1 Pine Grove Area SCHOOL DISTRICT SUBMITTAL FOR BOARD APPROVAL Social Studies Second Grade September 16, 2010 COURSE OF STUDY: Second Grade Social Studies SUBMITTED BY: Sue Kuchinsky DATE: August 30, 2010 (Classroom teacher) APPROVED BY: Joseph Barra DATE: (Curriculum Facilitator) APPROVED BY: Jennifer Bowen DATE: (Building Administrator) APPROVED BY: Brian Uplinger DATE: (Superintendent) APPROVED BY: Jeffrey Stump DATE: (School Board Chairperson, Curriculum Committee)
2 I. Curricular Philosophy: The Second Grade Social Studies course of the Pine Grove Area School District is designed to introduce systematically and thematically the four areas of Social Studies; Civics and Government, Economics, Geography and History. The Second Grade Social Studies course begins this process at the Second Grade level however allows for the accommodation of many learning styles, motivational levels and academic abilities. II. Big Ideas 1. Citizens understand that government serves communities and the common good. 2. Citizens show respect for others and act responsibly. 3. Individuals, families, and communities balance unlimited wants with limited resources. 4. All economic systems must what, and how, goods and services will be produced, and who will consume those goods and services. 5. People in communities around the world depend on each other for goods and services. 6. Individuals endeavor to obtain goods and services and to accumulate wealth. 7. Geographic representations are essential to explain the spatial organization of people, places, and environment. 8. Places and regions have physical and human characteristics. 9. The stories of past Americans can influence the lives of today's citizens.
3 III. COURSE OF STUDY A. Course Name: Second Grade Social Studies B. Grade Level: Second C. Length of Course: half year/90 days D. Credits: none E. Prerequisites: none F. Course Description: The Second Grade Social Studies curriculum will build upon previously learned concepts and ideas and expose students to the concepts of Civics and Government, Economics, Geography and History.
4 IV. Course: Second Grade Social Studies Big Idea 1: Citizens understand that government serves communities and the common good. ESSENTIAL QUESTION: How do laws and government documents establish rules for citizens and government? PA Standard B. Explain the purposes of rules, laws, and consequences and why they are important in the classroom, school, and community. rules laws consequences community Explain the reasons why we have laws and what the consequences are for violating them.. /publisher PA Standard D. Identify key ideas about government found in significant documents: Declaration of Independence United States Constitution independence Constitution Discuss the importance of the Declaration of Independence and the United States Constitution. /publisher
5 Big Idea 1: Citizens understand that government serves communities and the common good. ESSENTIAL QUESTION: How do laws keep a community operating smoothly and safely? PA Standard B. Identify how laws are made in the local community. laws community taxes government Explain that governments are visible in a community through making laws, enforcing laws, and gathering taxes. /publisher PA Standard C. Identify services performed by the local government. services government Explain that services provided by the local government are for the common good (law enforcement, hospitals, animal control, education, and firefighters). /publisher
6 Big Idea 1: Citizens understand that government serves communities and the common good. ESSENTIAL QUESTION: How do laws keep a community operating smoothly and safely? PA Standard D. Identify positions of authority at school and community. principal superintendent mayor courts town council Explain the roles of various positions of authority within the school or community setting. /publisher
7 Big Idea 1: Citizens understand that government serves communities and the common good. ESSENTIAL QUESTION: Why are state/national symbols and national holidays important? PA Standard F. Identify state symbols, national symbols, and national holidays. symbol holiday state Pennsylvania United States Pledge of Allegiance Identify state and national symbols and explain why they are important. (Liberty Bell, Statue of Liberty, United States flag, White House) Explain why we celebrate national holidays Discussions /publisher
8 Big Idea 2: Citizens show respect for others and act responsibly ESSENTIAL QUESTION: What are the rights and responsibilities of citizenship? PA Standard A. Identify personal rights and responsibilities. Ways to show good citizenship (caring, helping, respecting others, responsibility) Identify examples of personal rights using class and school rules. Identify examples of personal responsibilities in school and the community such as helping out with a school wide public service recycling and following laws like bicycle safety and wearing a seatbelt. /publisher PA Standard B. Identify the sources of conflict and disagreement and different ways conflict can be resolved. disagreement cooperation compromise Use role plays to solve problems and disagreements. /publisher
9 Big Idea 3: Individuals, families, and communities balance unlimited wants with limited resources. ESSENTIAL QUESTION: What are needs and wants? What are resources and how are they used? PA Standard A. Define scarcity and identify examples of resources, wants, and needs. scarcity limited resources wants needs Explain what scarcity means and list various limited resources. Understand that needs take precedence over wants. /publisher PA Standard B. Identify needs and wants of people. Identify examples of natural, human, and capital resources. natural resources human resources wants needs Create needs and wants list. Identify natural resources. (water, gas, oil, soil, trees, sun) Identify human resources. (familiar workers) /publisher
10 Big Idea 3: Individuals, families, and communities balance unlimited wants with limited resources. ESSENTIAL QUESTION: How do you decide what to buy? PA Standard C. Explain what is given up when making a choice. decision/choice purchase/buy Discuss how personal choice influences the decision to buy certain items. Discuss the difference between adult spending and child spending. List the cost of items and discuss the benefits of buying such items. /publisher
11 Big Idea 4: All economic systems must what, and how, goods and services will be produced, and who will consume those goods and services. ESSENTIAL QUESTION: What are goods and services? Who are consumers and producers? PA Standard A. Identify goods, services, consumers consumers, and producers in producers goods the local community. services List various goods and services. (ex. toys vs. doctor) Discuss how consumers and producers rely on each other. /publisher
12 Big Idea 4: All economic systems must what, and how, goods and services will be produced, and who will consume those goods and services. ESSENTIAL QUESTION: How does a consumer know what to pay for something? Why do prices vary for the same thing? PA Standard D. Define price and how prices vary for products. price products competition Discuss how consumers pay for goods and services through the use of trade and money. Compare various competing producers/businesses (ex. grocery stores, gas stations, Wal-Mart etc.) /publisher PA Standard E Describe the effect of local businesses opening and closing. List community businesses that have recently opened, closed, or expanded. /publisher
13 Big Idea 5: People in communities around the world depend on each other for goods and services. ESSENTIAL QUESTION: Why do people trade? What is the difference between imports and exports? PA Standard B. Identify examples of trade, trade imports, and exports in the imports local community. exports Discuss the process of trade within the United States and between two countries. Explain why goods, services, and resources come from all over the nation and world. List local natural and human resources. Describe why certain products cannot be produced locally (geographic location, settlement, climate, and culture.) Discuss the reasons specific businesses/industries are located in the local community.(agriculture, Mining, Manufacturing etc.) /publisher
14 Big Idea 6: Individuals endeavor to obtain goods and services and to accumulate wealth. ESSENTIAL QUESTION: Why do people work? PA Standard B. Identify different occupations Occupations List reasons why people work. Create a list of various community professions and discuss if the professions provide goods, services or both. Research and report upon a profession of interest. /publisher PA Standard G. Define saving and explain why people save. Explain what it means to save. Describe ways in which families spend and save money. /publisher
15 Big Idea 7: Geographic representations are essential to explain the spatial organization of people, places, and environment. ESSENTIAL QUESTION: What is the difference between a map and a globe? What is a map key used for? What are the 7 Continents on the globe? What continent do we live on and what countries make up this continent? PA Standard A Identify how basic geographic tools are used to organize and interpret information about people, places, and environment. PA Standard B Identify and locate places and regions as defined by physical and human features. maps/map elements globes diagrams photographs map keys cardinal directions symbol continents oceans countries (Canada, United States, Mexico) states(pennsylvania) Explain the characteristics and purposes of different geographic representations. Use and make maps to identify and locate familiar places or objects within the state or country. Identify and name the seven continents and four oceans on a map and globe. Label the three countries that make up North America on a map and globe. Find the 50 states that make up the United States. Identify the state we live in (Pennsylvania) /publisher /publisher
16 Big Idea 7: Geographic representations are essential to explain the spatial organization of people, places, and environment. ESSENTIAL QUESTION: What different landforms and bodies of water make up the Earth s surface? Why does climate effect how animals and people live in different areas of the world? PA Standard A Identify the physical characteristics of places and regions. landforms(mountains, hills, valleys, plains) climate weather bodies of water (pond,river,lake, ocean) Create a model using physical characteristics such as mountains, rivers, lakes, etc. Describe the interactions between people, animals, and physical features of their environment. /publisher
17 Big Idea 8: Places and regions have physical and human characteristics. ESSENTIAL QUESTION: Why do people form communities? How are rural, suburban and urban communities alike and different? PA Standard A. Identify the human rural characteristics of places and towns regions using the following suburbs criteria: cities Describe why people settle in Population specific regions. Culture Settlement Identify types of settlements. Economic Activities Political Activities List factors that effect where people settle (water, resources, transportation) /publisher assessment Describe how people effect the places in which they live. Discuss products grown/produced at farms and factories in the local community.
18 Big Idea 8: Places and regions have physical and human characteristics. ESSENTIAL QUESTION: How do weather and natural resources impact a community? PA Standard A. Identify the effect of the physical systems on people within a community. weather conditions (drought, flood, snowfall etc.) Describe how the weather and natural resources impact people (drought, snowfall, soil quality) Describe the various things people do that impact the environment. Independent/group /publisher assessment
19 Big Idea 9: The stories of past Americans can influence the lives of today's citizens. ESSENTIAL QUESTION: How was life different in the past vs. today? PA Standard A. Identify the difference colony between past, present, and New World future using timelines and/or Settlement other graphic representations. Transportation biography Compare and Contrast the life of a Colonial boy/girl from an Early American settlement to your life today. Describe how transportation(methods of moving people and goods over time) has changed over the years. Explain how a new Listen to various historical biographies. Read various folklore stories (Johnny Appleseed) Independent/group /publisher assessment
20 Big Idea 9: The stories of past Americans can influence the lives of today's citizens ESSENTIAL QUESTION: What important contribution did an individual make to Pennsylvania s history? PA Standard A. Identify the social, political, cultural, and economic contributions of individuals and groups from Pennsylvania. Betsy Ross Benjamin Franklin Liberty Bell Identify and explain the significance of Betsy Ross and Benjamin Franklin. Identify and explain the significance of the Liberty Bell. Independent/group /publisher assessment
21 Big Idea 9: The stories of past Americans can influence the lives of today's citizens. ESSENTIAL QUESTION: What important contribution did an individual make to the United States history? PA Standard A. Identify and describe the George Washington social, political, cultural, and Abraham Lincoln economic contributions of Neil Armstrong individuals and groups in Martin Luther King United States history. Thomas Edison Wright Brothers Identify and explain the political and/or cultural contributions of George Washington, Abraham Lincoln, Thomas Edison, Neil Armstrong, Martin Luther King, and Wright Brothers Independent/group /publisher assessment
22 V. EXPECTED LEVELS OF ACHIEVEMENT A. Students are expected to reach the Second grade level of achievement in Social Studies. These skills include all of those noted in the specific content area of this curriculum. B. Grading system for all Second Grade Social Studies classes is as follows: Grading Scale O S N U Outstanding Satisfactory Needs Improvement Unsatisfactory C. Each student s grade will be determined at the conclusion of each marking period. Progress reports will be sent home at the mid-point of each marking period for those students achieving below 70%.