Social Studies Curriculum 2nd Grade
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Content Area |
Social Studies |
Grade Level |
Second |
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Course Name/Course Code |
Second Grade Social Studies |
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Standard |
Unit Outcome |
Grade Level Expectations (GLE) |
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People, Places & Environments Technology, Literacy & Global Connections Students will create a map and key using a variety of media. |
SS.2.1 Students will use symbols to read a map and create a map and key of a familiar place using a variety of media. |
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Production, Distribution & Consumption Students will identify the movement of goods in their community. Students will describe how community helpers interact with others in their community. |
SS.2.2 Students will identify the goods and services in our community and explain the importance in their lives. Research a community helper. |
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People, Places & Environments Culture & Cultural Diversity Students will explain how people and events cause change in their community. |
SS.2.3 Students will determine how current events cause change and how they affect the community. Students will compare and contrast historical changes in the community. |
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Citizenship, Government & Democracy Students will relate their own rights and responsibilities to the responsibilities of the community. |
SS.2.4 Students will compare the personal rights and responsibilities of individuals with the responsibilities of the community. |
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Unit Titles |
Length of Unit/Contact Hours |
Unit Number |
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Map Skills |
Teacher discretion |
1 |
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Goods and Services |
Teacher discretion |
2 |
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Current Events and Historical Changes |
Teacher discretion |
3 |
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Rules and Laws |
Teacher discretion |
4 |
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Unit Title |
Map Skills |
Length of Unit |
Teacher discretion |
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Focusing Lens(es) |
People, Places, and Environments Technology, Literacy, and Global Connections |
Standards and Grade Level Expectations Addressed in this Unit |
GLE 2.1.1 GLE 2.1.2 GLE 2.1.3 |
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Inquiry Questions (Engaging- Debatable): |
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Unit Strands |
Geography |
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Concepts |
Compass rose, map key/legend, geographical features (mountain, river, lake, valley, forest), scale |
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Generalizations My students will Understand that… |
Guiding Questions Factual Conceptual |
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A compass rose allows us to locate positions or points on a map. (2.1.1) |
Which way is north, south, east, west on a map? |
Why is a compass rose important? |
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A map key/legend identifies symbols used on a map. (2.1.2) |
What information do map keys/legends provide? |
Why would it be difficult to read a map without a key/legend? |
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Symbols on a map represent geographical features. (2.1.2) |
What are some examples of symbols used on a map? |
What is the relationship between symbols on a map and the geographical feature they represent? |
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People create maps with keys/legends of familiar places. (2.1.3) |
Who creates maps and why? |
Create a map of a familiar place. What symbols will you include? |
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Critical Content: My students will Know… |
Key Skills: My students will be able to (Do)… |
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Critical Language… |
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Academic Vocabulary: |
Symbol, legend, key, scale, map, familiar, position, location |
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Technical Vocabulary: |
Compass rose, geographical features |
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Resources: |
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Where Taught and When |
classroom (teacher discretion) |
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Unit Title |
Goods and Services |
Length of Unit |
Teacher discretion |
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Focusing Lens(es) |
Economics Neighborhood/community resources Production, Distribution, and Consumption Community Helpers |
Standards and Grade Level Expectations Addressed in this Unit |
GLE 2.2.1 GLE 2.2.2 GLE 2.2.3 |
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Inquiry Questions (Engaging- Debatable): |
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Unit Strands |
Economics, Production, Distribution, & Consumption, People, Places, & Environment |
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Concepts |
Goods, services, community, community helper |
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Generalizations My students will Understand that… |
Guiding Questions Factual Conceptual |
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Goods and services are different. (2.2.1) |
What is the difference between goods and services? Is ______ a good or service? |
Why is it important that a community provides goods and services? |
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A variety of goods are provided in our community. (2.2.1) |
What is an example of a good provided in our community? |
What would happen if we ran out of goods in our community? (i.e. food, water, gasoline, etc.) |
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A variety of services are provided in our community. (2.2.1, 2.2.3) |
What is an example of a service provided in our community? |
What would happen if we had no services available in our community (i.e. police, fire department, post office, recycling center, snow plow, etc.)? |
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A community helper provides a service to the people in the community. (2.2.2) |
Give an example of a community helper and what they do in our community. |
If you could be a community helper, what would you be and why? |
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Critical Content: My students will Know… |
Key Skills: My students will be able to (Do)… |
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Critical Language… |
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Academic Vocabulary: |
Community, community helper, provide |
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Technical Vocabulary: |
Goods, services |
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Resources: |
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Where Taught and When |
Classroom (teacher discretion) |
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Unit Title |
Current Events and Historical Changes |
Length of Unit |
Teacher discretion |
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Focusing Lens(es) |
People, Places & Environments Culture & Cultural Diversity History |
Standards and Grade Level Expectations Addressed in this Unit |
GLE 2.3.1 GLE 2.3.2 |
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Inquiry Questions (Engaging- Debatable): |
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Unit Strands |
Current Events, History |
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Concepts |
Changes in the community |
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Generalizations My students will Understand that… |
Guiding Questions Factual Conceptual |
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Current events cause change in the community. (2.3.1) |
What can cause a change in the community? |
What can you do to change the community? |
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Current events affect the community. (2.3.1) |
How has ________ affected our community? (Insert current event i.e. oil boom and bust, oil field layoffs, opening and closing of businesses) |
Describe how our community would be different if _______ didn’t happen. (insert current/historical event) |
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Communities change over time. (2.3.2) |
How has your community changed over time? |
Compare and contrast our community now with our community 50 years ago. |
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A variety of things in the community change over time (i.e. homes, transportation, toys, communication, etc.). (2.3.2) |
How have our homes changed over time? How has communication changed over time? How have toys/games changed over time? How has transportation changed over time? How has technology changed over time? |
How do you think your community will change over the next hundred years? |
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Critical Content: My students will Know… |
Key Skills: My students will be able to (Do)… |
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Critical Language… |
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Academic Vocabulary: |
Affect, community, transportation, communication, technology |
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Technical Vocabulary: |
Current event, historical change |
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Resources: |
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Where Taught and When |
Classroom (teacher discretion) |
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Unit Title |
Rules and Laws |
Length of Unit |
Teacher discretion |
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Focusing Lens(es) |
Citizenship, Government & Democracy |
Standards and Grade Level Expectations Addressed in this Unit |
GLE 2.4.1 GLE 2.4.2 GLE 2.4.3 |
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Inquiry Questions (Engaging- Debatable): |
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Unit Strands |
Citizenship, Government & Democracy |
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Concepts |
Rights, responsibilities, citizen, community, laws, rules, government |
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Generalizations My students will Understand that… |
Guiding Questions Factual Conceptual |
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Citizens in a community have rights. (2.4.1) |
What are the rights of citizens in the community? |
Which right is the most important to you, why? |
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Citizens in a community have responsibilities. (2.4.1) |
What are the responsibilities of citizens in the community? |
Which community responsibility is most important to you? Why? |
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Communities have rules and laws to protect citizens. (2.4.2) |
What are some of the laws in the community? |
Why is it important to have laws? |
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Communities have responsibilities. (2.4.3) |
What is the difference between the citizens’ responsibilities and the community’s responsibilities? |
What would happen if the community did not follow through with its responsibilities? |
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Critical Content: My students will Know… |
Key Skills: My students will be able to (Do)… |
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Critical Language… |
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Academic Vocabulary: |
Citizen, community, individual, obeying |
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Technical Vocabulary: |
Right, responsibility, rules, laws |
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Resources: |
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Where Taught and When |
Classroom (teacher discretion) |
Second Grade
Social Studies Unit/Lesson Sequence
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Unit Name, Description and Timeframe |
Map Skills Geography People, Places, and Environments Technology, Literacy, and Global Connections teacher discretion |
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Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit |
SS.2.1 Students will use symbols to read a map and create a map and key of a familiar place using a variety of media.
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Lesson Sequence to Address Key Skills and Critical Content of Unit |
Lesson Name & Sequence |
Content and Skills Addressed by the lesson: “My students will know…” “My Students will be able to do…” |
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Chapter Opener:Introduction Active Reading Leveled Readers: John Muir Lesson 1: Talking About Location Introduction Envision It! Active Reading Got It? Lesson 2: All About Maps Introduction Envision It! Active Reading Got it? 21st Century Skill: Reading a Using a Map Scale Teach the Skill Try it Digital Presentation Lesson 3: Our Earth Introduction Envision It! Active Reading Got it? Lesson 4: Landforms and Bodies of Water Introduction Envision It! Active Reading Got it? Lesson 5: Weather and Climate Introduction Envision It! Active Reading Got it? Lesson 6: Our Environment Introduction Envision It! Active Reading Got it? Target Reading Skill: Cause and Effect Teach the Skill Try it Digital Presentation Lesson 7: Earth’s Resources Introduction Envision It! Active Reading Got it? Lesson 8: Moving Ideas, People, and Things Introduction Envision It! Active Reading Got it? Chapter 3: Review and Assessment Performance Assessment
Chapter Review (Optional) Formal Assessment (Optional) |
I will know how to talk about location. I will know how to use maps to locate places and things. I will know how to identify and use a map scale. I will know how Earth is shown on a globe and on a world map. I will know how to identify different kinds of land and water. I will know how different kinds of weather affect people, animals, and plants. I will know ways that people change their environment. I will know how to recognize cause and effect. I will know how to identify, use, and conserve, resources. I will know ways that people, things, and ideas are moved. |
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Unit Name, Description and Timeframe |
Goods and Services Production, Distribution & Consumption Students will identify the movement of goods in their community. Students will describe how community helpers interact with others in their community. Teacher Discretion |
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Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit |
SS.2.2 Students will identify the goods and services in our community and explain the importance in their lives. Research a community helper. 2.2.1 Identify the goods and services that are provided by your community. 2.2.2 Research a community helper that provides a service to the people in your community. 2.2.3 Explain the importance of services that your community provides. |
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Lesson Sequence to Address Key Skills and Critical Content of Unit |
Lesson Name & Sequence |
Content and Skills Addressed by the lesson: “My students will know…” “My Students will be able to do…” |
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Chapter Opener: Introduction Active Reading Leveled Readers: Elizabeth Blackwell Lesson 1: Needs and Wants Introduction Envision It! Active Reading Got It? Lesson 2: Making Good Choices Introduction Envision It! Active Reading Got it? Lesson 3: Producing and Consuming Goods Introduction Envision It! Active Reading Got it? Lesson 4: Service Workers and Their Jobs Introduction Envision It! Active Reading Got it? Target Reading Skill: Main Idea and Details Teach the Skill Try it Digital Presentation Lesson 5: Trading for Goods and Services Introduction Envision It! Active Reading Got it? Lesson 6: Making Choices About Money Introduction Envision It! Active Reading Got it? Chapter 2: Review and Assessment Performance Assessment
Chapter Review (Optional) Formal Assessment (Optional) |
I will know the difference between a need and a want. I will know how to make good choices. I will know why people produce and consume goods. I will know about services in my community. I will know how to identify main idea and details in a paragraph. I will know how trade helps us get the things we need. I will know why people save money. |
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Unit Name, Description and Timeframe |
Current Events and Historical Changes People, Places & Environments Culture & Cultural Diversity Current Events History teacher discretion |
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Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit |
SS.2.3 Students will determine how current events cause change and how they affect the community. Students will compare and contrast historical changes in the community.
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Lesson Sequence to Address Key Skills and Critical Content of Unit |
Lesson Name & Sequence |
Content and Skills Addressed by the lesson: “My students will know…” “My Students will be able to do…” |
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Chapter Opener: Celebrating Our Traditions Introduction Active Reading Leveled Readers: Paul Revere Lesson 1: Culture Is Our Way of Life Introduction Envision It! Active Reading Got It? Lesson 2: Cultures in Our Country Introduction Envision It! Active Reading Got it? Target Reading Skill: Compare and Contrast Teach the Skill Try it Digital Presentation Lesson 3: What We Celebrate Introduction Envision It! Active Reading Got it? Lesson 4: American Stories Introduction Envision It! Active Reading Got it? Lesson 5: Two Cultures Introduction Envision It! Active Reading Got it? 21st Century Skill: Using Graphic Sources Teach the Skill Try it Digital Presentation Chapter 4: Review and Assessment Performance Assessment
Chapter Review (Optional) Formal Assessment (Optional) Chapter Opener: Our Nation Past and Present Introduction Active Reading Leveled Readers: Harriet Tubman Lesson 1: Life Then and Now Introduction Envision It! Active Reading Got It? 21st Century Skill: Reading a Timeline Teach the Skill Try it Digital Presentation Lesson 2: Learning About the Past Introduction Envision It! Active Reading Got it? Lesson 3: The First Americans Introduction Envision It! Active Reading Got it? Lesson 4: America’s Early Settlers Introduction Envision It! Active Reading Got it? Lesson 5: A Growing Nation Introduction Envision It! Active Reading Got it? Lesson 6: Technology Then and Now Introduction Envision It! Active Reading Got it? Target Reading Skill: Fact and Opinion Teach the Skill Try it Digital Presentation Lesson 7: American Heroes Introduction Envision It! Active Reading Got it? Chapter 5: Review and Assessment Performance Assessment
Chapter Review (Optional) Formal Assessment (Optional) |
I will know that each culture shares language, music, food, and art. I will know that many cultures make our country special. I will know how to compare and contrast text. I will know why national holidays are important. I will know that America’s culture can be passed on and shared through stories. I will know about two different cultures. I will know how to use a chart. I will know that people, families, and communities have a history. I will know how to read a timeline. I will know the difference between primary and secondary sources. I will know about different Native American cultures. I will know about the first colonies in North America. I will know where immigrants came from and why they settled here. I will know how technology has changed the way people live. I will know how to identify and give facts and opinions. I will know about people who make a difference in the lives of others. |
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Unit Name, Description and Timeframe |
Rules and Laws Citizenship, Government & Democracy Students will relate their own rights and responsibilities to the responsibilities of the community. teacher discretion |
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Wyoming Social Studies Standards & GLE (Grade Level Expectations)Addressed by Unit |
Students will compare the personal rights and responsibilities of individuals with the responsibilities of the community. 2.4.1 Explain the rights and responsibilities of citizens in a community. SS 2.1.1 2.4.2 Explain the rules and laws in the community SS 2.1.1 SS 2.1.4 2.4.3 Compare the responsibilities of the community to individual citizen’s rights SS 2.2.1 |
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Lesson Sequence to Address Key Skills and Critical Content of Unit |
Lesson Name & Sequence |
Content and Skills Addressed by the lesson: “My students will know…” “My Students will be able to do…” |
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Chapter Opener: Introduction Active Reading Leveled Readers: John Adams Lesson 1: We Are Good Citizens Introduction Envision It! Active Reading Got It? 21st Century Skill: Taking Action Teach the Skill Try it Digital Presentation Lesson 2: Our Rights as Citizens Introduction Envision It! Active Reading Got it? Lesson 3: We Follow Rules and Laws Introduction Envision It! Active Reading Got it? Target Reading Skill: Drawing Conclusions Teach the Skill Try it Digital Presentation Lesson 4: Our Government Introduction Envision It! Active Reading Got it? Lesson 5: Our Leaders Introduction Envision It! Active Reading Got it? Lesson 6: Our Country’s Symbols Introduction Envision It! Active Reading Got it? Chapter 1: Review and Assessment Performance Assessment
Chapter Review (Optional) Formal Assessment (Optional) |
I will know ways to be a good citizen. I will learn how to solve a community problem. I will know the rights that American citizens have. I will know why laws are important for the community. I will know how to use details to draw a conclusion. I will know how the government gives communities what they need I will know about government leaders. I will know our country’s symbols. |
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