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Little Rock School District Social Studies 2nd GradeSS/Literacy Integrations Scope and Sequence

CommunitiesLessons 1-2

Building a Learning Community Making Choices Bully-Proofing Your School Begin ongoing interactive timeline – Technology

HeroesLessons 14-22

Hero Characteristics Rights and Responsibilities Presidents Day MLK Holiday Culminating Project

GeographyLessons 3-5

Map Skills and Vocabulary Continents and Oceans Bully-Proofing Your School Constitution Day Begin Google Earth ongoing project – Technology

Economics and EnvironmentLessons 21-28

Consumers and Producers Wants and Needs Resources (natural, human, capital, renewable, non-renewable) Earth Day Project for Earth Day – Technology

Movement and MigrationLessons 6-13

Reasons for migration Compare different cultures

CareersLessons 29-30

Promoting Career Skills and Success Research Jobs and skills necessary for success Education connection to the workforce

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Little Rock School District Social Studies 2nd GradeSS/Literacy Unit 1 Lesson 1 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: CommunitiesEssential Question:

1. What Makes a Community?Guiding Questions:

A. What is a learning community? B. How can I learn to cooperate and collaborate with others?C. How do people show they value themselves and others? D. What is a responsible decision maker?

Weekly Correlated Lessons:CLLG Sequence of Events MINILESSON p. 40Bookflix—Chato and the Party Animals by Gary Soto Mi Barro: My Neighborhood by George Ancona Use the stories in these lessons and/or other books to sequence events.Introduce timelines as a way to sequence events.Bully-Proofing Your School, OngoingCreate a Classroom Promise---Lesson

Monster Sequencing Activity Learning Logs---LessonBookflix—We Help Out At School by Amanda Miller

Additional Resources/Lessons:Gooseberry Park--LessonGooseberrt Park Smartboard ActivityFriendly Letter Smartboard ActivityStep Up to WritingInterdependence Friendship LessonLittle Blue and Little Yellow by L. LionniLearning a New Environment---Lesson (Mapping School)Academic Vocabulary LessonBooks About FriendsMapping our Classroom--LessonMapping Penny’s World by Loreen LeedyTwo Types of Writing---Lesson (Fiction/Nonfiction)Read the book Diary of a Worm by Doreen Cronin or other book that sequences the day of a character. Can be found on Bookflix. (See Notes) Diary of a Worm Timeline ActivityI Am Special---LessonAmazing Grace by M.HoffmanNotes:Bookflix is a site on the Central Arkansas Library webpage. You need a library card to access the site. http://www.cals.lib.ar.us/ Click on Bookflix to access books.

Anti-bullying curriculum lessons 1-6 will be taught during the first 9 weeks of school. Refer to Bully-Proofing Your School Working with Victims and Bullies

Social Studies Focus Literacy FocusBuilding a learning communityBully-Proofing Your School

Skill: Sequence of Events Strategy: Infer/PredictGenre: Realistic Fiction Writing: Sentence Writing

Writing Vocabulary What makes your school a learning community?What can I do to be a responsible citizen?

community citizen right responsibility friendship consequences law timeline

AssessmentsPrompt: A classroom is like a community because….I Am Special BookletCreate a timeline of 5-7 important events in your life. You must be able to justify why each event you chose was important enough to put on the timeline.CLLG p. 40 Minilesson Sequence of Events

StandardsSocial Studies SLE’s

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Little Rock School District Social Studies 2nd GradeG.1.2.10 Understand the purpose of map components: title, compass rose, legend/key, map skill.G.1.2.11 Describe the relative locations of places using cardinal directions.E.9.2.7: Define Specialization and InterdependenceE.7.2.3 Discuss making choices based on incentives and rewards.Common Core StandardsReading: Informational Text CC2.RI.7 Use information gained from the illustration and words in a print or digital text to demonstrate understanding of characters, setting, and plot.Reading: Reading Literature CC2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CC2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.WritingCC2.W.7 Participate in shared research and writing projects.

SS/Literacy Unit 1 Lesson 2 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Communities Weekly Correlated Lessons:

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Little Rock School District Social Studies 2nd GradeEssential Question:

1. What makes a community?Guiding Questions:

A. Why can’t people have everything they want? B. How are families alike and different?C. How is our classroom like a family?D. What is the difference between wants and needs?E. What is opportunity cost?F. How do we make choices about scarce resources at school, at home, and in the community?

Bully-Proofing Your School, OngoingCLLG MINILESSON Compare and Contrast p.42Venn Diagram—Compare and Contrast---How is Camila’s family like your family? How are they different?CLLG pp 42-43 Minilesson Compare and Contrast

Making Choices LessonMaking Choices ActivityAlexander, Who Used to Be Rich Last Sunday by J. ViorstMy Family by George Ancona--Journey’s pp. 39-53

Social Studies Focus Literacy FocusMaking ChoicesFamiliesBully-Proofing Your School

Skill: Compare and Contrast Strategy: QuestionGenre: Informational TextWriting: Sentence Writing

Writing Vocabulary You have ten dollars to spend. List three things you would like to buy that would cost ten dollars or less. Choose one of the items and write two sentences telling why you chose it.

community goods opportunity cost services wants needs interdependence

AssessmentMaking Choices Activity:Create a classroom situation that students would have to make a choice. i.e. During the week award points for good behavior etc. Tell students that they can use the points towards several rewards valued at different amounts such as extra recess (10 points) lunch with the teacher (20) points or bathroom pass (2 points). They can use the points whenever they choose. Have students write about how they chose to spend their points and why. They should use the terms wants, opportunity cost, goods and services when they write.StandardSocial Studies SLE’sE.7.2.1: Describe an event or situation in daily life in which a tradeoff is made.E.7.2.2: Discuss that because of scarcity people must make choices and incur opportunity costE.7.2.3: Discuss making choices based on incentives/rewardsCommon Core StandardsReading LiteratureCC.2.RL.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CC.2.RL.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

SS/Literacy Unit 1 Lesson 3 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: GeographyEssential Question:

1. What questions are important to ask about places on Earth?

Weekly Correlated Lessons:Bully-Proofing Your School, OngoingCLLG MINILESSON Author’s

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Little Rock School District Social Studies 2nd GradeGuiding Questions:

A. How do geographic tools and skills help us learn about our world?Purpose p. 44How the Prairie Became Ocean TE pp 62-65 (Author’s Purpose)Examine various geographic tools and discuss the author’s purpose for each.Oliver K. Woodman LessonOliver Woodman SmartboardTake a Journey with Oliver K. Woodman Activity—Complete the Geography “Track Oliver’s Journey”Lesson Plan: LandformsLandform GameLandform MiniBookSocial Studies TE Compare and Contrast pp.60-61SS Text: pg 57, 74-81Additional ResourcesThis Land Is Your Land SmartboardFriendly Letter SmartboardOliver Woodman Google Activity Morning Girl By: Michael Dorris

Social Studies Focus Literacy FocusThe World Around UsLandformsUsing a MapBully-Proofing Your School

Skill: Author’s PurposeStrategy: Analyze/EvaluateGenre: Realistic Fiction Writing: Personal Narrative

Writing Vocabulary Write about a trip you have taken. Include information about how you got there and cities you went through. Include any landforms that you saw on your trip.Smartboard Writing---Oliver K. Woodman---Friendly Letter---Write a letter home from one of the sites in Oliver K. Woodman’s Journey.

hemisphere equator north pole south pole compass compass rosemap grid location relative location absolute location cardinal directions intermediate directions

AssessmentWorkbook and Practice Book pg 14, 15, 18Have students work in pairs to compare and contrast two landforms. Use a graphic organizer to record the likenesses and differences. Write paragraphs that describe each landform and then tell how they are alike. Harcourt TE pp 76-81

StandardSocial Studies SLE’sG1.2.12 Identify and locate physical features on maps and globes, rivers, lakes, oceans, mountains, islands, desert.

G.1.2.11 Describe the relative locations of places using cardinal directions (e.g.. Arkansas is south of Missouri) G.3.2.1 Identify the various types of transportation and communication links between communitiesCommon Core StandardsReading: LiteratureCC.2.RL.1 Ask and answer such questions as who, what, where, when, and how to demonstrate understanding of key details in a text, Reading: Informational TextCC.2.RI.5 Know and use various text featuresReading: Speaking and ListeningCC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts.CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SS/Literacy Unit 1 Lesson 4 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Geography Essential Question: 1. How does the geography of the land shape how we live?Guiding Questions:

Weekly Correlated Lessons:Bully-Proofing Your School, OngoingCLLG MINILESSON Cause and Effect p. 46

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Little Rock School District Social Studies 2nd Grade A. What can maps tell us about our state, the continents, major oceans, and their connections to the world? B. What should be on a map?

Discovering the Globe and Continents LessonThe Constitution Lesson

Additional Resources:Social Studies People We Know Unit Two/Lesson One and Two pages 66-81Trade books (nonfiction/fiction with settings in different places in the world)Continent RapWorld mapTeaching Continents Teaching Guide (Aligned with Lerner Classroom Continent Books. However other library books on continents can be used. Notes:You can support Cause and Effect literacy focus through text used in Social Studies lessons.

Social Studies Focus Literacy FocusGeography: MappingAbsolute and Relative DirectionsRemember Constitution DayBully-Proofing Your School

Skill: Cause and EffectStrategy: SummarizeGenre: Humorous Fiction Writing: Personal Narrative

Writing Vocabulary Choose a place in the world that you would like to live. Tell where it is in the world (Continent) and why you would like to live there. Think about some of the places in the books you have read this week.

hemisphere equator north pole south pole compass map grid location relative location cardinal directions absolute location intermediate directions compass rose

ASSESSMENTLabel World Map with Continents and Oceans Ask students to write a letter inviting a friend to their home for a party. Have them include two sets of directions to the party; one using the absolute location and the other using the relative location of the home. Remind them to include details such as the mailing address and specific landmarks.

STANDARDSSocial Studies SLE’sG.1.2.1 Define relative location G.1.2.11 Describe the relative locations of places using cardinal directions.G.1.2.5 Locate and define north and south poles and the equator on a map or globe.G.1.2.6 Locate the seven continents using a map or globe.G.1.2.7 Name and locate the four major oceans.

C.5.2.1 Understand the significance of national symbols such as the United States Constitution.H.6.2.1 Explain the purpose in celebrating national holidays (Constitution Day September 17th)Common Core StandardsReading: Informational Text CC2.RI.7 Explain how specific images such as diagrams and maps contribute to and clarify text.

SS/Literacy Unit 1 Lesson 5 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: GeographyEssential Question:

1. How does the geography of the land shape the way we live?2. How do people change the environment?

Guiding Questions:A. What can maps tell us about our state, the continents, major oceans, and their connections to the world? B. What should be on a map?

Weekly Correlated Lessons:Bully-Proofing Your School, OngoingCLLG MINILESSON Story Structure p. 48Use Johnny Appleseed to teach lesson.Lesson Plan: Johnny Appleseed

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Little Rock School District Social Studies 2nd GradeJohnny Appleseed BiographyJohnny Appleseed MapRiding for Climate

Additional Resources:This Land Is Your Land Smartboard

Social Studies Focus Literacy FocusGeography:Environment/continents/oceans/geographical tools.Bully-Proofing Your School

Skill: Story StructureStrategy: VisualizeGenre: Realistic Fiction Writing: Personal Narrative

Writing Vocabulary After reading, Ride for the Climate list two problems that can result from the Earth getting warmer and two things we can do to help stop it from getting warmer.

Personal Narrative: Write about a time that you have done something to help the environment.

hemisphere equator north pole south pole compass compass rosemap grid location relative location absolute location cardinal directions intermediate directionsnatural resources conservation

Assessment Map—Johnny Appleseed’s JourneyComplete a flow chart of important events in the Johnny Appleseed book.StandardsSocial Studies SLE’sG.1.2.9 Distinguish between different kinds of maps: physical, political, historical G.1.2.11 Describe relative location of places using cardinal directions (e.g. Arkansas is south of Missouri)Common Core Standards: Reading: Informational Text CC.2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.CC.2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.Reading: Literature CC.2.RL.1 Ask and answer such questions as who, what, where, when, and how to demonstrate understanding of key details in a text.CC.2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

SS/Literacy Unit 2 Lesson 6 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Movement and MigrationEssential Question:

1. What causes living things to migrate?Guiding Questions:

A. What is migration?B. How can you use maps to trace the voyages of explorers and tell how they impacted migration?

Weekly Correlated Lessons:Bully-Proofing Your School, OngoingCLLG Minilesson Text and Graphic Features p. 50—Use pictures from books to teach lesson.North American-Europe Continent LessonNorth American Continent PowerpointEuropean Continent PowerpointThe Voyages of Columbus Lesson

Social Studies Focus : Literacy FocusExploration Columbus’s VoyageNorth American/European Continents

Skill: Text and Graphic FeaturesStrategy: QuestionGenre: Informational Text

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Little Rock School District Social Studies 2nd GradeBully-Proofing Your School Writing: Topic Sentence/Sentence Variety Columbus’ Maps

CALS—Bookflix (Need library card number to use)www.cals.lib.ar.us Fiction/Nonfiction Paired books—Where Do You Think You’re Going Christopher Columbus? By Jean Fritz Christopher Columbus by Lisa Wade McCormickBookflix Lesson Paired Books Lesson

Writing Vocabulary Write detail sentences to support the topic sentence “Columbus was searching for a route to India”.

Past technology present future change legend history diagram explorer voyage freedom colony settler

AssessmentCharts on North America and EuropeUsing the information form books on Columbus, work in pairs or groups to create a timeline of important events in his life. Use information for writing assignment on Columbus.

StandardSocial Studies SLE’sG.1.2.9 Distinguish between different kinds of maps: physical, political, historical G.1.2.11 Describe relative location of places using cardinal directions (e.g. Arkansas is south of Missouri)H.6.2.14 Identify Ferdinand and Isabella and their purpose in supporting Columbus: gold, silk, spicesCommon Core StandardsReading: Informational Text CC.2.RI.3 Describe the connection between a series of historical events in a text.CC.2.RI.7 Explain how specific images such as diagrams contribute to and clarify text.Reading: Literature CC.2.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

SS/Literacy Unit 2 Lesson 7 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Movement and MigrationEssential Question:

1. What causes living things to migrate?2. What impact do people have on the area they settle?

Guiding Questions:1. How do explorers impact migration?2. How did the natives and Columbus interact?

Weekly Correlated Lessons:Bully-Proofing Your School, OngoingLesson Plan: The EncounterCLLG MINILESSON Understanding Characters p. 52 Drawing Conclusions p. 53

Encounter by Jane Yolen

Social Studies Focus Literacy FocusMigrationColumbus/Natives

Skill: ConclusionsStrategy: Analyze/Evaluate

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Little Rock School District Social Studies 2nd GradeBully-Proofing Your School Genre: Realistic Fiction

Writing: Informational/Descriptive Encounter Smartboard ActivityDiscuss point of view as you read the book. Do a “Think Aloud” demonstrating as you read how Columbus and his men might have perceived different events in the book and how the Natives might have perceived the same events.

Notes:If copy of book not available in school library, contact Social Studies Department at 447-3398 or laura.arnold@lrsd.org

Writing Vocabulary Have half of the students write a description of the first encounter of Columbus and the Natives from the perspective of the Natives and the other half of the students write it from the perspective of Columbus and his men.

Past technology present future change history diagram explorer voyage conflict route migration communication transportation

Assessment Write a summary of the book Encounter by Jane Yolen. Discuss point of view as you read the book. Do a “Think Aloud” demonstrating as you read how Columbus and his men might have perceived different events in the book and how the Natives might have perceived the same events. Divide students into two groups. One group will write a short summary of book from the Natives perspective and the other half of the room will write a summary from the perspective of Columbus and his men.

StandardsSocial Studies SLE’sG.1.2.9 Distinguish between different kinds of maps: physical, political, historical G.1.2.11 Describe relative location of places using cardinal directions (e.g. Arkansas is south of Missouri.H.6.2.1 Explain the purpose in celebrating national holidays such as Columbus Day.H.6.2.6 Determine how photos and documents are used to gather information about the past.H.6.2.1 Identify areas settled as a result of Christopher Columbus’ voyage.H.6.2.14 Identify Ferdinand and Isabella and their purpose in supporting Columbus: gold, silk, spicesE.9.2.1 Identify items that have been used as currency (e.g., shells, beads, pelts)Common Core StandardsReading: Informational Text CC.2.RI.7 Explain how specific images help clarify a text.CC.2.RI.1 Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.Reading: Literature CC.2.RL.3 Describe how characters in a story respond to major events and challenges.CC.2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.WritingCC.2.W.7 Participate in shared research and writing projects.

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Little Rock School District Social Studies 2nd Grade

SS/Literacy Unit 2 Lesson 8 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Movement and MigrationEssential Question:

1. What causes living things to migrate? 2. What impact do people have on the area they settle?

Guiding Questions: A. How do explorers impact migration? B. What was the Columbian Exchange?C. What food and animals came from the Old World? D. What food and animals came from the New World?

Weekly Correlated Lessons:Bully-Proofing Your School, OngoingCLLG MINILESSON Main Idea and Details p. 54Lesson Plan: The Columbian Exchange

Columbian Exchange Map Map of Continents and

Oceans Columbian Exchange Activity

Refer to books on Columbus in Lesson 6 and use to identify Main Idea and Details.How does this week’s lesson relate to the two essential questions:

1. What causes living things to

Social Studies Focus Literacy FocusExplorer’s Impact on MigrationBully-Proofing Your School

Skill: Main Idea and DetailsStrategy: VisualizeGenre: Informational Text Writing: Informational/Descriptive

Writing Vocabulary One of the main consequences of Columbus’ voyages was the exchange of goods between the Old World (Europe) and the

Columbian exchange technology legend history diagram explorer voyage

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Little Rock School District Social Studies 2nd GradeNew World (the Americas). Write two to three sentences to support this statement.

conflict route communication Old World New World conflict route communication transportation

migrate?2. What impact do people have

on the area they settle?AssessmentColumbian Exchange Activity

StandardsSocial Studies SLE’sG.1.2.9 Distinguish between different kinds of maps: physical, political, historical H.6.2.13 Identify areas settled as a result of Christopher Columbus’ voyage.H.6.2.14 Identify Ferdinand and Isabella and their purpose in supporting Columbus: gold, silk, spicesCommon Core StandardsReading: Informational Text CC.2.RI.7 Explain how specific images help clarify a text.CC.2.RI.1 Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CC.2.RI.3 Describe the connection between a series of historical events.

SS/Literacy Unit 2 Lesson 9 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Movement and MigrationEssential Question:

1. What causes living things to migrate? 2. What impact do people have on the area they settle?

Guiding Questions:A. What do legends tell us about cultures?

Weekly Correlated Lessons:Bully-Proofing Your School, OngoingCLLG p. 57 MINILESSON Understanding CharactersJourneys Why Rabbits Have Short TailsHow Chipmunk Got His StripesLesson Plan: Native American Folktales: An Examination of Characters and their Lessons LearnedIndian Picture Writing (Symbols) The Invisible Warrior PowerPoint Clever Coyote PowerpointArkansas Native Americans PowerPointOsage, Legend, and Arkansas History: Fact or Fiction LessonUse the legend “Norristown Mountain” from the lesson to introduce an Arkansas Native American legend. Use the information about the Osage on the PowerPoint for students to gather facts about this group of Arkansas Native Americans. Compare the legend with facts you collect on the Osage. This lesson will continue into the next week (Lesson 10)Harcourt SS TE Look at Native American History pp 184-85

Social Studies Focus Literacy FocusLife in the New WorldNative AmericansArkansas Native Americans Osage-Quapaw-CaddoBully-Proofing Your School

Skill: Understanding CharactersStrategy: SummarizeGenre: Folktale Writing: Informative/Descriptive

Writing Vocabulary Using Native American symbols, retell How Chipmunk got his Stripes

Folktale Legend MigrateCulture Native AmericansPrimary Sources

Assessment Native American Picture Story Assessment, Character T ChartWhat impact do people have on the area they settle? Cite evidence from what you have learned about Native Americans to answer this question.Revised 2013 LRSD Social Studies Department & Curriculum Committees

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Little Rock School District Social Studies 2nd GradeAdditional Resources:Museum of Discovery program “Arkansas Indian Legacy”Museum of Discovery learning box “Indians of Arkansas” (available for checkout).

StandardsSocial Studies SLE’sG.2.2.1 Compare customs of another culture to one’s ownG.2.2.2 Compare the lifestyle, dress, and occupations of Arkansans to those of people in other parts of the worldG.1.2.6 Locate the seven continents using a map or globeCommon Core StandardsReading: Literature CC.2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.CC2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.CC.2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plotSpeaking and ListeningCC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SS/Literacy Unit 2 Lesson 10 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Movement and MigrationEssential Question:

1. What do folktales tell us about cultures?2. How can we know if we weren’t there?

Guiding Questions:A. What can we learn about Arkansas Native American groups through the exploration of

legends, culture, and traditions?B. What can objects/artifacts tell us about people and history?

Weekly Correlated Lessons:CLLG MINILESSON Fact or Opinion p. 58 Use information from PowerPoint to teach lesson on fact or opinion.Arkansas Native Americans PowerPoint

MINILESSON Text and Graphic Features p. 59

Harcourt SS TE Look at Native American History p 184-85Use artifacts/primary sources from PowerPoint to pose the following questions to students: What is it? Who used it? Where and When? Why was it used? What does it tell about the time period and tribe? Additional Resources:Share information from resources below to discuss how we learn about history from objects.The Pottery Bowl—Arkansas Historyhttp://www.historicarkansas.org/pdf/HAM_pottery_bowl_11=14.pdf

http://www.historicarkansas.org/pdf/

Social Studies Focus Literacy FocusNative AmericansArkansas Native Americans Osage-Quapaw-Caddo

Skill: Fact and OpinionStrategy: Monitor/ClarifyGenre: Informational Text Writing: Narrative—Telling a Story

Writing Vocabulary Select a primary source (artifact) to write about. What is it? Who used it? Where and When? Why was it used? What does it tell about the time period and tribe?

Folktale Legend Migrate Culture Native Americans Quapaw Primary Sources Osage Caddo artifacts

AssessmentFact/Opinion Identify 3 Facts and 3 Opinions about the Native American Indians of Arkansas.

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Little Rock School District Social Studies 2nd GradeHAM_canoe_8_21_ts.pdf

StandardsSocial Studies SLE’sH.6.2.6: Determine how photos and documents are used to gather information about the pastH.6.2.8: Describe the ways in which communities have changed over timeH.6.2.11: Recognize American Indian tribes of Arkansas: Osage, Quapaw, Caddo Common Core StandardsReading: Informational Text CC.2.RI.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CC.2.RI.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.CC.2.RI.8. Describe how reasons support specific points the author makes in a text.CC.2.RI.9. Compare and contrast the most important points presented by two texts on the same topic.WritingCC.2.W.2. Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.Speaking and ListeningCC.2.SL.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

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Little Rock School District Social Studies 2nd Grade

SS/Literacy Unit 3 Lesson 11 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/ResourcesUnit: Movement and MigrationEssential Question:

1. What causes people to migrate? 2. What impact do people have on the area they settle?

Guiding Questions: A. What is Culture? B. How do other cultures compare to our own? C. How have other cultures contributed to our own? D. How can we use clues from text to draw conclusions?

Weekly Correlated Lessons:CLLG MINILESSON Conclusions p. 60Choose a book with a story from a different culture or Angel Child, Dragon Child in the lesson below. Use to teach or reinforce this lesson.People of the World: We Are Alike We Are Different Lesson

Bookflix Central Arkansas Library http://www.cals.lib.ar.us/

Culture Contest SmartBoard World Map

Relate the concept of learning about the Native American culture through their artifacts to how we learn about other cultures today. Book Pass using books on different cultures that will be placed in classroom library during this unit.China Presentation SmartBoardCultures Around the World ChartAsia Powerpoint---- Use PowerPoint to introduce the continent of Asia. Label Asia on World map.

Additional Resources:Stand Up for Our Rice! Music From the Ricelandshttp://www.eastasiarice.org/standup.html

Notes:Literature For People of the World Lesson

Social Studies Focus Literacy FocusCompare and contrast other cultures with oursContinent of Asia

Skill: ConclusionsStrategy: Infer/PredictGenre: Humorous FictionWriting: Story Writing Imaginative

Writing Vocabulary Write a letter to someone giving reasons why they might want to visit China. ORWrite an imaginative story about living in China.

Tradition Holiday National Holiday Community Contributions Culture Asia Diversity Custom Celebration Immigrants Daily Life Language Continent

AssessmentAfter reading about China and completing this week’s lesson on People of the World, what conclusions can you draw about what the term culture means and about different cultures of the world?Have students identify traditions they might like to borrow from one or more of the cultures they read about. Create a fact book about Asia that includes at least four facts with illustrations.

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Little Rock School District Social Studies 2nd GradeAvailable on Cultures Central Arkansas Library Bookflix (library card number needed to access)

StandardsSocial Studies SLE’sG.2.2.1 Compare customs of another culture to one’s own.G.2.2.2 Compare the lifestyle, dress, and occupations of Arkansans to those people in other parts of the world.G.1.2.6 Located the seven continents using a map or globe.G.1.2.7 Name and locate the four major oceans.G.1.2.10 Understand the purpose of map components: Title—Compass Rose—Legend/Key—Map ScaleG.1.2.11 Describe the relative locations of places using cardinal directions.Common Core StandardsReading: Informational Text CC.2.RI.1. Ask and answer questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.CC.2.RI.3. Describe the connection between concepts in a text.CC.2.RI.5. Know and use various text features (e.g. captions, bold print, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.CC.2.RI.6. Identify the main purpose of a text, including what the author wants to answer, explain or describe.CC.2.RI.8. Describe how reasons support specific points the author makes in a textReading: Literature CC.2.RL.1 Describe how characters in a story respond to major events or challenges.Writing CC.2.W.1. Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Speaking and ListeningCC.2.SL.1.b. Build on others’ conversations by linking their comments to the remarks of others.

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Little Rock School District Social Studies 2nd Grade

SS/Literacy Unit 3 Lesson 12 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Movement and MigrationEssential Question:

1. What causes living things to migrate?2. What impact do people have on the area they settle?

Guiding Questions:A. How did the lives of Wampanoag and pilgrims compare to each other?B. Why did settlers come to North America from Europe? C. What was the relationship between Pilgrims and American Indians? How did

they interact?

Weekly Correlated Lessons:CLLG MINILESSON Story Structure p. 62 Read a book on the First Thanksgiving, Pilgrims or Wampanoag and use to complete this lesson on Story StructureFact or Opinion Life in the New World LessonSummarize Thank You Wampanoag Lesson

Harcourt SS TE pp 178-181 Early America

Additional ResourcesComparing the life of a pilgrim child and Wampanoag child go to: http://scholastic.com/scholastic_thanksgiving/daily_life/Ring Pin Game

Social Studies Focus Literacy FocusFacts and Opinions about Life in the New WorldFirst ThanksgivingPilgrims and Wampanoag

Skill: Story StructureStrategy: QuestioningGenre: Realistic FictionWriting: Kinds of Sentences--Exclamatory

Writing Vocabulary Write a paragraph about life as a Pilgrim or life as a Wampanoag. Include at least two exclamatory sentences.

Colony Jamestown History Past Pilgrims Migrate Wampanoag Native AmericansPresent Culture

AssessmentT-Chart Lives of Wampanoag and PilgrimsFact/Opinion Identify 3 Facts and 3 Opinions from lesson this week.

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Little Rock School District Social Studies 2nd Grade

StandardsSocial Studies SLE’sH.6.2.6: Determine how photos and documents are used to gather information about the pastH.6.2.8: Describe the ways in which communities have changed over timeH.6.2.9: Identify reasons Pilgrims came to the New World: religious freedom, political freedomH.6.2.10: Discuss the characteristics of a colonyH.6.2.15: Understand the significance of the Thanksgiving feast to the relationship between the American Indians and the PilgrimsCommon Core Standards Reading Literature CC.2.RL.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CC.2.RL.3 Describe how characters in a story respond to major events and challenges.CC.2.RI.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.CC.2.RI.9. Compare and contrast the most important points presented by two texts on the same topicSpeaking and ListeningCC.2.SL.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.CC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.WritingCC.2.W.3 Write narrative in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

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Little Rock School District Social Studies 2nd GradeSS/Literacy Unit 3 Lesson 13 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Movement and Migration Essential Question:

1. What impact do people have on the area they settle?Guiding Questions:

A. What is Culture? B. How do other cultures compare to our own? C. How have other cultures contributed to our own?

Weekly Correlated Lessons:CLLG MINILESSON Author’s Purpose p. 64

Diversity in America LessonCultures Around the World Chart

Read the book Everybody Cooks Rice by Nora Dooley to the class. Use this book to complete the CLLG Author’s Purpose lesson. Rice and Culture PowerPointGoogle Earth Use map, globe or Google Earth to verify region that a rice dish comes from.http://www.google.com/earth/index.html Notes:

The book, Everyone Eats Rice! examines the different ways groups prepare and consume rice across the globe. This lesson really gives a great opportunity to travel to all corners of the earth. From Japan, to Mexico, to Italy, to Madagascar, to Iran, rice plays an important role in the diets and family traditions of cultures everywhere.

Social Studies Focus Literacy FocusOther Cultures Contributions to Ours

Skill: Author’s PurposeStrategy: Analyze/EvaluateGenre: Informational TextWriting: Topic Sentence for Opinion Pieces

Writing Vocabulary My favorite food is____. You should try it.

Tradition Holiday National Holiday Community Contributions Culture Diversity Custom LanguageCelebration Immigrants Daily Life

AssessmentsWrite a paragraph encouraging your family to borrow a tradition from another culture.Culture Chart---Read several books on different cultures from the classroom library and complete the chart about the culture from each book. Cultures Around the World Chart

Favorite recipe

StandardsSocial Studies SLE’s:

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Little Rock School District Social Studies 2nd GradeG.1.2.4 Identify and locate countries bordering the United StatesG.2.2.3 Compare and contrast how people in rural and urban areas live and workG.2.2.1 Compare customs of another culture to one’s ownG.2.2.2 Compare the lifestyle, dress, and occupations of Arkansans to those of people in other parts of the worldCommon Core StandardsReading: Informational Text CC.2.RI.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CC.2.RI.2. Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within the text.CC.2.RI.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.CC.2.RI.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. CC.2.RI.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.CC.2.RI.8. Describe how reasons support specific points the author makes in a text. WritingCC.2.W.1. Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

SS/Literacy Unit 3 Lesson 14 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/ResourcesUnit: Heroes Weekly Correlated Lessons:

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Little Rock School District Social Studies 2nd GradeEssential Question:

1. What is/ makes a hero?Guiding Questions:

A. What characteristics must someone have to be a hero?B. What is the difference between a hero and a celebrity? C. Who are some heroes from American history and in what ways were they heroic.D. What can they teach you about behaving like a hero? Could you be a hero? How?E. How can historical documents (both primary and secondary) help me understand about the lives of

heroes?F. What does literature reveal about heroes?G. Who is (are) your hero (es)?

CLLG MINILESSON Main Idea and Detail p. 66 Helen KellerLesson Plan: What Makes a Hero? Introduce the idea of citing evidence to support students consider heroes in this week’s lesson.

Celebrate Heroes is an ongoing unit through Lesson 20

Journeys Unit 3 Lesson 14Social Studies Focus Literacy FocusWhat Makes a HeroCharacter TraitsMartin Luther KingArkansas Heroes

Skill: Main Idea/Details Strategy: SummarizeGenre: Informational Text, Biography Writing: Opinion Piece

Writing Vocabulary Write an opinion about someone in your life you consider a hero and give at least two reasons why.

Heroes Biography LegendGenerated list of characteristics/qualities of a hero.

AssessmentIntroduce Culminating Unit Project:Tell students that they will be doing a culminating project on a hero of their choice. They need to be thinking about who they want to choose as they read about different people and think about people in their lives. They will need to research the person they choose. The teacher may choose to have students:

Create a holiday for a hero. (Lesson: Celebrate a Hero) This can be someone you have read about or someone you know. Write a justification of 2-3 reasons why you think the person you chose is a hero. The holiday you design should reflect this justification.

Create a visual display for an American Heroes Hall of Fame. (Unit 4 Project Basal Reader TE xviii) Create a Historical Journal. (Unit 4 Project Social Studies TE pp 153P-154P)

All projects should reflect the essential question “What Makes a Hero?”

Assessment: Group rubric/matrix participation

StandardsSocial Studies SLE’sC.5.2.1 Understand the significance of national symbols. C.5.2.2 Examine the rights and responsibilities that citizens have in a community. H.6.2.1 Explain the purpose in celebrating national holidays. H.6.2.6 Determine how photos and documents are used to gather information about the past.H.6.2.4 Define conflict. H.6.2.3 Discuss historical people of Arkansas.

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Little Rock School District Social Studies 2nd GradeCommon Core StandardsReading: Informational Text CC.2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.CC.2.RI.3 Describe the connection between a sense of historical events in a text.CC.2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC.2.RI.8 Describe how reasons support specific points the author makes in a text.Reading: Literature CC.2.RL.3 Describe how characters in a story respond to major events and challenges. WritingCC.2.W.1. Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section.Speaking and ListeningCC.2.SL.1a Follow agreed-upon rules for discussions CC.2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others. CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC.2.SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

SS/Literacy Unit 3 Lesson 15 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/ResourcesUnit: HeroesEssential Question:

1. What is/ makes a hero?Guiding Questions:

A. What characteristics must someone have to be a hero?B. What is the difference between a hero and a celebrity?

Weekly Correlated Lessons: CLLG MINILESSON Cause and Effect pp68-69Officer Buckle and Gloria/Safety at Home---Cause and EffectEveryday Heroes Lesson

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Little Rock School District Social Studies 2nd GradeC. Who were some everyday heroes and in what ways were they heroic.D. What can they teach you about behaving like a hero? Could you be a hero? How?E. How can historical documents (both primary and secondary) help me understand about the

lives of heroes?F. What does literature reveal about heroes?G. Who is (are) your hero(es)?

Resources:Bookflix: www.cals.lib.us.ar (CALS paired reading) • Officer Buckle and Gloria by Peggy Rathman • Police Officers on the Go by Alyse Sweeney • Lesson Plan Officer Buckle and Gloria and Police Officers on the Go 2 Bookflix: www.cals.lib.us.ar (CALS paired reading) • Rosa by Nikki Giovanni • Rosa Parks by Wil Mara • Lesson Plan Rosa and Rosa Parks http://www.surfnetkids.com/rosa_parks.htmSUW: 9-1 p. 364-368 Persuasive Writing

Social Studies Focus Literacy FocusEveryday HeroesRosa ParksRights and Responsibilities

Skill: Cause and EffectStrategy: Monitor and Clarify Genre: Humorous Fiction Writing: Opinion Piece

Writing Vocabulary __________ was a hero. Write an opinion paragraph using this statement. Cite evidence to support your opinion with 3-4 facts.Example: Rosa Parks was a hero.

Laws Rosa ParksResponsibilities Community

AssessmentContinue working on the hero holiday from lesson 14.Create a Timeline on Rosa Parks: Refer to Day 3 of Everyday Heroes LessonSocial Studies in Action (Ancillary Material) “Resources in the Classroom” pp 70-71 to plan timeline“Heroes Across Time….Line”. Choose 4-6 events that help describe a heroic action of Rosa Parks.

STANDARDSSocial Studies SLE’sC.5.2.1 Understand the significance of national symbols. C.5.2.2 Examine the rights and responsibilities that citizens have in a community. H.6.2.1 Explain the purpose in celebrating national holidays. H.6.2.6 Determine how photos and documents are used to gather information about the past.H.6.2.4 Define conflict. H.6.2.3 Discuss historical people of Arkansas. Common Core StandardsReading: Informational Text

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Little Rock School District Social Studies 2nd GradeCC.2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.CC.2.RI.3 Describe the connection between a sense of historical events in a text.CC.2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC.2.RI.8 Describe how reasons support specific points the author makes in a text.Reading: Literature CC.2.RL.3 Describe how characters in a story respond to major events and challenges. WritingCC.2.W.1. Write opinion pieces in which they introduce the topic they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section.Speaking and ListeningCC.2.SL.1a Follow agreed-upon rules for discussions CC.2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others. CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC.2.SL.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

SS/Literacy Unit 4 Lesson 16 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: HeroesEssential Question:

1. What is/ makes a hero?Guiding Questions:

A. What characteristics must someone have to be a hero?B. What is the difference between a hero and a celebrity? C. Who are some heroes from American history and in what ways were they heroic.D. What can they teach you about behaving like a hero? Could you be a hero? How?E. How can historical documents (both primary and secondary) help me understand about the

Weekly Correlated Lessons:CLLG MINILESSON Story Structure pp 70-71Use book on Martin Luther King, Jr.Journeys Unit 4 Teacher Guide—Lesson 16

Lesson Plan: Martin’s Big WordsMLK A Journal Pictures Words

Additional Resources:

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Little Rock School District Social Studies 2nd Gradelives of heroes?

F. What does literature reveal about heroes?G. Who is (are) your hero(es)?

Central Arkansas Library— www.cals.lib.us.ar (Bookflix) Shared Books

Martin’s Big Words Martin Luther King, Jr. (People and Places).

Use the Paired Text Activities in the Lesson Plan provided for these books to discuss how both books are nonfiction but one reads like a story. Use a Venn Diagram or other graphic organizer to compare and contrast the books.

NOTE:People from diverse groups in history should be included throughout this unit.

Social Studies Focus Literacy FocusHistorical PeopleNational HolidaysMartin Luther King, Jr.

Skill: Story StructureStrategy Infer/Predict Genre: Realistic Fiction Writing: Informative Writing (Opinion)

Writing Vocabulary Martin Luther King, Jr. and Me A Journal of Pictures and Words

Separate Courage Peace SegregationWar Protests Equal Rights I Have a Dream Speech

AssessmentContinue working on the hero holiday from lesson 14.A Journal of Pictures and WordsStory Map Martin Luther King, Jr. from book read on Martin Luther King, Jr. CLLG pp. 70-71

StandardsSocial Studies SLE’s C.5.2.2 Examine the rights and responsibilities that citizens have in a community. H.6.2.1 Explain the purpose in celebrating national holidays. H.6.2.6 Determine how photos and documents are used to gather information about the past.H.6.2.4 Define conflict. H.6.2.3 Discuss historical people of Arkansas. Common Core StandardsReading: Informational Text CC.2.RI.3 Describe the connection between a sense of historical events in a text.CC.2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC.2.RI.8 Describe how reasons support specific points the author makes in a text. CC.2.RI.9 Compare and contrast the most important points presented by two texts on the same topic Reading: Literature

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Little Rock School District Social Studies 2nd GradeCC.2.RL.3 Describe how characters in a story respond to major events and challenges. CC.2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text CC.2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Writing: CC.2.W.2 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section. Speaking and Listening:CC.2.SL.1a Follow agreed-upon rules for discussions CC.2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others. CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SS/Literacy Unit 4 Lesson 17 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/ResourcesUnit: HeroesEssential Question:

1. What is/ makes a hero?

Guiding Questions:A. What characteristics must someone have to be a hero?B. What is the difference between a hero and a celebrity? C. Who are some heroes from American history and in what ways were they heroic.D. What can they teach you about behaving like a hero? Could you be a hero? How?E. How can historical documents (both primary and secondary) help me understand

about the lives of heroes?F. What does literature reveal about heroes?G. Who is (are) your hero(es)?

Weekly Correlated Lessons:Sequence of Events—CLLG p 73 MINLESSON Sequence of EventsUse the Jackie Robinson story for this MINILESSON.Discuss how a timeline is a graphic organizer that can be used to sequence events in a person’s life. Create a timeline for events in the life of Jackie Robinson.

Additional Resources:Go to the Central Arkansas Library System (CALS) website and click on Bookflix. Click on People and Places. Find the book pair Amazing Grace and Jackie Robinson: A Life of Determination. Click on the lesson plan for the two books. This will be used to examine the hero characteristics of both fictional and nonfiction characters and to discuss stereotyping. Watch the story Amazing

Social Studies Focus Literacy FocusJackie Robinson Skill: Sequence of EventsRevised 2013 LRSD Social Studies Department & Curriculum Committees

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Little Rock School District Social Studies 2nd GradeStereotyping Strategy: Visualize

Genre: Realistic FictionWriting: Informational Writing Technical

Grace. Use it to reinforce Literacy MINILESSON Genre: Realistic Fiction (Lesson 17 CLLG p.72). Complete the T-Map from that lesson using this story. Discuss the term stereotyping with students and how it relates to the story. Make a list of some stereotypes from the story.

Read the Jackie Robinson story to compare the two characters and to discuss fictional and nonfiction characters and how they tell a story about some of the same issues. What stereotypes can you identify from this story? Add these to the list you made from Amazing Grace. What makes one story fiction and the other nonfiction? The lesson plan helps guide this discussion. Use a Venn diagram to compare the two characters (CALS Lesson plan). The Explore the Web has additional links on baseball that could be used.

Writing Vocabulary Create a timeline of Jackie Robinson’s life. Stereotyping Courage

Determination Segregation Grit Jackie Robinson

AssessmentContinue working on the hero holiday from lesson 14.

Do you think Jackie Robinson should be considered a hero? Cite evidence from the story to support your opinion.

StandardsSocial Studies SLE’s C.5.2.2 Examine the rights and responsibilities that citizens have in a community. H.6.2.1 Explain the purpose in celebrating national holidays. H.6.2.6 Determine how photos and documents are used to gather information about the past.H.6.2.4 Define conflict. H.6.2.3 Discuss historical people of Arkansas. Common Core StandardsReading: Informational Text CC.2.RI.3 Describe the connection between a sense of historical events in a text.CC.2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC.2.RI.8 Describe how reasons support specific points the author makes in a text. CC.2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details within the text. CC.2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text Reading: Literature CC.2.RL.3 Describe how characters in a story respond to major events and challenges. CC.2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text CC.2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Writing: CC.2.W.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. Revised 2013 LRSD Social Studies Department & Curriculum Committees

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Little Rock School District Social Studies 2nd GradeSpeaking and Listening:CC.2.SL.1a Follow agreed-upon rules for discussions CC.2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others. CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SS/Literacy Journeys Unit 4 Lesson 18 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: HeroesEssential Question:

1. What is/ makes a hero?Guiding Questions:

A. What characteristics must someone have to be a hero?B. What is the difference between a hero and a celebrity? C. Who are some heroes from American history and in what ways were they heroic.D. What can they teach you about behaving like a hero? Could you be a hero?

How?E. How can historical documents (both primary and secondary) help me understand

about the lives of heroes?F. What does literature reveal about heroes?G. Who is (are) your hero(es)?

Weekly Correlated Lessons:CLLG pp 74-75—MINILESSON Understanding Characters Doctor Salk’s Treasure T 206 and My Name is Gabriella T225 and CLLG p. 74“What’s in the Name” activity T234-235Journeys Unit 4 Teacher Guide TE206—Lesson 18Lesson: The Heart of a Hero: We Can All Make a DifferenceLesson: Continent of AfricaPowerPoint AfricaAfrica SmartBoard Activity PowerPoint Gorillas in Africa

Continue reading biographies during independent reading and give time to discuss the people in the books. Qualities of greatness that are supported with action of these people should be added to the class matrix. Focus on scientist, inventors, artists, and authors during this week.

Additional Resources:

Social Studies Focus Literacy FocusHow People Can Make a DifferenceContinent of Africa

Skill: Understanding CharactersStrategy: Analyze/Evaluate Genre: BiographyWriting: Informational Technical

Writing Vocabulary Provide students with a map of the world. Work together to find the locations for

Africa Continent Map Globe Cardinal Directions Folk Tale

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Little Rock School District Social Studies 2nd Gradeeach story you read this week. Have the students create a map key for their map.World Map

Character Traits (Student/Teacher Generated)

Bookflix--Central Arkansas Library System (CALS) www.cals.org Paired Reading—People and Places—A Story A Story by Gail E. Haley and Africa by Allan Fowler. CALS Lesson Plan A Story A Story and Africa

www.myhero.com

AssessmentContinue working on the hero holiday from lesson 14.

Have students choose a person from a biography you read together in class or independent reading that they consider a hero. Complete the T-Map CLLG Lesson 18 What the Character Did/What the Character Was LikeDescriptive Paragraph Continent Africa-- Using sense words to tell how things look, feel, smell, and taste. Use information on graphic organizer to write.

StandardsSocial Studies SLE’s C.5.2.2 Examine the rights and responsibilities that citizens have in a community. H.6.2.1 Explain the purpose in celebrating national holidays. H.6.2.6 Determine how photos and documents are used to gather information about the past.H.6.2.4 Define conflict. H.6.2.3 Discuss historical people of Arkansas. Common Core StandardsReading: Informational Text CC.2.RI.3 Describe the connection between a sense of historical events in a text.CC.2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC.2.RI.8 Describe how reasons support specific points the author makes in a text. CC.2.RI.9 Compare and contrast the most important points presented by two text on the same topic Reading: Literature CC.2.RL.2 Recount stories, including fables and folklores from diverse cultures and determine their critical message, lesson, or moral CC.2.RL.3 Describe how characters in a story respond to major events and challenges. Writing: CC.2.W.2 Write informational/explanatory text Speaking and Listening:CC.2.SL.1a Follow agreed-upon rules for discussions CC.2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others. CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CC.2.SL3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue

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Little Rock School District Social Studies 2nd Grade

SS/Literacy Unit 5 Lesson 19 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: HeroesEssential Question:

1. What is/makes a hero?

Guiding Questions:A. What characteristics must someone have to be a hero?B. What is the difference between a hero and a celebrity? C. Who are some heroes from American history and in what ways were they heroic.D. What can they teach you about behaving like a hero? Could you be a hero? How?E. How can historical documents (both primary and secondary) help me understand about

the lives of heroes?F. What does literature reveal about heroes?G. Who is (are) your hero(es)?

Weekly Correlated Lessons:CLLG MINILESSON Text and Graphic Features p 76Ron’s Big Mission by Corinne Naden—Read the book and complete the T-Chart from lesson. What the Art Shows/What It Says About the Story

Ron’s Big Mission Lesson PlanRon’s Big Mission PowerPoint

Note: Copies of Ron’s Big Mission have been provided to teachers. If you do not have a copy of the book contact laura.arnold@lrsd.org or 447-3398 and a copy will be sent to you.

Social Studies Focus Literacy FocusRon McNairHeroes

Skill: Text and Graphic FeaturesStrategy: QuestioningWriting: Narrative: Personal Focus on Content and Leads

Writing Vocabulary Write about something that you were not allowed to do that you felt was unfair.

Student and teacher generated hero characteristics Ron McNairRon McNair Astronaut Challenger

AssessmentContinue working on the hero holiday from lesson 14.

Have students think about the story and write an alternative ending such as the police arrested him, he decided to get down from the counter and go home, had SUPER HERO powers.Revised 2013 LRSD Social Studies Department & Curriculum Committees

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Little Rock School District Social Studies 2nd Grade

Have students write a paragraph that identifies the problem in the story and how it was solved. (Problem/Solution paragraph)

Class SPAWN activity. Ron’s Big Mission Lesson Plan

Compare characters Jackie Robinson and Luke from Ron’s Big Mission

StandardsSocial Studies SLE’sC.5.2.2 Examine the rights and responsibilities that citizens have in a communityH.6.2.1 Explain the purpose in celebrating national holidaysH.6.2.3 Discuss historical people of Arkansas H.6.2.4 Define conflict H.6.2.6 Determine how photos and documents are used to gather information about the pastCommon Core StandardsReading: Informational TextCC.2.RI.1 Ask and answer such questions as who, what, when, when, why, and how to demonstrate understanding of key details in a text. CC.2.RI.3 Describe the connection between a series of historical events in a text. CC.2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topics or subject area. CC.2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate facts or information in a text efficiently. CC.2.RI.7 Explain how specific images contribute to and clarify a text. CC.2.RI.9 Compare and contrast the most important points presented in two text on the same topic.Reading: Literature CC.2.RL.3 Describe how characters in a story respond to major events and challenges.Writing CC.2.W.1 Write narratives in which they recount a well-elaborated event or short sequence of events. Listening and Speaking CC.2.SL.1a Follow agreed-upon rules for discussions CC.2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others. CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

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Little Rock School District Social Studies 2nd Grade

SS/Literacy Unit 4 Lesson 20 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: HeroesEssential Question:

1. What is/makes a hero?Guiding Questions:

A. What characteristics must someone have to be a hero?B. What is the difference between a hero and a celebrity? C. Who are some heroes from American history and in what ways were they heroic.D. What can they teach you about behaving like a hero? Could you be a hero? How?E. How can historical documents (both primary and secondary) help me understand

about the lives of heroes?F. What does literature reveal about heroes?G. Who is (are) your hero(es)?

Weekly Correlated Lessons:CLLG pp 78-79—Minilesson Compare and Contrast Lesson: Super Heroes vs. Real Life Heroes

Journeys Unit 4--Lesson 20Journeys Lesson 20 Leveled ReadersDex the Heart of a Hero TE p. 417Ordinary Heroes—Journeys pp 144-45Heroes Then and Now---Journeys

Celebrate a Hero---Unit Assessment

Additional Resources:We Remember Heroes PowerPointCelebrate Heroes Lesson

Classroom Biographies Trade books/comic books/graphic novels Superheroes

NOTE:Classroom libraries should have a wealth of trade books on people from different cultures. They should be used as you continue the Hero Unit to highlight accomplishments and why it is important to know about each. What hero characteristics do they exhibit and what did they do that demonstrates that characteristic?

Social Studies Focus Literacy FocusRights and Responsibilities of Citizens Skill: Compare and Contrast

Strategy: Monitor/ClarifyGenre: Fantasy/Informational TextWriting: Narrative: Personal Focus: Revising/Editing

Writing Vocabulary Write about someone in your life that you consider a hero. Refer to the class list of hero characteristics and identify at least two that you think this person possess and give examples.

Charity Service Leader Role-Model Hero Courage Perseverance Super Hero Real Life

Assessment Continue working on the hero project from lesson 14.

Super Hero PosterMy Hero PosterUse Super Heroes vs. Real Life Heroes Lesson to teach and introduce the assessment. Work on this can continue next week

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Little Rock School District Social Studies 2nd Grade

StandardsSocial Studies SLE’sC.5.2.2 Examine the rights and responsibilities that citizens have in a communityH.6.2.1 Explain the purpose in celebrating national holidaysH.6.2.3 Discuss historical people of Arkansas H.6.2.4 Define conflict H.6.2.6 Determine how photos and documents are used to gather information about the pastCommon Core StandardsReading: Informational Text CC.2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CC.2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. CC.2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. CC.2.RI.5 Know and use various text features. CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CC.2.RI.8 Describe how reasons support specific points the author makes in a text. Reading: Literature CC.2.RL3 Describe how characters in a story respond to major events and challenges. CC.2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. CC.2.RL.6 Acknowledge differences in the point of view of characters.Writing: CC.2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.Speaking and ListeningCC.2.SL.1a Follow agreed-upon rules for discussions

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SS/Literacy Unit 4 Lesson 21 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Economics/EnvironmentEssential Question:

1. How do communities meet the economic needs and wants of their families?Guiding Questions:

A. What questions are important to ask about wants, needs, goods, and services?B. What is a consumer?C. How does your wants relate to being a consumer?

Lessons 21-23 will overlap from Heroes to Economic/Environment Units in order to finish projects and present.

Weekly Correlated Lessons:CLLG MINILESSON Cause and Effect p. 86Journeys Unit 4--Lesson 21Use Penguin Chick by Betty Tatham in Journeys pp. 191-207 to identify events in the story and tell why they happened.

A Mystery Bag of Wants Lesson(Create a Mystery Card for the Penguin after completing the lesson.)

Review all continents studied so far this year and label them on a world map: North America, South America, Africa, Asia, and Europe. Continent Songshttp://www.youtube.com/watch?v=pP0YyyzY4Yg 7 http://www.youtube.com/watch?v=Cd-8LpSDuvo

Introduce the continent Antarctica using the following:Antarctica LessonLesson 21 Leveled Readers and Vocabulary Reader Research LessonPenguin Research Notes Graphic OrganizerBlank Research Notes Graphic Organizerwww.cals.lib.ar.us/

Antarctic Antics: A Book of Penguin Poems Antarctica by Allan Fowler

www.nationalgeographic.com/kids/animals/creaturefeatureStep Up to Writing—Writing with Tools 4-13 a, b, and c to model t

Additional Resources:Animals by Continents WebsitesAnimals by Continent (Use links below to create a class list of animals from the different continents)http://lib.colostate.edu/wildlife/geography.html

Social Studies Focus Literacy FocusAntarctica Economic Wants /Consumers Role of the President /Washington’s BDPresident’s Day

Skill: Cause and Effect Strategy: Visualize Genre: Folktales/Traditional TalesWriting: Writing to Inform: Research Report and Collect and Organize Facts

Writing Vocabulary Penguin ReportWrite a short paragraph about a time you were a consumer. Use the words “consumer” and “want” in your paragraph.

North America South America Africa Asia Europe Habitat Antarctica Continents Glaciers Scientists Icebergs Adaptations

AssessmentsContinue working on the hero project from lesson 14.

World Map---Continents/OceansPenguin Note taking/Research ReportResearch on Penguins. Use Research Report Lesson to guide instruction.

World Map with Countrieshttp://www.studentsfriend.com/aids/curraids/maps/uotworld.pdf

President’s Day Assessments:Presidential Poster-Illustrate the duties and qualities of the President. The poster should also include at least two different graphic features in Journey’s Lesson 19. OrPoster on George Washington or Abraham Lincoln. Illustrate duties and qualities of the President. The duties will reflect something they did as President. The poster should also include at least two different graphic features discussed in Journey’s Lesson 19.

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Little Rock School District Social Studies 2nd Gradehttp://library.thinkquest.org/5053/profiles.html http://animals.about.com/od/animal-facts/u/animals-by-region.htm#s1 http://www.coolantarctica.com/Antarctica%20fact%20file/endangered_antarctic_animals.htmhttp://octopus.gma.org/surfing/antarctica/penguin.htmlhttp://www.epa.gov/osw/education/pdfs/k00-001.pdfhttp://edtech.kennesaw.edu/web/endangsp.htmlArticle: Penguins Facing ExtinctionContinents SmartboardMaps SmartboardTraveling the World SmartboardAre You Smarter Than a Cartographer SmartboardContinent Mapping SmartboardWhere in the World Smartboard

President’s Day Resources:Share information with students on Washington’s Birthday and President’s Day.http://www.infoplease.com/spot/washington1.html Lesson: Who Can Be President?Lesson: Can Presidents be Heroes?

CLLG pp 80-81—Minilesson Main Idea and Details Use a trade book on one of the Presidents to complete or reinforce the MINILESSONClassroom biographies on U.S. Presidents.Review brainstorming of holidays that we celebrate that honor important events or people in Lesson 16.

www.cals.org Paired Reading—People and Places—So You Want to Be President by Judith St. George Duck for President by Doreen Croninwww.cals.org People and Places—George Washington and Abraham Lincoln e-books.

Notes:

StandardsSocial Studies SLE’s: G.1.2.4 Identify and define the North and South Poles and the Equator on a map or globe.G.1.2.6 Locate the seven continents using a map or globe.Revised 2013 LRSD Social Studies Department & Curriculum Committees

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Little Rock School District Social Studies 2nd GradeG.1.2.7 Name and locate the four major oceans.E.8.2.1 Distinguish between consumers and producers in a local community. C.5.2.2 Examine the rights and responsibilities that citizens have in a community.H.6.2.1 Explain the purpose in celebrating national holidaysH.6.2.3 Discuss historical people of ArkansasH.6.2.4 Define conflictH.6.2.6 Determine how photos and documents are used to gather information about the past.Common Core StandardsReading: Informational Text CC.2.RI.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CC.2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.CC.2.RI.7 Explain how specific images contribute and clarify a textCC.2.RI.8 Describe how reasons support specific points the author makes in a text.CC.2.RI.9 Compare and contrast the most important points presented by two texts on the same topic. Reading: LiteratureCC.2.RL.3 Describe how characters in a story respond to major events and challenges.CC.2.RL.7 Use information gained from the illustrations & words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CC.2.RL.5 Know and use various text features to locate key facts or information in a text efficiently.WritingCC.2.W.7 Participate in shared research and writing projects.CC.2.W.8 Recall information from experiences or gather information from provided sources to answer a question.Speaking and Listening CC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others.CC.2.SL.1c Ask for clarification & further explanation as needed about the topics & texts under discussion.

SS/Literacy Unit 5 Lesson 22 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: HeroesEssential Question:

1. What is/makes a hero?Guiding Questions:

Weekly Correlated Lessons:CLLG MINILESSON Understanding Character pp 82-83Use presentations of heroes to discuss things that the different heroes said and thought and how this reflected how

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Little Rock School District Social Studies 2nd GradeA. What characteristics must someone have to be a hero?B. What is the difference between a hero and a celebrity? C. Who are some heroes from American history and in what ways were they heroic.D. What can they teach you about behaving like a hero? Could you be a hero? How?E. How can historical documents (both primary and secondary) help me understand about

the lives of heroes?F. What does literature reveal about heroes?G. Who is (are) your hero(es)?

they might have felt.Carry over lessons from previous week to complete if needed.

Complete and present the Hero Project begun in Lesson 14

NOTE:Use these two weeks to complete activities and assessments for this unit. Social Studies Focus Literacy Focus

Hero Project---Celebrate a Hero of Choice

Skill: Understanding CharactersStrategy: QuestionGenre: Nonfiction/Poetry Writing: Story Writing Personal Narrative

Writing Vocabulary Complete work from other writing assignments for this unit.

Review all vocabulary on Character Trait Chart for Unit (Ongoing throughout the unit)

AssessmentComplete and present the Hero Project begun in Lesson 14.StandardSocial Studies SLE’s:C.5.2.2 Examine the rights and responsibilities that citizens have in a communityH.6.2.1 Explain the purpose in celebrating national holidaysH.6.2.3 Discuss historical people of Arkansas H.6.2.4 Define conflict H.6.2.6 Determine how photos and documents are used to gather information about the pastCommon Core Standards:Speaking and Listening CC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others.CC.2.SL.1c Ask for clarification & further explanation as needed about the topics & texts under discussion.

SS/Literacy Unit 5 Lesson 23 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/ResourcesUnit: Economics/EnvironmentEssential Question:

1. How do communities meet the economic needs and wants of their families?Guiding Questions:

A. What are consumers and producers?B. What are natural, human, and capital resources?C. How are goods produced?

Weekly Correlated Lessons:CLLG MINILESSON 23 p. 84 ConclusionsThe Goat in the Rug by Geraldine Journey’s Lesson 23MINILESSON 23 p. 85 Text and Graphic FeaturesBasket Weaving

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Little Rock School District Social Studies 2nd GradeD. What people and resources are involved in the production of goods? Economic and Literature Lesson “Goat in the Rug”

Resources:Use the following lessons to teach the economic concepts in the story The Goat in the RugGoat in the Rug Smart Board Activity

Federal Reserve “The Goat in the Rug” Lesson (Use to teach Productive Resources: Natural Resources/Human Resources/Capital Goods)The Goat in the Rug Lesson (Use the assembly line activity)

Economic Song Book

Use Nifty Vocabulary Cards to introduce economic vocabulary words. Ideas for introducing are included. Choose the words relevant to this lesson. (Contact Laura.arnold@lrsd.org for a set of vocabulary cards)

Social Studies Focus : Literacy FocusEconomics:ProducersResourcesSpecialization

Skill: ConclusionsStrategy: SummarizeGenre: Narrative NonfictionWriting: Informational (Descriptive)

Writing Vocabulary Write an informational paragraph telling how you made the rug in the lesson you did this week.

Goods/Services Specialization consumer/producer Assembly Line Productivity division of labor Interdependence Producers Intermediate Goods goods/services resources (natural, human, capital, productive)

AssessmentUsing information from the story and activities, have the students choose three words and give an example for each of the vocabulary words below:Goods Services Specialization Producer Natural ResourcesHuman Resources Capital Resources Assembly Line

Handout 2 Assessment----Federal Reserve “The Goat in the Rug” Lesson Lesson p. 14

Write the following list of items and ask students to write a sentence explaining what they would produce from the items. After they have completed their sentence, ask them to categorize each of the items from the list as a natural resource, a human resource, a capital resource, or an intermediate good. Have them write each of the categories across the page and list the items under to correct category. Taken from Assessment p. 9 Federal Reserve “The Goat in the Rug” Lesson.

StandardsSocial Studies SLE’sE.8.2.1 Distinguish between consumers and producers in a local community.E8.2.3 Discuss availability of natural resourcesE.8.2.4 Give examples of capital resourcesE.9.2.4 Classify productive resources into the following categories: natural resources, human resources, capital resourcesE.9.2.7 Define specialization and interdependenceCommon Core StandardsReading Informational TextCC.2.RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.Reading LiteratureCC.2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

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Little Rock School District Social Studies 2nd GradeWriting: Write to InformCC.2.W.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.Speaking and Listening CC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others.CC.2.SL.1c Ask for clarification & further explanation as needed about the topics & texts under discussion.

SS/Literacy Unit 5 Lessons 24 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Economics/EnvironmentEssential Question:

1. How do communities meet the economic needs and wants of their families?2. Why is it important to take care of our environment?

Guiding Questions:A. How do raw materials become productsB. How are goods made, delivered, and used?C. What are natural, human, and capital resources?D. How are goods produced?

What people and resources are involved in the production of goods?

Weekly Correlated Lessons:CLLG MINILESSON Cause and Effect pp86-87Folktale—“Kangaroo Gets a Pouch---Folktales”—Use the story to reinforce or teach MINILESSON Cause and Effect.

Exchanging Goods and Services Lesson

Continent of Australia Lesson Aborigine PowerPointAustralia Graphic Organizer

Social Studies Focus Literacy Focus

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Little Rock School District Social Studies 2nd Gradewww.cals.org

Australia by Allan FowlerEconomics--Consumers and producersGeography--Continent Australia

Skill: Cause and EffectStrategy: VisualizeGenre: Folktale/FableWriting: Editing, Revising, Publishing

Writing Vocabulary Describe and illustrate a barter situation and a monetary exchange situation. Activity 9.7

goods services barter monetary continent relative location cardinal direction

AssessmentActivity 9.6 Exchanging Goods and Services LessonMap of Continents and Oceans----Australia (Students have been adding continents to this map all year long as each is introduced in depth)

StandardsSocial Studies SLE’sG.1.2.1 Define relative locationG.1.2.4 Identify and define the North and South Poles and the Equator on a map or globe.G.1.2.6 Locate the seven continents using a map or globe.G.1.2.7 Name and locate the four major oceans.G1.2.11 Describe relative locations of places using cardinal direction.E.7.2.1 Describe an event or situation in daily life in which a tradeoff is made.E.9.2.1 Identify items that have been used as currency.E.9.2.2 Understand that the use of money facilitates exchange.Common Core StandardsReading: Informational Text CC.2.RI.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CC.2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topics or subject area.CC.2.RI.5 Know and use various text features to locate key facts or information in a text efficiently.CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.WritingCC.2.W.8 Recall information from experiences or gather information from provided sources to answer a question.

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Little Rock School District Social Studies 2nd GradeSpeaking and Listening CC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others.CC.2.SL.1c Ask for clarification & further explanation as needed about the topics & texts under discussion.

SS/Literacy Unit 5 Lesson 25 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Economics/EnvironmentEssential Question:

1. How do communities meet the economic needs and wants of their families?2. Why is it important to take care of our environment?

Guiding Questions:A. How do raw materials become productsB. How are goods made, delivered, and used?C. What are natural, human, and capital resources?D. How are goods produced?E. What people and resources are involved in the production of goods?

Weekly Correlated Lessons:CLLG MINLESSON Sequence of Events p. 88Use the story How to Make Apple Pie and See the World by Marjorie Priceman (A read aloud of the book can be found on You Tube http://www.youtube.com/watch?v=w03XWpdfKRE

Contact Laura.arnold@lrsd.org for a copy of the text if you did not receive one.

Journeys An Apple a Day TE Lesson 25 Teacher Read AloudRefer to World Map from previous lesson or use World Map in textbook to follow journey in the book.

Social Studies Text Unit 6 Lesson 3 From Factory to You pp. 294-301 Unit 6 Lesson 5 Barter and Trade pp. 308-311

How To Make Apple Pie and See the World Geography and

Social Studies Focus Literacy FocusEconomics--Consumers and producers Skill: Sequence of Events

Strategy: Monitor/ClarifyGenre: Fantasy/Informational TextWriting: Narrative Story

Writing Vocabulary Choose another recipe and write about traveling to all parts of the world to

Productive Resources Natural Resources Human Resources

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Little Rock School District Social Studies 2nd Gradecollect the ingredients and make the recipe. Write the story as a class. Use a world map to pinpoint each location. Include a map key.

Capital Resources Barter Exchange Money Goods Services

Economics Lesson (Use Resources Used by the Baker Graphic Organizer from this lesson.

How to Make An Apple Pie and See the World Lesson (Use Graphic Organizer found in this lesson to track the journey.

How to Make Apple Pie and See the World Lesson

How to Make Apple Pie and See the World Geography Lesson Google Earth

Additional Resources:Markets are Everywhere LessonStep Up to WritingApple Pie RecipeHow to Make Apple Pie and See the World Matching Game—Use to sequence events in the story.

AssessmentResources Used by the Baker Activity (Taken from How to Make Apple Pie Lesson Plan)World Map-Have students put a dot on each location in the book. Have them make a map key for the different locations identified on the map. Map Key Italy/Apples World Map with Countrieshttp://www.studentsfriend.com/aids/curraids/maps/uotworld.pdf

StandardsSocial Studies SLE’sG.1.2.4 Identify and define the North and South Poles and the Equator on a map or globe.G.1.2.6 Locate the seven continents using a map or globe.G.1.2.7 Name and locate the four major oceans.E.8.2.1 Distinguish between consumers and producers in a local community.E.8.2.3 Discuss the availability of natural resources.E.8.2.4 Give examples of capital resources.E.7.2.1 Describe an event or situation in daily life in which a tradeoff is made.E.9.2.1 Identify items that have been used as currency.E.9.2.2 Understand that the use of money facilitates exchange.Common Core StandardsReading: Informational Text CC.2.RI.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CC.2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topics or subject area.CC.2.RI.5 Know and use various text features to locate key facts or information in a text efficiently.CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.CC.2.RI.7 Explain how specific images contribute and clarify a textCC.2.RI.8 Describe how reasons support specific points the author makes in a text.CC.2.RI.9 Compare and contrast the most important points presented by two texts on the same topic. Reading: LiteratureCC.2.RL.3 Describe how characters in a story respond to major events and challenges.CC.2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.CC.2.RL.7 Use information gained from the illustrations & words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Writing: Revised 2013 LRSD Social Studies Department & Curriculum Committees

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Little Rock School District Social Studies 2nd GradeCC.2.W.7 Participate in shared research and writing projects.CC.2.W.8 Recall information from experiences or gather information from provided sources to answer a question.Speaking and Listening CC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others.CC.2.SL.1c Ask for clarification & further explanation as needed about the topics & texts under discussion.

SS/Literacy Unit 5 Lesson 26 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/ResourcesUnit: Economics/EnvironmentEssential Question:

1. Why is it important to take care of our environment?Guiding Questions:

A. How do you choose if you should recycle, reduce, reuse or throw something away?B. What is the best way to balance the need for resources with the protection of the environment?C. How does the availability of resources influence economic decisions?D. What are natural, human, and capital resources?E. How do we make choices about scarce resources?F. How does the availability of resources influence economic decisions?

Weekly Correlated Lessons:CLLG MINILESSON Story Structure pp 90-91Miss Rumphius or The Giving Tree can be used with this lesson.

Miss Rumphius by Barbara ClooneyMake the World a Better Place www.cals.lib.ar.us/

Kerpoof Lesson Plan—The Three R’s Reduce, Reuse, and RecycleSocial Studies Text

Unit 3 Lesson 1 Land and Water Resources pp. 114-121

Friends of the Environment Lesson (Use to guide this week’s lessons)

Additional Resources:The Giving Tree LessonGifts from Mother Nature LessonNatural Resources PowerPointScarcity Lesson Plan Planting Trees Lesson (Service Project Planting Trees)Econ Truffala Tree Lesson

Social Studies Focus Literacy FocusEconomics—Scarcity—Natural Resources—Economic WantsEnvironmental Issues

Skill: Story Structure Strategy: Infer/Predict Genre: Fantasy, Informational TextWriting: Narrative/Story

Writing Vocabulary After reading Miss Rumphius, write about what you would do to make the world a better place. Include a drawing with your writing. Write about how a tree is used to produce goods and services.

Natural Resources Economic WantsScarcity price Services ReduceReuse Recycle Goods ProducerConservation Environment Composting Renewable Resources Non-Renewable Resources Hazardous Material

AssessmentActivist Poster---Kerpoof Lesson PlanRevised 2013 LRSD Social Studies Department & Curriculum Committees

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Little Rock School District Social Studies 2nd Grade

Reduce/Reuse/RecycleDraw a tree and label it “resource”. Have the students draw several straight lines radiating out from the tree. At the end of each line, direct students to draw products that are used by animals and people made from the tree. Products may include nuts for squirrels, homes for birds, firewood, lumber for homes, etc. ***Teacher/student assessment could be done as an electronic assessment. Create and label the tree in Smart or any other program***

Natural Resources Mobile—See guidelines in Gifts from Mother Nature Lesson

Lorax Write Your Own EndingMiss Rumphius: A Catalyst for Social Activist

StandardsSocial Studies SLE’sG.3.2.2 Explore the roles of responsible citizens in preserving the environment: Recycling, Planting trees, conserving energyG.3.2.3 Examine ways in which people affect the physical environment.E.7.2.2 Discuss that because of scarcity people must make choices and incur opportunity costs.E.8.2.3 Discuss the availability of natural resources.C.5.2.2 Examine the rights and responsibilities that citizens have within a community.Common Core Standards: Reading: Informational Text CC.2.RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CC.2.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.CC.2.RI.5 Know and use various text features to locate key facts or information in a text efficiently.CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.CC.2.RI.7 Explain how specific images contribute and clarify a textCC.2.RI.8 Describe how reasons support specific points the author makes in a text.CC.2.RI.9 Compare and contrast the most important points presented by two texts on the same topic. Reading: LiteratureCC.2.RL.3 Describe how characters in a story respond to major events and challenges.CC.2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.CC.2.RL.7 Use information gained from the illustrations & words in a print or digital text to demonstrate understanding of its characters, setting, or plot. WritingCC.2.W.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.Speaking and ListeningCC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others.CC.2.SL.1c Ask for clarification & further explanation as needed about the topics & texts under discussion.

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Little Rock School District Social Studies 2nd Grade

SS/Literacy Unit 6 Lesson 27 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/ResourcesUnit: Economics/EnvironmentEssential Question:

1. Why is it important to take care of our environment?Guiding Questions:

A. What can we do each day to conserve resources and protect our planet?B. Who are some well-known environmentalists? C. How can we raise awareness of the Earth Day celebration?D. What are some environmental issues that affect your community?

Weekly Correlated Lessons:CLLG MINILESSON Fact and Opinion p. 92Using books from the classroom library on the environment and natural resources, have students read to determine what can be proven (Facts) and what the author thinks (Opinion).Taking Care of Our Environment Lesson

Resource Handouts Taking Care of Environment Lesson (Includes Field Trip Data Sheet, Environmental Beautification Plan, and Earth Day Poster)

Great School Clean Up Lesson (This lesson correlates well with the Environmental Beautification Plan in the previous lesson.)

Additional Resources:Read about an environmentalist and create a timeline with the students about their life and accomplishments. http://www.biography.com/people/groups/activists/environmental-activists/all

http://www.biographyonline.net/humanitarian/jane-goodall.html

Earth Day April 22Going Green SmartboardHow Long Does Trash Last SmartboardGet Hands On! Earth Day Celebration (Use the Get On Your Feet ! portion of the lesson—Four Corners)Earth Day Hooray! Federal Reserve Lesson

Social Studies Focus : Literacy FocusEnvironmentEarth DayResponsibilities of Citizenship

Skill: Fact and OpinionStrategy: QuestionGenre: BiographyWriting: Informational Opinion

Writing Vocabulary Continue Writing from Lesson 26Write a problem/solution paragraph to identify a problem related to pollution and at least two possible solutions. Give details about the solution.

Natural Resources Economic Wants Scarcity Price Services Reduce Conservation Environment Goods Reuse Recycle Producer Pollution

Assessment Earth Day PosterContinue assessment from Lesson 26Provide 3-4 facts about pollution and 2-3 opinions.

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Little Rock School District Social Studies 2nd GradeEnvironmental Beautification Plan

StandardsSocial Studies SLE’s:G.3.2.2 Explore the roles of responsible citizens in preserving the environment: Recycling, Planting trees, conserving energyG.3.2.3 Examine ways in which people affect the physical environment.E.7.2.2 Discuss that because of scarcity people must make choices and incur opportunity costs.E.8.2.3 Discuss the availability of natural resources.C.5.2.2 Examine the rights and responsibilities that citizens have within a community.Common Core Standards: Reading: Informational Text CC.RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.CC.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.CC.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.CC.RI.2.7 Explain how specific images contribute and clarify a textCC.RI.2.8 Describe how reasons support specific points the author makes in a text.CC.RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. Writing: Write to InformCC.2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.Speaking and ListeningCC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others.CC.2.SL.1c Ask for clarification & further explanation as needed about the topics & texts under discussion.

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Little Rock School District Social Studies 2nd Grade

SS/Literacy Unit 6 Lesson 28 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Economic/EnvironmentEssential Question:

1. Why is it important to take care of our environment?2. What is the fate of the rain forest?3. Are we the problem? What can we do to help?4. What is the best way to balance the need for resources with the protection of the environment?

Guiding Questions:A. How does the rain forest impact the world?B. How does the destruction of the world’s rain forest affect our planet and our everyday lives?C. What things do we do in our everyday lives that could be cause for rain forest destruction?

Weekly Correlated Lessons:CLLG MINILESSON 28 Text and Graphic FeaturesSouth America PowerPointRain Forest Smartboard

Use text and graphic features in books from the library on South America and the Rain Forest to gain information about both. How does this information support the text and what additional information can you acquire from these features?

If available, read the book The Vanishing Rainforest by Richard Platt or another available title on the topic. Discuss how the Yanomami tribe is still battling against potential developers. Ask the following question: Can a solution be found that will protect the forest and allow the tribe to continue living as they always have done, while benefiting from the development of the area? Additional Resources:Map of South Americahttps://geography.byu.edu/Assets/Maps/southam.pdf World Map with Countrieshttp://www.studentsfriend.com/aids/curraids/maps/uotworld.pdf Marie Wellman Vanishing Rainforest Unit

Social Studies Focus Literacy FocusSouth American Continent Map SkillsEnvironment

Skill: Text and Graphic FeaturesStrategy: Analyze/EvaluateGenre: Informational TextWriting: Informative Opinion

Writing: Vocabulary How would you solve the problems of overpopulation and the demand for lumber that are, in large part, responsible for the mass deforestation (mass cutting down of trees) taking place in the rain forest. Give your opinion of how to solve the problem and provide facts to support your opinion.

Andes Mountains Amazon RiverRain Forest Atacama DesertSouth America Deforestation Cartographer

AssessmentHave students serve as cartographers using maps to discover where in the world the rain forests are located. Have them identify each continent, the equator, Tropic of Cancer, and Tropic of Capricorn. http://www.eduplace.com/ss/maps/pdf/world_cont.pdf https://geography.byu.edu/Assets/Maps/world.pdf

World Map---South America

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Little Rock School District Social Studies 2nd Grade

StandardsSocial Studies SLE’s:G.1.2.4 Identify and define the North and South Poles and the Equator on a map or globe.G.1.2.6 Locate the seven continents using a map or globe.G.1.2.7 Name and locate the four major oceans.G.3.2.2 Explore the roles of responsible citizens in preserving the environment: Recycling, Planting trees, conserving energyG.3.2.3 Examine ways in which people affect the physical environment.E.8.2.1 Distinguish between consumers and producers in a local community.E.8.2.3 Discuss the availability of natural resources.E.7.2.2 Discuss that because of scarcity people must make choices and incur opportunity costs.E.8.2.3 Discuss the availability of natural resources.C.5.2.2 Examine the rights and responsibilities that citizens have within a communityCommon Core StandardsReading: Informational Text CC.2.RI.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.CC.2.RI.5 Know and use various text features to locate key facts or information in a text efficiently.CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.CC.2.RI.7 Explain how specific images contribute to and clarify text.CC.2.RI.8 Describe how reasons supports specific points the author makes in a text.CC.2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.Writing: Write to InformCC.2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.CC.2.W.7 Participate in shared research and writing projects.Speaking and ListeningCC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CC.2.SL.1b Build on others’ talk in conversations by linking their comments to the remarks of others.CC.2.SL.1c Ask for clarification & further explanation as needed about the topics & texts under discussion.

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Little Rock School District Social Studies 2nd GradeSS/Literacy Unit 6 Lesson 29 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/ResourcesUnit: Jobs/CareersEssential Question:

1. How do I develop skills and abilities that I need to be successful in a career?

2. How are my school experiences connected to my future success?Guiding Questions:

A. What skills and education are necessary for specific jobs?

Weekly Correlated Lessons:CLLG MINILESSON Understanding Characters pp. 96-97

Journeys Working in Space Lesson 28---Reread story and discuss different careers. The following link provides more information about careers related to Aeronautics and Space.http://kids.earth.nasa.gov/archive/career/index.html Human Resources: Explore the Importance of Different Careers Lesson

Use books below and/or books on careers from library for the next two weeks.www.cals.lib.ar.us/ Bookflix (Library Card Number Needed) Choose a book to read and begin a class chart. Job/Career and Skills Needed to Do Job. Have students make their own chart in journals. As you introduce other jobs/careers in books and class activities, add to the chart throughout the unit. Family and CommunityPets at the VetBark GeorgeA Very Busy FirehouseDot the FiredogLife on a FarmWho Works at the ZooPolice Officers on the GoVarious books about jobsKids.gov A-Z Career Listhttp://kids.usa.gov/teens-home/jobs/a-z-list/index.shtml Kids.gov Videos About Jobshttp://kids.usa.gov/teens-home/watch-videos/jobs/index.shtml Use information from the following resources to add jobs/careers to the class chart that you began. http://www.lmci.state.tx.us/shared/PDFs/CareerActivitiesBook.pdfExercise Your Mind Activity BookCareers are Everywhere Activity BookCareer Aware: Catch the Career Bug!Kids Work Job Gamehttp://kids.usa.gov/teens-home/play-games/jobs/index.shtml

Social Studies Focus Literacy FocusCareers and Jobs Skill: Understanding Characters

Strategy: SummarizeGenre: FolktaleWriting: Informative Research

Writing Vocabulary Choose a career that you think you would be interested. Research it. Give a description of the career, skills needed to do the job, and what type of training is needed for it.

Career Clusters Public Service Communication Construction Transportation Health Fine ArtsJobs Products Services

AssessmentAdd a paragraph to your writing assignment. Use the information you completed about your learning style, values, and self-knowledge to determine if this career/job is one that you feel would be a good fit for you. Explain why. For example, I enjoy working with people and love math. I think that a banking career/job would be a good fit for me.

Student Chart----Careers/Jobs and Skills Needed for Careers/Jobs

Choose an Occupation----Use to record information for research.

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Little Rock School District Social Studies 2nd GradeWhen I Grow Up SmartboardExploring Career Information from the Bureau of Labor Statisticshttp://www.bls.gov/k12/ Provides a wealth of information on different jobs and careers.To Be Or Not To Be (Examine careers through websites)http://www.econedlink.org/lessons/projector.php?lid=393&type=educator

StandardsSocial Studies SLE’sE.8.2.2 Research the skills and education needed for specific jobs.E.8.2.1 Distinguish between consumers and producers in a local community.Common Core StandardsReading: Informational Text CC.2.RI.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.CC.2.RI.5 Know and use various text features to locate key facts or information in a text efficiently.CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.CC.2.RI.7 Explain how specific images contribute to and clarify text.CC.2.RI.8 Describe how reasons supports specific points the author makes in a text.CC.2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.Reading: LiteratureCC.2.RL3 Describe how characters in a story respond to major events and challenges.Writing: ResearchCC.2.W.7 Participate in shared research and writing projects.CC.2.W.8 Recall information from experiences or gather information from provided sources to answer a question.

SS/Literacy Unit 6 Lesson 30 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Revised 2013 LRSD Social Studies Department & Curriculum Committees

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Little Rock School District Social Studies 2nd GradeResources

Unit: Jobs/CareersEssential Question:

1. How do I develop skills and abilities that I need to be successful in a career?2. How are my school experiences connected to my future success?

Guiding Questions:A. What skills and education are necessary for specific jobs?

Weekly Correlated Lessons:CLLG MINILESSON Compare and Contrast p. 98Use a Venn Diagram to compare and contrast a service career and product career.

Continue work from Lesson 29.Social Studies Focus Literacy FocusCareers and Jobs Skill: Compare and Contrast

Strategy: VisualizationGenre: FolktaleWriting: Informative Research

Writing Vocabulary Continue working on Week 29 Writing Assignment.

Career Clusters Public Service Communication Construction Transportation Health Fine Arts Jobs Products Services

AssessmentChoose two careers/jobs that you have been reading about and do a Venn Diagram comparing the job responsibilities and skills needed for the job. Choose a service type job and a job that produces a product for the comparison. Do one together as a class first. StandardsSocial Studies SLE’s:E.8.2.2 Research the skills and education needed for specific jobs.E.8.2.1 Distinguish between consumers and producers in a local community.Common Core Standards: Reading: Informational Text CC.2.RI.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.CC.2.RI.5 Know and use various text features to locate key facts or information in a text efficiently.CC.2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.CC.2.RI.7 Explain how specific images contribute to and clarify text.CC.2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.Reading: LiteratureCC.2.RL.3 Describe how characters in a story respond to major events and challenges.Writing: ResearchCC.2.W.7 Participate in shared research and writing projects.CC.2.W.8 Recall information from experiences or gather information from provided sources to answer a question.

Revised 2013 LRSD Social Studies Department & Curriculum Committees