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ROCKAWAY TOWNSHIP PUBLIC SCHOOLS SOCIAL STUDIES UNIT GUIDE
GRADE: 2
Unit Title: Time Frame:
Citizenship September-October
Cumulative Progress Indicator Number(s): 21st Century Theme
6.1.4.A.4Explain how the United States government is organized and how the United States Constitution defines and limits the power of government. 6.1.4.A.7Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state, and national levels. 6.1.4.A.10 Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations. 6.1.4.A.11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels. 6.1.4.B.6Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism. 6.1.4.D.12Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage. 6.1.4.D.17Explain the role of historical symbols, monuments, and holidays and how they affect the American identity. 6.3.4.A.1Evaluate what makes a good rule or law. 6.3.4.A.2Contact local officials and community members to
acquire information and/or discuss local issues.
6.3.4.D.1Identify actions that are unfair or discriminatory, such as
bullying, and propose solutions to address such actions.
Civic literacy
Enduring Understandings: Essential Questions:
Appropriate conduct and cooperation is needed when working with others.
Rules and laws are necessary in every society
People are from various cultures and can contribute to society in a positive way.
Historical events and people are represented in the way we honor and celebrate our heritage.
Our country is a democracy and is comprised of elected officials.
What are the responsibilities of a good citizen?
Why do we honor famous citizens and historical symbols in our country?
What are the roles and responsibilities of our government’s elected officials?
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
1. Explain how the United States government is organized and how the United States Constitution defines and limits the power of government.
2. Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state, and national levels.
3. Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations.
4. Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels.
5. Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism.
6. Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage.
7. Explain the role of historical symbols, monuments, and
holidays and how they affect the American identity.
8. Evaluate what makes a good rule or law.
The following famous Americans are integrated throughout the year: Jane Addams Susan B. Anthony Rosa Parks Dr. Martin Luther King Jr. Thurgood Marshall Jackie Robinson George Washington Abraham Lincoln Francis Scott Key Current U.S. President and Vice President Betsy Ross Johnny Appleseed Paul Bunyan Uncle Sam *SUGGESTED ACTIVITIES ARE ALSO LISTED IN THE TEACHER’S EDITION OF MACMILLAN/MCGRAW HILL.
Make a citizenship cover for folder.
Read Macmillan/McGraw Hill (MMH) p.36-39 “Getting Along”
Read MMH p.40-41, biography Jane Addams
9. Contact local officials and community members to acquire
information and/or discuss local issues.
10. Identify actions that are unfair or discriminatory, such as
bullying, and propose solutions to address such actions.
Read MMH p.42-43 “Being a Good Citizen”
Read MMH p.276, Susan B. Anthony
Read MMH p. 278-279, Rosa Parks & Dr. Martin Luther King Jr.
“Classroom Citizenship” activity (App. 1)
“Rules Keep Us Safe” (App. 2)
“Is it a Law?” (App. 3)
Read MMH p. 108-109 “Showing Respect”
Read MMH p. 250-251 “Making Decisions”
Read MMH p. 266-273 “America’s Symbols
Pledge PowerPoint slideshow (on server)
Read The Flag We Love
Create mini flag and poster (App. 4&5)
Meaning of flag colors (App. 6)
“Pledge of Allegiance” flap poster (App.7)
“American Symbols” mini book (App.8-11)
“Let’s Get Patriotic” bingo game (App. 12)
Create Uncle Sam hat (App. 13)
Extend Activities: “The American Flag” (App. 14) “American Symbols” (App. 15) “Getting to Know the Flag” (App. 16)
Listen to “Star Spangled Banner” (CD and App. 17)
Read MMH p.242-247 “Our Country’s Government”
Read MMH p.248-249, biography Thurgood Marshall
“Who’s in Charge?” (App. 18)
“President of the United States” (App. 19)
“Congress” (App. 20)
Citizenship Test (App. 24-26)
*21st Century Skills suggestion:
Write a letter to a member of the local government regarding a concern for the community or asking for a description of their job.
Write a letter to the current US president about a concern or job description
Develop school based committees to partner with other grade levels completing activities that promote anti-bullying, kindness and respect.
Resource Materials/Related Literature Assessments
Integrated throughout the succeeding units: MMH Teacher Resource Pack: Vocabulary Power Practice and Activity Book Assessment Book Standardized Test Prep Outline Maps Foldables Geo Big Book Biography Book Pack
Vocabulary match (App. 21-23)
Citizenship Test (App. 24-26)
**Activities and assessments are to be decided in year 2 of five-year cycle
Technology Integration Vocabulary
Integrated throughout the succeeding units:
Pledge PowerPoint
Rules Power Point
www.mhschool.com
http://cybersmartcurriculum.org/lessonsbygrade/2-3
http://www.brainpopjr.com/socialstudies
http://bensguide.gpo.gov
http://www.timeforkids.com/TFK
http://www.weeklyreader.com
http://www.visitingdc.com/white-house/virtual-tour-white-house.htm
http://pbskids.org/wayback
http://www.whitehouse.gov/about/white-house-101
www.Unitedstreaming.com
http://www.mrdonn.org/index.html
allegiance American flag anthem bald eagle
capitol citizenship city council congress
constitution courage court democracy
election freedom government governor
indivisible justice law liberty
Liberty Bell mayor monument nation
pledge president republic rule
symbols White House
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS SOCIAL STUDIES UNIT GUIDE
GRADE: 2
Unit Title: Time Frame:
Geography November-February
Cumulative Progress Indicator Number(s): 21st Century Theme
6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and determine when the information may be useful. 6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence. 6.1.4.B.4Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States. 6.1.4.B.7Explain why some locations in New Jersey and the United States are more suited for settlement than others. 6.1.4.B.10Identify the major cities in New Jersey, the United States, and major world regions, and explain how maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences.
Global Awareness
Enduring Understandings: Essential Questions:
1. Locations on a map range from a personal to a global scale 2. Maps and globes are visual representations that show all or part
of the Earth's surface with geographic features and maps include legends.
3. The Earth is comprised of various landforms 4. Native Americans occupied different regions of the United States
and adapted their various lifestyles accordingly.
5. What do maps and globes tell? 6. What defines a region? 7. How do a region’s geography, climate, and natural resources affect the
way people live and work?
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
1. Compare and contrast information that can be found on different
types of maps, and determine when the information may be
useful.
2. Use physical and political maps to explain how the location and
spatial relationship of places in New Jersey, the United States, and
other areas, worldwide, have contributed to cultural diffusion and
economic interdependence.
3. Describe how landforms, climate and weather, and availability of
resources have impacted where and how people live and work in
different regions of New Jersey and the United States.
4. Explain why some locations in New Jersey and the United States
are more suited for settlement than others.
5. Describe how the influence of Native American groups, including
the Lenni Lenape culture, is manifested in different regions of
New Jersey.
*SUGGESTED ACTIVITIES ARE ALSO LISTED IN THE TEACHER’S EDITION OF
MACMILLAN/MCGRAW HILL.
Make continent cover for folder
Read MMH p. 86-89 “How Weather Affects our Lives”
“Direct Me, Sun!” (App.1)
“Thanks Sun” (App. 2)
Read MMH p. 70-75 “Where We Live”
Read MMH p.28-29 “Using a Compass Rose”
“Do You Know Your Directions?” (App.3)
“North, South, East, or West” (App. 4)
“Through the Squares” (App. 5)
“More Directions” (App.6)
“The Compass Rose” (App.7)
“What is Where?” (App.8)
Size Comparison Chart (App. 9)
Assemble Circle Map (App. 10-13)
“Oceans” (App. 14)
“Continents & Oceans of the World” (App.15)
“The Earth’s Continents” (App. 16)
Continents and Oceans PowerPoint (teacher information only)
Cut & paste “The World” (App. 17)
Crossword puzzle (App. 18)
Extend Activities: o “A Treasure of Maps and Globes” (App.19) o “Betty’s Bedroom” (App. 20) o “Farmyard Fun” (App. 21) o “Shipshape” (App. 22)
Map Skills Test (App.28-33)
Read MMH p. 76-85 “Land and Water”
MMH workbook page 17-18
“What Am I?” (App. 34)
“Land and Water” (App. 35)
Make cover for Native Americans folder.
Introduce Native Americans through poem (App. 1)
Read MMH p. 126-131 “America’s First People”
Construct Landform Booklet (App. 2-6) (color regions on the map as you progress through the Native groups below)
Read and complete individual Native American packets (MMH refers to each group with a tribal name-the following packets use regional names):
As each Native American cultural item is completed, display on large map of U.S. by regions. Cover- students may draw picture of each
Item listed.
Northeastern Woodland Natives (App. 7-15)
Read Squanto by Troll Associates
Read Firefly by Terri Cohlene
Southeastern Natives (App.16-20)
Read Dancing Drum by Terri Cohlene
Plains Natives (App.21-28)
Read Quillworker by Terri Cohlene
Southwestern Natives (App.29-38)
Read Turquoise Boy by Terri Cohlene
Northwestern Natives (App.39-46)
Read Clamshell Boy by Terri Cohlene
Far North Natives/ Inuits/Eskimos (App.47-54)
Read Ka-ha-si and The Loon by Terri Cohlene
Resource Materials/Related Literature Assessments
Me on the Map by Joan Sweeney Squanto by Troll Associates *Firefly (Northeast) Dancing Drum (Southeast) Quillworker (Plains) Turquoise Boy (Southwest) Clamshell Boy (Northwest)
“Let’s Play Passport!” (App.23-27)
Map Skills Test (App. 28-33)
Native American Test ( to be revised) Cooperative Group Project (App. 55-59) **Activities and assessments are to be decided in year 2 of five-year cycle
Ka-ha-si and The Loon (Inuit) *all by Terri Cohlene MMH Foldables (a 3-D interactive study organizer) MMH Teacher Resource Pack
Technology Integration Vocabulary
Continent PowerPoint slideshow Landform Slide Show MMH TE p. 58J MMH Graphic Organizers and Maps PowerPoint slideshow (By regions) Makah (Northwest Coastal) Navajo (Southwest) Algonquin (North east Woodland) Cherokee (Southeast Woodland) (Other Groups)
MMH TE p. 116J
www.mhschool.com
http://www.brainpopjr.com/socialstudies/geography
http://www.brainpopjr.com/socialstudies/cultures
http://www.scholastic.com/scholastic_thanksgiving
http://www.brainpop.com/socialstudies/geography
http://nativeamericans.mrdonn.org/index.html
www.unitedstreaming.com
United Streaming videos: Native Americans: People of the Forest Native Americans: People of the Desert Native Americans: People of the Northwest Coast Native Americans: People of the Plains
adobe pueblos buffalo canoe cedar plank house
coastal compass rose continents country
desert direction domed house dream catcher
east far north globe grid map
hill igloo island Kachina doll
kayak lake landforms laughing masks
longhouse map map key mountain
north northwest oceans peninsula
plain river silver medallion south
southwest state symbol tipi
totem poles tradition valley west
wicki up wigwam woodland
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS SOCIAL STUDIES UNIT GUIDE
GRADE: 2
Unit Title: Time Frame:
Communities March -June
Cumulative Progress Indicator Number(s): 21st Century Theme
6.1.4.C.2Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations. 6.1.4.C.5Explain the role of specialization in the production and exchange of goods and services. 6.1.4.C.6Describe the role and relationship among households, businesses, laborers, and governments within the economic system. 6.1.4.C.9Compare and contrast how access to and use of resources affects people across the world differently. 6.1.4.C.10Explain the role of money, savings, debt, and investment in individuals’ lives. 6.1.4.C.11Recognize the importance of setting long-term goals when making financial decisions within the community. 6.1.4.C.16Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods. 6.1.4.C.18Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the United States and the world. 6.3.4.A.2Contact local officials and community members to acquire
information and/or discuss local issues.
6.3.4.A.3Select a local issue and develop a group action plan to inform
school and/or community members about the issue.
6.3.4.A.4Communicate with students from various countries about
common issues of public concern and possible solutions.
6.3.4.B.1Plan and participate in an advocacy project to inform others
about environmental issues at the local or state level and propose
Global Awareness
Financial, economic, business and entrepreneurial literacy
possible solutions.
6.3.4.C.1Develop and implement a group initiative that addresses an
economic issue impacting children.
Enduring Understandings: Essential Questions:
8. That there are different types of communities 9. Communities communicate in different ways. 10. Communities have many workers/careers 11. Communities use goods and services to help their consumers live
12. How do communities vary by location and the way they are structured?
13. How do communities work to service the needs of the people? 14. What role can members of a community perform in order to work
together to solve issues that pertain to their environment?
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
6. Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations.
7. Explain the role of specialization in the production and exchange
of goods and services.
8. Describe the role and relationship among households, businesses,
laborers, and governments within the economic system.
9. Compare and contrast how access to and use of resources affects
people across the world differently.
10. Explain the role of money, savings, debt, and investment in
individuals’ lives.
11. Recognize the importance of setting long-term goals when
making financial decisions within the community.
12. Explain how creativity and innovation resulted in scientific
achievement and inventions in many cultures during different
historical periods.
13. Explain how the development of communications systems has led
to increased collaboration and the spread of ideas throughout the
United States and the world.
*ACTIVITIES ARE ALSO LISTED IN THE TEACHER’S EDITION OF THETEACHER’S
EDITION OF MACMILLAN/MCGRAW HILL.
Make cover for Communities folder
Brainstorm a list of places in our community on chart paper (App. 1- for teachers only)
Community Journal Cover (App. 2)
What Is A Community? (App3.)
Read MMH p. 6-17 “Our Community”
Community Journal- complete definitions for vocabulary (App.4)
Read MMH p.20-21 “From City to Country”
Complete Urban page in journal (App.5)
Read MMH p.22-23 “Near the City”
Complete Suburban page in journal (App.6)
Read MMH p.24-25 “In the Country”
Complete Rural page in journal (App.7)
Complete vocabulary in journal (App.8)
“Where, Oh Where?” booklet (App.9-10)
Read MMH p.30-35“Changing Communities”
Brainstorm list of ways to communicate on chart paper
Homework- MMH Teacher’s Edition p. 32 ESL activity
14. Contact local officials and community members to acquire
information and/or discuss local issues.
15. Select a local issue and develop a group action plan to inform
school and/or community members about the issue.
16. Communicate with students from various countries about
common issues of public concern and possible solutions.
17. Plan and participate in an advocacy project to inform others
about environmental issues at the local or state level and propose
possible solutions.
18. Develop and implement a group initiative that addresses an
economic issue impacting children.
Communication Venn Diagram (App.11)
“Talk, Look, and Listen” (App.12)
“Don’t Ignore the Signs!” (App.13)
“Summer Travel Booklet” (App.14-17)
“Write a letter to Grandma” (App.18)
“From One Place to Another” (App.19)
Read MMH p.220-223 “New Ways to Meet Needs”
Read p.92-95 “Earth’s Resources”
Make cover for Environment folder
“Hey, We All Use Natural Resources!” (App.1)
“Nature Gets Things Started” (App.2)
“Getting Ice Cream from a Cow” (App.3)
MMH Teacher’s Edition p.92-Reading Minilesson (natural resources pyramid)
Read p.96-99 “People Change Earth”
MMH Teacher’s Edition p.96-Reading Minilesson (people change Earth graphic organizer)
Read p.102-105 “Protecting Earth”
Make a recycling center (App.4-7)
Read p.106-107 “Biography: John Muir”
“Earth Saving Tips” (App.8)
“Conservation Counts” (App.9)
“Saving for the Future” (App.10-11)
Make cover for Economics folder
Read MMH p. 194-199 “Our Needs and Wants”
“Down to Basics” (App. 1)
“Out of the Town” (App.2)
Make cover for Economics folder
Read MMH p. 194-199 “Our Needs and Wants”
“Down to Basics” (App. 1)
“Out of the Town” (App.2)
Read MMH p. 198-199 “A Savings Plan”
“The World of Work” (App. 3)
Read p.202-207 “Producers and Consumers”
“On the Go” (App.4)
Read MMH p.208-213 “From Farm to Factory”
“Directions for a Popcorn Factory” (App.5)
Read p.214-217 “Trading with Other Countries”
Read p.224-225 “Robert Fulton” (wants and needs)
The Flower Factory (App. 7) Optional
Super Sellers in the Community (App. 8)
Job Search (App 9)
Getting Ice Cream from a Cow (App 10)Read MMH p. 198-199 “A Savings Plan”
“The World of Work” (App. 3)
Read p.202-207 “Producers and Consumers”
“On the Go” (App.4)
Read MMH p.208-213 “From Farm to Factory”
“Directions for a Popcorn Factory” (App.5)
Read p.214-217 “Trading with Other Countries”
Read p.224-225 “Robert Fulton” (wants and needs)
The Flower Factory (App. 7) Optional
Super Sellers in the Community (App. 8)
Job Search (App 9)
Getting Ice Cream from a Cow (App 10)
Make cover for Careers folder
Brainstorm a list of careers on chart paper
“Career Clusters” (App.1)
Cooperative groups will read career packet (App.2-11) and complete “A Special Community Helper”(App.12) (report to class)
Assignment- interview community helper (App.13-16)
*21st Century Skills suggestion:
Write a letter to a member of the local government or company regarding a concern for the environment.
Write a letter to the current US president about an environmental concern.
Create a poster to hang in the school or community to inform
others about a local concern.
Work with technology teacher to create a distance learning plan with another country to compare communities.
Work with technology teacher to create a slide show or movie to inform others of certain environmental issues.
Hold various drives and fund raisers for issues concerning children. Some suggestions are, UNICEF, food and clothing drives, penny wars and soup kitchen contributions from local gardening.
Resource Materials/Related Literature Assessments
How Many Stars are in the Sky? By Lenny Hort (comparing all communities) The Boy Who Didn’t Believe in Spring by Lucile Clifton (city) City Green by DyAnneDiSalvo-Ryan (city) Franklin’s Neighborhood by Sharon Jennings & Bourgeois (all) Me on the Map Scott Foresman big book (comparison of relative locations) City Mouse, Country Mouse (city,country) Adventure in Arabia by Flora Foss
The Wright Brothers Learn to Fly by Janet Cassidy
MMH (p.75 Natural Resources
Enrichment Activities (App.7-10) MMH Practice/Activity Book p.45-50 MMH Foldables(a 3-D interactive study organizer) MMH Teacher Resource Pack
Authentic Assessments (App.20-27)
Test (App. 28-33)
Earth Day Mobile Project (App.12-13) Economics Test (App. 6) Community Helper Interview (Culminating Activity)
Technology Integration Vocabulary
Community PowerPoint slideshow
MMH TE p. 2 J
MMH TE p. 58 J
MMH TE p. 232 J
MMH TE p. 174J
http://www.sfsocialstudies.com/g3/u1/index.html
http://www.brainpopjr.com/socialstudies/economics
http://www.brainpopjr.com/socialstudies/communities
http://www.brainpopjr.com/science/conservation
www.mhschool.com
United Streaming videos:
Lollipop Dragon Explores Communities: What Is a Community?
Lollipop Dragon Explores Communities: Bitty Explores Urban
Communities
Lollipop Dragon Explores Communities: Bitty Explores Suburban
Communities
Lollipop Dragon Explores Communities: Bitty Explores Rural
Communities
Economy in and between Communities
career city communication community
consumers country currency earn
economics environment family goods
group interview law litter
money museum natural resources needs
neighbor neighborhood pollute producers
protect recycle rule rural
save services shelter spending
suburban tax town trade
transportation urban volunteer wants
