Grade 2 Unpacking Document

NORTH CAROLINA UNPACKING DOCUMENT FOR GRADE 2

The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.

This document will provide:

● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students will Understand: understandings that students should be able to arrive at as a result of the instruction● Students will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective

The example topics and example formative assessments provided with each objective are:

● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum

The example topics and example formative assessments provided with each objective are:

● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items

The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms

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View the Glossary of Instructional Terms

Inquiry Strand

The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, thinkcritically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiryprocess on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year orsemester.

Inquiry K-2The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the K-2 grade band. Teachersshould be encouraged to use these indicators in every grade level.

Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 2 students will havebeen exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiryindicators in each grade.

Category Indicator

Compelling QuestionsI.1.1 Identify inquiry as a process to answer questions and solve issuesI.1.2 Recognize a compelling question with prompting and supportI.1.3 Explain why or how a compelling question is important to a topic or issue

Supporting Questions I.1.4 Identify what questions are needed to support the compelling questionI.1.5 Recognize how supporting questions connect to compelling questions

Gathering and EvaluatingSources

I.1.6 Demonstrate an understanding of facts, opinions, and other details in sourceI.1.7 Identify the information surrounding a primary or secondary source including who created it, when theycreated it, where they created it, and why they created it

Developing Claims andUsing Evidence Starting in Grade 3

Communicating Ideas I.1.8 Construct responses to compelling questions using information from sources

Taking Informed Action I.1.9 Identify problems related to the compelling question that students think are important

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The time period and focus for this course is from pre-colonial through the present day.

Unpacking the Behavioral Science ObjectivesStandard 2.B.1 Understand how values and beliefs shape culture in AmericaOverarching Concepts: Values, Beliefs, Culture, Identity

Objective Mastery of theObjective

Students WillUnderstand Students Will Know Example Topics Examples of Formative

Assessment2.B.1.1 Identify thevarious values andbeliefs of diversecultures that haveshaped Americanidentity

Students must beable to show theycan recognizevarious values andbeliefs that havecontributed toAmerican identity.

A nation’s identity maybe influenced by thebeliefs and values ofvarious cultures

The religion, traditions,values, belief systems,food, customs, etc. ofvarious groups maycontribute to how anation develops

Examples of values ofdifferent cultures

Examples of beliefs ofdifferent cultures

Examples of how valuesshape American identity

Examples of how beliefsshape American identity

Examples ofvalues/beliefs● Pacifism● Freedom● Individualism● Patriotism● Equality● Tolerance● Democracy● Family● Opportunity

Students examine someunique values andbeliefs of variouscultures in the UnitedStates. Students thenidentify ways a culturemay have shapedAmerican identity in theUnited States, orally orin writing.

Students are given abrochure that has aculture represented intheir neighborhood orregion. The studentsidentify specific waysthat culture can be seenin the American identityby circling specificexamples of howsomeone can view itlocally (e.g., throughlocal museums,festivals, restaurants,etc.).



Assessment2.B.1.2 Explain Students must be Groups that live in a Examples of different beliefs Land ownership (how Students choose an

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how belief systemsof variousindigenous,religious, and racialgroups haveinfluenced orcontributed toculture in America

able to demonstrateunderstanding ofhow the beliefsystems of differentgroups contributedto culture in America,paying specialattention toindigenous, religious,and racial groups.

nation may influence thedevelopment of thecultural identity of thatnation

The belief systems ofvarious indigenous,religious, and racialgroups often influenceart, music, customs, andcultural traditions in anation

and practices that havecontributed to culture inAmerica

Examples of differentindigenous, religious, andracial groups in America

Examples of how variousgroups have influenced orcontributed to culture inAmerica

groups interpreted —Indigenous groups vs.European)

Cultural or religiousbeliefs of various groups

Religious groups● Quakers● Puritans● Catholics● Mormons

Racial ethnic groups● Latin/Hispanic

Americans● Asian Americans● African Americans● Scots Irish/

Europeans

Indigenous communities& their cultural regions● Arctic● Eastern Woodlands● Southeast● Plains● Northwest Coastal● Southwest● Hawaiian● Enslaved people

Cultures

Religious groups andtheir basic beliefs● Puritans● Pilgrims

indigenous, religious, orracial group they havelearned about. Studentsthen create apresentation thatexplains how this groupinfluenced culture inAmerica. Theexplanation should besupported with specificexamples.

After studying thevarious beliefs of peoplewho have contributed toAmerican culture,students explain howthe beliefs haveinfluenced their own lifein America (e.g., buildinggingerbread housesduring the winterholidays or attending aSt. Patrick’s Day parade,etc.).

Students create amuseum mural thatexplains the ways inwhich American Indiancommunities haveinfluenced culture inAmerica.

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● Quakers● Catholics● Protestants● Moravians

Urban vs ruralculture/life/values

Enslaved and freeAfricans (Pre-Civil War)

Racial groups● Asian Americans● Latinx Americans● African Americans

American Indians

Immigrants

Unpacking the Civics and Government ObjectivesStandard 2.C&G.1 Understand how freedom, equality, and democracy contribute to the government of AmericaOverarching Concepts: Government, Structure, Function, Groups, Freedom, Equality, Groups, Individuals



Assessment2.C&G.1.1 Explainhow principles ofdemocracy haveshaped thegovernment ofAmerica

Students must beable to demonstrateunderstanding ofhow the Americangovernment has beeninfluenced by theprinciples ofdemocracy.

A nation’s system ofgovernment may beshaped by the principlesoutlined in its foundingdocuments

The principles ofself-government andmajority rule mayinfluence thedevelopment of a

How principles ofdemocracy have influencedthe government of America

Examples of principles ofdemocracy

Principles of democracy● Checks and

balances● Individual rights● Separation of

powers● Limited

government● Republicanism● Majority rules● Equality

Using a set of “memorycards” created by theteacher, students engagein a game of“Concentration.”Students work in pairs tomatch examples ofprinciples of democracywith the best examplesof how the principleshelped to shape

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democratic nationConstitution

Declaration ofIndependence

Bill of Rights

American government.After reading annotatedversions of importantAmerican documents(e.g., Declaration ofIndependence,Constitution, Bill ofRights, etc.), studentscreate a windowpanefoldable explaining thefour principles ofdemocracy and how theyinfluenced the Americangovernment. Studentsshould include thefollowing for eachprinciple: 1) Name of theprinciple, 2) Summary ofthe principle, and 3)Explanation of how theprinciple is present in theAmerican government.

Students watch a videoon individual rights.After watching the video,students create a posterexplaining how individualrights shaped Americangovernment.

Students watch a videoon checks and balances.After watching the video,students create a posterexplaining how checksand balances shapedAmerican government.

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Assessment2.C&G.1.2Summarize the roleof the governmentin protectingfreedom andequality ofindividuals inAmerica

Students must beable to show theycan create a shortsummary (not retell)that captures themain idea of the rolethe government hasin protectingindividuals’ freedomand equality inAmerica.

The protection ofindividual freedoms andequality are often writteninto a nation’s system ofgovernment

The people of ademocratic nation mayhave their rights andfreedoms protected bythe government

Role government has inprotecting the freedom andequality of people

Examples of howgovernment protectsfreedom

Examples of howgovernment protectsequality

Constitution

Bill of Rights

13th - 15th amendments

19th amendment

Process of making laws

Supreme Court’s role ininterpreting laws,specifically in terms ofprotecting freedoms andequality

Elected officials respondto their constituents withthe creation of laws toprotect freedoms andequalities

Students select one ofthe amendments theylearned about in classand create a visual thatsummarizes how itprotects freedom andequality for individuals inAmerica.

The teacher givesstudents a list offreedoms that areprotected by laws oramendments that theyhave already learnedabout in class. Studentsselect one freedom andwrite a 2-3 sentencesummary of the ways inwhich the governmentprotects this freedom.

Students read aboutSusan B. Anthony’s fightfor women’s suffrage.Students then create aposter summarizing howcertain laws oramendments werecreated in order toprotect specificfreedoms.

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Assessment2.C&G.1.3 Comparethe structure andfunction of thethree branches ofgovernment at thenational level

Students must beable to discuss thesimilarities betweenthe legislative,executive, andjudicial branches’structures andfunctions at thenational level.

Students must beable to discuss thedifferences betweenthe legislative,executive, andjudicial branches’structures andfunctions at thenational level.

The different branches ofgovernment vary in theirstructure and function

Governments may bestructured to address thebasic needs of the people

The function of eachbranch of government

The similarities betweenthe branches

The differences betweenthe branches

Executive Branch● President and VP

job responsibilities(Enforces the laws)

Legislative Branch● House of

Representativesand Senate jobresponsibilities(Makes the laws)

Judicial Branch● Supreme Court job

responsibilities(Evaluates thelaws)

Checks and balances

Separation of powers

Students create a VennDiagram comparing thesimilarities anddifferences of two of thethree branches ofgovernment.

Students write a First,Then, Next, Last storyabout what a dayworking in two of thebranches of governmentmight be like. Studentscompare their stories tounderstand thesimilarities anddifferences between theroles of the branches.

After studying the threebranches, studentscomplete a Triple BubbleThinking map in order todemonstrate theirunderstanding of thesimilarities anddifferences between thethree branches.



Assessment2.C&G.1.4 Explainhow variousindigenous,religious, gender,

Students must beable to demonstrateknowledge andunderstanding of

Groups often advocatefor freedom and equalitythrough civic action

Examples of how variousindigenous, religious,gender, and racial groupsadvocate for freedom

Boycotts

Protests

After reading aboutmultiple modern-dayexamples of indigenous,religious, gender, or racial

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and racial groupsadvocate forfreedom andequality

how various groupsencouraged freedomand equality and theimpact those actionshave had on thosegroups.

Laws and policies maylimit a group’s freedom orequal treatment

Examples of how variousindigenous, religious,gender, and racial groupsadvocate for equality

Petitions

Suffrage Movements

Civil Rights Movements

Communicate withelected representatives● Emails● Letters● Social media● Phone calls

groups advocating forfreedom and equality,students create their ownnews articles explainingthe ways these groupshave advocated forfreedom and equality andthe impact the advocacyhad on the group.Students select one ofthe groups they learnedabout in class. Studentsthen create an ad thatwould appear during atime period of advocacy.The ad should explainthe role people wouldplay in advocating forfreedom and equality(e.g., In referencing theWomen’s suffragemovement: “Wanted:Strong independentwomen to lead the wayfor a change in the votingrights of the land!”). Onthe back of the ad poster,students explain theimpact the person wouldhave on equality andfreedom of the specificgroup.

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Unpacking the Economics ObjectivesStandard 2.E.1 Understand how the availability of resources impacts economic decisionsOverarching Concepts: Scarcity, Economic Decisions, Goods, Availability, Resources



Assessment2.E.1.1 Explain howscarcity affects economicdecisions

Students must beable to demonstrateunderstanding ofscarcity and how itimpacts economicdecisions.

Economic decisions areinfluenced by theavailability of goods andservices

The economic decisionsrelating to what peoplebuy often determineswhat goods and servicesare produced

Examples scarcity

Examples of economicdecisions

How scarcity affectseconomic decisions

Available resources● Natural● Goods● Services

Spending● National level● Household

level

Needs vs. Wants

Specific examplesof times in thenation’s historywhen scarcityaffected decisions● Dustbowl● Great

Depression● Great

Recession● Pandemic

Supply and Demand

Students participate in asimulation where theyare asked to createsomething, but withscarce supplies (e.g.,colored pencils, tape,glue, etc.). After thesimulation, studentsexplain how scarcityimpacted their decisionsthroughout the activity.

Students are given cardswith different economicscenarios. Studentsidentify which scenariosare examples of scarcityand explain the potentialchoices people couldmake in the scarcityscenarios.



Assessment2.E.1.2 Explain how theavailability of resourcesimpacts the production ofgoods

Students must beable to demonstrateunderstanding of howthe production of

Limited resources oftendictate what goods andservices can beproduced

Meaning of availability ofresources

Examples of goods

Examples of limitedresources● Time● Raw Materials

Students read a scenarioabout a furniture factorythat has to make toughdecisions because of

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goods is impacted bythe availability ofresources.

Production decisions areoften determined by theavailability of resources

Examples of limitedresources

How the availability ofresources impacts theproduction of goods

○ Water○ Lumber○ Oil○ Minerals○ Cotton○ Steel○ Natural

gas○ Coal○ Forest

resources○ Corn○ Grain

● Money● Land● Capital● Labor

Goods● Fruits● Vegetables● Fish● Wildlife● Livestock● Furniture● Toys● Cars● Computers● TVs● Books

limited resources.Students write anexplanation of how thelimited resources dictatewhat can and can not beproduced.

Students pretend theyare going to open abookstore. Studentsgenerate a list of theservices and goods theywill need to be able torun the bookstoresuccessfully. Studentsthen write anexplanation showinghow having theseservices and goodsreadily available impacttheir ability to run thebookstore.

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Unpacking the Geography ObjectivesStandard 2.G.1 Understand how interaction between humans and the physical environment is impacted by movement and settlementOverarching Concepts: Location, Settlement, Movement, People, Development, Environment, Territory



Assessment2.G.1.1 Recognizeabsolute and relativelocation of varioussettlements, territories,and states in thedevelopment of theAmerican nation

Students must beable to show they canrecall informationabout what absolutelocation and relativelocation are.

Students must beable to show they canrecall informationabout the absoluteand relative locationof varioussettlements,territories, and statesin the development ofAmerica.

People can identifywhere they are based onthe position of a place ordepending on its locationwith respect to otherlocations

Landmarks or points ofinterest can be used todetermine the location ofa place

Geographic coordinateson a map or a globe maybe used to navigatepeople to specific placesor locations

Examples of absoluteand relative location

How to identify theabsolute and relativelocation of a place

Relative/absolutelocation of Americancities and places● State capitals● American Indian

territories/reservations

● Sites offamous/importantbattles

● Major nationalcities

● Original 13colonies

● 50 states● Latitude● Longitude

Students use a map toplot the absolutelocation of places inAmerica based on ashort list provided by theteacher.

Students use a map toidentify the territoriesthat belonged to specificAmerican Indian tribesusing relative location.

The teacher givesstudents a list ofdescriptions of bothabsolute and relativelocations. Studentswork in groups or pairsto identify each locationon a map or globe.



Assessment2.G.1.2 Explain how theenvironment hasimpacted settlementacross America

Students must beable to demonstrateunderstanding of howthe environment hasoften played asignificant role inwhere people havechosen to settle and

The physicalenvironment mayinfluence how and whypeople settle in a place

The physicalenvironment of a placecan influence the way

Examples of how theenvironment impactedsettlement acrossAmerica

Reasons why peoplesettle or migrate to anew place

Examples of howenvironment impactssettlement● Manifest

Destiny/movingwest for moreland and gold

● American Indian

After studying differentphysical features andtheir impacts onsettlement, studentscreate a “how-to guide”explaining how to settlein a specific physicalenvironment and how

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live in various placesacross America.

people live

People may choose tomigrate to a new place inorder to access anenvironment that meetstheir needs

The harsh or extremeenvironment of a placecan limit the migration/settlement to that area

territories● Physical

geographicfeatures○ Mountains○ Rivers○ Plains○ Deserts

Reasons why peoplesettle or move● Climate● Physical

geographicfeatures○ Mountains○ Rivers○ Plains○ Deserts○ Following a

food or watersource

○ Water sourcefor travel

● Land foragriculture

● Access to coastalareas (importantfor 13 colonies)

the environment of thearea chosen will impactchoices made forsettlement (e.g., “Ifyou’re settling in amountainous area, youwill need to thinkabout…”). Studentsshould use evidencefrom the environmentsthey have studied.

After studying a periodof settlement (e.g.,indigenous, colonial,westward expansion,etc.), students write aparagraph in which theyexplain how the physicalenvironment shaped aspecific settlement orthe ability of people tosettle in a specific areaof our country.



Assessment2.G.1.3 Interpret how themovement of people,goods, and ideas hasimpacted the regionaldevelopment of America

Students must beable to paraphrasegiven material andrepresentations abouthow the movement of

The regional developmentof a nation may beaffected by the movementof people, goods, andideas

How the movement ofpeople, goods, andideas impacts regionaldevelopment

Colonial settlement

Northern and Southernregions

After reading about aspecific period ofmovement, migration, orsettlement, studentswork in groups to

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goods, people, andideas have impactedthe development ofAmerica.

The movement of goods,people, and ideas cantransform a place orregion

Examples of movementof goods, people, andideas

New England Colonies

Middle Colonies

Southern Colonies

The Trail of Tears

Westward Expansion

Manifest Destiny

Great Migration

TranscontinentalRailroad

Gold Rush

Underground Railroad

Factors that motivatemovement● Technology● Innovation● Land● Agriculture● Innovations in

transportation● Roads● Canals● Railroads● Airports● Changes to

landscapefollowing naturaldisasters

paraphrase whatprompted people or theidea to move and how itimpacted developmentin America.

Students read about aperiod of movement andthen write a newspaperarticle in which theyparaphrase theimportant who, what,where, when, and whyabout how that period ofmovement impacted thedevelopment ofAmerica.

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Unpacking the History ObjectivesStandard 2.H.1 Understand how various people and events have shaped AmericaOverarching Concepts: Groups, Contribution, History, Historical Event, Perspective, Time



Assessment2.H.1.1 Summarizecontributions ofvarious women,indigenous, religious,racial, and otherminority groups thathave impactedAmerican history

Students must beable to show theycan create a shortsummary (not retell)that captures themain point or basicidea that variouswomen, indigenous,religious, racial, andother minoritygroups influencedhistory in America.

Historical events areoften led by dynamicpersonalities that mayhelp set a course thatcan change history

Historical events orissues can be betterunderstood through thestudy of the lives andcontributions ofhistorical figurescontained in historicalnarratives

The actions of diverseindividuals and groupscontribute to the eventsthat occur over time andhelp shape a nation’shistory over time

The experiences andachievements of peoplewith different culturalbackgrounds help shapethe development of acountry

The lives of people in anation may be improved

Examples of variouswomen, indigenous,religious, racial, andminority groups who havecontributed to Americanhistory

How various women,indigenous, religious, racial,and other minority groupshave contributed toAmerican history

Elizabeth Cady Stanton

Grimke Sisters

Greensboro Four

Susan B. Anthony

“Freedom Riders”

Rosa Parks

Martin Luther King, Jr.

Puritans

Sacajawea

Cesar Chavez

Clara Barton

Anne Hutchinson

Crispus Attucks

George WashingtonCarver

Benjamin Banneker

Students read anarticle about ahistorical figure.Students thenparticipate in arole-play activity wherethey emulate thehistorical figure theyread about andsummarize theircontribution andinfluence on Americanhistory.

After watching a videoon Sacajawea,students create anInstagram post with aone-sentence captionsummarizing hercontributions and howshe has impactedAmerican history.

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by the innovations andachievements of diversegroups of people

Ajay Bhatt

Dolores Huerta

Dorothy Vaughn

Katherine Johnson

Mary Jackson

Steven Chen

Jawed Karim



Assessment2.H.1.2 Explain ways inwhich various historicalevents have shapedAmerican history

Students must beable to demonstrateunderstanding ofhow the history ofAmerica wasinfluenced bydifferent historicalevents.

The events of historyoften have effects thatare long-lasting

Leadership candetermine the outcomeof an event

Both conflict and socialmovements can have animpact on how a nationdevelops over time

Examples of historicalevents

How various historicalevents have impactedAmerican history

Bacon’s Rebellion

Boston Tea Party

The signing of theDeclaration ofIndependence

Revolutionary War

Civil War

World Wars

Civil Rights Movements

Space Race

9/11

Greensboro Sit-Ins

After studying varioushistorical events,students create astoryboard explaininghow that event shapedor impacted America.

Students create atimeline of a specificevent, including itscauses and effects.

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Roanoke Colonies

First flight of the WrightBrothers

Underground Railroad

Jamestown

Indian Removal

Integration of schools



Assessment2.H.1.3 Comparevarious perspectives ofthe same time periodusing primary andsecondary sources

Students must beable to describe thesimilarities anddifferencesbetween thedifferent points ofview people mayhave had of thesame time period.

Students must beable to use primaryand secondarysource documentsas they work tomaster thisobjective.

Historical sources frommultiple points of viewmay be used tounderstand events thathappened in the past

The perspective ofsources often reflectsthe authors’ motives forwriting

Historical events orissues can be understoodby comparing differentsources

How to use multiplesources to explore variousperspectives

Examples of primary andsecondary sources

Similarities and differencesbetween variousperspectives of the sametime period

How perspective can affectthe way history isinterpreted

Primary and secondarysources● Photographs● Letters● Newspapers● Diary entries● Maps● Charts● Song lyrics relevant

to historical timeperiods

Time periods● Revolutionary War

Era● Roaring 20s● Colonial Era● Era of Manifest

Destiny● Industrial Age

Students read both aprimary and secondarysource about an eventto write a newspaperarticle about thatevent, describing andcomparing the twoaccounts or points ofview.

After studying theGreat Depression, thestudents comparephotographs of peoplewho struggled throughthe Depression andthose that prospered.The students create aVenn Diagram of thoseperspectives.

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