Grade 2 Unit 5 Standards-Based Worksheet District of Columbia Public Schools Social Studies

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Annabella Barker
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1 Grade 2 Unit 5 Standards-Based Worksheet District of Columbia Public Schools Social Studies STANDARD Explain the ways in which we are all part of the same community, sharing principles, goals, and traditions despite varied ancestry (e pluribus unum). (P, S) Concepts: community principles goals traditions ancestry e pluribus unum Skills: explain Big Ideas: Strong communities are the result of dedicated citizens working together through a common set of beliefs. Every citizen, no matter their ancestry or experiences, has something to offer the community as a whole. E pluribus unum, the motto of our nation, reminds us that out of many, we are one. Essential Questions: What does it mean to be part of a community? How are strong communities created, and how can we make our community stronger? Is the motto, e pluribus unum, realistic? Can many people actually become one? What are some examples of different principles, goals, and traditions, held by members in our community? Engaging Scenario: Your local library has invited your class to create a collage mural celebrating your community. Work with your classmates to design and create a large mural that demonstrates the principles, goals, and traditions that members of your community share.

2 PERFORMANCE TASKS As a class, students describe characteristics of their neighborhood. Then, on a web organizer, students make a list for each of the following four categories: What and who they see and hear in their neighborhoods. Students also include a description of their home. On a large sheet of blank paper, students create their individual contributions to the class mural. Students use their web to begin a collage displaying their vision of their community. As a class (and with the aid of the teacher), students brainstorm the definitions of community on a word web. Students continue brainstorming to create a list of features and institutions present in their community. Students then add images of these institutions to their collage. Note to teacher: Some items might include buildings, schools, religious institutions, community centers, types of transportation, businesses, neighborhoods, parks, etc. On a graphic organizer, students list different roles that people play in the community (e.g., police officer, fireman, teacher, mother, father, waste disposal workers). They explain why their role in the community is important and how they cooperate with others to get their jobs done. Finally, students create images of the roles that people play in their community and add them to their collage. THINKING SKILLS ( )* describe & list create brainstorm, define & list create list explain (comprehension) create PERFORMANCE TASK ASSESSMENT (PROFICIENT CRITERIA) During the class discussion, students are respectful of their classmate s contributions. Students list at least three things for each category. Students spell most items accurately. Student collages show at least one item listed in each category from the web they created in the previous task. Students leave sufficient room to add more elements of the community to their paper. Students participate respectfully in the brainstorming session and come up with a definition that is nearly accurate. They list at least ten features and institutions that are present in their community. Students show at least five community institutions on their collage. Students list at least three different roles that people play in the community and provide at least two different reasons why their role in the community is important. Students display at least three different important roles that people play in their community on their collage.

3 Students assemble each of their collages into one large mural depicting the diversity of their community. assemble (application) Each student s collage is representative of their neighborhood, the institutions in their community, and the roles that people play in their community. *See Bloom s Taxonomy of Thinking Skills to determine higher order thinking skills () or lower order thinking skills (). The goal is to create tasks that employ higher order thinking skills. Standard Assessment: Short Answer: 1) Explain the role that you play in your community. 2) What makes your community special? 3) What things do you have in common with people who are different from you? Resources: Textbook Materials: Social Studies: People We Know (Teacher s Edition), Grade 2, Harcourt: Unit 4, Lesson 4: Unit 5, Lessons 2 and 3. Supplementary Materials: DiSalvo-Ryan, DyAnne. City Green, Harper Collins, 1994 (A children s book about a little girl who rallies her community together in order to create a garden out of a vacant lot.) Roberts, Pamela and Alice Yang. Kids Taking Action: Community Service Learning Projects K-8, Northeast Foundation for Children, 2002 (Community Service learning ideas for kids. An excellent resource for adding a service dimension to this standard.) (A lesson plan for second graders on My Community. This worksheet was adapted from this online unit.) (A website displaying the merits of good citizenship.) (A website designed by America s leading city planners that teaches students how to create, live in, and change communities.)

4 Grade 2 Unit 6 Standards-Based Worksheet District of Columbia Public Schools Social Studies STANDARD Explain the differences between native groups in different parts of North America. (S) Concepts: native groups North America Skills: explain Big Ideas: Native Americans lived in North America long before it became what is now the United States and Canada. Native Americans encompass many different cultures. Geographic location often determines traditions and cultural practices. Essential Questions: In what ways are Native American groups distinct? How have Native Americans preserved their cultural identity? How are the environment and the cultural traditions of certain Native American groups connected? Engaging Scenario: You are a curator for a museum of natural history who has been assigned to create an exhibit displaying the many different native groups of North America. In order to do this, you will need to create various artifacts that display their different ways of life. For the exhibit s opening, create a diagram that explains the unique distinctions between the groups and host a discussion in which you talk about the commonalities and differences between the groups. PERFORMANCE TASKS Working in teams using a pre-selected list of websites and books (see supplementary materials) students make a list of Native American groups originating from North America. THINKING SKILLS ( )* list PERFORMANCE TASK ASSESSMENT (PROFICIENT CRITERIA) Students identify at least three groups.

5 Students then select one group they identified previously, and thoroughly identify facts regarding types of food, shelter, cultural beliefs, and art. Students share their findings with the class. (Note to teacher: Make sure each team selects a different Native American group.) Students recreate cultural artifacts for the native group they selected. Each student should work on creating something that is different from another person (e.g., mask, recipe, jewelry, toy, pottery, a scene from daily life). Students compile their fact sheets and cultural artifacts into an exhibit or display. Students make brief presentations on what they learned about their Native American group. As a class, students will then compare and contrast the Native American groups on a Venn Diagram. identify facts (comprehension) recreate compile/present (application) compare & contrast (evaluation) Students identify at least three facts for each category. Student artifacts are representative of their selected group and are generally assembled accurately. Students display their items in a neat and organized fashion. Students present what they have learned and their artifacts to the class audibly, with eye contact, and without too much reliance on printed information. Students list at least three ways in which the groups are different and three ways in which the groups are the same. *See Bloom s Taxonomy of Thinking Skills to determine higher order thinking skills () or lower order thinking skills (). The goal is to create tasks that employ higher order thinking skills. Standard Assessment: 1) Match the Native American group to their type of shelter: a) Inuit Peoples Long Houses b) Navajo Peoples Log Houses c) Cherokee Peoples Hogans d) Iroquois Peoples Igloo 2) Compare the different cultural beliefs and staple foods for the Native American groups listed above. Resources: Textbook Materials: Social Studies: People We Know (Teacher s Edition), Grade 2, Harcourt: Unit 4, Lesson 2;, Unit 5, Lessons 1 and 2.

6 Supplementary Materials: (Lesson plans for teaching the history of Native American groups in America separated by region. Provides multiple resources, links to web pages, and craft activities for all of the native groups listed in this worksheet.) (Information on the Inuit, Kwakuitl, Chayenne, and Navajo Peoples for young elementary school readers.) (Kid friendly information on the Inuit Peoples.) (Website for the National Museum of the American Indian. Provides field trip information.) (A wealth of general information, links, lesson plans, and activities on the native groups listed in the engaging scenario.)

SOCIAL STUDIES GRADE 1. Clear Learning Targets Office of Teaching and Learning Curriculum Division FAMILIES NOW AND LONG AGO, NEAR AND FAR

SOCIAL STUDIES GRADE 1. Clear Learning Targets Office of Teaching and Learning Curriculum Division FAMILIES NOW AND LONG AGO, NEAR AND FAR SOCIAL STUDIES FAMILIES NOW AND LONG AGO, NEAR AND FAR GRADE 1 Clear Learning Targets 2015-2016 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division