Lake County Schools 2nd Grade Social Studies Curriculum Map

Lake County Schools 2nd Grade Social Studies Curriculum Map REVISED June 3, 2009

Grades K-3 Required Instruction for Social Studies The Florida Legislature has mandated certain instructional initiatives by specific legislation. These mandates are not assigned to particular grade levels or subject areas, but are intended for broad implementation. Compliance should be appropriate to the developmental level of students and should fit reasonably within the frameworks of specific courses. The following list contains the required instructional mandates that apply to Social Studies classes. Some of these requirements [such as F.S. 1003.42 (2)(d)] may be implemented in every public school classroom. Others may fit precisely into one or more specific courses. The highlighted items are the ones most likely to be addressed, in full or in part, in Grades K-3. This does not imply, however, that non-highlighted items cannot be addressed as appropriate. The 2003 Florida Statutes, Title XLVIII, Public Education, Chapter 1003, Course of Study and Instructional Aids, 1003.42 required instruction states: (1) Each district school board shall provide all courses required for high school graduation and appropriate instruction designed to ensure that students meet State Board of Education adopted standards in the following subject areas: reading and other language arts, mathematics, science, social studies, foreign languages, health and physical education, and the arts. (2) Members of the instructional staff of the public schools, subject to the rules of the State Board of Education and the district school board, shall teach efficiently and faithfully, using the books and materials required, following the prescribed courses of study, and employing approved methods of instruction, the following: (a) The content of the Declaration of Independence and how it forms the philosophical foundation of our government. (b) The arguments in support of adopting our republican form of government, as they are embodied in the most important of the Federalist Papers. (c) The essentials of the United States Constitution and how it provides the structure of our government. (d) Flag education, including proper flag display and flag salute. (e) The elements of civil government, including the primary functions of and interrelationships between the Federal Government, the state, and its counties, municipalities, school districts, and special districts. 2

(f) The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi Germany, a watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human behavior, an understanding of the ramifications of prejudice, racism, and stereotyping, and an examination of what it means to be a responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions. (g) The history of African Americans, including the history of African peoples before the political conflicts that led to the development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African Americans to society. (h) The history of the state. (i) The study of Hispanic contributions to the United States. (j) The study of women s contributions to the United States. (k) A character-development program in the elementary schools, similar to Character First or Character Counts, which is secular in nature and stresses such character qualities as attentiveness, patience, and initiative. Beginning in school year 2004-2005, the character-development program shall be required in kindergarten through grade 12. Each district school board shall develop or adopt a curriculum for the character-development program that shall be submitted to the department for approval. The character-development curriculum shall stress the qualities of patriotism, responsibility, citizenship, kindness, respect, honesty, self-control, tolerance, and cooperation. (l) In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic values worldwide. Such instruction must occur on or before Veterans Day and Memorial Day. Members of the instructional staff are encouraged to use the assistance of local veterans when practicable. 1003.421 Recitation of the Declaration of Independence.-- (1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3 hours of appropriate instructions in each social 3

studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration of Independence. (2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed. (3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty. Upon written request by a student s parent, the student must be excused from the recitation of the Declaration of Independence. 4

Social Studies Skills and Concepts Matrix K-12 This Social Studies Skills and Concepts Matrix is designed to demonstrate to the classroom teacher the vertical alignment of essential skills and concepts LCS students are expected to master at various stages throughout their PreK-12 education. It is constructed so that teachers can clearly determine the introduction, development, mastery, and reinforcement stages of selected Social Studies and Language Arts skills and concepts in order to facilitate achievement in the Social Studies. This matrix is not intended to be used as a checklist; rather, it is intended for teachers to reference throughout the school year to ease the planning process. It will also ensure uniform acquisition of these skills and concepts by students across the district, as each skill/concept is included in the Social Studies Curriculum, Instruction, and Assessment Alignment. The Social Studies Skills and Concepts Matrix encompasses four categories: Geography Skills and Concepts, Research Skills and Concepts, Social Studies Skills and Concepts, and Civic Awareness Concepts. Specific skills and concepts are listed, as well as the introduction, development, mastery, and reinforcement stages at each grade level. The mastery level for each skill/concept has been bolded in order to signify its importance at the specified grade level. The Introduction Benchmark denotes the corresponding Social Studies or Language Arts developmental-level benchmark to each skill/concept introduced. For easy reference, the table of standards and benchmarks uses an identification system that mirrors the structure of the standards organization. Subject: Strand: Standard: Level: The two letters in the first slot identify the subject area, such as SS for Social Studies, LA for Language Arts, etc. The letter in the second slot identifies a strand, such as History; Geography; Civics and Government; Economics; Reading; Writing; Listening, Viewing, and Speaking, etc. The number in the third slot identifies the general standard under the strand. The number in the fourth slot identifies the developmental level: 1 = grades PreK-2 2 = grades 3-5 3 = grades 6-8 4 = grades 9-12 Benchmark: The number in the fifth slot is the benchmark under the grade cluster within the standard. SS.A.1.1.1 REVISED June 3, 2009 Subject Area: SS Social Studies LA Language Arts Level: K: Kindergarten 1: 1 st grade 2: 2 nd grade 3: etc. Strand: American history Geography Economics Civics & Government World History Humanities Big Ideas/Standard # Historical Inquiry Historical Knowledge Chronological Thinking World in Spatial Terms Places & Regions Physical Systems Beginning Economics Foundations of Gov, Law & Political Systems Civic & Political Participation Benchmark Number

Social Studies Skills and Concepts Matrix K-12 GEOGRAPHY SKILLS AND CONCEPTS Skills and Concepts K 1 2 3 4 5 6 7 8 9 10 11 12 Introduction Benchmark Globe and maps are models of Earth, countries, states, etc. I D M R R R R R R R R R R SS.K.G.1.2 Location of home address, city, state, county, and country I D D D M R R R R R R R R SS.K.G.2.2 Relative location (near, far, up, down, over, under) I D D M R R R R R R R R R SS.K.G.1.1 Cardinal directions I D D M R R R R R R R R R SS.K.G.1.3 Equator I D M R R R R R R R R SS.2.G.1.3 Continents I D D M R R R R R R R SS.2.G.1.3 Countries of North America (U.S., Canada, Mexico) I D D D D M R R R R R SS.2.G.1.4 Four oceans I D D M R R R R R R R SS.2.G.1.3 Intermediate directions (NE, NW, SE, SW) I D D D M R R R R R R SS.2.G.1.1 State capital of Florida I D M R R R R R R R R SS.2.G.1.2 Washington, D.C., location I D D M R R R R R R R SS.2.G.1.2 Hemispheres I D D D M R R R R R R SS.2.G.1.3 Map parts: title, scale, grid, legend, compass rose I D D D M R R R R R R SS.2.G.1.1 Prime Meridian, International Dateline I D D D M R R R R R R SS.2.G.1.3 Thematic maps (population, precipitation, vegetation, etc.) I D D D D D M R R R R SS.2.G.1.1 Identify map types: physical, political I D D M R R R R R R SS.3.G.1.4 Landforms, water bodies I D D D D D D M R R SS.3.G.2.4 Name and location of 50 states I D D D M R R R R R SS.3.G.2.3 Time zones I D D D D D D D M R SS.2.G.1.3 U.S. regions I D D D D M R R R R SS.3.G.2.2 Latitude/longitude I D D M R R R R R SS.4.G.1.4 Tropic of Cancer/Tropic of Capricorn I D D M R R R R R SS.4.G.1.4 Global regions: climate, vegetation, economic, etc. I D D D M R R SS.6.G.6.1 Map projections I D D D M R R SS.6.G.1.2 I = Introduce D = Develop M = Mastery R = Reinforce 6

Social Studies Skills and Concepts Matrix K-12 RESEARCH SKILLS AND CONCEPTS Skills and Concepts K 1 2 3 4 5 6 7 8 9 10 11 12 Introduction Benchmark Provides supporting details of answer from text I D D D D D D D D D M R R LA.K.1.7.3 Media skills student knows how to find materials in the media center I DI D D D D D M R R R R LA.2.6.2.2 SS.1.A.1.2 Identify and use dictionary, encyclopedia, almanac, atlas I D D D D D M R R R R LA.2.6.2.2 Identify fact and opinion I D D D D M R R R R LA.3.6.3.1 Search engines student can use an internet search engine to research I D D D D M R R R R LA.3.6.2.1 SS.3.A.1.2 Oral history interviewing skills I D D D D D D D M R LA.3.6.1.1 Check validity of information from research/text I D D D M R R R LA.5.6.2.1 Identify strong vs. weak arguments I D D D D D M LA.6.1.7.5 Identify and use articles, periodicals, journals I D D D M R LA.7.2.2.4 I = Introduce D = Develop M = Mastery R = Reinforce SOCIAL STUDIES SKILLS AND CONCEPTS Skills and Concepts K 1 2 3 4 5 6 7 8 9 10 11 12 Introduction Benchmark Identify, analyze and use primary/secondary sources I D D D D D D D M R R R R SS.K.A.1.2 Create timelines using a scale I D D D D D D D M D R R R SS.K.A.1.1 Charts/graphs/photo analysis I D D D D D D D D M R R LA.1.2.2.1 Cause/effect I D D D D D D D D M R R LA.1.1.7.5 Compare and contrast I D D D D D D D M R R LA.2.1.7.7 Point of View I D D D D D D D M R R LA.2.3.3.1 Create timelines using a scale I D D D M R R SS.6.W.1.1 Analyze current events I D D M R SS.8.A.1.3 I = Introduce D = Develop M = Mastery R = Reinforce 7

Social Studies Skills and Concepts Matrix K-12 CIVIC AWARENESS CONCEPTS Skills and Concepts K 1 2 3 4 5 6 7 8 9 10 11 12 Introduction Benchmark Concept of voting I D D D D M R R R R R R R SS.K.C.2.3 Declaration of Independence (STATE STATUTE) I D D D D D D D M R R R R SS.K.A.2.2 Identify Abraham Lincoln I D D D D D D D M R R R R SS.K.A.2.4 Identify George Washington as first President of the U.S.A. I D D M R R R R R R R R R SS.K.A.2.4 Martin Luther King was an influential leader of the Civil Rights Movement of the 20 th century I D D D D D D D D D D M R SS.K.A.2.4 Patriotic holidays and symbols that represent America I D D D D D D D D D D M R SS. K.A.2.2 Patriotic symbols that represent America I D D D D D D D D D D M R SS.K.A.2.5 U.S.A. is a nation of immigrants I D D D D M D D D D D M R SS.K.A.2.3 Citizens have the right and responsibility to participate in the government I D D D D D D D D D M R SS.1.C.2.1 Our government is headed by the President I D D M R R R R R R R SS.3.C.3.1 Our state is headed by the Governor I D D D D D M R R R R SS.3.C.3.1 Global/American concept of servitude I D D D D D M R R R R SS.2.C.2.4 Government officials are elected by the people I D D D D M R R R R SS.3.C.1.2 America won independence from England in the American Revolution I D D M R R R R SS.5.A.5.3 I = Introduce D = Develop M = Mastery R = Reinforce 8

Second Grade Core Areas - Integrated Pacing Guide First Nine Weeks YEAR AT A GLANCE Language Arts Math Reading Science Social Studies Second Nine Weeks Third Nine Weeks Fourth Nine Weeks 9

First Nine Weeks Second Grade Electives - Integrated Pacing Guide YEAR AT A GLANCE Physical Education Music Art Second Nine Weeks Third Nine Weeks Fourth Nine Weeks 10

Second Grade Social Studies - Pacing Guide First 9 weeks Second 9 weeks Third 9 weeks Fourth 9 weeks Unit I: Responsibilities of Citizenship (3.5 weeks) rights and property of others voting process in classroom improving the school and community self-discipline and self-reliance honesty and trustworthiness Freedom Week (last full week of September) Required Instruction K-12, 2003 Florida Statutes, Title XLVIII, Chapter 1003.42 on the Declaration of Independence (see Curriculum Department Intranet site for resources) Unit II: Construction & Use of Simple Maps & Globes (3.5 weeks) Maps and globes: the equator, the seven continents, and the four oceans the St. Johns River, Mississippi River, Rio Grande River the Appalachian Mountains and Rocky Mountains the Great Lakes in the United States Map skills title map legend compass rose Second 9 weeks Unit III: Lives & Contributions of American Indians (First Americans) (4 weeks) (Indigenous FL Indians) Powhatan of the Eastern Woodlands Sioux of the Plains Pueblo people of the Southwest Unit IV: Describing Regions, Environment & Communities (4 weeks) buildings jobs transportation population ethnic origins customs traditions contributions to the community Buffer (1 week) Unit V: Famous Americans & Their Contributions) (4 weeks) Martin Luther King, Jr. Helen Keller Susan B. Anthony Jackie Robinson George Washington Abraham Lincoln Unit VI: Resources & Economic Choice (4 weeks) buildings jobs transportation population Buffer (1 weeks) Fourth 9 weeks Unit VII: Acquiring Goods & Services Using Barter and Money (4 weeks) Barter system scarcity Unit VII: Holocaust (2 weeks) Required Instruction K-12, 2003 Florida Statutes, Title XLVIII, Chapter 1003.42 (see Curriculum Department Intranet site for resources Cumulative Review (3 week) Buffer (1 week) 11

Responsibilities of Citizenship Second Grade Social Studies Curriculum Map The student will explain the responsibilities of a good citizen, with emphasis on a) respecting and protecting the rights and property of others; b) taking part in the voting process when making classroom decisions; c) describing actions that can improve the school and community; d) demonstrating self-discipline and self-reliance; e) practicing honesty and trustworthiness. Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment What are some responsibilities A good citizen has a variety of Participate in groups and of a good citizen? responsibilities. democratic society. Responsibilities of a good citizen Respecting and protecting the rights and property of others Taking part in the voting process when making classroom decisions Describing actions that can improve the school and community Demonstrating self-discipline and self-reliance Practicing honesty and trustworthiness. Make decisions. SS.2.C.2.2 Define and apply the characteristics of responsible citizenship. (e.g., respect, responsibility, participation, self reliance, patriotism, honesty). SS.2.C.2.3 Explain why United States citizens have guaranteed rights and identify rights. (e.g., right to vote, freedom of speech, freedom of religion). SS.2.C.2.4 Identify ways citizens can make a positive contribution in their community. (e.g., volunteering, recycling). Why do people form governments? Create laws Provide services, structure and safety Explain the consequences if an absence of rules (e.g., lack of order, people get hurt) SS.2.C.1.1 Explain why people form governments (e.g., create laws, provide services and structure, safety). SS.2.C.1.2 Explain the consequences if an absence of rules (e.g., lack of order, people get hurt) 12

Construction & Use of Simple Maps and Globes Second Grade Social Studies Curriculum Map The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose. Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment What is included when People who make maps include a Use a map legend. making a map? title, map legend, and compass rose. A map is a drawing that shows what places look like from above and where they are located. A map legend includes symbols that represent objects and places. Maps include the following: Title The name or kind of map Map legend A list of shapes and symbols used on a map and an explanation of what each stands for Compass rose A symbol that shows direction (north, east, south, and west) on a map Draw maps of familiar areas. Make and use simple map symbols. Use a compass rose to identify directions SS.2.G.1.1 Use political, physical, and thematic maps to identify map elements. (e.g., coordinate grids, title, compass rose, cardinal and intermediate directions, key/legend with symbols and scale). SS.2.G.1.2 Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital. (i.e., Tallahassee, Florida, United States, North America, Washington, D.C.). 14

Construction & Use of Simple Maps and Globes Second Grade Social Studies Curriculum Map The student will develop map skills by a) locating the equator, the seven continents, and the four oceans on maps and globes; b) locating selected rivers (St. Johns River, Mississippi River, Rio Grande), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States. Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment Where are the seven Maps can be used to locate land and Locate areas (regions) on maps and continents, the four oceans, water features. globes. and the equator located on maps and globes? Where are these major rivers, lakes, and mountain ranges located on a map of the United States? Maps and globes help people study the Earth. Terms to know Equator: An imaginary line around the middle of the Earth Continent: A large body of land on the Earth The seven continents Locate North America, South America, Europe, Asia, Africa, Australia, and Antarctica on maps and globes. The four oceans Locate the Arctic Ocean, the Atlantic Ocean, the Indian Ocean, and the Pacific Ocean on maps and globes. Selected rivers, mountain ranges, and lakes Locate the St. Johns River, the Mississippi River, the Rio Grande, the Appalachian Mountains, the Rocky Mountains, and the general area of the Great Lakes on a United States map. SS.2.G.1.3 Label on a map or globe the continents, oceans, Equator, Prime Meridian, North Pole, and South Pole. SS.2.G.1.4 Use a map to locate the countries in North America. (i.e., Canada, United States, Mexico, and the Caribbean Islands). 15

Lives and Contributions of American Indians Second Grade Social Studies Curriculum Map The student will compare the lives and contributions of American Indians (First Americans), with emphasis on the Powhatan of the Eastern Woodlands, the Sioux of the Plains, and the Pueblo people of the Southwest. Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment In what ways were the American Indians (First Americans) in Florida like and different from the Sioux and Pueblo Indians? Who are some of the American Indians (First Americans) who lived in Florida and in other regions of the United States? What are some contributions of the American Indians (First Americans)? Many American Indian (First American) tribes lived in Florida and in other regions of America. American Indians (First Americans) met their basic needs in different ways. American Indians (First Americans) have made contributions to present-day life. Region Indians Homes Occupations Transportation Florida Tumucuan Longhouses Fishermen Walked Paddled canoes Eastern Woodlands Powhatan Wood and bark houses Fishermen Hunters Farmers Plains Sioux Teepees Hunters Horsemen Warriors Southwest Pueblo Multi-story Farmers terraced buildings Walked Paddled canoes Walked Used horses Walked Compare and contrast differing sets of ideas. Gather, classify, and interpret information. Construct and explain simple charts. Collect, organize, and record information BENCHMARK SS.2.A.2.1 Recognize that Native Americans were the first inhabitants in North America. SS.2.A.2.2 Compare the cultures of Native American tribes from various geographic regions of the United States. (e.g., location, clothing, 16

Describing Regions, Environment & Communities Second Grade Social Studies Curriculum Map The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population. Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment How and why have Communities change over time for a Make and explain graphs. communities changed over variety of reasons. time? Compare and contrast information. Terms to know Community: A place where people live, work, and play Population: The number of people living in a community Transportation: A way of moving people and things from one place to another The way people live today is different from the way people lived long ago. New inventions have led to changes in buildings, jobs, transportation, and populations of communities over time. Gather, classify, and interpret information. SS.2.A.2.3 Describe the impact of immigrants on the Native Americans. (e.g., exchange of goods and ideas, diseases, loss of land). SS.2.A.2.4 Explore ways the daily life of people living in Colonial America changed over time. (e.g., food, shelter, clothing, settlements). SS.2.A.2.5 Identify reasons people came to the United States throughout history. (e.g., war, hunger, religious freedom, land, jobs). SS.2.A.2.6 Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892-1954. 18

Famous Americans & Their Contributions Second Grade Social Studies Curriculum Map The student will understand that the United States is a land of people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles. Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment How do people of diverse The United States is a land of people Compare and contrast differing sets ethnic origins, customs, and who have diverse ethnic origins, of ideas. traditions, participate and customs, and traditions. contribute to their Make generalizations of data. communities in the United States? Gather and classify information. How are people of different ethnic origins and customs united as Americans? They contribute to their community by practicing the responsibilities of good citizens. Americans are a people of diverse ethnic origins, customs, and traditions who are united as Americans by common principles and traditions. SS.2.A.2.5 Identify reasons people came to the United States throughout history. (e.g., war, hunger, religious freedom, land, jobs). People living in the United States who have diverse ethnic origins, customs, and traditions participate in and contribute to their communities. People contribute to their community by practicing the responsibilities of good citizens. While people in our communities have different ethnic and cultural origins, they are united as Americans by common principles and traditions. SS.2.A.2.6 Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892-1954. SS.2.A.2.7 Discuss why immigration continues today. (e.g., jobs, war, hunger, religious freedom). SS.2.A.2.8 Explain the cultural influences and contributions of immigrants today. (e.g., food, language, music, art, beliefs and practices, clothing) People share the principles of respecting and protecting the rights and property of others, participating in school and community activities, demonstrating self-discipline and selfreliance, and practicing honesty and trustworthiness. 19

Famous Americans & Their Contributions Second Grade Social Studies Curriculum Map The student will understand that the United States is a land of people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles. Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr. as Americans whose contributions improved the lives of other Americans. Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment How did George Washington, Individuals in the past have worked Collect, organize, and record Abraham Lincoln, Susan B. successfully to improve the lives of information. Anthony, Helen Keller, Jackie other Americans in the United States. Robinson, and Martin Luther Gather, classify, and interpret King, Jr. help to improve the information. lives of other Americans? Famous Americans and their contributions George Washington: He led the fight for freedom from England and helped establish a new country. Abraham Lincoln: He was the President of the United States who helped free African American slaves. Susan B. Anthony: She led the struggle to give women equal rights, including the right to vote. Helen Keller: She overcame disabilities and worked to help others who were blind and deaf. Jackie Robinson: He was the first African American player in the major leagues of baseball. His actions helped to bring about other opportunities for African Americans. Martin Luther King, Jr.: He was an African American minister who worked so that all people would be treated fairly. He led peaceful marches and gave speeches. Compare and contrast different personalities and behaviors. Explain cause and effect relationships. SS.2.C.3.2 Recognize symbols, individuals, events, and documents that represent the United States. (e.g., White House, Capitol, Supreme Court, Washington Monument, Statue of Liberty, Ellis Island, Liberty Bell, Constitution). SS.2.C.2.5 Evaluate the contributions of various African Americans, Hispanics, Native Americans, veterans and women. SS.2.A.1.1 Examine primary and secondary sources. (e.g., artifacts, photographs, newspapers, audio/video recordings, documents, maps, coins, stamps). SS.2.A.1.2 Utilize the media center, technology, or other informational 20

Resources & Economic Choice Second Grade Social Studies Curriculum Map The student will describe the differences between natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings). Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment What are natural, human, The three main types of resources are Gather, classify, and interpret and capital resources? natural, human, and capital. information. Terms to know Natural resources: Materials that come from nature Human resources: People working to produce goods and services Capital resources: Goods made by people and used to produce other goods and services Examples of resources Natural: Water, soil, wood, coal Human: Farmers, miners, builders, painters Capital: Hammers, computers, trucks, lawn mowers, factory buildings SS.2.E.1.1 Recognize that people make choices because of limited resources. SS.2.E.1.2 Recognize that people supply goods and services based on consumer demands. (e.g., housing, jobs) SS.2.E.1.3 Recognize that the United States trades with other nations to exchange goods and services. (e.g., clothing, food, toys, cars). SS.2.E.1.4 Explain the personal benefits and costs involved in saving and spending. 22

Second Grade Social Studies Curriculum Map Resources & Economic Choice The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services. Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment What is scarcity? People are both producers and Make decisions based on consumers. information. What is a consumer? What is a producer? Why do people have to make economic choices? People must make economic choices because resources are limited (scarcity). Terms to know Scarcity: Not being able to meet all wants at the same time Consumer: A person who uses goods and services Producer: A person who uses resources to make goods and/or provide services People make economic choices because resources and goods and services are limited. Gather, classify, and interpret information. SS.2.E.1.1 Recognize that people make choices because of limited resources. SS.2.E.1.2 Recognize that people supply goods and services based on consumer demands. (e.g., housing, jobs) SS.2.E.1.3 Recognize that the United States trades with other nations to exchange goods and services. (e.g., clothing, food, toys, cars). SS.2.E.1.4 Explain the personal benefits and costs involved in saving and spending. 23

Second Grade Social Studies Curriculum Map The student will distinguish between the use of barter and money in the exchange for goods and services. Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment What is the difference People acquire goods and services Compare and contrast different between using barter and through barter or through the concepts. using money in exchange for exchange of money. goods and services? Terms to know Barter: The exchange of goods and services without the use of money Money: Coins, paper bills, and checks used in exchange for goods and services SS.2.E.1.1 Recognize that people make choices because of limited resources. SS.2.E.1.2 Recognize that people supply goods and services based on consumer demands. (e.g., housing, jobs) SS.2.E.1.3 Recognize that the United States trades with other nations to exchange goods and services. (e.g., clothing, food, toys, cars). 24

Second Grade Social Studies Curriculum Map 25