Roswell Independent School District Curriculum Map Revised July 2007 Subject Social Studies Grade Level 2 nd

Transcription

1 Strand: Civics & Government 1 st 9 Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. K-4 Benchmark III-C: Become familiar with the basic purposes of government in New Mexico and the United States. K-4 Benchmark III-D: Understand rights and responsibilities of good citizenship as members of a family, school and community. Stand: Civics & Government III-A Understand the purposes of government. III-A Describe and compare class rules made by direct democracy (entire class votes on the rules) and by representative democracy (class elects a smaller group to make the rules). III-B Identify local governing officials and explain how their roles reflect their community. Strand: Civics and Government Activity: Make a simple booklet for students using the first web link. Read and discuss with students the branches of our government leading into a discussion of laws. Students can color their booklets. Watch the video: DEMOCRACY All About America (MV-2982) 37 min. Assessment: Discussion of government branches showing students knowledge orally. T-Graph: Class Discussion: What would our world be like without any rules or laws? Brainstorm with students ideas on a chart or board. Watch video How Laws are Made make a class Bar Graph of government laws, state, local and classroom rules. Discuss how they are the same and different. Activity: Students draw symbols that represent each level of government and write about how each symbol tells about government. National Gov. Flag, White House State Gov. Santa Fe Capitol Local Gov. Mayor s Office State Flag. Assessment: Student writing and illustrations about government. Strand: Civics and Gov. Video How Laws Are Made MV (15 min.) Young students will learn how laws help people Video Roswell: A City At Work MV-1517 (20min.) Video Branches of Government MV-6394 (11 min.) Video US Symbols MV-6024 (17 min.) U.S. Government Booklet 2/index.html Print out to make a booklet on the branches of U.S. Govt. How Does Govt. Affect Me? vt/index.html Text Book Resources Unit 6 Americas Government 1

2 Strand: Civics & Government Strand: Civics & Government Strand: Civics & Government Strand: Civics & Gov. 1 st 9 Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. K-4 Benchmark III-C: Become familiar with the basic purposes of government in New Mexico and the United States. K-4 Benchmark III-D: Understand rights and responsibilities of good citizenship as members of a family, school and community. III-D Understand characteristics of good citizenship as exemplified by historic and ordinary people. III-D Explain the responsibilities of being a member of various groups (e.g. family, school, community). Build a web with group about discussion of how to be a good citizen. How do good citizens solve problems? Assessment: Students write what it means to be a good citizen. Students participate in Solving Problems Theater using Houghton Mifflin Text. Unit 6 Page Video What Does It Mean To Be A Good Citizen? MV-6395 (13 min.) Citizenship Skills Lesson Plan on/goodcitizenship.asp Text Book Resources Unit 6 Americas Government 2

3 1 st 9 Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. K-4 Benchmark II-E: Describe how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict. II-E Describe how characteristics of culture affect behaviors and lifestyles Activity Teacher will read The Tablecloth by Adele Giras to class or another folktale involving a different culture which shows conflict solving. While reading ask students to listen for ideas that show it happened long ago and that the culture is different than ours today. Students will divide into small groups to make a skit to present on how the conflict in the story can be resolved. Extension: Extend this activity on a class chart to encompass classroom and school rules. Discuss how your rules may differ from another school or culture. Assessment: Group skits and discussion Book Character Counts PF Books to Teach Character Development Book Character Education PF-5357 Activities Focusing on Good Behavior Video Kids for Character (Music and Learning) MV-9472 (60 min.) Informative Video Teaching Six Pillars Make a Multicultural Collage ll.html Character Traits Teacher Edition References Pg. R2-R9 3

4 2 nd 9 Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. K-4 Benchmark II-A: Understand the concept of location by using and constructing maps, globes, and other geographic tools to identify and derive information about people, places, and environments. K-4 Benchmark II-B: Distinguish between natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and patterns of change. K-4 Benchmark II-C: Be familiar with aspects of human behavior and man-made and natural environments in order to recognize their impact on the past and present. II-A Use a variety of maps to locate specific places and regions. II-A Identify major landforms, bodies of water, and other places of significance in selected countries, continents, and oceans. II-B Describe how climate, natural resources, and natural hazards affect activities and settlement patterns. III-B Explain how people depend on the environment and its resources to satisfy their basic needs. II-C Identify ways in which people depend on natural and manmade environments including natural resources to meet basic needs. Note: If you do not have access to Flat Stanley, you may make or use any doll or paper cut out person. Teacher will read Flat Stanley to students. Students will each make their own Flat Stanley and place him on a N.M., U.S. or World Map Bulletin Board. Students may mail Flat Stanley to a relative or just pretend they have by Flat Stanley s map location on the bulletin board. Activities for Flat Stanley: 1. Students locate various regions, landforms and possibly bodies of water as they trace Flat Stanley s travels on duplicate maps of their own. 2. Students discuss how climates and characteristics of places affect Flat Stanley s choices of clothes, food, etc. Assessment: Map Rubrics proficiency as decided on by teacher according to where Flat Stanley travels. Book Map Essentials PF-5038 Big book of map skills Game Where In The World Is Carmen Sandiego? PF-4724 CD-ROM Computer Game of Landmarks Flat Stanley Resources Making Maps /resources.htm Neighborhood Map Activity nplans/unit_placesaroundus_lesso n2.htm Rubric for Maps schoettlin/webquest2/evaluation.ht m#map Unit 2 Places Near & Far 4

5 2 nd 9 Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. K-4 Benchmark II-C: Be familiar with aspects of human behavior and man-made and natural environments in order to recognize their impact on the past and present. K-4 Benchmark II-D: Understand how physical processes shape the Earth s surface patterns and biosystems. K-4 Benchmark II-F: Describe how natural and man-made changes affect the meaning, use, distribution, and value of resources. II-C Identify ways in which people depend on natural and manmade environments including natural resources to meet basic needs. II-D Describe the physical processes that affect the Earth s features (e.g., weather, erosion). II-D Identify characteristics of physical systems (e.g., water cycle). II-F Describe ways that people and groups can conserve and replenish natural resources Natural Resources Read to students Paul Bunyan or Johnny Appleseed. Discuss how they used our resources. Write what could happen if all the trees were cut down and none were replanted. II-C. Assessment: Students write about their conclusion in a story form or report. Landforms Teams of 4-5 students will be assigned or choose one of Earth s land forms. Students will have to illustrate the land form on poster board and show how erosion and natural disasters can affect that land form and it effects on people. Assessment: presentation and project Video Our Earth MV-1870 (16 min) Explains what a natural resource is. Video Land Forms #1 MV-1860 (17min.) Describes basic land forms on our planet. Landforms Activity co/lesson_plans_for_teachers.htm Help with presentation on landforms (pictures and information) Unit 2 Places Near & Far 5

6 3 rd 9 Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. K-4 Benchmark I-A New Mexico: Describe how contemporary and historical people and events have influenced New Mexico communities and regions. (PS 1) I-A Describe how historical people, groups, and events have influenced the local community. Research historical people or events that have influenced our local community (e.g., John Chisum, Bob Crosby, Robert H. Goddard, Nancy Lopez, Blackdom, & Roswell Incident Visit Historical Society for Southeast New Mexico Museum (see website resources) Video Neighborhood and Communities MV-1853 ( 15min) Video depicts what a good neighborhood is Graphic Organizers nizer/ Historical Society for Southeast New Mexico Museum 6

7 Strand History: 3 rd 9 Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. K-4 Benchmark I-B United States: Understand connections among historical events, people, and symbols significant to United States History and cultures. K-4 Benchmark I-C World: Students will identify and describe similar historical characteristics of United States and its neighboring countries. K-4 Benchmark I-D Skills: Understand time passage and chronology. I-B Describe the cultural and diversity of individuals and groups and their contributions to United States history (e.g., George Washington, Ben Franklin, Cesar Chavez, Rosa Parks, NAACP, tribal leaders, American Indian Movement. I-C Describe and compare similarities of the history of peoples in North America through literature (e.g., storytelling, fables, folktales, and fairy tales). I-C Correctly sequence historical events. Activity: Teacher will ask the essential question: How have people in the past worked to improve the lives of other Americans in the United States? After reading books about George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson and Martin Luther King, to class..teacher will divide students into groups to do a poster about each of these Americans. You may add or delete any of these but try to have a diversified group to show cultural contributions. Suggestions: Before starting on posters make a class timeline to show when these Americans lived. Extend the timeline with facts about each era and fables or folktales from each of these Americans cultural background. Students can use the timeline to add information to their posters. Assessment: Each poster shows: 1. Contribution of individual 2. Struggles and Successes 3. Time era 4. Pictures, illustrations 5. A conclusion or personal feeling about the individual.. Unit- Famous Americans (Integrated Thematic Unit) PF Timeline of U.S. History html This is a timeline that will help show when famous Americans were born Biographies of Famous Americans /books/bkb/biographies/index.html Unit 5 Americas Past Choose an Historical Event and create a timeline 7

8 Strand: Civics and Government 4 th 9 Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. Strand: Civics and Government III-C Describe the concept of public good and identify local examples of systems that support the public good. Strand: Civics and Government Brainstorm with students - systems of Public Good, in their community (libraries, parks, volunteer groups, etc ) and how people in the community are all responsible for the success of these systems or programs. Students will make a booklet of each system of Public Good. Each page will show one system such as a library page, a park page, etc Students should illustrate or write on each page what service the system provides and how they as a member of the community are responsible for its success. For example: a student may say that a library gives us books and his or her responsibility is to take care of the books and return them on time. Assessment: Public Good Systems Booklets demonstrate an understanding of each system. Strand: Civics and Government Video Everyone Helps in a Community MV-0951 (17 min.) Traces the development of a community from a farm in the wilderness to a modern community Your Neighborhood 2/neighborhood/index.html Shows community helpers on a city map and how they help their community Web Quest vez/careers/ This is a web-quest for students to understand careers and community services Extension Activities: Activities relating to neighborhoods as long as the concept of community systems is the main objective, such as the web quest listed as a resource. 8

9 Strand: Economics Strand: Economics Strand: Economics Stand: Economics 4 th 9 Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments. K-4 Benchmark IV-A: Understand that individuals, households, businesses, governments, and societies make decisions that affect the distribution of resources and that these decisions are influenced by incentives (both economic and intrinsic). K-4 Benchmark IV-B: Understand that economic systems impact the way individuals, households, businesses, governments, and societies make decisions about goods and services. K-4 Benchmark IV-C: Understand the patterns and results of trade and exchange among individuals, households, businesses, governments, and societies, and their interdependent qualities. IV-A Identify economic decisions made by individuals and households and explain how resources are distributed. IV-B Understand the roles of producers and consumers in the production of goods and services. Explain the role of the worker in the local economy. IV-C Understand that money is the generally accepted medium of exchange in most societies, and that different countries use different currencies. Exchange of Goods and Services Literature Based Activity on The Goat In The Rug. After the activity, students will write a personal narrative about something they produce at home. (See web link) Assessment: Students and teacher will access writing activity based on a -Writing Rubric ( web link.) Class Activity to introduce trade and bartering. This could be a 2-3 wk. Or a 50 minute activity ( correlates with The Goat in the Rug and should be used after reading the story). Students bring items to barter and trade between one another. If students can t afford to do this anything can be traded such as art work, free time passes, etc. Students will write about their bartering choices in a journal. Assessment: Student journal and teacher observation. Journals will demonstrate that students understood the process. This activity can also be used using money for exchange of items. The Goat In The Rug Literature based activity Writing Rubric dg/hme/rubrics/2/narrative/index.thtml&grades=k_5&alt=k-5 Rubric to use with The Goat in the Rug Bartering Activity eringtradeactivity3.htm We Are Consumers and Producers ndex.cfm?lesson=em457 Interactive activity Understanding Money A fun place for children to learn about money and banking Unit 4 People at Work 9