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Content Standard: CULTURE Standard:
Culture encompasses similarities and
differences among people, including their
beliefs, knowledge, changes, values and
traditions. The student will explore these
elements of society to develop an
appreciation of and respect for the variety
of human culture.
Countries and Cultures
C.1.
Identify differences among people.
Embracing Cultures
Project
Daily Life in 1621
1.
Respond to familiar adults
2.
Demonstrate awareness of unfamiliar people
3.
Show awareness of other children
4.
Engage with familiar adults
5.
React to unfamiliar adults
6.
Interact with other children
C.2. Recognize that culture is
learned behavior than includes customs,
beliefs, rules, life ways, language, food,
and clothing
Food, Friends, and Fun
Holiday Crafts
1.
Demonstrate understanding of differences
among individuals, culture, and community
Grade 2
Communities
(Oswego
City School District Presentation)
2.
Demonstrate the understanding of the reason
for rules
3.
Identify persons in a family and their roles
myths, and
legends
C.5. Recognize components of
American culture (i.e., holidays, language,
clothing, food, art, music, and religion).
1. Recognize
most cultures preserve important personal
and public items from the past
2. Identify
major national holidays and their purposes
Christmas Around
the World
Download the
Presentation
3. Recognize
patterns of cultural traits such as
language, religion, and family structure
1 Myths, and
legends
2. Recognize that people
from diverse culture can live together in
the same neighborhood
Our Community
C.5.
Recognize components of American culture
(i.e., holidays, language, clothing, food,
art, music, and religion).
1. Recognize
most cultures preserve important personal
and public items from the past
2. Identify
major national holidays and their
purposes
3. Recognize patterns of cultural traits
such as language, religion, and family
structure
Thanksgiving Coupon
Book
Hanukkah
C.6.
Describe customs, celebrations, and
traditions of selected racial, ethnic, and
religious groups in Tennessee.
1. Recognize
people learn customs from their culture
2. Understand
that Tennessee’s culture has ties to other
cultures in the world
C.7. Define the basic components
of culture.
1. Identify
personal attributes, such as physical
characteristics, that are common to all
people
2. Recognize
how individuals learn skills and customs
from their culture
C.8.
Identify how communities reflect the
cultural background of their inhabitants.
1. Understand
that some differences among people are a
result of their culture
2. Identify
similarities and differences in food,
clothes, homes, games, and families from
different cultures
3. Describe
customs of the local community
Content Standard: ECONOMICS Standard:
Globalization of the economy, the explosion
of population growth, technological changes
and international competition compels the
student to understand, both personally and
globally, production, distribution, and
consumption of goods and services. The
student will examine and analyze economic
concepts such as basic needs versus wants,
using versus saving money, and policy-making
versus decision-making.
E.1.
Identify basic human needs.
1.
Demonstrate understanding that people need
food, clothing, and shelter
Needs and Wants
Producers and
Consumers
Grade 2 Work for
Food, Clothes, and Toys
2.
Explain how basic human needs of food,
clothing, shelter and transportation are met
E.2. Identify examples of goods
and services in the home, school, and
community.
1.
Distinguish the difference between goods and
services
2.
Identify where specific goods or services
may be purchased (i.e., prescriptions at
pharmacy, food at grocery store)
3.
Recognize that goods and services are
exchanged world wide
Content Standard: GEOGRAPHY Standard:
Geography enables the student to see,
understand and appreciate the web of
relationships between people, places, and
environments. The student will use the
knowledge, skills, and understanding of
concepts within the six essential elements
of geography: world in spatial terms, places
and regions, physical systems, human
systems, environmental and society, and the
use of geography.
GG.1.
Describe seasons
1.
Describe how weather impacts daily life
2.
Describe different kinds of weather
(Click) What's the
Weather?
GG.2. Understand how to use maps,
globes, and other geographic
representations, tools and technologies
1.
Understand and recognize familiar localities
(school, home, etc)
2.
Locate and name familiar places in school
and in the neighborhood
I've Been
Working in the Neighborhood
3.
Describe differences among physical features
of locations (e.g., farms, cities, urban,
rural)
City Map Reading
Activity Printout #1
City Map Reading
Activity Printout #2
4.
Recognize that maps and globes are
representations or models of specific places
United States
Puzzle
Grade 2 Global
Continents
What Are Maps?
Grade 2 Geography
World Map
5. Use
map symbols and legends to identify
locations and directions
The Compass
Directions Game
Landforms
USA Map: Where I
Live
6.
Find a specific location on a school or
community map
7.
Define and use directions (i.e., N,S, E, W)
Compass Rose Print
Out
Compass Rose
Content Standard: GOVERNANCE AND CIVICS
Standard:
Governance establishes structures of power
and authority in order to provide order and
stability. Civil efficacy requires
understanding rights and responsibilities,
ethical behavior, and the role of citizens
within their community, nation and world.
GC.1.
Exhibit cooperation.
1.
Work beside other children
2.
Work with other children
3.
Demonstrate understanding of various ways to
resolve conflict (i.e., in the school, home,
or courts)
GC.2. Identify purposes for
having rules.
1.
Demonstrate understanding of the reason for
rules
2.
Design a set of rules or laws for home,
classroom, or community
3.
Demonstrate understanding of the necessity
of establishing and enforcing the rule of
law governments (i.e., mayor, governor, and
United States President)
Ben's Guide to US
Government Games
Content Standard: HISTORY Standard:
History involves people, events, and issues.
The student will evaluate evidence to
develop comparative and causal analysis, and
to interpret primary sources. He/she will
construct sound historical arguments and
perspectives on which informed decisions in
contemporary life can be based
H.1.
Recognize that change occurs over time.
Grade 2 Time
Marches On
1.
Recognize change in the environment (e.g.
toys added or taken away; room rearranged)
2. Use
a schedule to record previous and future
events
3.
Read and construct simple timelines
4.
Recognize routines and categorize time
intervals
5.
Distinguish between the past, present, and
future
6.
Demonstrate an ability to use correct
vocabulary associated with time such as
past, present, future, and long ago
7.
Identify examples of change and recognize
examples of cause and effect relationships
8.
Analyze the causes and effects of changes in
a place over time
9.
Identify reasons why people choose to settle
in different places (e.g., occupations,
family, climate, and natural resources)
Grade 2 Natural
Resources
Grade 2 Natural
Resources Game
10.
Identify major technological advances (i.e.,
farming tools, wheel, computer technology,
and printing press)
11.
Compare and contrast different stories or
accounts about past events, people, places,
or situations; identify how they contribute
to our understanding of the past
Archiving Early
America Movies
Grade 2 Learning
About America Lesson
Game
12.
Identify major Tennessee political leaders
(i.e., Andrew Jackson, Sam Houston, James K.
Polk, Sequoia, and Davy Crockett)
Tennessee History
H.2. Describe and measure
calendar time by days, weeks, months, and
years.
1.
Demonstrate understanding of the concept of
time (e.g., bedtime is at night, get up in
the morning)
weeks,
months, and years.
(e.g.,
bedtime is at night, get up in the morning)
2.
Demonstrate ability to follow a schedule
3.
Demonstrate ability to tell time (e.g., to
the minute,
4.
Demonstrate understanding of the purpose of
a
5.
Identify days of the week minute, hour, or
day)
6.
Identify months of the year
7.
Identify present year (e.g., 2005, 2006,
etc.) calendar
8.
Demonstrate ability to use a calendar for
9.
Identify common events and routines
10.
Create and interpret timelines scheduled
events
Animated Atlas
Content Standard: INDIVIDUALS, GROUPS, and
INTERACTIONS Standard:
Personal development and identity are shaped
by factors including culture, groups, and
institutions. Central to this development
are exploration, identification, and
analysis of how individuals and groups work
independently and cooperatively.
IGI.1.
Explain the consequences of an individual’s
decisions and actions.
1.
Demonstrate understanding of individual
responsibility
2.
Demonstrate understanding of cooperation
3.
Work independently and cooperatively to
accomplish goals
4.
Demonstrate ability to share and give
opinions in a group
5.
Recognize individuals have a role in each
group in which they participate
6.
Recognize that individuals can belong to
groups but still have their own identity
7.
Demonstrate understanding of consequences
when rules are not followed
IGC.2. Identify purposes for
having rules.
1.
Demonstrate understanding of the reason for
rules
2.
Design a set of rules or laws for home,
classroom, or community
3.
Demonstrate understanding of the necessity
of establishing and enforcing the rule of
law of individual responsibility
4.
Demonstrate understanding of cooperation
5.
Work independently and cooperatively to
accomplish goals
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