Grade: Two Unit: Community Unit Narrative While learning about their schools and families, the students

will learn the differences between fact and opinion. Students will understand what it means to be a responsible, active community member. Students will learn how their school has changed over time. What does it mean to be a citizen?

Overarching Essential Question(s) Topical Essential Questions Power Standards

How do you decide what is fact and what is opinion? How has our school changed? What are some responsibilities of a citizen? PS #2 HISTORY
Students analyze the influences of the past on the present, and their implication for the future by understanding and interpreting periods of conflict, change, and continuity in history.

PS#4 CIVICS, GOVERNMENT & SOCIETY

Students examine the democratic principle to compare and contrast different types of governments, debate the rights and obligations of citizenship within them, and evaluate the concept of human rights and responsibilities within those institutions from local, national, and global perspectives in various times.

FNWSU Social Studies Grade Two June 2010 version 2

Power Indicators

Build a timeline of important events in student or family life, and discuss changes that resulted from these events. Distinguish differences between fact and opinion through interpretation of family/classroom stories. (ie, family births, moving, deaths, tragedies, etc), Compare change in schools over time in your community. Describe how events and people have helped to shape their schools Describe two ways you can be a responsible citizen in your community. Describe two ways you can be a responsible citizen in your community. Use I think statements to begin to voice an opinion. Identify interdependence within community groups.

Recognize leaders and their roles in the community.

Inquiry Focus Assessment Concepts/ Vocab community, fact and opinion, timeline, citizen, interdependence, leaders, role, responsibility, respect, rules/laws, government

FNWSU Social Studies Grade Two June 2010 version 2

Grade: Two Unit: Our Town Unit Narrative In this unit, students will learn about the town in which they live. Students will understand the many occupations people have in their town and how their town functions. They will use mapping skills to locate important places in their town. The students will study why people make choices to spend or save money. What makes a community work? Why do people buy and sell goods? Why is it important to read a map? PS#5 ECONOMICS

Overarching Essential Question(s): Topical Essential Questions Power Standards

Students recognize and analyze the relationships among the needs and wants of individuals, societies, and governments, and identify and evaluate the economic and environmental factors that influence choices and decisions while accounting for the availability of resources.

PS #3 PHYSICAL & CULTURAL GEOGRAPHY

Students learn, and apply physical geography skills and the tools to identify locations; then investigate, understand, and analyze how cultures form and change over time and across various locations.

FNWSU Social Studies Grade Two June 2010 version 2

Power Indicators

Write home address and telephone number. Identify characteristics of community or town using resources such as road signs, landmarks, models, maps, and photographs, and discuss why certain locations are used for specific purposes. (ie, location of parks, campgrounds, schools, shops, etc) Use terms to identify places on a map, including left/right, cardinal directions. (north, south, east, and west) Create a simple map of the community that includes important landmarks or buildings, that includes cardinal directions and key. Discuss how people in the community interact with their physical environment, and how these interactions have positive and negative effects. (ie, adaptations, use of natural resources to heat in winter, overuse of electricity to power air conditioners in summer, greater use of electricity in darker winter months, water usage, gardening, car-pooling, solar panels, recycling) Explain how different groups contribute to the community Explain how communityjobs create resources and that we have choices about spending and saving. Give examples of each in your community: jobs, resources, goods, services. Identify why people make choices as consumers and producers. . (ie, foods, art, music, language awareness, religions, celebrations)

Inquiry Focus Assessment Concepts/ Vocab leader, occupation, resources, consumers and producers, goods and services, pollution, culture, geography, mapping: key, cardinal directions, landmark

FNWSU Social Studies Grade Two June 2010 version 2