midland park public schools social studies grade 2

Midland Park Public Schools

Social Studies

Grade 2

Prepared by:

Erin Holmes

Stefanie Greenberg

Superintendent of Schools:

Marie C. Cirasella, Ed.D.

Approved by the Midland Park Board of Education on

January 21, 2020

Born On Date: October 2014

Revised Date: October 2019


Grade 2 Social Studies Curriculum Overview

Grade 2 Social Studies builds on the topics covered in Kindergarten and Grade 1. In the first two

units, students will closely examine their community with an emphasis on types of communities, needs

and wants, goods and services, producers and consumers, and earning and using money. Students will

gain an understanding of how a proper running community functions and operates. The third unit will

concentrate on using maps and globes in connection with the world. Students will participate in

numerous activities using maps and globes to tell direction, relationship between physical features,

cultural features, and specific locations. The fourth unit will explore the United States of America with a

focus on New Jersey and it’s features. Locations of neighboring countries and states will be examined, as

well as the location of capitals. The fifth unit covers our country’s government and history. Past

important leaders and historical documents will also be discussed in detail. Students will explore the

voting process and the rights and responsibilities of citizens. They will also be introduced to the basic

framework of our government and how laws are made.

Suggested Course Sequence:

Unit 1: Exploring Communities (14 days)

Unit 2: Community Needs and Wants (9 days)

Unit 3: Exploring Maps and Globes (11 days)

Unit 4: Exploring our World, Country, and State (17 days)

Unit 5: Our Country’s Government and History (22 days)

Prerequisite: Kindergarten and first grade social studies

Erin Holmes

Stefanie Greenberg


Unit 1 - Overview

Content Area: Social Studies

Unit Title: Exploring Communities

Grade Level: 2

Unit Summary: Students will explore their local community and learn that a community is a place where people live, work, learn, and play. Students will study various types of communities (urban, suburban, and rural), and how people use transportation to move about in communities and use communication to share ideas. Students will also examine rules and laws and how they function to keep communities running safely. This unit is supplemented by a walking trip around Midland Park where the students meet and see the people and places in their community, and learn about its history.

Unit 1 - Standards

Standards (Content and Technology):

CPI#: Statement:

NJSLS Standards

6.1.4.A.1 Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good.

6.1.4.C.1 Apply opportunity cost to evaluate individual's decisions, including ones made in their communities.

6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the United States.

6.1.4.C.18 Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the United States and the world.

21st Century Themes and Skills (standard 9)

9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.

9.1.4.F.1 Demonstrate an understanding of individual financial obligations and community financial obligations.

9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.

9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Career Ready Practices

CRP1 Act as a responsible and contributing citizen and employee.

CRP2 Apply appropriate academic and technical skills.

CRP4 Communicate clearly and effectively and with reason.

Educational Technology Standards

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

Interdisciplinary Connections

ELA ● NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and

quantitatively, as well as in words. ● RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate an

understanding of its characters, setting, or plot.


● W.2.8. Recall information from experiences or gather information from provided sources to answer a question. ● NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse

partners, building on others’ ideas and expressing their own clearly and persuasively. ● NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually,

quantitatively, and orally.

Unit Essential Question(s): ● How are communities different/similar? ● What are the different means of communication that

are used in a community? ● How do methods of transportation vary among

communities? ● How does geography play a role in the way a community

is formed? ● How do rules and laws affect a community?

Unit Enduring Understandings: ● We all belong to a community where we all live,

work, learn, and have fun together.

● Urban communities are cities, suburban

communities are towns outside cities, and rural

communities are farming areas set far apart from

other communities.

● Different communities have varying geography, as

well as different methods of transportation and

communication.

Unit Learning Targets/Objectives: Students will… ● Describe the 3 types of communities and their features ● Identify the type of community in which they live ● Identify types of transportation found in each community ● Recognize how communication is used to share ideas and information in a community ● Differentiate between rules and laws

Evidence of Learning

Formative Assessments: ● Observation ● Questioning ● Discussion ● Exit tickets ● Graphic organizer ● Collages ● Flipbook project ● Activity sheets ● Kahoot ● BrainPop Jr. Summative/Benchmark Assessment(s): ● Unit 1 test Resources/Materials: Second Grade Student Learning Standards: Social Studies Unit read alouds-

● Country Mouse, City Mouse

Modifications: ● Special Education Students/504

o Consult with Case Managers and follow IEP/504

accommodations/modifications

o Rephrase questions, directions, and

explanations

o Allow extended time to answer question

● English Language Learners

● At-Risk Students

o Consult with Guidance Counselors and

follow I&RS procedures/action plans

o Consult with classroom teacher(s) for

specific behavior interventions

o Provide rewards as necessary

● Gifted and Talented Students

o Provide extension activities

https://www.state.nj.us/education/cccs/2014/ss/standards.pdf


o Assign a buddy, same language or English

speaking

o Allow errors in speaking


explanations

o Allow extended time to answer questions

o Accept participation at any level

o Build on students’ intrinsic motivations

Suggested Pacing Guide

Time Frame Lesson Name/Topic Lesson Objective(s)

1 class period Introduction to social studies Explore tools that will be used to learn about ourselves, others, and the rules around us

1 class period Introduction to communities Define community and explore maps of a community

3 class periods

Transportation ● Discuss, define, and chart ● Create collages

Identify types of transportation and classify based on community needs

1 class period Communication Discuss and define communication and chart methods

1 class period Rules and Laws Differentiate between rules and laws that serve to keep communities safe and orderly

3 class periods

Types of Communities ● Discuss, define, and chart ● Create flipbook project

Identify 3 types of communities and characteristics of each

1 class period People and Places in the Community Explore the responsibilities of community workers and evaluate the needs of a community

2 class periods

Unit 1 Review ● Study guide ● Kahoot

Review concepts covered in Unit 1

1 class period Unit 1 Assessment Demonstrate knowledge gained in Unit 1

Teacher Notes:

Additional Resources: Second Grade Student Learning Standards: Social Studies BrainPop Jr: Communities BrainPop Jr: Rights and Responsibilities

Unit 2 - Overview


Unit Title: Community Needs and Wants

Grade Level: 2

Unit Summary: Students will explore in depth the people and places in a community. They will differentiate between needs and wants. Students will discover that their needs and wants are provided by community workers making and selling goods or providing services. Students will also identify the necessity for earning and using money to obtain what they need or want. They will gain an understanding of the importance of saving versus spending money.

Unit 2 - Standards


CPI#: Statement:

NJSLS Standards

6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations.


https://jr.brainpop.com/socialstudies/communities/

https://jr.brainpop.com/socialstudies/citizenship/rightsandresponsibilities/


6.1.4.C.3 Explain why incentives vary between and among producers and consumers.

6.1.4.C.4 Describe how supply and demand influences price and output of products.

6.1.4.C.5 Explain the role of specialization in the production and exchange of goods and services.

6.1.4.C.7 Explain how the availability of private and public goods and services is influenced by the global market and government.

6.1.4.C.8 Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the world community.

6.1.4.C.10 Explain the role of money, savings, debt, and investment in individuals’ lives.

6.1.4.C.11 Recognize the importance of setting long-term goals when making financial decisions within the community.

6.1.4.C.13 Determine the qualities of entrepreneurs in a capitalistic society.



9.1.4.A.2 Identify potential sources of income.

9.1.4.B.1 Differentiate between financial wants and needs.

9.1.4.B.3 Explain what a budget is and why it is important.

9.1.4.B.5 Identify ways to earn and save.

9.1.4.E.1 Determine factors that influence consumer decisions related to money.

9.1.4.F.1 Demonstrate an understanding of individual financial obligations and community financial obligations.

9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.

9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.









8.2.2.B.3 Identify products or systems that are designed to meet human needs.



quantitatively, as well as in words. ● W.2.8. Recall information from experiences or gather information from provided sources to answer a question. ● NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse



Unit Essential Question(s): ● What are the various needs and wants in a community? ● How does a community meet the needs and wants of

the people by providing goods and services? ● What is the difference between producers and

consumers?

Unit Enduring Understandings: ● People living in a community have certain needs that

must be met in order to survive (food, water, shelter, clothing).

● People living in a community may want goods or services that they do not need in order to survive.


● How do the people that work in a community keep the community a safe and happy place to live?

● What are the benefits of earning and saving money? ● Who are some important people in our community? ● What are some of the important buildings or landmarks

in our community?

● Communities provide goods and services to meet the needs of the people.

● Communities are comprised of producers who make goods and consumers who buy them.

● The Town Hall, Police Station, Fire Station, the library, and schools are important places in our community and employ necessary community workers.

Unit Learning Targets/Objectives: Students will… ● Explain the difference between needs and wants ● Identify and determine various goods and services available in the community ● Explain why people need money to purchase their needs and wants ● Differentiate between producers and consumers ● Identify important people, buildings, and landmarks found in our community


Formative Assessments: ● Observation ● Questioning ● Discussion ● Exit tickets ● Collages ● Activity sheets ● Kahoot ● BrainPop Jr.

Summative/Benchmark Assessment(s): ● Unit 2 test Resources/Materials: Second Grade Student Learning Standards: Social Studies Unit read alouds-

● Need it or Want It?


o Consult with Case Managers and follow IEP/504 accommodations/modifications


explanations


● English Language Learners o Assign a buddy, same language or English

speaking



explanations









● Gifted and Talented Students o Provide extension activities




3 class periods

Needs and Wants ● Discuss and define

Students will define and differentiate between needs and wants



● Collages

3 class periods

Goods and Services ● Discuss and define ● Producers and consumers ● T-chart

Students will define and differentiate between goods and services, producers and consumers

1 class period Using Money Students will understand the importance of using their money to purchase needs and wants

1 class period Unit 2 Review ● Study guide ● Kahoot



Teacher Notes:

Additional Resources: Second Grade Student Learning Standards: Social Studies BrainPop Jr: Economics

Unit 3 - Overview


Unit Title: Exploring Maps and Globes

Grade Level: 2

Unit Summary: Students will examine and understand how and why maps and globes are used. The various components of maps and globes, such as landforms, waterways, map keys, cultural and natural symbols, and other symbols will be studied. Students will understand the world is divided into many countries, each with their own government, languages, people, customs, and laws. Students will explore how the Earth is divided into hemispheres and learn how to use directional words (North, South, East and West) while describing location. Students will also be asked to use a compass rose and identify specific locations.

Unit 3 - Standards


CPI#: Statement:

NJSLS Standards

6.1.4.A.14 Describe how the world is divided into many nations that have their own, governments, languages, customs, and laws.

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.4 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.

6.1.4.B.10 Identify major cities in New Jersey, as well as in the United States, and the world, and explain how geographic and demographic tools (e.g., maps, globes, data visualizations) can be used to understand cultural differences.






CRP5 Consider the environmental, social and economic impacts of decisions


https://jr.brainpop.com/socialstudies/economics/








understanding of its characters, setting, or plot. ● W.2.8. Recall information from experiences or gather information from provided sources to answer a question. ● NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse


quantitatively, and orally. SEL - Social Awareness:

● Recognize and identify the thoughts, feelings, and perspectives of others ● Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds ● Demonstrate an understanding of the need for mutual respect when viewpoints differ ● Demonstrate an awareness of the expectations for social interactions in a variety of settings

Unit Essential Question(s): ● How are maps and globes a representation of the earth? ● What are natural and cultural features? ● How do we find a specific location a map or globe? ● What is a compass rose and how do we use it to find

locations on a map?

Unit Enduring Understandings: ● Maps and globes are tools that show us different

locations and features of the earth. ● Natural features are made by nature whereas

cultural features are made by people. ● The cardinal directions are found on a compass rose. ● The North Pole, South Pole, and Equator are

important markers on a globe.

Unit Learning Targets/Objectives: Students will… ● Explore maps and globes and understand each is a representation of Earth ● Understand the different map views, the map key, and symbols located on maps and globes ● Discover what natural and cultural features are and where they are located ● Explore the concepts of North, South, East, and West and use those directions to find a location on a map


Formative Assessments: ● Observation ● Questioning ● Discussion ● Exit tickets ● Activity sheets ● Kahoot ● Bingo ● BrainPop Jr.


● Antarctica ● Africa



● Europe ● North America ● South America ● Australia ● Asia




explanations



speaking



explanations













3 class periods

Exploring maps ● Map views ● Colors on maps ● Map keys

Students will differentiate between different map views and use the colors and symbols to help read and understand maps

2 class periods

Natural Features ● List features and create symbols ● Water flow

Students will define and list natural features on a map and create symbols for them.

1 class period Cultural Features Students will define and list cultural features on a map and create symbols for them.

1 class period Locating places on a map Students will practice locating places on a community map using street names and landmarks.

2 class periods

North, South, East, and West ● North Pole, South Pole, Equator ● Compass Rose

Students will practice locating places on a world map using a compass rose.

1 class period Unit 3 Review ● Study guide ● Bingo



Teacher Notes:

Additional Resources: Second Grade Student Learning Standards: Social Studies BrainPop Jr: Geography


https://jr.brainpop.com/socialstudies/geography/


Unit 4 - Overview


Unit Title: Exploring Our World, Country, and State

Grade Level: 2

Unit Summary: This unit continues to explore maps and globes. The students will dig deeper into geography as they explore continents and oceans. They will also closely study the United States of America and specifically New Jersey, paying close attention to map keys and symbols. Natural and cultural features will be examined, as well as the reasons of their specific locations. Neighboring states and countries and how they impact the United States will be explored. Students will locate our state and country’s capital, as well as those of neighboring states and countries. By the end of the unit, students will be able to name their complete global address (continent, country, state, town, street address).

Unit 4 - Standards


CPI#: Statement:

NJSLS Standards

6.1.4.B.1 Compare and contrast information that can be found on different types of maps and determine how 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.4 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

6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States.

6.1.4.B.8 Compare ways people choose to use and distribute natural resources.

6.1.4.B.10 Identify major cities in New Jersey, as well as in the United States, and the world, and explain how geographic and demographic tools (e.g., maps, globes, data visualizations) can be used to understand cultural differences.

6.1.4.C.9 Compare and contrast how the availability of resources affects people across the world differently.

6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world.

6.3.4.B.1 Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible solutions.


9.1.4.G.1 Describe how valuable items might be damaged or lost and ways to protect them.









8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.


8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.


ELA


● NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

● RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate an understanding of its characters, setting, or plot.

● W.2.8. Recall information from experiences or gather information from provided sources to answer a question. ● NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse



Unit Essential Question(s): ● What are the seven continents and five oceans? ● Where are the continents and oceans located and how

can their locations be described? ● How do other cultures influence each other and why is it

important to understand each culture’s differences? ● Where is our state and country located? ● How can we use map keys and symbols to better

understand maps? ● What are some neighboring states and countries? ● What are our state and country capitals? ● What are natural resources found in the United States

and how are they used?

Unit Enduring Understandings: ● There are 7 continents and 5 oceans on Earth. ● Each continent has various landforms, waterways,

climates, and locations. ● Each country varies in location, natural features, and

cultural features. ● Other cultures are different from our own and it is

important to recognize and understand those differences.

● The United States of America is located in the Western Hemisphere, south of Canada, and North of Mexico.

● New Jersey is located on the East Coast near New York City.

● Trenton is our state capital and Washington, DC is our country’s capital.

● State and Country capitals is where the government is located.

● It is important to conserve our natural resources.

Unit Learning Targets/Objectives: Students will… ● Identify Earth's continents and oceans. ● Understand the difference between continents and the many countries around the world. ● Understand other cultures and accept their beliefs and customs. ● Identify where New Jersey and the United States of America are located on Earth. ● Study our state and national capitals, as well as surrounding states ● Apply knowledge of geography to identify their complete global address ● Analyze why it is important to conserve natural resources


Formative Assessments: ● Observation ● Questioning ● Discussion ● Exit tickets ● Activity sheets ● Geography puzzles ● Global address project ● Kahoot ● BrainPop Jr.

Summative/Benchmark Assessment(s): ● Unit 4 test Resources/Materials: Second Grade Student Learning Standards: Social Studies



Unit read alouds- ● Antarctica ● Africa ● Europe ● North America ● South America ● Australia ● Asia ● Customs and Celebrations Across America ● One Land, Many Cultures ● Reusing and Recycling




explanations



speaking



explanations













2 class periods

Our world ● 7 continents ● 5 oceans

Students will identify all continents and oceans and where they are located on a map.

2 class periods

Different cultures around the world Students will explore various cultures found in different parts of the world.

2 class periods

Our country on a map ● United States and neighboring

countries ● US map

Students will locate the United States, the capital, and neighboring countries on a global map. Students will explore map keys and symbols on a US map.

1 class period Natural features in the United States Students will locate and create symbols of natural features found on a US map.

3 class periods

Natural resources in the United States ● Reduce, reuse, recycle ● Create posters

Students will identify natural resources found in the United States and analyze why they are important and how we can conserve them. Students will create a poster to persuade their community to conserve natural resources and recycle.

1 class period Cultural features in the United States Students will locate and create symbols of cultural features found on a US map.

1 class period Our state Students will locate NJ, the capital, and neighboring states on a US map.

2 class periods

Global address project Students will create a project to demonstrate their global addresses


2 class periods

Unit 4 Review ● Study guide ● Jeopardy ● Puzzles



Teacher Notes:

Additional Resources: Second Grade Student Learning Standards: Social Studies BrainPop Jr: Geography BrainPop Jr: Conservation

Unit 5 - Overview


Unit Title: Our Country’s Government and History

Grade Level: 2

Unit Summary: In this unit, students will be introduced to the workings of our country’s government. They will explore what it means to be a citizen and the rights and responsibilities of being one. Students will delve into the voting process and apply their knowledge to create a mock election. They will understand the importance of bills and laws and how they are created. They will apply that knowledge and their understanding of the parts of our government to draft a bill and create a new law in the classroom. Our country's history, landmarks, and historical documents will be examined and related to our world today. While studying our past important leaders, students will explore how these individuals helped change the views and values of peoples’ lives in respect to the Amistad and Holocoust Mandate. Students will also study the Native American people and understand why it is important to recognize and respect these cultures.

Unit 5 - Standards


CPI#: Statement:

NJSLS Standards

6.1.4.A.2 Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American democracy.

6.1.4.A.3 Determine how “fairness,” “equality,” and the “common good” have influenced new laws and policies over time at the local and national levels of United States government.

6.1.4.A.4 Explain how the United States government is organized and how the United States Constitution defines and checks the power of government.

6.1.4.A.5 Distinguish the roles and responsibilities of the three branches of the national government.

6.1.4.A.6 Explain how national and state governments share power in the federal system of government

6.1.4.A.7 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

6.1.4.A.8 Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the impact of policy decisions made at each level.

6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights (e.g., fairness, civil rights, human rights).

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.A.12 Explain the process of creating change at the local, state, or national level.


https://jr.brainpop.com/socialstudies/geography/

https://jr.brainpop.com/science/conservation/


6.1.4.A.16 Explore how national and international leaders, businesses, and global organizations promote human rights and provide aid to individuals and nations in need.

6.1.4.D.1 Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey.

6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New Jersey.

6.1.4.D.5 Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of Rights) to present day government and citizenship.

6.1.4.D.6 Describe the civic leadership qualities and historical contributions of George Washington, Thomas Jefferson, and Benjamin Franklin toward the development of the United States government.

6.1.4.D.10 Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey.

6.1.4.D.16 Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present.

6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.

6.1.4.D.18 Explain how an individual’s beliefs, values, and traditions may reflect more than one culture.

6.1.4.D.19 Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.



9.1.4.F.2 Explain the roles of philanthropy, volunteer service, and charitable contributions, and analyze their impact on community development and quality of living.










8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.




understanding of its characters, setting, or plot. ● W.2.8. Recall information from experiences or gather information from provided sources to answer a question. ● NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse


quantitatively, and orally. SEL - Social Awareness:

● Recognize and identify the thoughts, feelings, and perspectives of others ● Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds ● Demonstrate an understanding of the need for mutual respect when viewpoints differ ● Demonstrate an awareness of the expectations for social interactions in a variety of settings


Unit Essential Question(s): ● What does it mean to be a citizen? ● What are some rights and responsibilities of citizens? ● How does the voting process work in our country? ● Is the President the only one in charge of the United

States of America? ● How does our country’s government use a system of

checks and balances? ● How are laws made? ● Who are our country’s past important leaders? ● What important historical documents influenced our

government and citizenship? ● How did the US flag come to be and what is the

importance of Flag Day? ● What important landmarks does our country have and

why are they important? ● What Native American groups first settled in the US and

what have we learned from them?

Unit Enduring Understandings: ● State and country capitals are where the

government is located. ● The President, Congress, and the House of

Representatives all work together to help make laws and run our country.

● George Washington, Abraham Lincoln, Martin Luther King, Jr. were important American leaders.

● The Declaration of Independence and the Bill of Rights greatly impacted the formation of government and citizenship in the country.

● The US Flag has had many variations and is celebrated on Flag Day each year.

● Native Americans were originally inhabiting the land that became the United States before European settlers came to America.

● Other cultures are different from our own and it is important to recognize and understand those differences.

Unit Learning Targets/Objectives: Students will… ● Identify the rights and responsibilities of citizens ● Understand the voting process and design a mock election ● Categorize the branches of the US government and their roles in running the country ● Differentiate between bills and laws and use their knowledge to create and implement a law in the classroom ● Explore the roles of George Washington, Abraham Lincoln, and Martin Luther King, Jr. in the development of our

Country ● Explore the various historical documents and locations that helped establish our country and citizenship ● Recognize the importance of Flag Day ● Identify different Native American groups and their cultures to explore and accept their beliefs and customs


Formative Assessments: ● Observation ● Questioning ● Discussion ● Exit tickets ● Activity sheets ● Election posters ● Drafts of bills and laws ● Bingo ● BrainPop Jr. ● Flag Day Posters


● Our National Symbols ● O, Say Can You See? ● My Brother Martin ● A Picture Book of Martin Luther King, Jr. ● Stand Tall, Abe Lincoln



● Looking at Lincoln ● A Picture Book of George Washington ● Take the Lead, George Washington




explanations



speaking



explanations













2 class periods

Citizens and their responsibilities ● Who are citizens? ● Rights and responsibilities

Students will identify and analyze the rights and responsibilities of citizens

2 class periods

Voting ● Voting process ● Mock election

Students will understand the voting process and hold a mock election.

2 class periods

Branches of our government ● President ● Congress

○ Senate ○ House of Representatives

Students will differentiate between the branches of government and analyze the role of each branch.

2 class periods

Bills and Laws ● How is a law made? ● Draft a bill for a new law

Students will examine how laws are formed and apply that knowledge to create a new law for our classroom.

1 class period State and country capitals in government ● Location ● Capitol and other important

buildings

Students will review the location of our state and country capitals and understand the government processes that take place in the Capitol buildings.

1 class period Our country’s history Students are introduced to some important people and events that influenced the creation and development of our country.

2 class periods

Native Americans ● Lenni Lenape ● Cherokee ● Iroquois

Students will identify different Native American groups and examine their cultures.


1 class period Flag Day Students learn about the history and importance of Flag Day.

3 class periods

Landmarks and symbols of the US Students will explore some US landmarks and symbols and create posters with facts about them.

2 class periods

Past Important Leaders ● George Wasington ● Abraham Lincoln ● Martin Lurther King Jr.

Students will analyze the role of some leaders that had a significant impact in shaping our country’s history. Students will understand how various leaders promoted human rights and equality for all Americans in connection to the Holocoust and Amistad mandates.

2 class period Current Leaders ● Our President ● Natural disaster relief

Students will analyze the role of our current leaders and their impact on our country, as well as aide provided to other countries in need.

1 class period Unit 5 Review ● Study guide ● Bingo



Teacher Notes:

Additional Resources: Second Grade Student Learning Standards: Social Studies BrainPop Jr: American History BrainPop Jr: Native Americans BrainPop Jr: Government BrainPop Jr: Citizenship


https://jr.brainpop.com/socialstudies/americanhistory/

https://jr.brainpop.com/socialstudies/nativeamericans/

https://jr.brainpop.com/socialstudies/government/

https://jr.brainpop.com/socialstudies/citizenship/

midland park public schools social studies grade 2

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