DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Sheryl Jones, Director
CURRICULUM INSTRUCTIONAL SEQUENCE
AND PACING CHART
The Local Community
Grade 2
DETROIT PUBLIC SCHOOLS
Robert C. Bobb
Emergency Financial Manager
Barbara Byrd Bennett, Esq
Chief Academic Auditor
Sherry Ulery
Deputy Chief of Academic Affairs
Office of History, Society and Culture
Sheryl Jones
Director
Revised by the Office of History, Society and Culture
1
DETROIT PUBLIC SCHOOLS
DIVISION OF ACADEMIC AFFAIRS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Table of Contents
Introduction to Curriculum Instructional Sequence and Pacing Guide ...........................................3
Curriculum Instructional Sequence and Pacing Charts Team .........................................................4
Legend to Pacing Guide ...................................................................................................................4
Course Description...........................................................................................................................5
Curriculum at a Glance ....................................................................................................................6
A One Year Course
Curriculum Instructional Sequence and Pacing Chart
Unit 1: In the Neighborhood ...........................................................................................................7
Unit 2: Detroit of Yesterday .........................................................................................................15
Unit 3: African Neighborhoods ....................................................................................................21
Unit 4: Celebrations from Near and Far .......................................................................................26
Unit 5: Goods and Services in the Neighborhood ........................................................................31
Unit 6: Technology in the Neighborhood .....................................................................................40
Revised by the Office of History, Society and Culture
2
DETROIT PUBLIC SCHOOLS
DIVISION OF ACADEMIC AFFAIRS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Introduction to Curriculum Instructional Sequence and Pacing Guide
A Planning Tool
This instructional sequence and pacing guide is a tool to be used in planning and implementing
the district's curriculum. Teachers are responsible for developing lesson plans of main concepts.
The format makes transparent the connections among curriculum (what to teach), instruction
(materials, activities and strategies) and assessment (what was learned). The Curriculum
Instructional Sequence and Pacing Guides for all subjects provide the overall curricular
framework for what students will know and be able to do when they graduate from Detroit
Public Schools. Pacing the sequence of instruction within a subject and a grade level assures that
students are provided the opportunity to experience the full scope of a rigorous curriculum
Effective Instruction
Specifically, the pacing guides connect the components of effective instruction by:
1. Showing the alignment of district outcomes with state (including MEAP) and national
content standards;
2. Detailing recommend instructional strategies, instructional materials and suggested
assessments; and
3. Indicating frequent, common assessments that can be used to monitor student
achievement and to provide interventions, as necessary.
A Coherent Curriculum
Consistent use of these pacing guides will:
1. Ensure educational equity - all students will have access to the same high quality
curriculum;
2. Ensure that there is coherence with regard to what to teach, what instructional
materials to use, what research based teaching strategies should be used, and how to
assess student attainment;
3. Ensure what students are taught is logically connected to student achievement;
4. Make it easier for students who move among schools within a school year to become
acclimated to their new schools and classes;
5. Provide the curricular structure which enables teachers to focus on instruction;
6. Guide a sequence of instruction within and across grade levels; and
7. Ensure the curriculum is aligned and consistent with state and federal standards.
These pacing guides were developed by committees of teachers, administrators and other
instructional specialists who were charged to make a user-friendly document that will help
teachers design lessons which meet students' needs and lead to high achievement. These guides
are works in-progress. Periodically, teachers will assess the impact of these pacing guides on
their classroom instruction.
"Curriculum matters: If it is in the curriculum, teachers are likely to
teach it; if teachers teach it, students are likely to learn it."
Adapted from: Buehl, Doug. 2001. Classroom Strategies for Interactive Learning
Revised by the Office of History, Society and Culture
3
DETROIT PUBLIC SCHOOLS
DIVISION OF ACADEMIC AFFAIRS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence
and Pacing Guide Team
Asaka, Philander
Bennett, Robert
Busch, Denise
Clemons, Cathleen
Crowley, Ann
Cry, Leonard
Friday, Christina
Givan, Jerry
Greene, Sylvia
Highsaw, Charlene
Hornbuckle, Pamela
Iroha, Okezie
Jenkins, Mary
Limage, Deborah
Lockridge, Rita
McMurtry, Keith
Odom, Donya
Onwuzurike, Pauline
Pappas, Geraldine
Parker, Norma
Pruitt, Deborah
Reaves, Edna
Robinson, Jacqueline
Robinson, Kenneth
Rooks, Lorraine
Scott, Deborah
Smith-Dawson, Debra
Spencer, Belinda
Unaegbu, Peter-Claver
Weir, William
Wilson, Barbara
Wright, Brenda
Sheryl Jones, Director
LEGEND TO PACING GUIDE
TB = Textbook
TE = Teacher’s Edition
CDV = Core Democratic Values
CCV = Core Cultural Values
ATE = Annotated Teacher’s Edition
TCR = Teacher Core Resources
PWE = Persuasive Writing Essay
SA = Student Activities section of this document
Revised by the Office of History, Society and Culture
4
DETROIT PUBLIC SCHOOLS
DIVISION OF ACADEMIC AFFAIRS
OFFICE OF HISTORY, SOCIETY AND CULTURE
The Local Community Course Description
In second grade, students continue the integrative approach to social
studies through the context of the local community. This is the first time
students are introduced to a social environment larger than their immediate
surroundings and they draw upon knowledge learned in previous grades to
develop more sophisticated understandings to explore the social studies
disciplines of history, geography, civics and government, and economics.
Revised by the Office of History, Society and Culture
5
Detroit Public Schools
Office of History, Society and Culture
Neighborhoods - Grade 2
Curriculum at a Glance
Texts: Neighborhoods, Books 1 & 2
Metropolitan Teaching and Learning Company, Copyright 1999
Exploring Where and Why: Communities Here & There
Nystrom: Herff Jones Education Division, Copyright 2005
Pacing
Topic
Units/Lessons
Geography Handbook
In the Neighborhood
Pre-Unit, Lessons G2-G5
Unit 1, Lessons 1-4
Service Project #1
Unit 1, Attachment
Semester 1
September/October
8 Weeks
Week of September 17
Constitution Day Lesson
November/December
5 weeks
Detroit of Yesterday
Unit 2, Lessons 1-3
African Neighborhoods
Unit 3, Lessons 1-3
Service Project #2
Unit 3, Attachment
February - March
4 weeks
Celebrations From Near and Far
Unit 4, Lessons 1-5
March/May
9 weeks
Goods and Services in the
Neighborhood
Unit 5, Lessons 1-4
May/June
4 weeks
Technology in the Neighborhood
Unit 6, Lessons 1-4
December/January
4 weeks
Semester 2
6
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Pre-Unit 1: Reviewing Geography Skills
Big Idea(s): How do we analyze maps, charts and graphs as tools to
identify geographic features of a place?
Focus Question(s): How can we use maps as tools to distinguish between geographic features?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2–G1.0.1: Construct maps of the
local community that contain symbols, labels, and legends denoting human and natural characteristics of place.
2–G1.0.2: Use maps to describe the spatial organization of the local community by applying concepts including
relative location and using distance, direction, and scale.
Cross Curricular Connections: Language Art, Arts Education, Science
Technology Integration: Geography www.educationworld.com/a_lesson/lesson/lesson325.shtml
Key Concepts/Vocabulary: geography-study of the earth, map(s) - a visual
Month: September
representation of an area, chart(s) - a map showing an area, graph(s) - a diagram
Week: 1
that shows labels/definitions
CDV: Life
CCV: Nia
Teacher Resources
Student Learning Activities
 Textbook: Neighborhoods, Book 1, Metropolitan TB: Book 1
 Geography Handbook, pp. G2-G3; 2-G1.0.1
Teaching and Learning Company © 2000.
Pre-Unit Lesson: Reviewing Geography skills
 Using Globes, p. G4; 2-G1.0.2
 Supplemental Materials: Exploring Where and
 Using Directions, p. G5; 2-G1.0.2
Why: Communities Here & There, Nystrom
Nystrom - Features of Maps and Globes
Herff Jones Education Division © 2005.
 Map Key and Symbols, Activity C, pp. 94-96;
Features of Maps and Globes
2-G1.0.1
Nystrom Literacy Library: The Armadillo From
 Comparing Maps and Globes, Activity D, pp. 97-99;
Armadillo
2-G1.0.2
 Word Wall
 Nystrom Literacy Library: The Armadillo From
Amarillo,
 Exploring the United States, Activity C, pp. 148Bellwork/Do Now: Respond to the following prompt:
150; 2-G1.0.2
Write a list of things you can find on a map?
Assessment: 1) Nystrom: Map Key and Symbols, Activity C, p. 94-96; 2-G1.0.1 2) Comparing Maps and
Globes, Activity D, pp. 97-99; 2-G1.0.2 3) Exploring the United States, Activity C, pp. 148-150; 2-G1.0.2
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
7
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Pre-Unit 1 Lesson: Core Democratic Values/Constitution Day
Big Idea(s): What are the Core Democratic Values?
Focus Question(s): How can people demonstrate their responsibilities as individuals?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-Cl.0.1: Explain why people
form governments. 2-C5.0.1: Identify ways citizens participate in community decisions. 2-C2.02: Describe
how the Pledge of Allegiance reflects the Core Democratic Value and patriotism.
Cross Curricular Connections: Language Arts, Arts Education
Technology Integration: Constitution Day www.BillofRightsInstitute.org/ConstitutionDay or
http://www.archives.gov/education/lessons/constitution-day/activities Core Democratic Values
www.civiced.org
Key Concepts/Vocabulary: Core Democratic Values, life, liberty, the
Month: September
pursuit of happiness, constitution, authority, power
Week: 2
CDV: Life, Liberty, the Pursuit of Happiness CCV: Kujichagulia, Ujima
Teacher Resources
Student Learning Activities
 Transparencies-(see teacher resource) CDV’s
 Introduction: Our country needs rules to keep
everyone safe and happy. Our nation’s rules are
 CDV booklet (example)
called the constitution. These rules/constitution
 Constitution Day Activity – September 17, select
came from beliefs and values Americans share.
activities from the following websites:
These beliefs are called the Core Democratic
www.BillofRightsInstitute.org/ConstitutionDay or
Values (CDV). Some values we will focus on
http://www.archives.gov/education/lessons/constitution
today are life, liberty, the pursuit of happiness,
-day/activities
and patriotism. 2-C1.0.1
 Materials: magazines, newspapers, crayons, markers,
drawing paper, construction paper, pencils, paint, yarn,  Discuss students’ definitions of each word
meaning. List their definitions on the board. Give
hole puncher, small poster board(s)
accurate definitions. Compare their definitions to
 Word Wall
actual definitions. Check for understanding.
2-C1.0.1

Create a Core Democratic Values Booklet. List
Bellwork/Do Now: Respond to the following prompt:
each CDV’s definition on a separate sheet of
Should children have the freedom to wear their own choice
paper and write an example of how to apply the
of clothing or school uniform?
CDVs to daily life (e.g. common good – I can
help pick up trash to keep my neighborhood clean
for everyone.) Illustrate each example. Bind
book and display booklets. 2-C1.0.1
 Recite Pledge of Allegiance with class. Discuss
how this shows patriotism. 2-C1.0.2
 Constitution Day; 2-C1.0.1, 2-C5.0.1
Assessment: www.ciciced.org – written activities for Constitution Day, Core Democratic Values Booklet
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
8
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 1: In the Neighborhood
Big Idea(s): What can people do to help their community?
Focus Question(s): How can we compare the human and physical/natural characteristics of our local
community to another community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2–G2.0.1: Compare the
physical and human characteristics of our local community to another community. 2– G4.0.2: Describe the
means people create for moving people, goods, and ideas within the local community.
Cross Curricular Connections: Language Art, Arts Education
Technology Integration: All Kinds of Neighborhoods
www.houghtonmifflinbooks.com/features/cgsite/travels/activities/index.html,
www.ask.com/wiki/Neighborhoods_in_Detroit?qsrc=3044
Key Concepts/Vocabulary: Community - a group of people living in the same
Month: September
area.
Week: 3
Neighborhood - the people who live near or next to another.
CDV: Liberty
CCV: Ujimaa
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
Lesson 2: Types of Communities
 Blackline Masters Book 1
 Word Wall
Student Learning Activities
TB: Book 1
Lesson 1: All Kinds of Neighborhoods, pp.4-7;
2-G2.0.1, 2-G4.0.2
Nystrom - Lesson 2: Types of Communities
 Urban and Rural Communities - Activity A, pp. 2729, 33; 2-G4.0.2
 Comparing Communities - Activity B, pp. 30-33;
2-G2.0.1, 2-G4.0.2
Blackline Masters, Book 1
Bellwork/Do Now: Respond to the following prompt:  What Do We Live In?, pp. 2-3 (school to home
activity); 2-G2.0.1
Describe your neighborhood.
 All About Neighborhoods, pp.2; 2-G2.0.1
Assessment: 1) Blackline Masters, Book 1 - pp. 2-3; 2-G2.0.1 2) Nystrom – Activity B, p. 33; 2-G2.0.1,
2-G4.0.2
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
9
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 1: In the Neighborhood
Big Idea(s): How did communities face problems in the past?
Focus Question(s): What are some past problems our community faced and how were they resolved?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2–H2.0.5: Identify a problem in
a community’s past and describe how it was resolved.
Cross Curricular Connections: Language Art, Arts Education
Technology Integration: Darius Lives in a City
www.houghtonmifflinbooks.com/features/cgsite/travels/activities/index.html
www.ask.com/wiki/Neighborhoods_in_Detroit?qsrc=3044
Key Concepts/Vocabulary: neighbors, ancestors, festival, public issues/service
Month: September
project
Week: 4
CDV: Common Good
CCV: Ujimaa
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
 Service Project No. 1
 See TE page 12 overview: neighborhood cleanup
day
 See SA p. 2 of this document for steps to Service
Project No. 1
 Word Wall
Student Learning Activities
TB: Book 1
 Lesson 2: Darius Lives in a City, pp. 8-13
 Review Questions, p. 13; 2-H2.0.5
Service Project No. 1
Bellwork/Do Now: Respond to the following prompt:
Should all neighborhoods have a clean-up day?
Assessment: 1) Neighborhoods, Book 1; p. 13 – Review Questions; 2-H2.0.5 2-H2.0.5 2) Service Project #1.
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
10
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 1: In the Neighborhood
Big Idea(s): How can maps be used to find location using distance,
direction, and scale?
Focus Question(s): How can maps be used to describe the spatial organization of the local community by
applying concepts including relative location and using distance, directions, and scale?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-G1.0.2: Use maps to describe
the spatial organization of the local community by applying concepts including relative location and using
distance, direction, and scale.
Cross Curricular Connections: Physical Education, Language Arts
Technology Integration: Using a Compass Rose
www.houghtonmifflinbooks.com/features/cgsite/travels/activities/index.html
Month: October
Week: 5
Key Concepts/Vocabulary: compass rose, direction, north, south, east, west
CDV:
CCV:
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
Lesson 5 – North, South, East, and West
 Word Wall
Student Learning Activities
TB: Book 1
Skills: Using a Compass Rose, pp. 14-15; 2-G1.0.2
Nystrom: Lesson 5 – North, South, East, and West
 Activity B: North and South on a Map, pp. 127129; 2-G1.0.2
 Activity D: East and West on a Map, pp. 131-132;
2-G1.0.2
 Activity E: Using Directions, pp. 133-134;
2-G1.0.2
Bellwork/Do Now: Respond to the following prompt:
Why do people use a map?
Assessment: Nystrom, Activities B – pp. 127-129; 2-G1.0.2, Activity D – 131-132; 2-G1.0.2 , and Activity E –
pp.133-134; 2-G1.0.2
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
11
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 1: In the Neighborhood
Big Idea(s): What ways do we move people, goods and ideas within our
local community?
Focus Question(s): How do we move people, goods, and ideas within the local community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2–G2.0.1: Compare the
physical and human characteristics of the local community with those of another community.
2–G2.0.2: Describe how the local community is part of a larger region (e.g. county, metropolitan area, state).
2–G4.0.2: Describe the means people create for moving people, goods, and ideas within the local community.
2–G4.0.1: Describe land use in the community.
Cross Curricular Connections: Language Art, Arts Education
Technology Integration: Maria Lives in a Suburb
www.houghtonmifflinbooks.com/features/cgsite/travels/activities/index.html
Key Concepts/Vocabulary: suburb, state, country, Japan, citizen, traditions
Month: October
Week: 6
CDV: Diversity
CCV: Umoja
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
 Blackline Masters, Book 1
 Word Wall
Student Learning Activities
TB: Book 1
 Lesson 3: Maria lives in a suburb, pp. 16-21;
2-G2.0.2, 2-G4.0.1, 2-G4.0.2, 2 Skill: Reading Landform Maps, pp. 16-29
Blackline Masters, Book 1
 In the suburbs, p. 8; 2-G4-.0.1
 Downtown and Suburb p. 7; 2-G2.0.1
 Nystrom Literacy Library – Read: City Green
Complete Service Project 1; 2-H2.0.5
Bellwork/Do Now: Make a list of different ways you
can travel from your house to school (i.e. transportation
methods).
Assessment: 1) Blackline Masters, Book 1, pp. 7-8; 2-G4-.0.1 2) Service Project #1; 2-H2.0.5
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
12
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 1: In the Neighborhood
Big Idea(s): How is land used in the community?
Focus Question(s): What are some ways people can responsibly interact with the environment in the local
community? How does local government balance individual rights?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-G5.0.1: Suggest ways people
can responsibly interact with the environment in the local community. 2-G5.0.2: Describe positive and negative
consequences of changing the physical environment of the local community. 2-G4.0.1: Describe land use in the
community (e.g. where people live, where services are provided, where products are made.) 2-C2.0.1: Explain
how local governments balance individual rights with the common good to solve local community problems.
Cross Curricular Connections: Language Arts, Arts Education, Science
Technology Integration: Annie Lives in the Country/Reading a Landform Map
www.houghtonmifflinbooks.com/features/cgsite/travels/activities/index.html
http://resources.kaboose.com/kidslinks/social-studies/maps/Maps.html, www.pbs.org/democracy/kids/
http://pbskids.org/rogers/buildANeighborhood.html
Key Concepts/Vocabulary: landform, country, rural
Month: October
Week: 7
CDV: Rules of law, Common Good CCV: Ujima, Ujamaa
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
 Blackline Masters, Book 1
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
Looking at Natural Features
o Nystrom Desk Map 2A/B Community Models
o Nystrom Nystronaut Atlas
 Word Wall
Student Learning Activities
TB: Book 1
 Lesson 4: Annie Lives in the Country, pp. 22-27;
2-C2.0.1, 2-G4.0.1, 2-G5.0.1, 2-G5.0.2
 Skills: Reading a Landform Map, pp. 28-29;
2-G1.0.1
Blackline Masters, Book 1
 On the Farm, p. 9; 2-G4.0.1
 What is in a Neighborhood? p. 15; 2-G4.0.1
Nystrom: Looking at Natural Features, Activity A, pp.
102-104; 2-G1.0.1
Bellwork/Do Now: Respond to the following prompt:
What are some things you can find in a rural area?
Assessment: Blackline Masters, Book 1, pp. 9 and 15; 2-G4.0.1
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
13
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 1: In the Neighborhood
Big Idea(s): How are urban, suburban, and rural communities
different? How are they similar?
Focus Question(s): How can we compare the physical and human characteristics of the local community with
those of another community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-G2.0.1: Compare the physical
and human characteristics of the local community with those of another community. 2-G1.0.2: Use maps to
describe the spatial organization of the local community by applying concepts including relative location and
using distance, direction, and scale.
Cross Curricular Connections: Language Arts, Science
Technology Integration: Unit 1 Review/Assessment
www.houghtonmifflinbooks.com/features/cgsite/travels/activities/index.html
http://en.wikipedia.org/wiki/Neighborhoods_in_Detroit , http://pbskids.org/rogers/buildANeighborhood.html ,
www.hud.gov/kids/
Key Concepts/Vocabulary: Compass Rose, urban, suburban, law, ancestors,
Month: October
traditions, rural
Week: 8
CDV: Common Good
CCV: Ujimaa
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
 Review and Assessment
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
 Blackline Masters, Book 1
 Nystrom Literacy Library, Three Days on a River in
a Red Canoe
 Word Wall
Student Learning Activities
TB: Book 1
Complete p. 30; 2-G2.0.1
Complete p. 31; 2-G1.0.2
Review Word Wall daily
Blackline Masters, Book 1
 Unit 1, Review p. 12; 2-G2.0.1
 Unit 1, Review p. 13; 2-G2.0.1
 Geography p. 16; 2-G2.0.2
 Map Time p. 11; 2-G2.0.2
 Nystrom Literacy Library, Read - Three Days on a
River in a Red Canoe
Bellwork/Do Now: Draw a map of the path you take
from home to school.
Assessment: 1) Blackline Masters, Book 1, Unit 1 Review, pp. 12-13; 2-G2.0.1 2) Geography p. 16; 2-G2.0.2
3) Map Time p. 11; 2-G2.0.2
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
14
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 2: Detroit of Yesterday
Big Idea(s): How have regions changed over time?
Focus Question(s): How has life changed in the local community over time?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2–H2.0.4: Describe changes in
the local community over time (e.g., types of businesses, architecture and landscape, jobs, transportation,
population).
Cross Curricular Connections: Language Art, Arts Education, Science
Technology Integration: The People of the Lakes (Native Americans in Detroit)
www.ask.com/wiki/Detroit?qsrc=3044, www.ahsd25.k12.il.us/Curriculum%20Info/NativeAmericans/index.html
Key Concepts/Vocabulary: Wendat, Native Americans, river, lakes, Huron nation,
Month: November
longhouse(s), island, squash, harvest
Week: 9
CDV: Common Good
CCV: Ujima
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
Lesson 1
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
 Blackline Masters
 Word Wall
Bellwork/Do Now: Respond to the following prompt:
Describe one of your family’s traditions. (e.g.
celebrating Christmas, birthdays, etc.)
Student Learning Activities
TB: Book 1
Lesson 1: People of the Lakes, pp.34-37; 2-H2.0.4
Nystrom:
Native Americans Activity B, pp. 199-202;
2-G4.0.1, 2-H2.0.4
Blackline Masters,
 Life in a Wendat Village p. 17; 2-G4.0.1
 A Wendat Family p. 18; 2-G4.0.1, 2-H2.0.4
Technology Integration: Students learn more about
Native Americans. Small groups can read and take
quizzes about Native Americans at
www.ahsd25.k12.il.us/Curriculum%20Info/Native
Americans/index.html; 2-G4.0.1, 2-H2.0.4
Assessment: 1) Blackline Masters, Book 1, pp. 17-18; 2-G4.0.1, 2-H2.0.4
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
15
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 2: Detroit of Yesterday
Big Idea(s): Using a Grid Map
Focus Question(s): How can a people use maps to describe the spatial organization of the local community by
applying concepts including relative location and using distance, direction, and scale?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-G1.0.2: Use maps to describe
the spatial organization of the local community by applying concepts including relative location and using
distance direction, and scale.
Cross Curricular Connections: Math, Language Art
Technology Integration: Using a Grid Map www.eduplace.com/kids/socsci/books/applications/…/index.html,
www.ask.com/wiki/Detroit?qsrc=3044
Key Concepts/Vocabulary: Grid map, grid lines, column, square
Month: November
Week: 10
CDV:
CCV:
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
 Blackline Masters,
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
Locating Places on a Map
 Word Wall
Student Learning Activities
TB: Book 1
Skills: Using a Grid Map pp. 38-39; 2-G1.0.2
Blackline Masters, Book 1
What is in the Grid? p. 19; 2-G1.0.2
Nystrom:
Locating Places on a Map
Activity A, pp. 118-120; 2-G1.0.2
Finding Places on a Map
Activity B, Using a Grid pp.120-124; 2-G1.0.2
Bellwork/Do Now: Respond to the following prompt:
How do you find places on a map?
Assessment: 1) Blackline Masters, Book 1, p. 19; 2-G1.0.2 2) Nystrom, Activities A and Activity B, pp. 118124; 2-G1.0.2
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
16
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 2: Detroit of Yesterday
Big Idea(s): How has your local community changed over time?
Focus Question(s): What changes occurred in the local community over time? Why can descriptions of the same
event in the local community be different?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-H2.0.4: Describe changes in
the local community over time (e.g. types of businesses, architecture and landscape, jobs, transportation,
population). 2–H2.0.2: Explain why descriptions of the same event in the local community can be different.
Cross Curricular Connections: Language Art, Arts Education
Technology Integration: Explorers and Settlers Come to the Lakes/Reading Historical Pictures
www.ask.com/wiki/Detroit?qsrc=3044, http://en.wikipedia.org/wiki/Neighborhoods_in_Detroit *For the Detroit
Tour Assessment
Key Concepts/Vocabulary: explorer, settlement, trappers, historical
Month: November
Week: 11
CDV: Common Good
CCV: Umoja
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
Unit 2 – Detroit of Yesterday, Lesson 2: Explorers
and Settlers Come to the Lakes. On TE p. 42.
Note: artists can show feeling in paintings whereas
photographs show what is happening.
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
 Blackline Masters, Book 1
 Word Wall
Student Learning Activities
TB: Book 1
 Lesson 2: Explorers and Settlers Come to the Lakes,
pp. 40-41; 2-H2.0.4
 Skills: Reading Historical Pictures, pp.42-43;
2-H2.0.4
Nystrom:
 Activity A, History of a Community pp.43-45, and
50 2-H2.0.4
 Activity B, Settlers of Our Community, pp. 46-47;
2-H2.0.4
Blackline Masters, Book 1
 Traders and Explorers p. 21; 2-H2.0.4
 What Does this Picture Say? p. 22; 2-H2.0.2
Bellwork/Do Now: Respond to the following prompt:
What can you do to welcome a new student to your
school?
Assessment: 1) Blackline Masters, Book 1, pp. 21-22; 2-H2.0.4 2) Nystrom, Activity A, p. 50; 2-H2.0.4
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
17
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 2: Detroit of Yesterday
Big Idea(s): How did communities face problems in the past?
Focus Question(s): What are some past problems our community faced and how were they resolved?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2–H2.0.5: Identify a problem
in a community’s past and describe how it was resolved. 2-H2.0.6: Construct a historical narrative about the
history of the local community from a variety of sources (e.g. data gathered from local residents, artifacts,
photographs).
Cross Curricular Connections: Language Art, Arts Education
Technology Integration: Freedom and Jobs (African Americans come to Detroit)
www.ask.com/wiki/Detroit?qsrc=3044
http://en.wikipedia.org/wiki/Neighborhoods_in_Detroit For the Detroit Tour Assessment
Key Concepts/Vocabulary: change, past, problems, resolution, underground
Month: November
railroad, settlers, windmill, goods, passengers, narrative
Week 12
CDV: Common Good, the Pursuit of Happiness CCV: Umoja
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
Lesson 3: Freedom and Jobs
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
 Blackline Masters, Book 1
 Word Wall
Student Learning Activities
TB: Book 1
Lesson 3: Freedom and Jobs, pp. 32, 44-47;
2-H2.0.5
Blackline Masters, Book 1
 Detroit Grows, p. 23; 2-H2.0.5
 What’s New, p. 24; 2-H2.0.5
Bellwork/Do Now: Respond to the following prompt:
Should children be forced to get a job instead of going
to school? Explain.
Assessment: 1) Unit Project: Make a Detroit Visitors’ Guide, TE, p. 32; 2-H2.0.5 2) Blackline Masters, Book
1, pp. 23-24; 2-H2.0.5
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
18
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 2: Detroit of Yesterday
Big Idea(s): How did people, goods, and ideas travel within the local
community?
Focus Question(s): How can people construct a historical narrative about the history of the local community?
What were the means people created for moving people, goods, and ideas within the local community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2–H2.0.6: Construct a historical
narrative about the history of the local community from a variety of sources (e.g., data gathered from local
residents, artifacts, photographs). 2-G4.0.2: Describe the means people for moving people goods, and ideas
within the local community.
Cross Curricular Connections: Math, Language Art, Arts Education
Technology Integration: Using Bar Graphs
www.brainpopjr.com/math/data/tallychartsandbargraphs/grownups.weml
Month: December
Week: 13
Key Concepts/Vocabulary: narrative, change, past present, future
CDV: Common Good
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
 Blackline Masters, Book 1
 Materials: Newspapers, Magazines, Construction
paper
 Word Wall
CCV: Umoja
Student Learning Activities
TB: Book 1
Skills: Using Bar Graphs pp. 48-49; 2-G4.0.2
Blackline Masters, Book 1
 Using Bar Graphs p. 25; 2-G4.0.2
 Nystrom Literacy Library, Read Boundless Grace,
Exploring Where and Why Program, pp. 17-20;
 2-G4.0.2
 Atlas Program pp. 2-3; 2-G4.0.2
Bellwork/Do Now: What are some important facts
you would like to tell visitors about Detroit?
Assessment: Complete the Visitor’s Guide Project. 2-H2.0.6
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
19
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 2: Detroit of Yesterday
Big Idea(s): How can a community change over time?
Focus Question(s): How does a local community change over time?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-H2.0.4: Describe changes in
the local community over time (e.g., types of business, architecture and landscape, jobs, transportation,
population). 2.G1.0.2: Use maps to describe the spatial organization of the local community by applying
concepts including relative location and using distance, direction, and scale.
Cross Curricular Connections: Math, Language Arts, Arts Education
Technology Integration: Review/Assessment www.ask.com/wiki/Detroit?qsrc=3044
Key Concepts/Vocabulary: grid map, grid lines, bar graph, African-Americans,
Month: December
Wendat, longhouses, fort, windmill, traders
Week: 14
CDV: Common Good
CCV: Umoja
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
 Blackline Masters, Book 1
 Word Wall
Student Learning Activities
TB: Book 1
 Review Unit 2, p. 50; 2-G1.0.2
 Review Skills, p. 51; 2-G1.0.2
Blackline Masters, Book 1
 Unit 2 Review pp. 26-27; 2-H2.0.4
 Using Bar Graphs, p. 25; 2-G1.0.2
 Fill in the Chart, p. 29; 2-G1.0.2
 Geography, p. 30; 2-G1.0.2
Bellwork/Do Now: Describe one way Detroit has
changed since the Wendat lived here.
Assessment: 1) Blackline Masters, Book 1, pp. 26-27; 2-H2.0.4
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
20
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 3: African Neighborhoods
Big Idea(s): How is our local community similar or different than
another community?
Focus Question(s): How can we compare the human and physical/natural characteristics of our local
community to another community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2–G2.0.1: Compare the physical
and human characteristics of the local community with those of another community. 2-E1.0.5: Use examples to
show that people cannot produce everything they want (specialization) and depend on trade with others to meet
their wants.
Cross Curricular Connections: Language Art, Arts Education
Technology Integration: Neighborhoods in Kemet (Ancient Egypt)
www.socialstudiesforkids.com/articles/geography/nileriver.htm
www.rockingham.k12.va.us/resources/elementary/2history.htm#1learning
Key Concepts/Vocabulary: Kemet, ancient, Egypt, pyramids, desert, Nile River,
Month: December
ancestors, country, market
Week: 15
CDV Common Good
CCV: Umoja
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
 Blackline Masters, Book 1
 Word Wall
Bellwork/Do Now: Respond to the following prompt:
Should children in Detroit be concerned about African
children? How are markets/stores in Detroit similar to
markets in ancient Egypt? How are they different?
Student Learning Activities
TB: Book 1
Lesson 1: Neighborhoods in Kemit, pp.54-57; 2H2.0.4
Blackline Masters, Book 1
 An Egyptian Marketplace, pp. 31; 2-H2.0.4
 At the Market, pp.32; 2-H2.0.4
Service Project #2; 2-G2.0.1
Assessment: 1) Blackline Masters, Book 1, pp. 31-32; 2-H2.0.4 2) Service Project #2; 2-G2.0.1.
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
21
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 3: African Neighborhoods
Big Idea(s): What individuals in your community have played a
historic role?
Focus Question(s): What are some roles individuals can play in creating history?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2–H2.0.3: Use an example to
describe the role of the individual in creating history. 2-H2.0.1: Demonstrate chronological thinking by
distinguishing among years and decades using a timeline of local community events.
Cross Curricular Connections: Math, Language Art, Arts Education
Technology Integration: Using a Time Line www.socialstudiesforkids.com/articles/howtomakeatimeline1.htm
Key Concepts/Vocabulary: historical figures, past present, future, timeline,
Month: January
year, decade
Week: 16
CDV: Life
CCV: Kujichagulia
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
 Blackline Masters, Book 1
 Word Wall
Student Learning Activities
TB: Book 1
Skills: Using Timelines, pp.58-59; 2-H2.0.1,
2-H2.0.3
Blackline Masters, Book 1
Important Dates of Modern Egypt, pp.33; 2-H2.0.1
Continue Service Project #2; 2-G2.0.1
Bellwork/Do Now: Respond to the following prompt:
Should all timelines have pictures?
Assessment: 1) Writing Activity, TE pp.57. 2) Blackline Masters, Book 1, p. 33; 2-H2.0.1
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
22
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 3: African Neighborhoods
Big Idea(s): How does changing the physical environment affect the
community?
Focus Question(s): What are some positive and negative consequences that could arise from changing the
physical environment of the local community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2–G5.0.1: Suggest ways people
can responsibly interact with the environment in the local community. 2–G5.0.2: Describe positive and negative
consequences of changing the physical environment of the local community. 2-G1.0.2: Analyze neighborhoods
utilizing the Five Themes of geography: movement, region, human/environment interaction, location, and place.
Cross Curricular Connections: Language Art, Arts Education
Technology Integration: Neighborhoods in Egypt Today/Using Symbols on a Map www.woodlandsjunior.kent.sch.uk/Homework/egypt/today.html
Key Concepts/Vocabulary: natural resources, Aswan, Cairo, crafts, symbols,
Month: January
map key
Week: 17
CDV: Common Good
CCV: Umoja
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
Lesson 2: Neighborhoods In Egypt Today
 Blackline Masters - Book 1
Pre-Teach the Five Themes of Geography, (See SA
p. 9 of this document.)
 Word Wall
Students Learning Activities
TB: Book 1
 Lesson 2: Neighborhoods In Egypt Today, pp.6061; 2-G5.0.1
 Skill: Using Symbols on a Map, pp.62-63; 2-G1.0.1
Blackline Masters - Book 1
 Aswan and Cairo, pp.34; 2-G5.0.1
 Using Map Symbols, pp.36; 2-G1.0.1
Complete Service Project #2; 2-G5.0.1
Bellwork/Do Now: Respond to the following prompt:
Should Aswan neighbors move?
Assessment: 1) Blackline Masters, Book 1, pp. 34 and 36; 2-G1.0.1 2) Service Project #2; 2-G1.0.1
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
23
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 3: African Neighborhoods
Big Idea(s): How is our local community similar or different than
another community?
Focus Question(s): How can we compare the human and physical/natural characteristics of our local
community to another community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2–G2.0.1 Compare the physical
and human characteristics of the local community with those of another community.
Cross Curricular Connections: Language Art, Arts Education
Technology Integration: Neighborhoods in Other African Countries (Nairobi, Kenya--Kikuyu people; Accra,
Ghana; Dakar, Senegal--Wolof, Fulani, Serer, Toucouleur, and Mandingo peoples; Swahili Language)
www.d11.org/DOI/socialstudies/SSGrade2/SS2Q4.htm, www2.scholastic.com/browse/article.jsp?id=5436 (this
website will not work if you click here. You must type it in the address bar to work) It gives great information
about Kenya. http://en.wikipedia.org/wiki/Ghana, http://en.wikipedia.org/wiki/Senegal
Month: January
Week: 18
Key Concepts/Vocabulary: capital, culture, Kenya, Nairobi, Accra, Ghana,
Senegal, Africa, country, KiKuyu, crafts
CDV: Common Good, Diversity
CCV: Umoja, Ujamaa
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
Lesson 3: Neighborhoods In Other African
Countries
 Blackline Masters, Book 1:
 Word Wall
Bellwork/Do Now: Respond to the following prompt:
If you could start you own business what would you
sell?
Student Learning Activities
TB: Book 1
 Lesson 3: Neighborhoods In Other African
Countries, pp. 64-69; 2-G2.0.1
 Complete a Venn diagram to compare an African
neighborhood to my neighborhood; 2-G2.0.1
Blackline Masters, Book 1:
 Kenya, Ghana, Senegal, pp.37; 2-G2.0.1
 Make a List, p. 42; 2-G2.0.1
Assessment: 1) Complete a Venn diagram to compare an African neighborhood to my neighborhood; 2-G2.0.1
2) Blackline Masters, Book 1, pp. 37 and 42; 2-G2.0.1
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
24
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 3: African Neighborhoods
Big Idea:(s): How is our local community similar or different than
another?
Focus Question(s): How can we compare the human and physical natural characteristics of our local
community to another community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-G2.0.1 Compare the physical
and human characteristic of the local community with those of another community.
Cross Curricular Connections: Language Art, Arts Education
Technology Integration: Unit 3 Review www.socialstudiesforkids.com/articles/howtomakeatimeline1.htm
www2.scholastic.com/browse/article.jsp?id=5436 (this website will not work if you click here. You must type
it in the address bar to work). It gives great information about Kenya. http://en.wikipedia.org/wiki/Ghana
http://en.wikipedia.org/wiki/Senegal www.rockingham.k12.va.us/resources/elementary/2history.htm#1learning
Month: January
Week: 19
Key Concepts/Vocabulary: timeline, symbol, culture, map key, ancient
CDV: Diversity
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
 Blackline Masters, Book 1
 Word Wall
Bellwork/Do Now: Have students respond to the
following prompt: How is your neighborhood similar
to Ancient Egypt?
CCV: Umoja
Student Learning Activities
TB: Book 1 Unit 3: African Neighborhoods
Unit 3: Review, pp. 70-71; 2-G2.0.1
Blackline Masters, Book 1
 Unit 3 Review p. 39; 2-G2.0.1
 Unit 3 Review, p. 40; 2-G2.0.1
 Neighborhoods in Africa and Detroit p. 41;
2-G2.0.1
Assessment: Blackline Masters, Book 2, pp. 39-41; 2-G2.0.1
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
25
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 4: Celebrations from Near and Far
Big Idea(s): How can we describe diversity in the local community?
Focus Question(s): (1) How is the Pledge of Allegiance patriotic? (2) How can we use components of culture to
describe diversity in the local community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2–C2.0.2: Describe how the
Pledge of Allegiance reflects the core democratic value of patriotism. 2-G4.0.3: Use components of culture (e.g.
foods, language, religion, traditions) to describe diversity in the local community.
Cross Curricular Connections: Language Art
Technology Integration: Celebrating Kwanzaa/Sorting Things into Groups
www.houghtonmifflinbooks.com/features/cgsite/travels/activities/index.html
http://holidays.kaboose.com/kwanzaa-index.html
Key Concepts/Vocabulary: celebrations, relatives, patriotism, Pledge of
Month: January
Allegiance, Kwanza, Habari gani
Week: 20
CDV: Diversity
CCV: Kujichagulia
Teacher Resources
Student Learning Activities
 Textbook: Neighborhoods, Book 2, Metropolitan TB: Book 2
 Lesson 1: Celebrating Kwanzaa, pp. 74-77;
Teaching and Learning Company © 2000.
Lesson 1: Celebrating Kwanzaa
2-G4.0.3
 Blackline Masters, Book 2
 Page 75 Overview – tie in our country’s Pledge of
Allegiance and how it reflects patriotism. 2-C2.0.2
 Supplemental Materials: Exploring Where and
 Skill: Sorting Things Into Groups, pp. 78-79;
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
2-G4.0.3
People and Places Around the World
Blackline Masters, Book 2
Nystrom Literacy Library: How the second grade
 Celebrating Kwanzaa p. 2; 2-G4.0.3
got $8,205.50 to visit the Statue of Liberty
 Two groups p. 4; 2-G4.0.3
 Word Wall
Nystrom - People and Places Around the World
Activity A – Exploring Continents pp. 243-246;
2-G4.0.3
Bellwork/Do Now: Respond to the following prompt:
Nystrom Literacy Library
Should children learn about the celebrations of other
How the second grade got $8,205.50 to visit the
cultures?
Statue of Liberty
Assessment: 1) Blackline Masters, Book 2, pp. 2 & 4; 2-G4.0.3 2) Nystrom, Activity A, pp. 253-259; 2-G4.0.3
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
26
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 4: Celebrations from Near and Far
Big Idea(s): How can we describe diversity in the local community?
Focus Question(s): How can we use components of culture to describe diversity in the local community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-G4.0.3 Use components of
culture (e.g. foods, language, religion, traditions) to describe diversity in the local community.
Cross Curricular Connections: Math, Language Art
Technology Integration: Celebrating Cinco De Mayo/Finding the Main Idea
www.kiddyhouse.com/Holidays/Cinco/
Key Concepts/Vocabulary: Cinco de Mayo, Mexico, heritage, history
Month: January
Week: 21
CDV: Liberty
CCV: Ujamaa
Teacher Resources
 Textbook: Neighborhoods, Book 2, Metropolitan
Teaching and Learning Company © 2000.
Lesson 2: Celebrating Cinco De Mayo
 Blackline Masters, Book 2
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
Continents and Countries Around the World
Nystrom Literacy Library
 Word Wall
Student Learning Activities
TB: Book 2
 Lesson 2: Celebrating Cinco De Mayo pp. 80-81;
2-G4.0.3
 Skills: Finding The Main Idea, pp. 82-83
Blackline Masters, Book 2
 A Mexican Holiday, p. 5; 2-G4.0.3
 Finding the Main Idea, p. 7; 2-G4.0.3
Nystrom - Continents and Countries Around the World
Activity B, pp. 246-248; 2-G4.0.3
Nystrom Literacy Library
 House on Maple Street,
 People and Places Around the World: Activity B
Bellwork/Do Now: Respond to the following prompt:
How does your community celebrate holidays?
Assessment: 1) Blackline Masters, Book 2, pp. 5 and 7; 2-G4.0.3
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
27
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 4: Celebrations from Near and Far
Big Idea(s): How is our local community similar or different than
another community?
Focus Question(s): (1) How can we compare the human and physical characteristics of our local community to
another community? (2) How can we use components of culture to describe diversity in the local community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-G2.0.1: Compare the physical
and human characteristics of the local community with those of another community. 2-G4.0.3: Use components
of culture (e.g. foods, language, religion, traditions) to describe diversity in the local community.
Cross Curricular Connections: Language Arts, Math
Technology Integration: Celebrating Chinese New Year/Using a Calendar www.kiddyhouse.com/CNY/
Key Concepts/Vocabulary: Chinese New Year, customs, Hong Kong, China,
banners, calendar
CDV: Diversity
CCV: Kujichagulia
Teacher Resources
Student Learning Activities
 Textbook: Neighborhoods, Book 2, Metropolitan TB: Book 2
 Lesson 3: Celebrating Chinese New Year, pp. 84-85;
Teaching and Learning Company © 2000.
Lesson 3: Celebrating Chinese New Year
2-G4.0.3
 Blackline Masters, Book 2
 Skill: Using a Calendar, pp. 86-87
Blackline Masters, Book 2
 Supplemental Materials: Exploring Where and
 Chinese New Year, p. 8; 2-G4.0.3
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
 Using a Calendar, p. 10; 2-G4.0.3
People in Other Places
Nystrom
 Nystrom Nystronaut Atlas
 Activity C, pp. 248-252, 260; 2-G2.0.1
 Nystrom Literacy Library
 Nystrom Literacy Library: Review – How the
Review – How the second grade got $8,205.50 to
second grade got $8,205.50 to go to the Statue of
go to the Statue of Liberty
Liberty
 Word Wall
Nystrom Nystronaut Atlas pp. 34-35
Month: February
Week: 22
Bellwork/Do Now: Respond to the following prompt:
How do you celebrate the New Year?
Assessment: 1) Blackline Masters, Book 2, pp. 8 & 10; 2-G4.0.3 2) Nystrom Activity C, p. 260; 2-G2.0.1
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
28
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 4: Celebrations from Near and Far
Big Idea(s): How can we describe diversity in the local community?
Focus Question(s): (1) How can we use components of culture to describe diversity in the local community?
(2) How can we compare the human and physical characteristics of our local community to another community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-G2.0.1 Compare the physical
and human characteristics of the local community with those of another community. 2-G4.0.3 Use components
of culture (e.g. foods, language, religion, traditions) to describe diversity in the local community.
Cross Curricular Connections: Language Arts
Technology Integration: Celebrating Hanukkah/Observing Ramadan
www.akhlah.com/holidays/hanukkah/hanukkah.php
www.factmonster.com/spot/ramadan1.html
Key Concepts/Vocabulary: celebration, Hanukkah, dreidel, Jewish,
Month: February
menorah/fasting, Ramadan, Muslim
Week: 23
CDV: Diversity
CCV: Kujichagulia
Teacher Resources
 Textbook: Neighborhoods, Book 2, Metropolitan
Teaching and Learning Company © 2000.
Lesson 4: Celebrating Hanukkah. Lesson 5:
Observing Ramadan
 Blackline Masters, Book 2
Postcards for the Holidays! p. 17 (note: change
directions from complete with a family member to
complete in class with a peer)
 Materials: Crayons, pencils
Student Learning Activities
TB: Book 2
 Lesson 4: Celebrating Hanukkah, pp. 88-89;
2-G2.0.1, 2-G4.0.3
 Lesson 5: Observing Ramadan, pp. 90-91;
2-G2.0.1, 2-G4.0.3
Blackline Masters, Book 2
 Hanukkah Word Search, p. 11; 2-G4.0.3
 Celebrating Ramadan, p. 13; 2-G4.0.3
 Postcards for the Holidays! p. 17; 2-G4.0.3
 Spin the Word Web, p. 18; 2-G4.0.3
Bellwork/Do Now: Respond to the following prompt,
Describe how you celebrate your birthday.
Assessment: Blackline Masters, Book 2, pp. 11, 13, 17, and 18; 2-G4.0.3
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
29
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 4: Celebrations from Near and Far
Big Idea(s): How can we describe diversity in the local community?
Focus Question(s): (1) How can we use components of culture to describe diversity in the local community?
(2) How can we compare the human and physical characteristics of our local community to another community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-G2.0.1: Compare the physical
and human characteristics of the local community with those of another community. 2-G4.0.3: Use components
of culture (e.g. foods, language, religion, traditions) to describe diversity in the local community.
Cross Curricular Connections: Language Arts,
Technology Integration: Celebrating Hanukkah/Observing Ramadan
www.akhlah.com/holidays/hanukkah/hanukkah.php
www.factmonster.com/spot/ramadan1.html
Key Concepts/Vocabulary: Kwanzaa, Cinco de Mayo, Chinese New Year,
Month: March
Hanukkah, Ramadan
Week: 24
CDV: Diversity
CCV: Kujichagulia
Teacher Resources
 Textbook: Neighborhoods, Book 2, Metropolitan
Teaching and Learning Company © 2000.
 Blackline Masters, Book 2
 Nystrom Nystronaut Atlas
Bellwork/Do Now: Respond to the following Prompts:
Should Americans speak only English?
Student Learning Activities
TB: Book 2
Review Skills, pp. 92-93; 2-G4.0.3
Blackline Masters, Book 2
 Review pp. 15-16; 2-G4.0.3
 Geography, p. 19; 2-G2.0.1, 2-G4.0.3
Nystrom Nystronaut Atlas,
Using the Nystrom Nystronaut Atlas, match each
country with its cultural activities. pp. 24-25, 3435, 38-39, 42-43; 2-G2.0.1, 2-G4.0.3
Assessment: 1) Blackline Masters, Book 2, pp. 15-16, 19; 2-G2.0.1, 2-G4.0.3
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
30
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 5: Goods and Services in the Neighborhood
Big Idea(s): How do businesses help the community?
Focus Question(s): (1) What are some concepts (e.g., opportunity cost) that help us understand economic
activity in our market economy? (2) What are some businesses in your local community? (3) Why do some
people voluntarily trade?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-E1.0.1: Identify the
opportunity cost involved in a consumer decision. 2-E1.0.2: Identify businesses in the local community.
2-E1.0.3: Describe how businesses in the local community meet economic wants of consumers. 2-E1.0.5: Use
examples to show that people cannot produce everything they want (specialization) and depend on trade with
others to meet their wants.
Cross Curricular Connections: Language Arts, Writing
Technology Integration: Goods and Services, Needs and Wants
www.socialstudiesforkids.com/articles/economics/goodsandservices1.htm
www.socialstudiesforkids.com/articles/economics/wantsandneeds1.htm http://library.thinkquest.org/3901/
www.ncee.net www.councilforeconed.org/resources/lessons.php
Key Concepts/Vocabulary: business, opportunity, cost, distributors, consumers,
Month: March
service, need, shelter, goods, producers
Week: 25
CDV: Common Good, Liberty
CCV: Ujamaa
Teacher Resources
 Textbook: Neighborhoods, Book 2, Metropolitan
Teaching and Learning Company © 2000.
 Lesson 1: Goods and Services, Needs and Wants,
Note: Explain to students that every time they
choose one item over another, the item they didn’t
buy is the opportunity cost. Ask students what are
the girl’s opportunity costs in the picture on p. 101?
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
 Blackline Masters, Book 2 - Extra Support
 Nystrom Nystronaut Atlas
 Word Wall
Student Learning Activities
TB: Book 2
Lesson 1: Goods and Services, Needs and Wants,
pp. 96-101; 2-E1.0.1, 2-E.1.02, 2-E1.0.3, 2-E1.0.5
Blackline Masters, Book 2 - Extra Support
Goods and Services, Needs and Wants, p. 20;
2-E1.0.3
Nystrom: Unit 2-Community Needs and Wants
 Lesson 2, Activity A: Making and Selling Goods,
pp. 59 – 61, 69; 2-E1.0.3
 Lesson 3, Activity A: Providing Services, pp. 7173, 76; 2-E1.0.3
Nystrom Nystronaut Atlas, pp. 16-17; 2-E1.0.2
Bellwork/Do Now: Respond to the following prompt:
If you could open up a store in your neighborhood,
what would you sell?
Assessment: 1) Nystrom: Activity A – Making a Teddy Bear, p. 69; Activity A – Goods and Services, p. 76
2) Blackline Masters, Book 2, Goods and Services, Needs and Wants, p. 20.
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
31
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 5: Goods and Services in the Neighborhood
Big Idea(s): How do businesses help the community?
Focus Question(s): (1) How do businesses in your local community meet the economic wants of consumers?
(2) Why do people voluntarily trade? (3) How do we move people, goods, and ideas within our local community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-E1.0.3: Describe how
businesses in the local community meet economic wants of consumers. 2-E1.0.5: Use examples to show that
people cannot produce everything they want (specialization) and depend on trade with others to meet their wants.
2-G4.0.2: Describe the means people create for moving people, goods, and ideas within the local community.
Cross Curricular Connections: Language Arts, Writing
Technology Integration: Getting Goods to the Neighborhood www.ncee.net
Month: March
Week: 26
Key Concepts/Vocabulary: trading, transportation, warehouse, needs, wants
CDV: Common Good CCV: Ujamaa
Teacher Resources
 Textbook: Neighborhoods, Book 2, Metropolitan
Teaching and Learning Company © 2000.
Lesson 2: Getting Goods to the Neighborhood
 Blackline Masters, Book 2
 Nystrom:
o Desk Maps 2A/2B
o Wall Map 2A
 Word Wall
Bellwork/Do Now: 1) Write a list of 5 goods your
family buys at a store. 2) Make a T chart listing some
of your needs and wants.
Student Learning Activities
TB: Book 2
Lesson 2: Getting Goods to the Neighborhood, pp.
102-103; 2-E1.0.3, 2-E1.0.5, 2-G4.0.2
Blackline Masters, Book 2
Getting Goods to the Neighborhood, p. 22;
2-G4.0.2
Nystrom: Lesson 1--Meeting Needs and Wants
 Activity A: Identifying Needs and Wants, pp. 5355, 58; 2-E1.0.3
 Activity B: Places That Satisfy Needs and Wants,
p. 55-57; 2-E1.0.3
Assessment: 1) Blackline Masters, Book 2, p. 22; 2-G4.0.2 2) Nystrom: Activity A, p. 58; 2-E1.0.3
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
32
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 5: Goods and Services in the Neighborhood
Big Idea(s): How can people use a map to locate places in their local
community?
Focus Question(s): How do we move people, goods, and ideas within our local community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-G4.0.2: Describe the means
people create for moving people, goods, and ideas within the local community.
Cross Curricular Connections: Language Arts, Art Education
Technology Integration: Reading Routes on a Map www.houghtonmifflinbooks.com/features/cgsite/travels/activities/index.html
Key Concepts/Vocabulary: route, map, map key
Month: March
Week: 27
CDV:
CCV:
Teacher Resources
 Textbook: Neighborhoods, Book 2, Metropolitan
Teaching and Learning Company © 2000.
Art Activity - TE p. 105
 Blackline Masters, Book 2
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
Exploring Maps and Globes
o Desk Maps 2A/2B
o Wall Map 2A
 Word Wall
Student Learning Activities
TB: Book 2
 Skills: Reading Routes on a Map, pp. 104-105;
2-G4.0.2
 Art Activity; 2-G4.0.2
Blackline Masters, Book 2
 How Did You Get There? p. 24; 2-G4.0.2
 Geography, p. 35; 2-G4.0.2
Nystrom: Unit 3 - Exploring Maps and Globes
 Lesson 4, Activity A--Finding Places on a Map,
pp.118-120; 2-G4.0.2
Bellwork/Do Now: Name at least two streets you
travel on to go to school.
Assessment: 1) Blackline Masters, Book 2, pp. 24 & 35; 2-G4.0.2
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
33
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 5: Goods and Services in the Neighborhood
Big Idea(s): What are some concepts that help us understand
economic activity in our market?
Focus Question(s): How do businesses in your local community meet the economic wants of consumers?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-E1.0.3: Describe how
businesses in the local community met economic wants of consumers. 2-E1.0.4: Describe the natural, human,
and capital resources needed for production of a good or service in a community.
Cross Curricular Connections: Language Arts
Technology Integration: Making Goods in the Neighborhood - www.ncee.net
Month: April
Week: 28
Key Concepts/Vocabulary: product, factory
CDV: Liberty CCV: Ujamaa
Teacher Resources
 Textbook: Neighborhoods, Book 2, Metropolitan
Teaching and Learning Company © 2000.
Lesson 3: Making Goods in the Neighborhood.
 Blackline Masters, Book 2
 Nystrom Literacy Library
 Word Wall
Student Learning Activities
TB: Book 2
Lesson 3: Making Goods in the Neighborhood, pp.
106-109; 2-E1.0.3, 2-E1.0.4
Blackline Masters, Book 2
 Neighborhood Goods, p. 25; 2-E1.0.3
 Businesses in Your Neighborhood, p. 29; 2-E1.0.3
Nystrom Literacy Library
Reread: How the Second Grade Got $8,205.50 to
Visit the Statue of Liberty
Bellwork/Do Now: Respond to the following PromptsShould more goods be produced in your neighborhood?
Assessment: Blackline Masters, Book 2, pp. 25 and 29; 2-E1.0.3
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
34
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 5: Goods and Services in the Neighborhood
Big Idea(s): Using a Flow Chart
Focus Question(s): What are some concepts that help us understand economic activity in our market economy?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-E1.0.4: Describe the natural,
human, and capital resources needed for production of a good or service in a community.
Cross Curricular Connections: Math, Language Arts
Technology Integration: Using a Flow Chart - www.ehow.com/way_5530225_fun-flowcharts.html
Month: April
Week: 29
Key Concepts/Vocabulary: flow chart, human, natural, capital resources
CDV:
CCV:
Teacher Resources
 Textbook: Neighborhoods, Book 2, Metropolitan
Teaching and Learning Company © 2000.
 Writing Activity TE p. 111
 Blackline Masters, Book 2
 Supplemental Materials: Nystrom Library Literacy
- From Wax to Crayon Note: Teacher records
while students discuss how to make a flow chart for
the process of making a crayon
 Materials: Board or Overhead Projector
 Word Wall
Student Learning Activities
TB: Book 2
 Skills: Using a Flow Chart, pp. 110-111; 2-E1.0.4
 Oral Activity - TE p. 110; 2-E1.0.4
 Writing Activity, ATE p. 111; 2-E1.0.4
Blackline Masters,
Step-By-Step, p. 27; 2-E1.0.4
Nystrom Library Literacy
From Wax to Crayon
Bellwork/Do Now: Respond to the following prompt:
Explain how to play your favorite video game.
Assessment: 1): Writing Activity; 2-E1.0.4 2) Blackline Masters, Book 2, p. 27; 2-E1.0.4
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
35
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 5: Goods and Services in the Neighborhood
Big Idea(s): What are some concepts that help us understand economic
activity in our market economy?
Focus Question(s): How do businesses in your local community met the economic wants of consumers?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-E1.0.1: Identify the
opportunity cost involved in a consumer decision. 2-E1.0.2: Identify businesses in the local community.
2-E1.0.3: Describe how businesses in the local community meet economic wants of consumers. 2-E1.0.5: Use
examples to show that people cannot produce everything they want (specialization) and depend on trade with
others to meet their wants.
Cross Curricular Connections: Language Arts
Technology Integration: Helping Our Neighborhoods Grow - www.ncee.net
Month: April
Week: 30
Key Concepts/Vocabulary: opportunity cost, wants, consumers
CDV: Liberty, Common Good CCV: Ujamaa
Teacher Resources
 Textbook: Neighborhoods, Book 2, Metropolitan
Teaching and Learning Company © 2000.
 Lesson 4: Helping Our Neighborhoods Grow
 Art Activity - ATE p. 105
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
 Blackline Masters, Book 2
 Word Wall
Student Learning Activities
TB: Book 2
 Lesson 4: Helping Our Neighborhoods Grow, pp.
112-117; 2-E1.0.1, 2-E1.0.2, 2-E1.0.3, 2-E1.0.5
 Art Connection, p. 113; 2-E1.0.3
Blackline Masters,Book 2
Helping Our Neighbors, p. 28; 2-E1.0.3
Nystrom - Unit 2 - Community Needs and Wants
 Lesson 4, Activity B: Making Choices With
Money, pp. 80-82; 2-E1.0.1
 Lesson 4, Activity C: Saving Money, pp. 82-85;
2-E1.0.2, 2-E1.0.3
Bellwork/Do Now: Respond to the following prompt:
What good or service would you create for your
community?
Assessment: 1) Blackline Masters, Book 2, p. 28; 2-E1.0.3. 2) Nystrom: Activity B, pp. 80-82; 2-E1.0.1
3) Nystrom: Activity B, pp. 80-82; 2-E1.0.1 Activity C, p. 85; 2-E1.0.2, 2-E1.0.3
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
36
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 5: Goods and Services in the Neighborhood
Big Idea(s): How does the local government affect the lives of its
citizens?
Focus Question(s): (1) Why do we have government? (2) How can citizens participate in community
decisions?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-C1.0.1: Explain why people
form governments. 2-C5.0.1: Identify ways citizens participate in community decisions. 2-C5.0.2: Distinguish
between personal and civic responsibilities and explain why they are important in community life.
Cross Curricular Connections: Language Arts
Technology Integration: Learning About Voting/Government - www.civiced.org/pdfs/trs_election.pdf,
www.pbs.org/democracy/kids/
Key Concepts/Vocabulary: government, president, vote
Month: May
Week: 31
CDV: Liberty, Popular Sovereignty CCV: Ujima, Umoja
Teacher Resources
 Textbook: Neighborhoods, Book 2, Metropolitan
Teaching and Learning Company © 2000.
 Blackline Masters,
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
 Nystrom Nystronaut Atlas
 Nystrom Literacy Library
 Word Wall
Bellwork/Do Now: Respond to the following prompt:
Why is it important to vote?
Student Learning Activities
TB: Book 2
Skills: Learning About Voting, pp. 118-119;
2-C1.0.1, 2-C5.0.1, 2-C5.0.2
Blackline Masters,
The United States Government, p. 30; 2-C1.0.1,
2-C5.0.2
Nystrom, Unit 5 - Our Country’s Government and Its
History
 Lesson 1, Activity A: Citizens and Voting, pp.177179, 187; 2-C5.0.1
 Lesson 1, Activity B: Responsibilities of Citizens,
pp. 180-182, 188; 2-C5.0.1, 2-C5.0.2
Nystrom Nystronaut Atlas pp. 28-29; 2-C5.0.1, 2C5.0.2
Nystrom Literacy Library
Read: Alejandro’s Gift
Assessment: 1) Blackline Masters, Book 2, p. 30; 2-C1.0.1, 2) Activity B: p. 188; 2-C5.0.1, 2-C5.0.2
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
37
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 5: Goods and Services in the Neighborhood
Big Idea(s): How does local government affect the lives of its citizens?
Focus Question(s): How do governments make fair decisions?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-C2.0.1: Explain how local
governments balance individual rights with the common good to solve local community problems. 2-C3.0.1:
Give examples of how local governments make, enforce, and interpret laws (ordinances) in the local community.
2-C3.0.2: Use examples to describe how local government affects the lives of its citizens. 2-C3.0.3: Identify
services commonly provided by local governments (e.g., police, fire departments, schools, libraries, parks).
Cross Curricular Connections: Language Arts
Technology Integration: Government - www.civiced.org
Month: May
Week: 32
Key Concepts/Vocabulary: community leader, Rule of Law, mayor, president,
senator, congress, bill, laws
CDV: Rules of Law
CCV: Ujima
Teacher Resources
 Nystrom, Lesson 3, Activity C: Community
Leaders. Note: Please make sure to explain that
the government provides services such as police,
fire departments, schools/teachers, libraries, parks,
etc.
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
 Blackline Masters, Book 1
 Nystrom Literacy Library - Note: Read My Brother
Martin to wrap up this lesson.
 Word Wall
Student Learning Activities
Nystrom, Unit 1 - Looking at Communities
 Lesson 3, Activity C: Community Leaders, pp. 4042; 2-C2.0.1, 2-C3.0.1, 2-C3.0.2
 Detroit’s Local Government (See SA p. 10)
Blackline Masters, Book 1
Leadership Chart, p. 10; 2-C3.0.3
Nystrom, Unit 5 - Our Country’s Government and Its
History
 Lesson 1, Activity C: The President and Congress,
pp.182-184; 2-C3.0.2
 Lesson 1, Activity D: Bills and Laws, pp. 184-186,
189; 2-C3.0.1, 2-C3.0.1
Nystrom Literacy Library
Read: My Brother Martin
Bellwork/Do Now: Respond to the following prompt:
What makes a good leader?
Assessment: 1) Blackline Masters, Book 1, Leadership Chart, p. 10; 2-C2.0.1, 2-C3.0.1, 2-C3.0.2. 2) Nystrom:
Activity D, p. 189; 2-C3.0.1, 2-C3.0.1
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
38
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 5: Goods and Services in the Neighborhood
Big Idea(s): What are some concepts that help us understand
economic activity in our market economy? How does government
affect the lives of its citizens?
Focus Question(s): (1) How do businesses in your local community meet the economic wants of consumers?
(2) Why do we have government?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-C1.0.1: Explain why people
form governments. 2-E1.0.3: Describe how businesses in the local community meet economic wants of
consumers.
Cross Curricular Connections: Language Arts
Technology Integration: Unit 5 Review/Assessment - www.ncee.net, www.civiced.org,
www.pbs.org/democracy/kids/
Key Concepts/Vocabulary: route, map, map key
Month: May
Week: 33
CDV: Liberty CCV: Ujamaa
Teacher Resources
 Textbook: Neighborhoods, Book 2, Metropolitan
Teaching and Learning Company © 2000.
 Blackline Masters, Book 2
 Nystrom Literacy Library
 Word Wall
Student Learning Activities
TB: Book 2
Unit 5: Review and Skills, pp. 120-121; 2-E1.0.3
Blackline Masters, Book 2
 Unit 5 Review, pp. 31-32; 2-C1.0.1, 2-E1.0.3
 Fill in the Chart, p. 34; 2-E1.0.3
 Nystrom Literacy Library, Reread: From Wax to
Crayon
Bellwork/Do Now: Respond to the following prompt:
Have you ever had an opportunity to choose what you
wanted to buy? What was your opportunity cost (What
item did you choose not to buy)?
Assessment: Blackline Masters, Book 2, pp. 31-32, 34; 2-E1.0.3
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
39
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 6: Technology in the Neighborhood
Big Idea(s): How does technology meet the needs and wants of your
local community?
Focus Question(s): (1) How can we use maps to investigate how places are organized? (2) How do we move
people, goods, and ideas within our local community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-G1.0.2: Use maps to describe
the spatial organization of the local community by applying concepts including relative location and using
distance, direction, and scale. 2-G4.0.2: Describe the means people create for moving people, goods, and ideas
within the local community.
Cross Curricular Connections: Science - Technology, Language Arts
Technology Integration: Technology and Communication - www.pbskids.org,
http://bensguide.gpo.gov/subject.html
Key Concepts/Vocabulary: technology, communication, cellular phone,
Month: May
political map, boundaries, capital, transportation
Week: 34
CDV: Common Good, Pursuit of Happiness CCV: Kuumba
Teacher Resources
 Textbook: Neighborhoods, Book 1, Metropolitan
Teaching and Learning Company © 2000.
 Lesson 1: Technology and Communication.
 Lesson 2: Technology and Transportation
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
 Blackline Masters, Book 2
 Word Wall
Bellwork/Do Now: Respond to the following prompt:
What is your favorite technology at home? Explain
why you enjoy it.
Student Learning Activities
TB: Book 2
 Lesson 1: Technology and Communication, pp.
124-127; 2-G4.0.2
 Skills: Reading a Political Map, pp. 128-129;
2-G1.0.2
 Lesson 2: Technology and Transportation, pp. 130132; 2-G4.0.2
Blackline Masters, Book 2
 Ways to communicate, p. 36; 2-G4.0.2
 Political Maps, p. 38; 2-G1.0.2
 Technology and Transportation, p. 39; 2-G4.0.2
 Extra Support: Transportation Technology, p. 40;
2-G4.0.2
Assessment: Blackline Masters, Book 2, pp. 36, 38-40
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
40
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 6: Technology in the Neighborhood
Big Idea(s): How is technology used in the community?
Focus Question(s): (1) How can we use maps to investigate how places are organized? (2) How do we move
people, goods, and ideas within our local community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-G1.0.2: Use maps to describe
the spatial organization of the local community by applying concepts including relative location and using
distance, direction, and scale. 2-G4.0.2: Describe the means people create for moving people, goods, and ideas
within the local community.
Cross Curricular Connections: Language Arts, Science, Technology
Technology Integration: Reading a Political Map -www.ducksters.com/geography/
Month: May
Week: 35
Key Concepts/Vocabulary: Service Project, public issues, block, distance,
scanner, astronaut, community, laboratory, International Space Station, Russia,
Japan
CDV: Common Good
CCV: Umoja
Teacher Resources
 Textbook: Neighborhoods, Book 2, Metropolitan
Teaching and Learning Company © 2000.
 Blackline Masters, Book 2
 Service Project #3 Note: Work on Service Project
#3 after Neighborhoods lessons have been
read/discussed. Service Project #3 will not be
written by students. The teacher will write on the
board/overhead projector as students dictate each
part of the project. See SA for Service Project #3.
 Word Wall
Student Learning Activities
TB: Book 2
 Skills: Finding Distance on a Map, pp. 132 – 133;
2-G1.0.2
 Technology at Work, pp. 134 -137; 2-G4.0.2
 Lesson 4: A New Kind of Neighborhood, pp. 138 –
141; 2-G4.0.2
Blackline Masters, Book 2
Finding Distance on a Map, p. 41; 2-G1.0.2
Service Project #3; 2-P3.1.1 – 2-P4.2.2
Bellwork/Do Now: Respond to the following prompt:
If you could live in outer space, what technology would
you like to take with you? Why?
Assessment: 1) Blackline Masters, Book 2, Finding Distance on a Map, p. 41. 2) Service Project #3
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
41
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 6: Technology in the Neighborhood
Big Idea(s): How is technology used in the community?
Focus Question(s): How do we move people, goods, and ideas within our local community?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-G4.0.2: Describe the means
people create for moving people, goods, and ideas within the local community.
Cross Curricular Connections: Language Arts
Technology Integration: Technology & Transportation/Finding Distance on a Map
http://bensguide.gpo.gov/subject.html, www.fhwa.dot.gov/education/index.htm
Key Concepts/Vocabulary: diagram-transportation of astronaut and ideas,
Month: May
laboratory, communication, technology, astronaut, community, route
Week: 36
CDV: Common Good
CCV: Umoja
Teacher Resources
 Textbook: Neighborhoods, Book 2, Metropolitan
Teaching and Learning Company © 2000.
 Blackline Masters, Book 2
 Complete Service Project #3
 Word Wall
Bellwork/Do Now: Respond to the following prompt:
How is technology used in your classroom?
Student Learning Activities
TB: Book 2
 Skills: Reading a Diagram, pp. 142-143; 2-G4.0.2
 Unit 6 Review & Review Skills, pp. 144-145; 2G4.0.2
Blackline Masters, Book 2
 Diagrams, p. 46; 2-G4.0.2
 Unit 6 Review, pp. 47- 48; 2-G4.0.2
 Technology of Our Time, p. 50; 2-G4.0.2
Complete Service Project #3
Assessment: Unit 6 Review – Blackline Masters, Book 2, pp. 46- 48, 50; 2-G4.0.2
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
42
DETROIT PUBLIC SCHOOLS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Curriculum Instructional Sequence and Pacing Chart
NEIGHBORHOODS – GRADE 2
Unit 6: Technology in the Neighborhood
Big Idea(s): How can we use maps to investigate how places are
organized?
Focus Question(s): How can we use maps as tools to distinguish between geographic features?
Student learning objectives/Grade Level Content Expectation(s) (GLCEs): 2-G1.0.1: Construct maps of the
local community that contain symbols, labels, and legends denoting human and natural characteristics of place.
2-G1.0.2: Use maps to describe the spatial organization of the local community by applying concepts including
relative location and using distance, direction, and scale.
Cross Curricular Connections: Language Arts, Science
Technology Integration: Technology at Work - www.pbskids.org, http://bensguide.gpo.gov/subject.html
Month: June
Week: 37
Key Concepts/Vocabulary: natural feature, cultural feature, symbol
CDV: CCV:
Teacher Resources
 Textbook: Neighborhoods, Book 2, Metropolitan
Teaching and Learning Company © 2000.
 Skills: Reading A Political Map, ATE 129 (Art
Activity Only)
 Supplemental Materials: Exploring Where and
Why: Communities Here & There, Nystrom
Herff Jones Education Division © 2005.
Exploring Maps and Globes
Wrap up: In a few sentences, describe what you
enjoyed learning about social studies.
 Word Wall
Student Learning Activities
TB: Book 2
Skills: Reading A Political Map (Art Activity);
2-G1.0.2
Nystrom, Unit 3: Exploring Maps and Globes
 Lesson 3, Activity A: Exploring Cultural Features,
pp. 111-113); 2-G1.0.2
 Lesson 3, Activity B: Cultural Features on Maps,
pp. 113-117); 2-G1.0.2
 Wrap-up: In a few sentences, describe what you
enjoyed learning about social studies.
Bellwork/Do Now: Respond to the following prompt:
If you could travel anywhere, where would you go?
Why?
Assessment: 1) Art Activity, p. 129; 2-G1.0.2 2) Activity B, p. 117; 2-G1.0.2 4) Wrap-up writing.
TB-Textbook
ATE- Annotated Teacher’s Edition
SA – Student Activities section of this document
CDV-Core Democratic Values
TCR-Teacher Core Resources
CCV-Core Cultural Values
PWE-Persuasive Writing Essay
TE-Teacher’s Edition
43
DETROIT PUBLIC SCHOOLS
DIVISION OF ACADEMIC AFFAIRS
OFFICE OF HISTORY, SOCIETY AND CULTURE
Sheryl Jones, Director
THE LOCAL COMMUNITY
Grade 2
Service Project #1
Grade 2
Unit 1: The Local Community
Big Idea: How can we positively interact with our environment?
Focus Question: In what ways can people responsibly interact with the environment in
the local community?
GLCEs:
2-C5.0.1 Identify ways citizens participate in community decisions.
2.C5.0.2 Distinguish between personal and civic responsibilities and explain why they are
important in community life.
2-C5.0.3 Design and participate in community improvement projects that help or inform
others.
2-G5.0.1 Suggest ways people can responsibly interact with the environment in the local
community.
2-G5.0.2 Describe positive and negative consequences of changing the physical
environment of the local community.
2-P3.1.1 Identify public issues in the local community that influence the daily lives of its
citizens.
2-P3.1.2 Use graphic data and other sources to analyze information about a public issue in
the local community and evaluate alternative resolutions.
2-P3.1.3 Give examples of how conflicts over core democratic values lead people to
differ on resolutions to a public issue in the local community.
2-P3.3.1 Compose a statement expressing a position on a public policy issue in the local
community and justify the position with a reasoned argument.
2-P4.2.1 Develop and implement an action plan to address or inform others about a public
issue.
2-P4.2.2 Participate in projects to help or inform others.
Service Project #1: Read T.E. p. 12 Overview
Model each step of the service project using “Neighborhood Clean Up Day”
Teacher Procedures:
1. Identify the problem(s)/public issue(s) the people have in their
neighborhood/community (i.e. trash on the ground, trees overgrown, houses needed
to be painted)
2
2. Analyze how this problem is affecting their neighborhood/community using
data/information from their story and prior knowledge. These problems made their
neighborhood look old and dirty.
3. Evaluate what they chose to do to resolve this problem (public issue). They formed
Neighborhood Clean Up Day - the community worked together to paint houses, pick
up trash, trim trees, etc.
Service Project Part A:
1. Have students identify a problem in their neighborhood/local community.
2. Use graphic data and/or other sources to analyze information about their public issue.
i.e. newspapers, internet articles, students’ responses
3. List, evaluate, and discuss alternative resolutions (students come up with various ways
this issue can possibly be resolved. i.e. students might volunteer their services, write
an article in the school newspaper asking the community to help, contact the local
news media for coverage to inform the community, write the city council requesting
help, etc.
4. Give examples of how conflicts over Core Democratic Values(CDVs) lead people to
differ on resolutions. i.e. Some students might agree that people who live in their
community should help clean up their school park for the common good of their
community, whereas, others might think it’s the responsibility of the school to keep
their park clean and safe. (or the city government)
5. As students dictate, the teacher will write a few sentences stating a public issue in their
community and explain how it affects them. (Statement and Explanation)
Sample: Service Project Part A - Statement and Explanation
I think our school should have a safe park for the children to play in. Some of my
friends were cut by broken glass while playing football. We can’t play on the
swing-sets because they are broken. My classmates are not allowed to enjoy the
playscape because the slide was set on fire. If we don’t do something to make it
clean and safe, we will continue to get hurt. These are reasons why I think our
school should have a safe park for children to play in.
Teacher records as students dictate the steps they would take to resolve or inform
others of the public issue.
Sample: Service Project Part B - Action Plan
Students may:
 write a letter to the principal about the public issue;
 write an article in the school newspaper; or
 discuss the issue with their peers.
3
Service Project #2
Grade 2
Unit 3, Weeks 15-17
Big Idea: What are some ways citizens participate in community
decisions?
Focus Question: How can a person distinguish between personal and civic
responsibilities? Why are they important in community life? In what ways can people
responsibly interact with the environment in the local community?
GLCEs:
2-C5.0.1: Identify ways citizens participate in community decisions.
2-C5.0.2: Distinguish between personal and civic responsibilities and explain why they
are important in community life.
2-C5.0.3: Design and participate in community improvement projects that help or inform
others.
2-G5.0.1: Suggest ways people can responsibly interact with the environment in the local
community.
2-G5.0.2: Describe positive and negative consequences of changing the physical
environment of the local community.
2-P3.1.1 Identify public issues in the local community that influence the daily lives of its
citizens.
2-P3.1.2: Use graphic data and other sources to analyze information about a public issue
in the local community and evaluate alternative resolutions.
2-P3.1.3: Give examples of how conflicts over core democratic values lead people to
differ on resolutions to a public policy issue in the local community.
2-P3.3.1: Compose a statement expressing a position on a public policy issue in the local
community and justify the position with a reasoned argument.
2-P4.2.1: Develop and implement an action plan to address or inform others about a
public issue.
2-P4.2.2: Participate in projects to help or inform others.
4
Service Project #2, Parts A and B: Identify public issues regarding the availability of
goods and services in the local community.
As students learn about Kemet (Ancient Egypt) and its bustling market places which
provided the local community’s needs and wants. Where do local families go to purchase
what they need/want.
Service Project Part A:
1. Students should identify a problem in their neighborhood/local community.
2. Use graphic data to analyze about their public issue.
a. Gather data from students showing what items their families purchase
within and outside their local community. See Sample Graph #1 below.
b. Students should analyze their data gathered: Are they purchasing more
items within or outside their communities? What types of items are they
purchasing within/outside their local communities? What items are needs
vs. wants? Dies this pose a problem to their local community? What is the
problem or public issue? (e.g. They might purchase more important items
outside of their local communities because of lower cost, or their local
community might not have enough stores to supply many needs and wants
of the people who live there.)
3. List, evaluate, and discuss alternative resolutions (students brainstorm various ways
this issue(s) can possibly be resolved. (e.g. Residents should start more businesses
within their local community. Write a letter to the local businesses explaining why
they should supply more items to their local community. Write a letter to the City
Council explaining the problem and suggested solutions, etc.)
4. Give examples of how conflicts over Core Democratic Values (CDVs) lead people to
differ on resolutions. (e.g. common good – should we continue to have to travel
outside of our community to buy goods/services or is it better for the local community
overall to offer more of our needs within our community stores? Some people might
want to drive to other communities for better products while others without
transportation need more products sold in their local communities.
5. Write a statement containing the following:
Position Statement and Explanation
*Write a position on a public policy issue in their local community.
*Justify their position with a reasonable argument.
(Review Service Project #1, Sample Service Project
Part A - Statement and Explanation)
Service Project Part B - Action Plan
List and discuss the step students would take to address the problem/public issue.
Sample Action Plan (Action plans may be one or more steps):

Discuss the issue with peers

Write a letter to local businesses persuading them to supply more goods
for the local community.
5


Create posters to inform student body, staff, and parents about the issue.
Contact the local news media informing them of the issue and possible
solutions.
Sample Graph #1
Purchases within my
community
Toiletries, cars, read, milk,
chips, canned foods.
Both
Purchases outside my
community
clothes, gas
shoes, furniture, tires, fresh
fruits/vegetables, meat
Sample Venn Diagram
Purchases
Within the
Community






Toiletries
Cars
Both
Bread
 Gasoline
Milk
 Clothes
Chips
Canned foods






Shoes
Furniture
Tires
Fresh fruit
Fresh vegetables
Raw meat
Outside the
Community
6
Service Project #3
Grade 2
Unit 6: Technology in the Neighborhood
Big Idea: What are some ways citizens participate in
community decisions?
Focus Question: What public issue in the local community influences the daily lives
of its citizens?
GLCEs:
2-C5.0.1 Identify ways citizens participate in community decisions.
2.C5.0.2 Distinguish between personal and civic responsibilities and explain why they are
important in community life.
2-C5.0.3 Design and participate in community improvement projects that help or inform
others.
2-G5.0.1 Suggest ways people can responsibly interact with the environment in the local
community.
2-G5.0.2 Describe positive and negative consequences of changing the physical
environment of the local community.
2-P3.1.1 Identify public issues in the local community that influence the daily lives of its
citizens.
2-P3.1.2 Use graphic data and other sources to analyze information about a public issue in
the local community and evaluate alternative resolutions.
2-P3.1.3 Give examples of how conflicts over core democratic values lead people to
differ on resolutions to a public issue in the local community.
2-P3.3.1 Compose a statement expressing a position on a public policy issue in the local
community and justify the position with a reasoned argument.
2-P4.2.1 Develop and implement an action plan to address or inform others about a public
issue.
2-P4.2.2 Participate in projects to help or inform others.
7
Service Project #3, Parts A and B: Identify public issues regarding technology in the
local community.
Service Project Part A:
1. Have students identify a problem in their neighborhood/local community.
i.e. not enough working computers in each classroom, no computer/media center in
school, few students have a working computer with internet access at home, students
are not allowed to carry/use cellular phones in school, etc.
2. Use graphic data and/or other sources to analyze about their public issue.
3. Graph # of students who have/don’t have access to the internet at home, graph how
many students think they should be able to carry a cell phone during school hours,
etc.
4. List, evaluate, and discuss alternative resolutions (students brainstorm various ways
this issue can possibly be resolved. (discuss the issue with a peer/class, etc.) Write a
letter to the school board to allow students to carry cell phones to school, have a
fundraiser to buy new computers, etc.
5. Give examples of how conflicts over Core Democratic Values (CDVs) lead people
to differ on resolutions. Some students might think it is for the common good that
students should be allowed to carry/use cell phones in school, while others might
disagree because of the negative impact it might have on their education or safety.
6. As students dictate, the teacher writes a statement containing the following:
Position Statement and Explanation
 Write a position on a public policy issue in their local community.
 Justify their position with a reasonable argument.
(Review Service Project #1, Sample Service Project Part A - Statement and
Explanation)
Service Project Part B - Action Plan (Students complete in writing)
List and discuss the step(s) students would take to address the problem/public
issue. (Review Service Project #1, Sample Service Project Part B - Action Plan)
8
The Five Themes of Geography
Mr. Help
MOVEMENT: How are people and places linked?
 Transportation systems for the movement of materials and products (highways, rivers,
air, shipping routes)
 Communication systems ( cellular links ideas, information)
 People (ideas, food, language, migration)
 Physical systems (wind, rain, weather)
REGIONS: How and why is one area similar to or different from another area?
 Physical characteristics (climate, landforms)
 Share a common purpose or function (south, Midwest, northeast)
HUMAN/ENVIRONMENT INTERACTION: How do people interact with and change their
environment?
 How humans depend on the environment (food, basic needs, shelter, clothing)
 How humans modify the environment (build bridges, build houses, schools, shopping
centers, parks)
 How humans adapt to the environment (furnace, fireplace, fans, air conditioners, hats,
coats, boots)
LOCATION: Where is it? What is it like?
 Absolute Location-latitude and longitude or an address
 Relative Location-where a place is with respect to other places (east of, south of etc.)
PLACE: What is it like there?
 Physical characteristics (landforms, bodies of water, natural resources, animal habitats)
 Human characteristics (bridges, roads. buildings, spoken language(s), culture)
9
Detroit’s Local Government/Leadership
Mayor Dave Bing
Mayor Bing is responsible for running the city.
City Council:
Charles Pugh, Council President
Gary Brown, Council President Pro-Tem
Saunteel Jenkins, Councilwoman
Kenneth V. Cockrel, Jr, Councilman
Brenda B. Jones, Councilwoman
Andre L. Spivey, Councilman
James Tate, Councilman
Kwame Kenyatta, Councilman
JoAnn Watson, Councilwoman
Our City Council is responsible for making the laws for our city.
City Clerk Janice M. Winfrey
The City Clerk is responsible for making sure that every citizen of Detroit has the
opportunity to vote. This person also makes sure every new council member
promises to do his/her best for the citizens of Detroit.
Interim Police Chief Ralph Godbee
Detroit’s Police Chief is responsible for keeping the people of Detroit safe.
10
DETROIT BOARD OF EDUCATION
Anthony Adams, President, District 5
Honorable Tyrone Winfrey, Vice President, District 4
Honorable Carol Banks, At-Large
Honorable LaMar Lemmons, At-Large
Honorable Reverend David Murray, At-Large
Honorable Ida Short, At-Large
Honorable Carla D. Scott, M.D., District 1
Honorable Elena M. Herrada, District 2
Honorable Annie Carter, District 3
Honorable Terry Catchings, District 6
Honorable Ron Cleveland, District 7
DETROIT PUBLIC SCHOOLS
Robert C. Bobb
Emergency Financial Manager
Barbara Byrd Bennett
Chief Academic Auditor
The Board of Education of the School district of Detroit does not discriminate in course offerings to any student on the basis of
race, sex, color, creed, national origin, religion, marital status, or handicap, as required by Titles VI and VII of the Civil Rights
Act of 1964 as amended, Title IX of the Educational Act of 1973.