TRENTON PUBLIC SCHOOLS ELEMENTARY CURRICULUM GUIDE SOCIAL STUDIES

Transcription

1 TRENTON PUBLIC SCHOOLS ELEMENTARY CURRICULUM GUIDE SOCIAL STUDIES I. Acknowledgements II. III. IV. Board Policy District Mission and Introduction Curriculum BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 1

2 Acknowledgments Board of Education Members Ms. Sasa Olessi Montano....President Ms. Mary Taylor-Hayes...Vice President Ms. Denise Millington, Mr. Jason Redd, Dr. Jane Rosenbaum, Ms. Patrice Daley Ms. Roslyn Council, Ms Justine L. Torres, Mr. Gerald Truehart,,...Board Members District Administration Mr. Francisco Durán, Superintendent...Superintendent of Schools Ms. Lucy Feria...Chief Academic Officer Mr. Ron Zalika...Supervisor of Social Studies Curriculum Writing Committee Debra Amon Lakia Bristow Barry Conboy Melissa Feeney William Pyper Kira Royster Matthew Russell Leslie Sanders Robin Strand Lysette Toro-Mays BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 2

3 POLICY TRENTON BOARD OF EDUCATION PROGRAM 2230 CURRICULUM GUIDES The Board of Education directs the preparation of a guide for each approved course of study in order to direct and assist teaching staff members toward the attainment of goals addressed by that course. Each curriculum guide will contain, as appropriate to the course of study, content standards; objectives, concepts, and skills to be taught; attitudes and appreciations to be developed; suggested activities designed to achieve the objectives; suggested methods of instruction; performance indicators; evaluation criteria intended to test the extent to which learning objectives have been achieved; and a reading list of supplemental titles for the guidance of teachers. The curriculum guides will be the basic instructional tool for each course of study. Each teacher shall conduct the course of study as required by the curriculum guide. Any deviation from the content of the guide must be approved by the Assistant Superintendent for Curriculum, Instruction, and Assessment in advance of its implementation. The Superintendent shall be responsible for the preparation of curriculum guides, and shall develop a plan for such preparation that includes the participation of appropriate staff members and resource personnel; the participation of members of the community; the participation of pupils at appropriate grade levels; continuing research in instructional methods, materials, and activities; systematic review of all curriculum guides to ensure their continuing usefulness in achieving goals set by the Board; and a system of administrative review to ensure that curriculum guides are being followed by teaching staff members to the degree of conformity desired by the Board. All new curriculum guides and revisions of existing guides shall be submitted to the Board for approval before they are implemented. Copies of all current curriculum guides shall be kept on file in the office of the Assistant Superintendent for Curriculum, Instruction, and Assessment. N.J.S.A. 18A:33-1 Adopted: BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 3

4 Mission Statement "All students will graduate with a vision for their futures, motivated to learn continually and prepared to succeed in their choice of college or career." Trenton Public School District Introduction Curriculum is a written plan that drives instruction. It delineates the skills and concepts taught and evaluated to enhance student achievement. The Trenton Public School District Curriculum Guide includes: Alignment to the New Jersey Core Curriculum Content Standards and Supporting Cumulative Progress Indicators "Big ideas" that are essential, enduring, have value beyond the classroom and answer the question, Why is this topic worth studying? Content (students will know...) and skills (students will be able to...) Assessments Teaching strategies and resources Cross curricular connections A scope and sequence A pacing guide Technology integration Modifications for special education students, English language learners and gifted students BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 4

5 TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE FOR: SECOND GRADE Course Description The Second Grade Social Studies Curriculum focuses on communities as a whole. More emphasis is placed on goods and services, producers and consumers, government, economics and geography. Students relate these concepts to their own community and to others in the United States and the world. Exploration of cultural universals will enable students to realize how the availability of resources, the changing environment, and innovation impact everyday life. Through the use of differentiated instructional strategies and 21st century skills, students will actively and responsibly participate in opportunities that promote citizenship, family and social values and instill positive character traits. The following curriculum is aligned with the 2009 New Jersey Core Curriculum Standards (6.1 U.S. History: America in the World & 6.3 Active Citizenship in the 21st Century), 21st Century Life & Career Skills, and the National Common Core Standards for English Language Arts and Literacy in History/Social Studies. Pacing Guide Unit Unit Name Pacing Schedule # of Days 1 Communities MP Our Country and State MP Maps & Globes MP The World MP 4 45 BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 5

6 Unit 1: Communities Pacing: Marking Period 1 Content Area/Course: Second Grade/Social Studies Stage 1- Desired Results NJ Core Content Curriculum Standards Addressed in this Unit NJCCCS A.1 NJCCCS A.7 NJCCCS A.8 NJCCCS A.11 NJCCCS A.12 NJCCCS B.1 NJCCCS B.3 NJCCCS B.4 NJCCCS B.5 NJCCCS B.7 NJCCCS C.1 NJCCCS C.2 NJCCCS C.3 NJCCCS C.5 NJCCCS C.6 NJCCCS C.7 NJCCCS C.8 NJCCCS C.10 NJCCCS C.13 NJCCCS C.15 NJCCCS C.17 NJCCCS C.18 NJCCCS D.2 NJCCCS D.3 NJCCCS D.11 NJCCCS D.13 NJCCCS D.15 Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts and promote the common good Explain how the US functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state and national levels Compare and contrast how government functions at the community, county, state and national levels, the services provided, and the impact of policy decisions made at each level Explain how the fundamental rights of the individual and common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national and global levels Explain the process of creating change at the local, state or national level Compare and contrast information that can be found on different types of maps and determine when the information may be useful Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude Describe how landforms, climate and weather and availability of resources have impacted where and how people live and work in different regions of NJ and the US Describe how human interaction impacts the environment in NJ and the US Explain why some locations in NJ and the US are more suited for settlement than others Apply opportunity cost to evaluate individuals decisions, including ones made in their communities Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities and nations Explain why incentives vary between and among producers and consumers Explain the role of specialization in the production and exchange of goods and services Describe the role and relationship among households, businesses, laborers and governments within the economic system Explain how the availability of private and public goods and services is influenced by the global market and government. Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the world community. Explain the role of money, savings, debt, and investment in individuals lives. Determine the qualities of entrepreneurs in a capitalistic society. Describe how the development of different transportation systems impacted the economies of New Jersey and the United States. Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age. Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the United States and the world. Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered. Evaluate the impact of voluntary and involuntary immigration on America s growth as a nation, historically and today. Determine how local and state communities have changed over time, and explain the reasons for changes. Describe how culture is expressed through and influenced by the behavior of people. Explain how various cultural groups have dealt with the conflict between maintaining BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 6

7 NJCCCS D.19 NJCCCS D.20 NJCCCS A.1 NJCCCS A.2 NJCCCS A.3 traditional beliefs and practices and adopting new beliefs and practices. Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives. Describe why it is important to understand the perspectives of other cultures in an interconnected world. Evaluate what makes a good rule or law. Contact local officials and community members to acquire information and/or discuss local issues. Select a local issue and develop a group action plan to inform school and/or community members about the issue. Common Core State Standards Addressed in this Unit See Appendix Essential Questions 1. What is Social Studies? 2. How are atlases, maps, models and globes used? 3. What makes up a community? 4. What are different types of communities? 5. How are community needs met? 6. How do communities change over time? 7. What is the difference between needs and wants and goods and services? 8. How do people provide services? 9. Why do people work and how do people use money? Unit Content: Review Social Studies concepts and show program materials Introduce students to working in groups Use an atlas to identify where we live Locate places on a globe and variety of maps Identify places on a map of a community Illustrate means of transportation and their importance Illustrate kinds of communication in a community Explain the importance of rules and laws in a community Compare students own community with the one shown on the map Compare three kinds of communities: city, town & farm Compare all three kinds with students own Identify places that meet community needs Identify different types of workers and which workers help meet community needs Identify people who help solve a community s problems Enduring Understandings In Social Studies, we learn about ourselves and others and the world we live in Atlases, maps, models and globes all play a vital role in Social Studies Transportation, communication, rules and laws are important parts of a community Different kinds of communities exist Communities have specific needs and ways of meeting those needs Places have a history and that history is a story of change Communities satisfy needs and wants Goods are made and obtained in a community Service workers do jobs that help others People need money to satisfy their needs and wants and must make choices about how to use their money Unit Skills: Chronological Thinking Place key historical events and people in historical eras using timelines Explain how the present is connected to the past Spatial Thinking Determine locations of places and interpret information available on maps and globes Use thematic maps and other geographic representations to obtain, describe, and compare spatial patterns and information about people, places, regions, and environments Critical Thinking Distinguish fact from fiction Identify and use a variety of primary/secondary sources for reconstructing the past BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 7

8 Recognize that a community has a history and changes over time Identify groups that settled in students community Identify groups that make up the community today Identify and distinguish between needs and wants Locate places in a community that satisfies needs and wants Identify goods and understand that people produce them Identify places on a map where goods are made Recognize that some people sell goods and that most people buy goods Identify places on a map where people can buy goods Define services as jobs that help people Identify places on a map and in students own community that provide services Explain that people need money to satisfy needs and wants and that they work to earn money Identify how people make choices about money Identify why and how people save money Presentation Skills Use evidence to support an idea in a written and/or oral format Stage 2- Assessment Required Performance Task & Criteria: Modeling the Future of Trenton Students will individually create posters in which they illustrate and explain in writing their vision on how their community will change ten years from now. Answers should include new houses, stores, factories, methods of transportation, etc. Students will share their visions with the class and then the class will select which model they prefer. Other Evidence (Formative & Summative): Formative Differentiated Interactive Notebook Entries Student Role Playing Activities Teacher Observation Exit Slips and Reflections Quizzes Required: Summative: Combined Unit 1 & 2 Assessment BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 8

9 Stage 3 Learning Pan Instructional Activities/Strategies to enable students to achieve desired results: 1. Introducing Social Studies Defining Social Studies, Working Together 2. Looking at the Atlas, Maps and Globes Using an Atlas, Introducing Maps and Globes 3. Exploring Communities Identifying a Community, Getting Around, Sharing Information, Rules & Laws, Our Community 4. Types of Communities Urban & Rural, Comparing 5. People and Places in a Community Places, Workers, Leaders 6. Read City Green and complete the Literacy Library lesson plan 7. Our Community s History History, Settlers, People Today 8. Read The House on Maple Street and complete the Literacy Library lesson plan 9. Meeting Needs and Wants Identifying Needs & Wants, Places that Satisfy Needs and Wants 10. Making & Selling Goods Identifying Goods, Producers & Goods, Buying Goods, Consumers & Goods 11. Read From Fruit to Jelly and complete the Literacy Library lesson plan 12. Providing Services Identifying Services, Places that Provide Services 13. Earning & Using Money Why We Need Money, Making Choices with Money, Saving Money 14. Read How the Second Grade Got $8, to Visit the Statue of Liberty and complete the Literacy Library lesson plan Accommodations for ELL & Special Education Students: See Appendix Unit Resources Primary Textbook: Exploring Where and Why - Second Grade Program Nystrom Literacy Library Technology Integration Suggested Software/Hardware: Microsoft Office Applications Desktop Computers/Mobile Laptop Carts Suggested Websites: EWW: Second Grade CD-ROM See Social Studies Department Webpage for Comprehensive List of General Resources BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 9

10 Unit 2: Our Country and State Pacing: Marking Period 2 Content Area/Course: Second Grade/Social Studies Stage 1- Desired Results NJ Core Content Curriculum Standards Addressed in this Unit NJCCCS A.2 NJCCCS A.3 NJCCCS A.4 NJCCCS A.7 NJCCCS A.8 NJCCCS A.9 NJCCCS A.10 NJCCCS B.1 NJCCCS B.4 NJCCCS B.6 NJCCCS B.7 NJCCCS B.8 NJCCCS B.10 NJCCCS C.9 NJCCCS C.14 NJCCCS D.1 NJCCCS D.4 NJCCCS D.10 NJCCCS D.14 NJCCCS D.16 NJCCCS D.17 NJCCCS D.18 NJCCCS D.1 Explain how fundamental rights guaranteed by the US Constitution and the Bill of Rights contribute to the continuation and improvement of American democracy Determine How fairness, equality and the common good have influenced change at the local and national levels of US government Explain how the US government is organized and how the US Constitution defines and limits the powers of government Explain how the US functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state and national levels Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the impact of policy decisions made at each level. Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights. Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations. Compare and contrast information that can be found on different types of maps, and determine when the information may be useful. Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States. Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism. Explain why some locations in New Jersey and the United States are more suited for settlement than others. Compare ways people choose to use and divide natural resources. Identify the major cities in New Jersey, the United States, and major world regions, and explain how maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences. Compare and contrast how access to and use of resources affects people across the world differently. Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force have played in economic opportunities. Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey. Explain how key events led to the creation of the United States and the state of New Jersey. Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey. Trace how the American identity evolved over time. Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present. Explain the role of historical symbols, monuments, and holidays and how they affect the American identity. Explain how an individual s beliefs, values, and traditions may reflect more than one culture. Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions. BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 10

11 Common Core State Standards Addressed in this Unit See Appendix Essential Questions 1. Where is the United States in the world? 2. How can I locate the United States on a map? 3. What is my world address? 4. What are the important natural and cultural features of the United States? 5. Where is my state located? 6. How can I describe my own state and its neighbors? 7. What are the responsibilities of citizens and our leaders in the US? 8. Where/what is our country s national and state capitals? 9. What were some of the major events in our nation s history? 10. Who were the first Americans? 11. Who were some of the most important leaders in our nation s history and what did they do? Enduring Understandings The United States is a nation in North America The United States has many natural and cultural features as well as natural resources Inhabitants of the United States have a designated state, city or town and neighbors In the United States, citizens, the President, and Congress all have specific roles and responsibilities The United States has a national capital as well as state capitals Significant people and events have shaped the history of our country. Unit Content: Review map symbols & locate symbols on a US map Use the map key to point out features on the US map Use directions to describe locations on the US map Locate the US in North America Identify some of the major natural features in the US Identify some natural resources in the US and read resource maps Identify some of the cultural features in the US Identify & locate students own state on a US map Locate neighboring states and describe direction form students own state Recognize that good citizens vote Identify some important responsibilities of citizens Describe the role of the President and Congress Identify the steps in passing a law Locate students own state capital and Washington DC on a US map Locate neighboring states on a US map Use a timeline to sequence selected events in the history of the US Identify some different cultures of the first Americans Recognize that many groups make up US population Identify symbols of the US Identify selected American leaders of past & present Create timeline to show when selected leaders lived Unit Skills: Chronological Thinking Place key historical events and people in historical eras using timelines Explain how the present is connected to the past Spatial Thinking Determine locations of places and interpret information available on maps and globes Use thematic maps and other geographic representations to obtain, describe, and compare spatial patterns and information about people, places, regions, and environments Critical Thinking Distinguish fact from fiction Identify and use a variety of primary/secondary sources for reconstructing the past Presentation Skills Use evidence to support an idea in a written and/or oral format BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 11

12 Stage 2- Assessment Required Performance Task & Criteria: Learn About US Cities: Create a master list of various large cities around the United States along with a short bio page on each city. Have students select a city from the list. Each student then creates a large advertisement trying to persuade tourists to visit the specific city. When done, collect all ads to form a class book of advertisements. Other Evidence (Formative & Summative): Formative Differentiated Interactive Notebook Entries Student Role Playing Activities Teacher Observation Exit Slips and Reflections Quizzes Required: Summative: Combined Unit 4 & 5 Assessment Stage 3 Learning Pan Instructional Activities/Strategies to enable students to achieve desired results: 1. Exploring the United States Showing Real Places on a Map, Reading a US Map, Getting Around the US, Locating Our Country 2. Our Country s Natural and Cultural Features Natural Features in the US, Natural Resources in the US, Cultural Features in the US 3. Read The Armadillo from Amarillo and complete the Literacy Library lesson plan 4. Our State Locating Our State, Neighboring States 5. Our Country s Government Citizens and Voting, Responsibilities of a Citizen, the President and Congress, Bills and Laws 6. Capitals in the United States Our State and Country Capitals, Other State Capitals 7. Our Country s History History of the US, Native Americans, Americans Today, Landmarks of the US 8. Read Samuel Eaton s Day and complete the Literacy Library lesson plan 9. Our Country s Leaders Important American Leaders, Timeline of Our Country s Leaders 10. Read My Brother Martin and complete the Literacy Library lesson plan Accommodations for ELL & Special Education Students: See Appendix BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 12

13 Unit Resources Primary Textbook: Exploring Where and Why - Second Grade Program Nystrom Literacy Library Technology Integration Suggested Software/Hardware: Microsoft Office Applications Desktop Computers/Mobile Laptop Carts Suggested Websites: EWW: Second Grade CD-ROM See Social Studies Department Webpage for Comprehensive List of General Resources BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 13

14 Unit 3: Maps and Globes Pacing: Marking Period 3 Content Area/Course: Second Grade/Social Studies Stage 1- Desired Results NJ Core Content Curriculum Standards Addressed in this Unit NJCCCS B.1 NJCCCS B.2 NJCCCS B.3 NJCCCS B.4 NJCCCS B.7 Compare and contrast information that can be found on different types of maps, and determine when the information may be useful. Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence. Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude. Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States. Explain why some locations in New Jersey and the United States are more suited for settlement than others. Common Core State Standards Addressed in this Unit See Appendix Essential Questions 1. How do I read a map? 2. What are the different perspectives used when exploring maps and globes? 3. How are symbols and colors used on maps and globes to identify natural and cultural features? 4. How are grids used to find locations? 5. How is distance measured on maps and globes? Enduring Understandings Maps show a view from above and use colors and symbols to represent key features Natural and cultural features shape our nation and are represented on maps and globes Grids are used to pinpoint specific locations on maps and globes The four cardinal directions (north, south, east, west) are found on all globes and maps Distance can be measured on maps and globes Unit Content: Demonstrate that a map view is a view from directly overhead Show how colors provide info on maps/globes Use and create symbols and a map key Identify how maps/globes are similar and different Identify natural features Demonstrate that water flows from high to low land Define cultural features Identify/create symbols for cultural features on maps Find places on a map and describe their locations Use and create grids to name locations on a picture and a map Identify and use North and South on globes/maps Unit Skills: Chronological Thinking Place key historical events and people in historical eras using timelines Explain how the present is connected to the past Spatial Thinking Determine locations of places and interpret information available on maps and globes Use thematic maps and other geographic representations to obtain, describe, and compare spatial patterns and information about people, places, regions, and environments Critical Thinking Distinguish fact from fiction BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 14

15 Identify and use East & West on globes/maps Show how to use a compass rose to give directions in the classroom Explain distance Demonstrate one way to measure distance on a community map Identify and use a variety of primary/secondary sources for reconstructing the past Presentation Skills Use evidence to support an idea in a written and/or oral format Stage 2- Assessment Required Performance Task & Criteria: Create a Map with Natural & Cultural Features: Each student will draw a map of a made-up landscape. The student must create and insert all key symbols for important natural features, such as rivers, mountains, hills and lakes. Around the map, the student will create a collage of cultural features evident in his/her madeup location. The student will present his/her creation to the class. Other Evidence (Formative & Summative): Formative Differentiated Interactive Notebook Entries Student Role Playing Activities Teacher Observation Exit Slips and Reflections Quizzes Required: Summative: Unit 3 Assessment Stage 3 Learning Pan Instructional Activities/Strategies to enable students to achieve desired results: 1. Features of Maps & Globes Identifying a Map View, Colors on Maps & Globes, Map Key & Symbols, Comparing Maps & Globes 2. Looking at Natural Features Exploring Natural Features, Looking at How Water Flows, Natural Features on Maps 3. Read Alejandro s Gift and complete the Literacy Library lesson plan 4. Looking at Cultural Features Exploring Cultural Features, Cultural Features on Maps 5. Locating Places on a Map Finding Places on a Map, Using a Grid 6. North, South, East & West North & South on a Globe & Map, East & West on a Globe & Map, Using Directions 7. Read Look to the North and complete the Literacy Library lesson plan 8. Distances Between Places Defining Distance, Measuring Distances on Maps 9. Read Three Days on a River in a Red Canoe and complete the Literacy Library lesson plan BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 15

16 Accommodations for ELL & Special Education Students: See Appendix Unit Resources Primary Textbook: Exploring Where and Why - Second Grade Program Nystrom Literacy Library Technology Integration Suggested Software/Hardware: Microsoft Office Applications Desktop Computers/Mobile Laptop Carts Suggested Websites: EWW: Second Grade CD-ROM See Social Studies Department Webpage for Comprehensive List of General Resources BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 16

17 Unit 4: The World Pacing: Marking Period 4 Content Area/Course: 2 nd Grade/Social Studies Stage 1- Desired Results NJ Core Content Curriculum Standards Addressed in this Unit NJCCCS A.14 NJCCCS B.1 NJCCCS B.2 NJCCCS B.3 NJCCCS B.4 NJCCCS B.10 NJCCCS D.20 Describe how the world is divided into many nations that have their own governments, languages, customs, and laws. Compare and contrast information that can be found on different types of maps, and determine when the information may be useful. Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence. Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude. Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States. Identify the major cities in New Jersey, the United States, and major world regions, and explain how maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences. Describe why it is important to understand the perspectives of other cultures in an interconnected world. Common Core State Standards Addressed in this Unit See Appendix Essential Questions 1. What are the world s hemispheres? 2. What causes day and night? 3. What causes climate change? 4. What are the continents and oceans of the world? 5. What are the countries of North America? 6. Who are the people of North America? 7. What are countries on other continents? 8. How are people in other countries and continents similar and different? Enduring Understandings The earth is divided into hemispheres using the Equator and the Prime Meridian The earth s movement causes day and night as well as the seasons The earth contains several continents and oceans, each with distinct cultural and natural features Continents and made up of countries with different characteristics and ways of life Unit Content: Identify the Equator and the Northern and Southern Hemispheres Identify the Prime Meridian and the Eastern and Western Hemispheres Show how the earth s rotation causes day and night Show hoe the earth s revolution causes seasons and climate Identify the locations of the continents and oceans Unit Skills: Chronological Thinking Place key historical events and people in historical eras using timelines Explain how the present is connected to the past Spatial Thinking Determine locations of places and interpret information available on maps and globes Use thematic maps and other geographic representations to obtain, describe, and compare BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 17

18 Identify natural and cultural features of the continents Locate major countries in North America Locate different natural and cultural features on a continent Identify selected countries on each continent Compare life in other countries of the world with life in the United States spatial patterns and information about people, places, regions, and environments Critical Thinking Distinguish fact from fiction Identify and use a variety of primary/secondary sources for reconstructing the past Presentation Skills Use evidence to support an idea in a written and/or oral format Stage 2- Assessment Required Performance Task & Criteria: Conduct an Interview: Assign each student a specific continent. Have students take on the role of a newspaper reporter interviewing a person from that assigned continent. Come up with at least five questions about the person s continent and way of life. Then write the corresponding answers while taking into account that continent s cultural and geographical features. Formative Other Evidence (Formative & Summative): Summative: Differentiated Interactive Notebook Entries Student Role Playing Activities Teacher Observation Exit Slips and Reflections Quizzes Required: Unit 6 Assessment Stage 3 Learning Pan Instructional Activities/Strategies to enable students to achieve desired results: 1. Hemispheres Northern & Southern Hemispheres, Eastern & Western Hemispheres 2. Day, Night, Climate & Seasons Day & Night, Climate & Seasons 3. Read Sitti s Secrets and complete the Literacy Library lesson plan 4. Land & Water Continents & Oceans, Locating & Describing Continents, Exploring North America 5. People & Places Around the World Exploring Continents, Continents & Countries Around the World, People in Other Places 6. Read Boundless Grace and complete the Literacy Library lesson plan BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 18

19 Accommodations for ELL & Special Education Students: See Appendix Unit Resources Primary Textbook: Exploring Where and Why - Second Grade Program Nystrom Literacy Library Technology Integration Suggested Software/Hardware: Microsoft Office Applications Desktop Computers/Mobile Laptop Carts Suggested Websites: EWW: Second Grade CD-ROM See Social Studies Department Webpage for Comprehensive List of General Resources BOE Approved: 8/26/13 Trenton Public Schools: Dept.of Social Studies 19

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