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2nd Grade Annual Scope and Sequence – Social Studies 2017-2018Essential Elements – TEKS Knowledge & Skills Embedded throughout each quarterDCSTEKSNCSSSSocial Studies Skills – Description2.18The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.SS.2.72.19The student communicates in written, oral, and visual forms. The student reads and understands about current events in our world through regular classroom resources (Scholastic News, Weekly Reader, Time for Kid, appropriate news programming, etc.)2.20The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.SS.2.1#5Catholic Identity. The student demonstrates skills that will complement the scope of social studies. The student(A) practices catholic Social teachings and civic responsibilities throughout the curriculum understanding the (1) life and dignity of the human person (2) call to family community and participation (3) rights and responsibilities of a Christian citizen (4) options for the poor and vulnerable (5) dignity of work and the rights of workers (6) solidarity (7) care for God’s creation (Stewardship)(B) uses higher order thinking skill and decision-making through activities with special attention placed on Christian morals and ethics.(C) practices the virtues of love, reverence for God, Charity, generosity, sincerity, and truthfulness.2.1#2History. The student understands the historical significance of landmarks and celebrations to the community, state, and nation. The student(A) explains the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving.(B) identifies and explains the significance of vari0us community, state, and national landmarks such as monuments and government buildings.2.2#2History. The student understands the concepts of time and chronology. The student(A) describes the order of events by using designations of time periods such as historical and present times.(B) applies vocabulary related to chronology, including past, present, and future.(C) creates and interprets timelines for events in the past and present.2.3#3History. The student understands how various sources provide information about the past and present. The student(A) identifies several sources of information about a given period or event such as reference materials, biographies, newspapers, and electronic sources.(B) describes various evidence of the same time period using primary sources such as photographs, journals, and interviews.2.4#5History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student(A) identifies contributions of historical figures, including Thurgood Marshall, Irma Rangel, John Hancock, and Theodore Roosevelt, who have influenced the community, state and nation.(B) identifies historical figures such as Amelia Earhart, Santiago Ramon y Cajal, W.E.B. DuBois, Robert Fulton, Miguel Servet, George Washington Carver, Katherine Johnson, Ellen Ochoa, and Charles R. Drew who have exhibited individualism and inventiveness.(C) explains how people and events influenced local community history.SS.2.4#2,3History of the American Indian Communities (First Americans) prior to 1600’s. The student compares the lives and contributions of the American Indians prior to the 1600’s. The student(A) compares the lives of a Native American tribe prior to 1600 to their life today ( for example, the Karankawa, Caddo, Apache, Comanche, Wichita, Coahuiltecan, Neches, Tonkawa tribes) (1) community (2) food (3) clothing (4) shelter (5) transportation (6) religion (7) government (8) economy (money or barter) (9) games (10) music, dance, art, etc.SS.2.4#2,3History of the Pilgrims or early settlers in the United States from 1600 to 1700. The student compares early settlers and Pilgrims life and communities to his/her life today. The student (A) compares the lives of the early settlers and Pilgrims 1600 to 1700 to their life today. (1) community (2) food (3) clothing (4) shelter (5) transportation (6) religion (7) government (8) economy (money or barter) (9) games (10) music, dance, art, etc.SS.2.22.5#3Geography. The student uses simple geographic tools such as maps and globes. The student(A) interprets information on maps and globes using basic map elements such as title, orientation/compass rose (north, south, east west), and legend/map keys. (B) creates maps to show places and routes within the home, school, and community.(C) distinguishes political boundaries between town, city, state, country and continent. (D) distinguishes between city and town and locates major cities in Texas and the U.S.(E) distinguishes the resources for types of communities, i.e., natural resources (water, soil, vegetation, etc., human resources (people at work), capital resources (machines, tools, building) for each type of community. (Edward’s Aquifer, ranches, farms, centers of medical research, NASA, oil production, centers for finance or business, notable land formations such as canyons, caves, dinosaur remains, recreational areas, National Heritage Site-San Antonio Missions, etc.)2.6#3Geography. The student understands the locations and characteristics of places and regions in the community, state, and nation. The student(A) identifies major landforms and bodies of water, including each of the continents and each of the oceans, on maps and globes.(B) locates places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes.(C) labels the borders of the State of Texas and the U.S. and locates States on the map or globe.(D) examines information from various sources about places and regions.(E) identifies and knows basic differences between an island, a peninsula, rivers, mountains, lakes and oceans using map symbols.SS.2.32.7#5Geography. The student understands how physical characteristics of places and regions affect people’s activities and settlement patterns. The student(A) describes how weather patterns and seasonal patterns affect activities and settlement patterns. (1) number of people (2) types and patterns of transportation (a) how do people move around (b) how are good moved around (c) how are services moved or delivered (3) types of jobs (4) types of buildings (5) landscape(B) describes how natural resources and natural hazards affect activities and settlement patterns.(C) explains how people depend on the physical environment and natural resources to meet basic needs.(D) identifies the characteristics of different communities, including urban, suburban, and rural, and how they affect activities and settlement patterns.(E) explains the relationship of natural resources to community and its industries (how humans interact with the environment)2.8#3Geography. The student understands how humans use and modify the physical environment. The student(A) identifies ways in which people have modified the physical environment such s buildings, roads, clearing land for urban development and agricultural use and drilling for oil.(B) identifies positive and negative sequences of human modification of the physical environment such as the use of irrigation to improve crop yields.(C) identifies ways people can conserve and replenish natural resources.2.9#5,7Economics. The student understands the value of work. The student(A) explains how work provides income to purchase goods and services.(B) explains the choices people in the U.S. free enterprise system can make about earning, spending, and saving money wand where to live and work.2.10#7Economics. The student understands the roles of producers and consumers in the production of goods and services. The student(A) distinguishes between producing and consuming.(B) identifies ways in which people are both producers and consumers.(C) examines the development of a product from a natural resource to a finished product.2.11#6Government. The student understands the purpose of governments. The student(A) identifies functions of governments such as establishing order, providing security, and managing conflict.(B) identifies governmental services in the community such as police and fire protection.(C) describes how governments tax citizens to pay for services.2.82.12#6Government. The student understands the role of public officials. The student(A) names current public officials, including mayor, governor, lieutenant governor, president and vice president.(B) compares the roles of public officials, including mayor, governor, and president.(C) identifies ways that public officials are selected, including election and appointment to office. (D) identifies how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them, and volunteering to participate in government functions.(E) identifies basic government and state symbols.2.13#4,10Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student(A) identifies characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and other, responsibility in daily life, and participation in government by education oneself about the issues, respectfully holding public officials to their word, and voting.(B) identifies historical figures such as Paul Revere, Abigail Adams, world War II Women Air Force Service Pilots (WASPs) and Navajo Code Talkers, and Sojourner Truth who have exemplified good citizenship.(C) identifies ways to actively practice good citizenship, including involvement in community service. 2.14#1,10Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity. The student(A) recites the Pledge of Allegiance to the United States Flag and the Pledge t the Texas Flag.(B) identifies selected patriotic songs, including “The Star Spangled Banner: and “America the Beautiful”.(C) identifies selected symbols such as state and national birds, flowers, patriotic symbols (i.e. the U.S. and Texas flags, Uncle Sam, etc.).(D) identifies how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom. 2.15#1,9,10Culture. The student understands the significance of works of art in the local community. The student(A) identifies selected stories, poems, statues, paintings, architecture, and other examples of the local cultural heritage.(B) explains the significance of selected stories, poems, statues, paintings, architecture, and other examples of the local cultural heritage.SS.2.92.16#1Culture. The student understands ethnic and/or cultural celebrations. The student(A) identifies the significance of various ethnic and/or cultural celebrations.(B) compares ethnic and/or cultural celebrations.(C) learns about holidays in North America through cultural program and integration with the Liturgical Calendar. 2.17#8Science, technology, and society. The student understands how science and technology have affected life, past and present. The student(A) describes how science and technology change communication, transportation, and recreation.(B) explains how science and technology change the way in which people meet basic needs.TEKS Introduction 2.7 A-B: State and federal laws mandate a variety of celebrations and observances, including “Celebrate Freedom Week”. Celebrating Freedom Week during September is recommended. *** Note – Core Knowledge and Skills Components may be taught by component per quarter or integrated within Social Studies lessons ***Component DescriptionAcademic VocabularyHistory(Q1)Integrate the Catholic Identity standards throughout the quarterly topics as appropriate SS.K.1Integrate the Social Studies skills through the quarterly topics as appropriate SS.1.2,3; TEKS 1.18,19,20TEKS 2.1 History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. (A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving; and(B) identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings.TEKS 2.2 History. The student understands the concepts of time and chronology.(A) describe the order of events by using designations of time periods such as historical and present times; (B) apply vocabulary related to chronology, including past, present, and future; and (C) create and interpret timelines for events in the past and present. TEKS 2.3 History. The student understands how various sources provide information about the past and present. (A) identify several sources of information about a given period or event such as reference materials, biographies, newspapers, and electronic sources; and (B) describe various evidence of the same time period using primary sources such as photographs, journals, and interviews. TEKS 2.4 History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. (A) identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, John Hancock, and Theodore Roosevelt, who have influenced the community, state, and nation; (B) identify historical figures such as Amelia Earhart, W. E. B. DuBois, Robert Fulton, and George Washington Carver who have exhibited individualism and inventiveness; and(C) explain how people and events have influenced local community historyTEKS 2.13 Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. (A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily lifeTEKS 2.14 Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity. (A) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag; (B) identify selected patriotic songs, including "The Star Spangled Banner" and "America the Beautiful"; (C) identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and Texas flags and Uncle Sam; and (D) identify how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom,SS.2.4 History Texas American Indian prior to 1600History of the American Indian Communities (First Americans) prior to 1600’s. The student compares the lives and contributions of the American Indians prior to the 1600’s. The student(A) compare the lives of a Native American tribe prior to 1600 to their life today ( for example, the Karankawa, Caddo, Apache, Comanche, Wichita, Coahuiltecan, Neches, Tonkawa tribes) (1) community (2) food (3) clothing (4) shelter (5) transportation (6) religion (7) government (8) economy (money or barter) (9) games (10) music, dance, art, etc.LandmarksCelebrationsCommunityStateNationTime/ chronology MonumentsHistoricalPresentPastFutureTimelinesSource materialsHistorical figuresCitizenshipIndividualismInventivenessCharacteristicsCustomsSymbolsPrinciplesNational identityResponsibilityPatriotic symbolsGovernment(Q2)Integrate the Catholic Identity standards throughout the quarterly topics as appropriate SS.K.1Integrate the Social Studies skills through the quarterly topics as appropriate SS.1.2,3; TEKS 1.18,19,20SS.2.4 History of the Pilgrims and early settlers 1600 to 1700.History of the Pilgrims or early settlers in the United States from 1600 to 1700. The student compares early settlers and Pilgrims life and communities to his/her life today. The student (A) compare the lives of the early settlers and Pilgrims 1600 to 1700 to their life today. (1) community (2) food (3) clothing (4) shelter (5) transportation (6) religion (7) government (8) economy (money or barter) (9) games (10) music, dance, art, etc.TEKS 2.11 Government. The student understands the purpose of governments. (A) identify functions of governments such as establishing order, providing security, and managing conflict; (B) identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community; and(C) describe how governments tax citizens to pay for services. SS.2.8; TEKS 2.12 Government. The student understands the role of public officials. (A) name current public officials, including mayor, governor, and president; (B) compare the roles of public officials, including mayor, governor, and president; (C) identify ways that public officials are selected, including election and appointment to office; and (D) identify how citizens participate in their own governance through staying informed of what public officials are. How citizens participate in government by educating oneself about the issues, respectfully holding public officials to their word, and voting;(E) identifies basic government and state symbols.SS.2.9; TEKS 2.16 Culture. The student understands ethnic and/or cultural celebrations. (A) identify the significance of various ethnic and/or cultural celebrations; and (B) compare ethnic and/or cultural celebrations.(C) learns about holidays in North America through cultural program and integration with the Liturgical Calendar. GovernmentOrderSecurityConflictServicesValueTaxesPublic officialsMayor GovernorPresidentElectionAppointedVotingEthnic/ cultural celebrationsGeography(Q3) SS.2.2; TEKS 2.5 Geography. The student uses simple geographic tools such as maps and globes.Geography. The student uses simple geographic tools such as maps and globes. The student(A) interpret information on maps and globes using basic map elements such as title, orientation/compass rose (north, south, east west), and legend/map keys. (B) create maps to show places and routes within the home, school, and community.(C) distinguish political boundaries between town, city, state, country and continent. (D) distinguish between city and town and locates major cities in Texas and the U.S.(E) distinguish the resources for types of communities, i.e., natural resources (water, soil, vegetation, etc., human resources (people at work), capital resources (machines, tools, building) for each type of community. (Edward’s Aquifer, ranches, farms, centers of medical research, NASA, oil production, centers for finance or business, notable land formations such as canyons, caves, dinosaur remains, recreational areas, National Heritage Site-San Antonio Missions, etc.)TEKS 2.6 Geography. The student understands the locations and characteristics of places and regions in the community, state, and nation. (A) identify major landforms and bodies of water, including each of the continents and each of the oceans, on maps and globes; (B) locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes; and (C) examine information from various sources about places and regions. SS.2.3; TEKS 2.7 Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. Geography. The student understands how physical characteristics of places and regions affect people’s activities and settlement patterns. The student(A) describe how weather patterns and seasonal patterns affect activities and settlement patterns. (1) number of people (2) types and patterns of transportation (a) how do people move around (b) how are good moved around (c) how are services moved or delivered (3) types of jobs (4) types of buildings (5) landscape(B) describe how natural resources and natural hazards affect activities and settlement patterns.(C) explain how people depend on the physical environment and natural resources to meet basic needs.(D) identify the characteristics of different communities, including urban, suburban, and rural, and how they affect activities and settlement patterns.(E) explain the relationship of natural resources to community and its industries (how humans interact with the environment). TEKS 2.8 Geography. The student understands how humans use and modify the physical environment. (A) identify ways in which people have modified the physical environment such as building roads, clearing land for urban development and agricultural use, and drilling for oil;(B) identify positive and negative consequences of human modification of the physical environment such as the use of irrigation to improve crop yields; and(C) identify ways people can conserve and replenish natural resources.TEKS 2.15 Culture. The student understands the significance of works of art in the local community. (A) identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage; and(B) explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage.GeographyGeographic toolsMapsGlobesMap elementsOrientationLegend/ map keyLocationRegionLandformsBodies of waterWeather patternsSettlement patternsSeasonal patternsPhysical environmentNatural resourcesBasic needsUrban SuburbanRuralUrban developmentAgricultureHuman modificationConserve ReplenishCultural heritageEconomics(Q4)TEKS 2.9 Economics. The student understands the value of work. (A) explain how work provides income to purchase goods and services; and(B) explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money and where to live and work.TEKS 2.10 Economics. The student understands the roles of producers and consumers in the production of goods and services. (A) distinguish between producing and consuming; (B) identify ways in which people are both producers and consumers; and(C) examine the development of a product from a natural resource to a finished product.TEKS 2.17 Science, technology, and society. The student understands how science and technology have affected life, past and present. (A) describe how science and technology change communication, transportation, and recreation; and(B) explain how science and technology change the ways in which people meet basic needsTEKS 2.13 Citizenship(C) identify other individuals who exemplify good citizenship; and (D) identify ways to actively practice good citizenship, including involvement in community service.EconomicsWorldGoodServicesFree enterpriseEarningSpendingSavingProducerConsumerNatural resourceScience TechnologySocietyCommunicationTransportationRecreationCitizenshipCommunity service ................
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