North East Social Studies Excellence
Second Grade Curriculum Guide
By the end of Second Grade the Student will:
1. Begin to develop concepts of time and chronology by measuring calendar time by days, week, months and years.
2. Identify the functions of government as well as services provided by the local government.
3. Continue to acquire knowledge of important customs, symbols, and celebrations that represent American beliefs and principals.
4. Understand the relationship between the physical environment and human activities and the concepts of consumers and producers.
5. Identify the significant works of art in the local community and explain how technological innovations have changed transportation and communication.
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Unit of Study |
Timeline |
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Continuous Threads – Social Studies Skills |
Integrated throughout the school year |
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Foundations of Our Nation
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18 weeks |
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Our World and How it Changes
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18 weeks |
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Continuous Threads - Social Studies Skills |
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Time Frame: Year Long Integration |
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TEKS 2.17B Obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources and artifacts. 2.17C Use various parts of sources, including the table of contents, glossary, and index, as well as computer keyboard searches, to locate information. 2.17D Sequence and categorize information. 2.17E Interpret oral, visual and print material by identifying the main idea, predicting, and comparing and contrasting 2.18 The student communicates in written, oral, and visual forms. 2.18A Express ideas orally based on knowledge and experiences 2.18B Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas 2.19 The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution and evaluate the effectiveness of the solution. 2.19B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences and take action to implement a decision. 2.1 The student understands the historical significance of landmarks and celebrations in the community, state and nation. 2.1A explain the significance of various community, state, and national celebrations such as Memorial Day, Independence Day, and Thanksgiving 2.14 The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. 2.14C explain how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom 2.15 The student understands the significance of works of art in the local community.
2.15A
identify selected stories, poems, statues, painting, artworks and other
examples of local cultural heritage expressions of culture in the local
community and other communities |
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Language/Vocabulary celebrate celebrations choose compare computer contrast cultural heritage customs decide heritage graph holiday interview main idea monument
order |
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UNIT: Foundations of Our Nation |
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Time Frame: 18 Weeks |
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TEKS 2.13 The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. 2.13A identify characteristics of good citizenships such as a belief in justice, truth, equality and responsibility for the common good. 2.13C identify ordinary people who exemplify good citizenship. 2.14 The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. 2.14A identify selected patriotic songs such as American the Beautiful 2.14B identify selected symbols such as state and national birds and flowers and patriot symbols such as the U. S. and Texas flags and Uncle Sam [such as the White House, U.S. Flag] 2.4 The student understands how historical figures and ordinary people helped to shape our community, state, and nation. 2.4A identify contributions of historic figures such as Henrietta King and Thurgood Marshall who have influenced the community, state and nation. 2.4B identify historic figures such as Robert Fulton who have exhibited a love of individualism and inventiveness. 2.11 The student understands the purpose of governments. 2.11A identify functions of governments. 2.11B identify some governmental services in the community such as libraries, schools, and parks and explain their value to the community. 2.11C describe how governments establish order provide , and manage conflict. 2.12 The student understands the role of public officials. 2.12A compare the roles of public officials including mayor, governor, and president. 2.12B identify ways that public officials are selected, including election and appointment to office. 2.1 The student understands the historical significance of landmarks and celebrations in the community, state, and nation. 2.1B identify and explain the significance of various community, state, and national landmarks such as the county courthouse and state and national capitol buildings. 2.2 The student understands the concepts of time and chronology. 2.2A describe the order of events by using designations of time periods such as ancient times and modern times. 2.2B use vocabulary related to chronology, including past, present, and future. 2.2C create and interpret timelines. 2.2D describe and measure calendar time by days, weeks, months, and years. 2.3 The student understands how various sources provide information about the past. 2.3A name several sources of information about a given period or event. 2.3B compare various interpretations of the same time period using evidence such as photographs and interviews. 2.4 The student understands how historical figures and ordinary people helped to shape our community, state, and nation. 2.4B identify historic figures such as Amelia Earhart and Robert Fulton who have exhibited a love of individualism and inventiveness. 2.4C explain how local people and events have influenced local community history. 2.13 The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people.
2.13B
identify historic figures such as Florence Nightingale,
Paul Revere, and Sojourner Truth who exemplified good citizenship. |
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Language/Vocabulary ancient appointment capital capitol citizens citizenship Citizenship Day (9/17) colonists colony Columbus Day community congress country courthouse elections equality explorer Freedom Week future government governor group history independence individualism inventor justice Labor Day landmark law library mayor modern Native America past Pilgrims pioneers president
public officials |
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UNIT: Our World and How it Changes |
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Time Frame: 18 Weeks |
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TEKS 2.5 The student uses simple geographic tools such as maps, globes, and photographs. 2.5A use symbols, find locations and determine directions on maps and globes 2.5B draw maps to show places and routes [using a compass rose and symbols] 2.6 The student understands the locations and characteristics of places and regions. 2.6A identify major landforms and bodies of water, including continents and oceans, on maps and globes 2.6B locate the community, Texas, the United States, and selected countries on maps and globes [selected countries such as Canada and Mexico] 2.6C compare information from different sources about places and regions [such as thematic maps, atlases, and the Internet] 2.14 The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contrite to our national identity. 2.14B identify selected symbols such as state and national birds and flowers and patriot symbols such as the U. S. and Texas flags and Uncle Sam [and the Alamo] 2.8 The student understands how humans use and modify the physical environment. 2.8A identify ways in which people depend on the physical environment, including natural resources, to meet basic needs 2.8B identify and explain ways in which people have modified the physical environment such as building roads, clearing lands for urban development and mining coal 2.8C identify consequences of human modification of the physical environment such as the use of irrigation to improve crop yields 2.8D identify ways people can conserve and replenish natural resources 2.7 The Student understand how physical characteristics of places and regions affect people’s activities and settlement patterns. 2.7A describe how weather patterns, natural resources, seasonal patterns, and natural hazards affect activities and settlement patterns 2.7B explain how people depend on the physical environment and its natural resources to satisfy their basic needs 2.9 The student understands the importance of work. 2.9A explain how work provides income to purchase goods and services 2.9B explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money, and where to live and work 2.10 The student understands the roles of producers and consumers in the production of goods and services. 2.10A distinguish between producing and consuming 2.10B identify ways in which people are both producers and consumers 2.10C trace the development of a product from a natural resource to a finished product 2.16
The student understands how science and technology have affected life, past
and present |
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Language/Vocabulary community compare compass rose conserve consume continent crops earning East environment factory free enterprise system globe goods hill irrigation island lake landform mining mountain natural hazard natural resource neighborhood neighbors New Year's Day North ocean peninsula plain President's Day recycle region river road route rural San Antonio season settlement South suburb symbol urban valley
West weather |