2nd+Grade

2nd Grade Tennessee State Standards for Social Studies

AWESOME RESOURCE WITH LINKS FOR 2ND GRADE SOCIAL STUDIES (another content areas): http://teachers.cr.k12.de.us/~galgano/2ss.htm

**CULTURE** ** Content Standard 1.0 ** ** [|Pacing Guide by Joy Hinds, PES] ** // Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. The student will explore these elements of society to develop an appreciation of and respect for the variety of human cultures. //


 * === Key === || === Reporting ===

Category
||  || __ [| McClung Museu] __ __m__ __ [| Culture Quest] __
 * ** I ** ||  || Recognize most cultures preserve important personal and public items from the past.

__ [| Worlds of difference] __

[|__H__] __ [|elping children recover] __ __[| Culture of an Indian Nation]__

[| __D__] __[|efinition of culture]__  [|Christmas Around the World Unit] || __ [| Culture Quest World Tour] __
 * ** I ** ||  || Recognize communities have customs and cultures that differ.

__ [| Cultural Heritage] __ United Streaming: How Customs and Heritage Shape Communities  [|Family and Community Traditions Worksheet] || __ [| Culture Quest World Tour] __ [| Recognize A Pattern]
 * ** I ** ||  || Recognize patterns of cultural traits such as language, religion, and family structure.

[| Patterns]

[| People Patterns] || __ [| TN Encyclopedia] __ __ [| Tennessee History and Culture] __ || __ [| History of Tennessee] __
 * ** D ** ||  || Identify diverse cultural groups within the communities of Tennessee.
 * ** I ** ||  || Compare and contrast the cultures of Tennessee’s three grand divisions

__ [| Tennessee anytime] __ __ [| native people of Tennessee] __ || __ [| Lesson Plans Page] __ __ [| Education World] __ __ [| native people of Tennessee] __ || __ [| friends and flags] __ __[| 50 states]__  [|Family and Community Traditions Worksheet] || __ [| TN Encyclopedia] __ __ [| TN From A-Z] __ || __ [| TN Hometown Locator] __ __ [| Ben Guide-Neighborhoods] __ || **ECONOMICS** // Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making. // __ [| Lesson Plans Page] __ __ [| Economic Understanding and Reading Comprehension] __ __ [| Listing of Children’s Literature with Economic Content] __ || __ [| The Goat In the Rug] __
 * ** D ** ||  || Understand that Tennessee’s culture has ties to other cultures in the world.
 * ** I ** ||  || Recognize that cultures have strong traditions of loyalty to their region or country.
 * ** D ** ||  || Compare the regional cultures of Tennessee to those of other states.
 * ** I ** ||  || Identify and explain the significance of selected stories, poems, statues, paintings, and other examples of local and state cultural heritage. ||
 * ** I ** ||  || Examine the effects of changing technologies on the local community and state. ||
 * ** M ** ||  || Recognize diverse cultural neighborhoods within Tennessee and America.
 * ** I ** ||  || Explain how work provides income to purchase goods and services.
 * ** I ** ||  || Describe how society depends upon workers with specialized jobs and the ways in which they contribute to the production and exchange of goods and services.

[| If You Give A Mouse A Cookie]

__ [| reinventing the past] __ || __ [| kidsport] __ || **GEOGRAPHY** // Geography enables the student to see, understand and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography //. __ [| Maps and Globes] __ __ [| Lesson Plans Page] __ __ [| Lesson Plans Page 2] __ || __ [| Education World] __ __ [| World Atlas] __ __[| Fun with Maps-lesson plan]__ || __ [| Lesson Plans Page] __ __ [| The Equator] __ __ [| Explore With Pumpkins] __ [|Oceans] Podcast || __ [| What’s on A Map] __ __ [| A Map of Your Community] __ __ [| Map Reading] __ __ [| Reading Maps] __ || __ [| Natural Resources :Can we Us Them Forever?] __ || __ [| The Earth’s Rotation] __ || __ [| The Sun: Earth’s Friend and Foe] __ __ [| The Sun Meets the Earth] __ || __ [| A Summary of the Hydrologic Cycle] __ __ [| Water Science for Schools] __ __ [| The Water Cycle] __ __ [| Drip, Drop, Water Journey] __ __ [| The Water Cycle - Enchanted Learning] __ || __ [| Brain Pop: Natural Resources] __ __ [| From the Land] __ __ [| Knowing Your World] __ __ [| Natural Resources :Can we Us Them Forever?] __ __ [| Environmental Kids Club] __ || __ [| From Sea to Shining Sea] __
 * ** I ** ||  || Give examples of the various institutions that make up economic systems such as families, workers, banks, labor unions, government agencies, small businesses, and large corporations. ||
 * ** I ** ||  || Recognize that communities around the state and world are economically interdependent. ||
 * ** I ** ||  || Know the major products of Tennessee.
 * ** I ** ||  || Categorize resources needed to operate industries. ||
 * ** I ** ||  || Understand the necessity of importing resources needed for industry. ||
 * ** D ** ||  || Describe how the globe is a model of earth locating hemispheres, poles, and equator.
 * ** I ** ||  || Recognize that natural regions are represented on different types of maps by showing physical features, climate, vegetation, and natural resources.
 * ** I ** ||  || Subdivide the world by positioning the equator, continents, oceans, and hemispheres on a map and globe.
 * ** I ** ||  || Recognize that a map contains elements such as title, scale, symbols, legends, grids, and cardinal and intermediate directions.
 * ** D ** ||  || Analyze how individuals and populations depend upon land resources.
 * ** D ** ||  || Describe the importance of physical geographic features on defining communities.
 * ** D ** ||  || Understand the Earth-sun relationship such as the varying length of day.
 * ** I ** ||  || Understand the rudimentary elements to the hydrologic cycle.
 * ** D ** ||  || List earth’s natural resources such as minerals, air, water, and land.
 * ** D ** ||  || Show how landmasses and bodies of water are represented on maps and globes.

__ [| Landforms] __

[|__U.S__] __ [|. map] __ [|Oceans] Podcast || __ [| Geography of Tennessee] __
 * ** D ** ||  || Locate the state of Tennessee and its major cities on a map.

__ [| State Maps] __ __[| graphic maps]__ || __ [| Take Off On The Mega Flyover Project] __
 * ** D ** ||  || Name the physical and human characteristics of the neighborhood and the community.

__ [| Build a Neighborhood] __ __ [| Kids Neighborhood Workshop] __ __ [| Community Club] __ __ [| Sign Walk] __ __ [| We all live together] __ || **GOVERNANCE AND CIVICS** // Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world. // __ [| Kids Next Door] __ || __ [| Brain Pop: Branches of Government] __ __ [| U.S. Government for Kids] __ __ [|Ben’s Guide to U.S. Government] __ || __ [| The Democracy Project] __ __ [| Community pride] __ United Streaming: Community Rules and Laws || __ [| The Democracy Project] __ || __ [| Lesson Plans Page] __ || __ [| Brain Pop: Voting] __ || United Streaming: TLC Elementary School: Separation of Powers Community Rules and Laws || __ [|Kids Next Door] __ || United Streaming: TLC Elementary School: Understanding Good Citizenship __ [| Kids Next Door] __ __ [| Responsibilities of citizens] __ || __ [| Field Trip] __ __ [| The Democracy Project] __ || __ [| Brain Pop: Taxes] __ United Streaming: Economy in and between Communities || __ [| Enchanted Learning] __ __ [| Tennessee Trivia- The Official Website] __ __ [| TN: Sounds Good to Me] __ __ [| Explore Tennessee] __ || **HISTORY** // History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based. // __ [| Education World Lesson Plans] __ United Streaming: U.S. Celebrations __ [| Earth Day] __ __ [| Independence Day Webquest] __ || __ [| History Trail] __ __ [| Tennessee History] __ __ [| Famous Tennesseans] __ || __ [| Grade 2 Time Marches On] __**-** a PowerPoint || __ [| Calendars and Time Measurement] __ United Streaming: Learning to Use a Calendar || __ [| Timelines: Timeless Teaching Tool] __ __ [| Timeline of Your School] __  __ [| Learn 360 Video Timeline] __ || **INDIVIDUALS, GROUPS, AND INTERACTIONS** // Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively. // United Streaming: City, Suburb and Rural Communities  Read Scott Foresman Story __Ronald Morgan__ Unit 2 Week 2 ||  [|Family and Community Traditions Worksheet] || **SOCIAL STUDIES PROCESS SKILLS** // The student will use social studies process standards to acquire information, analyze, problem solve, communicate, and develop a historical awareness. //
 * ** I ** ||  || Recognize how groups and organizations encourage unity and work with diversity to maintain order and security.
 * ** I ** ||  || Identify functions of governments.
 * ** M ** ||  || Be aware that every community has some form of governance.
 * ** I ** ||  || Describe how governments establish order, provide security, and manage conflict.
 * ** I ** ||  || Know that communities have different laws depending on the needs and problems of their community.
 * ** D ** ||  || Recognize people who make laws and people who enforce them in Tennessee. ||
 * ** I ** ||  || Identify ways that public officials are selected, including election and appointment.
 * ** I ** ||  || Distinguish among local, state, and national government and identify representative leaders at these levels such as mayor, governor, and president.
 * ** D ** ||  || Identify characteristics of good citizenship such as establishing beliefs in justice, truth, equality, and responsibility for the common good.
 * ** D ** ||  || Identify qualities of good citizenship.
 * ** D ** ||  || Identify ordinary people who exemplify good citizenship. ||
 * ** D ** ||  || Identify some governmental services in the community such as the libraries, schools, and parks, and explain their value to the community.
 * ** I ** ||  || Explain how citizens fund various community services.
 * ** M ** ||  || Explain the meaning of selected patriotic symbols and landmarks of Tennessee.
 * ** D ** ||  || Explain the significance of various community, state, and national celebrations such as Memorial Day and Independence Day.
 * ** D ** ||  || Explain how local people and events have influenced local community history.
 * ** I ** ||  || Describe the order of events by using designation of time periods such as ancient times and modern times.
 * ** I ** ||  || Use vocabulary related to chronology, including past, present and future. ||
 * ** D ** ||  || Describe and measure calendar time by days, weeks, months, and years.
 * ** D ** ||  || Comprehend those physical and human characteristics of communities change over time. ||
 * ** D ** ||  || Identify and explain the significance of various community landmarks. ||
 * ** I ** ||  || Create and interpret timelines.
 * ** I ** ||  || Compare various interpretations of the same time period using evidence such as photographs and interviews. ||
 * **I** ||  || Describe how groups work independently and cooperatively to accomplish goals within a community.
 * **I** ||  || Recognize individuals can belong to groups but still have their own identity. ||
 * **D** ||  || Know how to share and give opinions in a group. ||
 * **I** ||  || Identify and describe ways family, groups, and community influence an individual’s daily life and personal choices.
 * **D** ||  || Recognize individuals have a role in each group in which they participate. ||
 * **D** ||  || Recognize that each individual must make decisions about the work groups and play groups in which they participate. ||
 * **D** ||  || Use picture clues and picture captions to aid comprehension to acquire information. ||
 * **I** ||  || Use maps, graphs, globes, media, and technology sources to acquire information. ||
 * **D** ||  || Discover resources available from museums, historical sites, presidential libraries, and local and state preservation societies to acquire information. ||
 * **I** ||  || Classify information by source, chronology, and importance to analyze data and problem solve. ||
 * **D** ||  || Demonstrate an understanding of the data through written, visual, or oral methods to problem solve. ||
 * **D** ||  || Prepare and analyze maps, charts, and graphs for historical awareness. ||
 * **D** ||  || Utilize community resources such as field trips, guest speakers, and museums for historical awareness. ||
 * **D** ||  || Incorporate the use of technological resources for historical awareness. ||

**Economics**
//__Learning Expectations:__// //• 2.01 Describe potential costs and benefits of personal economic choices in a// //market economy.// //• 2.02 Give examples of the interaction of businesses and governments in a market// //economy.// //• 2.03 Understand fundamental economic concepts.//

//__Accomplishments__// //2.2.01 Describe the potential costs and benefits of personal economic choices in a market// //economy.// //a. Explain how work provides income to purchase goods and services.// //b. Describe how society depends upon workers with specialized jobs and the ways in// //which they contribute to the production and exchange of goods and services.//

Video about Money and the American economy: @http://pbskids.org/go/video/?campaign=go_eyecatcher
 * Click on Bianca Sells out

Assessment: Make a list. __What was the cost of having a garage sale?__ Hint: Think of everything she had to do to prepare--even those things not mentioned in the video

__What was the benefit of having a garage sale__? (Hint: you may need to watch the beginning of the video again).

**Geography**
This is a quiz on geography, that I have placed in grades 2-5 since depending on the student it could be a real challenge or not. It is worth a try. Geography Quiz: @http://kids.nationalgeographic.com/kids/games/geographygames/quizyournoodle-geography-facts/