Second Grade Social Studies

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1 AASD SOCIAL STUDIES CURRICULUM Second Grade Social Studies Description Second Grade Social Studies analyzes the components of community and applies those concepts to the study of the Appleton Area. The role geography and resources play in the development of cities is applied to the history of the Appleton Area as well as government and economic concepts. The characteristics of good citizenship and discovering how citizens work together in communities to solve problems is a focus, including the study of significant individuals from the community, past and present. Credits Prerequisites Textbooks/Resources We Live Together. MacMillan/McGraw-Hill. ISBN: Required Assessments District-Wide, Standards-Based Assessment Board Approved May, 2007 Revised AASD Social Studies Goals for K-12 Students Develop a chronological sense of time, continuity and change and an awareness of geographic place. Recognize that history and culture influence a society. Develop an awareness of current affairs. Recognize facts and vocabulary pertinent to the grade and/or discipline. Discern cause and effect relationships. Analyze and evaluate information/data. Interpret visually-oriented content. Recognize the rights and responsibilities of individuals and of society. Understand reasons for conflicting ideas and develop possible resolutions. Adopt a wider perspective. Accept democratic beliefs. Board Approved: May, 2007 Page 1

2 AASD Social Studies Standards for Students in Grades K-12 I. Geography Students in the Appleton Area School District will learn about geography through the study of the relationships among people, places and environment: A. Location, place and regions. B. Movement. C. Human-environment interaction. D. Process and investigation. II. History III. Political Science and Citizenship IV. Economics Students in the Appleton Area School District will learn about the history of Wisconsin, the U.S. and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships and analyze issues that affect the present and the future: A. Time, continuity and change in U.S. history. B. U.S. cultures and cultural diversity. C. People, places and events in U.S. history. D. Process and investigation. Students in the Appleton Area School District will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance: A. World affairs. B. Basic concepts/purposes of government. C. American ideals and citizenship. D. Government structures and processes. Students in the Appleton Area School District will learn about production, distribution, exchange and consumption so that they can make informed economic decisions: A. Production, distribution, consumption and exchange. B. Science, technology, society and government. C. Global connections. D. Process, investigation and decision making. V. Behavioral Sciences Students in the Appleton Area School District will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the discipline of psychology, and the discipline of anthropology: A. Human origins and cultural development. B. Individual human behavior. C. Interactions between and among individuals, groups and institutions. D. Cultural diversity. Board Approved: May, 2007 Page 2

3 1. Apply geography concepts and skills in the study of the a. identifies the U.S. and its neighbors on a map and a globe. b. identifies the oceans and the seven continents on a Classroom discussions Projects Make a map of a community with a relationships among map and a globe. compass rose and a key people, places, and c. recognizes different kinds of water found on the Earth. Locate by: using maps and globes environments d. identifies major land forms and bodies of water. Compare and contrast using graphic e. explains what natural resources are. organizers, Foldables f. explains how people depend on natural resources to satisfy their basic needs. g. learns why people change the Earth. h. identifies ways in which people change the Earth. i. identifies ways of protecting the Earth. j. recognizes the ways people can conserve and replenish natural resources. k. learns how to use a compass rose. 2. Compare and/or contrast the geography of Appleton to other communities a. recognizes the characteristics of cities, suburbs, and rural areas. b. identifies the significance of community landmarks (Lawrence, Hearthstone, Houdini Plaza, City Hall, PAC, etc.). c. explains the role of resources and the river in the origin and development of Appleton. Compare and contrast by: making graphic (teacher Manual p.20) Behavioral Sciences: Cultural Diversity; Individual Human Behavior; Interactions Individuals, Groups, Institutions Geography: Location, Place and Regions Board Approved: May, 2007 Page 3

4 3. Examine Appleton s a. recognizes that people live in communities. Projects change and b. recognizes that community members work together for the continuity over time common good. Construct a timeline in order to develop c. identifies changes in communication and transportation in Design a community historical Appleton. Compare and contrast using perspective, explain, d. explores ways that these changes have affected people s graphic organizers, Foldables historical lives. relationships, and e. identifies Native Americans as the first people to live in North analyze issues that affect the present and the future* America. f. explains Native American traditions. g. learns about early explorers to America and our region (Nicolet). h. explains how the original 13 colonies became the U. S. i. describes how Appleton grew over time. j. understands the concepts of time and chronology. History: Time, Continuity and Change in U.S. history; U.S. Cultures and Cultural Diversity; People, Places and Events in U.S. History; Process and Investigation 4. Apply concepts of production, distribution, exchange and consumption of goods a. understands that people work to earn money and help others. b. explains the choices people make about earning money. c. identifies needs and wants. d. explains the choices people make about spending and saving. e. learns how paper towels are made from trees. f. traces a product from a natural resource to finished goods. g. explains the choices people can make in a free enterprise system. h. identifies ways in which science and technology have affected communication, transportation, occupations, and recreation. Economics Use blackline masters Compare and contrast using graphic organizers, Foldables Classroom discussions Junior Achievement program- Grade 2 Board Approved: May, 2007 Page 4

5 5. Describe the form of government that exists in our community, state and a. compares the roles of public officials, including the mayor, governor, and President. b. identifies ways that public officials are selected, including election and appointment to office. Current Event Magazines(i.e. Time for Kids, Scholastic News, Weekly Reader ) country. Analyze how c. discusses what is fair in different situations. Simulations and role playing. the government helps d. identifies characteristics of good citizenship. Blackline masters people meet their e. discovers how communities solve problems and pay for the Compare and contrast using needs and solve solutions they reach. graphic organizers, problems f. describes how governments establish order, provide security, and Foldables manage conflict. g. discusses current events. Political Science: Basic Concepts/Purposes of Government; American Ideals and Citizenship; Government Structures and Processes 6. Recognizes the interactions between and among people and groups of different world cultures within the U.S. a. identifies several American and local heroes. b. identifies contributions and historical figures who have influenced our country and community. c. recognizes how civic celebrations, holidays and family traditions reflect our national and local heritage. d. identifies changes in education and family life through the years. Compare and contrast with graphic organizers, Foldables Projects and reports Biographies (Houghton) Behavioral Sciences: Individual Human Behavior; Interactions between and among Individuals, Groups and Institutions; Cultural Diversity Resources and learning activities that address course objectives: Let s Read Biographies, Level II, Boston: Houghton Mifflin, c1997. Summary: 9 brief biographies of Eleanor Roosevelt, Christa McAuliffe, Barbara Jordan, Benito Juarez, Frederick Douglass, Abraham Lincoln, Benjamin Franklin, I.M. Pei, and Antonia Novello. Board Approved: May, 2007 Page 5

Fourth Grade Social Studies

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