DOCUMENT RESUME ED 269 318 INSTITUTION · Betsy Broyles George Grantham Marilyn Newman Gary...

DOCUMENT RESUME

ED 269 318 SO 017 115

TITLE Social Studies Curriculum Guide: Grade 2.INSTITUTION Dependents Schools (DOD), Washington, D.C.REPORT NO DS-Manual-2110-2PUB DATE Apr 84NOTE 73p.; For related documents, see SO 017 113-125.PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Behavioral Objectives; Citizenship Education;

Communications; *Community Characteristics; ConceptFormation; Curriculum Guides; EnvironmentalEducation; Grade 2; Law Related Education; Laws;Learning Activities; *Neighborhoods; Outcomes ofEducation; Primary Education; Sequential Approach;Skill Development; *Social Studies; Transportation;Units of Study

IDENTIFIERS Dependents Schools

ABSTRACTAn outline of the knowledge and skills to be taught

at grade two in order to meet the Department of Defense DependentsSchools (DoDDS) social studies objectives is provided. Material isdivided into four parts. Following an introduction, a one pagedescription overviews the curriculum topic for grade two,neighborhoods, and specifies the major subject areas to be coveredwithin the topic, time allotment, and other classrcran specifics. Alist of acknowledgments contains names and addresso3 of all educatorscontributing to the curriculum guide. Holidays and special eventswhich might be covered in class are also outlined. The bulk of thedocument consists of a detailed outline of content and objectives tobe covered. The information, provided in matrix form, is divided bymarking period and includes suggested time frame and a list of areasof study, each tagged to learning objectives, suggested activities,and page correlations with several widely used social studiestextbooks. For grade two, the areas of study covered are:characteristics of neighborhoods, neighborhoods depend on oneanother, physical environment, cultural environment, laws and rules,transportation, communications, changes, and problems of a community.A final section lists extra activities. (LP)

************************************************************************ Reproductions supplied by EDRS are the best that can be made ** from the original document. *

***********************************************************************

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SOCIAL STUDIESCURRICULUM

GUIDE

GRADE TWO

4

INTRODUCTION

The Department of Defense Dependents Schools (DoDDS) Social Studies Guides have been developed for the purpose of providing theclassroom teacher with an outline of knowledge and skills which are to be taught at each grade level in order to meet the DoDDSsocial studies objectives.

As these guides are being used, it is requested that suggestions and recommendations for changes be submitted to the regionalsocial studies coordinators. These guides will be re.iewed and revised in accordance with the DoDDS Curriculum Development Plan.

Steve MottaMottaDeputy Director

6

ACKNOWLEDGEMENT

The following educators assisted in the development of the Social Studies Guides and Syllabi for the Deparment of Defense Dependents Schools:

Linda J. ArmstrongRoyal Oaks Elementary SchoolAPO New York 09283

Ralph BlakeWoodbridge High School

Michael DuffIllesheim Elementary SchoolAPO New York 09140

Emma EspinozaFairford American School

Tom LloydHahn High SchoolAPO New York 09109

Robert LykinsDoDDS-Germany

Elaine E. VardakisIraklion Elementary/Junior High SchoolAPO New York 09291

Leland WalbruchPirmasens Middle School

APO New York 09405 APO New York 09125 APO New York 09633 APO New York 09189

Yvonne Bolling Larry Getz Karen Metrogen Glenda WernerDoDDS-Mediterranean Schaebisch Hall Elementary School Schwaebisch Hall Elementary School Wurzburg High SchoolAPO New York 09283 APO New York 09025 APO New York 09025 APO New York 09810

Betsy Broyles George Grantham Marilyn Newman Gary WesthusinCurundu Elementary School DoDDS-Germany John 0. Arnn Elementary School Ansbach High SchoolAPO Miami 34002 APO New York 09633 APO San Francisco 96343 APO New York 09326

Patsy Coats Dorothy Hauser Diana F.C. Palmer Sam D. WrightPatch High School Fort Gulick Elementary School Munster Elemertary School Balboa High SchoolAPO New York 09131 APO Miami 34005 APO New York 09078 APO Miami 34002

Alice Craft Anastasia Kapitulik Deborah Pitts Anne YoungChelveston Elementary School Fort Gulick Elementary School Soesterberg Elementary School Munich Elementary SchoolAPO New York 09238 APO Miami 34005 APO New York 09292 APO New York 09184

Emanuel Davatelis Marvin G. Kurtz Virginia RevelleRamstein Junion High School Office of Dependents Schools Bitburg High SchoolAPO New York 09012 Alexandria, Virginia 22331 APO New York 09132

John P. Dawson William LaClair Mary P. ShortKadena High School Kaiserslautern Elementary School #2 Howard Elementary SchoolAPO San Francisco 96239 APO New York 09012 APO Miami 34001

Donald E. Denmead Robert L. Lawry Tom TobiasonLily Hill Middle School Seoul High School Giessen Elementary SchoolAPO San Francisco 96274 APO San Francisco 96301 APO New York 09169

10

9

HOLIDAYS AND SPECIAL DAYS

Holidays and special observance days are an important part of the elementary soc4.al studies program. Listed below are some of the days which might beincluded in your curriculum plans. The holidays or special days are listed by month snce the specific day may change. This list is not all inclusiveand there may be other days which should be included.

SEPTEMBER

Labor DayCitizenship DayGrandparents' DayAmerican Indian Day and WeekHispanic American Week

OCTOBER

Columbus DayUnited Nations DayHalloween

NOVEMBER

Election DayVeterans DayThanksgiving Day

DECEMBER

Human Rights DayHanukkahChristmas

JANUARY

New Year's DayMartin Luther King's Birthday

11

FEBRUARY

Abraham Lincoln's BirthdayPresidents DayGeorge Washington's BirthdayBlack History Month

MARCH AND APRIL

PassoverEasterNational Volunteer Week

MAY

V-E DayAsian/Pacific American WeekMemorial DayMother's Day

JUNE

Flag DayFather's DayChildren's Day

JULY

Independence Day

Grade Level:Marking Period:Suggested Time Frame:

Second1st

Sept - Oct

AREA OF STUDY/CONTENT

OBJECTIVES

A. What makes neighbors? 1. Identify simple socialstudies terms. (Skills)

2. Examine many differenttypes of communities and formdefinition of community.(Anthropology)

3. Relate self and family topart of the community(Sociology)

B. Reasons neighborhoods 1. State reasons why mostformed. families live in communities

(Anthropology)

13

2. Know the purpose ofsystematic investigationand inquiry. (Decision-making)

3. Formulate appropriatehypothesis based upon ananalysis of the factorsinvolved. (Decisionmaking)

I. CHARACTERISTICSOF

NEIGHBORHOODS

AMER-ICAN

BOOKGINN SCHO-

LASTICSILVERBURDETT

ACTIVITIES

Chapte. 1 Unit 1 Chapter Chapter A. What makes neighbors?1&2 1 1. Start a chart of social studies terminology

and definitions. (Continuous activity)

Unit 6(Japan)

Chapter 5Lesson 5,9, 10, 11,

12 (Africa)

2. Study the host nation community and have studentsmake a shoe box diorama of the host nationcommunity and their own community.

Chapter 5Lesson

3. Have students draw or make a list of thingsthey see from the door of their own home.

1 & 2

Chapter 1 Units Chapter Chapter 1 B. Reasons neighborhoods formed.pp 23-31 1&4 1&2

Lesson1. The students will list ways that they and

their families are part of the community.16

2. The students will write a paper on "HowChapter 6 Chapter 2 I can help my community."Liberia Lesson 1

3. Invite a senior citizen to the class.

4. Dramatize events in the founding oftheir community.

5. Compare the population of the communitywith that of the school and the classroom.

1

14

Grade Level: SecondMarking Period: 1stSuggested Time Frame: Sept - Oct


OBJECTIVES

C. Similarities.

D. Differences.

1. Describe things allcommunitites have incommon. (Anthropology)

1. Determine how a communitycan be unique. (Anthropology)

E. Map and globe skills. 1. Determine directionNSEW. (Skills)

2. Interpret map symbolsand direction. (Geography)

15

I. CHARACTERISTICSOF

NEIGHBORHOODS

AMER-ICANBOOK

GINN SCHO-LASTIC

SILVERBURDETT

Chapter 1pp 12-14

Unit 1 Chapter 1,2 & 3

Chapter 1

LessonC.

1.

Chapter 6 2 & 12(Liberia) Chapter 5

Lesson 6

Chapter 1 Unit 1 Chapter Chapter 1 2

pp 15-22Chapter 4

4 & 5 Lesson 2,10 & 17

Chapter 6 Chapter 5Lesson 6

Unit 1 Skill Chapter 2 E.

Skill p 32 pp 40 & Lesson 2 1.

103

Skillpp 38-46

Chapter 2Lesson 2

2.

Chapter 6Lesson 4

3.

2

ACTIVITIES

Similarities and D. Differences.Make a chart listing similarities anddifferences of communities studied.

Take the name of the student's community andchoose things that are in or have to do withthe community that fit each letter. (Checkthe phone book.)Example: Melbourne M-Money

E-Eating PlacesL-LaboratoriesB-Beaches, etc.

Map and globe skills.Label classroom walls according to NSEW, thengive oral directions using NSEW.

Students can begin making a large map of theirneighborhood and the surrounding community,then identify and Ad new items to the map.(Use the top of a spare table; this will bean ongoing act!vity.)

Have students design their own symbols torepresent geographic features in theircommunity.

16

Grade Level: Second II. NEIGHBORHOODSON ONE ANOTHERMarking Period: 1st DEPEND

Suggested Time Frame: Sept - Oct

AMER-AREA OF STUDY/ OBACTIVES ICAN GINN SCHO- SILVERCONTENT BOOK LASTIC BURDETT

A. Needs and wants. 1. Know the needs that Chapter 4 Unit 1 Chapter 7 Chapter 1 A.1. Food2. Clothing

people have for food, Chapter 6clothing, and shelter. (Liberia)

LessonOver-

Chapter 9 Lesson4 & 15

I.

3. Shelter (Sociology) viewpp 22-27

Chapter 1Lesson 10

Unit 2 2.

(Food)

Unit 3(Clothing) 3.

4.

B. Goods and services. 1. Demonstrate how a Chapter 2 Unit 4 Chapter 3 Chapter 1 B.

community renders services pp 42-44to its citizens. (Anthropology)

pp 112 -

114Lesson5-10

I.

Chapter 6 2.

Lesson11

3.

173

ACTIVITIES

Needs and wants.Have students bring in magazine or newspaperpictures showing how the basic needs are metin several parts of the world.

Have the students list the basic needs oftheir families.

Divide the class into three groups. Assigneach group one of the basic needs (food,shelter, clothing). Have the students ineach group find pictures to relate to thatneed and make a collage.

Make a list of jobs found in the communityand decide whether it is a job that meetsthe people's needs or wants.

Goods and services.Take a walk around the community pointingout the various places that render services.This may include the host nation community.

Have various community helpers visit theclassroom to describe the service they render.

Have students look at ads in the local paperor yellow pages of the telephone book. Cutout examples of services provided in theircommunity.

18

Grade Level: Second II. NEIGHBORHOODSDEPEND ON ONE ANOTHERMarking Period: 1st

Suggested Time Frame: Sept - Oct


OBJECTIVESAMER-ICAN

BOOKGINN SCHO-

LASTICSILVERBURDETT

1. Volunteer andpaid services.

a. Police,Fire, andMedical

2. School and otherplaces of learn-ing.

2. Recognize the need forcommunity protection systemssuch as police, fire, andmedical. (Sociology)

3. Explain the need andpurpose of education.(Sociology)

Chapter 3pp 49-66

X*

Unit 1&2

Unit 1

Chapter8 &10

Chapter2&11

Chapter 4Lesson1&3

Chapter 1Lesson 7

1.

2.

4. Identify types of records Xkept by school and community.(History)

19

ACTIVITIES

Volunteer and paid services.a. Dramatize the roles of different

community helpers.b. Take a study trip to a fire station,

police department, or hospital.c. Arrange for a police officer to talk to

the students about how police officershelp people in the community.

School and other places of learning.a. Let the students write reasons telling

why education is important. Have themshare their opinions with each other.

b. Have each student interview five personsoutside of the classroom. The studentwill write the reasons why each personfeels education is important.

Chapter 3 c. Have students plan a daily schedule forLesson 3 another school in a different community.

d. The teachers will review with the class aChapter 5 mock cumulative folder and show the studentsLesson 7&8 the various types of records that are kept.

e. Invite the school secretary to the classto explain the types of records kept by theschool.

f. Plan a study trip to places of learningand the community center (library, university,town halls, etc.).

*X = Indicates no material on this topic

204


Second1st

Sept - Oct

II. NEIGHBORHOODSDEPEND ON ONE ANOTHER


OBJECTIVESAMER-ICANBOOK

GINN SCHO-

LASTICSILVERBURDETT

ACTIVITIES

3. Banks and other 5. Know that money is used Chapter 3 Unit 2 Chapter 9 Chapter 1financial institutions. for exchange (i.e., buying and pp 54-59 pp 3-5

selling). (Economics)

6. Define the concept ofinterest as it relates tosavings. (Economics)

Chapter 3 Unit 3 Chapter 9 Chapter 1p 57 Lesson 88 p 91 Lesson 13

Unit 6

4. Shops and stores. 7. Demonstrate knowledge Chapter 4 Lesson X

of the concept of comparative p 82 overviewshopping. (Economics) pp 85-87

8. Know examples ofadvertizing techniques.(Economics)

21

Chapter 4 Unit X

p 79 4

X

X

g. Each student can be given a play allowance.They are to use their money to purchaseprivileges in the classroom. As a rewardsystem, extra money can be earned.

h. Show the film, Why We Need Money: TheFisherman Who Needed a Knife. Discuss whymoney is important for trading.

i. Encourage the students to draw pictures toshow the meaning of barter.

j. Take a study trip to a bank or invite alocal banker to speak to the children.He/she can explain interest as it relatesto savings.

k. The students can go on a study trip andeach student can be assigned a specificitem. They can compare prices of thevarious brands of this item.

1. The children can bring empty food packageswith the price still attached. Priceswill be compared within the classroom.

m. Let students earn an income from servicesin the classroom. Let them decide whatto do with their income. Have studentsfollow up by telling how their income helpssomeone else.

n. Divide students into small groups. Assigneach group a specific product and tellthem to give the product a new name.The group will then decide on ways toadvertise their product to the class.


Second1st

Sept - Oct


OBJECTIVES

C. Careers of performing 1. Identify and compareneighborhood services. career options. (Skills)

D. Recreational andcultural facilities.

2. Describe various kindsof work done by reople in theirown community. (Anthropology)

3. List qualifications forcommunity workers. (Economics)

1. Clarify purpose ofrecreational and culturalinterests. (Sociology)

23


AMER-ICANBOOK

GINN SCHO-

LASTICSILVERBURDETT

C.Chapter Unit 4 Chapter 8 Chapter I 1.3&4 Lesson 6

2.

3.

Chapter 6 4.

Lesson 1

D.Chapter 4p 86

X Chapter 7 Chapter 1Lesson 8

1.

2.

3.

ACTIVITIES

Careers of performing neighborhood services.Let each student research a specific careerand then report to the class.

Have a career day. Have each student dressaccording to their desired career.

The students can interview various people inthe community and have them describe theirwork. (Tape the interview.) Visit theirplaces of work.

Have each student choose a different communityworker. Research the typf.s of skills, education,and qualifications they would need in order tofulfill the requirements for that specific job.Give an oral report.

Recreational and cultural facilities.The students will make two lists. The firstlist will show recreational activities inwhich they participate or view. The secondlist will show cultural activities in whichthey have participated or seen.

The teacher should plan a study trip exposingthe class to a cultural event.

Have the students draw pictures of theirfavorite place to play. What would happenif they could no longer play there?

11

6 24

Grade Level: SecondMarking Period: lstSuggested Time Frame: Sept - Oct




E. Classroom helpers.

25

2. Compare own neighbl.rhood'sactivities with those in otherneighborhoods. (Anthropology)

1. Describe the concept of Chapter 4interdependence as it relates pp 90-97to community. (Economics) Chapter 3

pp 49-66

2. Recognize basic socialconcepts of cooperation,competition, and conflict.(Sociology)

3. Know that people varyin abilities and talents.(Psychology)

Chapter1&2

Chapter1&2

GINN SCHO-LASTIC

SILVERBURDETT

Units 4.

1&6

E.

Unit 3 Chapter Chapter 2 1.

Unit 68&9 Lesson 6,

12, 13Chapter 5Lesson 1&2 2.

3.

Unit 3 Chapter 7 Chapter 5 4.

Lesson 2

5.

Unit 3 Chapter 7 Chapter 1 6.

Unit 6

7.

8.

7

ACTIVITIES

The host nation teacher can teach typicalsongs, games, and dances from the host nation.

Classroom helpers.Each student can list the various goals andservices supplied through their communityupon which their family depends.

The students can make a classroom mural toshow the various services. Lines can bedrawn to connect services that need eachother.

Have students bring in items (empty productboxes and cans). Have student's locate placeswhere products were made by using a large mapand string, place string from community toplaces where the products are shipped.

Have students design a weekly chart of helpersand set up a rotating system for the classroom.

Roleplay situations of cooperation and conflict.

Discuss the differences between ability andtalent.

Have a talent show.

Have students write a story telling theirpersonal talents and abilities.

26

Grade Level:

Marking Period:Suggested Time Frame:

Second1st

Sept - Oct


OBJECTIVES

27

4. Display a concern for therights and well-being ofothers. (Political Science)

5. Recognize the worthinessof others. (Psychology)


AMER-ICANBOOK

GINN SCHO-

LASTICSILVERBURDETT

Chapter1 &2

Unit 3Unit 6

Chapter 7 Chapter 1

Chapter182

6. Explain the rights and Xresponsibilities of students.(Political Science)

7. Know that an individual's Xgroup interaction influencesthe development of behavior,attitudes, values, and opinions.(Psychology)

8. Know how the peer group Xinfluences self-concept andpersonality development.(Psychology)

Unit 3Unit 6

Unit3&6

Unit386

Unit3 &6

9. Determine that people from Chapter 4 Unit 6various backgrounds make (Japan)contibutions to communities.(History)

8

ACTIVITIES

9. Have the students write a story telling howthey could show concern for another individual.

10. Roleplay situations where children willdemonstrate their concern for others.

Chapter 7 Chapter 1 11. Students can be divided into small groups.Each student can write something good abouteach member of the group and present it tothat member. Each person will then read thestatements aloud that were written about them.

Chapter8 &9

Chapter8 &9

12. Discuss the rights that each student hasin the classroom.

13. Discuss the responsibilities th.t each studenthas in the classroom.

Chapter 1 14. Discuss interaction with various organizationsand how this interaction influences theirfeelings, emotions, and growth (i.e., CubScouts, Brownies, ball teams, etc.).

15. Define the term self-concept and peer group.

16. Have students list ways they have changedsince the beginning of their scnool years.

Chapter 1 17. Discuss and make a list of people from variousbackgrounds who make contributions to yourlocal communities.

28

Grade Level: SecondMarking Period: 1stSuggested Time Frame: Sept - Oct


AMER-AREA OF STUDY/ OBJECTIVES ICAN GINN SCHO- SILVERCONTENT BOOK LASTIC BURDETT

ACTIVITIES

F. Map and globe skills. 1. Locate states andcities on maps.(Geography)

2. Construct a simplegraph. (Skills)

29

Chapter 6

9

18. Invite a person from each group to sharetheir contribution to the community.

Unit 1 F. Map and glObe skills.Chapter 1. Give each student a blank map of the United3&5 States. Have them label each state on their

Chapter 7 map. As step 2, have each child label thepp 78-79 capital. Use a large wall map as a reference.

2. A classroom graph can be designed to showthat each family depends on various communityservices.

30


Second2ndNov - Dec

III. PHYSICAL ENVIRONMENT


OBJECTIVES

A. Geography.

B. Climate.

31

1. Identify differencesin lifestyles in specificgeographical locations.(History)

2. Know how people adapttheir food, shelter, andclothing to their environment.(Sociology)

3. Recognize that peopleinteract to the resourcesavailable to them.(Sociology)

1. Observe a thermometerto distinguish generaldifferences for hot, cold,warm, and cool temperatures.(Geography)

AMER-ICANBOOK

GINN CHO-L\STIC

SILVERBURDETT

Chapter 4 Unit 5 Chapter 4 Chapter 6 A.pp 90-97 Unit 6 16 &17 Lesson 4 1.

(Japan)

2.

Chapter 2 3.

Lesson 6Chapter 6Lesson 5

4.

Chapter 4pp 90-97

Unit 5 Chapter 1Lesson 14

5.

Chapter 2Lesson 3,4, 5 6.

ChapterLesson 6

B.X X Chapter 4 Chapter 6 1.

Lesson 5

10

ACTIVITIES

Geography.

Compare host nation lifestyles with thatof American lifestyles.

Have students think about why it might benice to live on an island, on the plain, ina valley, etc. Describe why.

The teacher can assign a country to a smallgroup of students. The group will researchhow people adapt their food, shelter, andclothing to their environment.

Each group can make murals illustrating itsfindings.

Have students list the resources that areavailable to them, such as, media center,recreation center, etc.

Have the children write two reasons whythey use these resources.

Climate.

The teacher prepares 3 glasses of water withvarying temperatures. A thermometer can beused to measure the temperature of each. Thestudents can compare the water temperaturesby feeling the water and reading the thermometer.

32

Grade Level: Second III. PHYSICAL ENVIRONMENTMarking Period: 2ndSuggested Time Frame: Nov - Dec

AMER-AREA OF STUDY/ OBJECTIVES ICAN GINN SCHO-SILVERCONTENT BOOK LASTIC BURDETT

ACTIVITIES

C. Problem solving.

33

2. Use maps and pictures tolocate climtic regions.(Geography)

1. Formulate appropriatehypotheses based upon ananalysis of the factorsinvolved. (Decisionmaking)

2. Record hypothesis asgiven and consider eachsystematically.(Decisionmaking)

3. Plan ways to obtaindata to answer questionsor test hypothesis.(Decisionmaking)

4. Decide what data willbe needed. (Decisionmaking)

Unit 5 Chapter 4

Chapter 6 Unit 6 Skill

PP(Liberia) (Japan) 76&77

11

2. The students can record the outdoor temperatureand the indoor temperature for a specific lengthof time. Comparisons can be made to distinguishgeneral differences.

3. Make a tabletop model of neighborhoods withdifferent climates and geographical locations.

4. The teacher can introduce the legend or mapsthat are used for each climatic region.

5. Students can categorize pictures according tothe various climatic region.

C. Problem solving.Chapter 5 1. Students make their own tourist guide on a

country of their choice. Students must research(Ghana) the chosen country.

2. Using host nation region, make an analysisof factors such as temperature, rainfall, etc.;

formulate a hypothesis of what products couldbe grown.

34

p.

Grade Level: Second III. PHYSICAL ENVIRONMENTMarking Period: 2ndSuggested Time Frame: Nov - Dec

AMER-AREA OF STUDY/ OBJECTIVES ICAN GINN SCHO-SILVERCONTENT BOOK LASTIC BURDETT

ACTIVITIES

D. Location

35

5. Gather relevant informationby knowing what to ask and thesource of reference. (Skills)

6. Ask clarifying questions.(Skills)

7. Form tentative conclusionsand check them against the factspresented to support them.(Decisionmaking)

8. Paraphrase what is heard.(Skills)

9. Sequence ideas. (Skills)

1. Know the concept of mapscale. (Geography)

2. Locate states and citieson maps (global and flat).(Geography)

D. LocationChapter 4 Unit 5 Skills Chapter 1, 1. The teacher defines the term map scale.pp 71-73 pp 41-42 3 &b

Chapter 4 Unit 4 Skirlspp 88-89 p 39Chapter 6

12

Chapter 3Lesson 8Chapter 6Lessons12, 13, 14

2. Show two different sized maps of the samearea. Compare the differences of the mapsaccording to scale.

3. Divide the class into small groups and haveeach group make a scaled map of the classroom.

4. Using a map of the host nation, the studentscan locate a specific number of cities.

36


Second2ndNov - Dec

III. PHYSICAL ENVIRONMENT


OBJECTIVESAMER-ICAN

BOOKGINN SCHO-

LASTICSILVERBURDETT

ACTIVITIES

37

3. Interpret map-symbolsand directions. (Geography)

Chapter 4 Unit 1Over-

viewpp 28-29Unit 4

13

Skills

PP46-47

Chapter 3Lesson 9Chapter 6Lesson 2&13

5. The teacher can introduce a map key to thestudents. The teacher will explain variationsby using different types of maps.Examples: Farming map, climate regions,natur;-,1 features, etc.

6. Given a specific starting point, the studentscan identify the N, S, E, W directions toanother destination. Example:Starting point: VirginiaFirst destination: PennsylvaniaDirection: Pennsylvania is north of VirginiaSecond destination: FloridaDirection: Florida is south of VirginiaUse judgement to determine the level of thisactivity.

38

Grade Level: Second

IV. CULTURAL ENVIRONMENTMarking Period: 2ndSuggested Time Frame: Nov - Dec


A.A. Traditions. 1. Recognize that there Chapter 1 Unit 4 Chapter Chapter 2 1.

are a variety of cultures.(Sociology)

p. 19Chapter 6 Unit 6

7&9 Lesson 3,4, 5 2.

(Liberia) (Japan) Chapter 5Lesson 910, 11, 12 3.

(Ghana)Chapter 6Lesson 3

4.

5.

2. Identify sources ofpersonal information aboutself, families, and

6.

environment. (History)

39

14

ACTIVITIES

Traditions.Define the term "culture."

Have students visit the library and check outa book on a specific culture.

Assign the students a particular country.The students can find a picture about thatcountry. All pictures will be combined on acollage. Holiday pictures will be prevalent.

Invite parents or grandparents who came froma country other than the United States to talkto the class about life in their native country.

Have a lunch consisting of foreign dishes.

The students can construct a family treeto include the following information:1) Full name2) Date of birth3) Place of birth

This tree may include three or four generations.Other information can be included.

7. The teacher can discuss the various places wherestudents may find out their vital statistics,such as; Bureau of Vital Statistics, countyclerks, family Bibles, etc.

40


Second2ndNov - Dec


OBJECTIVES

B. Customs.

C. Comparisons.

41

I. Identify the values andbeliefs of various ethnicgroups. (History)

2. Determine influencesand contributions of familymembers on the family'shistory, values, and beliefs.(History)

I. Distinguish between factand opinion. (Decisionmaking)

2. Identify groups thatpeople form. (History)

IV. CULTURAL ENVIRONMENT

AMER-ICANBOOK

GINN SCHO-LASTIC

SILVERBURDETT

ACTIVITIES

Chapter 2 B. Customs.1. Plan a holiday program including customs from

the host nation and other lands.

2. Invite a host nation group to have a"Thanksgiving Activity" with the class.

3. Compare values and beliefs of the host nationor community to those of America.

4. Invite family members into the class to explainvarious traditions within the family. They mayshare certain traditions that they will or willnot pass cu.

5. Children will write a story entitled "My Name."

Unit Chapter 7 C. Comparisons.46c6 1. The teacher can present the meanings of the

terms fact and opinion.

2. In a learning center, the teacher can listvarious statements for the student to determinewhether each is a fact or opinion.

Chapters1&2

Chapter 2Lessons3, 4, 5

3. Students can discuss the various groups theypersonally belong to. Example: school,scouts, church, sports, etc.

Chapter 6Lesson 3

4. Discuss groups to which adults belong, suchas: officer's club, bowling league, churchchoir, or NCO club.

1542


Second2ndNov - Dec

IV. CULTURAL ENVIRONMENT



GINN SCHO-

LASTICSILVERBURDETT

ACTIVITIES

3. Compare own neighbor-hood activities with thosein other neighborhood:,(Anthropology)

Chapter 4

4. Form tentative conclusions Chapter 5and check them against factsto support them. (Decision-making)

4316

5. The teacher can pursue with the class valueswhich tie these groups together.

6. Have each student describe the differencesbetween their activities within the host nationneighborhood and activities from their previousneighborhood.

7. Compare some favorite host nation dishes foodwith those from the United States. Discuss whythe dishes became popular.

44


Second3rd

Jan - MarchV. LAWS AND RULES



GINN SCHO-LASTIC

SILVERBURDETT

ACTIVITIES

A. Classroom andschool rules.

45

1. Explain rights andresponsibilities of students.(Political Science)

2. Know the purpose ofa systematic investigationand inquiry. (Decision-making)

3. Distinguish cause andeffect relationships fromother types of relationshipssuch as means and end.(Decisionmaking)

4. Formulate appropriatehypothesis based upon ananalysis of the factorsinvolved. (Decisionmaking)

Chapter 2pp 35-37

Chapter 5pp 115-116

Unit 3

17

Chapter12

A. Classroom and school rules.Chapter 6 1. Make a list of classroom rules with students

making suggestions and telling why the rulesare required.

2. Elect a council in the classroom to decideon some classroom rules.

3. Invite a bus driver to talk to the classroomabout responsibilities and rights on the bus.

4. Have students find out if there are any oldlaws no longer needed in their community.

5. Prepare a chart of bicycle and bus safetyrules and a fire prevention chart.

6. Through teacher-led discussion, the studentsshould differentiate between cause and effectrelationships and other types of relationships.Example: Cause and effect relationshipsCause: The child does not complete homework.Effect: The child forfeits a special classactivity.Means and End RelationshipMeans: Good class behavior for a week.Ends: Class receives 15 extra minutes of freetime.

7. Have students discuss what they think is fairpunishment for breaking a class and/or schoolrule.

46

Grade Level: SecondMarking Period: 3rdSuggested Time Frame: Jan - March

V. LAWS AND RULES


ACTIVITIES

8.

B.B. Government.

1. City1. Describe the need forlaws. (Political Science)

Chapter 2pp 39-40

Unit 1 Chapter12&13

Chapter 6 1.

2. State Lesson Lesson 2.3. Country 22-24 1&2

3.

2. Display a concern forthe well-being of others.

Chapter2&5

Chapter 6 4.

(Political Science) Lesson 67, 8, 9 5.

6.

C.C. Rights and duties. 1. Define the term "taxes." X X X Chapter 6 1.

1. Taxes (Economics)

2. Know the ways thattaxes are distributed.

Lesson11

2.

(Economics)

47 18

Have students interview different classesand compare rules that have been developed.Have students recognize that different circum-stances may create different rules.

Government.Take a study trip to the police station.

Dramatize roles of nolice officers.

Invite a lawmaker to the classroom and askquestions about certain laws.

On a walk through the city, students look forsigns they see anti the rules they represent.

Have students make a list of rules pioneerswould have had to obey at their town meetings.

Have a "Secret Pal Day" when students couldlet someone know how special they are. Studentscan discuss what activities they could do to letsomeone know they are special.

Rights and duties.Show the film: Why We have Taxes: The Townthat had no Policeman.

Make a chart to show services rendered throughgovernment monies, such as: new highways,forests, etc.

48


Second

3rdJan - March

V. LAWS AND RULES


OBJECTIVES

2. Voting

49

3. Know the meaning forthe term "budget".(Economics)

1. Describe ways inwhich members of a communitychoose their leaders.(Anthropology)

2. Know that voting ismaking a choice.(Political Science)

3. Know reasons forvoting choices.(Political Science)

4. Know the mechanicsof voting to include thesecret ballot.(Political Science)

AMER-ICANBOOK

GINN SCHO-LASTIC

SILVERBURDETT

ACTIVITIES

3. The teacher will introduce various personnelwhose salaries come from taxes. Examples:teachers, policy, firemen, military, etc:

X X X Chapter 1 4. Plan a simple budget with weekly allowances.

Lesson 6 5. Prepare budgets for different hypotheticalfamilies of varying size and level of income.

6. Students can learn to budget their free timeby charting their time spent outside of school.Discussion will then take place to determineif their time is used wisely.

Chapter 2p 41

X Chapter13

Chapter 6Lesson

7. Discuss the military chain of command.

10 8. Discuss host nation community leaders andtheir roles.

9. Go through voting procedures (i.e., studentrepresentative, study trip choices, schoolmascot, etc.)

19

10. Using media as their source of reference,have the students bring in information show-ing various choices in a voting situation.

11. Discus, what is meant by a "Secret Ballot."

12. Have students vote using a secret ballot.

50

Grade Level: SecondMarking Period: 3rdSuggested Time Frame: Jan - March

V. LAWS AND RULES


ACTIVITIES

5. Complete a teacher-made registration form.(Political Science)

13. Give each student a teacher-made registrationform and let him/her register to vote in amock election.

51 52

20

Grade Level: Second

VI. TRANSPORTATIONMarking Period: 3rdSuggested Time Frame: March-April


A.A. Modes oftransportation.

1. Identify why peoplemove from one communityto another. (Anthropology)

Chapter 1 Unit 5pp 118-132

X Chapter 2Lesson 9

1.

1. Air 2.2. Water Chapter 33. Land Lesson 1,

1, 3, 4,

J2, 13

3.

14, 15

B. Provision of goods. Chapter 6 B.

Lesson 5 1.

2.

C. Maps and globes. 1. Construct a simple Unit 5 X Chapter 3 C.graph. (Skills) Lessons 2,

7, 8, 91.

2.

3.

5321

ACTIVITIES

Modes of transportation.Invite someone who drives a truck to tellthe class about the trucking business.

Make a visit to a transportation facility.

Have students draw pictures of one kind ofwork done by an airline.

Provision of goods.Have students make a scrapbook of picturesshowing different ways of transporting goods.

Have students discuss how items they had forlunch were transported from the place wherethe item was grown or processed.

Maps and globes.Use a globe to show the route to take fromhome to various places. List the methodsof travel.

Obtain a copy of an airline schedule and aroute map which shows areas served by theairlines. Discuss routes and areasserviced by the airlines.

Make a graph showing modes of travel studentsused during a vacation time.

54

Grade Level: Second

VII. COMMUNICATIONSMarking Period: 3rdSuggested Time Frame: March - April

AMER-AREA OF STUDY/ OBJECTIVES ICAN GINN SCHO- SILVER ACTIVITIESCONTENT BOOK LASTIC BURDETT

A. Verbal communication.A. Verbal communication.

1. Television2. Radio

1. Know that maintenance ofa group is dependent uponcommunications among membersof the group. (Psychology) Chapter 4

Unit 4LessonOverviewpp 90-103

X Chapter 4Lessons 1,3, 7

1. Discuss how communication is important.What would happen if someone was sick oror hurt? What could you do?

3. Telephone Unit 5 2. Write a story titled "The Day our Class QuitTalking."

3. Play a game where the only means of communi-cation is signs or written directions. Notalking is allowed at all.

B. Nonverbal communication.B. Nonverbal 1. Know examples of Chapter 4 News Chapter 4 1. Students cen collect various advertisementscommunication.

1. Newspaper

advertising techniques.(Economics)

p 79

Unit 4108-111

Lessons2&3

Chapter 8

from magazines and newspapers. The teachermay have the students make a collage to viewvarious techniques.

2. Magazines Chapter 43. Letters4. Signs and symbols

2. Recognize anddifferentiate feelings.

Letter Lessons9, 10

2. Study newspapers and differentiate betweenphotographs and drawings in the use ofadvertising.Unit 4

pp 104-107(Psychology) Symbol 3. Use the film series: The Most Important Person.

4. Roleplay feelings.

Chapter 4 5. Have a list made of different feelings.Lessons

3. Identify emotionsshe/he experiences.

4, 5 6. Have student list various emotions he/she hasexperienced.

(Psychology)

55 22

56

Grade Level: SecondMarking Period: 3rd

Suggested Time Frame: March - AprilVII. COMMUNICATIONS

AMER-AREA OF STUDY/ OBJECTIVES ICAN GINN SCHO- SILVERCONTENT BOOK LAST IC BURDETT

ACTIVITIES

57

7. In small groups, students make a collage usingpictures showing various emotions.

8. Assign each student an emotion about whichhe/she will write a story.

4. Repeat and follow 9. Play "Simon Says" and "Gossip."directions. (Skills)

23

10. Have a treasure hunt; the student goes frommessage to message to find the treasure.

58


Second4th

May - June


OBJECTIVES

A. Geographical.

B. Seasonal.

1. Identify new hypotheses,interpretations, or relation-ships. (Decisionmaking)

1. Explain how changes in thecommunity have affected theway he/she lives.

(Anthropology)

C. Time (day and night). 1. Know the earth rotatesfrom west to east and itsrelationship to day and night.(Geography)

59

VIII. CHANGES

AMER-ICAN GINNBOOK

SCHO-LASTIC

SILVERBURDETT

A.Unit I Chapter Chapter 1 1.

15 Lesson 9Chapter 2Lesson 4

2.

3.

B.Unit 1 Chapter 15 1.

LessonOverviewpp 30-32

C.Unit 4 Chapter 1.

24

15

Skillspp 160-162

ACTIVITIES

Geographical.

So that students can learn to interpret, use anopen-ended story situation. Example: We seea moving van and big boxes piled by a house downthe street. What is happening?

To help students in making relationships, useroleplaying situations. Examples: A child isnew in the neighorhood. How does he/she goabout making friends?

Discuss how geographical changes could affect astudent: school to school, city to city, stateto state, country to country.

Seasonal.

Make a mural showing how the seasons change intheir community. Show samples of how thesechanges affect the way the learner lives.

Time.

Using a solar system model, demonstrate dayand night by using a flashlight in a stationaryposition and rotate the globe.

GO


Second4th

May - JuneVIII. CHANGES



GINN SCHO-

LASTICSILVERBURDETT

ACTIVITIES

D. Past, present, andfuture.

61

1. Identify changes in Chapter 7 Units 1, Chapter 6environment/lifestyles related pp 165-179 3to a specific invention.(History)

D.

Chapter 2 1.

Chapters LessonsUnit 5 16 &17 10,11,15p 136 Chapter 3

Lessons3&4Chapter 5

Lessons4&5

25

Past, present, and future.Plan a trip to a museum.

2. Invite a scientist or an architect to discussideas being planned for the future.

3. Make mobiles of things for the future.

4. Develop a timeline beginning with the year2000.

62

Grade Level: SecondMarking Period: 3rdSuggested Time Frame: March - April

VII. COMMUNICATION


ACTIVITIES

E. Moving. 1. Identify reasons why peoplemove from one community toanother. (Anthropology)

63

Unit 5 Chapter 2p. 135 Chapter 18Unit 1

26

E. Moving.1. Drawing from personal experiences, have the

students tell reasons why they have movedfrom one community to another.

2. Have students draw pictures of adventuresthat might be experienced during a move,such as: packing. traveling, making newfriends, etc.

64


Second4thMay - June

IX. PROBLEMS OF A COMMUNITY


OBJECTIVESAMER-

ICANBOOK

GINN SCHO-LASTIC

SILVER

BURDETTACTIVITIES

A. Pollution.

B. Unemployment.

C. Traffic.

1. Distinguish cause andeffect from other types ofrelationships. (Decision-making)

D. Conservation/Ecology.

65

Chapter 5 Xpp 102-108

Chapter 5pp 109-110Skillp. 69

Chapter 5 Lessonpp 111- Overview113 p 90

Chapter 5pp 114-120

27

Chapter X10

Chapter14

Chapter 16Lesson4&5

1. Have students go out into the community andtake pictures of problems such as pollution,traffic, and unemployment. Discuss how theclass can help solve these problems and putthese methods into practice.

2. Present students with problem situations andhave them roleplay solutions. Examples:Students go to playground to play and findlitter and trash all over. What to do? Whatwill be the end?

66

I. Characteristics of Neighborhoods

1. Take a study trip through the community to observethe kinds of homes built.

2. Play the "Address Game", practice saying whole name andaddress.

3. Set up committees to learn about different types ofplaces to live (i.e., places to work, places to buy things,places to learn, places to get help). These committees reportto the class about their findings. The reports can be writtenor drawn.

4. Have students make a drawing showing one or more oftheir neighbors doing something with their family.

5. Have each student in the class take a certain place inthe community to draw. Put these pictures together and illustratethe community.

III. Physical Environment

1. Stu' nts identify resources that are available in thecommunity that are used bj other individuals.

2. Make a booklet illustrating natural features such asmountains, deserts, valleys, lakes, flatlands, etc.

67

EXTRA ACTIVITIES

28

II. Neighborhoods Depend on One Another

1. Discuss the fears involved in being different from your peers.2. Students make a list telling the ways teachers show concern for

the rights and well-being of others.3. Discuss the similarities in your peer group.4. Have the class visit the school office, dental clinic, and/or

dispensary where the records are kept.5. Have students research the job of a specific community helper.

The student can then roleplay that occupation in a demand situation.Example: Being interviewed by another student while acting in the role

of the community helper.6. Have the class set up a pretend bartering sytem using items in

ie classroom.

7. Set up a library corner with emphasis on community helpers. Changebooks and information each week for a different community helper.

IV. Cultural Environment

1. Plan a study trip within your community to visit places wherevital statistics can be gathered.

Examples: City hall, hospitals, cemetaries, churches2. Have the students tell about family heirl,Joms which have been

passed down through the generations. Point out the differences betweenmonetary and sentimental values.

68

EXTRA ACTIVITIES

V. Laws Rules VI. Transportation

1. Make a list of laws in your local community.2. Present "What if" situations for discussion.

Example: What if a person could drive without a license?What would happen? Discuss the consequences.

VII. Communication

1. Visit a printing plant where books areprinted.

2. Make a booklet on communication satellites.3. Research how much it would cost to call friends

or relatives in specific countries around the world.4. Visit a radio station.5. Make crayon drawings to show the early days

of mail service.6. With the use of a computer, have students write

a letter to a pen pal in a school. The receiving pen palschool must also have use of a computer.

7. Write letters and take a study trip to the postoffice to mail the letters.

8. Make a school or class newspaper.9. Tape sounds used to convey messages. Let students

listen and decide what the sound is and what the messageconveys.

29

1. Discuss why transportation by train and ship would be thecheapest way to transport goods from one area to another.

2. Have students discuss the work a pilot does.3. Compare advantages and disadvantages of traveling by plane,

train, and bus.

70

EXTRA ACTIVITIES

VIII. Changes

1. Make a mural to show a neighborhood in spring, summer,winter, and fall.

2. Make a chart showing specific changes that your owncommunity has gone through in a specific order.

3. Have students make a list of daily weather-relatedchanges that affect their community.

4. Have students tell a story about something that happensduring the day and something that happens at night.

5. A chart can be made listing the inventions they use daily.Children may bring pictures of these inventions. Such as: Telephone,lights, television, etc.

6. Choose a day that the class will have to do withoutspecific inventions. Example: Water fountain, pencil sharpener,food item, etc.

7. The students can share how they felt having to do withoutthese inventions. Pursue the discussion to the point of "realistic"needs as opposed to wants.

71

30

Ix. Problems of a Community

1. Suggest way; to save gasoline in the city.2. Plan a visit to a park. Discuss responsibilities of each

person who visits the park to keep it clean, beautiful, and safe.

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DOCUMENT RESUME ED 269 318 INSTITUTION · Betsy Broyles George Grantham Marilyn Newman Gary...

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