MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Social Studies - Grade Two – Who We Are As Americans
Course Code: 5021040
COURSE DESCRIPTION:
Second Grade: Who We Are As Americans
The second grade social studies curriculum consists of the following content area strands: American History, Geography, Economics, and Civics. Second grade students will
investigate the impact of immigration over time in the United States, explore the geography of North America, and discover the foundations of American citizenship.
The following pacing guide replaces the Competency-Based Curriculum for Social Studies as the required curriculum for grades K-12 in Miami-Dade County Public
Schools.
Please note the following important general information regarding the Pacing Guides:
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The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.
Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school
levels.
The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.
The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.
The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the
number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given
nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.
NOTE: Essential Benchmarks identified in this course are highlighted in Yellow.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:
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Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
Course Code - The Florida Department of Education Course Code is listed for the course.
Topic - The general topic for instruction is listed; e.g., Westward Expansion.
Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
Nine Week Grading Period - Grading periods (1-4) are identified.
Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.
NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided
into Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.
Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional
practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular
topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they
relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Social Studies - Grade Two – Who We Are As Americans
Course Code: 5021040
Elementary Language Arts/Reading, Mathematics, and Science Related Benchmarks Supported through this Social Studies Course:
LA.2.1.4.6
LA.2.1.6.1
LA.2.1.6.3
LA.2.1.7.1
The student will recognize common abbreviations;
The student will use new vocabulary that is introduced and taught directly;
The student will use context clues to determine meanings of unfamiliar words;
The student will identify a text's features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for
reading;
LA.2.1.7.3
The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts;
LA.2.1.7.4
The student will identify cause-and-effect relationships in text;
LA.2.1.7.5
The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in
text;
LA.2.2.2.2
The student will use explicitly stated information to answer a question;
LA.2.3.5.1
The student will produce, illustrate, and share a variety of compositions.
LA.2.4.2.2
The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic;
LA.2.4.2.3
The student will write informational/expository paragraphs that contain a topic sentence, supporting details, and relevant information;
LA.2.6.2.1
The student will generate research questions by brainstorming, identify key words, group related ideas, and select appropriate resources (e.g., atlases, nonfiction
books, dictionaries, digital references);
LA.2.6.2.2
The student will select and use a variety of appropriate reference materials to gather information and locate information using alphabetical order;
LA.2.6.2.3
The student will analyze and select appropriate facts and communicate information in a simple report that includes, a title, a main, and supporting details; and
LA.2.6.3.1
The student will recognize that nonprint media affect thoughts and feelings (e.g., graphics, music, digital video); and
LA.2.6.3.2
The student will identify types of mass communication (e.g., film, newspapers, radio, digital technology).
LA.2.6.4.1
The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations); and
LA.2.6.4.2
The student will use digital resources (e.g., writing tools, digital cameras, drawing tools) to present and publish thoughts, ideas, and stories.
MA.2.G.3.1
Estimate and use standard units, including inches and centimeters, to partition and measure lengths of objects.
MA.2.G.5.3
Identify, combine, and compare values of money in cents up to $1 and in dollars up to $100, working with a single unit of currency.
SC.2.L.17.1
Compare and contrast the basic needs that all living things, including humans, have for survival.
SC.2.L.17.2
Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.
SC.2.N.1.1
Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations
based on those explorations.
SC.2.N.1.6
Explain how scientists alone or in groups are always investigating new ways to solve problems.
Florida Reading and Writing Standards for Literacy in History/Social Studies K-5:
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Florida Reading and Writing Standards for Literacy in History/Social Studies, grades K-5, can be found at the end of each nine weeks Pacing Guide. When planning
lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy
and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked.
For a complete listing of all Florida Standards, please visit: http://flstandards.org/ The specific pages for History/Social Studies K-5 standards for Literacy and Writing have
been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required K-5 social studies course.
Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For K-3 Social Studies*, the following themes are identified:
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Culture- Human beings create, learn, share, and adapt to culture.
o Understand that cultures are dynamic and change over time.
o Explore concepts of likenesses and differences among cultural groups
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Social Studies - Grade Two – Who We Are As Americans
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Course Code: 5021040
Identify the cultural basis for some celebrations and ways of life in their community and in examples from across the world.
Time, Continuity, and Change- Studying the past makes it possible for us to understand the human story across time
o Learn to locate themselves in time and space.
o Gain experience with sequencing to establish a sense of order and time
o Begin to understand the historical concepts that give meaning to the events that they study
o Use stories about the past to help children develop their understanding of ethical and moral issues as they learn about important events and developments
o Recognize that stories can be told in different ways, and that individuals may hold divergent views about events in the past
o Understand the linkages between human decisions and consequences
o Lay the foundation for the further development of historical knowledge, skills, and values in the middle grades
People, Places, and Environments- The study of people, places, and environments enables us to understand the relationship between human populations and the
physical world
o Learn where people and places are located and why they are there
o Learn to use maps, globes, and other geographic tools.
o Examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations
o Identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and places
o Draw upon immediate personal experiences in students’ neighborhoods, towns and cities, and states, as well as peoples and places distant and unfamiliar, to explore
geographic concepts and skills
o Express interest in and concern for the use and misuse of the physical environment
Power, Authority, and Governance- The development of civic competence requires an understanding of the foundations of political thought, and the historical
development of various structures of power, authority, and governance.
o Understand the purposes and functions of government
o Explore students’ natural and developing sense of fairness and order as they experience relationships with others
o Develop an increasingly comprehensive awareness of rights and responsibilities in specific contexts
o
Introduce civic ideals and practices through activities such as helping to set classroom expectations, examining experiences in relation to ideals, participating in mock
elections, and determining how to balance the needs of individuals and the group
o Experience views of citizenship in other times and places through stories and drama
Production, Distribution, and Consumption- People have wants that often exceed the limited resources available to them.
o Prioritize economic wants vs. needs.
o Explore economic decision-making as students compare their own economic experiences with those of others
o Consider the wider consequences of economic decisions on groups, communities, the nation, and beyond.
o Learn how science and technologies influence beliefs, knowledge, and daily lives
o Study how basic technologies such as telephones, ships, automobiles, and airplanes have evolved
o Explore how we have employed technology such as air conditioning, dams, and irrigation to modify our physical environment and contribute to changes in global health and
economics.
Global Connections - Global connections have intensified and accelerated the changes faced at the local, national, and international levels.
o Become aware of how things that happen in one part of the world impact other parts of the world.
o Examine and explore various types of global connections as well as basic issues and concerns.
* Themes adapted from: National Curriculum Standards for Social Studies
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Social Studies - Grade Two – Who We Are As Americans
Course Code: 5021040
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Civics in a Snap Lessons: Developed in collaboration with The Florida Joint Center for Citizenship, provide teachers with a stand-alone lesson plan, designed to be
implemented in approximately 15 minutes, in order to provide instruction that infuses Civic knowledge and dispositions encouraging both literacy and Civic
benchmarks/standards mastery. Please note: when the following icon appears in the pacing guide, simply click on the icon, which is located next to the
benchmark pertaining to Civics, and you will be directed to a separate webpage where Civics in a Snap lessons are located.
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For additional Civics lessons: please see: The Department of Social Sciences’ website: http://socialsciences.dadeschools.net and/or The Florida Joint Center for
Citizenship’s website: http://floridacitizen.org/.
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Social Studies - Grade Two – Who We Are As Americans
Course Code: 5021040
Topic 7: Colonial America
PACING
Traditional
Dates
1-26-16 to 2-25-16
21 Days
ESSENTIAL QUESTIONS for Topic 7:
What was life like in Colonial America?
How do communities change over time?
STRAND(S) and STANDARD(S):
American History (Standard 2: Historical Knowledge; Standard 3: Chronological Thinking.)
Geography (Standard 1: The World in Spatial Terms.)
Third Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Florida Standards Focus Activity:
Florida Standards Focus:
Course Themes Addressed:
- Have students work in groups to research and create a “Colonial Times”
LAFS.2.RI.1.1 Ask and answer such
newspaper. Newspapers should include illustrations and highlight: news of the
questions as who, what, where, when, why, Culture
o Understand that cultures are dynamic and change day; fashion; food; housing; entertainment; and help-wanted advertisements.
and how to demonstrate understanding of
over time.
Provide time for students to share their newspapers with the class.
key details in a text.
o Explore concepts of likenesses and differences
Core Text : McGraw-Hill Florida Social Studies: Who We Are as Americans;
among cultural groups
Content Benchmarks:
Unit 3: A Land of Immigrants; Opener; Lesson 1- Colonial America. Pages 60o Identify the cultural basis for some celebrations
SS.2.A.2.4 Explore ways the daily life of
73.
and ways of life in their community and in
people living in Colonial America changed
Reading Skill: Understanding Sequence
examples
from
across
the
world.
over time.
Primary and Secondary Sources: Photographs
SS.2.A.3.1 Identify terms and
designations of time sequence.
Skill Benchmarks:
SS.2.G.1.4 Use a map to locate the
countries in North America (Canada, United
States, Mexico, and the Caribbean Islands).
SS.2.A.1.1 Examine primary and
secondary sources.
SS.2.A.1.2 Utilize the media center,
technology, or other informational sources
to locate information that provides answers
to questions about a historical topic.
Time, Continuity, and Change
o Gain experience with sequencing to establish a sense of order and time
o Begin to understand the historical concepts that
give meaning to the events that they study
o Lay the foundation for the further development of
historical knowledge, skills, and values in the
middle grades
Vocabulary:
colonist, colony, community, England, immigrants, rule
Technology:
Colonial Times photos: www.history.com
Colonial Jamestown: http://www.history.com/interactives/jamestown-exhibit
Colonial Williamsburg: http://colonialwilliamsburg.org/kids/
People, Places, and Environments
o Examine the influence of physical systems, such
as climate, weather and seasons, and natural
resources, such as land and water, on human
populations
Topic Content
Colonial America
 Colony
o Settlement
Department of Social Sciences Pacing Guide
Colonial Period: http://teacher.scholastic.com/activities/our_america/colonial/
Suggested Activities:
Work together as a class to create a KWL Chart for Colonial America.
Have some students role play characters and people during colonial times while
others interview them to gain insight into colonial way of life, customs, etc.
Have students draw/illustrate people and places of the Colonial Period and
present and glue the drawings to a chart labeled “Colonial Times” and “Present”.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Social Studies - Grade Two – Who We Are As Americans
NGSSS-SS Benchmarks
Florida Standards:
LAFS.2.RI.2.4 Determine the meaning of
words and phrases in a text relevant to a
grade 2 topic or subject area.
LAFS.2.RI.2.6 Identify the main purpose of
a text, including what the author wants to
answer, explain, or describe.
LAFS.2.RI.3.7 Explain how specific images
(e.g., a diagram showing how a machine
works) contribute to and clarify a text.
LAFS.2.W.2.5 With guidance and support
from adults and peers, focus on a topic and
strengthen writing as needed by revising
and editing.
LAFS.2.W.2.6 With guidance and support
from adults, use a variety of digital tools to
produce and publish writing, including in
collaboration with peers.
Course Code: 5021040
Third Nine Weeks
Instructional Tools
Essential Content
o Ruled by another country
Have students create link chains with construction paper of past and present
o Immigrants known as colonists
changes, e.g. a horse drawn carriage linked to a modern automobile.
 Colonial America
Using a map of U.S., have the students identify (label and color) the thirteen
o Way of life
original colonies.
o Native Americans
o Food
Simulate a colonial school day using hornbooks and bench seating and discuss
o Clothing
what it would have been like to attend school in colonial times.
o Transportation
Have students look through illustrations of colonial times (school, homes, village)
o Occupations
and compare them to today’s time and complete a Venn diagram of “Then and
o Education
Now.”
o Childhood
o Shelter
Have students imagine that they are children in Colonial America. Then have
o Foods
students write a journal entry on a day in their life as a child in Colonial America.
o Farming (garden)
Have students use digital tools to publish their journal entries.
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Changes in community life over time
Creation of 13 Colonies
Change in buildings
Farming
Change in clothing styles
Jobs
Education
Population
o
o
o
o
o
o
o
LAFS.2.W.3.7 Participate in shared
research and writing projects (e.g., read a
number of books on a single topic to
produce a report; record science
observations).
LAFS.2.SL.2.4 Tell a story or recount an
experience with appropriate facts and
relevant, descriptive details, speaking
audibly in coherent sentences.
LAFS.2.SL.2.6 Produce complete
sentences when appropriate to task and
situation in order to provide requested
detail or clarification. (See grade 2
Language standards 1 and 3 here for
specific expectations).
After a lesson on the different occupations of the colonial times, have students
choose an occupation they would like to do and write an expository of their
responsibilities.
Have students create a poster to attract settlers to Colonial America.
Have students work in groups to complete a mini research on citizens who
contributed during the colonial times (e.g. Anne Hutchinson, Benjamin Franklin,
Thomas Jefferson, Mary Katherine Goddard). Provide a variety of resources
including books and internet sites for research. Have students share their
information with the class when complete.
Literacy Connections:
. . . If You Lived in Colonial Times by Ann McGovern.
Some basic questions about life in colonial times are answered. The questions
deal with a variety of topics from a child’s point of view.
Adventures In Colonial America by James E. Knight.
Two English children are told the story of their grandfather’s experiences as one
of the original Jamestown colonists of 1607.
Sarah Morton’s Day (A Day in the Life of a Pilgrim Girl) by Kate Waters.
Sarah Morton’s day as she works and plays in an early American settlement in
the year 1627. The story of a day in the life of a young Pilgrim girl, Sarah Morton.
Photographs at Plymouth Plantation in Plymouth, Massachusetts. Details about
clothing, food, and games.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Social Studies - Grade Two – Who We Are As Americans
NGSSS-SS Benchmarks
Ongoing
LAFS.2.RI.2.5 Know and use various text
features (e.g., captions, bold print,
subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts
or information in a text efficiently.
LAFS.2.RI.4.10 By the end of year, read
and comprehend informational texts,
including history/social studies, science,
and technical texts, in the grades 2–3 text
complexity band proficiently, with
scaffolding as needed at the high end of
the range.
LAFS.2.SL.1.1 Participate in collaborative
conversations with diverse partners about
grade 2 topics and texts with peers and
adults in small and larger groups.
LAFS.2.SL.1.1.a. Follow agreed-upon rules
for discussions (e.g., gaining the floor in
respectful ways, listening to others with
care, speaking one at a time about the
topics and texts under discussion).
LAFS.2.SL.1.1.b. Ask for clarification and
further explanation as needed about the
topics and texts under discussion.
LAFS.2.SL.1.1.c. Ask for clarification and
further explanation as needed about the
topics and texts under discussion.
Mandate(s):
Character Education – Cooperation,
Respect, Responsibility
Native American History Month
Women’s Contributions to the U.S.
Department of Social Sciences Pacing Guide
Third Nine Weeks
Essential Content
Course Code: 5021040
Instructional Tools
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Hispanic Contributions to the United States website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under and look under “Curricular
Documents,” Next Generation Sunshine State Standards” in order to download
the PDF of Access Points for Students with Cognitive Disabilities related to this
particular grade level.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Social Studies - Grade Two – Who We Are As Americans
Course Code: 5021040
Instructional Focus Template
FIRST GRADE- SOCIAL STUDIES
Date
January 26,
2016 to
February 25,
2016
Pacing Guide
Benchmark(s)
Florida Standards:
LAFS.2.RI.1.1 Ask and answer such questions as
who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Content Benchmarks:
SS.2.A.2.4 Explore ways the daily life of people
living in Colonial America changed over time.
SS.2.A.3.1 Identify terms and designations of time
sequence.
Department of Social Sciences Pacing Guide
Course Code: 5021020
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Social Studies - Grade Two – Who We Are As Americans
Course Code: 5021040
Topic 8: Immigration
PACING
Traditional
20 Days
Dates
2-26-16 to 3-31-16
ESSENTIAL QUESTIONS for Topic 8:
Why do people move?
How does culture shape a community?
STRAND(S) and STANDARD(S):
American History (Standard 2: Historical Knowledge; Standard 3: Chronological Thinking)
Geography (Standard 1: The World in Spatial Terms)
Third Nine Weeks
NGSSS-SS Benchmarks
Instructional Tools
Essential Content
Florida
Standards
Focus
Activity:
Florida Standards Focus:
Have students write a diary entry from the point of view of an immigrant arriving
LAFS.2.RI.2.6 Identify the main purpose of Course Themes Addressed:
Culture
at Ellis Island and seeing the Statue of Liberty for the first time. Entries should
a text, including what the author wants to
o Understand that cultures are dynamic and change
include: reasons for coming to the United States; expectations; and feelings
answer, explain, or describe.
over time.
upon seeing the Statue of Liberty for the first time.
o Explore concepts of likenesses and differences
Content Benchmarks:
Core Text (available on-line through the employee portal): McGraw-Hill
among cultural groups
SS.2.A.2.5 Identify reasons people came
o Identify the cultural basis for some celebrations and Florida Social Studies: Who We Are as Americans; Unit 3: A Land of Immigrants;
to the United States throughout history.
Lessons 2-3; Unit Wrap Up. Pages 74-87
ways of life in their community and in examples
Reading
Skill: Determine Meaning of Unknown Words
from across the world.
SS.2.A.2.6 Discuss the importance of
Primary and Secondary Sources: Oral Histories
Ellis Island and the Statue of Liberty to
Time, Continuity, and Change
Vocabulary:
immigration from 1892 - 1954.
o Gain experience with sequencing to establish a
blend, contribution, custom, escape, Ellis Island, immigrant, immigration, Statue
SS.2.A.2.7 Discuss why immigration
sense of order and time
of Liberty
continues today.
o Begin to understand the historical concepts that
give meaning to the events that they study
Technology:
SS.2.A.2.8 Explain the cultural influences
o Lay the foundation for the further development of
Immigration:
and contributions of immigrants today.
historical knowledge, skills, and values in the
http://teacher.scholastic.com/activities/immigration/
middle grades
Skill Benchmarks:
Immigration at Angel Island:
SS.2.A.1.1 Examine primary and
People, Places, and Environments
http://teacher.scholastic.com/activities/asian-american/angel_island/index.htm
secondary sources.
o Examine the influence of physical systems, such as
climate, weather and seasons, and natural
Make Your Own Immigration Graph:
SS.2.A.1.2 Utilize the media center,
resources, such as land and water, on human
http://teacher.scholastic.com/activities/immigration/facts.htm
technology, or other informational sources
populations
to locate information that provides
Ellis Island interactive tour:
answers to questions about a historical
Topic Content
http://teacher.scholastic.com/activities/immigration/tour/
topic.
Immigration
 Coming to America
SS.2.A.3.1 Identify terms and
Immigration in Recent Time:
o Reasons for immigration to the U.S.
designations of time sequence.
http://teacher.scholastic.com/activities/immigration/recent/index.htm
 Freedom
SS.2.C.2.5 Evaluate the contributions of
Department of Social Sciences Pacing Guide
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Social Studies - Grade Two – Who We Are As Americans
NGSSS-SS Benchmarks
various African Americans, Hispanics,
Native Americans, veterans, and women.
Florida Standards for Reading, Writing
and Speaking and Listening:
LAFS.2.RI.1.1 Ask and answer such
questions as who, what, where, when,
why, and how to demonstrate
understanding of key details in a text.
Third Nine Weeks
Essential Content
 Escape War
 Jobs
 Find a better life

Importance of Ellis Island and the Statue of
Liberty - 1892-1854

Immigration Today
o Cultural blending
o Cultural contributions of immigrants
o Customs and celebrations
LAFS.2.RI.1.2 Identify the main topic of a
multi-paragraph text as well as the focus
of specific paragraphs within the text.
LAFS.2.RI.1.3 Describe the connection
between a series of historical events,
scientific ideas or concepts, or steps in
technical procedures in a text.
LAFS.2.RI.2.4 Determine the meaning of
words and phrases in a text relevant to a
grade 2 topic or subject area.
LAFS.2.W.1.2 Write
informative/explanatory texts in which they
introduce a topic, use facts and definitions
to develop points, and provide a
concluding statement or section.
LAFS.2.SL.1.1 Participate in collaborative
conversations with diverse partners about
grade 2 topics and texts with peers and
adults in small and larger groups.
LAFS.2.SL.1.1.a. Follow agreed-upon
rules for discussions (e.g., gaining the
floor in respectful ways, listening to others
with care, speaking one at a time about
the topics and texts under discussion).
LAFS.2.SL.1.1.b. Build on others’ talk in
conversations by linking their comments to
the remarks of others.
Department of Social Sciences Pacing Guide
Course Code: 5021040
Instructional Tools
New Immigration:
http://pbskids.org/bigapplehistory/immigration/topic10.html
Suggested Activities:
Show students photographs of immigrants during 1892-1954 and discuss what
they see, such as people’s expressions and belongings.
Using a globe or map, have students map the travel route of immigrants from
different parts of the world to the United States.
Have students pretend to be an immigrant and write a letter describing their
journey and experiences at Ellis Island.
Have students divide the word “immigrant”, “migration” and “immigration” into
their parts. Have the students look up what the root word “migrate” means.
Have students prepare an item for a news report describing how immigrants
have made America a better place.
Have students sketch the Statue of Liberty and write a paragraph about its
significance and meaning.
Invite a guest speaker to the classroom who is an immigrant to the United
States. Prior to the visit, have students develop questions as a class to ask the
speaker regarding the immigrant experience. Provide time for a question and
answer session and discussion after the presentation. As a follow-up, have
students in large or small groups, compose a “Thank You” letter to the guest
speaker.
Literacy Connection:
Ellis Island by Patricia R. Quiri.
Describes how the immigration station on Ellis Island served as a gateway into
the United States for millions of immigrants.
. . . If Your Name was Changed at Ellis Island by Ellen Levine & Wayne
Parmenter.
Describes in question and answer format the great migration of immigrants to
New York’s Ellis Island, from the 1880’s to 1914. Features quotes from children
and adults who passed through the station.
N. C. Wyeth’s Pilgrims by Robert San Sonci.
Good book for teaching our core democratic values - where they came from and
why we value them so much. Recounts the coming of the pilgrims to America,
with illustrations by N.C. Wyeth.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Social Studies - Grade Two – Who We Are As Americans
Course Code: 5021040
Third Nine Weeks
NGSSS-SS Benchmarks
Ongoing
LAFS.2.RI.4.10 By the end of year, read
and comprehend informational texts,
including history/social studies, science,
and technical texts, in the grades 2–3 text
complexity band proficiently, with
scaffolding as needed at the high end of
the range.
LAFS.2.W.2.6 With guidance and support
from adults, use a variety of digital tools to
produce and publish writing, including in
collaboration with peers.
LAFS.2.SL.2.6 Produce complete
sentences when appropriate to task and
situation in order to provide requested
detail or clarification. (See grade 2
Language standards 1 and 3 here for
specific expectations.)
Mandate(s):
Character Education – Cooperation,
Respect, Responsibility
Native American History Month
Women’s Contributions to the U.S.
African-American History
Hispanic Contributions to the United
States
Department of Social Sciences Pacing Guide
Essential Content
Instructional Tools
Liberty by Lynn Curlee.
Discusses all the planning and efforts that went into the construction of one of
the most famous symbols of the United States, the Statue of Liberty.
Journey To Ellis Island by Carol Bierman.
An account of the ocean voyage and arrival at Ellis Island of eleven-year-old
Julius Weinstein who, along with his mother and younger sister, immigrated from
Russia in 1922.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
State and District Instructional Requirements: Teachers should be aware
that State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic Contributions to the United States, Holocaust Education,
and Women’s Contributions to the U.S. Detailed lesson plans can be
downloaded from the Hispanic Contributions to the United States website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
SPED:
Go the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under and look under “Curricular
Documents,” Next Generation Sunshine State Standards” in order to download
the PDF of Access Points for Students with Cognitive Disabilities related to this
particular grade level.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: Social Studies - Grade Two – Who We Are As Americans
Course Code: 5021040
Instructional Focus Template
FIRST GRADE- SOCIAL STUDIES
Date
Pacing Guide
Benchmark(s)
February 26, Florida Standards:
2016 to March LAFS.2.RI.2.6 Identify the main purpose of a text,
including what the author wants to answer, explain,
31, 2016
or describe.
Content Benchmarks:
SS.2.A.2.5 Identify reasons people came to the
United States throughout history.
SS.2.A.2.6 Discuss the importance of Ellis Island
and the Statue of Liberty to immigration from 1892 1954.
SS.2.A.2.7 Discuss why immigration continues
today.
SS.2.A.2.8 Explain the cultural influences and
contributions of immigrants today.
Department of Social Sciences Pacing Guide
Course Code: 5021020
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
SECOND GRADE: 3RD Nine Weeks
DISCOVERY EDUCATION RESOURCES
STANDARD:
SS.2.A.2.4
Explore ways the daily life of people living in Colonial America changed over time.
Video
STANDARD:
SS.2.A.3.1
Identify terms and designations of time sequence.
Video
STANDARD:
SS.2.A.2.5
Slave Trade
Colonial Army
Grandparent's Generation
Change
Pioneers
Future
The Past
Life 100 Years Ago
Long Ago, Yesterday, and Today
Identify reasons people came to the United States throughout history.
Video
Immigrant
Immigrants
Moving to America
Department of Social Sciences Pacing Guide
Discovery Education Resources
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
SECOND GRADE: 3RD Nine Weeks
STANDARD:
SS.2.A.2.6
STANDARD:
SS.2.A.2.7
Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892 - 1954.
Video
Visit Ellis Island
The Statue of Liberty
Statue of Liberty (1)
Statue of Liberty (2)
Statue of Liberty (3)
Statue of Liberty and Ellis Island: Two of America's Best Known Landmarks
Statue of Liberty
The Statue of Liberty
Audio
Teacher and the Rockbots: Symbols of America
Image
Ellis Island
Discuss why immigration continues today.
Video
STANDARD:
SS.2.A.2.8
Immigrants Today
People and Cities
Destination: America
Explain the cultural influences and contributions of immigrants today.
Video
How Customs and Heritage Shape Communities
Off the Wall: The Great Wall in Los Angeles
Department of Social Sciences Pacing Guide
Discovery Education Resources