What is a DBQ/TDQ? - Shelby County Schools Grade 2 Q2 Final.d… · Web viewIt requires daily immersion in word-rich ... at high levels of thinking as they develop life skills

Curriculum Map Quarter 2 Social Studies

Grade 2

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready

90% of students will graduate on time

100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.

Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and contentthe major work of the grade (scope)and provides a suggested sequencing and pacing and time frames, aligned resourcesincluding complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely cover the curriculum, but rather to uncover it by developing students deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigorhigh-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating.

Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.

(2) Reading, writing, and speaking grounded in evidence from texts.

(3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.) DocumentBased Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. Best Practice requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the specialized disciplines of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.

Source: TNCore.org

http://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental textsto ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

Key

ATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Framework Contents:

Introduction Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.)

Vocabulary Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.

Pacing Guide A recommended scope, sequence, and pacing of content, including Big Ideas.

Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skillsincluding reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking.

TN State Recommended Readings/Texts/Passages Readings recommended by the State.

State Standards - Tennessee State Social Studies Standards.

Big Ideas, Guiding Questions Suggestions for lesson focus.

Vocabulary Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains.

Suggested Activities-Suggested Tasks, DBQs, TBQs, and Assignments Suggestions for use in planning lessons with literacy connections. (Coded in green)

Resources Links to additional resources & Daily Lesson Plan sample

WIDA Instructional modifications for ESLin English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English

Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategiesfrom the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction for native English speakers. (Examples of Tier 1 words are: clock, write, happy and walk.)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas and may appear of redundant in oral language. Tier 2 words present challenges to students who primarily meet them in print. (Examples of Tier 2 words are: obvious, complex, establish and verify.)

Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Examples are: legislative, molecule, and genre.)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery

1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-ontol-o-gy) to aid struggling readers.

2. Provide a student-friendly definition of the word.

3. Suggest synonyms or antonyms for the word.

4. Put the new word into a context or connect it to a known concept, morpheme, or root.

5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).

6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with the written word on the wall.

7. Use the new words in context of the lesson.

8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.

9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.

10. Expect pairs of students to construct semantic word maps for new vocabulary.

11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.

References

McEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from

Corwin Press.

What is a DBQ/TDQ?

Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.

DBQS/TDQs, may not only be in the form of an actual question, but rather tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.

Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

WIDA

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to I can statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

WIDA

https://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

Example: Reading

Artifacts of the past

Entering:

Match labeled pictures with illustrated artifacts of the past

Beginning:

Sort types of artifacts of the past (e.g., transportation v. communication) described in illustrated phrases

Developing:

Compare/contrast information about artifacts of the past from illustrated text

Expanding:

Summarize information about artifacts of the past from illustrated text

Bridging:

Interpret implicit information about artifacts of the past from illustrated text

Example: Reading

Products in the Marketplace

Entering:

Reproduce or label pictures of products in the marketplace from illustrated word banks

Beginning:

Describe products in the marketplace from illustrated examples

Developing:

Compare attributes of two products in the marketplace from illustrated examples

Expanding:

State uses of products in the marketplace from illustrated examples

Bridging:

Evaluate usefulness of products in the marketplace and give reasons for choices or decisions

~Please note these time frames are suggested/estimated times. Actual instruction may vary due to schedule complications, remediation efforts or other factors.~

Grade 2 Pacing Guide

*Please note these time frames are suggested/estimated times. Actual instruction may vary due to schedule complications, remediation efforts or other factors.

Suggested Time

1st Quarter

Suggested Time

3rd Quarter

Weeks 1-3

Geography

Compare and contrast maps and globes, construct a globe (hemispheres, continents, and oceans),

Utilize cardinal directions and grids to find locations

Weeks 1-2

Economics

Shared research and writing project on exploring products that are imported and exported within the United States

Ask about major United States products and Industries

Weeks 4-6

Geography

Construct a map of the United States and bordering countries, locate major cities, landforms, mountain ranges and rivers in the United States,

Compare landforms, compare and contrast regions of the United States

Weeks 3-4

History

Biographies of people of the United States

Historical Events in United States History

Importance of commemorative months in the United States

Weeks 7-9

Geography

Analyze the differences in natural resources in the three Grand Divisions of Tennessee

Make a connection to the major industries that are found in each

Weeks 5-6

Government

Developing rules and laws for small groups to larger groups

Rights and responsibilities of citizens

Weeks 7-9

Economics

Evaluating an advertisement to sell a good or services

Propose a budget using money to buy goods and services

Suggested Time

2nd Quarter

Suggested Time

4th Quarter

Weeks 1-2

Culture

Compare the varied cultures represented in the United States

American Indian Legends of various regions in Tennessee and the United States

The early cultures of Tennessee

1-3

Government

Tennessees government vs National Government

Three branches of the Government

Weeks 3-4

Economics

Examine different types of producers and consumers in the community and larger United States

How supply and demand influences production

4-6

Culture

Compare and contrast various cultures in the United States

Research and write an expository paragraph about another culture represented in the United States

Week 5-9

Government

Civics Unit and the meaning of Star Spangled Banner and its origins in the War of 1812

Branches of the US Government/Tennessee

Well known sites and landmarks in the United States

Summarize how the United States makes laws, and the consequences for breaking different types of laws

The development and consequences of rules in the United States

Week 7-9

History

Evolution of a technology over time

Describe periods of time including decades between ancient times and modern times

Select major events from texts to place sequentially on a timeline

TN State Social Studies Standards

Guiding Questions/ I Can Statements/ Vocabulary

Tier 2 & Tier 3

Suggested Instructional Activities & Resources

Culture

Weeks: 1-2

Suggested Texts

Houghton Mifflin Social Studies Tennessee Communities pp.18-21 Culture and Customs

http://tn.pbslearningmedia.org/resource/arct14.soc.artworld/arthurs-world-neighborhood/ (Arthurs World Neighborhood)

Houghton Mifflin Social Studies Tennessee Communities Book p.30-31 Davy Crocket and Raccoon

Journeys Unit 2 (520L): How Chipmunk Got Its Stripes

Journeys Unit 2 (480L): How Why Rabbits Have Short Tails

Journeys Leveled Reader 2.2.9 (450L): How Coyote Stole Fire

Journeys Vocabulary Reader 2.2.9 (640L): Native American Folktales

New Home (74L): http://www.readworks.org/passages/new-home

Origins of the Prairie Rose. http://www.indians.org/welker/prairier.htm

Native Americans- The Star Maiden: A Native American Legend (660L): http://www.readworks.org/passages/native-americans-star-maiden-native-american-legend.

Davy Crocket (650L) https://www.teachervision.com/tv/printables/TCR/TCR_DWReading_GR3_20_key.pdf .

TN Social Studies State Standards

Guiding Questions

Suggested Instructional Activities & Resources

2.1 Compare the beliefs, customs, ceremonies, and traditions of the varied cultures represented in the United States by researching informational texts.

2.2 Summarize stories from American Indian legends that reflect the cultural history of various regions in Tennessee and the United States to determine their central message.

2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe in grade level texts that explore the early cultures of Tennessee

2.1 How does our culture make us similar and different?

I can identify the beliefs, ceremonies, customs, and traditions practiced by different cultures in the United States.

2.2 How do the early cultures of Tennessee affect the culture of Tennessee today?

How do I identify the central message or lesson being taught in stories from American Indian legends in Tennessee and the United States?

I can identify the central message or lesson in stories from American Indian legends in Tennessee and the United States.

2.6 How do the early cultures of Tennessee affect the culture of Tennessee today?

I can identify the main purpose of the text when exploring the early cultures of Tennessee.

Content Vocabulary (Tier 3):

Culture, customs, religion, traditions, regions, legend, legendary hero, achievements, frontiersman, impact

Academic Vocabulary (Tier 2):

Identify, summarize, compare, contrast, central message, describe

Vocabulary Strategies:

See Page 4 of the Curriculum Map

Teaching Vocabulary Across the Curriculum

https://education.illinoisstate.edu/downloads/casei/AV-4-2a%20%20article%20%20teaching%20vocabulary%20across%20the%20curric.pdf

Teaching Vocabulary

http://www.readingrockets.org/article/teaching-vocabulary

Strategies for Vocabulary Development

http://www.phschool.com/eteach/language_arts/2002_03/essay.html

Vocabulary Building Strategies

http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

2.1 To build background on cultures, students will explore cultures found in the United States and utilize Schoolhouse Rocks - ''The Great American Melting Pot https://edpuzzle.com/media/573f32825c26d5167c7f9957 and discuss how the different groups featured in the video are alike and different. Discuss the concept of culture and what does culture look like

Students can complete the Around the Block activity http://www.pbs.org/parents/arthur/lesson/world/ and with a partner.

Students should read a teacher selected text and answer the following:

I can describe the culture of ______(group/section of the country) as described in _____(text).

Literacy RI.2.1, RL.2.2, RI.2.7, W.2.2

2.1 The students will read from Houghton Mifflin Social Studies Tennessee Communities pp.18-21 Culture and Customs. Students will then list key details from the text and refer to the illustrations to answer the guiding question (How does our culture make us similar and different? Students will then cite evidence from the text to complete (prewrite) a graphic organizer from the links https://www.teachervision.com/tv/printables/scottforesman/Math_2_TTM_25.pdf or https://www.teachervision.com/tv/resources/PDF/GOOD_TV_K_2_pdf_s/62176_InRCd_83.pdf. Using information from the graphic organizer, the students will write a paragraph to describe the cultures and customs. Students will answer the question, How does our culture make us similar and different? Students will use their paragraph to construct an argument supported with evidence to address the question. Literacy RI.2.1. RI.2.2, RL.2.2, , W.2.1, W.2.2, W.2.5

2.2 The class will continue to build cultural background knowledge by reading Origins of the Prairie Rose. http://www.indians.org/welker/prairier.htm and focus on Native American Stories/Folktales. The teacher will lead the students in a discussion in which they retell the story including important details and determine the central idea/theme of the story.

2.2 The students will use books found in the school library to research American Indian Legends found in Tennessee and the United States, and read Houghton Mifflin Social Studies Tennessee Communities Leveled Vocabulary Reader 2.2.9 Native American Folktales (640L) , or leveled Reader 2.2.9 (On Level) How Coyote Stole Fire (450L). The students will read Native Americans- The Star Maiden: A Native American Legend (660L)

http://www.readworks.org/passages/native-americans-star-maiden-native-american-legend.

Using information gained from stories above, the students will create a class quilt displaying what they have learned about messages from American Indian legends. The teacher will give students a quilt template. http://www.litcircles.org/Extension/sqtemp.pdf. The students will decorate the square template to represent a Native American legend and use evidence from the text to write three or more sentences about the lesson that was learned from the story. Literacy RL.2.1, RL.2.2, RL.2.6, W.2.1, W.2.2, W.2.5

2.6 The students will read Houghton Mifflin Social Studies Tennessee Communities book p.30-31 Davy Crockett and Raccoon, or a biography about Davy Crocket using the link https://www.teachervision.com/tv/printables/TCR/TCR_DWReading_GR3_20_key.pdf. The class will view Edpuzzle video https://edpuzzle.com/media/5705489f9c7a78804168a1b3, http://www.lessonpathways.com/Pathways/Detail/10572/davy-crockett and http://www.tnhistoryforkids.org/people/david_crockett on Davy Crockett. The teacher will ask: Why is Davy Crockett considered a legendary hero in both Tennessee and the United States? Using evidence from the text, how would you describe his lifestyle?

The students will cite evidence from the text when they write an informative paragraph about Davy Crocket and his culture in their social studies journals. Literacy RI.2.1. RI.2.2, RI.2.7, W.2.1, W.2.2, W.2.5

Economics

Weeks: 3-4

Houghton Mifflin Social Studies Tennessee Communities Unit 2 n/p

Your Land, My Land A Tennessee History for Kids Publication for Second Graders n/p

Farmers Grow Corn (730L) http://www.readworks.org/passages/farmers-grow-corn

Colorful Crayons; Inside a Crayon Factory (630L) http://www.readworks.org/passages/colorful-crayons-inside-crayon-factory

2.7 Compare and contrast authors main points in texts examining different types of producers and consumers in the community and larger United States.

2.8 Ask and answer questions including who, what, where, when, why, and how to demonstrate understanding of key details in texts about major United States products and industries.

2.9 Create a graphic organizer or concept map that describes how supply and demand influences production

.

2.7 How are producers and consumers alike and different?

I can compare and contrast different types of producers and consumers.

2.8 Why are products and industries important to the United States?

What are some products of the United States?

I can give details about major United States products and industries.

2.9 How does supply and demand influence the way that products are produced?

I can describe how supply and demand influences production.


Economics, producer, consumer, specialized worker, industry, natural resources, human resources, capital resources, products, production, supply, demand, barter, trade, export, import, Countries


Compare, contrast, identify, describe, demonstrate





Teaching Vocabulary






2.7 The students will read Depending on One Another, Houghton Mifflin Social Studies Tennessee Communities p.60-65 , We Produce, We Consume of Your Land, My Land A Tennessee history for Kids Publication for Second Graders p. 57-62, and Farmers Grow Corn http://www.readworks.org/passages/farmers-grow-corn. After reading each text, students will write the main idea/main points pertaining to producers and consumers. As a culminating activity, students will create a chart to list the differences and similarities of all three texts. Students will write to compare and contrast the main points of all three texts. RI.2.1. RI.2.2, RI.2.7, W.2.2,

2.7 Together with the teacher, the class will use the interactive site http://www.econedlink.org/interactives/EconEdLink-interactive-tool-player.php?filename=producers.swf&lid=564 to practice identifying producers and their products. Using information for the previous resources, the class will create an anchor chart listing examples of producers, consumers, and specialized workers, using the graphic organizer from Houghton Mifflin Social Studies Tennessee Communities p. 65

Literacy RI.2.1, RI.2.2, RI.2.7, W.2.2,

2.7 The class will choose a product and research how it is made from start to finish. http://pbskids.org/findit/search_results.html?q=how+it+is+made, or read Colorful Crayons; Inside a Crayon Factory (630L) http://www.readworks.org/passages/colorful-crayons-inside-crayon-factory The student will choose one of the examples from the previous anchor chart or video to illustrate a four-step flow chart in social studies journals. For each step, students will draw and color an illustration. Then the students will write a caption beneath each picture describing what is happening. The students will design an ad in social studies journals to sell his or her product to a consumer. Literacy RI.2.1. RI.2.2, RI.2.7, W.2.1, W.2.2, W.2.5

2.8 The class will watch Science Video for Kids: Natural Resources of the Earth, https://edpuzzle.com/media/5744b0d4618e704341e8310d and revisit We produce, we consume Your land, my land, A Tennessee History for Kids Publication for Second Grade p. 58-63 and pages 66-67 discussing products of the United States and Tennessee. The students will read Resources and Products Houghton Mifflin Social Studies Tennessee Communities p. 68-71. The teacher will show several pictures of people at work producing goods or providing a service. For example, photos of someone sitting at a computer, or working at a construction site. The teacher will ask students what kind of resource each photo illustrates. (human resources) The teacher will do the same for natural and capital resources. In social studies journal, the students will illustrate an example of a natural, human, and capital resource and write to explain his or her choice of example. Literacy RI.2.1. RI.2.2, RI.2.7, W.2.2,

2.9 The class will watch video from Bizkids.com on the difference between supply and demand http://bizkids.com/clip/supply-and-demand, and reread Supply and Demand on Your Land, My Land page 63. The students will create a Two-Tab Book http://pickettsmill.typepad.com/files/foldable-instructions.pdf , or http://www.summit.k12.co.us/cms/lib04/CO01001195/Centricity/Domain/552/chap21.pdf comparing supply and demand by labeling sides supply /demand then writing two or three sentences to demonstrate his or her understanding of a supply and a demand. Literacy RI.2.1. RI.2.2, RL.2.3, RI.2.7, W.2.2,

History

Weeks: 5-9

We are Citizens by Laine Falk (310L)

Houghton Mifflin Social Studies Tennessee Communities Unit 4

Your Land, My Land A Tennessee History for Kids Publication for Second Graders

An American School Journeys Unit 3 pages 460-463,

American Symbols (660L) http://www.readworks.org/passages/american-symbols-0

The Three Branches of the Government.(740L) http://www.readworks.org/passages/three-branches-government

The Star Spangled Banner Lyrics. http://www.usa-flag-site.org/wp-content/uploads/The-Star-Spangled-Banner.pdf

Three Branches of the Government.(740L) http://www.readworks.org/passages/three-branches-government

Police in the Community (530L) Journeys Unit 3 Vocabulary Reader 15.

Officer Buckle and Gloria (560L) Journeys Unit 3 Lesson

2.29 Identify the rights and responsibilities of citizens of the United States

2.30 Examine the amendments written to protect all citizens right to vote

2.21 Recite and analyze the lyrics of The Star Spangled Banner to determine the meaning of the song and its origins in the War of 1812.

2.22 Identify the location and summarize the significance of well-known sites and landmarks in the United States including Mt. Rushmore, The White House, Statue of Liberty, Golden Gate Bridge, St. Louis Arch, Natchez Trace, and Grand Canyon

2.23 Compare the branches of Tennessees government to the national government.

2.24 With guidance and support, read how government systems were laid out in the Constitution of the United States and the Tennessee Constitution to form three balanced branches with checks and balances.

2.25 Create a graphic organizer to explain the three branches of government and the basic role of each.

2.26 Summarize how the United States makes laws, determines whether laws have been violated, and the consequences for breaking different types of laws

.

2.27 Explain the development and consequences of rules in the United States, including traffic laws, laws on drugs and alcohol, laws against harm, and basic tax laws.

2.29 Why are rights and responsibilities important to the United States citizens?

Why do United States citizens have rights and responsibilities?

I can identify the rights and responsibilities of United States citizens.

2.30 Why do we have amendments? Which amendments protect the voting rights of citizens?

I can examine and identify the amendments written to protect the voting rights of U.S. citizens.

2.21 Why is the Star Spangled Banner important to our country?

I can explain the meaning of the Star Spangled Banner, and why it is important to our country.

2.22 What are some important American symbols, and what do they represent to our country?

I can explain important American symbols, and what they mean to our country.

2.22 What are some well-known sites and landmarks in the United States?

I can tell about important landmarks and sites in the United States.

2.23 How are the national branches of government alike and different from Tennessees branches of government?

I can compare the branches of Tennessees government to the national government.

2.24 Who is in charge of the government?

How are leaders of government chosen?

Where does government get its power?

Why do we need government?

I can read and discuss how three balanced branches with checks and balances were formed.

2.25 How do the roles of each government branch work?

I can create a graphic organizer to explain the three branches of government and the basic role of each.

2.26 How does the United States create laws? What are the consequences for breaking laws?

I can explain who the United States makes laws and determine consequences.

2.27 How does the United States develop consequences for laws that are broken?

I can explain how consequences of broken rules are developed in the United States.


government, capital, law, duty, right, authority, legislation, Congress, consequence, representative, Senator, branches of government, presidency, ballot, election


Explain, compare, contrast, recite, identify, summarize,





Teaching Vocabulary






2.29 (Civics Unit)

After reading We Are Citizens, students will answer text-dependent questions such as:

What is a citizen?

How do good citizens contribute to the world?

Why is it important for people to practice good citizenship?

How would the world be if there were no good citizens and why?

Literacy RI.2.1

2.30 (Civics Unit) The teacher will display and read aloud the definition and purpose of the bill of Rights and Later Amendments using the link http://teacher.scholastic.com/scholasticnews /indepth/constitution_day/inside/index. asp?article=wethepeople. The teacher will read aloud Amendments 15, 19, 24, and 26 using the link http://www.ushistory.org/documents/amendments.htm#amend26. After the reading of each Amendment, the teacher and students will highlight key words that help students determine the purpose of the amendment. The students will then write a summary of each Amendment.

Literacy RI.2.1, RI.2.2, W.2.2, W.2.5

2.30 (Civics Unit) Students will review Amendments 15, 19, 24, and 26 using the link http://www.ushistory.org/documents/amendments.htm#amend26. Students will then work in groups to determine and write about how the highlighted Amendments relate. Students will need to use evidence from the Amendments in their writings. Literacy RI.2.1. RI.2.2, W.2.2, W.2.5

2.29, 2.30 (Civics Unit) Students will discuss the importance of voting by reviewing a list why people should vote using the link http://www.safetyandjustice.org/files/Top%20Reasons%20to%20Vote%20-%20Handout-3.pdf. Students will then write an opinionated paragraph detailing what reason from the list is most important and why? Students should use evidence from the text in their writing. Literacy RI.2.1. RI.2.2, RL.2.2, , W.2.1, W.2.5

2.29, 2.30 (Civic Unit) Using the links https://www.hillaryclinton.com/issues/ and https://www.donaldjtrump.com/positions, teachers will create an anchor chart that details the positions of each presidential candidate. Students will discuss the positions of the candidates, Students will then do a mock election for U.S. President by casting a ballot consisting of the name of the person they want to vote for and the position they agree with or mostly support.

Literacy RI.2.1. RI.2.2, RL.2.2, , W.2.1, W.2.5

2.21 To build background, the class will watch the video, Francis Scott Key https://edpuzzle.com/media/571e293e634bdd3d419ee939 and read Dawns early light Your land, my land, A Tennessee History for Kids Publication for Second Grade pages 32-33. Students will make an anchor chart about the Star Spangled Banner listing reason the song was written. The teacher will show students the original manuscript of the Star Spangled Banner. http://cdn.loc.gov/service/pnp/hec/04300/04309v.jpp, and give students a copy to read.http://amhistory.si.edu/starspangledbanner/pdf/ssb_lyrics.pdf, discussing and highlighting key details in the lyrics. Students will cite evidence from the lyrics in writing a paragraph about the Star Spangled Banner and what it means to citizens of the United States in social studies journals. Literacy RI.2.1. RI.2.2, RI.2.3, RI.2.7, W.2.2, W.2.5

2.22 The students will read Symbols Houghton Mifflin Social Studies Tennessee Communities Unit 4 pages 164-169, American Symbols (660L) http://www.readworks.org/passages/american-symbols-0 or An American School Journeys Unit 3 pages 460-463, to build background on American Symbols. The class will watch https://edpuzzle.com/media/5745d30d4fd2c64541d7b7b2 . The students will make a foldable http://www.myteacherpages.com/webpages/PLash/files/Foldables.pdf using the symbols of the United States. Literacy RI.2.1. RI.2.2, RI.2.7, W.2.1, W.2.2,

2.22 The students will read A nation of landmarks Your Land, My Land, A Tennessee History for Kids Publication for Second Grade pages 22-25, and watch The Top Ten Landmarks of the United States. https://edpuzzle.com/media/571c4325d558ce4f410b66be The teacher will use a United States Map https://www.google.com/maps/@36.2028532,-113.7721397,4z and have students locate which state the top ten landmarks are located on the map. The student will place a post it notes on each state and tell one or two facts about the landmark. Students will choose four or five landmarks to illustrate in their social studies journals, write which state the landmark is located, and write two facts about each landmark. Literacy RI.2.1. RI.2.2, RI.2.7, W.2.2

2.23, 2.24 The students will read Government and People Houghton Mifflin Social Studies Tennessee Communities pages 136-139, the Three Branches of the Government using the link http://www.readworks.org/passages/three-branches-government, and http://www.congressforkids.net/games/threebranches/2_threebranches.htm, and about Tennessees Branches of Government using the link http://www.tnhistoryforkids.org/civics/i_3.

After reading texts, students will create a t-chat to compare the leaders of each branch for Tennessee and for the united States. Students will write a paragraph to describe and explain the differences. Literacy RI.2.1, RI.2.7, W.2.2

2.25 The class may also watch video Three Branches of the Government https://edpuzzle.com/media/574b2b494fd2c64541e436ab. The students will create a graphic organizer http://www.iamhomeschooling.com/student-printables/1957-foldable-organizer-templates giving information about the three branches of government. https://kids.usa.gov/three-branches-of-government/index.shtml. Students will then write an explanatory piece to describe the basic role of each branch of government. Literacy RI.2.1, RI.2.7, W.2.2

2.25 Students will create a graphic organizer to explain the three branches of government and the basic role of each. Students will then use the graphic organizer to write a summary of the three branches of government. Teachers may assess students knowledge of the branches if government with an activity from the link http://www.timeforkids.com/files/Branches%20of%20Government.pdf

Literacy RI.2.1

2.26 The students will read Laws Houghton Mifflin Social Studies Tennessee Communities Unit 4 pages 152-155, and watch School House Rock Video Im Just a Bill. https://edpuzzle.com/media/5727dc4f45cb884841c37d7c. Using information, students will act out how a bill becomes a law. The students will then write three or four sentences on how the United States makes laws and how consequences are determined in his or her social studies journals. Literacy RI.2.1. RI.2.2, RI.2.7, W.2.2

2.27 Students will read the article United States Government via the link http://school.eb.com/levels/elementary/article/353887/print. Students will annotate article or highlight main points while reading the article. After reading, students will create a flow chart on how laws are made. Students will then use the flow chart to write an explanatory piece on how laws are made in the United States. Literacy RI.2.1. RI.2.2, RL.2.3, RI.2.7, W.2.2

Additional Resources

Geography Resources

http://www.c3teachers.org/inquiries/geography/

Time for Kids

www.timeforkids.com

Tennessee History for Kids

http://www.tnhistoryforkids.org/civics/b

Social Studies Practice Tests

http://www.tennessee.gov/education/topic/social-studies-assessment

US History Atlas: Primary documents, Short Passages, Photos, Timelines

http://www.ushistoryatlas.com/site/members_homepage.html

Geography: Photos, maps, graphs

http://juniorgeographer.com/site/homepage.html

Library of Congress: Lesson Plans, Photos, Primary Documents

http://www.loc.gov/teachers/

National Archives: Lesson Plans, Photos, Primary Documents, Analysis Worksheets

http://www.archives.gov/education/lessons/

Britannica Digital Learning (username: shelby / password: county)

http://school.eb.com/levels

Read Works: Social Studies Reading Passages

http://www.readworks.org/social-studies-reading-passages

Text Book Resources (Must Be Purchased)

http://store.gibbssmitheducation.com/

A GUIDE TO WRITING A DBQ

http://www.thecaveonline.com/APEH/dbqhowto.html

Document Based Questions and Constructed Response Questions

http://www.edteck.com/dbq/basic/lesson.htm

The Gilder Lehrman Institute of American History: The Gilder Lehrman Collection (Primary Documents)

https://www.gilderlehrman.org/collections

Texas: Released Test Questions (All Content Areas)

http://tea.texas.gov/Student_Testing_and_Accountability/Testing/State_of_Texas_Assessments_of_Academic_Readiness_%28STAAR%29/STAAR_Released_Test_Questions/

Britannica: Resource Packs Username: Shelby Password: County

http://packs.eb.com/resourcepacks#/

The History Project: Lesson and Primary Documents

http://historyproject.ucdavis.edu/lessons/

5th Grade Practice Test: Document Based Question, Multiple Choice, Constructed Response

http://www.p12.nysed.gov/ciai/socst/pub/eless1.pdf

17 Document Based and Constructed Response Questions For Elementary Students (DBQ CRQ)

http://www.peterpappas.com/2011/01/dbqs-crqs-document-based-questions-constructed-response-elementary-students.html

CK-12: 3rd Grade Resources

http://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/

CK12: 4th Grade Resources

http://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/

CK-12: 5th Grade Resources

http://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-5th-Grade-Social-Studies-American-History-1850-to-Present/section/1.0/

Shelby County Schools

2016-17

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