Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

1

SS/Literacy Integrations Scope and Sequence

Communities Lessons 1-2

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

Heroes Lessons 14-22

• Hero Characteristics • Rights and Responsibilities • Presidents Day • MLK Holiday • Culminating Project

Geography Lessons 3-5

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

Economics and Environment Lessons 21-28

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

Movement and Migration Lessons 6-13

• Reasons for migration • Compare different cultures

Careers Lessons 29-30

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

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

2

SS/Literacy Unit 1 Lesson 1 Integrations

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

Unit: Communities Essential 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. 40 Bookflix—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, Ongoing Create a Classroom Promise---Lesson

• Monster Sequencing Activity Learning Logs---Lesson Bookflix—We Help Out At School by Amanda Miller Additional Resources/Lessons: Gooseberry Park--Lesson Gooseberrt Park Smartboard Activity Friendly Letter Smartboard Activity Step Up to Writing Interdependence Friendship Lesson Little Blue and Little Yellow by L. Lionni Learning a New Environment---Lesson (Mapping School) Academic Vocabulary Lesson Books About Friends Mapping our Classroom--Lesson Mapping Penny’s World by Loreen Leedy Two 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 Activity I Am Special---Lesson Amazing Grace by M.Hoffman Notes: 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 Focus Building a learning community Bully-Proofing Your School

Skill: Sequence of Events Strategy: Infer/Predict Genre: 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

Assessments Prompt: A classroom is like a community because…. I Am Special Booklet Create 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

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

3

Standards Social Studies SLE’s G.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 Interdependence E.7.2.3 Discuss making choices based on incentives and rewards. Common Core Standards Reading: 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. Writing CC2.W.7 Participate in shared research and writing projects.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

4

SS/Literacy Unit 1 Lesson 2 Integrations

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

Unit: Communities Essential 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?

Weekly Correlated Lessons: Bully-Proofing Your School, Ongoing CLLG MINILESSON Compare and Contrast p.42 Venn 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 Lesson Making Choices Activity Alexander, Who Used to Be Rich Last Sunday by J. Viorst My Family by George Ancona--Journey’s pp. 39-53

Social Studies Focus Literacy Focus Making Choices Families Bully-Proofing Your School

Skill: Compare and Contrast Strategy: Question Genre: Informational Text Writing: 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

Assessment Making 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. Standard Social Studies SLE’s E.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 cost E.7.2.3: Discuss making choices based on incentives/rewards Common 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.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

5

SS/Literacy Unit 1 Lesson 3 Integrations

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

Unit: Geography Essential Question:

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

A. How do geographic tools and skills help us learn about our world?

Weekly Correlated Lessons: Bully-Proofing Your School, Ongoing CLLG MINILESSON Author’s Purpose p. 44 How 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 Lesson Oliver Woodman Smartboard Take a Journey with Oliver K. Woodman Activity—Complete the Geography “Track Oliver’s Journey” Lesson Plan: Landforms Landform Game Landform MiniBook Social Studies TE Compare and Contrast pp.60-61 SS Text: pg 57, 74-81 Additional Resources This Land Is Your Land Smartboard Friendly Letter Smartboard Oliver Woodman Google Activity Morning Girl By: Michael Dorris

Social Studies Focus Literacy Focus The World Around Us Landforms Using a Map Bully-Proofing Your School

Skill: Author’s Purpose Strategy: Analyze/Evaluate Genre: 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 rose map grid location relative location absolute location cardinal directions intermediate directions

Assessment Workbook and Practice Book pg 14, 15, 18 Have 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

Standard Social Studies SLE’s G1.2.12 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 communities Common Core Standards 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, Reading: Informational Text CC.2.RI.5 Know and use various text features Reading: Speaking and Listening CC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

6

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: 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, Ongoing CLLG MINILESSON Cause and Effect p. 46 Discovering the Globe and Continents Lesson The Constitution Lesson Additional Resources: Social Studies People We Know Unit Two/Lesson One and Two pages 66-81 Trade books (nonfiction/fiction with settings in different places in the world) Continent Rap World map Teaching 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 Focus Geography: Mapping Absolute and Relative Directions Remember Constitution Day Bully-Proofing Your School

Skill: Cause and Effect Strategy: Summarize Genre: 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

ASSESSMENT Label 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. STANDARDS Social Studies SLE’s G.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 Standards Reading: Informational Text CC2.RI.7 Explain how specific images such as diagrams and maps contribute to and clarify text.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

7

SS/Literacy Unit 1 Lesson 5 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 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, Ongoing CLLG MINILESSON Story Structure p. 48 Use Johnny Appleseed to teach lesson. Lesson Plan: Johnny Appleseed Johnny Appleseed Biography Johnny Appleseed Map Riding for Climate Additional Resources: This Land Is Your Land Smartboard

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

Skill: Story Structure Strategy: Visualize Genre: 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 rose map grid location relative location absolute location cardinal directions intermediate directions natural resources conservation

Assessment Map—Johnny Appleseed’s Journey Complete a flow chart of important events in the Johnny Appleseed book. Standards Social Studies SLE’s G.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.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

8

SS/Literacy Unit 2 Lesson 6 Integrations

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

Unit: Movement and Migration Essential 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, Ongoing CLLG Minilesson Text and Graphic Features p. 50—Use pictures from books to teach lesson. North American-Europe Continent Lesson North American Continent Powerpoint European Continent Powerpoint The Voyages of Columbus Lesson 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 McCormick Bookflix Lesson Paired Books Lesson

Social Studies Focus : Literacy Focus Exploration Columbus’s Voyage North American/European Continents Bully-Proofing Your School

Skill: Text and Graphic Features Strategy: Question Genre: Informational Text Writing: Topic Sentence/Sentence Variety

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

Assessment Charts on North America and Europe Using 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.

Standard Social Studies SLE’s G.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, spices Common Core Standards Reading: 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.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

9

SS/Literacy Unit 2 Lesson 7 Integrations

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

Unit: Movement and Migration Essential 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, Ongoing Lesson Plan: The Encounter CLLG MINILESSON Understanding Characters p. 52 Drawing Conclusions p. 53

• Encounter by Jane Yolen

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

Social Studies Focus Literacy Focus Migration Columbus/Natives Bully-Proofing Your School

Skill: Conclusions Strategy: Analyze/Evaluate Genre: Realistic Fiction Writing: Informational/Descriptive

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.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

10

Standards Social Studies SLE’s G.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, spices E.9.2.1 Identify items that have been used as currency (e.g., shells, beads, pelts) Common Core Standards Reading: 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. Writing CC.2.W.7 Participate in shared research and writing projects.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

11

SS/Literacy Unit 2 Lesson 8 Integrations

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

Unit: Movement and Migration Essential 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, Ongoing CLLG MINILESSON Main Idea and Details p. 54 Lesson 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 migrate?

2. What impact do people have on the area they settle?

Social Studies Focus Literacy Focus Explorer’s Impact on Migration Bully-Proofing Your School

Skill: Main Idea and Details Strategy: Visualize Genre: 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 New World (the Americas). Write two to three sentences to support this statement.

Columbian exchange technology legend history diagram explorer voyage conflict route communication Old World New World conflict route communication transportation

Assessment Columbian Exchange Activity Standards Social Studies SLE’s G.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, spices Common Core Standards Reading: 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.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

12

SS/Literacy Unit 2 Lesson 9 Integrations

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

Unit: Movement and Migration Essential 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, Ongoing CLLG p. 57 MINILESSON Understanding Characters Journeys Why Rabbits Have Short Tails How Chipmunk Got His Stripes Lesson Plan: Native American Folktales: An Examination of Characters and their Lessons Learned Indian Picture Writing (Symbols) The Invisible Warrior PowerPoint Clever Coyote Powerpoint Arkansas Native Americans PowerPoint Osage, Legend, and Arkansas History: Fact or Fiction Lesson Use 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 Additional Resources: Museum of Discovery program “Arkansas Indian Legacy” Museum of Discovery learning box “Indians of Arkansas” (available for checkout).

Social Studies Focus Literacy Focus Life in the New World Native Americans Arkansas Native Americans Osage-Quapaw-Caddo Bully-Proofing Your School

Skill: Understanding Characters Strategy: Summarize Genre: Folktale Writing: Informative/Descriptive

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

Folktale Legend Migrate Culture Native Americans Primary Sources

Assessment Native American Picture Story Assessment, Character T Chart What impact do people have on the area they settle? Cite evidence from what you have learned about Native Americans to answer this question.

Standards Social Studies SLE’s G.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 of people in other parts of the world G.1.2.6 Locate the seven continents using a map or globe Common Core Standards Reading: 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 plot Speaking and Listening CC.2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

13

SS/Literacy Unit 2 Lesson 10 Integrations

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

Unit: Movement and Migration Essential 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 184-85 Use 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 History http://www.historicarkansas.org/pdf/HAM_pottery_bowl_11=14.pdf http://www.historicarkansas.org/pdf/HAM_canoe_8_21_ts.pdf

Social Studies Focus Literacy Focus Native Americans Arkansas Native Americans Osage-Quapaw-Caddo

Skill: Fact and Opinion Strategy: Monitor/Clarify Genre: 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

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

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

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Standards Social Studies SLE’s H.6.2.6: Determine how photos and documents are used to gather information about the past H.6.2.8: Describe the ways in which communities have changed over time H.6.2.11: Recognize American Indian tribes of Arkansas: Osage, Quapaw, Caddo 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.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. Writing CC.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 Listening CC.2.SL.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

15

SS/Literacy Unit 3 Lesson 11 Integrations

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

Unit: Movement and Migration Essential 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. 60 Choose 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 SmartBoard Cultures Around the World Chart Asia Powerpoint---- Use PowerPoint to introduce the continent of Asia. Label Asia on World map. Additional Resources: Stand Up for Our Rice! Music From the Ricelands http://www.eastasiarice.org/standup.html Notes: Literature For People of the World Lesson Available on Cultures Central Arkansas Library Bookflix (library card number needed to access)

Social Studies Focus Literacy Focus Compare and contrast other cultures with ours Continent of Asia

Skill: Conclusions Strategy: Infer/Predict Genre: Humorous Fiction Writing: Story Writing Imaginative

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

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

Assessment After 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.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

16

Standards Social Studies SLE’s G.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 Scale G.1.2.11 Describe the relative locations of places using cardinal directions. Common Core Standards Reading: 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 text Reading: 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 Listening CC.2.SL.1.b. Build on others’ conversations by linking their comments to the remarks of others.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

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SS/Literacy Unit 3 Lesson 12 Integrations

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

Unit: Movement and Migration Essential 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 Structure Fact or Opinion Life in the New World Lesson Summarize Thank You Wampanoag Lesson Harcourt SS TE pp 178-181 Early America Additional Resources Comparing 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 Focus Facts and Opinions about Life in the New World First Thanksgiving Pilgrims and Wampanoag

Skill: Story Structure Strategy: Questioning Genre: Realistic Fiction Writing: 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 Americans Present Culture

Assessment T-Chart Lives of Wampanoag and Pilgrims Fact/Opinion Identify 3 Facts and 3 Opinions from lesson this week.

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Standards Social Studies SLE’s H.6.2.6: Determine how photos and documents are used to gather information about the past H.6.2.8: Describe the ways in which communities have changed over time H.6.2.9: Identify reasons Pilgrims came to the New World: religious freedom, political freedom H.6.2.10: Discuss the characteristics of a colony H.6.2.15: Understand the significance of the Thanksgiving feast to the relationship between the American Indians and the Pilgrims Common 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 topic Speaking and Listening 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.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Writing CC.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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SS/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 Lesson Cultures 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 PowerPoint Google 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 Focus Other Cultures Contributions to Ours

Skill: Author’s Purpose Strategy: Analyze/Evaluate Genre: Informational Text Writing: Topic Sentence for Opinion Pieces

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

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

Assessments Write 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

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Standards Social Studies SLE’s: G.1.2.4 Identify and locate countries bordering the United States G.2.2.3 Compare and contrast how people in rural and urban areas live and work G.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 of people in other parts of the world 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.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. 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.

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SS/Literacy Unit 3 Lesson 14 Integrations

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

Unit: Heroes Essential 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 Main Idea and Detail p. 66 Helen Keller Lesson 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 14

Social Studies Focus Literacy Focus What Makes a Hero Character Traits Martin Luther King Arkansas Heroes

Skill: Main Idea/Details Strategy: Summarize Genre: 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 Legend Generated list of characteristics/qualities of a hero.

Assessment Introduce 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

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Standards Social Studies SLE’s C.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 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.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. 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 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.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.

Little Rock School District Social Studies 2nd Grade

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SS/Literacy Unit 3 Lesson 15 Integrations

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

Unit: Heroes Essential 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 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)?

Weekly Correlated Lessons: CLLG MINILESSON Cause and Effect pp68-69 Officer Buckle and Gloria/Safety at Home---Cause and Effect Everyday Heroes Lesson 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.htm SUW: 9-1 p. 364-368 Persuasive Writing

Social Studies Focus Literacy Focus Everyday Heroes Rosa Parks Rights and Responsibilities

Skill: Cause and Effect Strategy: 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 Parks Responsibilities Community

Assessment Continue working on the hero holiday from lesson 14. Create a Timeline on Rosa Parks: Refer to Day 3 of Everyday Heroes Lesson Social 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.

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STANDARDS Social Studies SLE’s C.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 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.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. 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 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.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.

Little Rock School District Social Studies 2nd Grade

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SS/Literacy Unit 4 Lesson 16 Integrations

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

Unit: Heroes Essential 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 Story Structure pp 70-71 Use book on Martin Luther King, Jr. Journeys Unit 4 Teacher Guide—Lesson 16 Lesson Plan: Martin’s Big Words MLK A Journal Pictures Words Additional Resources: 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 Focus Historical People National Holidays Martin Luther King, Jr.

Skill: Story Structure Strategy 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 Segregation War Protests Equal Rights I Have a Dream Speech

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

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Standards Social 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 Standards Reading: 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 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 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.

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SS/Literacy Unit 4 Lesson 17 Integrations

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

Unit: Heroes Essential 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 Events Use 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 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.

Social Studies Focus Literacy Focus Jackie Robinson Stereotyping

Skill: Sequence of Events Strategy: Visualize Genre: Realistic Fiction Writing: Informational Writing Technical

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

Stereotyping Courage Determination Segregation Grit Jackie Robinson

Assessment Continue 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.

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Standards Social 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 Standards Reading: 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. 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.

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SS/Literacy Journeys Unit 4 Lesson 18 Integrations

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

Unit: Heroes Essential 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 T234-235 Journeys Unit 4 Teacher Guide TE206—Lesson 18 Lesson: The Heart of a Hero: We Can All Make a Difference Lesson: Continent of Africa PowerPoint Africa Africa 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: 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

Social Studies Focus Literacy Focus How People Can Make a Difference Continent of Africa

Skill: Understanding Characters Strategy: Analyze/Evaluate Genre: Biography Writing: Informational Technical

Writing Vocabulary Provide students with a map of the world. Work together to find the locations for each story you read this week. Have the students create a map key for their map. World Map

Africa Continent Map Globe Cardinal Directions Folk Tale Character Traits (Student/Teacher Generated)

Assessment Continue 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 Like Descriptive Paragraph Continent Africa-- Using sense words to tell how things look, feel, smell, and taste. Use information on graphic organizer to write.

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Standards Social 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 Standards Reading: 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

Little Rock School District Social Studies 2nd Grade

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SS/Literacy Unit 5 Lesson 19 Integrations

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

Unit: Heroes Essential 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 76 Ron’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 Plan Ron’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 Focus Ron McNair Heroes

Skill: Text and Graphic Features Strategy: Questioning Writing: 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 McNair Ron McNair Astronaut Challenger

Assessment Continue 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. 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

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Standards Social 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.6.2.3 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 past Common Core Standards Reading: Informational Text CC.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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SS/Literacy Unit 4 Lesson 20 Integrations

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

Unit: Heroes Essential 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 20 Journeys Lesson 20 Leveled Readers Dex the Heart of a Hero TE p. 417 Ordinary Heroes—Journeys pp 144-45 Heroes Then and Now---Journeys Celebrate a Hero---Unit Assessment Additional Resources: We Remember Heroes PowerPoint Celebrate 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 Focus Rights and Responsibilities of Citizens

Skill: Compare and Contrast Strategy: Monitor/Clarify Genre: Fantasy/Informational Text Writing: 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 Poster My Hero Poster Use Super Heroes vs. Real Life Heroes Lesson to teach and introduce the assessment. Work on this can continue next week

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Standards Social 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.6.2.3 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 past 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.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 Listening CC.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/Environment Essential 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. 86 Journeys Unit 4--Lesson 21 Use 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 Songs http://www.youtube.com/watch?v=pP0YyyzY4Yg 7 http://www.youtube.com/watch?v=Cd-8LpSDuvo Introduce the continent Antarctica using the following: Antarctica Lesson Lesson 21 Leveled Readers and Vocabulary Reader Research Lesson Penguin Research Notes Graphic Organizer Blank Research Notes Graphic Organizer www.cals.lib.ar.us/

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

www.nationalgeographic.com/kids/animals/creaturefeature Step Up to Writing—Writing with Tools 4-13 a, b, and c to model t Additional Resources: Animals by Continents Websites Animals by Continent (Use links below to create a class list of animals from the different continents)

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

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

Writing Vocabulary Penguin Report Write 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

Assessments Continue working on the hero project from lesson 14. World Map---Continents/Oceans Penguin Note taking/Research Report Research on Penguins. Use Research Report Lesson to guide instruction. World Map with Countries http://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. Or Poster 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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http://lib.colostate.edu/wildlife/geography.html http://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.htm http://octopus.gma.org/surfing/antarctica/penguin.html http://www.epa.gov/osw/education/pdfs/k00-001.pdf http://edtech.kennesaw.edu/web/endangsp.html Article: Penguins Facing Extinction Continents Smartboard Maps Smartboard Traveling the World Smartboard Are You Smarter Than a Cartographer Smartboard Continent Mapping Smartboard Where 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 MINILESSON Classroom 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 Cronin www.cals.org People and Places—George Washington and Abraham Lincoln e-books. Notes:

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Standards Social 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. 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 holidays H.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 past. 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.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 text 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 CC.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. Writing CC.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.

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SS/Literacy Unit 5 Lesson 22 Integrations

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

Unit: Heroes Essential 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 Understanding Character pp 82-83 Use presentations of heroes to discuss things that the different heroes said and thought and how this reflected how 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 Characters Strategy: Question Genre: 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)

Assessment Complete and present the Hero Project begun in Lesson 14. Standard Social 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.6.2.3 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 past Common 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.

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SS/Literacy Unit 5 Lesson 23 Integrations

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

Unit: Economics/Environment Essential 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? D. What people and resources are involved in the production of goods?

Weekly Correlated Lessons: CLLG MINILESSON 23 p. 84 Conclusions The Goat in the Rug by Geraldine Journey’s Lesson 23 MINILESSON 23 p. 85 Text and Graphic Features Basket Weaving 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 Rug Goat 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 Focus Economics: Producers Resources Specialization

Skill: Conclusions Strategy: Summarize Genre: Narrative Nonfiction Writing: 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)

Assessment Using 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 Resources Human 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.

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Standards Social Studies SLE’s E.8.2.1 Distinguish between consumers and producers in a local community. E8.2.3 Discuss availability of natural resources E.8.2.4 Give examples of capital resources E.9.2.4 Classify productive resources into the following categories: natural resources, human resources, capital resources E.9.2.7 Define specialization and interdependence 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.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Reading Literature 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: Write to Inform 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. 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.

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SS/Literacy Unit 5 Lessons 24 Integrations

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

Unit: Economics/Environment Essential 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 products B. 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 pp86-87 Folktale—“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 PowerPoint Australia Graphic Organizer www.cals.org

• Australia by Allan Fowler

Social Studies Focus Literacy Focus Economics--Consumers and producers Geography--Continent Australia

Skill: Cause and Effect Strategy: Visualize Genre: Folktale/Fable Writing: 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

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

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Standards Social Studies SLE’s G.1.2.1 Define relative location 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. 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 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.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. Writing 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.

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SS/Literacy Unit 5 Lesson 25 Integrations

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

Unit: Economics/Environment Essential 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 products B. 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. 88 Use 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 Aloud Refer 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 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 Lesson Step Up to Writing Apple Pie Recipe How to Make Apple Pie and See the World Matching Game—Use to sequence events in the story.

Social Studies Focus Literacy Focus Economics--Consumers and producers

Skill: Sequence of Events Strategy: Monitor/Clarify Genre: Fantasy/Informational Text Writing: Narrative Story

Writing Vocabulary Choose another recipe and write about traveling to all parts of the world to collect the ingredients and make the recipe. Write the story as a class. Use a world map to pinpoint each location. Include a map key.

Productive Resources Natural Resources Human Resources Capital Resources Barter Exchange Money Goods Services

Assessment Resources 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 Countries http://www.studentsfriend.com/aids/curraids/maps/uotworld.pdf

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Standards Social 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. 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 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.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 text 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 CC.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: CC.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.

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SS/Literacy Unit 5 Lesson 26 Integrations

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

Unit: Economics/Environment Essential 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 90-91 Miss Rumphius or The Giving Tree can be used with this lesson. Miss Rumphius by Barbara Clooney Make the World a Better Place www.cals.lib.ar.us/ Kerpoof Lesson Plan—The Three R’s Reduce, Reuse, and Recycle Social 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 Lesson Gifts from Mother Nature Lesson Natural Resources PowerPoint Scarcity Lesson Plan Planting Trees Lesson (Service Project Planting Trees) Econ Truffala Tree Lesson Lorax Write Your Own Ending Miss Rumphius: A Catalyst for Social Activist

Social Studies Focus Literacy Focus Economics—Scarcity—Natural Resources—Economic Wants Environmental Issues

Skill: Story Structure Strategy: Infer/Predict Genre: Fantasy, Informational Text Writing: 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 Wants Scarcity price Services Reduce Reuse Recycle Goods Producer Conservation Environment Composting Renewable Resources Non-Renewable Resources Hazardous Material

Assessment Activist Poster---Kerpoof Lesson Plan Reduce/Reuse/Recycle Draw 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

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Standards Social Studies SLE’s G.3.2.2 Explore the roles of responsible citizens in preserving the environment: Recycling, Planting trees, conserving energy G.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 text 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 CC.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 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. 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.

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SS/Literacy Unit 6 Lesson 27 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Economics/Environment Essential 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. 92 Using 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 22 Going Green Smartboard How Long Does Trash Last Smartboard Get Hands On! Earth Day Celebration (Use the Get On Your Feet ! portion of the lesson—Four Corners) Earth Day Hooray! Federal Reserve Lesson Environmental Beautification Plan

Social Studies Focus : Literacy Focus Environment Earth Day Responsibilities of Citizenship

Skill: Fact and Opinion Strategy: Question Genre: Biography Writing: Informational Opinion

Writing Vocabulary Continue Writing from Lesson 26 Write 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 Poster Continue assessment from Lesson 26 Provide 3-4 facts about pollution and 2-3 opinions.

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Standards Social Studies SLE’s: G.3.2.2 Explore the roles of responsible citizens in preserving the environment: Recycling, Planting trees, conserving energy G.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 text CC.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 Inform CC.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 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.

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SS/Literacy Unit 6 Lesson 28 Integrations

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

Unit: Economic/Environment Essential 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 Features South America PowerPoint Rain 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 America https://geography.byu.edu/Assets/Maps/southam.pdf World Map with Countries http://www.studentsfriend.com/aids/curraids/maps/uotworld.pdf Marie Wellman Vanishing Rainforest Unit

Social Studies Focus Literacy Focus South American Continent Map Skills Environment

Skill: Text and Graphic Features Strategy: Analyze/Evaluate Genre: Informational Text Writing: 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 River Rain Forest Atacama Desert South America Deforestation Cartographer

Assessment Have 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

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

50

Standards Social 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 energy G.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 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.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 Inform CC.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 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.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

51

SS/Literacy Unit 6 Lesson 29 Integrations

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Jobs/Careers Essential 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 Community Pets at the Vet Bark George A Very Busy Firehouse Dot the Firedog Life on a Farm Who Works at the Zoo Police Officers on the Go Various books about jobs Kids.gov A-Z Career List http://kids.usa.gov/teens-home/jobs/a-z-list/index.shtml Kids.gov Videos About Jobs http://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.pdf Exercise Your Mind Activity Book Careers are Everywhere Activity Book Career Aware: Catch the Career Bug! Kids Work Job Game

Social Studies Focus Literacy Focus Careers and Jobs Skill: Understanding Characters

Strategy: Summarize Genre: Folktale Writing: 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 Arts Jobs Products Services

Assessment Add 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.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

52

http://kids.usa.gov/teens-home/play-games/jobs/index.shtml When I Grow Up Smartboard Exploring Career Information from the Bureau of Labor Statistics http://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

Standards Social 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.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: Literature CC.2.RL3 Describe how characters in a story respond to major events and challenges. Writing: Research CC.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.

Little Rock School District Social Studies 2nd Grade

Revised 2013 LRSD Social Studies Department & Curriculum Committees

53

SS/Literacy Unit 6 Lesson 30 Integrations

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

Unit: Jobs/Careers Essential 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. 98 Use a Venn Diagram to compare and contrast a service career and product career. Continue work from Lesson 29.

Social Studies Focus Literacy Focus Careers and Jobs Skill: Compare and Contrast

Strategy: Visualization Genre: Folktale Writing: Informative Research

Writing Vocabulary Continue working on Week 29 Writing Assignment.

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

Assessment Choose 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. Standards Social 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: Literature CC.2.RL.3 Describe how characters in a story respond to major events and challenges. Writing: Research CC.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.