2nd Grade Pacing Guide

1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks

Academic Vocabulary to be used throughout the year: Social Studies American freedom modify artifact historical natural hazard communication income order/security conserve/replenish influence pattern continent inventiveness peninsula earn/spend/save island producer/consumer elect/appoint justice product environment landmark public official equality memorial

purchase region route rural settlement timeline urban valley

Week of Aug. 20th - Aug. 24th Aug. 20th - Aug. 24th Indicator 2-3.1 Summarize the role of community workers who provide goods and services.

Instructional Strategies Read Aloud Community Helpers from A to Z. Students look through the blue pages in the government section of the phone book to find different services the government provides. Discuss the job/role of some of the services they may not be familiar with. Make a list of the services the students name. 3. Have small groups of students choose a type of community service worker to research. Allow the students to use encyclopedias and other books to find out more about their workers job. If possible, arrange an interview with someone in that field. Students make posters to display their information and then present what they learned to the rest of the class. 4. Play charades with the class by writing different community service jobs on note cards. Pick a student to draw a card and then act out the job without talking. The student who correctly guesses the job becomes the next person to pick a card. 5. Read The Big Green Pocketbook. As you read, have the students list all of the workers named in the book and write them on the board. Pass out note cards with producers written on one side and service workers written on the other. As you name each worker have the students hold up the card to tell if they make a good or provide a service. Sort the names on the board into these two groups. Now pass out note cards with the word taxes on one side and not taxes on the other side. Go through the list of workers again and have the students identify how each worker is paid. Sort the names on the board into appropriate groups. Follow Literature Link unit for The Big Green Pocketbook. 6. Watch United Streaming video clip, This Is Our Government. Read People and Places, pp. 112-115. Discuss service workers in the community. Workbook p. 28. Resources Text: Scott Foresman Social Studies: People and Places 100-101, 104a, 104-105, 112a, 112-115, 118-119, 120a, 120-123, 126-129, 132-133, 140-141, 154a, 154-159, E4-5, 14-15 World Communities SE10-13, 24, 26-27, 38-41, 52-55, 64-65, 68-69, 80-88 TE10, 14, 18, 22, 25-26, 30 Community Resources: Local government leaders, police, judges, firefighters, etc. 1. 2. Other Resources: Community Helpers from A to Z The Big Green Pocketbook Web Sites: Community Helpers from A to Z - http://teacher.scholastic.com/commclub Cops are Tops; Sound the Alarm: Firefighters at Work http://www.unitedstreaming.com/logins

See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions: After the students have learned about various jobs, ask them to choose which worker they would like to be. Allow time for them to decide how to act out the job. Position various workers around the room and take the other students on a tour of the community. Interview the various workers about their jobs. The students may create props/hats to go with their occupation. Daily Oral Analogies Assessment nd Study Island, Brain Pop, 2 grade Social Studies Module at S3 Curriculum, etc.

nd

Week of Aug. 27th - Aug. 31st Aug. 27th - Aug. 31st Indicator 2-3.2 Explain how peoples choices about what to buy will determine what goods and services are produced. Instructional Strategies 1. Read Aloud Community Helpers from A to Z. Quadrant A 2. Students look through the blue pages in the government section of the phone book to find different services the government provides. Discuss the job/role of some of the services they may not be familiar with. Make a list of the services the students name. Quadrant B 3. Have small groups of students choose a type of community service worker to research. Allow the students to use encyclopedias and other books to find out more about their workers job. If possible, arrange an interview with someone in that field. Students make posters to display their information and then present what they learned to the rest of the class. Quadrant D 4. Play charades with the class by writing different community service jobs on note cards. Pick a student to draw a card and then act out the job without talking. The student who correctly guesses the job becomes the next person to pick a card. Quadrant C 5. Read The Big Green Pocketbook. As you read, have the students list all of the workers named in the book and write them on the board. Pass out note cards with producers written on one side and service workers written on the other. As you name each worker have the students hold up the card to tell if they make a good or provide a service. Sort the names on the board into these two groups. Now pass out note cards with the word taxes on one side and not taxes on the other side. Go through the list of workers again and have the students identify how each worker is paid. Sort the names on the board into appropriate groups. Follow Literature Link unit for The Big Green Pocketbook. Quadrant C 6. Watch United Streaming video clip, This Is Our Government. Quadrant A 7. Read People and Places, pp. 112-115. Discuss service workers in the community. Workbook p. 28. Quadrant A Resources Text: Scott Foresman Social Studies: People and Places 100-101, 104a, 104-105, 112a, 112-115, 118-119, 120a, 120-123, 126-129, 132-133, 140-141, 154a, 154-159 E4-5, 14-15 World Communities:SE10-13, 24, 26-27, 38-41, 52-55, 64-65, 68-69, 80-83 TE10, 14, 18, 22, 25-26, 30 Community Resources: Local government leaders, police, judges, firefighters, etc. Other Resources: Community Helpers from A to Z The Big Green Pocketbook Web Sites: Community Helpers from A to Z - http://teacher.scholastic.com/commclub Cops are Tops; Sound the Alarm: Firefighters at Work http://www.unitedstreaming.com/logins See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions: After the students have learned about various jobs, ask them to choose which worker they would like to be. Allow time for them to decide how to act out the job. Position various workers around the room and take the other students on a tour of the community. Interview the various workers about their jobs. The students may create props/hats to go with their occupation. Quadrant D Assessment Study Island, Brain Pop, 2
nd nd

grade Social Studies Module at S3 Curriculum, etc.

Week of Sept. 3

rd

- Sept.

7th

( Sept . 3 - Labor Day Holiday)

rd

Week of Sept. 4th - Sept. 7th Indicator 2-3.2 Explain how peoples choices about what to buy will determine what goods and services are produced. Instructional Strategies See August 27 Instructional Strategies Resources See August 27 Resources

Assessment

See August 27 Assessments

Week of Sept. 10th - Sept. 14th Sept. 10th - Sept. 14th Indicator 2-3.3 Explain ways that people may obtain goods and services that they do not produce, including the use of barter and money. Instructional Strategies 1. Divide the class into groups and assign each group a different region of South Carolina (beach, mountains, Upstate, midlands). Groups discuss the goods and services in which there would be a market. Students draw

an advertisement for a pretend store depicting the goods and services for sale and their prices. Allow other students to select items to buy. Store owners discuss how these choices will determine price and what they will continue to produce. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Make and record observations about the physical and human characteristics of places. Quadrant D 2. Read The Berenstein Bears Mad, Mad, Mad Toy Craze and follow Literature Link unit. Quadrant A 3. Students brainstorm some of their favorite restaurants. Encourage them to give reasons why they choose to eat there. Explain that restaurant #1 is giving away ________________ (a popular item) with kids meals and restaurant #2 is giving away ________________ (a baby toy) with kids meals. Where are they going to eat now? Explain that if a restaurant becomes popular, more will be built. Discuss examples in Anderson. Quadrant B 4. To help students understand the concept of a market (trade or commerce in a certain service or commodity), pretend to sell a silly service or good. For example, try to get them to pay you to shovel the snow off of their driveway on a warm, sunny day or sell cups of air for $20.00. Students explain why they wouldnt pay for these items/services. Explain that in order to make money, businesses must sell something that people are willing to pay for. Quadrant B 5. Explain to students that business owners decide where to put their business by looking at factors such as the amount of traffic, the existing businesses, and the population of the area. This helps them determine if there is a market for their good or service. Draw a main street map on the board. Label the buildings McDonalds, Sears, Wal-Mart, CVS, etc. Leave one building empty and have the students decide what type of business would do well there. Ask them to explain why they would build that particular business in that spot. Invite a representative from the local area Chamber of Commerce to discuss these topics. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Quadrant D 6. Bring in a current sales flyer from Wal-Mart, Sears, etc. Show the students the types of clothes and sporting goods that are on sale. Ask the students why the stores are selling shorts and tents and not heavy coats and snow skis or vice versa. Continue the discussion by asking the students to explain when there would be a market for sandals, plastic eggs, pumpkins, pool cleaning services, driveway plowing, etc. Quadrant B 7. Allow one of the students to take the lunch count on a day when a choice of foods is offered (ex. hamburgers or cheeseburgers). Discuss the reasons why the cafeteria staff needs to know this information. You may want to bring the class to the cafeteria and allow the staff to explain how peoples choices determine what foods will be produced. Quadrant B 8. Watch United Streaming video clip, How Our Economy Works: All About Earning and Spending Money. Quadrant A Resources Text: Scott Foresman Social Studies: People and Places 68A, 68-71, 100-101, 104A, 104-109, 120A, 120-123 E4-5 - World Communities SE12-13, 26-27, 40-41, 54-55, 68-69, 82, 83 TE10, 14, 18, 22, 26, 30

Other Resources: The Bernstein Bears Mad, Mad, Mad Toy Craze nd See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Assessment Study Island, Brain Pop, 2
nd

grade Social Studies Module at S3 Curriculum, etc.

Week of Sept. 17th - Sept. 21th Sept. 17th - Sept. 21st Indicator 2-3.3 Explain ways that people may obtain goods and services that they do not produce, including the use of barter and money. Instructional Strategies See September 10 Instructional Strategies Resources See September 10 Resources Assessment

See September 10 Assessments

Week of Sept. 24th - Sept. 28th Sept. 24th - Sept. 28th Indicator 2-3.4 Identify examples of markets and price in the local community and explain the roles of buyers and sellers in creating markets and pricing.

Instructional Strategies 1. Explain the cause-and-effect relationship between the price of a toy and how much kids like and want the toy. Quadrant A Read The Berenstein Bears Mad, Mad, Mad Toy Craze and follow Literature Link unit. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant A Read the story Gino Badino by Diana Engel. Encourage the students to describe how the demand for the Badino pasta changed from the beginning of the story to the end of the story. Students explain the reason why the Badino family produced new pasta and how this impacted the price. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant B Show the students various advertisements that contain seasonal/holiday products. Discuss the current price and how it will change after the holiday season. Quadrant B

2.

3.

4.

5.

Watch United Streaming video clip, Economics: The Production, Distribution and Consumption of Goods and Services: Consuming. Quadrant A Resources Text: Scott Foresman Social Studies: People and Places 104-109

E4-5 World Communities SE12-13, 26-27, 40-41, 68-69, 82-83 TE10, 14, 18, 26, 30 Community Resources: Anyone who works in retail Other Resources: The Berenstein Bears Mad, Mad, Mad Toy Craze Gino Badino nd See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions: Set up a student store (possibly connected to classroom behavior). Allow students to purchase items such as snacks and school supplies. Make a graph of items purchased. Use the graph to discuss supply and demand. Quadrant D Students discuss the question, Why do you think that Wal-Mart stocks large numbers of crayons and note paper in July and August? Quadrant C Assessment Study Island, Brain Pop, 2
nd

grade Social Studies Module at S3 Curriculum, etc.

Week of Oct. 1st - Oct. 5th Oct. 1st - Oct. 5th Indicator 2-3.4 Identify examples of markets and price in the local community and explain the roles of buyers and sellers in creating markets and pricing. Instructional Strategies See September 24 Instructional Strategies Resources See September 24 Resources Assessment

See September 24 Assessments

Week of Oct. 8th - Oct. 12th Oct. 8th - Oct. 12th Indicator 2-3.5 Explain the effects of supply and demand on the price of goods and services. Instructional Strategies 1. Explain the cause-and-effect relationship between the price of a toy and how much kids like and want the toy. Quadrant A Read The Berenstein Bears Mad, Mad, Mad Toy Craze and follow Literature Link unit. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant A Read the story Gino Badino by Diana Engel. Encourage the students to describe how the demand for the Badino pasta changed from the beginning of the story to the end of the story. Students explain the reason why the Badino family produced new pasta and how this impacted the price. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant B Show the students various advertisements that contain seasonal/holiday products. Discuss the current price and how it will change after the holiday season. Quadrant B

2.

3.

4.

5.

Watch United Streaming video clip, Economics: The Production, Distribution and Consumption of Goods and Services: Consuming. Quadrant A Resources Text: Scott Foresman Social Studies: People and Places 104-109 E4-5 World Communities SE12-13, 26-27, 40-41, 68-69, 82-83 TE10, 14, 18, 26, 30 Community Resources: Anyone who works in retail Other Resources: The Berenstein Bears Mad, Mad, Mad Toy Craze Gino Badino See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions: Set up a student store (possibly connected to classroom behavior). Allow students to purchase items such as snacks and school supplies. Make a graph of items purchased. Use the graph to discuss supply and demand. Quadrant D Students discuss the question, Why do you think that Wal-Mart stocks large numbers of crayons and note paper in July and August? Quadrant C Assessment Study Island, Brain Pop, 2
nd nd

grade Social Studies Module at S3 Curriculum, etc.

Week of Oct. 15th - Oct. 19th Oct. 15th - Oct. 19th Indicator 2-3.5 Explain the effects of supply and demand on the price of goods and services.

Instructional Strategies

See October 8 Instructional Strategies

Resources See October 8 Resources

Assessment See October 8 Assessments

Week of Oct. 22nd - Oct. 26 (Oct 26th- Professional Development/Workday) Oct. 22nd - Oct. 25th Indicator 2-4.1 Recognize the basic elements that make up a cultural region in the United States, including language, beliefs, customs, art, and literature. Instructional Strategies 1. Take a walk with the students around the school grounds. Point out natural features such as hills and large trees that have been there a long time. Point out man-made features such as retaining walls and playground equipment. After returning to the classroom, make a map of the school grounds and discuss the land features that they saw on the walk. Make predictions such as how the land looked before the school was built and have students draw a picture of this notion. Suggest some areas that have remained unchanged. Discuss the things on the land that are man-made and why they have been added. As a follow-up writing activity, students write in their journals about things they would change to make the school grounds even better, including adding manmade things and leaving certain other natural things. Explain change and continuity over time. Make and record observations about the physical and human characteristics of places. 2. To help students understand how times have changed, read the book When I Was Young in the Mountains. This book describes life in the early twentieth century, illustrating houses, swimming holes, old country stores, hand water pumps, and other old time ways. After reading the book aloud to students, make a Venn diagram on the board comparing the old days with the way we live now. As a journal entry, students write about whether they would like to live in the old days or the way we live now. They should give reasons to support their answer. Distinguish between past, present, and future time. Explain change and continuity over time. 3. Read Aloud The Little House. 4. Make a list of all the ways the land has changed. Why do you think things were done in this order? Discuss the different ways the people made their living throughout the book. Explain change and continuity over time. Make and record observations about the physical and human characteristics of places. a. Students illustrate one of the changes that took place in the story. Explain change and continuity over time. b. Use the pictures to create a class flow map. Explain change and continuity over time. Construct maps, graphs, tables, and diagrams to display social studies information. 5. Students interview friends and relatives to find out how their community has changed over time. Include changes in how the land is used. Explain change and continuity over time. 6. Watch United Streaming video clip, Long Ago, Yesterday, and Today. Watch United Streaming video clip, How Communities Grow and Change. 7. Read People and Places. pp 22-23 Resources Text: Scott Foresman Social Studies: People and Places 22-23, 66-67, 74-75, 82a, 82-89, 228-229, 287-288 World Communities SE6-7, 22-23, 26-27, 36-37, 54-55, 62-63, 78-79, 82 TE9, 13-14, 17, 22, 25, 29-30 Other Resources: When I Was Young in the Mountains The Little House Web Sites: One Room School House - http://www.electronicvalley.com/tour/oneroomschoolhousehtm.htm See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions: Find a picture of a city from 100 years ago and today. Compare and contrast. Students interview city officials to determine the principle jobs in Orangeburg County today and the primary jobs 20-25 years ago. They write a series of questions prior to the interview. The information should be presented to the class. Students visit a state or local Museum to look at original photographs of local landmarks. They look for similarities and differences in the original and the existing structures. Daily Analogies Assessment nd Study Island, Brain Pop, 2 grade Social Studies Module at S3 Curriculum, etc.
nd

th

Week of Oct. 29th - Nov. 2nd Oct. 29th - Nov. 2nd Indicator 2-4.2 Compare the historic and cultural traditions of various regions in the United States and recognize the ways that these elements have been and continue to be passed across generations.

Instructional Strategies 1. Read My Town. As a class, talk about the parts of a community, how it grows, and why it changes over time. 2. Look at maps of your community from long ago to discover what the local community was like in the past. Talk about how the land was used, what kind of jobs may have existed, the number of people in the area, the size of the towns/cities, etc. Record observations on a chart 3. Look at community maps from the present day. Talk about how the land is used now, what kind of jobs exist, the number of people in the area, and the size of the town. Were there more or less roads? Was there more or less farmland? Were there more or less parks, buildings, etc? Record observations on a chart. 4. Use a Venn diagram to compare land use and jobs in the community from long ago and today. Resources TE 22-23 SE 22-23 See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions See strategies under Suggested Instructional Strategies on the South Carolina Support Systems Instructional Guide. Assessment Study Island, Brain Pop, 2
nd nd

grade Social Studies Module at S3 Curriculum, etc.

Week of Nov. 5th - Nov. 9 - (Nov. 6 - Election Day-Holiday) th th Nov. 5 Nov. 9 Indicator 2-4.2 Compare the historic and cultural traditions of various regions in the United States and recognize the ways that these elements have been and continue to be passed across generations.

th

th

Instructional Strategies

See October 29 Instructional Strategies

Resources

See October 29 Resources

Assessment See October 29 Assessment

Week of Nov. 12th - Nov. 16th

Nov. 12th - Nov. 16th Indicator 2-4.3 Recognize the cultural contributions of Native American tribal groups, African Americans, and immigrant groups. 2-4.4 Recall stories and songs that reflect the cultural history of various regions in the United States, including stories of regional folk figures, Native American legends, and African American folktales. Instructional Strategies 1. Read A River Ran Wild and follow the Literature Link unit. Distinguish between past, present, and future time. Explain change and continuity over time. Make and record observations about the physical and human characteristics of places. Quadrant A Watch United Streaming video clip, Native American: The First Peoples. Quadrant A Read Aloud: Many Nations, An Alphabet of Native America. Quadrant A Make a list of ways that Native Americans have contributed to the culture of the United States. Quadrant A Watch United Streaming video clip, Moving to America: Then and Now. Quadrant A Watch United Streaming video clip, Native Americans: American Heritage Series. Quadrant A Students complete Tepee Mini Movies, Social Studies Plus: A Hands-On Approach, p. 19. Quadrant C

2. 3. 4. 5. 6. 7. 2-4.4 1. 2.

Read American Tall Tales and follow the Literature Link unit. Quadrant A Read aloud several stories from Brer Rabbit and Friends. Discuss similarities and differences in the stories. Create a Story Elements Chart to record characters, things that are exaggerated, setting, problem, and solution. Quadrant D Brer Rabbit and Friends Characters Exaggerated Setting Problem Solution Traits

3.

Conduct a shared writing lesson to create a new Brer Rabbit story. Refer to the Story Elements Chart from strategy #2. Quadrant D Divide the class into groups and give them the opportunity to write and illustrate a Brer Rabbit story. Quadrant B Model writing a folk tale using yourself as the folk hero. Refer to the Story Elements Chart from strategy #2. Instruct students to write their own folk tale with themselves as the folk hero. Quadrant B Watch United Streaming video clip, African and African-American Folktales. Quadrant A If you have a SMARTboard, have students read interactive book Pecos Bill Cleans Up the West (http://pbskids.org/lions/pecos/story2.html). Quadrant B Watch United Streaming video clip, John Henry. Quadrant A

4. 5. 6. 7.

8. 9.

After reading American Tall Tales in strategy 1, students create a stamp honoring one of the folk heroes. Quadrant C Resources Text: Scott Foresman Social Studies: People and Places 198-199, 202a, 202-213, 215a, 222-227, 230a, 230-237, 246-247, 250a, 250-255 E10-11 Community Resources: People of different cultural groups from the community Other Resources: A River Ran Wild

Many Nations, An Alphabet of Native America My Brother Martin Moonstick: The Seasons of the Sioux Our Friend Martin Giving Thanks: A Native American Good Morning Message Web Sites: A Tribute to African American Music Culture - http://www.georgiaseaislandsingers.com Quiz on Our Friend Martin Video - www.ourfriendmartin.com United Streaming Video - www.unitedstreaming.com nd See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm_______________________________________________________________________________________________ 2-4.4 Text: Scott Foresman Social Studies: People and Places 116-117, 178-179, 220-223, 231, 234-235, 284-285 Other Resources: American Tall Tales Brer Rabbit and Friends Ox-Cart Man Shelley Duvall Presents American Tall Tales and Legends - video series Web Sites: Pecos Bill song and pictures - http://lfa.atu.edu/music/barber/elem/pecosbill.htm Pecos Bill cleans up the West - http://pbskids.org/lions/pecos/story2.html Extensions: Visit http://pbskids.org/lions/pecos/story2.html above to learn and sing Pecos Bill songs. With the assistance of the music teacher, write songs about folk figures Assessment Study Island, Brain Pop, 2
nd

grade Social Studies Module at S3 Curriculum, etc.

Week of Nov. 19th - Nov. 23 (Nov. 21 - 23rd Thanksgiving Holidays) Nov. 19th - Nov. 20th Indicator 2-4.3 Recognize the cultural contributions of Native American tribal groups, African Americans, and immigrant groups. 2-4.4 Recall stories and songs that reflect the cultural history of various regions in the United States, including stories of regional folk figures, Native American legends, and African American folktales.

rd

st

Instructional Strategies

See November 12 Instructional Strategies

Resources

See November 12 Resources

Assessment

See November 12 Assessments

Week of Nov. 26th - Nov. 30th Nov. 26th - Nov. 30th Indicator 2-4.3 Recognize the cultural contributions of Native American tribal groups, African Americans, and immigrant groups. 2-4.4 Recall stories and songs that reflect the cultural history of various regions in the United States, including stories of regional folk figures, Native American legends, and African American folktales.

Instructional Strategies

See November 12 Instructional Strategies

Resources

See November 12 Resources

Assessment See November 12 Assessments

Week of Dec. 3rd - Dec. 7th Dec. 3rd - Dec. 7th Indicator 2-1.1 Identify on a map the location of places and geographic features of the local community (e.g., landforms, bodies of water, parks) using the legend and the cardinal directions. 2-1.2 Recognize characteristics of the local region, including its geographic features and natural resources. Instructional Strategies 1. Explain that a cultural region is an area that shares one or more cultural characteristics (language, traditions, dress, celebrations, customs, food, etc.). Together discuss the basic elements of the American culture using the pictures on pp. 32-33 in The Nystrom Nystronaut Atlas. Identify economics, dress, customs, etc. Read People and Places pp. 16-18. Compare and contrast our community to Little Italy and/or Chinatown. Be sure to include language, food and greetings. Select another cultural region from the United States (for example Midwest, Northeast, etc.). Bring in items or pictures that represent artifacts from this region. Have the students draw conclusions about that culture. Watch United Streaming video clip, Diversity Elementary: Culture and Ethnicity. Read Lion Dancer: Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-Low. Watch China: Fur and Firecrackers: Eat, play, boys, girls. Have students take dash facts of information from the video.

2. 3. 4. 5. 6.

2-1.2
1. Demonstrate The Amazing Pop Up Geography Book. 2. Discuss different regions of South Carolina. On the board, write the following headings: coasts, mountains, foothills, valleys, woodlands. Students should take turns coming to the board to list physical characteristics of each region. Predict which area is most like Orangeburg and tell why. In five cooperative groups, students illustrate (on a poster) one of the five regions that are assigned to them. This could be done by drawing or by cutting pictures out of a magazine. Key words to describe the region should be written on their poster. 3. Students make a flip book showing and describing the different landforms (plains, desert, islands, valley, and mountains). 4. Play a guessing game about different regions. Start the game by asking a question about a certain region. For example, which region has the most water? What region has a high elevation? Students then direct their own questions to the class. 5. People and Places pp. 56-61: workbook p. 14; see Primary Atlas pp. 2-3 for reference. 6. View a basic map of South Carolina and guide the students to identify and label the map with local resources (i.e. apples-upstate, peaches-Spartanburg County, seafood-coast, forestry-throughout the state). The student will create a key to go with the map. Outline Maps, p. 66. 7. Watch United Streaming video clip, Landforms #1. 8. Write landform riddles using vocabulary cards. People and Places, TE61a. Resources Text: Scott Foresman Social Studies: People and Places 16-19, 24-27, 52-53, 62-79, 82-85, 88-89, 120-123, 200207, 210-225, 228-233, 250-253, 258-259, 264a, 264-267, 272-273, 282-283, E2-3, E8-11 World Communities, SE78-79 TE-29 Community Resources: Have a community member that is from a different region of the United States come in to discuss the differences in the regions. Other Resources: Carolina Shout ; The Nystrom Nystronaut Atlas Web Sites: Gullah Culture in South Carolina - http://www.knowitall.org/gullahnet See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Daily Analogies ________________________________________________________________________________________ 2-1.2 Extensions: Students read a variety of stories about children who live in different regions of the United States. Text: Scott Foresman Social Studies: People and Places 52-53, 56-71, 76-19, 82-85, E8-9, H16-17
nd

R10-11 World Communities SE74, TE28 Community Resources: Have a local farmer come in and discuss how he/she contributes to the local community Other Resources: The Amazing Pop Up Geography Book; The Lorax video; National Geographics Beginners World Atlas Web Sites: Illustrated glossary of landforms and bodies of water - www.enchantedlearning.com/geography/landforms/glossary.shtml Activities and Information correlated with People and Places - www.sfsocialstudies.com Extensions: Use colored modeling clay and work as a class to build a physical map of Orangeburg County or South Carolina. Students label the landforms, regions, and geographic features. See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Daily Analogies Assessment Study Island, Brain Pop, 2
nd nd

grade Social Studies Module at S3 Curriculum, etc.

Week of Dec. 10th - Dec. 14th Dec. 10th - Dec. 14th Indicator 2-1.1 Identify on a map the location of places and geographic features of the local community (e.g., landforms, bodies of water, parks) using the legend and the cardinal directions. 2-1.2 Recognize characteristics of the local region, including its geographic features and natural resources.

Instructional Strategies

See Dec. 3 Instructional Strategies

Resources

See Dec. 3 Resources

Assessment See Dec. 3 Assessment

Week of Dec. 17th - Jan. 2nd (Winter Break/Holidays) Week of Jan. 3rd - Jan. 4th Indicator 2-1.3 Recognize the features of urban, suburban, and rural areas of the local region.

Winter Break Winter Break Instructional Strategies 1. 2. Demonstrate The Amazing Pop Up Geography Book. Discuss different regions of South Carolina. On the board, write the following headings: coasts, mountains, foothills, valleys, woodlands. Students should take turns coming to the board to list physical characteristics of each region. Predict which area is most like Anderson and tell why. In five cooperative groups, students illustrate (on a poster) one of the five regions that are assigned to them. This could be done by drawing or by cutting pictures out of a magazine. Key words to describe the region should be written on their poster. Students make a flip book showing and describing the different landforms (plains, deserts, islands, valleys, and mountains). Play a guessing game about different regions. Start the game by asking a question about a certain region. For example, which region has the most water? What region has a high elevation? Students then direct their own questions to the class. People and Places, pp. 56-61; workbook p. 14; see Primary Atlas pp. 2-3 for reference. View a basic map of South Carolina and guide the students to identify and label the map with local resources (i.e. apples-upstate, peaches-Spartanburg County. seafood-coast, forestry-throughout the state). The student will create a key to go with the map. Outline Maps, p. 66. Watch United Streaming video clip, Landforms #1. Write landform riddles using vocabulary cards. People and Places, TE61a.

3. 4.

5.

6. 7.

Winter Break Resources Text: Scott Foresman Social Studies: People and Places - 52-53, 56-71, 76-19, 82-85 E8-9; H16-17 R10-11 World Communities SE74 TE28 Community Resources: Have a local farmer come in and discuss how he/she contributes to the local community Other Resources: The Amazing Pop Up Geography Book The Lorax video National Geographics Beginners World Atlas Web Sites: History of Hartwell Dam and Lake - www.sasusace.army.mil/lakes/hartwell Illustrated glossary of landforms and bodies of water - www.enchantedlearning.com/geography/landforms/glossary.shtml Activities and Information correlated with People and Places - www.sfsocialstudies.com See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Daily Analogies Break Assessment Study Island, Brain Pop, 2
nd nd

grade Social Studies Module at S3 Curriculum, etc. Winter Break

Week of Jan. 7th - Jan. 11th

Jan. 7th - Jan. 11th Indicator 2-1.4 Summarize changes that have occurred in the local community over time, including changes in the use of land and in the way people earn their living. Instructional Strategies 1. Take a walk with the students around the school grounds. Point out natural features such as hills and large trees that have been there a long time. Point out man-made features such as retaining walls and playground equipment. After returning to the classroom, make a map of the school grounds and discuss the land features that they saw on the walk. Make predictions such as how the land looked before the school was built and have students draw a picture of this notion. Suggest some areas that have remained unchanged. Discuss the things on the land that are man-made and why they have been added. As a follow-up writing activity, students write in their journals about things they would change to make the school grounds even better, including adding man-made things and leaving certain other natural things. Explain change and continuity over time. Make and record observations about the physical and human characteristics of places. 2. To help students understand how times have changed, read the book When I Was Young in the Mountains. This book describes life in the early twentieth century, illustrating houses, swimming holes, old country stores, hand water pumps, and other old time ways. After reading the book aloud to students, make a Venn diagram on the board comparing the old days with the way we live now. As a journal entry, students write about whether they would like to live in the old days or the way we live now. They should give reasons to support their answer. Distinguish between past, present, and future time. Explain change and continuity over time. 3. Read Aloud The Little House. a. Make a list of all the ways the land has changed. Why do you think things were done in this order? Discuss the different ways the people made their living throughout the book. Explain change and continuity over time. Make and record observations about the physical and human characteristics of places. b. Students illustrate one of the changes that took place in the story. Explain change and continuity over time. c. Use the pictures to create a class flow map. Explain change and continuity over time. Construct maps, graphs, tables, and diagrams to display social studies information. 4. Students interview friends and relatives to find out how their community has changed over time. Include changes in how the land is used. Explain change and continuity over time. 5. Watch United Streaming video clip, Long Ago, Yesterday, and Today. Watch United Streaming video clip, How Communities Grow and Change. 6. Read People and Places, pp 22-23. Resources Text: Scott Foresman Social Studies: People and Places 22-23, 66-67, 74-75, 82a, 82-89, 228-229, 287-288 World Communities SE6-7, 22-23, 26-27, 36-37, 54-55, 62-63, 78-79, 82 TE9, 13-14, 17, 22, 25, 29-30 Other Resources: When I Was Young in the Mountains The Little House Web Sites: One Room School House - http://www.electronicvalley.com/tour/oneroomschoolhousehtm.htm Extensions: Find a picture of a city from 100 years ago and today. Compare and contrast. Students interview city officials to determine the principle jobs in Orangeburg County today and the primary jobs 20-25 years ago. They write a series of questions prior to the interview. The information should be presented to the class. Students visit a state or local Museum to look at original photographs of local landmarks. They look for similarities and differences in the original and the existing structures. Daily Analogies Assessment Study Island, Brain Pop, 2
nd

grade Social Studies Module at S3 Curriculum, etc.

Week of Jan. 14th - Jan. 18 Jan. 14th - Jan. 17th Indicator

th

2-1.5 Identify on a map or globe the location of his or her local community, state, nation, and continent.eak Win Break Instructional Strategies Use a large world map and globe to locate the continents and oceans. Explain that a globe is a model of the earth. It is like a map wrapped around a ball. Point out each continent and ocean on the map. Students take turns locating the continent or ocean called out on the globe. Show the United States located on the continent of North America. Next, give each student an outline map of the world. The continents and oceans should then be labeled. Place an X on the United States. Locate, gather, and process information from a variety of primary and secondary sources including maps. 2. Write the names of the continents and oceans on strips of paper. Give out the strips to students. Students come to the front to place their strip under the proper heading on the board (either continent or ocean). Use magnetic tape or sticky tack to attach the strip attach the strips. After the strips have been under the correct heading, other students are asked to come one at a time, remove one strip and place it on the world map in the correct location. 3. Watch United Streaming video clip. This Is Our World. 4. Use tracing paper to prepare a cutout for the outline of each continent. Use a copy machine or overhead projector to enlarge each one before cutting it out. Glue the outline to cardstock or tag board and cut it out. A different color should be used for each continent. Do not label the continent names yet. Tape a large piece of blue craft paper (blue for the oceans) on the board. Place the continents on the appropriate places using sticky tack. 5. After the continents have been placed correctly, remove each one and place a large dot or star on that spot. During class, have various students pick a continent cutout and place it on the proper dot. By doing this, students are learning to recognize the continents by their shape. . A red, white, and blue star can be made to place in the correct spot on the continent of North America to show the United States. Make and record observations about the physical and human characteristics of places. Construct maps, graphs, tables, and diagrams to display social studies information. Make a puzzle map by duplicating an outline map for each student (or group of students). Students color the continents and oceans lightly and then label the continents and oceans. Put a star on the United States. Glue the paper to a piece of tag board and demonstrate for students how to cut them into seven or eight equal pieces. Let students put their puzzles together. Envelopes should be provided to keep the puzzle pieces together. Use maps to observe and interpret geographic relationships. Make and record observations about the physical and human characteristics of places. 6. Use the continent song and ocean song to teach the continents and oceans. Students point to the continents and oceans on a desk map as they sing. (Refer to page 2 in Celebrations unit.) 7. Explain to the students that nation-states are the countries that share the same government. Some continents are made up of many nation-states. While others, like Australia, have only one. Using a map, have the students identify the nation-states that make up North America.Winter Break Resources Text: Scott Foresman Social Studies: People and Places 36-41, 270-271, H18-19 R4-5 World Communities Other Resources: Maps and Globes, desk maps, The Nystrom Nystronaut Atlas Web Sites: Online games, maps and information - http://www.nationalgeographic.com/maps United States Interactive Map - http://www.yellowmaps.com Create Local Maps - http://www.mapquest.com See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions: Assessment Study Island, Brain Pop, 2
nd nd

1.

grade Social Studies Module at S3 Curriculum, etc.

inter Break Week of Jan. 21st - Jan. 25 st Jan. 21 (Martin Luther King Jr. Day Holiday) nd Jan. 22 (Professional Development /Workday)
th

3 Nine Weeks IGNORE THE DATES PLEASE

rd

Indicator 2-1.5 Identify on a map or globe the location of his or her local community, state, nation, and continent

Instructional Strategies See January 21 Instructional Strategies

Resources

See January 21 Resources

Assessment

See January 21 Assessments

Week of Jan. 28th - Feb. 1st Jan. 28th - Feb. 1st Indicator 2-2.1 Identify the basic functions of government, including making and enforcing laws, protecting citizens, and collecting taxes. 2-2.2 Recognize different types of laws and those people who have the power and authority to enforce them.

Instructional Strategies 1. Brainstorm classroom rules and discuss who has the power and authority in the classroom to enforce them. Brainstorm laws that the students know and discuss who has the power and authority to enforce them. Demonstrate responsible citizenship within the school community and local and national communities. 2. Invite a police officer to your classroom to discuss with the students the laws that apply to them. Have the officer discuss their role in enforcing the laws. Identify a variety of local laws and the people who enforce the laws. 3. Watch United Streaming video clip, Cops Are Tops: Our Police at Work. 4. Watch United Streaming video clip, Community Rules and Laws. 5. Each student should choose a federal, state, or local law and illustrate it. Create a class book. Winter Break Resources Text: Scott Foresman Social Studies: People and Places, 4-5, 8a, 8-11, 15a, 114-115, 154a, 154-157, 159a, 163, 167-169 E14-15 World Communities SE10-11, 24-25, 38-39, 52-53, 64-65, 80-81 TE10, 14, 18, 22, 25, 30 Community Resources: Police officers Area officials such as mayor, city council members Other Resources: Pearl Moscowitz Last Stand Web Sites: Cops are Tops http://www.unitedstreaming.com/logins See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Daily Analogies Extensions: Use Social Studies Plus: A Hands On Approach p. 45 No Loud Music in the Morning on Mars. Quadrant A Students create graphic organizer (flow chart) using Word or Inspiration or an original sketch to demonstrate the levels of authority in the home, school, organizations, etc. Winter Break Assessment Study Island, Brain Pop, 2
nd nd

grade Social Studies Module at S3 Curriculum, etc.

Winter Break

Week of Feb. 4th - Feb. 8th Feb. 4th - Feb. 8th Indicator 2-2.1 Identify the basic functions of government, including making and enforcing laws, protecting citizens, and collecting taxes. 2-2.2 Recognize different types of laws and those people who have the power and authority to enforce them.

Instructional Strategies

See January 28 Instructional Strategies

Resources

See January 28 Resources

Assessment See January 28 Assessments

Week of Feb. 11th - Feb. 15th Feb. 11th - Feb. 15th Indicator 2-2.3 Identify the roles of leaders and officials in government, including law enforcement and public safety officials. 2-2.4 Explain the role of elected leaders, including mayor, governor, and president. rinter Break Instructional Strategies 1. 2. 3. Compare the roles and responsibilities of your schools principal with those of your citys mayor. Read Office Buckle and Gloria and follow the Literature Link unit. To help students understand the roles of leaders and officials in local government, set up a mock class government. Have the appropriate students (depending on their role) create class laws. The students who break these laws can go before the judge and be given an appropriate consequence. The public safety officials can watch for safety violation in the classroom and issue a citation. Watch United Streaming video clip, Sound the Alarm-Firefighters at Work.

4.

2.2-4 1. Read Aloud Community Helpers from A to Z. 2. Students look through the blue pages in the government section of the phone book to find different services the government provides. Discuss the job/role of some of the services they may not be familiar with. Make a list of the services the students name. 3. Have small groups of students choose a type of community service worker to research. Allow the students to use encyclopedias and other books to find out more about their workers job. If possible, arrange an interview with someone in that field. Students make posters to display their information and then present what they learned to the rest of the class. 4. Play charades with the class by writing different community service jobs on note cards. Pick a student to draw a card and then act out the job without talking. The student who correctly guesses the job becomes the next person to pick a card. 5. Read The Big Green Pocketbook. As you read, have the students list all of the workers named in the book and write them on the board. Pass out note cards with producers written on one side and service workers written on the ot her. As you name each worker have the students hold up the card to tell if they make a good or provide a service. Sort the names on the board into these two groups. Now pass out note cards with the word taxes on one side and not taxes on the other side. Go through the list of workers again and have the students identify how each worker is paid. Sort the names on the board into appropriate groups. Follow Literature Link unit for The Big Green Pocketbook. 6. Watch United Streaming video clip, This Is Our Government. 7. Read People and Places, pp. 112-115. Discuss service workers in the community. Workbook p. 28. Winter Break Resources Text: Scott Foresman Social Studies: People and Places - 8a, 8-11, 15a, 114-115, 154a, 154-157, 159a, 160-163, 163, 166-169 E14-15, World Communities- SE11, 24-25, 53, 64-65, TE10, 14, 22, 25, Community Resources: Community law enforcement officers and officials Local city/county officials, public safety officers Other Resources: What is Government? American Government for Children video Web Sites: Orangeburg County Government http://www.orangeburgcounty.org/ See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions: Visit City Hall or police station, or attend a city or county council meeting. TE 159A, Our Town: Create a City or Town. Invite numerous public officials to come to the class and talk with the students. Prior to the visits, students should read and talk about the duties of each individual and generate a list of questions that they will ask during the visit. Text: Scott Foresman Social Studies: People and Places -100-101, 104a, 104-105, 112a, 112-115, 118-119, 120a, 120-123, 126-129, 132-133, 140-141, 154a, 154-159, E4-5, 14-15 World Communities SE10-13, 24, 26-27, 38-41, 52-55, 64-65, 68-69, 80-88 TE10, 14, 18, 22, 25-26, 30 Community Resources: Local government leaders, police, judges, firefighters, etc. Other Resources:
nd

Community Helpers from A to Z The Big Green Pocketbook Web Sites: Community Helpers from A to Z - http://teacher.scholastic.com/commclub Cops are Tops; Sound the Alarm: Firefighters at Work http://www.unitedstreaming.com/logins See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions: After the students have learned about various jobs, ask them to choose which worker they would like to be. Allow time for them to decide how to act out the job. Position various workers around the room and take the other students on a tour of the community. Interview the various workers about their jobs. The students may create props/hats to go with their occupation. Daily Oral AnalogiesWint Assessment
nd

Study Island, Brain Pop, 2

nd

grade Social Studies Module at S3 Curriculum, etc.

inter Break

Feb. 19th - Feb. 22 Indicator

nd

- (Feb. 18 - Presidents Day/Holiday)

th

2-2.3 Identify the roles of leaders and officials in government, including law enforcement and public safety officials. 2-2.4 Explain the role of elected leaders, including mayor, governor, and president. Instructional Strategies

See Feb. 12 Instructional Strategies

Resources

See Feb. 12 Resources

Assessment

See Feb. 12 Assessments

Week of Feb 25 - March 1st Feb 25th March 1st Indicator 2-3.1 Summarize the role of community workers who provide goods and services. Instructional Strategies 1. Read Aloud Community Helpers from A to Z. 2. Students look through the blue pages in the government section of the phone book to find different services the government provides. Discuss the job/role of some of the services they may not be familiar with. Make a list of the services the students name. 3. Have small groups of students choose a type of community service worker to research. Allow the students to use encyclopedias and other books to find out more about their workers job. If possible, arrange an interview with someone in that field. Students make posters to display their information and then present what they learned to the rest of the class. 4. Play charades with the class by writing different community service jobs on note cards. Pick a student to draw a card and then act out the job without talking. The student who correctly guesses the job becomes the next person to pick a card. 5. Read The Big Green Pocketbook. As you read, have the students list all of the workers named in the book and write them on the board. Pass out note cards with producers written on one side and service workers written on the other. As you name each worker have the students hold up the card to tell if they make a good or provide a service. Sort the names on the board into these two groups. Now pass out note cards with the word taxes on one side and not taxes on the other side. Go through the list of workers again and have the students identify how each worker is paid. Sort the names on the board into appropriate groups. Follow Literature Link unit for The Big Green Pocketbook. 6. Watch United Streaming video clip, This Is Our Government. Read People and Places, pp. 112-115. Discuss service workers in the community. Workbook p. 28. Resources Text: Scott Foresman Social Studies: People and Places 100-101, 104a, 104-105, 112a, 112-115, 118-119, 120a, 120-123, 126-129, 132-133, 140-141, 154a, 154-159, E4-5, 14-15 World Communities SE10-13, 24, 26-27, 38-41, 52-55, 64-65, 68-69, 80-88 TE10, 14, 18, 22, 25-26, 30 Community Resources: Local government leaders, police, judges, firefighters, etc. Other Resources: Community Helpers from A to Z The Big Green Pocketbook Web Sites: Community Helpers from A to Z - http://teacher.scholastic.com/commclub Cops are Tops; Sound the Alarm: Firefighters at Work http://www.unitedstreaming.com/logins See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions: After the students have learned about various jobs, ask them to choose which worker they would like to be. Allow time for them to decide how to act out the job. Position various workers around the room and take the other students on a tour of the community. Interview the various workers about their jobs. The students may create props/hats to go with their occupation. Daily Oral Analogies Assessment Study Island, Brain Pop, 2
nd nd

th

grade Social Studies Module at S3 Curriculum, etc.

Week of Mar. 4th - Mar. 8th Mar. 4th - Mar. 8th Indicator 2-3.2 Explain how peoples choices about what to buy will determine what goods and services are produced. Instructional Strategies 1. Read Aloud Community Helpers from A to Z. Quadrant A 2. Students look through the blue pages in the government section of the phone book to find different services the government provides. Discuss the job/role of some of the services they may not be familiar with. Make a list of the services the students name. Quadrant B 3. Have small groups of students choose a type of community service worker to research. Allow the students to use encyclopedias and other books to find out more about their workers job. If possible, arrange an interview with someone in that field. Students make posters to display their information and then present what they learned to the rest of the class. Quadrant D 4. Play charades with the class by writing different community service jobs on note cards. Pick a student to draw a card and then act out the job without talking. The student who correctly guesses the job becomes the next person to pick a card. Quadrant C 5. Read The Big Green Pocketbook. As you read, have the students list all of the workers named in the book and write them on the board. Pass out note cards with producers written on one side and service workers written on the other. As you name each worker have the students hold up the card to tell if they make a good or provide a service. Sort the names on the board into these two groups. Now pass out note cards with the word taxes on one side and not taxes on the other side. Go through the list of workers again and have the students identify how each worker is paid. Sort the names on the board into appropriate groups. Follow Literature Link unit for The Big Green Pocketbook. Quadrant C 6. Watch United Streaming video clip, This Is Our Government. Quadrant A 7. Read People and Places, pp. 112-115. Discuss service workers in the community. Workbook p. 28. Quadrant A Resources Text: Scott Foresman Social Studies: People and Places 100-101, 104a, 104-105, 112a, 112-115, 118-119, 120a, 120-123, 126-129, 132-133, 140-141, 154a, 154-159 E4-5, 14-15 World Communities:SE10-13, 24, 26-27, 38-41, 52-55, 64-65, 68-69, 80-83 TE10, 14, 18, 22, 25-26, 30 Community Resources: Local government leaders, police, judges, firefighters, etc. Other Resources: Community Helpers from A to Z The Big Green Pocketbook Web Sites: Community Helpers from A to Z - http://teacher.scholastic.com/commclub Cops are Tops; Sound the Alarm: Firefighters at Work http://www.unitedstreaming.com/logins See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions: After the students have learned about various jobs, ask them to choose which worker they would like to be. Allow time for them to decide how to act out the job. Position various workers around the room and take the other students on a tour of the community. Interview the various workers about their jobs. The students may create props/hats to go with their occupation. Quadrant D Assessment Study Island, Brain Pop, 2
nd nd

grade Social Studies Module at S3 Curriculum, etc.

Week of Mar. 11 Mar. 15 th th Mar. 11 Mar. 15 Indicator

th

th

2-3.2 Explain how peoples choices about what to buy will determine what goods and ser vices are produced. Instructional Strategies See March 4 Instructional Strategies Resources See March 4 Resources Assessment See March 4 Assessments

Week of Mar. 18th - Mar. 22nd Mar. 18th - Mar. 22nd Indicator 2-3.3 Explain ways that people may obtain goods and services that they do not produce, including the use of barter and money. Winter Break Instructional Strategies 1. Divide the class into groups and assign each group a different region of South Carolina (beach, mountains, Upstate, Midlands). Groups discuss the goods and services in which there would be a market. Students draw an advertisement for a pretend store depicting the goods and services for sale and their prices. Allow other students to select items to buy. Store owners discuss how these choices will determine price and what they will continue to produce. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Make and record observations about the physical and human characteristics of places. Quadrant D 2. Read The Berenstein Bears Mad, Mad, Mad Toy Craze and follow Literature Link unit. Quadrant A 3. Students brainstorm some of their favorite restaurants. Encourage them to give reasons why they choose to eat there. Explain that restaurant #1 is giving away ________________ (a popular item) with kids meals and restaurant #2 is giving away ________________ (a baby toy) with kids meals. Where are they going to eat now? Explain that if a restaurant becomes popular, more will be built. Discuss examples in Anderson. Quadrant B 4. To help students understand the concept of a market (trade or commerce in a certain service or commodity); pretend to sell a silly service or good. For example, try to get them to pay you to shovel the snow off of their driveway on a warm, sunny day or sell cups of air for $20.00. Students explain why they wo uldnt pay for these items/services. Explain that in order to make money, businesses must sell something that people are willing to pay for. Quadrant B 5. Explain to students that business owners decide where to put their business by looking at factors such as the amount of traffic, the existing businesses, and the population of the area. This helps them determine if there is a market for their good or service. Draw a main street map on the board. Label the buildings McDonalds, Sears, Wal -Mart, CVS, etc. Leave one building empty and have the students decide what type of business would do well there. Ask them to explain why they would build that particular business in that spot. Invite a representative from the local area Chamber of Commerce to discuss these topics. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Quadrant D 6. Bring in a current sales flyer from Wal-Mart, Sears, etc. Show the students the types of clothes and sporting goods that are on sale. Ask the students why the stores are selling shorts and tents and not heavy coats and snow skis or vice versa. Continue the discussion by asking the students to explain when there would be a market for sandals, plastic eggs, pumpkins, pool cleaning services, driveway plowing, etc. Quadrant B 7. Allow one of the students to take the lunch count on a day when a choice of foods is offered (ex. hamburgers or cheeseburgers). Discuss the reasons why the cafeteria staff needs to know this information. You may want to bring the class to the cafeteria and allow the staff to explain how peoples choices determine what foods will be produced. Quadrant B 8. Watch United Streaming video clip, How Our Economy Works: All About Earning and Spending Money. Quadrant AWinter Break Resources Text: Scott Foresman Social Studies: People and Places 68A, 68-71, 100-101, 104A, 104-109, 120A, 120-123 E4-5 - World Communities SE12-13, 26-27, 40-41, 54-55, 68-69, 82, 83 TE10, 14, 18, 22, 26, 30

Other Resources: The Bernstein Bears Mad, Mad, Mad Toy Craze nd See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm r Brea Assessment Study Island, Brain Pop, 2
nd

grade Social Studies Module at S3 Curriculum, etc. er Break

Week of Mar. 25 Mar. 29 ASSESS STANDARDS ON MONDAY th th th nd Mar. 25 Mar. 28 Week of (Spring Break Holiday March 26 to April 2 , 2013) Indicator 2-3.3 Explain ways that people may obtain goods and services that they do not produce, including the use of barter and money. Winter

th

th

Winter Break Instructional Strategies

Winter Break Resources Assessment

Week of Apr. 2nd Indicator 2-3.4 Identify examples of markets and price in the local community and explain the roles of buyers and sellers in creating markets and pricing. Break Winter Break Instructional Strategies 1. Explain the cause-and-effect relationship between the price of a toy and how much kids like and want the toy. Quadrant A 2. Read The Berenstein Bears Mad, Mad, Mad Toy Craze and follow Literature Link unit. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant A 3. Read the story Gino Badino by Diana Engel. Encourage the students to describe how the demand for the Badino pasta changed from the beginning of the story to the end of the story. Students explain the reason why the Badino family produced new pasta and how this impacted the price. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant B 4. Show the students various advertisements that contain seasonal/holiday products. Discuss the current price and how it will change after the holiday season. Quadrant B 5. Watch United Streaming video clip, Economics: The Production, Distribution and Consumption of Goods and Services: Consuming. Quadrant A Winter Break Resources Text: Scott Foresman Social Studies: People and Places 104-109 E4-5 World Communities SE12-13, 26-27, 40-41, 68-69, 82-83 TE10, 14, 18, 26, 30 Community Resources: Anyone who works in retail Other Resources: The Berenstein Bears Mad, Mad, Mad Toy Craze Gino Badino nd See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions: Set up a student store (possibly connected to classroom behavior). Allow students to purchase items such as snacks and school supplies. Make a graph of items purchased. Use the graph to discuss supply and demand. Quadrant D Students discuss the question, Why do you think that Wal-Mart stocks large numbers of crayons and note paper in July and August? Quadrant CW Break Assessment Study Island, Brain Pop, 2
nd

grade Social Studies Module at S3 Curriculum, etc.Winter Break

4 Nine Weeks IGNORE THE DATES PLEASE Week of Apr. 8th Apr. 15th - Apr. 19th Indicator 2-3.4 Identify examples of markets and price in the local community and explain the roles of buyers and sellers in creating markets and pricing.

th

Instructional Strategies

See April 8 Instructional Strategies

Resources See April 8 Resources

Assessment

See April 8 Assessments

Week of Apr. 22nd - Apr. 26th Apr. 22nd - Apr. 26th Indicator 2-3.5 Explain the effects of supply and demand on the price of goods and services.ir Bak Winter Break Instructional Strategies 1. Explain the cause-and-effect relationship between the price of a toy and how much kids like and want the toy. Quadrant A 2. Read The Berenstein Bears Mad, Mad, Mad Toy Craze and follow Literature Link unit. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant A 3. Read the story Gino Badino by Diana Engel. Encourage the students to describe how the demand for the Badino pasta changed from the beginning of the story to the end of the story. Students explain the reason why the Badino family produced new pasta and how this impacted the price. Use texts, photographs, and documents to observe and interpret social studies trends and relationships. Quadrant B 4. Show the students various advertisements that contain seasonal/holiday products. Discuss the current price and how it will change after the holiday season. Quadrant B 5. Watch United Streaming video clip, Economics: The Production, Distribution and Consumption of Goods and Services: Consuming. Quadrant AWinterBreak Resources Text: Scott Foresman Social Studies: People and Places 104-109 E4-5 World Communities SE12-13, 26-27, 40-41, 68-69, 82-83 TE10, 14, 18, 26, 30 Community Resources: Anyone who works in retail Other Resources: The Berenstein Bears Mad, Mad, Mad Toy Craze Gino Badino See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions: Set up a student store (possibly connected to classroom behavior). Allow students to purchase items such as snacks and school supplies. Make a graph of items purchased. Use the graph to discuss supply and demand. Quadrant D Students discuss the question, Why do you think that Wal-Mart stocks large numbers of crayons and note paper in July and August? Quadrant CWinter eak Assessment Study Island, Brain Pop, 2
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grade Social Studies Module at S3 Curriculum, etc.

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Week of Apr. 29 May 3 th rd Apr. 29 May 3 Indicator

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2-3.5 Explain the effects of supply and demand on the price of goods and services.ir

r Break Winter Break Instructional Strategies

See April 22 Instructional Strategies

Winter Break Resources

See April 22 Resources

Winter Break Assessment

See April 22 Assessments

Winter Break

Week of May 6th - May 10th May 6th - May 10th Indicator 2-2.3 Identify the roles of leaders and officials in government, including law enforcement and public safety officials. 2-2.4 Explain the role of elected leaders, including mayor, governor, and president. eBreakWinter Break Instructional Strategies 1. Compare the roles and responsibilities of your schools principal with those of your citys mayor. 2. Read Office Buckle and Gloria and follow the Literature Link unit. 3. To help students understand the roles of leaders and officials in local government, set up a mock class government. Have the appropriate students (depending on their role) create class laws. The students who break these laws can go before the judge and be given an appropriate consequence. The public safety officials can watch for safety violation in the classroom and issue a citation. 4. Watch United Streaming video clip, Sound the Alarm-Firefighters at Work. 2.2-4 1. Read Aloud Community Helpers from A to Z. 2. Students look through the blue pages in the government section of the phone book to find different services the government provides. Discuss the job/role of some of the services they may not be familiar with. Make a list of the services the students name. 3. Have small groups of students choose a type of community service worker to research. Allow the students to use encyclopedias and other books to find out more about their workers job. If possible, arrange an interview with someone in that field. Students make posters to display their information and then present what they learned to the rest of the class. 4. Play charades with the class by writing different community service jobs on note cards. Pick a student to draw a card and then act out the job without talking. The student who correctly guesses the job becomes the next person to pick a card. 5. Read The Big Green Pocketbook. As you read, have the students list all of the workers named in the book and write them on the board. Pass out note cards with producers written on one side and service workers written on the other. As you name each worker have the students hold up the card to tell if they make a good or provide a service. Sort the names on the board into these two groups. Now pass out note cards with the word taxes on one side and not taxes on the other side. Go through the list of workers again and have the students identify how each worker is paid. Sort the names on the board into appropriate groups. Follow Literature Link unit for The Big Green Pocketbook. 6. Watch United Streaming video clip, This Is Our Government. 7. Read People and Places, pp. 112-115. Discuss service workers in the community. Workbook p. 28. Wnter B Resources Text: Scott Foresman Social Studies: People and Places - 8a, 8-11, 15a, 114-115, 154a, 154-157, 159a, 160-163, 163, 166-169 E14-15, World Communities- SE11, 24-25, 53, 64-65, TE10, 14, 22, 25, Community Resources: Community law enforcement officers and officials Local city/county officials, public safety officers Other Resources: What is Government? American Government for Children video Web Sites: Orangeburg County Government http://www.orangeburgcounty.org/ See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions: Visit City Hall or police station, or attend a city or county council meeting. TE 159A, Our Town: Create a City or Town. Invite numerous public officials to come to the class and talk with the students. Prior to the visits, students should read and talk about the duties of each individual and generate a list of questions that they will ask during the visit. Text: Scott Foresman Social Studies: People and Places -100-101, 104a, 104-105, 112a, 112-115, 118-119, 120a, 120-123, 126-129, 132-133, 140-141, 154a, 154-159, E4-5, 14-15 World Communities SE10-13, 24, 26-27, 38-41, 52-55, 64-65, 68-69, 80-88 TE10, 14, 18, 22, 25-26, 30 Community Resources: Local government leaders, police, judges, firefighters, etc.
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Other Resources: Community Helpers from A to Z The Big Green Pocketbook Web Sites: Community Helpers from A to Z - http://teacher.scholastic.com/commclub Cops are Tops; Sound the Alarm: Firefighters at Work http://www.unitedstreaming.com/logins See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm Extensions: After the students have learned about various jobs, ask them to choose which worker they would like to be. Allow time for them to decide how to act out the job. Position various workers around the room and take the other students on a tour of the community. Interview the various workers about their jobs. The students may create props/hats to go with their occupation. Daily Oral AnalogiesWintinter Break Assessment Study Island, Brain Pop, 2
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Week of May 13 May 17 th th May 13 May 17 Indicator

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2-2.3 Identify the roles of leaders and officials in government, including law enforcement and public safety officials. 2-2.4 Explain the role of elected leaders, including mayor, governor, and president. terterBreak Winter Break Instructional Strategies See May 6 Instructional Strategies

Winter Break Resources

See May 6 Resources

Winter Break Assessment See May 6 Assessments

Winter Break

Week of May 20th - May 24th May 20th - May 24th Indicator 2-1.5 Identify on a map or globe the location of his or her local community, state, nation, and continent. Winter Break Instructional Strategies Use a large world map and globe to locate the continents and oceans. Explain that a globe is a model of the earth. It is like a map wrapped around a ball. Point out each continent and ocean on the map. Students take turns locating the continent or ocean called out on the globe. Show the United States located on the continent of North America. Next, give each student an outline map of the world. The continents and oceans should then be labeled. Place an X on the United States. Locate, gather, and process information from a variety of primary and secondary sources including maps. 2. Write the names of the continents and oceans on strips of paper. Give out the strips to students. Students come to the front to place their strip under the proper heading on the board (either continent or ocean). Use magnetic tape or sticky tack to attach the strip attaches the strips. After the strips have been under the correct heading, other students are asked to come one at a time, remove one strip and place it on the world map in the correct location. 3. Watch United Streaming video clip. This Is Our World. 4. Use tracing paper to prepare a cutout for the outline of each continent. Use a copy machine or overhead projector to enlarge each one before cutting it out. Glue the outline to cardstock or tag board and cut it out. A different color should be used for each continent. Do not label the continent names yet. Tape a large piece of blue craft paper (blue for the oceans) on the board. Place the continents on the appropriate places using sticky tack. 5. After the continents have been placed correctly, remove each one and place a large dot or star on that spot. During class, have various students pick a continent cutout and place it on the proper dot. By doing this, students are learning to recognize the continents by their shape. . A red, white, and blue star can be made to place in the correct spot on the continent of North America to show the United States. Make and record observations about the physical and human characteristics of places. Construct maps, graphs, tables, and diagrams to display social studies information. Make a puzzle map by duplicating an outline map for each student (or group of students). Students color the continents and oceans lightly and then label the continents and oceans. Put a star on the United States. Glue the paper to a piece of tag board and demonstrate for students how to cut them into seven or eight equal pieces. Let students put their puzzles together. Envelopes should be provided to keep the puzzle pieces together. Use maps to observe and interpret geographic relationships. Make and record observations about the physical and human characteristics of places. 6. Use the continent song and ocean song to teach the continents and oceans. Students point to the continents and oceans on a desk map as they sing. (Refer to page 2 in Celebrations unit.) 7. Explain to the students that nation-states are the countries that share the same government. Some continents are made up of many nation-states. While others, like Australia, have only one. Using a map, have the students identify the nation-states that make up North America.teeWinter Break Resources Text: Scott Foresman Social Studies: People and Places 36-41, 270-271, H18-19 R4-5 World Communities Other Resources: Maps and Globes, desk maps, The Nystrom Nystronaut Atlas Web Sites: Online games, maps and information - http://www.nationalgeographic.com/maps United States Interactive Map - http://www.yellowmaps.com Create Local Maps - http://www.mapquest.com See 2 grade Social Studies Module at S3 Curriculum http://scde.mrooms.org/index.php?page=14507 http://www.ed.sc.gov/agency/pr/standards-and-curriculum/Social_Studies.cfm r Break Assessment Study Island, Brain Pop, 2
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grade Social Studies Module at S3 Curriculum, etc. Winter Break

Weeks of: May 27th - May 31 th th Jun. 3rd - Jun. 7 - (Jun. 7 - Teacher Workday-End of School Year) May 27th - May 31st th Jun. 3rd - Jun. 7 Indicator 2-1.5 Identify on a map or globe the location of his or her local community, state, nation, and continent. Winter Br Instructional Strategies

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See May 20 Instructional Strategies

Winter Break Resources

See May 20 Resources

Winter Break Assessment

See May 20 Assessments

Winter Break Jun. 7 - (Teacher Workday-End of School Year)

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