2Nd Grade Social Studies Concept Map

1 2nd Grade Social Studies Concept Map Report Card & Curriculum Connection

Note: Enduring Understanding (EU), Critical Content (CC), Critical Skill (CS) Unit 1: The Role of Citizenship in History & Government RT1: History

2.RT1.PSa Discuss different groups that a person belongs to such as family and neighborhood and how those roles and/or groups have changed or stayed the same throughout time (EU1, CS1) RT4: Civics & Government

2.RT4.PSa Explain why rules are necessary at home and school (EU2, CC1, CS2) 2.RT4.PSb Explain that there are benefits for following the rules and consequences for breaking the rules at home and school (EU2,EU3, CC2,3, CS2) 2.RT4.PSc Identify the people or groups that make, apply, and enforce rules at home and school (EU3, CC4) 2.RT4.PSd Explain important customs, symbols, and celebrations that represent the development of American beliefs and principles (EU5, CS3) 2.RT4.PSe State the meaning of the Pledge of Allegiance (EU5, CC7) 2.RT4.PSf Identify characteristics of good citizenship, such as courage, honesty, and responsibility (EU4, CC5) 2.RT4.PSg Name historic and contemporary people who model characteristics of good citizenship (EU4, CC6)

Revised March 2012 2 Critical Content / Concept Web UNIT PLANNER

Unit Topic: The Role of Citizenship in History & Government

Conceptual Lens: Responsibility

Grade: 2nd

Unit Overview History Citizens of the school community Belonging to groups are responsible people who impact How things change and the same over that community in a positive time manner.

This unit looks at citizenship through a responsibility lens. The goal of this unit is for students to The Role of understand how being a responsible Citizenship in History citizen of their school (cooperating & Government and following rules) creates a safe, productive environment for people to work in.

Government Necessity of following rules Who makes rules Customs, symbols and celebrations in the U.S.A Meaning of the Pledge of Allegiance Characteristics of good citizenship People who model good citizenship

Revised March 2012 3

Grade: 2nd Subject: Social Studies Unit: The Role of Citizenship in History & Government Lens: Responsibility Enduring Understanding Guiding Question RT1 History

1. People and groups change over time. a. How are you different this year than last year? b. How are you the same? Performance Standards & State Standards c. Are the groups you belong to this year the same as the groups you belonged 2.RT1.PSa Identify different groups that a person belongs to such as family and neighborhood and how those roles and/or groups have changed or stayed the same (1.1.1) to last year? d. How are they different or the same? e. Has school changed from last year? f. How is it different or the same? g. How has your neighborhood changed since you have lived there? h. Have families moved in or out? i. Are there new houses and neighborhoods being built? j. What has changed about your neighborhood? k. What has remained the same? l. What do you think about the changes?

Grade: 2nd Subject: Social Studies Unit: The Role of Citizenship in History & Government Lens: Responsibility RT4 Government 2. Rules create an orderly environment that is safe and productive. a. What are rules? b. What are some rules that keep your home/school orderly? Performance Standards & State Standards 2.RT4.PSa Explain why rules are necessary at home and school (4.1.1) c. What are some rules that keep your home/school safe? 2.RT4.PSb Explain that there are benefits for following the rules and consequences for breaking the rules at d. What are some rules that keep your home/school orderly? home and school (4.1.2) e. What are some of the rules that keep everyone your home/school safe? f. What would the school look like if we didn’t have rules? g. Could we be productive without rules?

3. Governing bodies make, apply, enforce, and follow rules. a. Who makes the rules in your home? b. Who makes the rules for our school? Performance Standards & State Standards 2.RT4.PSb Explain that there are benefits for following the rules and consequences for breaking the rules at c. What do we call people who make rules? home and school (4.1.2) d. What are the benefits of following the rules? 2.RT4.PSc Identify the people or groups that make, apply, and enforce rules at home and school (4.1.3) e. What are the consequences for breaking the rules? f. Why should good citizens follow the rules? g. What should good citizens do if they don’t agree with the rules? h. What are some ways good citizens resolve conflict? 4. Citizens have responsibilities. a. What responsibilities do you have as a citizen? b. Why do we need to cooperate and be responsible? Performance Standards & State Standards 2.RT4.PSf Identify characteristics of good citizenship, such as courage, honesty, and responsibility. (4.3.1) c. What would happen if we did not uphold our responsibilities? 2.RT4.PSg Name historic and contemporary people who model characteristics of good citizenship (4.3.2) d. What are some characteristics of a good citizen? e. Can you name a person who is or was a good citizen?

5. Shared history, customs and symbols hold people together. a. What is our school mascot? b. What symbols or customs would everyone in this school recognize? Performance Standards & State Standards nd 2.RT4.PSd Explain important customs, symbols, and celebrations that represent the development of c. What are some symbols all 2 graders in the country would recognize? American beliefs and principles (4.2.1) b. What are some symbols all Americans would recognize? 2.RT4.PSe Know the meaning of the Pledge of Allegiance (4.2.2) c. Do you think all Americans could say the Pledge of Allegiance? d. What do the words of the Pledge of Allegiance mean?

Grade: 2nd Subject: Social Studies Unit: The Role of Citizenship in History & Government Lens: Responsibility Critical Content (CC) – Students will know… Critical Skills (CS) – Students will be able to…

1. Why rules are necessary 1. Identify different groups they belong to and explain how these groups 2. The benefits of following rules change over time. 3. The consequences for breaking rules 2. Compare and contrast rules at home v. rules at school. 4. The people or groups that make and enforce rules at school 3. Explain important customs, symbols, and celebrations that represent 5. The characteristics of a good citizen the development of American beliefs and principles. 6. Name historic and contemporary people who model characteristics of good citizenship 7. The meaning of the pledge of allegiance

Revised March 2012 6 2nd Grade Social Studies Concept Map Report Card & Curriculum Connection

Note: Enduring Understanding (EU), Critical Content (CC), Critical Skill (CS) Unit 2: The Role of Citizenship in Geography and Global Perspectives RT2: Geography

2.RT2.PSa Identify landforms, bodies of water, and human made features such as cities and dams on a map and globe (EU1, CS1) 2.RT2.PSb State the cardinal directions and how to use the a compass rose (EU1, CS2) 2.RT2.PSc Show that map symbols such as key, legend, and scale represent a real object or place (EU1, CS3) 2.RT2.PSd Illustrate that boundary lines separate states (EU1, CS4) 2.RT2.PSe Compare how environmental conditions affect living styles and clothing in different parts of the country (EU2, CC2) 2.RT2.PSf Describe how humans depend on the environment to meet their basic needs (EU3, CC4)

RT5: Global Perspectives

2.RT5.PSa Compare neighborhoods/communities in various parts of the world (EU4, CS5) 2.RT5.PSb Compare traditions practiced in other parts of the world (EU4, CS6)

Revised March 2012 7 Critical Content / Concept Web UNIT PLANNER

Unit Topic: The Role of Citizenship in Geography and Global Perspectives

Conceptual Lens: Interdependence

Grade: 2 nd Unit Overview

Through a lens of interdependence, students Global Perspectives learn to identify features on a Customs map and use mapping skills to Traditions compare environments, World comparison of conditions and how people neighborhoods Geography meet their basic needs. Landforms, bodies of water and human Citizens understand where made features on a map and how they live in relation Cardinal directions to other communities in the Key, legend, scale world. Boundary lines Environmental conditions affect living The Role of Citizenship styles around the world in Geography & Humans depend on environment to meet Global Perspectives basic needs

Revised March 2012 8 Grade: 2nd Subject: Social Studies Unit: The Role of Citizenship in Geography and Global Perspectives Lens: Interdependence Enduring Understanding Guiding Question RT2 Geography 1. Maps are representations of the real world. a. What does the world map represent? b. What does the U.S. map represent/show? Performance Standards & State Standards 2.RT2.PSa Identify landforms, bodies of water, and human made features such as cities and dams on a map c. Where is the U.S. located on the world map? and globe (2.1.1) d. Which direction on the map are North, South, East and West? 2.RT2.PSb State the cardinal directions and how to use a compass rose (2.1.2) e. What is a Compass Rose? 2.RT2.PSc Show that map symbols such as key, legend, and scale represent a real object or place (2.1.3) 2.RT2.PSd Illustrate that boundary lines separate states (2.1.4) f. What is the difference between water and land on a map? g. Can you find the capital of Idaho on a map of the U.S.? h. Can you tell where Idaho ends and the surrounding states begin? 2. Environmental conditions affect living styles. a. Why do people in different parts of the country and world wear different clothes? Performance Standards & State Standards 2.RT2.PSe Compare how environmental conditions affect living styles and clothing in different parts of the b. What would you wear if you lived close to the equator? country (2.2.1) c. What would you wear if you lived in Antarctica?

3. Humans depend on their environment to meet their basic needs. a. What are our basic needs? b. How does our environment provide our basic needs? Performance Standards & State Standards 2.RT2.PSf Describe how humans depend on the environment to meet their basic needs (2.2.2) c. Can ranchers and farmers grow food for us in Idaho? d. Can ranchers and farmers grow food on Antarctica? e. Why do people in different parts of our country and world eat different foods? RT5 Global Perspectives 4. People have different customs and traditions. a. Does everyone in the world speak the same language? b. Does everyone in the world eat the same food? Performance Standards & State Standards 2.RT5.PSa Compare neighborhoods/communities in various parts of the world (5.1.1) c. Does everyone in the world wear the same types of clothes? 2.RT5.PSb Compare traditions practiced in other parts of the world (5.1.2) d. Does every house in the world look like yours? e. What are some differences between people in your neighborhood and neighborhoods in other countries? f. What are some similarities between your neighborhood and other neighborhoods around the world? g. What is a custom? What is a tradition? h. Do all of your neighbors have the same customs and traditions? i. How are they same? How are they different?

Revised March 2012 9 Grade: 2nd Subject: Social Studies Unit: The Role of Citizenship in Geography and Global Perspectives Lens: Interdependence Critical Content (CC) – Students will know… Critical Skills (CS) – Students will be able to…

1. Different environment conditions (weather) 1. Identify landforms, bodies of water, and human made features such as 2. How environmental conditions affect living styles and clothing in cities and dams on a map and globe different parts of the country 2. State the cardinal directions and how to use the a compass rose 3. The basic needs of people 3. Show that map symbols such as key, legend, and scale represent a 4. How humans depend on the environment to meet their basic needs real object or place 4. Illustrate that boundary lines separate states 5. Compare neighborhoods/communities in various parts of the world 6. Compare traditions practiced in other parts of the world

Revised March 2012 10 2nd Grade Social Studies Concept Map Report Card & Curriculum Connection

Note: Enduring Understanding (EU), Critical Content (CC), Critical Skill (CS) Unit 3: The Role of Citizenship in Economics RT3: Economics

2.RT3.PSa Define income and identify different ways to earn and save (EU1, CC1, CC2) 2.RT3.PSb Identify the difference between goods and services (EU1, CC3, CS2) 2.RT3.PSc Identify differences between producers and consumers (EU2, CC4, CS3) 2.RT3.PSd Explain how natural resources affect economic activities in the local community (EU3, CC5,6,7) 2.RT3.PSe Identify reasons people save (EU1, CS1)

Critical Content / Concept Web UNIT PLANNER

Unit Topic: The Role of Citizenship in Economics

Conceptual Lens: Responsibility

Grade: 2nd

Unit Overview

Economics Through a lens of  Income responsibility, students look at  Goods v. Services economics. The goal of this  Producers v. Consumers unit is for students to  Natural Resources understand the differences &Economic activity between goods and services,  Reasons people save money producers and consumers, and the reasons people save. Economically responsible citizens understand income and the reasons people save.

The Role of Citizenship in Economics

Grade: 2nd Subject: Social Studies Unit: The Role of Citizenship in Economics Lens: Responsibility Enduring Understanding Guiding Question Economics 1. Responsible citizens earn and save money to buy goods and services. a. What is a good? b. What is a service? Performance Standards & State Standards 2.RT3.PSa Define income and identify different ways to earn and save (3.1.2) c. What are some occupations that earn money? 2.RT3.PSb Identify the difference between goods and services (3.1.3) d. What are some of the things you and your classmates could do to earn 2.RT3.PSe Identify reasons people save (3.4.1) income? e. How/why would you make a decision whether to spend or save your income? f. Why is it important to save money? g. What could happen when people don’t save money? 2. Producers and consumers have different characteristics. a. What is a producer? b. What is a consumer? Performance Standards & State Standards 2.RT3.PSc Identify differences between producers and consumers ( 3.1.4) c. What are the difference between a producer and a consumer? d. What are some things that are produced in Idaho?

3. The availability of natural resources can impact the local economy. a. What is a natural resource? b. What are some natural resources that we have in Idaho? Performance Standards & State Standards 2.RT3.PS d Explain how natural resources affect economic activities in the local community (3.2.1) c. How do we use our natural resources?

Grade: 2nd Subject: Social Studies Unit: The Role of Citizenship in Economics Lens: Responsibility Critical Content (CC) – Students will know… Critical Skills (CS) – Students will be able to…

1. The definition of income 1. List reasons people save money 2. Different ways to earn and save 2. Compare and contrast goods and services 3. The difference between goods and services 3. Compare and contrast producers and consumers 4. The difference between consumers and producers 5. The definition of a natural resources 6. Examples of local natural resources 7. The connection between local recourses and the economy

Revised March 2012