ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE:
GRADE LEVEL:
CREATION DATE:
Board Approved:
Social Studies
Grade 2
March, 2003
September, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers: What are the geographical characteristics of the
regions in which the Native Americans settled? How did the Native Americans’ habitat affect their way of life? What resources were/are
available to the Native Americans in various regions?
PA Standards: 8.1.3 A, B, D; 8.2.3 A, C, D; 8.3.3 A
Benchmark/Skills
Assessment
Aligned Materials/Resources/Technology
Students will be able to:
1. Examine the contributions of
important Native Americans from
Pennsylvania and the U.S.
Social Studies Grade 2
Possible Options: Choose from
among this list.
 Oral/written biographies of
important Native Americans
 Venn diagram
comparing/contrasting two
or more tribes
 Dioramas of regional
habitats
 Chart of regional foods,
shelter, and clothing
 Journal entries of a day in
the life of a Native American
child
 Dramas depicting
ceremonies or celebrations
 Models of tepee, longhouse,
pueblo, and/or plankhouse
 Make various crafts (coil
clay pots, shields, totem
poles, pouches, paper bag
buffalo skins)
 Native American feast with
regional foods, music,
dancing and decorations
 Pow-wow day (rotate to
other 2nd grade classes to
make a craft, cook or play
games
 Unit test
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Social Studies Alive! My Community; 2003
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Approx. Time Allotment:
Instructional Strategies
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Page 1
-1-
Teacher read- alouds
Class discussions
Reading
Legends and folklore
Student presentations
Internet
research/computer
assisted learning
Cooperative learning
activities
Videos
Making traditional crafts
Making traditional foods
Field trips
Written reports
Graphic organizers
KWL charts
Examining and creating
maps and bulletin boards
Research
March, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers
Approx. Time Allotment:
PA Standards: 8.1.3. A, B, D; 8.2.3 A, C, D; 8.3.3 A
Benchmark/Skills
Students will be able to:
2.
Compare similarities and differences between
tribes
Social Studies Grade 2
Aligned Materials/
Resources/Technology
Assessment
Options for Assessment:
 Oral/written biographies of
important Native Americans
 Venn diagram
comparing/contrasting two
or more tribes
 Dioramas of regional
habitats
 Chart of regional foods,
shelter, and clothing
 Journal entries of a day in
the life of a Native American
child
 Dramas depicting
ceremonies or celebrations
 Models of tepee, longhouse,
pueblo, and/or plankhouse
 Make various crafts (coil
clay pots, shields, totem
poles, pouches, paper bag
buffalo skins)
 Native American feast with
regional foods, music,
dancing and decorations
 Pow-wow day (rotate to
other 2nd grade classes to
make a craft, cook or play
games
 Unit test
Page 2
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Social Studies Alive! My
Community; 2003
Biographies
Videos
Websites
Trade books
Plays
Non-fiction books
Scholastic news
Folktales/legends
Instructional Strategies
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-2-
Teacher read- alouds
Class discussions
Reading
Legends and folklore
Student presentations
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Making traditional crafts
Making traditional foods
Field trips
Written reports
Graphic organizers
KWL charts
Examining and creating maps
and bulletin boards
Research
March, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers: How did the Native Americans’
habitat affect their way of life?
PA Standards: 7.3.3 A, C; 7.4.3 B
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will be able to:
 Oral/written biographies of
 Social Studies Alive! My
3. Develop an understanding of how
important Native Americans
Community; 2003
natural habitat effects daily life
 Venn diagram
 Biographies
comparing/contrasting two or
 Videos
more tribes
 Websites
 Dioramas of regional habitats
 Trade books
 Chart of regional foods, shelter,
 Plays
and clothing
 Folktales/legends
 Journal entries of a day in the life
of a Native American child
 Dramas depicting ceremonies or
celebrations
 Models of tepee, longhouse,
pueblo, and/or plankhouse
 Make various crafts (coil clay
pots, shields, totem poles,
pouches, paper bag buffalo skins)
 Native American feast with
regional foods, music, dancing
and decorations
 Pow-wow day (rotate to other 2nd
grade classes to make a craft, cook
or play games
 Unit test
Social Studies Grade 2
Page 3
Approx. Time Allotment:
Instructional Strategies
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-3-
Teacher read- alouds
Class discussions
Reading
Legends and folklore
Student presentations
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Making traditional crafts
Making traditional foods
Field trips
Written reports
Graphic organizers
KWL charts
Examining and creating maps and
bulletin boards
Research
March, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers: How did the Native Americans’ habitat affect their way of life?
PA Standards: 7.3.3 A, C; 7.4.3 B
Benchmark/Skills
Students will be able to:
4.
Develop an appreciation of how Native
Americans lived in harmony with
nature
Social Studies Grade 2
Assessment
Aligned Materials/Resources/Technology
Options for Assessment:
 Oral/written biographies of
important Native Americans
 Venn diagram
comparing/contrasting two or
more tribes
 Dioramas of regional habitats
 Chart of regional foods, shelter,
and clothing
 Journal entries of a day in the
life of a Native American child
 Dramas depicting ceremonies or
celebrations
 Models of tepee, longhouse,
pueblo, and/or plankhouse
 Make various crafts (coil clay
pots, shields, totem poles,
pouches, paper bag buffalo
skins)
 Native American feast with
regional foods, music, dancing
and decorations
 Pow-wow day (rotate to other
2nd grade classes to make a
craft, cook or play games
 Unit test
Page 4
Approx. Time Allotment:
Instructional Strategies
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-4-
Teacher read- alouds
Class discussions
Reading
Legends and folklore
Student presentations
Internet research/computer assisted
learning
Cooperative learning activities
Videos
Making traditional crafts
Making traditional foods
Field trips
Written reports
Graphic organizers
KWL charts
Examining and creating maps and
bulletin boards
Research
March, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers: What are the geographical characteristics of the
regions in which the Native Americans settled? What resources were/are available to the Native Americans in various regions?
PA Standards: 7.1.3 A, B; 7.2.3 A, B; 7.3.3 A
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will be able to:
5. Identify the geographic characteristics
of different areas of the country
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
Social Studies Grade 2
Oral/written biographies of
important Native Americans
Venn diagram
comparing/contrasting two or
more tribes
Dioramas of regional habitats
Chart of regional foods,
shelter, and clothing
Journal entries of a day in the
life of a Native American child
Dramas depicting ceremonies
or celebrations
Models of tepee, longhouse,
pueblo, and/or plankhouse
Make various crafts (coil clay
pots, shields, totem poles,
pouches, paper bag buffalo
skins)
Native American feast with
regional foods, music, dancing
and decorations
Pow-wow day (rotate to other
2nd grade classes to make a
craft, cook or play games
Unit test
Page 5
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



Social Studies Alive! My
Community; 2003
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Approx. Time Allotment:
Instructional Strategies
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-5-
Teacher read- alouds
Class discussions
Reading
Legends and folklore
Student presentations
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Making traditional crafts
Making traditional foods
Field trips
Written reports
Graphic organizers
KWL charts
Examining and creating maps and
bulletin boards
Research
March, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers
Approx. Time Allotment:
PA Standards: 7.1.3 A, B; 7.2.3 A; 7.3.3 A
Benchmark/Skills
Students will be able to:
6.
Assessment

Trace the migration of the first Native Americans
from Asia, according to the Bering Strait Theory.
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Social Studies Grade 2
Oral/written biographies
of important Native
Americans
Venn diagram
comparing/contrasting
two or more tribes
Dioramas of regional
habitats
Chart of regional foods,
shelter, and clothing
Journal entries of a day in
the life of a Native
American child
Dramas depicting
ceremonies or
celebrations
Models of tepee,
longhouse, pueblo, and/or
plankhouse
Make various crafts (coil
clay pots, shields, totem
poles, pouches, paper bag
buffalo skins)
Native American feast
with regional foods,
music, dancing and
decorations
Pow-wow day (rotate to
other 2nd grade classes to
make a craft, cook or play
games
Unit test
Page 6
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Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies
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-6-
Teacher read- alouds
Class discussions
Reading
Legends and folklore
Student presentations
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Making traditional crafts
Making traditional foods
Field trips
Written reports
Graphic organizers
KWL charts
Examining and creating maps and
bulletin boards
Research
March, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers
Approx. Time Allotment:
PA Standards: 5.2.3 A, C, E, F; 5.3.3 G; 5.4.3 D
Benchmark/Skills
Students will be able to:
7.
Discuss the forced migration of the
Native Americans in the United States
Assessment
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
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
Social Studies Grade 2
Oral/written biographies of
important Native Americans
Venn diagram
comparing/contrasting two or
more tribes
Dioramas of regional habitats
Chart of regional foods, shelter,
and clothing
Journal entries of a day in the
life of a Native American child
Dramas depicting ceremonies
or celebrations
Models of tepee, longhouse,
pueblo, and/or plankhouse
Make various crafts (coil clay
pots, shields, totem poles,
pouches, paper bag buffalo
skins)
Native American feast with
regional foods, music, dancing
and decorations
Pow-wow day (rotate to other
2nd grade classes to make a
craft, cook or play games
Unit test
Page 7
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
Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies
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-7-
Teacher read- alouds
Class discussions
Reading
Legends and folklore
Student presentations
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Making traditional crafts
Making traditional foods
Field trips
Written reports
Graphic organizers
KWL charts
Examining and creating maps and
bulletin boards
Research
March, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers
Approx. Time Allotment:
PA Standards: 8.2.3 A; 5.4.3 A
Benchmark/Skills
Students will be able to:
8.
Assessment

Recognize that ceremonies and celebrations vary from
culture to culture.
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
Social Studies Grade 2
Oral/written biographies
of important Native
Americans
Venn diagram
comparing/contrasting two
or more tribes
Dioramas of regional
habitats
Chart of regional foods,
shelter, and clothing
Journal entries of a day in
the life of a Native
American child
Dramas depicting
ceremonies or celebrations
Models of tepee,
longhouse, pueblo, and/or
plankhouse
Make various crafts (coil
clay pots, shields, totem
poles, pouches, paper bag
buffalo skins)
Native American feast
with regional foods,
music, dancing and
decorations
Pow-wow day (rotate to
other 2nd grade classes to
make a craft, cook or play
games
Unit test
Page 8
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
Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies
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-8-
Teacher read- alouds
Class discussions
Reading
Legends and folklore
Student presentations
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Making traditional crafts
Making traditional foods
Field trips
Written reports
Graphic organizers
KWL charts
Examining and creating maps and
bulletin boards
Research
March, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers
Approx. Time Allotment:
PA Standards: 8.2.3 A, B; 8.3.3 A, B
Benchmark/Skills
Students will be able to:
9.
Produce traditional Native American
crafts
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
Social Studies Grade 2
Aligned Materials/
Resources/Technology
Assessment
Oral/written biographies of
important Native Americans
Venn diagram
comparing/contrasting two or
more tribes
Dioramas of regional habitats
Chart of regional foods, shelter,
and clothing
Journal entries of a day in the
life of a Native American child
Dramas depicting ceremonies
or celebrations
Models of tepee, longhouse,
pueblo, and/or plankhouse
Make various crafts (coil clay
pots, shields, totem poles,
pouches, paper bag buffalo
skins)
Native American feast with
regional foods, music, dancing
and decorations
Pow-wow day (rotate to other
2nd grade classes to make a
craft, cook or play games
Unit test
Page 9
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
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
Social Studies Alive! My
Community; 2003
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies

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
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-9-
Teacher read- alouds
Class discussions
Reading
Legends and folklore
Student presentations
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Making traditional crafts
Making traditional foods
Field trips
Written reports
Graphic organizers
KWL charts
Examining and creating maps and
bulletin boards
Research
March, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers
Approx. Time Allotment:
PA Standards: 8.2.3 A, B; 8.3.3 A, B
Benchmark/Skills
Students will be able to:
Assessment

10. Identify different Native American foods
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
Social Studies Grade 2
Oral/written biographies of
important Native Americans
Venn diagram
comparing/contrasting two or more
tribes
Dioramas of regional habitats
Chart of regional foods, shelter,
and clothing
Journal entries of a day in the life
of a Native American child
Dramas depicting ceremonies or
celebrations
Models of tepee, longhouse,
pueblo, and/or plankhouse
Make various crafts (coil clay pots,
shields, totem poles, pouches,
paper bag buffalo skins)
Native American feast with
regional foods, music, dancing and
decorations
Pow-wow day (rotate to other 2nd
grade classes to make a craft, cook
or play games
Unit test
Page 10
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
Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies
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
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- 10 -
Teacher read- alouds
Class discussions
Reading
Legends and folklore
Student presentations
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Making traditional crafts
Making traditional foods
Field trips
Written reports
Graphic organizers
KWL charts
Examining and creating maps and
bulletin boards
Research
March, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers: How did the Native Americans’
habitat affect their way of life? What resources were/are available to the Native Americans in various regions?
PA Standards: 8.2.3 A, B; 8.3.3 A, B
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will be able to:
 Oral/written biographies of
 Social Studies Alive! My
11. Identify clothing styles and materials
important Native Americans
Community; 2003
by geographic region
 Venn diagram
 Biographies
comparing/contrasting two or
 Videos
more tribes
 Websites
 Dioramas of regional habitats
 Trade books
 Chart of regional foods, shelter,  Plays
and clothing
 Folktales/legends
 Journal entries of a day in the
life of a Native American child
 Dramas depicting ceremonies
or celebrations
 Models of tepee, longhouse,
pueblo, and/or plankhouse
 Make various crafts (coil clay
pots, shields, totem poles,
pouches, paper bag buffalo
skins)
 Native American feast with
regional foods, music, dancing
and decorations
 Pow-wow day (rotate to other
2nd grade classes to make a
craft, cook or play games
 Unit test
Social Studies Grade 2
Page 11
Approx. Time Allotment:
Instructional Strategies
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- 11 -
Teacher read- alouds
Class discussions
Reading
Legends and folklore
Student presentations
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Making traditional crafts
Making traditional foods
Field trips
Written reports
Graphic organizers
KWL charts
Examining and creating maps and
bulletin boards
Research
March, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers
Approx. Time Allotment:
PA Standards: 5.1.3 C, J; 5.2.3 A, C, E; 5.3.3 G
Benchmark/Skills
Students will be able to:
12. Recognize changes in the way of life of
Native Americans of the past to the present
Assessment
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
Social Studies Grade 2
Oral/written biographies of
important Native Americans
Venn diagram
comparing/contrasting two or
more tribes
Dioramas of regional habitats
Chart of regional foods, shelter,
and clothing
Journal entries of a day in the life
of a Native American child
Dramas depicting ceremonies or
celebrations
Models of tepee, longhouse,
pueblo, and/or plankhouse
Make various crafts (coil clay
pots, shields, totem poles,
pouches, paper bag buffalo skins)
Native American feast with
regional foods, music, dancing
and decorations
Pow-wow day (rotate to other 2nd
grade classes to make a craft,
cook or play games
Unit test
Page 12
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
Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies
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- 12 -
Teacher read- alouds
Class discussions
Reading
Legends and folklore
Student presentations
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Making traditional crafts
Making traditional foods
Field trips
Written reports
Graphic organizers
KWL charts
Examining and creating maps and
bulletin boards
Research
March, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers
Approx. Time Allotment:
PA Standards: 6.1.3 A; 6.2.3 A, C, F; 6.4.3 B, F; 6.5.3 C
Benchmark/Skills
Students will be able to:
13. Appreciate the contributions of
Native Americans who produce
jewelry, pottery, dolls, etc.
Assessment
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
Social Studies Grade 2
Oral/written biographies of
important Native Americans
Venn diagram
comparing/contrasting two or
more tribes
Dioramas of regional habitats
Chart of regional foods, shelter,
and clothing
Journal entries of a day in the
life of a Native American child
Dramas depicting ceremonies
or celebrations
Models of tepee, longhouse,
pueblo, and/or plankhouse
Make various crafts (coil clay
pots, shields, totem poles,
pouches, paper bag buffalo
skins)
Native American feast with
regional foods, music, dancing
and decorations
Pow-wow day (rotate to other
2nd grade classes to make a
craft, cook or play games
Unit test
Page 13
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
Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies
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- 13 -
Teacher read- alouds
Class discussions
Reading
Legends and folklore
Student presentations
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Making traditional crafts
Making traditional foods
Field trips
Written reports
Graphic organizers
KWL charts
Examining and creating maps and
bulletin boards
Research
March, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers
Approx. Time Allotment:
PA Standards: 8.1.3 A, C, D; 8.3.3 C
Benchmark/Skills
Assessment
Students will be able to:

14. Read historical fiction about early settlers
(e.g. Pioneer Cat)
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Social Studies Grade 2
Oral/written biographies of
important Native Americans
Venn diagram comparing/contrasting
two or more tribes
Dioramas of regional habitats
Chart of regional foods, shelter, and
clothing
Journal entries of a day in the life of
a Native American child
Dramas depicting ceremonies or
celebrations
Models of tepee, longhouse, pueblo,
and/or plankhouse
Make various crafts (coil clay pots,
shields, totem poles, pouches, paper
bag buffalo skins)
Native American feast with regional
foods, music, dancing and
decorations
Pow-wow day (rotate to other 2nd
grade classes to make a craft, cook
or play games
Unit test
Page 14
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Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies

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- 14 -
Teacher read- alouds
Class discussions
Reading
Legends and folklore
Student presentations
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Making traditional crafts
Making traditional foods
Field trips
Written reports
Graphic organizers
KWL charts
Examining and creating maps and
bulletin boards
Research
March, 2003
Essential Question, Concept or Theme: A. Native Americans and Early Settlers: What are the geographical characteristics of the regions in which the Native
Americans settled? How did the Native Americans’ habitat affect their way of life? What resources were/are available to the Native Americans in various regions?
Approx. Time
Allotment:
PA Standards: 8.1.3 A, C, D; 8.3.3 C
Adaptations/Inclusion Techniques









Preferential seating
Alternate assessments
Audio-taped books
Special adaptations as specified in IEP
Auditory and visual cues
Repeated directions
Extended time
Peer assistance
Extra help from teacher
Social Studies Grade 2
Enrichment Strategies










Remediation Strategies
Tiered assignments
Independent study
Creative writing
Supplemental readings
Mentorships
Oral presentation
Research
Freelance Graphics or Hyperstudio
presentation
Non-fiction books
Historical fiction
Page 15
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Graphic aids
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- 15 -
Multicultural/Interdisciplinary
Connection
Language Arts- Spotlight on Literacy
stories, written reports, legends and
diary entries, rebus stories on
“Buffalo skin”, reading historical
fiction (e.g. Pioneer Cat)
Science- ecology
Art- assorted crafts, rebuses
Music- related music and dance
March, 2003
Essential Question, Concept or Theme: B. Economics and Banking
Approx. Time Allotment:
PA Standards: 6.2.3 A, C; 6.4.3 B, C, F; 6.5.3 A, C
Benchmark/Skills
Students will be able to:
1.
Define the meaning of goods and services.
Assessment



Classroom store, bank
Make and use coupons depicting
amounts of money
Pictographs and bar graphs


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
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
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
Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Coins and paper money
Banker from Community
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies
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


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Social Studies Grade 2
Page 16
- 16 -
Set up and use classroom store
and bank
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
using money and coupons
Videos
Field trips
Written reports
Graphic organizers
March, 2003
Essential Question, Concept or Theme: B. Economics and Banking: How can we get money?
Approx. Time Allotment:
PA Standards: 6.1.3 C; 6.2.3 A, F; 6.5.3 A, B, C
Benchmark/Skills
Students will be able to:
2. Identify ways to earn money.
Aligned Materials/
Resources/Technology
Assessment



Classroom store, bank
Make and use coupons
depicting amounts of money
Pictographs and bar graphs









Social Studies Alive! My
Community; 2003
Coins and paper money
Banker from Community
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies

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
Social Studies Grade 2
Page 17
- 17 -
Set up and use classroom store
and bank
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
using money and coupons
Videos
Field trips
Written reports
Graphic organizers
March, 2003
Essential Question, Concept or Theme: B. Economics and Banking: What do we do with money after we get it?
Approx. Time Allotment:
PA Standards: 6.1.3 A; 6.2.3 A; 6.5.3 G
Benchmark/Skills
Students will be able to:
3.
Discuss options of spending or saving money.
Aligned Materials/
Resources/Technology
Assessment





Classroom store, bank
Make and use coupons
depicting amounts of money
Pictographs and bar graphs
Discussions
Writing









Social Studies Alive! My
Community; 2003
Coins and paper money
Banker from Community
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies

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

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Social Studies Grade 2
Page 18
- 18 -
Set up and use classroom store
and bank
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
using money and coupons
Videos
Field trips
Written reports
Graphic organizers
March, 2003
Essential Question, Concept or Theme: B. Economics and Banking
Approx. Time Allotment:
PA Standards: 6.2.3 A, C, F; 6.4.3 C
Benchmark/Skills
Students will be able to:
4.
Recognize that supply and demand
affects a market economy.
Aligned Materials/
Resources/Technology
Assessment



Classroom store, bank
Make and use coupons depicting
amounts of money
Pictographs and bar graphs









Social Studies Alive! My
Community; 2003
Coins and paper money
Banker from Community
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies




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Social Studies Grade 2
Page 19
- 19 -
Set up and use classroom store
and bank
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
using money and coupons
Videos
Field trips
Written reports
Graphic organizers
March, 2003
Essential Question, Concept or Theme: B. Economics and Banking
Approx. Time Allotment:
PA Standards: 7.1.3 A
Benchmark/Skills
Students will be able to:
5. Read and interpret pictographs and bar graphs.
Aligned Materials/
Resources/Technology
Assessment



Classroom store, bank
Make and use coupons
depicting amounts of money
Pictographs and bar graphs









Social Studies Alive! My
Community; 2003
Coins and paper money
Banker from
Community
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies




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Social Studies Grade 2
Page 20
- 20 -
Set up and use classroom store
and bank
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
using money and coupons
Videos
Field trips
Written reports
Graphic organizers
March, 2003
Essential Question, Concept or Theme: B. Economics and Banking
Approx. Time Allotment:
PA Standards: 7.1.3 A
Adaptations/Inclusion Techniques



IEP adaptations, extended time, peer
and teacher assistance
Alternate assessments
Repeated directions
Social Studies Grade 2
Enrichment Strategies






Independent library research
using books and Internet
Tiered assignments
Creative writing
Supplemental readings
Mentorships
Oral presentation
Page 21
Multicultural/Interdisciplinary
Connection
Remediation Strategies

Modified assignments



- 21 -
Math - Money unit, graphs
Language Arts - written reports
Art – create coupon pictures
March, 2003
Essential Question, Concept or Theme: C. Geography and Community: What are the physical characteristics of the
earth?
PA Standards: 7.1.3 A, B; 7.2.3 A, B
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will be able to:
 Maps (classroom and
 Social Studies Alive! My
1. Develop an understanding of how to read basic
school floor plans,
Community; 2003
maps (identify and use neighborhood map,
neighborhood map)
 Herr’s factory trip
school floor plan).
 Community model (town)  Globes
built on classroom floor
 Maps
 Atlas
 Biographies
 Videos
 Websites
 Trade books
 Plays
 Folktales/legends
Social Studies Grade 2
Page 22
Approx. Time Allotment:
Instructional Strategies
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- 22 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community: What are the physical characteristics of the
earth?
PA Standards: 7.1.3 A, B; 7.2.3 A, B
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will be able to:
 Maps (classroom and school
 Social Studies Alive! My
2. Define the meaning of landforms
floor plans, neighborhood map)
Community; 2003
(plains, hills, plateaus, mountains,
 Community model (town) built  Herr’s factory trip
islands, peninsulas) and bodies of
on classroom floor
 Globes
water (rivers, lakes, seas, oceans).
 Maps
 Atlas
 Biographies
 Videos
 Websites
 Trade books
 Plays
 Folktales/legends
Approx. Time Allotment:
Instructional Strategies



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
Social Studies Grade 2
Page 23
- 23 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community
Approx. Time Allotment:
PA Standards: 7.1.3 A, B
Benchmark/Skills
Students will be able to:
3. Identify and use grids.
Assessment


Maps (classroom and
school floor plans,
neighborhood map)
Community model (town)
built on classroom floor











Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Herr’s factory trip
Globes
Maps
Atlas
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies












Social Studies Grade 2
Page 24
- 24 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community
Approx. Time Allotment:
PA Standards: 7.1.3 A, B
Benchmark/Skills
Students will be able to:
4. Compare aerial photos and maps of
the same area.
Social Studies Grade 2
Assessment


Maps (classroom and school
floor plans, neighborhood map)
Community model (town) built
on classroom floor
Page 25

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







Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Globes
Maps
Atlas
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies







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



- 25 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community: How does the depletion of natural resources
impact the people in an area?
PA Standards: 7.2.3 A, B; 7.3.3 A, B, C; 7.4.3 A, B
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will be able to:
 Maps (classroom and
 Social Studies Alive! My
5. Discuss use of the natural resources in an area.
school floor plans,
Community; 2003
neighborhood map)
 Herr’s factory trip
 Community model (town)  Globes
built on classroom floor
 Maps
 Atlas
 Biographies
 Videos
 Websites
 Trade books
 Plays
 Folktales/legends
Approx. Time Allotment:
Instructional Strategies












Social Studies Grade 2
Page 26
- 26 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community: What is the importance of holding respect for
the property and opinions of others?
PA Standards: 7.3.3 A-E; 5.1.3 B; 5.3.3 G
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will be able to:
 Maps (classroom and school
 Social Studies Alive! My
6. Define rules and laws and discuss the
floor plans, neighborhood map)
Community; 2003
value of rules and laws.
 Community model (town) built  Globes
on classroom floor
 Maps
 Atlas
 Biographies
 Videos
 Websites
 Trade books
 Plays
 Folktales/legends
Approx. Time Allotment:
Instructional Strategies








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
Social Studies Grade 2
Page 27
- 27 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community
Approx. Time Allotment:
PA Standards: 6.1.3 C; 6.2.3 A; 6.4.3 A; 6.5.3 D
Benchmark/Skills
Students will be able to:
7. Identify a factory as a place where goods are made.
Assessment


Maps (classroom and
school floor plans,
neighborhood map)
Community model (town)
built on classroom floor










Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Globes
Maps
Atlas
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies










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
Social Studies Grade 2
Page 28
- 28 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community: What is the importance of holding respect for
the property and opinions of others?
PA Standards: 5.1.3 J; 5.2.3 A, B, C, D, E, F; 5.3.3 C, H, K
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will be able to:
 Maps (classroom and school
 Social Studies Alive! My
8. Recognize that a group which works
floor plans, neighborhood map)
Community; 2003
together can achieve a desired goal.
 Community model (town) built  Globes
on classroom floor
 Maps
 Atlas
 Biographies
 Videos
 Websites
 Trade books
 Plays
 Folktales/legends
Approx. Time Allotment:
Instructional Strategies






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

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
Social Studies Grade 2
Page 29
- 29 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community
Approx. Time Allotment:
PA Standards: 5.1.3 B, I; 5.2.3 D; 5.3.3 C
Benchmark/Skills
Students will be able to:
9. Identify the type of community in which they live.
Assessment


Maps (classroom and
school floor plans,
neighborhood map)
Community model (town)
built on classroom floor










Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Globes
Maps
Atlas
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies












Social Studies Grade 2
Page 30
- 30 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community: What are the physical characteristics of the earth? What
is the importance of holding respect for the property and opinions of others? How does the depletion of natural resources impact the
Approx. Time Allotment:
people in an area?
PA Standards: 5.2.3 D; 5.3.3 C, D, E
Benchmark/Skills
Assessment
Aligned Materials/Resources/Technology
Instructional Strategies
Students will be able to:
10. Differentiate between three major types

of communities.

Maps (classroom and
school floor plans,
neighborhood map)
Community model (town)
built on classroom floor










Social Studies Alive! My Community;
2003
Globes
Maps
Atlas
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends












Social Studies Grade 2
Page 31
- 31 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community: What are the physical characteristics of the
earth?
PA Standards: 7.1.3 A, B; 7.2.3 A, B
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will be able to:
 Maps (classroom and
 Social Studies Alive! My
11. Compare and contrast geographic features.
school floor plans,
Community; 2003
neighborhood map)
 Globes
 Community model (town)  Maps
built on classroom floor
 Atlas
 Biographies
 Videos
 Websites
 Trade books
 Plays
 Folktales/legends
Approx. Time Allotment:
Instructional Strategies












Social Studies Grade 2
Page 32
- 32 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community: What is the importance of holding respect for
the property and opinions of others?
PA Standards: 5.2.3 B, C, D; 5.3.3 G; 5.4.3 A
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will be able to:
 Maps (classroom and school
 Social Studies Alive! My
12. Describe the way people are alike and
floor plans, neighborhood map)
Community; 2003
different.
 Community model (town) built  Globes
on classroom floor
 Maps
 Atlas
 Biographies
 Videos
 Websites
 Trade books
 Plays
 Folktales/legends
Approx. Time Allotment:
Instructional Strategies



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Social Studies Grade 2
Page 33
- 33 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community
Approx. Time Allotment:
PA Standards: 7.4.3 A, B
Benchmark/Skills
Students will be able to:
13. Examine the effects of geography on
communities.
Assessment


Maps (classroom and
school floor plans,
neighborhood map)
Community model (town)
built on classroom floor
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Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Globes
Maps
Atlas
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies
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Social Studies Grade 2
Page 34
- 34 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community
Approx. Time Allotment:
PA Standards: 6.2.3 A; 6.4.3 F, G
Benchmark/Skills
Students will be able to:
14. Investigate the various industries in a
particular area.
Assessment


Maps (classroom and school
floor plans, neighborhood map)
Community model (town) built
on classroom floor
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
Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Globes
Maps
Atlas
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies
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

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
Social Studies Grade 2
Page 35
- 35 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community
Approx. Time Allotment:
PA Standards: 6.1.3 A; 6.3.3 B, E, F
Benchmark/Skills
Students will be able to:
15. Describe the reasons for migration.
Assessment


Maps (classroom and
school floor plans,
neighborhood map)
Community model (town)
built on classroom floor










Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Globes
Maps
Atlas
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies

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

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
Social Studies Grade 2
Page 36
- 36 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community
Approx. Time Allotment:
PA Standards: 8.2.3 A
Benchmark/Skills
Students will be able to:
16. Recognize cultural differences in communities.
Assessment


Maps (classroom and
school floor plans,
neighborhood map)
Community model (town)
built on classroom floor
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







Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Globes
Maps
Atlas
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies
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

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Social Studies Grade 2
Page 37
- 37 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community: What are the physical characteristics of the earth? What
is the importance of holding respect for the property and opinions of others? How does the depletion of natural resources impact the
people in an area?
PA Standards: 6.1.3 B; 6.2.3 A, I; 6.4.3 C, F
Benchmark/Skills
Assessment
Aligned Materials/Resources/Technology
Students will be able to:
17. Identify goods and services
provided in each community.


Maps (classroom and
school floor plans,
neighborhood map)
Community model (town)
built on classroom floor

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Approx. Time Allotment:
Instructional Strategies

Social Studies Alive! My Community; 2003
Globes
Maps
Atlas
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends







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Social Studies Grade 2
Page 38
- 38 -
Students make and present
floor plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a
model town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community
Approx. Time Allotment:
PA Standards: 6.3.3 A, C; 6.4.3 D, F, G
Benchmark/Skills
Students will be able to:
18. Discuss supply and demand and their relationship to
Assessment

location.

Maps (classroom and
school floor plans,
neighborhood map)
Community model (town)
built on classroom floor










Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Globes
Maps
Atlas
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies





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Social Studies Grade 2
Page 39
- 39 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community
Approx. Time Allotment:
PA Standards: 6.3.3 A, B, C, D
Benchmark/Skills
Students will be able to:
19. Differentiate between the roles of
consumers and producers.
Assessment


Maps (classroom and school
floor plans, neighborhood map)
Community model (town) built
on classroom floor










Aligned Materials/
Resources/Technology
Social Studies Alive! My
Community; 2003
Globes
Maps
Atlas
Biographies
Videos
Websites
Trade books
Plays
Folktales/legends
Instructional Strategies












Social Studies Grade 2
Page 40
- 40 -
Students make and present floor
plans and maps
Teacher read alouds
Class discussions
Reading
Research
Internet research/computer
assisted learning
Cooperative learning activities
Videos
Field trips
Written reports
Graphic organizers
Students plan and build a model
town
March, 2003
Essential Question, Concept or Theme: C. Geography and Community
PA Standards:
6.3.3 A, B, C, D
Adaptations/Inclusion Techniques
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
Approx. Time Allotment:
IEP adaptations, extended time, peer and teacher
assistance
Alternate assessments
Repeated directions
Social Studies Grade 2
Enrichment Strategies
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Independent library
research using books and
Internet
Tiered assignments
Creative writing
Supplemental readings
Mentorships
Oral presentation
Page 41
Remediation Strategies

Peer tutor with review
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- 41 -
Multicultural/Interdisciplinary
Connection
Math - Distances and scale with
map reading
Language Arts - Stories based on
study of climate, life styles,
relationships; spotlight on Flood
Unit "Come A Tide"
Art - create land forms, build a
model town
Music - music from areas located
on the globe
March, 2003
Social Studies Grade 2
Page 42
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March, 2003