what they buy often influence what goods and services are produced.

I can identify local businesses in the community. I will summarize the concept of supply and demand.

I can understand that economics is the process of making decisions that benefit its consumers.

I will understand how world trade often impact economic efficiency.

I can understand the hiring process of businesses I will understand why countries trade in both goods and services.

I can understand how business earn money I will understand how responsible individuals use good decision-making for spending and saving money.

I can explain the differences between consumers and producers. I will understand how financial institutions often influence people to save.

I can give examples to show the impact consumers and producers have on the economy.

I can describe how the demand of a product affects the price of the product.

I can explain how business decisions are influenced by the supply and demand of a community

I can use economic language correctly.

I can explain what it means to trade and barter

I can understand that people need other countries to help supply their demands.

I can understand how people earn money that can be spent or saved as they choose.

I can describe ways money is transferred for goods and services.

I can describe ways people borrow and save money.

I can describe the advantages and disadvantages of saving money.

I can identify a financial institution, such as a bank, and what it does.


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Civics and Governance Essential Standard: 2.C&G.1 Understand the purpose of governments

Clarifying Objectives: 2.C&G.1.1 Explain government services and their value to the community (libraries, schools, parks, etc.). 2.C&G.1.2 Explain how governments establish order, provide security and create laws to manage conflict.

Unpacking: What does this standard mean that a student will know and be able to do? 2.C&G.1.1 The student will understand: Local government services impact the lives of its citizens. The student will know: Types of services in the government. Services are commonly provided by the local government. For example: parks, police, fire protection, schools, libraries Services are valuable to the community. For example: Policemen protect us and keep us safe, parks provide recreation, and libraries and schools provide education.

2.C&G.1.2 The student will understand: Governments create laws to mange conflict. Governments work to serve the needs of the people in a community. The student will know: The purpose and functions of government. For example: Government leaders work to keep people safe and to keep order. Local governments make, enforce and interpret laws in the local community. Some leaders are part of the government. For example: mayor is the leader of the town or city, city council makes decisions for the community, etc.


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Essential Vocabulary: government, laws, conflict, enforce

Learning Targets: “I Can” Criteria For Success: “I Will” I can identify the types of services in the local government. I will understand how the services of the local government impact the lives of

its citizens.

I can describe the services provided by the local government. I will understand why governments create laws to manage conflict.

I can explain why services are valuable to the community. I will understand how governments work to serve the needs of the people in a community.

I can describe the purpose and functions of government.

I can determine why governments make, enforce, and interpret laws in the local community.

I can identify local government leaders.


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Culture Essential Standard: 2.C.1 Understand how various cultures influence communities.

Clarifying Objectives: 2.C.1.1 Explain how artistic expressions of diverse cultures contribute to the community (stories, art, music, food, etc.). 2.C.1.2 Recognize the key historical figures and events that are associated with various cultural traditions. 2.C.1.3 Exemplify respect and appropriate social skills needed for working with diverse groups.

Unpacking: What does this standard mean that a student will know and be able to do? 2.C.1.1 The student will understand: Cultures from other countries may have influence a community. For example: foods such as Mexican, Chinese, and music such as Latino, Reggae etc. Cultures have different ways of expressing art.

Language, art, music and cultural traditions lead to global understanding. The student will know: How stories, art, music, food, etc. have shaped the culture of communities. Language, art, stories, technology, music, etc. serve as cultural expressions. For example: American Indian Heritage month is celebrated in November. It is a time to learn about the history and heritage of Native American people and how they contributed (food, art, music, dance, etc.) to their community.

2.C.1.2 The student will understand: Historical figures and events help to shape cultural traditions. For example: Martin Luther King, Jr. Cinco de Mayo, Kwanza, Chinese New Year, Independence Day, Memorial Day, etc. The student will know: Some key historical figures and events from different cultural traditions 2.C.1.3 The student will understand: Respect for diverse groups may be influenced by individual ethnic and cultural differences. People have different cultural values and traditions.


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The student will know: The meaning of respect. How to interact and communicate with others.

Essential Vocabulary: cultural values, heritage

Learning Targets: “I Can” Criteria For Success: “I Will” I can explain that cultures have different ways expressing art and music.

I will understand how cultures from other countries influence a community.

I can determine how cultural traditions lead to global understanding.

I will understand how historical figures and events helped to shape cultural traditions

I can identify key historical figures from different cultures. I will represent respect and appropriate social skills when working with diverse groups.

I can identify key events from different cultures.

I can show respect for others through my words and actions.

I can compare and contrast different cultural values and traditions.

The ISS Curriculum Guide is adapted from NC DPI http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/social-studies/2nd.pdf .

http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/social-studies/2nd.pdf

http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/social-studies/2nd.pdf


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Social Students iPad Applications

K-2 3-5

National Geographic for Schools Time for Kids (News) Student News Daily

Time for Kids Family Edition Scholastic News Online StrataLogica Whole Wide World 2 – A Fingerprint

Network App DOGO News Lincoln 1863: Lincoln’s Journey to

Gettysburg One Globe Kids – Children’s Stories

from Around the World National Geographic Kids World History Games

Touchable Earth Ben’s Guide to US Government American History Test Prep

Geography Drive Congress for Kids Pass the Past Atlas for iPad Free Branches of Government American Landmarks ($0.99)

Stack the States Lite Branches of Government 1 Exam Bust History American Revolution Game ($3.99) Constitution by Kids Discover

NextGen Press Core Curriculum Third Grade

We the People: The Citizen and the Constitution

Community: Live, Word, and Play ($0.99)

Learn the World 4th-5th Reading Comprehension Social Studies ($0.99)

One Globe Kids – Children’s Stories from Around the World

Lincoln Telegrams

Early Jamestown Brain Dip Magazine 3rd-4th Reading Comprehension Social

Studies ($0.99)