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Stephenville Curriculum Document Social Studies Grade: 2 Course: Bundle (Unit) 7 Est

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Stephenville Curriculum Document Social Studies Grade: 2 Course: Bundle (Unit) 7 Est STEPHENVILLE CURRICULUM DOCUMENT SOCIAL STUDIES GRADE: 2 COURSE: BUNDLE (UNIT) 7 EST. NUMBER OF DAYS: 14 UNIT 7 NAME HISTORICAL FIGURES/INVENTORS Unit Overview Narrative Our lives are better today because of the hard work, inventiveness, and risks taken by people in the past. Generalizations/Enduring Understandings Inventors and their inventions shape the way people live by making life easier and more productive. Historical figures helped shape the way we live today. Concepts Inventors and Historical figures What inventions have had the greatest impact on our lives? Why? Guiding/Essential Questions What role does failure play in achieving success? How did various historical figures help shape America today? Learning Targets Formative Assessments Summative Assessments TEKS Specifications TEKS (Grade Level) / Specifications (1) History. The student understands the historical •MLK, Jr. Day significance of landmarks and celebrations in the •Discuss his life, values, and beliefs in equality for all people. community, state, and nation. The student is expected •Declared as a national holiday to be celebrated the 3rd to: Monday in January (A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving (3) History. The student understands how various •Autobiographies/Biographies sources provide information about the past and •Websites present. The student is expected to: •Photographs (A) identify several sources of information about a given period or event such as reference materials, biographies, newspapers, and electronic sources, (B) describe various evidence of the same time period using primary sources such as photographs, journals, and interviews. EDITED JULY 2013 (4) History. The student understands how historical Irma Rangel-first female Mexican American legislator figures, patriots, and good citizens helped shape the Thurgood Marshall-first African-American on the US community, state, and nation. The student is expected Supreme Court. to: John Hancock-helped write and was the first (A) identify contributions of historical figures, signature on the Declaration of Independence including Thurgood Marshall, Irma Rangel, John Theodore Roosevelt-26th President of the US; he set Hancock, and Theodore Roosevelt, who have aside land for state parks and wildlife. influenced the community, state, and nation. (B) identify historical figures such as Amelia Amelia Earhart: first woman to fly alone across the Earhart, W.E.B. DuBois, Robert Fulton, and Atlantic Ocean, early pilot, set speed and endurance George Washington Carver who have exhibited records. Disappeared on attempt to fly around the individualism and inventiveness, world. Robert Fulton: inventor of commercially successful steamboat (Clermont – sailed the Hudson River) George Washington Carver- African-American inventor that devoted his life to research projects connected primarily with southern agriculture. W.E.B. Dubois-African-American civil rights leader. First African-American to earn a doctorate from Harvard. (16) Culture. The student understands ethnic and/or cultural celebrations. The student is expected to: (B) compare ethnic and or cultural celebrations. (13) Citizenship. The student understands Paul Revere - a messenger in the battle of Lexington characteristics of good citizenship as exemplified by and Concord. He is famous for his cry “The British historical figures and other individuals. The student is are Coming” to alert the Patriot soldiers. expected to: Abigail Adams - the first second lady of the US and (B) identify historical figures such as Paul the second first lady of the US. She was also the Revere, Abigail Adams, WW II Women Airforce mother of the president. She fought for property Service pilots (WASPS), and Navajo Code rights and education for women. Talkers, and Sojourner Truth who have WASPS - 1100 young women who flew military exemplified good citizenship; planes stateside. They ferried and tested military planes so that the male pilots could fight in war. Navajo Code Talkers - young Navajo men who transmitted secret communications on the battlefields of WW II. Sojourner Truth - African-American abolitionist and women’s rights activist. She was born into slavery in NY, but escape with her daughter into freedom. She went to court to get her son back and won. (17) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to: EDITED JULY 2013 (A) describe how science and technology change communication, transportation, and recreation; (B) explain how science and technology change the ways in which people meet basic needs. Processes and Skills (18) Social Studies skills: The student applies critical thinking skills to organize and use information acquired TEACHER NOTE: This SE (student expectation) can be from a variety of valid sources, including electronic accomplished by listening to the MLK “I Have a Dream” technology. The student is expected to: speech. Then analyze and discuss the way life was at that time (A) obtain information about a topic using a along with the changes MLK hoped to see. variety of valid oral sources such as conversations, interviews, and music; WRITING/RESEARCH/TECHNOLOGY CONNECTION: Students can write a biography about a historical figure of choice such as individuals introduced in this bundle, presidents, inventors, entrepreneurs, scientists, or other significant individuals in American history. The focus of the project will be on how the individual influenced American history and progress. Students can research using internet search engines and books from the library. They can take notes using a teacher- (B) obtain information about a topic using a provided template or guiding questions which focus on events variety of valid visual sources such as pictures, maps, in the person’s life that influenced his/her contributions to electronic sources, literature, reference sources, and American society. Students can assemble a “book” which artifacts; includes illustrations and copies of found pictures to share as an oral presentation to the class. Student works can be added to classroom libraries. ALTERNATE TECHNOLOGY RESEARCH ACTIVITY: Students can contribute research information to create a class POWERPOINT (or other type of digital) presentation. Teacher will guide students in the creation of the presentation, and students can digitally record information, sound, etc. to include in the presentation. C) use various parts of a source, including the table of contents, glossary, and index, as well as keyword Internet searches to locate information; (D) sequence and categorize information; (E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting; 126.6 TECHNOLOGY APPLICATIONS, K-2. (1) Creativity and innovation. The student uses creative thinking and innovative processes to construct EDITED JULY 2013 knowledge and develop digital products. The student is expected to: (A) apply prior knowledge to develop new ideas, products, and processes; (B) create original products using a variety of resources; (C) explore virtual environments, simulations, models, and programming languages to enhance learning; (2) Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning. The student is expected to: (A) use communication tools that allow for anytime, anywhere access to interact, collaborate, or publish with peers locally and globally; (C) format digital information, including font attributes, color, white space, graphics, and animation, for a defined audience and communication medium; (3) Research and information fluency. The student acquires and evaluates digital content. The student is expected to: (A) use search strategies to access information to guide inquiry; (B) use research skills to build a knowledge base regarding a topic, task, or assignment; (C) evaluate the usefulness of acquired digital content. (4) Critical thinking, problem solving, and decision making. The student applies critical-thinking skills to solve problems, guide research, and evaluate projects using digital tools and resources. The student is expected to: (D) collect, analyze, and represent data using tools such as word processing, spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages. (5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using digital tools and resources. The student is expected to: (A) adhere to acceptable use policies reflecting EDITED JULY 2013 appropriate behavior in a digital environment; (B) comply with acceptable digital safety rules, fair use guidelines, and copyright laws; and (C) practice the responsible use of digital information regarding intellectual property, including software, text, images, audio, and video. (19) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) express ideas orally based on knowledge and experiences; Topics Language of Instruction Landmarks, Historical figures, media, digital, research State Assessment Connections National Assessment Connections Reading A-Z: Martin Luther King Jr. (Level S) Martin Luther King, Jr., was an African American who worked hard for the rights of black people and for freedom
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