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Chester Township Public Schools |
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Social Studies |
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Social Studies - Second Grade |
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Local: Physical Characteristics
The learner will be able to
name physical characteristics of his/her local community. (6.1, 6.4, 6.7) Activities/Evaluation Draw pictures of homes and neighborhood. Make a chart of all things found in Chester and develop a class definition of their community. Show pictures of different types of communities and compare them to Chester.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Community: Local |
Knowledge |
Master |
Tudor Foundation Core Curriculum, September 1998, Second Grade |
Classroom
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Past:
The learner will be able to
understand the daily life of early colonial communities by having the students explore the idea of "how did Chester begin," (6.7, 6.8) Activities/Evaluation Find resource person to tell the story of how Chester began. As a history detective find old picture of Chester and analyze pictures to discover what happened? What changed.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Community: Past |
Knowledge |
Master |
Tudor Foundation Core Curriculum, September 1998, Second Grade |
Classroom
Home
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Caring Makes a Difference: Holocaust
The learner will be able to
discuss the concept tha people are different, and those differences make each of us special. (6.2, 6.3). Activities/Evaluation Discuss the concept that many diferent influences help to form a person including family, age, gender, race, ethnic background, culture, environment, education, physical characteristics, religion friends, etc. Compare and contrast self to others. Explain how each difference inpeople potentially enriches all people.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Diversity |
Knowledge |
Master |
Chester Township Public Schools(a) |
Classroom
Home
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Goods/Services: Distinguish
The learner will be able to
distinguish between goods and services and identify the way some basic needs are met in the community. (6.4, 6,5, 6.6) Activities/Evaluation Discussion of the concept that all human beings need air, water, food, clothing, shelter, love and recreation and that communities are formed to help people meet their basic needs. Make a bulletin board with one half of the board labeled Goods and the other Services. Construct a picture directory of the services in the community of Chester. Plan and take a class trip to visit a farm, bakery or someplace where a product is made (goods). Visit a police station, bank, fire department, post office that provides a service (services).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Goods/Services |
Application |
Master |
Tudor Foundation Core Curriculum, September 1998, Second Grade |
Classroom
Home
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Goods/Services: Consumers/Define
The learner will be able to
define consumers as people who use goods and services. (6.6) Activities/Evaluation Construct a product in a group. Simulate the process of each child having a job and earning money and making a decision as to what to do with their income. Determine if any products made in Chester are shipped to another community.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Goods/Services |
Knowledge, Application |
Master |
Tudor Foundation Core Curriculum, September 1998, Second Grade |
Classroom
Home
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Goods/Services: Producers/Define
The learner will be able to
define producers as people who make goods or provide services. (6.6) Activities/Evaluation List the products produced in Chester and New Jersey that are shipped to another community of state. Identify the product destination on a map.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Goods/Services |
Application |
Master |
Tudor Foundation Core Curriculum, September 1998, Second Grade |
Classroom
Home
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Law: Obey/Understand
The learner will be able to
understand that laws must be obeyed and laws are necessary to keep peace and order in the community. (6.1) Activities/Evaluation Make a list of classroom rules. Discuss why rules are necessary. Utilizing the game FAMILY FEUD play the game and determine rule violations. Illustrate of write about a situation where law is needed. Write a play and role play situations involving laws and responsibilities. Write about a community or place with no laws emphasizing what might happen.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Law |
Comprehension |
Introduce |
Tudor Foundation Core Curriculum, September 1998, Second Grade |
Classroom
Home
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Principles: Promotion/Name Ways
The learner will be able to
name ways he/she can work with others to promote the principles and values of American democracy in the community. (6..1) Activities/Evaluation Invite a person in the community who helps make the laws to visit the school and address the class about his/her responsibilities. Invite the mayor to come to class and explain how he/she became involve in local government. Explain and discuss how other communities get officials into office.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Democratic Principles |
Knowledge |
Master |
Tudor Foundation Core Curriculum, September 1998, Second Grade |
Classroom
Home
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Identity: Holidays
The learner will be able to
recognize an American identity of shared values, principles, and/or beliefs in holidays celebrated. (6.1, 6.3, 6.4, 6.5, 6.9) Activities/Evaluation Recognizing that people celebrate different holiday in the United States and the world the following holidays will be recognized: Veteran's Day. Write letters to a veteran. Invite a veteran to be guest speaker. Election Day. Identify candidates and importance of voting. Thanksgiving. importance and discuss Molly's Pilgrim. Kwanza, Christmas, Hanukkah. Read stories by comparing and contrasting each holiday. Martin Luther King's Birthday. Read selected stories leading up to the death of Martin Luther King. President's Day. Write a five fact book of selected president. List things that you would do if you were President. Arbor Day. Plant trees. Write about the importance of Arbor Day and how it started. Write about importance and how it effects the environment. Write plays that teach us to conserve. Cinco de Mayo. Discuss and find Mexico on a map. Chart information about the people of Mexico and customs. Memorial Day. Discuss and chart the importance of Memorial Day. Flag Day. Make a U.S. Flag and tell how it was made. Read Betsy Ross and the Flag.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| American Identity |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Second Grade |
Classroom
Home
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Concepts: Terms/Location
The learner will be able to
recognize geographical terms dealing with location, such as neighborhood. (6.8) Activities/Evaluation Draw and label the different buildings in Chester. Create a 3-D map of Chester, NJ. Locate home, school and favorite places in Chester. Identify the direction traveled when going to school. Use the compass.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Geographical Concepts |
Knowledge |
Master |
Tudor Foundation Core Curriculum, September 1998, Second Grade |
Classroom
Home
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Physical Resources: Daily Lives
The learner will be able to
identify how he/she uses the Earth's physical resources in daily life. (6.4, 6.7) Activities/Evaluation Research countries selected by students and determine how children line in that country. Locate the country on a map. Compare its location to Chester,NJ and North America.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Physical Resources |
Analysis |
Master |
Tudor Foundation Core Curriculum, September 1998, Second Grade |
Classroom
Home
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Map: Scale
The learner will be able to
associate a given map scale to its corresponding map. (6.8) Activities/Evaluation Make a legend and identify the child's house on the map and place it in the map key (legend).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Map/Globe Skills |
Application |
Master |
Tudor Foundation Core Curriculum, September 1998, Second Grade |
Classroom
Home
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US Geography: State/Individual
The learner will be able to
identify his/her state given a map and/or globe of the United States. (6,8) Activities/Evaluation Identify on a world map United States of America and the State of New Jersey.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| US Geography |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Second Grade |
Classroom
Home
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Technological Developments
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Technology: History/Needs
The learner will be able to
analyze how individuals throughout history have used technology to meet their needs and that early civilizations evolved near rivers and other bodies of water due to availability of transportation. (6.4) Activities/Evaluation Chart various ways in which humans traveled during early civilizations. Chart ways that we travel now. Read a book about transportation. Write a story describing how you would travel from one place to another. Make a bulletin board titled THEN and NOW comparing pictures of various kinds of transportation. Collect samples of old types of transportation . Utilize community resources to find people who have old bikes or cars and invite these people to talk to the class. Compare various animal means of transportation. Invent a new means of transportation that would conserve fuel.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Technology |
Analysis |
Master |
Tudor Foundation Core Curriculum, September 1998, Second Grade |
Classroom
Home
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Transportation: Types/Understand
The learner will be able to
understand the different types of transportation used throughout history.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Transportation |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Second Grade |
Classroom
Home
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