2011
NORTH ARLINGTON
SECOND GRADE SOCIAL STUDIES CURRICULUM
Social Studies Skills Table
Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity,
and using them to solve a problem or find a solution to a public policy question?
Social Studies Skill
Chronological Thinking
K-4
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Place key historical events and
people in historical eras using
timelines.
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Explain how the present is
connected to the past.
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Determine locations of places and
interpret information available on
maps and globes.
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Use thematic maps and other
geographic representations to
obtain, describe, and compare
spatial patterns and information
about people, places, regions, and
environments.
Spatial Thinking
5-8
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9-12
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Compare present and past events to
evaluate the consequences of past
decisions and to apply lessons
learned.
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Analyze how change occurs
through time due to shifting values
and beliefs as well as technological
advancements and changes in the
political and economic landscape.
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Construct various forms of
geographic representations to show
the spatial patterns of physical and
human phenomena.
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Relate current events to the
physical and human characteristics
of places and regions.
Construct timelines of the events
occurring during major eras.
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Explain how major events are
related to one another in time.
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Select and use various
geographic representations to
compare information about
people, places, regions, and
environments.
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Use maps and other documents to
explain the historical migration
of people, expansion and
disintegration of empires, and
growth of economic and political
systems.
Critical Thinking
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Distinguish fact from fiction.
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Identify and use a variety of
primary and secondary sources for
reconstructing the past (i.e.,
documents, letters, diaries, maps,
photos, etc.).
Presentational Skills
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Use evidence to support an idea in a
written and/or oral format.
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Compare and contrast differing
interpretations of current and
historical events.
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Assess the credibility of sources
by identifying bias and prejudice
in documents, media, and
computer-generated information.
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Select and analyze information
from a variety of sources to
present a reasoned argument or
position in a written and/or oral
format.
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Distinguish valid arguments from
false arguments when interpreting
current and historical events.
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Evaluate sources for validity and
credibility and to detect
propaganda, censorship, and bias.

Take a position on a current public
policy issue and support it with
historical evidence, reasoning, and
constitutional analysis in a written
and/or oral format
Subject- Grade 2 Month to Month Curriculum Map
Month
Topic
Skills
Modified
Materials
September/
October
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Unit 1
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Neighbor-hoods;
communities
Walk through
the community
Comparing
communities
Our state,
country
Our country is
part of our world
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Standards
Vocabulary
Identify ways people can work
together by obeying rules/ laws
Explain how rules can be made/
changed by voting
Identify people who model
good citizenship
Use problem solving process
Diverse communities
Use map key/symbols
Read/draw maps
Use vocabulary related to
chronology
Compare rural, urban and
suburban communities
Identify contributions of
contemporary figures
Locate communities, states and
countries on a map
Identify state and national
symbols
Identify individuals of
past/present significant to the
community/nation
Demonstrate map./globe skills
Interpret visual sources
Assessment
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Name rules/laws
Describe voting process
Explain characteristics of
good citizens
Compare 2 communities
Use simple picture
maps/symbols to read/draw
maps
Understand past, present,
future
Compare photos or drawings
of rural, urban, suburban
communities
Match figures to
contributions
Color/draw maps of
communities, states and
countries
Match state/national symbols
Label photos/maps
Modified Assessment
Leveled Readers
ESL Support
Vocabulary cards
Vocabulary books
Workbook
Transparencies
Brainpopjr.com
Big book
Songs and music
Discoveryed.com
6.3.4.A.2
6.3.4.B.1
6.4.3.D.1
6.3.4.A.2
6.3.4.B.1
6.4.3.D.1
6.1.4.B.4
Law
Vote
Community
History
Rural
Suburb
Urban
Capital
Month
Topic
Skills
Modified
Materials
November/
December
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Unit 2
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Geographers
Where People
Live
From My
Orchard to
You
Our Earth’s
Resources
Caring for Our
Resources
Work samples
Teacher Observation
Unit 1 Test
Children will make a travel booklet.
(TE pg. 58, Workbook pg. 11)
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Standards
6.1.4.B.4
6.1.4.B.6
6.1.4.B.8
6.1.4.B.9
Identify landforms and their
characteristics
Identify bodies of water and
their characteristics
Identify landforms on maps
Identify different communities
and their environments
Climate past and present
What are producers and
consumers
What are the roles of farmers?
Identify Cesar Chavez
What are the Earth’s natural
resources and what can we do
to protect them?
Identify Rachel Carson
Work samples
Teacher observation
Teacher made test
Have students sort pictures of
rural, suburb, and urban
communities.
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Match/label/color maps
Talk to adult with set dialogue
Draw pictures of families in
different states and the
activities they do
List jobs and locations to find
them, match to states
Sequence pictures of products
from growth to sales
Role play scenarios of good
citizenship
Identify Cesar Chavez
Identify Earth’s natural
resources
Vocabulary
Assessment
Modified Assessment
Geography
Landform
Ancestor
Producer
Consumer
Natural resource
Crop
Conservation
Teacher observation
Work samples
Have students choose a place they
would like to live. Have them
research and create a map using
the correct landforms. Have
students write two facts about the
weather of the areas they chose.
Teacher observation
Work samples
Match jobs to locations they can
by found
Have students identify landforms
and water on a map.
Leveled Readers
ESL Support
Vocabulary cards
Vocabulary books
Workbook
Transparencies
Brainpopjr.com
Big book
Songs and music
Discoveryed.com
Month
Topic
Skills
Modified
Materials
January/
February
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Unit 3
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Choosing
Goods and
Services
Services in Our
Community
Goods from
the Factory to
You
A Trip to the
Bank
Countries
Trade and
Move Goods
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Earning, Spending, and Saving
Money, making choices
What is the step by step
process of making a decision
Define taxes
Florence Nightingale
Reading a diagram
What is a factory
Development of goods
Understand a compass rose
Use a Pie Chart
Linda Alvarado
Transportation for the
exchange of goods
What is barter?
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Use the Mustang behavior
system to reinforce the
concept of earning, spending
and saving
Organize the steps to making a
decision
Identify Florence Nightingale
& Linda Alvarado and match to
pictures that depict what they
did
Identify a factory
Identify where good come
from
Identify a compass rose
Identify a pie chart (answer
questions based on the pie
chart)
Identify what types are
transportation are good for
exchanging goods
Standards
Vocabulary
Assessment
Modified Assessment
6.1.4.C.4
6.1.4.C.5
6.1.4.C.7
6.1.4.C.9
6.1.4.C.10
6.1.4.C.11
6.3.4.D.1
Income
Goods
Services
Tax
Factory
Trade
Transportation
Teacher observation
Work samples
Have students write a paragraph
about the importance of saving
money.
Teacher observation
Work samples
Identify pictures of key people and
concepts from the chapter.
Leveled Readers
ESL Support
Vocabulary cards
Vocabulary books
Workbook
Transparencies
Brainpopjr.com
Big book
Songs and music
Discoveryed.com
Barter
Month
Topic
Skills
Modified
Materials
March
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Unit 4
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Local
Government
State
Government
Federal
Government
Voting for
Leaders
The Land of
Freedom
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What is government?
What do government leaders
do?
Anna Beavers
What does state government
do?
Using a table for facts
What is Congress?
Define president
Thurgood Marshall
Voting and citizen’s
responsibility
Susan B. Anthony
American heritage
Using a map grid
Flags
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Identify government leaders
Identify Anna Beavers, Susan
B. Anthony & Thurgood
Marshall
Identify tables (answer
questions using a table)
Identify pictures of Congress
Identify the president
Identify the flag of the United
States of America
Standards
Vocabulary
Assessment
Modified Assessment
6.4.1.A.2
6.1.4.A.8
6.1.4.A.9
6.1.4.A.11
6.1.4.A.15
6.3.4.A.2
6.3.4.B.1
6.3.4.D.1
Government
Mayor
Citizen
Governor
Congress
President
Freedom
Motto
Monument
Teacher observation
Work samples
Have students pretend they are
running for a seat in the
government. Have students
create a banner or poster
encouraging people to vote for
them. Include a paragraph
explaining their platforms.
Teacher observation
Work samples
Have students identify important
people and symbols of the US.
Leveled Readers
ESL Support
Vocabulary cards
Vocabulary books
Workbook
Transparencies
Brainpopjr.com
Big book
Songs and music
Discoveryed.com
Month
Topic
Skills
Modified
Materials
April/ May
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Unit 5
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The First
Americans
Colonies
Thirteen
Colonies, One
Country
Our Country
Grows
We Remember
Americans
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Native Americans
Ella Cara Deloria
Trade between the Native
Americans and the colonists
First European Settlements
First Thanksgiving
Using a map scale
War for Independence
Paul Revere
Lewis and Clark
Using a Time line
Railroad built to connect west
to east
Slavery
Harriet Tubman
Frederick Douglas
Sojourner Truth
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Identify Native Americans
Identify Ella Cara Deloria, Paul
Revere, Lewis & Clark, Harriet
Tubman, Frederick Douglas &
Sojourner Truth
Identify a map scale on a map
Identify a Time Line
Identify a Railroad
Identify where the first
thirteen colonies on a map
Identify Europe on a map
Read books on Slavery
Standards
Vocabulary
Assessment
Modified Assessment
6.1.4.A.9
6.1.4.D.5
6.1.4.D.12
6.1.4.D.6
Shelter
Tradition
Explorer
Colony
Colonist
Independence
Pioneer
Teacher observation
Work samples
Have students work in groups to
organize events into a timeline.
Have students include an
important fact under each event
used in the timeline.
Teacher observation
Work samples
Have students organize events
into a timeline
Leveled Readers
ESL Support
Vocabulary cards
Vocabulary books
Workbook
Transparencies
Brainpopjr.com
Big book
Songs and music
Discoveryed.com
Month
Topic
Skills
Modified
Materials
May/ June
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Unit 6
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Family History
People
Celebrate
Landmarks in
Our Country
A Step Back in
Time
Linking Our
World
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Immigrants entering the US
through Ellis and Angel Island
Ellen Ochoa
Holidays
Customs
Calendars
Identify local and national
landmarks
I.M. Pei
Landmarks in ancient China
and Egypt
Artifacts
Inventions
Using diagrams and pictures
Robert Fulton’s Steamboat
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Identify pictures of Immigrants
Identify Ellen Ochoa, I.M.Pei and
Robert Fulton
Identify landmarks in China,
Egypt, and United States
Identify artifacts and invention
Match past invention to present
day counterpart
Identify diagrams
Standards
Vocabulary
Assessment
Modified Assessment
6.1.4.A.13
6.1.4.A.15
Immigrant
Holiday
Custom
Landmark
Artifact
Invention
Communication
Teacher observation
Work samples
Choose and invention from unit 6
in the book. Write three facts
about the invention in the book
and then find pictures of how
their invention looks today. For
example the Model T and then a
picture of today’s car.
Teacher observation
Work samples
Match pictures of past forms of
transportation to the transportation
of today.
Leveled Readers
ESL Support
Vocabulary cards
Vocabulary books
Workbook
Transparencies
Brainpopjr.com
Big book
Songs and music
Discoveryed.com
Internet resource for primary resources: http://www.state.nj.us/education/cccs/cad/6/6%202%20World%20History%209%20to%2012.pdf
Grade 2 Social Studies Curriculum Map
Essential Question(s): What are rules and rights? How are they protected?
21st Century Theme: Civic Literacy
21st Century Skills: Critical Thinking and Problem Solving
Standards: 6.1
Content Area: Social Studies
6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people,
cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights
and core democratic values as productive citizens in local, national, and global communities.
A. Civics, Government, and Human Rights
Skills
Instructional Procedures
Assessment
Resources
Interdisciplinary
Connections
Vocabulary
Text Book
Chapters
Modified Content
6.1.4. A.2 The
United States
Constitution and
Bill of Rights
guarantee certain
fundamental rights
for citizens.
Explain how fundamental
rights guaranteed by the
United States
Constitution and the Bill
of Rights (i.e., freedom of
expression, freedom of
religion, the right to
vote, and the right to
due process) contribute
to the continuation and
improvement of
American democracy.
Compare and contrast
how government
functions at the
community, county,
state, and national levels,
the services provided,
and the impact of policy
End of the Chapter
Test
Formative Assessment
Big Book
Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning
Guide
Trade Books
Video Field Trips
Songs & Music
Freedom
Motto
Monument
Unit 4
Leveled Readers
ESL Supports
End of the Chapter
Test
Formative Assessment
Big Book
Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
Trade Books
Video Field Trips
Songs & Music
Governments
Mayor
Citizen
Governor
Congress
President
Unit 4
Leveled Readers
ESL Supports
6.1.4. A.8 In a
representative
democracy,
individuals elect
representatives to
act on the behalf of
the people.
6.1.4. A.9 The
examination of
individual
experiences,
historical
narratives, and
events promotes
an understanding
of individual and
community
responses to the
violation of
fundamental rights.
6.1.4. A.11 The
United States
democratic system
requires active
participation of its
citizens.
decisions made at each
level.
Compare and contrast
responses of individuals
and groups, past and
present, to violations of
fundamental rights.
TE Quick Planning
Guide
End of the Chapter
Test
Formative Assessment
Explain how the
fundamental rights of
the individual and the
common good of the
country depend upon all
citizens exercising their
civic responsibilities at
the community, state,
national, and global
levels.
End of the Chapter
Test
Formative Assessment
6.1.4. A.13
Immigrants can
become and obtain
the rights of
American citizens.
Describe the process by
which immigrants
become United States
citizens.
End of the Chapter
Test
Formative Assessment
6.1.4. A.15 In an
interconnected
world, it important
to consider
different cultural
perspectives before
Explain how and why it is
important that people
from diverse cultures
collaborate to find
solutions to community,
state, national, and
End of the Chapter
Test
Formative Assessment
Big Book
Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning
Guide
Pbs.com
History.org
Trade Books
Video Field Trips
Songs & Music
Big Book
Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning
Guide
Pbs.com
History.org
Big Book
Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning
Guide
Ellisisland.org
Big Book
Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Trade Books
Video Field Trips
Songs & Music
Unit 4
Leveled Readers
ESL Supports
(Lesson 4)
Unit 5
(Lesson 5)
Unit 4
Leveled Readers
ESL Supports
(Lesson 4)
Trade Books
Video Field Trips
Songs & Music
Immigrant
Unit 6
Leveled Readers
ESL Supports
Trade Books
Video Field Trips
Songs & Music
Holiday
Custom
Government
Mayor
Citizen
Governor
Unit 4
Leveled Readers
ESL Supports
Unit 6
proposing solutions
to local, state,
national, and global
challenges.
Vocabulary Cards
Vocabulary Books
TE Quick Planning
Guide
global challenges.
Congress
President
Essential Question(s): What are maps and how are they used? What impact does technology have on individuals and societies?
21st Century Theme: Civic Literacy
21st Century Skills: Information, Media and Technology
Standards: 6.1
Content Area: Social Studies
6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people,
cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights
and core democratic values as productive citizens in local, national, and global communities.
B. Geography, People, and the Environment
Skills
Instructional Procedures
Assessment
Resources
Interdisciplinary
Connections
Vocabulary
Text Book
Chapters
Modified Content
6.1.4. B.4 Places are
jointly characterized by
their physical and
human properties.
Describe how
landforms, climate and
weather, and
availability of resources
have impacted where
and how people live
and work in different
regions of New Jersey
and the United States.
End of the Chapter
Test
Formative
Assessment
Big Book
Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning
Guide
Trade Books
Video Field Trips
Songs & Music
Geography
Landform
Unit 1
Leveled Readers
ESL Supports
Trade Books
Video Field Trips
Songs & Music
Geography
Landform
Unit 2
Nps.gov
6.1.4. B.6 Regions form
and change as a result
of unique
physical/ecological
conditions, economies,
and cultures.
Compare and contrast
characteristics of
regions in the United
States based on
culture, economics,
politics, and physical
environment to
understand the
concept of regionalism.
End of the Chapter
Test
Formative
Assessment
Big Book
Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning
Guide
Unit 2
Leveled Readers
ESL Supports
Nps.gov
6.1.4. B.8 Patterns of
settlement across
Earth’s surface differ
markedly from region
to region, place to
place, and time to time.
Compare ways people
choose to use and
divide natural
resources.
End of the Chapter
Test
Formative
Assessment
Big Book & Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning
Guide
Trade Books –
The Sense of
Wonder by
Rachel Carson
Video Field Trips
Songs & Music
Natural Resource
Crop
Unit 2
Leveled Readers
ESL Supports
Trade Books
Video Field Trips
Songs & Music
Conservation
Rachel Carson
Unit 2
Leveled Readers
ESL Supports
Nps.gov
6.1.4.B.9 Advancements
in science and technology
can have unintended
consequences that impact
individuals and/or
societies.
Relate advances in
science and technology
to environmental
concerns, and to
actions taken to
address them.
End of the Chapter
Test
Formative
Assessment
Big Book
Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning
Guide
Essential Question(s): How have innovations influenced the economy of New Jersey? How does the environment affect settlement in New Jersey?
21st Century Theme: Global Awareness & Civic Literacy
21st Century Skills: Life and Career Skills
Standards: 6.1
Content Area: Social Studies
6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people,
cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights
and core democratic values as productive citizens in local, national, and global communities.
C. Economics, Innovation, and Technology
Skills
Instructional Procedures
Assessment
Resources
Interdisciplinary
Connections
Vocabulary
Text Book
Chapters
Modified Content
Economics is a
driving force for
the occurrence
of various
events and
phenomena in
societies.
6.1.4.C.4 Describe how
supply and demand
influence price and
output of products.
End of the
Chapter Test
Formative
Assessment
Trade Books
Video Field Trips
Songs & Music
Income
Unit 3
Leveled Readers
ESL Supports
6.1.4.C.5 Explain the role
of specialization in the
production and exchange
of goods and services.
End of the
Chapter Test
Formative
Assessment
Big Book & Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning Guide
Zillions.org
Thinkquest.org
Big Book & Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning Guide
Zillions.org
Thinkquest.org
Trade Books
Video Field Trips
Songs & Music
Goods
Services
Unit 3
Leveled Readers
ESL Supports
Interaction
among various
institutions in
the local,
national, and
global
economies
influences
policymaking
and societal
outcomes.
6.1.4.C.7 Explain how the
availability of private and
public goods and services
is influenced by the
global market and
government.
End of the
Chapter Test
Formative
Assessment
6.1.4.C.8 Illustrate how
production, distribution,
and consumption of
goods and services are
interrelated and are
affected by the global
market and events in the
world community.
End of the
Chapter Test
Formative
Assessment
6.1.4.C.9
Availability of
resources
affects
economic
outcomes.
Compare and contrast
how access to and use of
resources affects people
across the world
differently.
End of the
Chapter Test
Formative
Assessment
6.1.4.C
Understanding
of financial
instruments and
outcomes
assists citizens in
making sound
decisions about
money, savings,
spending, and
investment.
10. Explain the role of
money, savings, debt,
and investment in
individuals’ lives.
End of the
Chapter Test
Formative
Assessment
11. Recognize the
importance of setting
long-term goals when
making financial
decisions within the
End of the
Chapter Test
Formative
Assessment
Big Book & Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning Guide
Zillions.org
Thinkquest.org
Big Book & Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning Guide
Zillions.org
Thinkquest.org
Big Book & Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning Guide
Zillions.org
Thinkquest.org
Big Book & Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning Guide
Zillions.org
Thinkquest.org
Big Book & Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Trade Books
Video Field Trips
Songs & Music
Unit 3
Leveled Readers
ESL Supports
Trade Books
Video Field Trips
Songs & Music
Ancestor
Producer
Consumer
Trade
Transportation
Barter
Unit 3
Leveled Readers
ESL Supports
Trade Books
Video Field Trips
Songs & Music
Transportation
Unit 3
Leveled Readers
ESL Supports
Trade Books
Video Field Trips
Songs & Music
Unit 3
Leveled Readers
ESL Supports
Trade Books
Video Field Trips
Songs & Music
Unit 3
Leveled Readers
ESL Supports
Vocabulary Books
TE Quick Planning Guide
Zillions.org
Thinkquest.org
community.
Essential Question(s): How has the past affected the present?
21st Century Theme: Civic Literacy
21st Century Skills: Communication and Collaboration
Standards: 6.1
Content Area: Social Studies
6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people,
cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights
and core democratic values as productive citizens in local, national, and global communities.
D. History, Culture, and Perspectives
Skills
Instructional Procedures
Assessment
Resources
Interdisciplinary
Connections
Vocabulary
Text Book
Chapters
Modified Content
6.1.4.D. Key
historical events,
documents, and
individuals led to
the development of
our nation.
5. Relate key historical
documents (i.e., the
Mayflower Compact,
the Declaration of
Independence, the
United States
Constitution, and the Bill
of Rights) to present day
government and
citizenship.
Explain how folklore and
the actions of famous
historical and fictional
characters from New
Jersey and other regions
of the United States
contributed to the
American national
End of the Chapter
Test
Formative
Assessment
Big Book
Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning
Guide
Trade Books
Video Field Trips
Songs & Music
Explorer
Colony
Colonist
Independence
Shelter
Tradition
Unit 5
Leveled Readers
ESL Supports
End of the Chapter
Test
Formative
Assessment
Big Book
Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
Trade Books
Video Field Trips
Songs & Music
Harriet Tubman
Frederick
Douglas
Sojourner Truth
Paul Revere
Ella Cara Deloria
Unit 5
Leveled Readers
ESL Supports
6.1.4.D.12 The
study of American
folklore and
popular historical
figures enables
Americans with
diverse cultural
backgrounds to feel
connected to a
national heritage.
heritage.
6.1.4.D.16
Prejudice and
discrimination can
be obstacles to
understanding
other cultures.
Describe how
stereotyping and
prejudice can lead to
conflict, using examples
from the past and
present.
TE Quick Planning
Guide
End of the Chapter
Test
Formative
Assessment
Big Book
Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning
Guide
Trade Books
Video Field Trips
Songs & Music
Harriet Tubman
Unit 5
Leveled Readers
ESL Supports
Essential Question(s): How can we grow to be active, informed citizens?
21st Century Theme: Civic Literacy
21st Century Skills: Critical thinking and problem solving
Standards: 6.1
Content Area: Social Studies
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural
understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
Active citizens in the 21st century:
 Recognize that people have different perspectives based on their beliefs, values, traditions, culture, and experiences.
 Identify stereotyping, bias, prejudice, and discrimination in their lives and communities.
 Are aware of their relationships to people, places, and resources in the local community and beyond.
 Make informed and reasoned decisions by seeking and assessing information, asking questions, and evaluating alternate solutions.
 Develop strategies to reach consensus and resolve conflict.
 Demonstrate understanding of the need for fairness and take appropriate action against unfairness.
Skills
Instructional Procedures
Assessment
Resources
Interdisciplinary
Connections
Vocabulary
Text Book
Chapters
Modified Content
A. Civics,
Government,
and Human
Rights
6.3.4.A.2 Contact local
officials and community
members to acquire
information and/or discuss
local issues.
End of the
Chapter Test
Formative
Assessment
Trade Books
Video Field Trips
Songs & Music
Class Trip to Town
Hall
Community
History
Law
Vote
Unit 1
Unit 4
Leveled Readers
ESL Supports
B. Geography,
People and the
Environment
6.3.4.B.1 Plan and
participate in an advocacy
project to inform others
about environmental issues
End of the
Chapter Test
Formative
Assessment
Big Book & Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning Guide
Big Book & Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Unit 1
Unit 4
Leveled Readers
ESL Supports
Trade Books
Video Field Trips
Songs & Music
Class Trip to Town
at the local or state level
and propose possible
solutions.
D. History,
Culture, and
Perspectives
6.3.4.D.1 Identify actions
that are unfair or
discriminatory, such as
bullying, and propose
solutions to address such
actions.
End of the
Chapter Test
Formative
Assessment
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning Guide
Big Book & Workbook
Transparansies
BrainPop Jr.
DiscoveryEd.com
Sfsocialstudies.com
Vocabulary Cards
Vocabulary Books
TE Quick Planning Guide
Charactercounts.org
Hall
Trade Books
Video Field Trips
Songs & Music
Respect
Responsibility
Fairness
Honesty
Courage
Unit 1
Unit 3
Unit 4
Leveled Readers
ESL Supports