<p> Social Studies – Second Grade Unit of Study: Building Skills First Grading Period – Unit 1 CURRICULUM OVERVIEW Enduring Understandings (Big Ideas) Unit Rationale  It is important for people to be good citizens for the common good of the Building citizenship skills is essential for students to understand their role and place as community. responsible citizens in their community. As students build geography skills they will  Rules and laws are needed in a community to keep people safe. learn how geography impacts where and how people live, and how to use geography  The customs, symbols, and celebrations of a community show what people in a tools to access this information. community value.  People use geography skills to find their way around the community. Lessons in this Unit  Knowing the geography of places helps people understand communities.  Lesson 1 – Building Citizenship Skills (5 days)  Lesson 2 - Building Geography Skills ( 5 days) Essential Questions Guiding Questions Guide students to justify their responses.  How can you tell if someone is being a good citizen?  Why should people be good citizens in the community?  How would a second grader model good citizenship at school, at home and in  When is it important to know about geography? the community?  Why do we have rules and laws?  What are the six ways to model good citizenship?  Why is it important to be a good citizen?  What is geography?  Why is important to know about geography?  What is the geography of my community?  How does geography affect how I live?  What geography skills do I need to read a map? TEKS TEKS Specificity - Intended Outcome s</p><p> t TEKS 2.1 History ” I CAN” statements highlighted in yellow and italicized should be displayed for</p><p> p The student understands the historical significance of landmarks and students. e</p><p> c celebrations in the community, state, and nation. I can: n A. Explain the significance of various community, state and national celebrations. o C</p><p>TEKS 2.5 Geography  explain why we celebrate Patriot Day. (2.1A) The student uses simple geographic tools such as maps, globes, and photographs. A. Use symbols, find locations, and determine directions on maps and globes. B. Draw maps to show places and routes.  find locations such as countries, continents, and major bodies of water on globes (2.5A) </p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 1 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. TEKS 2.6 Geography The student understands the locations and characteristics of places and  interpret and create maps using symbols, and determining directions on maps and regions. globes. (2.5A,B) A. Identify major landforms and bodies of water, including continents and oceans, on maps and globes. C. Compare information from different sources about places and regions.  interpret and create maps with major landforms and bodies of water, including continents and oceans on maps. (2.6A) TEKS 2.11 Government The student understands the purpose of government. C. Describe how governments establish order, provide security, and manage  compare information from different sources about places and regions. (2.6C) conflict.</p><p>TEKS 2.13 Citizenship The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people.  describe how the government of a community keeps people safe. (2.11C) A. Identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good.  identify and explain the importance of being a good citizen in the school (obeying C. Identify ordinary people who exemplify good citizenship. rules) and in the community (obeying laws). (2.13A)</p><p> identify and give examples of people in the school and neighborhood community who have exemplified good citizenship. (2.13A, C) TEKS 2.17 Social Studies Skills The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. I can: A. Obtain information about a topic using a variety of visual sources such as  visual sources such as pictures and maps to obtain information about the pictures, graphics, television, maps, computer software, literature, reference geography of the community and the world. (2.17) sources and artifacts.</p><p>TEKS 2.18 Social Studies Skills The student communicates in written, oral, and visual forms.  express ideas about citizenship and geography based on knowledge and A. Express ideas orally based on knowledge and experiences. experiences. B. Create written and visual materials such as stories, poems, maps, and graphic organizers to express ideas.  create written and visual materials such as maps, stories and poems in order to s l</p><p> l express ideas orally about citizenship and geography. (2.18A, B) i TEKS 2.19 Social Studies Skills k</p><p>S The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. A. Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.  solve real-world problems in the community using the problem-solving process. B. Use a decision-making process to identify a situation that requires a decision, (2.19A) gather information, identify options, predict consequences, and take action to implement a decision.  use a decision-making process to make wise decisions about being a good citizen. (2.19B)</p><p>ELPS Student Expectations ELPS specificity – Intended Outcomes</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 2 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  ELPS 1A – Use prior knowledge and experiences to understand meanings  Use prior knowledge and experiences to understand meanings in English. in  Use strategic learning techniques such as concept mapping, drawing, memorizing, English. comparing, contrast, and reviewing to acquire basic and grade-level vocabulary.  ELPS 1C – Use strategic learning techniques such as concept mapping,  Internalize new basic and academic language by using and reusing it in meaningful drawing, ways in speaking and writing activities that build concept and language attainment memorizing, comparing, contrasting, and reviewing to acquire basic when learning about citizenship and geography. and grade-level vocabulary.  Speak using grade-level content area vocabulary in context to internalize new  ELPS 1E – Internalize new basic and academic language by using and English words and build academic language proficiency. reusing it  Share information about citizenship and geography in cooperative learning in meaningful ways in speaking and writing activities that build interactions. concept and language attainment.  Use prereading supports such as grahic organizers, illustrations, and pretaught  ELPS 3D – Speak using grade-level content area vocabulary in context to topic-related vocabulary and other prereading activities to enhance comprension of internalize new English words and build academic language texts. proficiency.  Write using newly acquired basic vocabulary and grade-level vocabulary related to  ELPS 3E – Share information in cooperative learning interactions. citizenship and geography  ELPS 4D – Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written texts.  ELPS 5B – Write using newly acquired basic vocabulary and content-based grade-level vocabulary. College Readiness Student Expectations College Readiness – Intended Outcomes Social Studies Standards  Use the tools and concepts of geography appropriately and accurately. Interrelated Disciplines and Skills  Analyze the interaction between human communities and the environment.  I.A.1. – Use the tools and concepts of geography appropriately and accurately.  Analyze how physical and cultural processes have shaped human communities  I.A.2. – Analyze the interaction between human communities and the over time when learning about geography. environment.  Evaluate different governmental systems and functions when learning about  I.A.3. – Analyze how physical and cultural processes have shaped human citizenship. communities over time.  Analyze how and why diverse communities interact and become dependent on  I.C.1. – Evaluate different governmental systems and functions. each other when learning about citizenship.  II.A.3 – Analyze how and why diverse communities interact and become  Develop and apply multiple strategies to solve a problem when solving citizen dependent on each other. problems.  Self-monitor learning needs and seek assistance when needed when learning Cross-Curricular Standards about  I.C. 1 – Develop and apply multiple strategies to solve a problem.  geography and citizenship.  I.D.1. – Self-monitor learning needs and seek assistance when needed.  Work independently and cooperatively when learning about geography skills and  I.E.1. – Work independently. citizenship skills.  I.E.2. – Work collaboratively.  Use a variety of strategies to understand the meanings of new words.  II.A.2. – Use a variety of strategies to understand the meanings of new words.  Identify the key information and supporting details when reading about citizenship.  II.A.4. – Identify the key information and supporting details.  Connect reading to historical and current events and personal interest related to  II.A.8. – Connect reading to historical and current events and personal interest. geography and citizenship.</p><p>Evidence of Learning (Summative Assessment)  Given scenarios about good citizenship, students will create a booklet titled, How a Second Grader Can Be a Good Citizen with 80% accuracy.  Given examples of how children in first graders can be good citizens, students will create a title and a simple sentence for a Good Citizen Award with 80% accuracy.  Given an outline of a neighborhood map, students will correctly label places in the community, the map title, map legend/key, and cardinal directions with 80% accuracy.  Given information about the geography of the community, explain how geography affects a person’s life with 80% accuracy. SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 3 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Second Grade Lesson 1: Building Citizenship Skills First Grading Period – Unit 1 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  How can you tell if someone is modeling good citizenship?  Identifying purposes for having rules and laws. (K-1)  How would a second grader model good citizenship at school, at home and  Identifying characteristics of good citizenship in historic and ordinary people. (1) in the community?  Identifying symbols of good citizenship (Texas flags, Pledge of Allegiance, voting). (1)  Why do we have rules and laws?  Identifying the responsibility of authority figures and roles of public officials. (1)  What are the six ways to model good citizenship?  Express ideas orally; create and interpret visuals. (K)  Why is it important to be a good citizen?  Create ideas in written form. (1)  Obtain information from a variety of sources; sequence and categorize information; identify main ideas from sources. (K-1)  Identify problems and situations requiring decisions, gather information, consider options, predict consequences, take action, and evaluate solutions/decisions. (K-1) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will… Day 1:</p><p>Activating Prior Knowledge I can:  Allow students to work in student pairs to look through their entire social  recognize images of people modeling good citizenship and explain why it is important to studies textbook to find pictures of people who are modeling good citizenship. model good citizenship. (2.11C, 2.13C) Ask students to explain why they think it is important for people to show good citizenship at home, school and the community. (2.11C, 2,13C) Hook Activity  Read the book, David Goes to School or a similar book or story which can be  evaluate and determine ways that a character/person can be a good citizen at school. used to teach citizenship. Ask students, Was David a good citizen at school? (2.13A) Why or why not? After students have responded to the question ask, Why is it important for David to be a good citizen at school? (2.13A)  Write student responses on chart paper for students to read. Ask students to  identify and write two rules which are most important for the class or school. (2.11C, compare David’s behavior to student behavior and explain whether or not the 2.13A, C) behavior is appropriate. Students may also come up with a list of possible consequences for certain behavior.  After reading the responses, give each student a post it and ask students to  identify, read, dramatize, illustrate, create graphic organizers and discuss the write down two rules which they think are important for students to follow in class vocabulary on the word wall daily. or in the school. (2.11C, 2.13A, C) (2.18A, B)  Create a Word Wall (bulletin board) for social studies for the year-give it a  interactive with a Word Wall during each lesson by reading the words, using the words catchy social studies title. Place the vocabulary studied in each lesson on this in writing and as a reference by using the pictures to determine the word meanings. bulletin board and continue to refer to the words each day in all content areas.  use flash cards to learn new vocabulary words and to help me remember the words Words can be written on different colors to show they belong in different each day. categories (example: all of the words related to citizenship can be one color).  Vocabulary Development: Students will create flash cards for their vocabulary words writing the word and the picture on the front of the card and a sentence created by the student on the back. Before this, have the vocabulary words used in sentences written on chart paper or the board (include a picture of </p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 4 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. the word). Read the sentences to students and explain their meaning. Ask students when they have used or heard the word. Flash cards may be kept in a Ziploc bag for study during the week or students can begin creating a Word Bank (a file box with flash cards which are alphabetized). This is a strategy that can be used each week for developing vocabulary. The flash cards can be reused each day for different activities (Inner Outer Circle, Tea Party, Concentration, Pair/Share meanings of words).  answer the following questions throughout the lesson: o What is a citizen? (Bloom’s-Remembering)  The following questions may be asked throughout the lesson when o Can you describe one way to show good citizenship? (Bloom’s appropriate: -Understanding) o What is a citizen? (Bloom’s-Remembering) o What would happen if all of the second graders modeled good citizenship in o Can you describe one way to show good citizenship? (Bloom’s school every day? (Bloom’s – Applying) -Understanding) o Why would a second grader want to be a good citizen at home, school, and in o What would happen if all of the second graders modeled good the community? (Bloom’s – Analyzing) citizenship in school every day? (Bloom’s – Applying) o What is the best way to model good citizenship at school? (Bloom’s – o Why would a second grader want to be a good citizen at home, school, Evaluating) and in the community? (Bloom’s – Analyzing) o Suppose you were asked to change one or two of the class rules. Which rules o What is the best way to model good citizenship at school? (Bloom’s – would you change, how would I change them and why do you think they need Evaluating) changing? o Suppose you were asked to change one or two of the school rules. Which ones would you choose, why and how would these rules change? (Bloom’s- Creating) Day 2:  create a graphic organizer to determine ways to be a good citizen. (2.13A, C) Guided Practice  identify the characteristics of good citizenship and relate to their own experiences.  Ask students to create a graphic organizer (with the words Being a Good (2.13A, C) Citizen in the center circle) and have them brainstorm what they think good  determine “the right thing to do” real-life situations and justify responses. (2.13A, C) citizens do at home, at school, and in the community. (2.13A, C)  identify the six ways to show good citizenship as they solve real-life scenarios. (2.13A,  Guide students to read about the six ways to show good citizenship on page H4 C) of the social studies textbook. If students have not been issued their textbooks,  participate in cooperative groups to solve real-life scenarios related to modeling good use the Teacher’s Edition to find the six ways to show good citizenship, and citizenship. (2.13A, C) either write them on the board or overhead or create 13 X 9 posters with the  express ideas orally related to the six ways to show good citizenship and the real-life ways to show good citizenship. Read each one briefly while asking students to scenarios given. (2.13A, C; 3.18A) discuss when they have modeled each behavior. Ask students to share with each  choose from the six ways to model good citizenship while solving real-life situations other. (2.13A, C) (determine the “right thing to do”) (2.13A, C)  identify and reflect on an experience related to honesty and share responses to the  Read Scenario #1- Responsibility as follows: “You borrow a book from your class orally. (2.13A) classroom. It is one of your favorite books and you loved the book. When you  create a list of classroom rules by using the 6 ways to show good citizenship on page took it home you were reading it, you accidently spilled chocolate milk on the H4 of the social studies textbook. (2.13A, C) book. It is a mess. You take the book out of your book bag as soon as you get  participate in cooperative groups to create a list of 5 classroom rules. (2.13A) to your classroom. The teacher is busy. You could just take the book back to  participate in cooperative groups to create a list of at least 4 classroom rules for each the shelf and leave it there. What should you do and why?” Allow students to group, orally explaining why there are rules in the school and community. (2.11C, 2.13A, respond to this scenario in cooperative groups of 3 or 4, and guide students to C, 2.18A) take turns giving their individual response along with a reason(s) for their  evaluate all of the student created class rules in order to choose the 6 best rules for the response. (2.13A, C) class. (2.13C)</p><p> When students have completed giving their responses, have them explain which of the six ways to show good citizenship from page H4 of the textbook would be involved in solving this scenario. (2.13A)  write a letter to a friend describing why it important for students to follow rules in the SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 5 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  Guide students to write a letter to a friend explaining the importance of doing school and or community.(2.11C, 2.13A, C: 2.18A) the right thing, even when no one is watching. Ask students to read their letter orally to a partner. Day 3  listen to the scenario and determine what the right thing to do would be. (2.13A)  Read Scenario #2 about Respect -- follow the same procedure for Scenario #1: You’re at a school carnival and there’s a long line for buying cold drinks. You’re really thirsty. You see a friend of yours way ahead of you in line. Should you ask  explain which of the six ways to show good citizenship should be used in solving this your friend if you can cut in line? How is the idea of respect for others connected scenario. (2.11C, 2.13A, 1.18A) to this situation? How do others in line feel when somebody cuts in line? Allow students to respond to this scenario in cooperative groups of 3 or 4, and guide students to take turns giving their individual response along with a reason(s) for their response. (2.13A)  When students have completed giving their responses, have them explain  use page H4 in the social studies textbook to determine the ways to solve the scenarios. which of the six ways to show good citizenship from page H4 of the textbook 2.11C, 2.13A, 1.18A) would be used in solving this scenario. (2.13A)</p><p> Guide students to write in their social studies student interactive notebook about a time when they were honest (they told the truth), and have them share their stories orally if they choose. (2.13A)  write in a social studies interactive notebook about a time they modeled good  Relate these scenarios to classroom rules. Have students refer back to page citizenship. (2.13A) H4 which illustrate the 6 ways to show good citizenship and guide them to come up with classroom rules. (2.13A, C)</p><p>Independent Practice Day 4:</p><p> Guide students to participate in cooperative groups of 3 or 4 and have students create a list of at least 5 classroom rules for their group (referring to page H4 of the social studies textbook). Students should write their rules on a large page of construction paper. When students have completed their list, write all of the rules  participate in cooperative groups to create a list of at least 5 classroom rules for the on the board or overhead and explain why there are rules in the school and group. (2.13A, C, 2.18A) community.  choose the best 6 classroom rules justifying their responses. (2.13C)  Have students summarize the importance of following these rules.  summarize the importance of following rules. (2.13C) (2.11C, 2.13A, C, 2.18A)  guide students as a class choose the best 6 classroom rules justifying their responses.  Guide students as a class choose the best 6 classroom rules justifying their (2.13C) responses. (2.13C)</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 6 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Day 5: Extension</p><p> Write a letter to a friend describing why it is important for children and adults to follow the rules in a school and/or community. (2.11C, 2.13A, C; 2.18A)  Guide students to create a large bookmark for one of the ways to show good citizenship which they think is most important. Create your own bookmark to use as a sample for students to see. Give the students the following directions for the bookmark: Write – 1) One of the six traits to show good citizenship in large bold letters at the top of the bookmark; 2) One sentence explaining why it is important to model the trait chosen; Illustrate (3) A picture of yourself modeling the behavior; then share the bookmark with at least 4 other students in the classroom. (2.13A; 2.18A, B) DIFFERENTIATION What do you do for students who need extra support? ELPS Objectives in this Lesson  Relate the six ways to show good citizenship (respect, caring, responsibility, Content Objective: fairness, courage, and honesty) to a literature selection and ask students how the  Students will identify and explain the 6 ways to show good citizenship. characters in the story exemplify these traits. Language Objective:  Students will write a letter to a friend describing why it is important for children and adults to follow the rules in a school and/or community. </p><p>What do you do for students who master the learning quickly? College Readiness Objectives in this Lesson  Present the steps in Service Learning and have students begin thinking of a  Students will analyze the interaction between human communities and the environment. project that the class or school might participate in. Have students begin ((I.A.2.) brainstorming ideas for the project, and then go through the beginning steps of  Students will evaluate different governmental systems and functions. (I.C.1.) planning the project  Students will develop and apply multiple strategies to solve problems related to citizenship responsibilities. (I.C.1.)  Students will work independently and collaboratively when completing assignments and projects about citizenship. (I.E.1. and I.E.2.)  Students will use a variety of strategies to understand the meanings of new words. (II.A.2.)  Students will identify the key information and supporting details related to citizenship skills. (II.A.4.) Vocabulary:  design Resources:  respect (respeto)  develop Suggested Literature:  caring (bondadoso)  distinguish David Goes to School by  responsibility  draw Being a Good Citizen Series - Sundance (responsabilidad)  estimate Arthur and the True Francine Brown  fairness (justicia)  explain Character Education Readers (1.0-2.0 Level) PCI Educational Publishing Set 1 Titles: Consideration, Cooperation, Friendliness, Honesty, Tolerance, Responsibility, Patience;  courage (valenti a)  evaluate Set 2 Titles: Respect, Self-Discipline  honesty (honestidad)  find  citizenship (valores  gather Scott Foresman Social Studies Textbook - People and Places/Jente y lugares ci vicos)  generalize  problem solving (solucionar  give examples Building Citizenship Skills pages H4 and H5 problemas)  judge  decision making (tomar  justify Internet Resources:</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 7 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. decisioo n)  identify Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  rules (reglas)  infer Rubi Star for creating Rubrics  laws (leyes)  interpret Tutorial for History Alive! http://tutorial.teachtci.com/  invent Facts on File http://www.fofweb.com/subscription TAKS Vocabulary:  list Britannica Online http://school.eb.com  analyze  locate http://spanish.eb.com World Book http://www.worldbookonline.com  answer  map TeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/  apply  measure  arrange Power Media Plus http://www.powermediaplus.com  organize EBSCO http://search.epnet.com  classify  paraphrase  check  plan  choose  predict  combine  prepare  compare  present  complete  prioritize  conclude  produce  construct  propose  contrast  prove  define  rank  demonstrate  select  describe  sequence  solve  summarize  support  use Evidence of Learning (Summative Assessment) Formative Mini Assessments Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board There are six ways to show good citizenship. They Citizens have many responsibilities to a community. A include respect, caring, fairness, courage, honesty, few of these responsibilities include being truthful, and- responsible, and obeying laws for the common good of the community. The common good of the community A. humor means something that is good for – B. responsibility C. hostility A. the people of the community D. silence B. only a few people of the community C.government officials and their families D. people of other cities and countries</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 8 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Second Grade Lesson 2: Building Geography Skills First Grading Period – Unit 1 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  What is geography?  Using terms to describe relative location; locate relative locations at school and in the  Why is important to know about geography? classroom. (K-1)  What is the geography of my community?  Use symbols and find locations on maps and globes; draw maps showing places and  How does geography affect how I live? routes (2)  What geography skills do I need to read a map?  Create and use maps to locate and identify significant places in the classroom, community, state and nation. (1)  Identify physical characteristics of landforms, bodies of water, natural resources and human characteristics of places (1). The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will… Day 1: Activating Prior Knowledge I can:  Have students look through travel magazines and brochures, state magazines, old calendars, etc. (local travel agencies may be helpful in supplying materials) to begin  develop student prior knowledge related to geography. (2.17B) looking at people, places, landforms, bodies of water, etc. (2.17B)</p><p>Hook Activity</p><p> Invite the class to go on a geography walk with you. Tell students that they will be geographers as they observe their surroundings. Explain what they will be looking for (plants, buildings, streets, roads, parks, animals, people, land, etc.).  participate in a geography walk around the school/community to observe the many  When students return to the classroom have them draw a symbol for each of the different things in a neighborhood community (houses, stores, streets, parks, things they saw in the neighborhood. Next to each of the symbols, guide students to animals, people, land, etc. (2.5A; 2.6A) write the name for each of the symbols. Explain to students that as they pretended  draw pictures of the things seen in the school/community and then write a word for to be geographers, they were studying the Earth and the way people use it. Use each of the pictures. (2.6A, 2.8A) index cards to create the vocabulary related to maps which will include illustrations  explain the meaning of the word, geography. (2.8) and the word. Show each word card to students and have them think of places they  use index cards to create vocabulary words and pictures of geography vocabulary. have seen these visuals. (definition of geography). (2.5A, 2.6A) (2.8A) Guided Practice Day 2:  Create a giant 5-flap foldable (using chart paper folded lengthwise) and show  identify and use the Five Themes of Geography in describing the San Antonio students that they will be filling in a foldable (a smaller version) like this one with the community. (2.5A, 2.6A). (2.5B, 2.6A) 5 Themes of Geography found on pages H8 and H9 (2.5A, 2.6A). Before showing the foldable to students, prepare enough foldables using 8 X 11 paper or construction for each student (this will save time). Have the words, Location, Place, Movement, Places and People Change Each Other, and Region written on the foldable. Create the foldables in a light color so that student drawings will show up.  Ask students to look at pages H8 and H9 and explain the 5 Themes of Geography.  identify and determining why people use maps. (2.5A) Give each of the students a foldable and guide students to draw a picture of their SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 9 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. school in the Location. Guide students to write about the school under Place. Follow the same procedure for Movement, Places and People Change Each Other and Region. Refer to page H14 to explain Region. (Idea: Create a bulletin board or chart with the 5 Themes of Geography to refer to each time you read a story). Idea:  recognize and identify why maps are made the way they are (a view from above) During reading, refer to the 5 Themes of Geography when reading the story for the which illustrates an understanding of this perspective). (2.5A, 2.17B) day or the read a loud for the day.</p><p>Days 3 and 4:</p><p> Ask students, How can people find their way around the neighborhood? Have students look at pages H10 and H11 of in their textbook and then ask, “Would you use a globe to find your way around the neighborhood?” Guide students to respond by saying that it would be better to use a map and have them respond to the reader response, It would be better to use a map because . . . in a social studies student interactive notebook. Explain that maps are one of the geographer’s most useful tools. (2.5A)  Begin guiding students to understand that maps are views of places as seen from above. An understanding of this perspective—a view from above—is an essential first step in seeing a map as a special kind of picture of a place. To help students understand this perspective, place real apples on tables and ask the children to view them at eye level (the level of the table). Then place the apples on the floor and invite the children to stand up and look directly down on them. This physical action of looking at eye level and looking down is especially important for younger children who may have trouble making this perceptual connection. Encourage students to discuss how the apple looks the same and how it looks different in the two views. To reinforce this connection, repeat this with a variety of classroom objects. (To give a different perspective on perspective read Ben’s Dream by Chris Van Allsburg. This book presents a small child’s view of very large monuments.) Refer also to pages H12 and H13 in the social studies textbook which shows a view a neighborhood from above. Explain the use of a map key/legend and other map symbols. (2.5A, 2.17B) Day 5:  Labor Day is the following Monday - It is an annual holiday celebrated all over  answer the questions, Do you know why we will have a day off on Monday? What the world that resulted from the labor union movement, to celebrate the will we be celebrating? Why? economic and social achievements of workers. The majority of countries  understand the meaning of the word, labor which means work. celebrate Labor Day on May 1, and it is popularly known as May Day and International Workers’ Day. One notable exception is the United States, where Labor Day falls on the first Monday of September. The celebration of Labor Day has its origin in the eight-hour day movement,  walk around the room to share with at least 3 other students—what my which advocated eight hours of work, eight hours of recreation and eight parent/guardian does for their work each day. hours of rest. th  Illustrate a picture of my parent/guardian working and then orally explain their work  Announce to students that the following Monday, September 6 will be a holiday. to a student group. Ask students, Do you know why we will have a day off on Monday? What will we be  understand why we celebrate Labor Day. celebrating? Why? Write student responses on the board. Read the responses once most of the students have responded.  Tell students that the holiday that will be celebrated will be Labor Day. Write the word labor on the board and tell students that the word means work.</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 10 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Extension</p><p> Ask students, If you were a bird, and were flying over your neighborhood what would you see? How would it look?” Ask students to illustrate a simple map of </p><p> their neighborhood and introduce the term map key/legend refer to the map key which they created in the Hook Activity in this lesson. Students did not know that  create a simple picture of their neighborhood along with a map key and then they were creating a map key/legend. Have students explain their map to a student explaining to a student group. Students can also explain which parts of a map are group and also explain what they think might be missing from their map. (title for missing. (2.5A, 2.17B) the map, directions, etc.)</p><p>DIFFERENTIATION What do you do for students who need extra support? ELPS Objectives in this Lesson  Give students a simple map of the classroom. Include geographic tools such as a Content Objective: compass rose, map key/legend, map title and various classroom symbols for  Students will use geographic tools to find places on a map. desks, chairs, teacher’s desk, table(s), centers, etc. Create tag board pieces with the names of things on the map. Have students label the map. Language Objective:  Students will use pictures about map symbols to learn new vocabulary about maps. What do you do for students who master the learning quickly? College Readiness Objectives in this Lesson  Have students create a map of the school for new students to follow.  Students will use the tools and concepts of geography appropriately and accurately when building geography skills. (I.A.1.)  Students will analyze the interaction between human communities and the environment when learning about geography skills. (I.A.2.)  Students will self- monitor learning needs and seek assistance when needed. (I.D.1.)  Students will work independently and cooperatively on geography assignments. (I.E.1. and I.E.2)  Students will connect reading to historical and current events and personal interest when learning about geography skills. (II.A.8.) Vocabulary:  judge Resources:  globe (globo  justify terra queo)  identify Suggested Literature:  geography (geografia)  infer Geography From A to Z: A Picture Glossary by Jack Knowlton  earth (El planeta tierra)  interpret The Little House by Virginia Lee (Rich source of geographic information. In this book children can trace changes in  location (ubicacion)  invent the land and the seasons, as well as see the striking transformation of the human-made environment around the house.)  movement  list As the Crow Flies by Gail Hartman (Picture book. The book illustrates the views seen from the different (moviemiento)  locate  region (region) perspectives of an eagle, rabbit, crow, horse, and seagull. Together they create a map.)  map Ben’s Dream by Chris Van Allsburg (This book presents a small child’s view of very large monuments.)  map (mapa)  explain Scott Foresman Social Studies textbook - People and Places/Jente y lugares  symbol (si mbolo)  evaluate Building Geography Skills SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 11 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  map key/map legend  find pages. H6 - H14 (clave de mapa)  gather Understand Grid Systems pp. 388-389 TAKS Vocabulary:  generalize  analyze  give examples Internet Resources:  answer  measure  apply  organize Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html Rubi Star for creating Rubrics  arrange  paraphrase Tutorial for History Alive! http://tutorial.teachtci.com/  classify  plan Facts on File http://www.fofweb.com/subscription  check  predict Britannica Online http://school.eb.com  choose  prepare http://spanish.eb.com  combine  present World Book http://www.worldbookonline.com  compare  prioritize TeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/  complete  produce Power Media Plus http://www.powermediaplus.com  conclude  propose EBSCO http://search.epnet.com  construct  prove  contrast  rank  define  select  demonstrate  sequence  describe  solve  design  summarize  develop  support  distinguish  use  draw  estimate Evidence of Learning (Summative Assessment) Formative Mini Assessment Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board</p><p>In what direction is Washington D. C. from the state of http://www.eoascientific.com/cartography/images/mo Texas? dule3/aaMaps_M3_24G.gif A. Northeast The picture above is used to find the location of places B. Northwest on a map. It is called a ______. C. Southeast D. Southwest A. Scale B. map legend C. grid D. compass rose</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 12 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Second Grade Unit of Study: Understanding Communities First Grading Period – Unit 2 CURRICULUM OVERVIEW Enduring Understandings (Big Ideas) Unit Rationale  People live in communities so that they can have a place to be safe. The study of community and citizenship in relationship to the home/neighborhood,  Communities are places where people live, work and have fun together. school, city, state and world is essential for students to understand their role and place  The customs, symbols, and celebrations of a community show what people in a as responsible citizens in their community. As students study geography they will learn community value. how geography impacts where and how people they live.  Ordinary people can help improve a community. (past and present)  It is important for people to model good citizenship for the common good of the community.  People use their geography skills to find their way around the community. Lessons in this Unit  Lesson 1 – Neighborhood Community (4 days)  Lesson 2 – Symbols of Our Country (5 days)  Lesson 3 – People Change Communities (5 days)  Lesson 4 – A Walk Through a Community (5 days)  Lesson 5 – Kinds of Communities (5 days)  Lesson 6 – Our Place in the World ( 4 days)</p><p>Essential Questions Guiding Questions Guide students to justify their responses?  What happens in a community?  Why do people need communities?  Why do people need communities?  What do the symbols of a country tell us about its people?  Why is it important for people to follow rules and laws in a community?  Can people really help change communities?  What is Patriot Day?  Is it important to learn about the community you live in?  What are the symbols of the United States  How is our community part of the larger world?  Why are United States symbols important to people in a community?  How are communities alike and different?  Why do we celebrate Hispanic Heritage month?  Why do we remember diez y seis de septiembre?  What is Constitution Day?  What do people do in communities?  How do ordinary people (past and present) improve communities?  How can a second grader improve the community?  What are the words that help us with time in history?  What is a neighborhood?  What do people do in neighborhoods?  How is a neighborhood part of the community?  How do you find your way around a neighborhood?  What is a rural community?  What is an urban community?  What is a suburban community?  What do people do in these communities?  How rural, urban, and suburban communities alike and different?  How do you find where you live on a globe?  How is the world different from a community?  What is the difference between the earth and a globe? SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 13 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  Why is the world separated into continents?  How are children around the world alike and different?  Who was Christopher Columbus? TEKS TEKS Specificity - Intended Outcome s</p><p> t ” I CAN” statements highlighted in yellow and italicized should be displayed for p</p><p> e TEKS 2.2 History students. c</p><p> n The student understands the concepts of time and chronology. o</p><p>C B. Use vocabulary related to chronology, including past, present, and future.  use the vocabulary related to chronology, including past, present, and future talking TEKS 2.3 History about communities. The student understands how various sources provide information about the past.  name several sources of information when studying communities. A. Name several sources of information about a given period or event.  explain how local people and events have influenced local community history. TEKS 2.4 History The student understands how historical figures and ordinary people  use geographic symbols to find places and determine directions on maps of the helped to shape our community, state, and nation. community and the globe. C. Explain how local people and events have influenced the local community history.  locate the community, Texas, the United States and selected countries on maps TEKS 2.5 Geography and globes. The student uses simple geographic tools such as maps, globes, and photographs.  identify and explain the characteristics of good citizenship such as belief in justice, A. Use symbols, find locations, and determine directions on maps and globes. truth, equality and responsibility for the common good of the community. TEKS 2.6 B Geography  identify ordinary people in the school and neighborhood community who have The student understands the locations and characteristics of places and exemplified good citizenship. regions. B. Locate the community, Texas, the United States, and selected countries on maps and globes.</p><p>TEKS 2.13 Citizenship The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. A. Identify characteristics of good citizenship such as a belief in justice, truth, equality and responsibility for the common good. C. Identify ordinary people who exemplify good citizenship.</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 14 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. TEK 2.14 Citizenship  identify and learn patriotic songs such as America the Beautiful and The Star The student understands important customs, symbols, and celebrations Spangled Banner. that represent American beliefs and principles and contribute to our  identify and later recognize symbols such as state and national birds and flowers national identity. and patriotic symbols such as the U.S. and Texas flags and Uncle Sam. A. Identify selected patriotic songs such as America the Beautiful and The Star Spangled Banner.  identify how selected customs, symbols, and celebrations reflect an American love B. Identify selected symbols such as state and national birds and flowers and of individualism, inventiveness, and freedom. patriotic symbols such as the U.S. and Texas flags and Uncle Sam. C. Identify how selected customs, symbols, and celebrations reflect an  explain why diez y seis of septiembre is celebrated. American love of individualism, inventiveness, and freedom.</p><p>TEKS 2.15 Culture The student understands the significance of works of art in the local community. B. Explain the significance of selected stories, poems, statues, paintings, and other examples of cultural heritage. s l</p><p> l TEKS 2.16 Science, technology, and society. I can: i</p><p> k The student understands how science and technology have affected life, S past and present. A. Describe how science and technology have changed communication,  explain and describe how recreation has changed over time. transportation, and recreation.</p><p>TEKS 2.17 Social Studies Skills The student applies critical-thinking skills to organize and use information  obtain information about topics such as citizenship and community using a variety acquired from a variety of sources including electronic technology. of sources such as pictures, graphics, television, maps, computer software, B. Obtain information about a topic using a variety of visual sources such as literature, reference sources, and artifacts. pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts. D. Sequence and categorize information.  sequence and categorize information related to community and citizenship.</p><p>TEKS 2.18 Social Studies Skills The student communicates in written, oral, and visual forms. B. Create written and visual material such as stories, poems, maps, and graphic  create written material and visual material such as stories, poems, maps and organizers to express ideas. graphic organizers to express my ideas about communities. TEKS 2.19 Social Studies Skills The student sues problem-solving and decision-making skills, working independently and with others, in a variety of settings. A. Use a problem-solving process to identify a problem, gather information, list and consider advantages and disadvantages, choose and implement a  use a problem-solving process to determine the “right thing to do” in certain solution, and evaluate the effectiveness of the solution. situations and to solve problems in the community.</p><p>ELPS Student Expectations ELPS Specificity – Intended Outcomes</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 15 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  ELPS 1A – Use prior knowledge and experiences to understand meanings in  Use prior knowledge and experiences to understand meanings in English when English. learning about the community and the world.  ELPS 1C – Use strategic learning techniques such as concept mapping,  Use strategic learning techniques such as concept mapping, drawing memorizing, drawing, memorizing, comparing, contrasting, and reviewing to comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary acquire basic and grade-level vocabulary. related to our community and the world.  ELPS 2I – Demonstrate listening comprehension of increasingly complex  Demonstrate listening comprehension of increasingly complex spoken English by spoken English by following directions, retelling or summarizing spoken messages, following directions, retelling or summarizing spoken messages, responding to responding to questions and requests, collaborating with peers and taking notes questions and requests, collaborating with peers and taking notes commensurate commensurate with content and grade-level needs.  With content and grade-level needs.  ELPS 3D – Speak using grade-level content vocabulary in context to internalize  Speak using grade-level content vocabulary in context to internalize new English new English words and build academic language proficiency. words and build academic language proficiency when discussing our community and  ELPS 4D – Use prereading supports such as graphic organizers, illustrations, the world. and pretaught topic-related vocabulary and other prereading activities to enhance  Use prereading supports such as graphic organizers, illustrations, and pretaught comprehension of written text. topic-related vocabulary and other prereading activities to enhance comprehension  ELPS 3G – Demonstrate comprehension of increasingly complex English by of written text. participating in shared reading, retelling or summarizing material,  Demonstrate comprehension of increasingly complex English by participating in responding to questions, and taking notes commensurate with shared reading, retelling or summarizing materials, responding to questions, and content area and grade level needs.  Taking notes commensurate with content area and grade level needs.  ELPS 5B – Write using newly acquired basic vocabulary and content-based  Write about our community and the world using newly acquired basic vocabulary grade-level vocabulary. and content-based grade-level. College Readiness Student Expectations College Readiness – Intended Outcome Social Studies Standards  Analyze the interaction between human communities and the environment when Interrelated Disciplines and Skills learning about our community and the world.  I.A.2. – Analyze the interaction between human communities and the  Analyze how physical and cultural processes have shaped human communities over environment. time when learning about our community and the world.  1.A.3 – Analyze how physical and cultural processes have shaped human  Analyze how and why diverse communities interact and become dependent on communities over time.  each other when learning about our community and the world.  III.A.3 – Analyze how and why diverse communities interact and become  Use appropriate oral communication techniques depending on the context or nature dependent on each other. of the interaction when learning about out community and the world.  V.A.1 – Use appropriate oral communication techniques depending on the  Use conventions of standard written English when writing about our community and context or nature of the interaction. the world.  V.A.2 – Use conventions of standard written English.  Explain and evaluate the concepts of race, ethnicity, and nationalism. Diverse Human Perspectives and Experiences  II.B.1 – Explain and evaluate the concepts of race, ethnicity, and nationalism. Evidence of Learning (Summative Assessment)  Given information about communities, students will explain why people need communities with 80% accuracy.  Given information about the different types of communities, students will compare and contrast communities with 80% accuracy.  Given facts about customs and celebrations, students will explain the reasons for customs and celebrations with 80% accuracy.  Given information about how ordinary people exemplify good citizenship, students will identify people in the past and present who have modeled good citizenship with 80% accuracy.  Given the characteristics of good citizenship, students will explain how they can model good citizenship with 80% accuracy.  Given information about good citizenship, students will explain what it means to do things for the common good of the community with 80% accuracy.  Given a map, students will read and interpret a community map with 80% accuracy.</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 16 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Second Grade Lesson 1: Neighborhood Community First Grading Period – Unit 2 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  What happens in a community?  First Grade Course Description – Students learn about their relationship to the  Why do people need communities? classroom, school, and community.  Why is it important for people to follow rules and laws in a community?  Second Grade Course Description – Students focus on a study of their local  What is Patriot Day? community by examining the impact of significant individuals and events on the history of the community as well as the state and nation.  Describe similar and different ways families meet human needs. (1.14B) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…</p><p>Day 1: Activating Prior Knowledge  Show pictures of the San Antonio community (pictures taken from the Social Studies I can: website) and briefly tell students what each picture shows. Or collect images of San  build prior knowledge of the San Antonio community. (2.17B) Antonio by collecting travel magazines and brochures about San Antonio. The San Antonio magazine is also another good resource for pictures of the local community. (2.17B)  role-playing the concept of community by standing in a circle holding hands and describing the different parts in a community. (2.6B, 2.18B) Hook Activity  Have students model the concept of a community. Have students stand in a circle, holding hands. Tell some students to stand in the inner circle and ask them to name  locate the San Antonio community on a map. (2.6B) places in the community—such as grocery store, church, school, park, etc. Students in the inner circle will pretend to be the places in the community. Ask students to place their hands on each others shoulders to show that all of the places in the community have some connection to each other and have students explain how all of the people and places with each other. Ask students to respond in writing, A community is a place where. . . Have students share their responses and guide them to create a class definition of a community (A community is a place where people live, work and have fun together). Have students locate the San Antonio community on a map. (2.6B, 2.18B) Day 2 Guided Practice  brainstorm vocabulary for neighborhood community and then write the words on  Guide students to create a Word Chain (a word chain provides students with a sentence strips. (2.6B, 2.18B) structure to explore the relationship among words, understand how they can be used, and remember their meaning. Procedure: (a) the teacher selects 5 t0 7 new  write a paragraph using the vocabulary related to community and respond to the vocabulary words that are related to the same concept and models how to develp a questions about a community. (2.6B, 2.18B) word chain based on the connections. (b) the students – in pairs are given a group  write a letter to a friend describing why it is important for students to follow rules in of words. (c) the students develop a word chain and then share it with another pair the school/community. (2.11C, 2.13A, 2.18A) (rest of the class), and (d) finally each student writes a paragraph using the new words in a way that demonstrates their connection) for the term neighborhood community. Provide an example for students to follow. In partners, students will brainstorm a list of words which relate to neighborhood community (example: the SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 17 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. names of places and/or people which are in the neighborhood community. Guide students to write their words on strips of construction paper. Students discuss how the words are related and then glue the strips of construction paper to create a chain and then discuss the words with a partner. (2.6B, 2.18B) Day 3:  Guide students to write a paragraph using the words in the Word Chain. Ask students, Why is important for a community to have rules and laws? What would happen if a community did not have rules and laws? (2.6B, 2.18B)  Guide students to write a letter to a friend describing why it is important for students to follow rules in the school and/or community. Show students an example of a letter that you would write to a friend. (2.11C, 2.13A, 2.18A) Day 4: Remind students that tomorrow, Saturday is September 11- Patriot Day. Tell students that they will learn about Patriot day today.  Annual observance on September 11 to remember those who were injured or died  understand why we have a Patriot Day.(2.1A) during the terroristic attacks on the United States on September 11, 2001. On the direction of the President, the flag of the United States of America should be displayed on the homes of Americans, the White House and all United States government buildings in the whole world. The flag should be flown at half-mast as a mark of respect to those who died on September 11, 2001. Background: On September 11, 2001, four planes were hijacked. The hijackers then deliberately flew three of the planes into two important buildings, the Pentagon  explain to others why Patriot Day is a day we can not forget. in Washington, D.C. and the Twin Towers of the World Trade Center in New York. The fourth crashed into a field near Savannah, Pennsylvania. The loss of life and damage that these hijackings caused from the biggest act of terrorism ever on American soil. Nearly 3000 people died in the attack and economic impact was immense. The attacks have greatly increased attention to national security in the  create an accordion book explaining Patriot Day with another student in the class. United States.  If available show pictures of the Twin Towers before the explosion. Locate New York on a United States map.  Guide students to create an accordion book with some facts and pictures about this day, specifically explaining what happened on September 11, 2001. Students may work in pairs for each accordion book. Upon completion have students read their book to the class.</p><p>DIFFERENTIATION What do you do for students who need extra support? ELPS Objectives in this Lesson  Have students create a model of their neighborhood community using milk cartons Content Objective: or other small boxes, and have students explain their community to a student group.  Students will explain why it is important to have rules in a community. Language Objective:  Students will write a letter to a friend explaining why it is important to have rules in a community. What do you do for students who master the learning quickly? College Readiness Objectives in this Lesson  Have students create the problem scenarios like the ones mentioned in this lesson,  Students will analyze the interaction between human communities and their for other students to solve. neighborhood environment.  Students will analyze how physical and cultural processes have shaped human communities over time when learning about their community.  Students will use appropriate oral communication techniques depending on the </p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 18 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. context or nature of the interaction related to the neighborhood communities.  Students will use conventions of standard written English when writing about the neighborhood community.</p><p>Vocabulary:  judge Resources:  neighborhood (vecindad)  justify Suggested Literature:  community (comunidad)  identify The Little House by Virginia Lee (Rich source of geographic information. In this book children can trace changes in  rule (regla)  infer the land and the seasons, as well as see the striking transformation of the human-made environment around the  law (ley)  interpret house.)  vote (votar)  invent As the Crow Flies by Gail Hartman (Picture book. The book illustrates the views seen from the different perspectives of an eagle, rabbit, crow, horse, and seagull. Together they create a map.)  list Ben’s Dream by Chris Van Allsburg (This book presents a small child’s view of very large monuments.) TAKS Vocabulary:  locate  analyze  map Scott Foresman Social Studies Textbook - People and Places/Jente y lugares  answer  measure  apply  organize Unit 1 – We Belong to Groups pp. 6-7  arrange  paraphrase Unit 1 – Lesson 1 – Living in a Neighborhood, pp. 8-11; Problem Solving at the Library pp. 14-15  classify  plan SUPPLEMENTAL RESOURCES  check  predict Hands-On Activities  choose  prepare TE p. 15a  combine  present “My Word Book” Rule Book  compare  prioritize Neighborhood Questions  complete  produce  conclude  propose SUPPLEMENTAL RESOURCES  construct  prove Workbook pp. 1-4  contrast  rank Poster 2  define  select Transparency 107  demonstrate  sequence Songs and Music Primary CD Tracks 29-30 Places Where We Live; Tracks 17-18 This is My Community  describe  solve Every Student Learns Guide pgs. 2-5  design  summarize Internet Resources:  develop  support Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  distinguish  use Rubi Star for creating Rubrics  draw Tutorial for History Alive! http://tutorial.teachtci.com/  estimate Facts on File http://www.fofweb.com/subscription  explain Britannica Online http://school.eb.com  evaluate http://spanish.eb.com  find World Book http://www.worldbookonline.com  gather TeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/  generalize Power Media Plus http://www.powermediaplus.com  give examples EBSCO http://search.epnet.com</p><p>Evidence of Learning (Summative Assessment) Formative Mini Assessment Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 19 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Why do people form communities? People form What helps people live safely in a community? communities because they— A. geography A like to go to the community parks and swimming B. rules and laws pools C. customs D. celebrations B want to live and work where they feel safe and comfortable C want to ride the train to the cities D want to study about people in the communities</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 20 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Second Grade Lesson 2: Symbols of Our Country First Grading Period – Unit 2 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  What are the symbols of the United States  First Grade Course Description – Students learn about their relationship to  Why are United States symbols important to people in a community? the classroom, school, and community.  Why do we celebrate Hispanic Heritage month?  Second Grade Course Description – Students focus on a study of their local  Why do we remember Diez y seis de septiembre? community by examining the impact of significant individuals and events on  What is Constitution Day? the history of the community as well as the state and nation.  Describe similar and different ways families meet human needs. (1.14B) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…</p><p>Days 1 and 2 Activating Prior Knowledge I can:  Show students pictures/posters showing people being patriotic-flying flags in front yards, people wearing red, white and blue, people holding flags in parades, etc. (old patriotic  develop prior knowledge related to the meaning of patriotism. (2.14C) calendars are a good resource). Ask students, “Why do you think people like to show off the U.S. flag and other red, white and blue items?” (2.14C) Hook Activity  Guide students in creating a flag (8X11) which describe themselves asking students to include three sections in their flag. One section should show an illustration of something fun  determine the meaning of the symbolism of a flag, by creating individual they like to do, another section should include a word which describes them (a character trait flags which illustrate different symbols to describe themselves. (2.14C, – responsible, dependable, courageous, hard-working, etc.) and the last section should 2.18B) describe their family. (or complete the Make a “Me” Flag!, the activity on page 180a of the social studies textbook). Each student should present their flag to a student group. Explain to students that this flag is a symbol of them just as the U.S. flag is a symbol of our country, the United States. Explain that the U.S. flag represents freedom. Ask students to brainstorm other symbols which also represent the United States. Write these on the board. (2.14C, 2.18B) Day 3 September 15 – October 15 Hispanic Heritage Month  During this month we recognize the contributions of Hispanic Americans in the United States  discuss why Hispanic Heritage Month is celebrated. and celebrate their heritage and culture. This observation started in 1968 as Hispanic  listen to stories and biographies about Hispanic Americans. Heritage Week under President Lyndon B. Johnson and was expanded by President Ronald  think about my family history and begin creating a book about this history Reagan in 1988 to cover a 30-day period. September 15 was chosen as the starting point for using paper to create a scroll. the celebration because it is the anniversary of independence of five Latin American  for homework interview a family member about the family history I need countries: Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. They all declared to find out about. independence in 1821. In addition, Mexico and Chile celebrate their independence days on  complete my family history book after interviewing my family member. September 16 and September 28, respectively.  orally share my family history book with the class sometime during this week.</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 21 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  Tell students about Hispanic Heritage Month and why it is celebrated. During this month read multicultural books and/or biographies about Latin Americans. Tell students that they will interview their relative about their family history. Have students begin their story by illustrating pictures about what they do know about their family. Guide students to use create a scroll out of paper for their story and illustrations. Have students interview a relative about their family history.</p><p> Students will complete their family history for homework. Have students orally share their stories each day all week. </p><p>Day 4 September 16 Diez y seis de septembre  Introduce how freedom is related to the Diez y Seis de Septiembre (Mexican Independence Day – a celebration of Mexico’s independence from Spanish rule. Mexico’s independence  discuss the importance of the celebration of Diez y Seis de Septiembre. began on September 16, 1810 with Miguel Hidalgo y Costilla’s revolutionary grito. (Compare (2.15B) a U.S. flag to a flag of Mexico). (2.15B)  discuss then write about how their family celebrates Diez y seis in a social studies student interactive notebook. (2.15B)  Ask students to discuss with each other how people celebrate Diez y Seis and then have  compare the symbols of Mexico to the symbols of the United States using them write a 3-4 sentences explaining how they would celebrate Diez y Seis with their family a T-chart and orally explain the differences. (2.15B) in social studies student interactive notebook. (2.15B)  Students might also compare the symbols of Mexico to the symbols of the United States using a T-chart and orally explain the differences.</p><p>Guided Practice  Have students listen to a patriotic songs (one of the symbols of our country), such as the Star Spangled Banner. (Scott Foresman – Songs and Music Primary CD). Discuss the meaning of the song and ask students, Why do people sing these songs? Why is this a symbol of the  identify and sing a patriotic song, and determine why this song was United States? What are some other symbols of the United States? (2.14A, B) chosen to symbolize the U.S. (2.14A, B)  Guide students to create a book of symbols of the United States to include an illustration of the symbol, at least 3 complete sentences explaining the symbol and one complete sentence explaining how the symbol is important to the student. Students will then orally explain their booklet to a student group explaining the meanings of the symbols, and how the symbols are  create a book of symbols of the United States to include an illustration of important to them. (2.14A, B) the symbol, at least 3 complete sentences explaining the symbol and one  Guide students to chorally read the poem titled, Freedom! on page 180a of the social studies complete sentence explaining how the symbol is important to me. textbook. (Write the poem on chart paper to place in a center for students to continue to read (2.14A,B) chorally). (2.14C)  orally explain the book of symbols to a student group explaining the meanings of the symbols, and explaining how the symbols are important  Ask students to write a poem for FREEDOM, writing a sentence for each letter. Example: F to me. (2.14A,B) is for being free every day and being able to have choices about what I can do with my friends.</p><p>Day 5 September 17 Constitution Day  read chorally several times and interpret the poem, Freedom! (2.14C)  Guide students to create a graphic organizer which describes the activities which they are free to do and share with the class. Ask students, “How would you celebrate or honor the freedoms that we have in our country?” (2.14C, 2.18B)</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 22 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  Show students an image of the United States Constitution (explain that this is another symbol of our country). Have students read the preamble of the constitution and summarize its meaning. Explain to students that we have our freedoms because of this document which was signed on  create a graphic organizer describing how to celebrate the freedoms that we September 17, 1787 in Philadelphia, Pennsylvania. (2.14C, 2.17E) have. (2.14C, 2.18B)  Explain to students that we celebrate the signing of the Constitution on September 17th of every  identify the United States Constitution and also identify the preamble. year. Compare the U.S. Constitution to classroom rules. Guide students to discuss what a (2.14C, 2.17E) classroom constitution might sound like and begin writing an example on the board. (2.14C,  create a classroom constitution beginning with, “We the second grade 2.17E) class. . .” as a class and then display on a bulletin board. Also include patriotic symbols around the constitution. (2.14C, 2.17E)</p><p>DIFFERENTIATION What do you do for students who need extra support? ELPS Objectives in this Lesson  Guide students to think of someone in their family who they would like to honor- Content Objective: someone who has made a difference in their life. Ask students to create a banner for  Students will explain the symbols of our country. this special person to include a symbol(s) on the banner which describes this person. Have students explain their flag to a student group. Language Objective:  Students will orally explain their individual symbol books.</p><p>What do you do for students who master the learning quickly? College Readiness Objectives in this Lesson  Guide students to create a booklet titled, 10 Easy Way to Celebrate Freedom. Ask  Students will analyze the interaction between human communities and the students to illustrate each page, and include a title page. Read booklets to the third  environment as related to the symbols of our country. grade classes.  Students will analyze how the cultural processes have shaped human communities over time.  Students will show how and why diverse communities interact and become  dependent on each other when learning about the local community.  Students will use appropriate oral communication techniques depending on the  context or nature of the interaction related to the community and the world.  Students will use the conventions of standard written English when writing about our community and the world.</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 23 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Vocabulary:  evaluate Resources:  freedom (libertad)  find Suggested Literature:  motto (lema)  gather How the Second Grade Got $8,205.50 to Visit the Statue of Liberty by Nathan Zimelman (Albert Whitman &  monument  generalize Company publishers) (monumento)  give examples The Flag We Love by Eve Bunting (Clarion Books)  Constitution  judge American Symbols Series by Debbie L. Yanuck (Captstone Press) The American Flag, The Bald Eagle, The Great Seal of the United States, The Liberty Bell, The Lincoln Memorial, The Pledge of Allegiance, The Star (Constitucio n)  justify Spangled Banner, The Thomas Jefferson Memorial, Uncle Sam, The U.S. Capitol, The While House  National Anthem  identify (cancion nacional)  infer Scott Foresman textbook - People and Places/Gente y lugares  symbol (simbulo)  interpret  preamble (preambulo)  invent Unit 2 Lesson 5 - America the Beautiful p. 90 honor (honor)  list Unit 4 Lesson 2 - Reading a Table pp. 164-165  locate Unit 4 Lesson 5 - The Land of Freedom pp. 180-183 TAKS Vocabulary:  map Hands-On Activities  analyze  measure TE p. 187a Puzzles; Let’s March!; Mottoes  answer  organize  apply  paraphrase SUPPLEMENTAL RESOURCES  arrange  plan  classify  predict Workbook p. 44  check  prepare Transparencies 8 and 22  choose  present Songs and Music Primary CD - Tracks 25-26 “The Star Spangled Banner”  combine Tracks 33-34 “America the Beautiful”  prioritize  compare Every Student Learns Guide pp. 70-73  produce  complete Social Studies Plus! A Hands-On Approach “Birds and Flowers Talk?” p. 44  propose  conclude Read Alouds and Primary Sources “This Land is Your Land” pp. 10-11  prove  construct Assessment Book  rank  contrast TAKS Practice Book  select  define Test Talk Practice Book  sequence  demonstrate  solve Internet Resources:  describe  summarize Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  design  support Rubi Star for creating Rubrics  develop  use Tutorial for History Alive! http://tutorial.teachtci.com/  distinguish Facts on File http://www.fofweb.com/subscription  draw Britannica Online http://school.eb.com  estimate http://spanish.eb.com  explain World Book http://www.worldbookonline.com TeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/ Power Media Plus http://www.powermediaplus.com EBSCO http://search.epnet.com</p><p>Evidence of Learning (Summative Assessment) SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 24 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Formative Mini Assessment Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board Which of the following is not a symbol of our country? Which of the following is not a way to show that you are The— patriotic? </p><p>A. Star Spangled Banner A. reciting the Pledge of Allegiance B. U. S. flag B. singing the Star Spangled Banner C. flag of Mexico C. wearing red, white and blue D. Statue of Liberty D. volunteering to clean up the neighborhood</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 25 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Second Grade Lesson 3: People Change Communities First Grading Period – Unit 2 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  What do people do in communities?  First Grade Course Description – Students learn about their relationship to the  How do ordinary people (past and present) improve communities? classroom, school, and community.  How can a second grader improve the community?  Second Grade Course Description – Students focus on a study of their local  What are the words that help us with time in history? community by examining the impact of significant individuals and events on the history of the community as well as the state and nation.  Describe similar and different ways families meet human needs. (1.14B) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…</p><p>Day 1 I can: Activating Prior Knowledge  develop prior knowledge related to how people help change the community (student  Ask students to think of someone in their neighborhood who is always trying to personal experiences). help improve the community (give your own examples of people in your community who help improve the community). Ask students to take turns acting out the actions of the individual chosen. The other students should guess what the individuals are doing.  Have students explain what people do to improve the community and write down student responses on the board. Ask students to respond to the following reader response stem, I can help improve my community by . . .in a social studies student interactive notebook. Day 2 Hook Activity  Ask students to discuss the following question, “How are apples grown?” “In  begin making connections to Johnny Appleseed who helped change communities what states do you think more apples are grown and why?” Allow students to through his work with planting apple seeds throughout the country. discuss their responses with a peer. After students respond, show a map of the United States and explain and show that Johnny Appleseed traveled west and planted seeds in Pennsylvania, Ohio and Indiana. He sold sprouts to people heading west in their wagons and to settlers living in log cabins. Say to students, As I read I want you to think about how Johnny Appleseed wanted to improve the community and why. Read the Johnny Appleseed book and explain that his birthday is celebrated on September 26th and ask students why his birthday is still remembered and celebrated today. Day 3 Guided Practice  use vocabulary related to time in history including past, present, and modern. (2.2B)  Explain to students that Johnny Appleseed was an ordinary person from the past who helped improve the community. Introduce the term modern and present, and  identify how ordinary people who exemplify (ied) good citizenship in the past, present, ask students how people help their community in modern/present times. Prepare and during modern times. (2.2B; 2.13C) large construction paper with written scenarios which you hold up for students to read. Hold up two different scenarios or pictures (in two different colors) and ask students to decide which one shows citizens improving the community. Guide SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 26 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. students to get into groups to discuss the scenarios with each other. (2.13A, C)  identify characteristics of good citizenship such as a belief in responsibility for the  Example scenarios – Get students to think and have conversations about how common good of the community. (2.13A) some actions might people in the community on a larger scale. (2.13A, 2.18A) 1) A person helping serve food at the Raul Jimenez Thanksgiving dinner.  express ideas orally based on knowledge and experience related to people improving donating money for the Raul Jimenez Thanksgiving dinner. the community. (2.18A) 2) A person giving a dollar to a homeless man on a street corner. A person donating clothing to a homeless shelter. 3) A third grader organizing other third graders to beautify the landscape  identify and describe people who have who have helped improved the community. of the school. A third grader picking up trash in his classroom. (2.13A, C) Day 4  Ask students, “How do people try to improve their community? Can you think of  interpret visual and print material by identifying the main idea and determining how the any people in your community who have tried to make it a better place to live? Earth Angels helped improve communities. (2.13A,C) What did they do?” Give students an index card to draw a picture of a person trying to improve the community including a drawing and one sentence describing what the person is doing to improve the community. (2.13A, C)  create written material (response written in a social studies interactive journal) in  Tell students, “Let’s read to find out how other people in communities tried to response to questions about citizenship. (2.132.18B improve their community.” (reading for a purpose). Guide students to read pages 88 and 89 of the social studies textbook to find out about The Earth Angels. (2.13A, C)</p><p> Have students respond to the following reader response stem in their social studies interactive notebook: How did the Earth Angels show they were responsible citizens in their community? How can you as a third grader be a responsible citizen in your community. Discuss orally as a class. (2.13A, C) Days 5 Independent Practice  Guide students to read about Ellen Ochoa. (Hispanic Heritage Month begins on  read to find out about Ellen Ochoa to determine how she modeled good citizenship. September 15 and ends on October 15. Ideas for Hispanic Heritage month on the  create an accordion booklet explaining how Ellen Ochoa (a Hispanic) modeled following website: http://teacher.scholastic.com/activities/hispanic/index.htm good citizenship. (2.13A, B, C)  Have students create an accordion booklet how Ellen Ochoa modeled good citizenship and how she helped improve communities. Discuss the fact that she  brainstorm and create a list of other Hispanics who have helped improve communities. was Hispanic and have the class brainstorm a list of names of other Hispanics  create a bulletin board titled, Hispanics Who Made a Difference or similar title which have helped improve communities. Write the names on large strips of  which students might want to create. Add pictures/illustrations along with each paper. Guide students to create a bulletin board titled, Hispanics Who Have Made  of the person’s accomplishments. (2.13A, B, C, 2.18B) a Difference or a similar title. Have students add their pictures and  create a wall chart which can be used to add different people’s names. On the chart accomplishments. (2.13A, B, C) include a column for the following: Person’s Name, Important Things They Did for the  As students read about different individuals create a large wall chart which can be Community, and 3 Character Traits. (2.13A, B, C, 2.18B) used to add other people’s names. (2.13A, B, C, 2.18B)</p><p>DIFFERENTIATION</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 27 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. What do you do for students who need extra support? ELPS Objectives in this Lesson  Create a list of ways a 2nd grader can help improve his/her community. Have Content Objective: students discuss the list with a peer. Students should choose one of the ideas on  Students will identify people who have changed communities. the list to plan and implement. Language Objective:  Students will orally explain how people in their own community have helped change their community. What do you do for students who master the learning quickly? College Readiness Objectives in this Lesson  Guide students to write up a plan for the class explaining how their 2nd grade class  Students will analyze the interaction between human communities and the environment can help improve the school community. Present to plan to the class. when discussing how people have changed communities. (I.A.1.)  Students will analyze how physical and cultural processes have shaped human communities over time. (I.A.3.)  Students will analyze how and why diverse communities interact and become dependent on each other as they learn about people who change communities. (II.A.3.)  Students will develop and apply multiple strategies to solve community problems. (I.C.1.)  Students will self-monitor learning needs and seek assistance when needed. (I.D.1.)  Students will work independently and collaboratively when completing assignments related to people changing communities. (I.E.1. and I.E.2.)  Students will use a variety of strategies to understand the meanings of new words. (II.A.2)  Students will identify the key information and supporting details. (II.A.4) Vocabulary:  judge Resources:  past (pasado)  justify Suggested literature:  present (presente)  identify Johnny Appleseed, a tale retold by Steven Kellogg  modern (moderno)  infer Johnny Appleseed, My Story, As told by David L. Harrison, Step into Reading Book,  improve (mejorar)  interpret Step 3 TAKS Vocabulary:  invent People and Places/Gente y Lugaes  analyze  list Citizen Heroes  answer  locate  The Earth Angels pp. 88-89  apply  map  Ellen Ochoa pp. 254-255  arrange  measure SUPPLEMENTAL RESOURCES  classify  organize Songs and Music Primary CD  check  paraphrase Show You Care  choose  plan Tracks 21-22  combine  predict  compare  prepare Assessment Book  complete  present TAKS Practice Book  conclude  prioritize Test Talk Practice Book  construct  produce  contrast  propose Internet Resources:  define  prove Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  demonstrate  rank Rubi Star for creating Rubrics  describe  select Tutorial for History Alive! http://tutorial.teachtci.com/  design  sequence Facts on File http://www.fofweb.com/subscription Britannica Online http://school.eb.com  develop  solve  distinguish http://spanish.eb.com SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 28 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.  draw  summarize World Book http://www.worldbookonline.com  estimate  support TeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/  explain  use Power Media Plus http://www.powermediaplus.com  evaluate EBSCO http://search.epnet.com  find  gather  generalize  give examples Evidence of Learning (Summative Assessment) Formative Mini Assessment Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board Which of the following is a project that you can do to help What is one way a person can improve his or her make your community a better place to live? community? By</p><p>A. Plan a field trip to the zoo. A joining the “Neighborhood Watch” group. B. Throw old soda cans on the ground. B driving fast on busy streets in the community. C. Pick up soda cans and take them to be recycled. C never voting in community elections. D. Walk in the park, and look at the children play. D throwing old soda cans on the ground.</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 29 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Second Grade Lesson 4: A Walk Through a Community First Grading Period – Unit 2 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  What is a neighborhood?  First Grade Course Description – Students learn about their relationship to the  What do people do in neighborhoods? classroom, school, and community.  How is a neighborhood part of the community?  Second Grade Course Description – Students focus on a study of their local  How do you find your way around a neighborhood? community by examining the impact of significant individuals and events on the history of the community as well as the state and nation.  Describe similar and different ways families meet human needs. (1.14B) The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…</p><p>Day 1 I can: Activating Prior Knowledge  develop prior knowledge related to the things which make up a neighborhood  Have students walk around the school and look out into the neighborhood. Before community. going out, ask students to think about what they see in a neighborhood. Students  create written and visual material (things they see in the neighborhood) to may take a small notepad to take notes about what they see. Back in the classroom, express ideas.(2.17E, 2.18B) have students draw pictures of the things which make up a neighborhood. Students will share their pictures with each other. (2.17E)  create a poem about the local community life and add visuals to go with the poem. Explain the poem to various student groups. (2.6B, 2.7B, 2.18B) Hook Activity  Read the Read Aloud poem on page 16a of the social studies textbook titled, Community Life and have students create a different song or rap about the student’s own community. Guide students as they work in pairs to create their song or rap. Have students practice singing their song or practicing their rap. (2.6B; 2.7B, 2.18B) Day 2 Guided Practice  participate in the Guess My Place game in order to try to get other students to  Guide students to complete the project titled, Guess My Place (in this game, guess the name of the place in the neighborhood. (2.5A) students will try to guess a place--adapt to places in a neighborhood) on page 96 of  respond to questions about a map. (2.5A, B) the social studies textbook. (2.5A)  Ask students, How do people find their way around a neighborhood/community?  complete the large floor map of the school neighborhood to include the names (using maps) What would happen if people did not have maps? What are some of of the streets, along with the buildings and houses. (2.5A, B, 2.18B) the symbols on maps which help people find their way around the neighborhood?  evaluate what is missing on the teacher-made floor map by comparing it to the (2.5A, B) map on pages 20 and 21 of the social studies textbook. Filling in the map title, Day 3 directions/or compass rose, map key/legend, street names and names of  Create a large floor map of the school neighborhood on white butcher paper for buildings. (2.5A, B, 2.18B) students to fill in. Illustrate the streets (without the names), along with the buildings  answer questions about the directions on a map. (2.5A) and houses (without names of what they represent). (2.5A, B, 2.18B)  compare and contrast the floor grid map and the grid map in the social studies  Guide students to respond to written questions about the map as follows: In what textbook. (2.5A, 2.17E) direction is ______from ______?; What route would you take to get from  locate places on a grid map. ((2.5A) _____to______?; In which direction would you travel to get to ______? What would be a good title for your map? How would you change the direction words on </p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 30 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. the map on pages 20 and 21 to a compass rose? (2.5A)  Compare the floor map to the grid map on pages 184 and 185 in the social studies textbook on pages 184-185. Discuss the Compass Rose on pages 124-125. Ask students questions about the grid map which might include: What is found on B-4?; What is the location of the Washington Monument? (2.5A, 2.17E)  What is found on B-1?; Point to the White House. Move south three square. What is the name of the building in his square? What is its letter and number? Continue to ask other questions such as these. (2.5A, 2.17E)</p><p>Day 4 Independent Practice  creating a neighborhood brochure persuading people to live there and  Guide students to create a brochure describing (writing about) their neighborhood, including a map of the neighborhood, places people work, fun things to do in the and persuading people to live there. Include the following: a map of the neighborhood (recreation), what people do to show they are good citizens in the neighborhood, places people work, fun things to do in the neighborhood community. (2.18B) (recreation), what people do to show they are good citizens in the community.  orally present the brochure about a neighborhood to a student group. (2.18A, (2.18B) B)  Orally present their brochure to a student group and then post the brochures on the bulletin board. (2.18B) Day 5  describing and writing about different communities. Use a problem-solving Extension process to identify a problem, gather information, list and consider options,  Create a 8X11 postcard describing the neighborhood to a friend in another state or consider advantages and disadvantages, choose and implement a solution, and have students solve neighborhood problems (Neighborhood Questions on page 15a evaluate the effectiveness of the solution. (2.18B) of the social studies textbook). (2.18B) DIFFERENTIATION What do you do for students who need extra support? ELPS Objectives in this Lesson  Guide students to look at a simple map of the community. Ask students to discuss Content Objective: what they do in a community. Have students create a map of their neighborhood  Students will be able give the characteristics of a neighborhood. community and explain to a classmate. Language Objective:  Students will be able to create visuals and orally explain what happens in a neighborhood. What do you do for students who master the learning quickly? College Readiness Objectives in this Lesson  Guide students to create a school map for a new student to follow. Include the  Students will be able to analyze the interaction between human communities and following: compass rose, map key and map title. the environment when learning about their neighborhood community. (I.A.2.)  Students will analyze how physical and cultural processes have shaped human communities over time. (I.A.3.)  Students will analyze how and why diverse communities interact and become depended on each other. (II.A.3.)  Students will work independently and collaboratively when learning about the neighborhood community. (II.A.1. and II.A.2.)  Students will use a variety of strategies to understand the meanings of new words. (II.A.2.)  Students will connect reading to historical and current events and personal interest. (II.A.8.) </p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 31 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Vocabulary;  judge Resources:  community (comunidad)  justify Suggested Literature:  map key/legend (clave del  identify Me on the Map mapa/leyenda)  infer There’s a Map on My Lap (Cat in the Hat Learning Library)  map grid (mapa con parilla)  interpret Mapping Penny’s Room by Loreen Leedy  symbol (simbolo)  invent On the Town: A Community Adventure My Town  north (norte)  list People and Places/Gente y lugares – Scott Foresman textbook  south (sur)  locate Unit 1 Lesson 2  east (este)  map  A Walk Through a Community – pp. 16-19  west (oesta)  measure  Poem-Community Life p. 16a  organize  Read a City Map pp. 20-21 TAKS Vocabulary:  paraphrase  analyze Unit 2 Project – Guess My Place  plan Unit 3 Lesson 3  answer  predict  Use a Compass Rose pp. 124-125  apply  prepare Unit 4 Lesson 5  arrange  present Use a Grid Map pp. 184-185  classify  prioritize  check  produce Hands-On Activities  choose  propose TE p. 23a Crossword Puzzle; Map Keys; Read Together  combine  prove  compare  rank SUPPLEMENTAL RESOURCES  complete  select Workbook pp. 5-6, 30, 45  conclude  sequence Transparency 11, 18, 23  construct  solve Poster 2  contrast  summarize Songs and Music Primary CD Places Where We Live Tracks 29-30; My Wonderful Neighborhood Tracks 7-8  define  support  demonstrate  use  describe Internet Resources:  design Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html Rubi Star for creating Rubrics  develop Tutorial for History Alive! http://tutorial.teachtci.com/  distinguish Facts on File http://www.fofweb.com/subscription  draw Britannica Online http://school.eb.com  estimate http://spanish.eb.com  explain World Book http://www.worldbookonline.com  evaluate TeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/  find Power Media Plus http://www.powermediaplus.com  gather EBSCO http://search.epnet.com  generalize  give examples</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 32 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Evidence of Learning (Summative Assessment) Formative Mini Assessment Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board The capital of the United States is found on the ______</p><p> http://www.parkcityinfo.com/images/map_town.jpg A. West Coast of the United States. B. East Coast of the United States. What is located on C-1? C. Gulf of Mexico. D. Pacific Ocean. A. Park City Mountain Resort B. The Canyons Resort C. Main Street D. Deer Valley Resort</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 33 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Second Grade Lesson 5: Our Place in the World First Grading Period – Unit 2 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  How do you find where you live on a globe?  Create and use simple maps to identify locations. (K-1)  How is the world different from a community?  Use symbols to find locations to determine directions on maps. (K-1)  What is the difference between the earth and a globe?  Identify and describe the physical characteristics of places. (K-1)  Why is the world separated into continents?  Identify major landforms and bodies of water. (1)  How are children around the world alike and different?  Identify similarities and differences among people. (K)  Who was Christopher Columbus?  Identify human characteristics of places. (K-1)</p><p>The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…</p><p>Day 1: I can: Remind students that the following Monday will be Columbus Day Holiday  identify the continents of the world. (2.6A) Activating Prior Knowledge  Show students pictures of places around the world. (Use pictures in the textbook and/or pictures cut out of travel magazines and brochures). Ask students to discuss how these places are alike or different from where they live. Sing the Continents song then show a map of the world pointing out the continents.(2.1A) Hook Activity  Tell students that Columbus Day is on October 11th, the following Monday, but they  explain Columbus Day and discuss why it is celebrated. (2.1A) will be studying about Columbus Day this week. Also introduce the term, past.  Read the following poem to students: In fourteen hundred ninety-two Columbus sailed the ocean blue. He had three ships and left from Spain;  listen to and retell what Christopher Columbus did to help create communities in He sailed through sunshine, wind and rain. the past. (2.1A, A compass also helped him know, How to find the way to go. Ninety sailors were on board, Some men worked while others snored. Then workers went to sleep,  answer questions and discuss the Columbus poem. (2.1A) And others watched the ocean deep. Day after day they looked for land, They dreamed of trees and rocks and sand. October 12 their dream came true, “Indians! Indians! Columbus cried;  bring in small toy cars, airplanes, trains, trucks, soldiers, people, and houses to His heart was filled with joyful pride. begin understandings of the term model. (3.17E) But “India” the land was hot. The Arakawa natives were very nice, They gave the sailors found and spice. Columbus sailed on to find some gold, To bring back home, as he’d been told. SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 34 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. He made the trip again and again, Trading gold to bring to Spain. The first American? No, not quite. But Columbus was brave, and he was bright.  Use a globe to show where Columbus traveled. Continue to review the continent names.  Ask students, Why do you think we celebrate Columbus Day? What was the poem about? How did Columbus help create new communities? Day 2 Guided Practice  The object of the following activity is to help students identify small-scale and full- scale depictions of objects in order to develop an understanding that a globe is a small-scale model of the earth.  Provide or have students bring in small toy cars, airplanes, trains, trucks, soldiers,  look at small toy cars, airplanes, trains, trucks, soldiers, people and houses, etc. people, houses, etc.) and have each of the students hold one item. Have students and explain how all of these are models of real objects. compare and contrast the smaller objects to the larger objects. As students, How are the real objects alike or different from the small objects? Introduce the word model by writing the word on the board and explain that the small objects are models of the larger objects. Also ask students to bring in something from home that is a model of a larger item to share with the class on the following day. (2.1A) Days 3 and 4 Independent Practice  create a coin (paper plate) to remember Christopher Columbus. (2.1A, 2.18B)  Have students create a coin (paper plate) with a drawing or cut out of Christopher Columbus’ face along with two sentences explaining his most important accomplishments. Guide students to also write one character trait to describe Columbus.  Display the coins on a bulletin board titled, The Rich History of Christopher Columbus. (2.1A, 2.18B) Day 5 Extension  create a simple four line rhyming poem about Christopher Columbus. (2.1A,  Guide students to create a simple four line rhyming poem about Christopher 2.18B) Columbus. (2.1A)</p><p>DIFFERENTIATION What do you do for students who need extra support? ELPS Objectives  Prepare cut outs of the continents of the world (in different colors) with their names. Content Objective: Have students look at a world map to place the continents in their correct location on  Students will be able to explain where they live in the world. a white paper. Language Objective:  Have students sing the Continents song again.  Students will be able to illustrate where they live in the world and orally explaining to a student group.</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 35 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. What do you do for students who master the learning quickly? College Readiness Objectives Addressed in t his Lesson  Create a simple four page journal with diary entries about Columbus’ travels.  Students will use the tools and concepts of geography appropriately and accurately when learning about where they live in the world. (I.A.1.)  Students will work independently and cooperatively when learning about where they live in relation to the larger world. (I.E.1. and I.E.2.)  Students will use a variety of strategies to understand the meanings of new words. (II.A.2.)  Students will identify the key information and supporting details. (II.A.4.) Vocabulary:  evaluate Resources:  continent (continente)  find Suggested literature:  equator (ecuador)  gather Young Christopher Columbus  globe (globo)  generalize  ocean (oceano)  give examples Scott Foresman textbook - People and Places/Gente y Y lugares  model (modelo)  judge Unit 1 Lesson 5  earth (tierra)  justify  Our Country Is Part of Our</p><p> identify World pp. 36-41 TAKS Vocabulary:  infer  Children of the World  analyze  interpret  answer pp. 40-41  invent Hands-On Activities - TE p. 41a A World of Words; ‘Round the World; Pen Pal Letters  apply  list  arrange  locate pp. 36-41  classify  map SUPPLEMENTAL RESOURCES  check  measure Workbook p. 9  choose  organize  combine  paraphrase Poster  compare  plan Transparency Transparency 13  complete  predict  conclude  prepare Songs and Music Primary  construct  present CD  contrast  prioritize Every Student Learns Guide pPp. 8, 9 .  define  produce Social Studies Plus! A Hands-On Approach Name and Share Your Country p. 15 Big Book Atlas pp. 4, 5, 8, 9  demonstrate  propose  describe  prove  design Assessment Book  rank TAKS Practice Book  develop  select Test Talk Practice Book  distinguish  sequence  draw  solve Internet Resources:  estimate  summarize Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  explain  support Rubi Star for creating Rubrics  use Tutorial for History Alive! http://tutorial.teachtci.com/ Facts on File http://www.fofweb.com/subscription Britannica Online http://school.eb.com http://spanish.eb.com World Book http://www.worldbookonline.com TeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/ Power Media Plus http://www.powermediaplus.com</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 36 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. EBSCO http://search.epnet.com</p><p>Evidence of Learning (Summative Assessment) Formative Mini Assessment Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board Christopher Columbus had three ships and sailed from Christopher Columbus discovered America in— Spain through sunshine, wind and rain. Day after day he searched for ______. A. 1492 B. 1942 A. indians C. 1645 B. ships D. 1845 C. land D. water</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 37 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Social Studies – Second Grade Lesson 6: Kinds of Communities (Rural, Urban, Suburban) First Grading Period – Unit 2 CURRICULUM GUIDE Guiding Questions Essential Pre-requisite Skills  What is a rural community?  First Grade Course Description – Students learn about their relationship to the  What is an urban community? classroom, school, and community.  What is a suburban community?  First Grade – Students describe similar and different ways families meet human  What do people do in these communities? needs.  How rural, urban, and suburban communities alike and different?  Second Grade Course Description – Students focus on a study of their local community by examining the impact of significant individuals and events on the history of the community as well as the state and nation. The Teaching and Learning Plan Instructional Model & Teacher Directions So students can… The teacher will…</p><p>Day 1 Activating Prior Knowledge I can:  Name common children’s books which students are familiar with such as Little Red Riding Hood, The Three Little Pigs, etc. and ask students to tell you where they  describe and explain the variation in the physical environment to include think the setting is in each of the books/stories—forest, country, valley, by a river. landforms. (2.17B) Mention that all of these are tell you about the geography of the place. (2.17B)  describe and explain the variation in the physical environment to include Hook Activity landforms. (2.6A)  Read the book, Town Mouse and Country Mouse by Jan Brett.  Ask students to discuss what life was like in town and in the city with a partner. If  compare town and country communities. (2.17E, 2.18B) this book is not available read the poem In the Country, In the City on pages 42 and 43 of the social studies textbook.  Create a Venn diagram to compare the town and country. (2.6A, 2.17E, 2.18B) Day 2  create three types of communities urban, rural and suburban using pictures in Guided Practice magazines and other classroom resources and or materials brought from home.  Explain to students that people all over the world live in different types of (2.17B, D, 2.18B) communities. (2.17B)  categorize information about rural, urban and suburban communities. (2.17B, D,  Tell students that they will be creating three types of communities in three sections 2.18B) of the classroom, urban, rural, and suburban. Have these terms written on large poster board to place in a section of the classroom so that students know where these areas will be. Ask students which ones they think were described in the book, Town Mouse, Country Mouse. (2.17B, 2.18B)  Provide magazines pictures and other resources with pictures of things in the various communities, or have students cut out pictures. (2.17B, 2.18B)</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 38 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.</p><p>Day 3 Independent Practice  Guide students to brainstorm the characteristics of each type of community and write the list on the board so that students have an understanding of the different types of community. ( 2.17B, E)  interpret oral, visual and print material about rural, urban and suburban  Divide the class in three groups and assign each of three types of communities to communities. (2.17B, E) each group. Each group will begin building their community using classroom  creating visual material such as model communities to express the idea of rural, materials and will include a list of characteristics of each type of community. (2.17B, urban, and suburban communities. (2.17B, D, 2.18B) D, 2.18B)  create written materials such as letters to express ideas about an urban  Guide students to write a short letter to a friend describing their trip to an urban community. (2.18B) community. Provide an example of the letter for students to read. (2,18B)</p><p>Day 4  Guide students to write a first draft, then edit. When students are ready to write their final draft and have students use old stationary/blank cards with the envelopes that you might have left over from your personal stationary collection. If students have  write letters about an urban community using standard grammar, spelling, erasable pens, these can be used to write their letter. Have students read the sentence structure, and punctuation. (2.18B) letters orally. (2.18B)</p><p>DIFFERENTIATION What do you do for students who need extra support? ELPS Objectives Addressed in this Lesson  guide students to go the following website Content Objective: http://216.36.206.143/Country_Mouse/storybook/storybook.htm to listen to City  Students will be able to identify and explain the differences between urban, rural Mouse, Country Mouse on the internet and have students Illustrate pictures and suburban communities. describing a city and a country. Continue to reinforce the use of the terms rural and Language Objective: urban.  Students will be able to write a letter to a friend describing his/her trip to an urban community. What do you do for students who master the learning quickly? College Readiness Objectives Addressed in this Lesson  Have students create an interview form to interview people who live in different  Students will be able to analyze how physical and cultural processes have shaped types of communities. human communities over time. (I.A.2.)  Students will be able to analyze how and why diverse communities interact and become dependent upon one another. (III.A.3.)  Students will be able to use conventions of standard English when writing about different types of communities. (V.A.2.)</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 39 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Vocabulary:  interpret Resources:  rural community  invent Suggested literature: Town Mouse and Country Mouse by Jan Brett (communidad rural)  map Why Cities Grow Series-Sundance: Curious George in the Big City, Living in the City, Round Trip, Uptown  urban community  measure Time for Kids Readers-Sundance: Cities—Yesterday, Today, Tomorrow (comunidad urbana)  organize  suburban community  paraphrase Biography Meet William Levitt – 1907-1994 Builder (comunidad suburbana)  plan Lesson 3  population (poblacio n)  predict  An Urban Community pp. 48-50  transportation (transportacio n)  prepare Power Media Plus  geography (geografía)  present  recreation (recreacio n) Scott Foresman Social Studies  prioritize SAISD Social Studies Website  produce Rubi Star for Creating Rubrics TAKS Vocabulary:  propose  analyze  prove National Geographic  answer  rank This is My Street Level 13  apply  select  arrange  sequence Internet Resources:  classify  solve Social studies website: http://www.saisd.net/ADMIN/curric/SStudies/index.html  check  summarize Rubi Star for creating Rubrics  choose  support Tutorial for History Alive! http://tutorial.teachtci.com/  combine  use Facts on File http://www.fofweb.com/subscription  compare Britannica Online http://school.eb.com  complete http://spanish.eb.com  conclude World Book http://www.worldbookonline.com  construct TeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/  contrast Power Media Plus http://www.powermediaplus.com  define EBSCO http://search.epnet.com  demonstrate  describe  design  develop  distinguish  draw  estimate  explain  evaluate  find  gather  generalize  give examples  judge  justify  identify  infer</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 40 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards. Evidence of Learning (Summative Assessment) Formative Mini Assessment Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board In a rural community, students might participate in A community is a place where— recreational activities which involve— A. people live, work, and have fun together A. going to local museums B. one person lives alone in a neighborhood B. eating at a variety of restaurants C. the desert makes living hard C. going on a hayride or riding a horse D. only one cultural group lives D. riding the subway</p><p>SAISD © 2010-11 First Grading Period Social Studies 2nd Grade Page 41 of 41 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.</p>