Curriculum Framework Quarter 1 Social Studies Grade 2

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.) Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

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Curriculum Framework Quarter 1 Social Studies Grade 2

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TNCore.orghttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

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KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

Curriculum Framework Quarter 1 Social Studies Grade 2

Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities-Suggested Tasks, DBQs, TBQs, and Assignments– Suggestions for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleWIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English

Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction for native English speakers. (Examples of Tier 1 words are: clock, write, happy and walk.)

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Curriculum Framework Quarter 1 Social Studies Grade 2

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas and may appear of redundant in oral language. Tier 2 words present challenges to students who primarily meet them in print. (Examples of Tier 2 words are: obvious, complex, establish and verify.)

Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Examples are: legislative, molecule, and genre.)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word

with the written word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.ReferencesMcEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

What is a DBQ/TDQ?

Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.

DBQS/TDQs, may not only be in the form of an actual question, but rather tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.

Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

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Curriculum Framework Quarter 1 Social Studies Grade 2

Grade 2 Pacing Guide

Time 1st Quarter Time 3rd Quarter

Weeks 1-3 Geography Compare and contrast maps and globes, construct a globe

(hemispheres, continents, and oceans), Utilize cardinal directions and grids to find locations

Weeks 1-3 Economics Understand fundamental concepts between producers and consumers, products

and industries, supply and demand, goods and services

Weeks 4-6 Geography Construct a map of the United States and bordering

countries, locate major cities, landforms, mountain ranges and rivers in the United States,

Compare landforms, compare and contrast regions of the United States

Weeks 4-5 History Describe periods of time, distinguish between ancient and modern times, select

major events and sequence them on a timeline that depicts the evolution of technology

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Curriculum Framework Quarter 1 Social Studies Grade 2

Weeks 7-9 Geography

Analyze the differences in natural resources in the three Grand Divisions of Tennessee

Make a connection to the major industries that are found in each

Weeks 6-9 History

Interpret historical passages Identify group and individuals’ contributions Describe periods of time and interpret timelines to explain history. Analyze primary and secondary sources maps and historical details.

Time 2nd Quarter Time 4th Quarter

Weeks 1-3 Culture Summarize stories from American Indian legends Determine central message lesson or culture Identify the main purpose of a text related to early cultures of

Tennessee

Weeks 1-3 Government Identify the rights and responsibilities of citizens Explain how rules are developed Explain how to become a citizen Examine the amendments written to protect all citizens’ right to vote

Weeks 4-9 Culture Research, discuss, write and present information to compare

and contrast various cultures found in the United States

Weeks 4-6 Government Read about how the Constitution of the US and the TN Constitution lay out our

government systems and the basic role of the three branches Summarize how laws are made and consequences for breaking laws

Weeks 7-9 Government Identify, locate and summarize the significance of well-known sites and

landmarks Recite and analyze the lyrics of the “Star Spangled Banner” to determine the

meaning and its origins in the War of 1812

*Please note these time frames are suggestions. Actual instructional timing may vary due to schedule complications, remediation and other factors.

TN State Social Studies Standards Guiding Questions & Vocabulary Tier2 & Tier 3

Instructional Activities & Resources

GeographyWeeks: 1-3

Suggested Texts: Me On The Map by Joan Sweeny (280L): https://edpuzzle.com/media/570ba23a0ba137474115b161 There’s a Map in My Lap by Dr. Seuss (650L):https://edpuzzle.com/media/56da496136c58b3c419faef9 The Difference Between Maps And Globes (470L): http://www. Readworks .org/passages/difference-between-maps-and-globes Seven Large Lands (660L): http://www. Readworks .org/passages/seven-large-lands . Our World (720L): http://www. Readworks .org/passages/our-world-0 Make a Map (610L): http://www.Readworks.org/passages/make-map

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Curriculum Framework Quarter 1 Social Studies Grade 2

TN State Social Studies Standards Guiding Questions & Vocabulary Tier2 & Tier 3

Instructional Activities & Resources

We Camp (460L):Decodable reader Unit 1 page 1 (Scotts Foresman)Henry and Mudge (460L) Unit 1 Story 1 (Scotts Foresman)My Family (460L) Unit 1 Story 1 (Scotts Foresman)Franklin’s Neighborhood by Paulette Bourgeois (380L): https://edpuzzle.com/media/571630030f1b8d3c41e345c2/edit Houghton Mifflin Social Studies Tennessee Communities 2.13 Compare how maps and globes depict geographical information in different ways.

2.14 Construct a globe depicting the four hemispheres, seven continents, and five oceans using the equator and prime meridian.

2.13 How are maps and globes alike and different? How do differences in maps and globes affect our understanding of places in the world? What types of information do maps and globes depict?

I can compare maps and globes identifying similarities and differences.

2.14 How are the equator and prime meridian used to help determine location?

(in relationship to hemispheres)

I can create a globe and label oceans, continents, hemispheres, prime meridians, and the equator

2.13 The students or teacher will read from Houghton Mifflin Social Studies Tennessee Communities Unit 3 Our World pages 88-91. The teacher will introduce maps and globes by showing a learning video from Edpuzzle.com What Are Maps And Globes? https://edpuzzle.com/media/57079cb8a089ff3e4146270c or read Readworks Article The Difference Between Maps and Globes http://www. Readworks .org/passages/difference-between-maps-and-globes . The students will compare and contrast maps and globes using a class Venn diagram. https://www.teachervision.com/graphic-organizers/printable/6293.html . The students will then use the notes from the Venn diagram to make their first entry in Social Studies journals by constructing simple sentence/sentences stating the differences and similarities between a map and a globe. (Literacy W.2.7 RI.2.1, RI.2.2, RI.2.3)

2.14 The students will read from Houghton Mifflin Social Studies Tennessee Communities Unit 3 Our World pages 94-95 or Readworks Article Our World http://www. Readworks .org/passages/our-world-0 . The teacher will show students the picture of Earth from space, and ask them to describe the shape (a sphere). The Teacher and students will have a class or group discussion on how the details on this image look similar to what they saw on the map before. Ex: TLW recognize the shapes of the continents and oceans. The teacher will show examples of a globe, and explain that globes are miniature models of Earth. Ask: What shape is a globe? (a ball) How is a globe like Earth? TTW show Edpuzzle video How are Globes Made? https://edpuzzle.com/media/56145f6186cbe95d0e953cb0 . TLW write sentence/sentences in Socials Studies journals about globes and the components of Earth. Literacy W.2.7, RI.2.1, RI.2.2, RI.2.3

2.14 The students will construct a globe depicting the four hemispheres, seven Shelby County Schools

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Curriculum Framework Quarter 1 Social Studies Grade 2

TN State Social Studies Standards Guiding Questions & Vocabulary Tier2 & Tier 3

Instructional Activities & Resources

2.16 Utilize legends, cardinal directions, and grids to help determine locations on different types of maps

2.16 How are legends, cardinal directions, and grids used to help determine locations in our world?

I can use a legend, cardinal directions, and grid to find locations on different maps.

Content Vocabulary (Tier 3): map, globe, compass rose, cardinal and intermediate directions, equator, prime meridian, symbol, hemisphere, continent, ocean, grid, region

Academic Vocabulary (Tier 2): address, street, city, neighborhood, campground

(for vocabulary strategies see pg. 4)

continents, and five oceans using the equator and prime meridian using links http://www.3dgeography.co.uk/#!make-a-globe/cdox or http://www.artistshelpingchildren.org/earthglobegeographycraftsmakingartscraftskids.html . Students will then develop simple questions about his or her globe, and record the sentences in their Social Studies journals. Ex: Where is Africa? What direction would you travel to get from the United States to Antarctica? What continent do we live in and what directions should be taken to get to other continents? Lastly, students will work in groups or with a partner to answer the questions posed in their journals using globes he or she created as a reference. Literacy W.2.7, RI.2.1, RI.2.2, RI.2.3

2.16 For background knowledge on map skills and vocabulary, teachers may use the link http://web.compton.k12.ca.us/pages/departments/curriculum/pdf/2ndgradessunit2.pdf. After viewing the videos listed below, students will design a map key and construct a compass rose in Social Studies journals. Students will create and write sentences stating what each tool’s purpose is on a map or globe. Literacy W.2.7, RI.2.1, RI.2.2, RI.2.3 Mapshttps://edpuzzle.com/media/570974afa089ff3e414f55d8 Understanding Map Symbols. https://edpuzzle.com/media/56a7f6c5d3f9f73941bde8ac Maps vs Globes https://edpuzzle.com/media/56dbf03c36c58b3c41a25350

2.16 The teacher and students will read from Houghton Mifflin Social Studies Tennessee Communities Unit 3 Our World pages 96-101 or Readworks article Seven Large Lands http://www. Readworks .org/passages/seven-large-lands . The students will locate their school using the search feature on a satellite map application such as Google Maps and point out places on the map from school’s neighborhood. The teacher will ask questions such as: Where are the roads? Where are the buildings? Where do you see water? The teacher will zoom out very slowly, and explain that the views of the land and water students are seeing are getting smaller as they see them from farther away. The students will locate their streets on the map. The student will also use Post-It Notes to show the direction (N, S, E, W) that his or her address is located from the school. Ex: “My house is north of our school.” The students will

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Curriculum Framework Quarter 1 Social Studies Grade 2

TN State Social Studies Standards Guiding Questions & Vocabulary Tier2 & Tier 3

Instructional Activities & Resources

develop sentence/sentences telling where their house, and a friend’s house is directionally to the school and write in their Social Studies journals. Literacy W.2.7, RI.2.1, RI.2.2, RI.2.3

2.16 The teacher and students will read the story We Camp from Scotts Foresman Decodable Reader Unit 1 story. The teacher will display for students a campground map https://www.superteacherworksheets.com/maps/printables/campground-map_WMZNM.pdf as an example and point out key concepts. The students will create a map of a campground and create sentence/sentences telling about his or her campground being sure to include a map key and a compass rose. Ex: The lake is north of my tent. Literacy W.2.7, RI.2.1, RI.2.2, RI.2.3

2.16 The teacher and students will read Franklin’s Neighborhood https://edpuzzle.com/media/571a53c85d6521444106cca1 or Readworks article Make a Map http://www.Readworks.org/passages/make-map to build background about a neighborhood map. Students will write a few sentences explaining the importance of symbols on a map and how it would be to read map without symbols. The teacher will display neighborhood map from Houghton Mifflin Resource site http://www.eduplace.com/parents/socsci/books/content/maps/A_comm.pdf. The teacher will point out key elements of a neighborhood map. Students will create a map of his or her neighborhood being sure to include a compass rose, a map key, and key locations in his or her neighborhood. The student write sentence/sentences to describe key locations in their neighborhood in their Social Studies journals. Literacy W.2.7, RI.2.1, RI.2.2, RI.2.3

GeographyWeeks: 4-6

Suggested Tests:Houghton Mifflin Social Studies Tennessee Communities Our WorldThis is North America (650L): http://www.readworks.org/passages/north-americaYour Land, My Land :A Tennessee History for Kids Publication for Second Grade n/pEduplace.com (Houghton Mifflin Online Resources) http://www.eduplace.com/parents/socsci/tn/Cross Country Cousins by Samantha Rabe Scotts Foresman Guided Reader 2.2.7 (690L)The Ugly Vegetables by Grace Lin (390L) 2.15 Construct a map depicting the current boundaries of the United States, Canada, and Mexico and recognize they are part of the North American continent.

2.15 What forms the boundaries of theUnited States? Where is the United States in relation to the rest of the world? How do our boundaries and location impact our country?

2.15 Students will read the article This is North America using the link http://www.readworks.org/passages/north-america . The students will then construct a map of North America, and label the boundaries of the United States, Canada, and Mexico using different colored highlighters. Students will add the map to their Social

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Curriculum Framework Quarter 1 Social Studies Grade 2

TN State Social Studies Standards Guiding Questions & Vocabulary Tier2 & Tier 3

Instructional Activities & Resources

2.17 Locate major cities, bodies of water, mountain ranges, and rivers in the United States.Cities: Chattanooga, Knoxville, Los Angles, Memphis, Miami, Nashville, New Orleans, New York City, Seattle, St. Louis, Washington D.C.Bodies of Water : Great Lakes, Gulf of Mexico, Atlantic, and Pacific OceansRivers: Colorado, Cumberland, Mississippi, Tennessee, and OhioMountain Ranges: Alaska Range, Appalachian, Rockies

2.18 Compare physical features of the earth, including islands, lakes, mountains, oceans, peninsulas, plains, plateaus, rivers, and valleys.

I can label the boundaries of the United States, Canada, and Mexico.

2.17 What major landforms are found in the United States? How do those landforms influence the way people live?

I can identify and locate major landforms, cities, and bodies of water found in the United States

2.18 How do the various landforms compare in physical features? How do landforms impact the way people in that area live?I can describe ways the landforms impact the way the people live on earth.

Studies journals. Lastly, the students will write sentences to describe the location of different countries in relation to other countries. Ex: Canada is located north of the United States boundary. Literacy W.2.7, RI.2.1, RI.2.2, RI.2.3

2.17 Students will read Land and Water p.104-109 Houghton Mifflin Social Studies Book or From Ocean to Ocean from Your Land, My Land pages 13-26. The teacher will present the power point http://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/LandformsPP.ppt to introduce land forms and bodies of water. The teacher will use Google Maps http://bitly/13DCXeA and enter your school address, get the street view and use it in panorama mode to virtually walk around identifying landforms and bodies of water. To view the land forms of different regions of the United States, students will view the video Landforms and Bodies of Water using the link https://edpuzzle.com/media/56fb53c90e05457e084d002c . The teacher and students will chart the different landforms and bodies of water as they are viewed. Students will use a blank map of the U.S.A to locate and label major cities, bodies of water, mountain ranges, and rivers. (Refer to locations on 2.17) The students will write sentence/sentences to tell about different landforms, cities, and bodies of water. Ex: The Gulf of Mexico is a body of water located in the southern part of the United States. Literacy W.2.7, RI.2.1, RI.2.2, RI.2.3

2.18 The teacher an students will read from Houghton Mifflin Social Studies Tennessee Communities Unit 3 Our World pages 104-111 to build background knowledge on physical land features of the earth, and watch a video on landforms from Edpuzzle using the linkhttps://edpuzzle.com/media/571fd592f47cca414101f498. Using a vocabulary foldable template via http://www.lauracandler.com/filecabinet/literacy/PDFRead/VocabFoldablePl.pdf, the students will make a foldable with the vocabulary words: islands, lakes, mountains, oceans, peninsulas, plains, plateaus, rivers, and valleys. The vocabulary words will be accompanied with a sentences about a landform and a small illustration.

2.18 Students will read Houghton Mifflin Regions p.112-117. The teacher will use http://eduplace.com/kids/socsci/books/applications/imaps/maps/g2_u2/index.html to

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Curriculum Framework Quarter 1 Social Studies Grade 2

TN State Social Studies Standards Guiding Questions & Vocabulary Tier2 & Tier 3

Instructional Activities & Resources

2.19 Compare and contrast the regions of the United States (Southeast, Northeast, Great Plains, Southwest, and Pacific Northwest) in terms of climate, physical features, and population.

2.19 What are the major regions found in the United States? How do they compare in their climate, physical features, and population?

I can identify and locate the major regions found in the United States.

Content Vocabulary (Tier 3):Climate, region, compass, landmark, location, physical features, contiguous, valley, lake, river, island, peninsula, plain, mountain, plateau, coastline, boundaries

Academic Vocabulary (Tier 2): Weather, temperature, people, water, salt water, beaches

(for vocabulary strategies see pg. 4)

interactively identify Landform Regions in the U.S. Students will view the video Exploring Landforms and Bodies of Water for Kids – FreeSchool using the link http://viewpure.com/BsqKTJtK_vw?ref=live. Students will complete a Venn diagram to compare 2 landforms of their choice. Students will illustrate and label the landforms. Students will then create a list of activities, jobs, clothing, etc. that would be typical of the people that live near in the chosen landforms. Ex: The people who live near the Gulf of Mexico may have jobs as fisherman. People may eat seafood to survive. People may use boats as transportation.

2.19 The teacher will copy and distribute to students the facts list from the link http://www.ducksters.com/geography/us_states/us_geographical_regions.php : US Geography Regions. Students will work in groups or pairs to gather and present information about their assigned regions.

2.19 The teacher will use a map of the United States Regions from htthttp://www.education.com/download/worksheet/93380/regions-of-the-united-states.pdf and assign students to 5 groups that will work to record the climate, physical features and population of their assigned regions in the United States. The teacher and students may refer to https://weather.com/?cm_ven=PS_GGL_Channel_9102015_1 . The students may also compare the weather for a week and graph high and low temperatures over the course of the week. Students should answer teacher created questions such as: Which region has the warmest or coolest weather? Which region has the widest range of temperatures? Which region has weather most like the weather where you live? The students will create a list of physical features found in their region as well as write to describe the population. Literacy W.2.7, RI.2.1, RI.2.2, RI.2.3

GeographyWeeks: 7-9

Suggested Texts:The Rocky Mountains (750L): http://www.readworks.org/passages/rocky-mountains North American Pen Pal (820L): http://www.readworks.org/passages/north-america-dear-pen-pal Houghton Mifflin Social Studies Tennessee Communities The Rocky Mountains (750L): http://www.readworks.org/passages/rocky-mountains

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Curriculum Framework Quarter 1 Social Studies Grade 2

TN State Social Studies Standards Guiding Questions & Vocabulary Tier2 & Tier 3

Instructional Activities & Resources

North American Pen Pal (820L): http://www.readworks.org/passages/north-america-dear-pen-pal Eduplace.com (Houghton Mifflin Online Resources) http://www.eduplace.com/parents/socsci/tn/2.20 Analyze the differences in natural resources in the three Grand Divisions of Tennessee and make connections to the major industries that are found in each

2.20 How are the Three Grand Divisions of Tennessee divided? What resources are available in each division of Tennessee? How do the natural resources available impact/influence the major industries found in each region?

I can tell about the Three Grand Divisions of Tennessee.

I can identify and describe the resources available in each division of Tennessee.

I can explain how available resources impact major industries in each region.

Content Vocabulary (Tier 3):area, heritage, population, climate, landmarks

Academic Vocabulary (Tier 2): friends, air, soil, water, sunlight, land, trees, crops, animals, loyalty

(for vocabulary strategies see pg. 4)

2.20 Students will read Tennessee’s Land at http://www.eduplace.com/ss/socsci/books/content/ilessons/4/ils_tn_gr4_u1_c01_l2.pdf , or Houghton Mifflin Social Studies Tennessee Communities pages 40-43. The teacher will display a map of Tennessee with the three Grand Divisions and discuss how the divisions are divided. Teacher may refer to https://edpuzzle.com/media/5720c29ba6a62f4041e7c52d and http://www.tnhistoryforkids.org/geography/b_4 for background knowledge and question creating. The teacher will give students a printout using the link http://www.waterproofpaper.com/printable-maps/tennessee/tennessee-outline-map.pdf or have students draw the state of Tennessee. Students will then outline and color the three divisions of Tennessee using the maphttp://www.discovering-east-tennessee.com/tennessee-county-map.html , and then add the map to their Social Studies journals for future reference. Students will also include descriptive sentences about each of the Three Grand Divisions. Literacy W.2.7, RI.2.1, RI.2.2, RI.2.3

2.20 The teacher and students will research/read information about each division of Tennessee and add information to their Social Studies journals using some of the following resources: Tennessee: Climate and landforms slides http://slideplayer.com/slide/6075606/ Tennessee in Pictureshttp://slideplayer.com/slide/5789224/Tennessee History for Kids: basic Geographyhttp://www.tnhistoryforkids.org/geography/b_4 Tennessee: 3 Grand Divisions, One Grand Statehttps://www.google.com/search?q=tennessee+three+grand+divisions&ie=utf-8&oe=utf-8.

2.20 As a class, the teacher and students will use Google Map to find the biggest city in each region, and any physical features, or landmarks that are unique to that division.

2.20 Student will read Tennessee’s Land via: http://www.eduplace.com/ss/socsci/books/content/ilessons/4/ils_tn_gr4_u1_c01_l2.pdf then compose a summary of the different geographical

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Instructional Activities & Resources

features and agriculture for each of the Three Grand Divisions of Tennessee.

2.20 The teacher and students will read the article The Rocky Mountains from the link http://www.readworks.org/passages/rocky-mountains as an example of how to provide information about a region of Tennessee. The teacher and the students will dissect the article to determine key factors the authors included in his writing. The teacher will divide students into groups of four or five and have the group make a poster about one Grand Divisions of Tennessee. The students should include culture, landforms, physical features, landmarks, etc. in their writing and presenting. When groups are finished, the groups will share posters with class. Literacy W.2.7, RI.2.1, RI.2.2, RI.2.3

2.20 Using previous resources from the lesson, students will write a friendly letter to a family member to give an opinion on their favorite division of Tennessee. Students must support their opinions with facts from previous resources. Literacy W.2.1

Additional ResourcesTennessee History for Kidshttp://www.tnhistoryforkids.org/civics/bSocial Studies Practice Testshttp://www.tennessee.gov/education/topic/social-studies-assessmentUS History Atlas: Primary documents, Short Passages, Photos, Timelineshttp://www.ushistoryatlas.com/site/members_homepage.htmlGeography: Photos, maps, graphshttp://juniorgeographer.com/site/homepage.htmlLibrary of Congress: Lesson Plans, Photos, Primary Documentshttp://www.loc.gov/teachers/National Archives: Lesson Plans, Photos, Primary Documents, Analysis Worksheetshttp://www.archives.gov/education/lessons/Britannica Digital Learning (username: shelby / password: county)http://school.eb.com/levelsRead Works: Social Studies Reading Passageshttp://www.readworks.org/social-studies-reading-passagesText Book Resources (Must Be Purchased)

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Curriculum Framework Quarter 1 Social Studies Grade 2

http://store.gibbssmitheducation.com/A GUIDE TO WRITING A DBQhttp://www.thecaveonline.com/APEH/dbqhowto.htmlDocument Based Questions and Constructed Response Questionshttp://www.edteck.com/dbq/basic/lesson.htmThe Gilder Lehrman Institute of American History: The Gilder Lehrman Collection (Primary Documents)https://www.gilderlehrman.org/collectionsTexas: Released Test Questions (All Content Areas)http://tea.texas.gov/Student_Testing_and_Accountability/Testing/State_of_Texas_Assessments_of_Academic_Readiness_%28STAAR%29/STAAR_Released_Test_Questions/Britannica: Resource Packs Username: Shelby Password: Countyhttp://packs.eb.com/resourcepacks#/The History Project: Lesson and Primary Documentshttp://historyproject.ucdavis.edu/lessons/5th Grade Practice Test: Document Based Question, Multiple Choice, Constructed Responsehttp://www.p12.nysed.gov/ciai/socst/pub/eless1.pdf17 Document Based and Constructed Response Questions For Elementary Students (DBQ CRQ)http://www.peterpappas.com/2011/01/dbqs-crqs-document-based-questions-constructed-response-elementary-students.htmlCK-12: 3rd Grade Resourceshttp://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/CK12: 4th Grade Resourceshttp://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/CK-12: 5th Grade Resourceshttp://www.ck12.org/user%3Aa2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-5th-Grade-Social-Studies-American-History-1850-to-Present/section/1.0/

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