Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
Grade: 2nd grade
Total Unit Length (Number of class periods):
10 class periods
Course: Social Studies
Unit Topic:
About My Community, Unit 1: Living in a Community
Length of attached lesson:
2 class periods
Lesson Topic:
*NOTE: The Austin Past & Present CD-ROM utilized in
Maps and how they are used
these activities can be set up on the classroom computers to
allow Ss exploration and learning time throughout the 2-week
unit as well as throughout the year. i.e. during "center time" and
not just during Social Studies.
Required Technology:
Teacher computer connected to TV or projector (for teacher access of AP&P CD-Rom while students observe)
Or
Mobile computer lab (so every student has access to the AP&P CD-Rom and can follow along with teacher instruction)
Concept:
Overarching question:
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Citizenship
Change
Cause and Effect
Location and Place
Time
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Unit Understandings:
 People in communities need to get along with one
another.
 People belong to many groups.
 People share places in the neighborhood.
 You are a citizen of your city, state and country.
 People and places change over time.
Austin Independent School District
How do humans organize into population groups called
communities?
How do societies change/evolve over time?
How are globes and maps used to define location and space?
How has the concept of measuring time changed over time?
Unit Questions(s):
 Why do people structure communities?
 Why do societies change?
 What characteristics make up major landforms and bodies of
water?
 Why is it important to know directions and locations of places on
a map?
 Why are timelines important to the study of history?
 How do societies measure time?
Social Studies Curriculum Department
June, 2006
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
TEKS/TAKS Questions: (highlighted = TEKS for this lesson)
2.2 History. The student understands the concepts of time and chronology.
The student is expected to:
(A) describe the order of events by using designations of time periods such as ancient times, and modern times;
(B) use vocabulary related to chronology including past, present and future;
(C) create and interpret timelines
2.3 History. The student understands how various sources provide information about the past.
The student is expected to:
(A) name several sources of information about a given period or event;
(B) compare various interpretations of the same time period using evidence such as photographs and interviews.
2.5 Geography. The student uses simple geographic tools such as maps, globes, and photographs.
The student is expected to:
(A) use symbols, find locations, and determine directions on maps and globes;
(B) draw maps to show places or routes
2.6 Geography. The student understands the locations and characteristics of places and regions.
The student is expected to:
(B) locate the community, Texas, the United States, and selected countries on maps and globes;
(C) compare information from different sources about places and regions
2.8 Geography. The student understands how humans use and modify the physical environment.
The student is expected to:
(B) identify ways in which people have modified the physical environment such as building roads, clearing land for urban development,
and mining coal.
2.13 Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people.
The student is expected to:
(A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good.
Austin Independent School District
Social Studies Curriculum Department
June, 2006
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
2.16 Science, technology, and society. The student understands how science and technology have affected life, past and present.
The student is expected to:
(A) describe how science and technology have changed communication, transportation, and recreation.
2.17 Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources
including electronic technology.
The student is expected to:
(A) obtain information about topic using a variety of oral sources such as conversations, interviews, and music;
(B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software,
literature, reference sources, and artifacts;
(C) use various parts of a source, including the table of contents, glossary, and index as well as key word computer searches, to locate
information;
(D) sequence and categorize information;
(E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting.
2.18 Social Studies Skills. The student communicates in written, oral and visual forms.
The student is expected to:
(A) express ideas orally based on knowledge and experiences;
(B) create written and visual materials such as stories, poems, maps, and graphic organizers to express ideas.
Austin Independent School District
Social Studies Curriculum Department
June, 2006
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
When taught: 1st nine weeks in Social Studies IPG; using the About My Community textbook, Unit 1: Living In a Community, Lesson 3, pages
18-19
Concepts: Location and Place
Overarching questions: Why do people structure communities? What characteristics make up major landforms and bodies of water? Why is it
important to know directions and locations of places on a map?
Materials:
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Social Studies textbook
Austin Past and Present CD-Rom, geo-tour (click on area of Austin relative to your school's location: North, South, East, West, Zilker
Central, or Downtown)
Poster Board
Construction Paper
Misc. Art Supplies
*NOTE: The Austin Past & Present CD-ROM utilized in these activities can be set up on the classroom computers to allow Ss exploration and
learning time throughout the 2-week unit as well as throughout the year. i.e. during "center time" and not just during Social Studies.
Preview:
Students are involved in a hands on map activity such as:
 Students receive a large laminated map cut into "puzzle pieces" and work in groups to put the puzzle together
 Use drawing paper to draw a map of his/her room
 Using different theme park maps, student identify 3 or 4 places of interest they would like to visit
After one of the above activities, students respond through either a learning log or as a class discussion to the following three
questions/statements:
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Maps are only used to show direction in a city or town. agree/disagree - discuss
Brainstorm a list of ways maps can be used...
What are the parts or features of your map? compare/share
Austin Independent School District
Social Studies Curriculum Department
June, 2006
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
Student activities that support the TEKS/TAKS :
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Preview activity (above)
Students read page 18 and 19 in S.S. text and discuss review questions 1-3
Using the AP & P CD-Rom, students will identify the area of Austin in which their community lies (N,E,S,W,C)
Students will then brainstorm a list of buildings, schools, neighborhoods, etc. that exist in our school's community.
Referring back to the AP & P CD-Rom, teacher will show how we can extend the list by recognizing additional points of interest on the
map (teacher maintains focus on area of school's community)
Teacher introduces community map project: using a variety of art materials, students will work in groups to create a poster board sized
community map that represents a specific portion of their school's neighborhood. Each poster board section will then be brought back
together to show how all the pieces fit together as a larger community. Hang completed community map in classroom for easy access.
(2 days)
As a computer center activity or when a class visits the computer lab, encourage students to explore the AP & P CD-Rom and learn
about different communities in Austin.
Assessment(s):
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Teacher observation
Class discussion to close each day's lesson: i.e. How did your group decide where to put a swimming pool? What would you do
differently on the map? How would you change the map?
Austin Independent School District
Social Studies Curriculum Department
June, 2006