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Curriculum Planning Map Grade 2

Approxima 3 Weeks 3 Weeks 4 Weeks 4 Weeks 2 Weeks 2 Weeks

te Time (August 23- (October 4-October (November 15- (January 29- (March 19- (April 23-May
Period September 13) 25) December 15) February 20) March 30) 7)

Citizenship & United States of American Indians Influential People & Maps & Globes Innovations &
Unit Name Pledge of America Major Holidays Resources

2.11 a-f, 2.13 b 2.12 a-d, 2.13 a 2.3 a-c, 2.7 a-c 2.4 a-j, 2.5 a-h 2.6 a-c 2.2, 2.8, 2.9,

Who is a citizen? How do the people of Why did American What contributions How can we use What are the
the United States Indians develop did these selected maps? three main types
What are the contribute to their different cultures? individuals make of resources?
responsibilities communities? that changed the What uses do we
and What regions of the lives of Americans? have for maps How have they
characteristics of Why do we vote in country did How do they impact and globes? ways in which
a good citizen? elections? American Indians how we live today? we use these
occupy? What were How do we read resources
What What do the the characteristics of What are the major maps? What changed over
Essential opportunities to American symbols those regions? holidays celebrated tools do we have time?
Questions be good citizens represent? by United States to help us read
exist in my daily What contributions citizens? and interpret Why do we
life? did American them? barter and
Indians make? Why do citizens of exchange
How do my the United States money?
personal actions What regions of the celebrate major
affect others in United States were holidays?
my community? American Indians
located? How has What values are
What is the this changed now, celebrated in the
Pledge of today? various holidays
Allegiance? Why celebrated in the
do we say it? How did the United States of
environment America?
influence the
cultures and Who is Martin
lifestyles of the Luther King, Jr.,
American Indians? George Washington,
and Christopher
Columbus, and why
are there holidays
named after them?

Responsibility Principles Native Americans Christopher Compass Community

Citizenship Life Powhatan of the North, South, Innovation
Eastern Woodlands Benjamin Franklin East, West
Citizen vs. citizen Liberty Communication
Lakota of the Plains Abraham Lincoln Compass rose
Rights Equality Transportation
Pueblo peoples of George Washington Legend
Community Pursuit of happiness the Southwest Population
Helen Keller Equator
Voting American flag Culture Natural
Thurgood Marshall Continent (North resources
Respect Bald eagle Region America, South
Rosa Parks America, Africa, Human
Self-discipline Washington Environment Europe, Asia, resources
Monument Jackie Robinson Australia,
Self-reliance Occupations Antarctica) Capital
Statue of Liberty Cesar Chavez resources
Trustworthiness Transportation Ocean (Atlantic,
Martin Luther King Pacific, Arctic, Barter
Honesty Homes Jr. Indian,
Southern) Money
Rules Contributions MLK Jr. Day
Prime Meridian Scarcity
Laws Changes Presidents Day
Hemisphere Consumer
Pledge of Similarities Memorial Day
Allegiance Major rivers, Producer
Differences Independence Day mountain ranges,
Labor Day

Columbus Day

Veterans Day

Thanksgiving Day

Recognizing Practicing good Identifying artifacts Identifying artifacts Using basic map Asking
direct cause and citizenship skills and and primary and and primary and skills to locate appropriate
effect respect for rules and secondary sources to secondary sources to places on maps questions to
relationships laws while understand events in understand events in and globes to solve a problem
collaborating. American history American history support an
Using a decision- compromising, and understanding of Using a
making model to participating in Comparing and Using and creating American history decision-making
make informed classroom activities contrasting people, graphs, diagrams, model to make
decisions places, or events in and pictures to Make and use informed
Skills Connecting past & American history determine simple map decisions
Practicing good present characteristics of symbols
citizenship skills Defending positions people, places, or Recognizing
and respect for Identify the orally and in writing, events to support an Draw maps of direct cause and
rules and laws individual rights that using content understanding of familiar area effect
while citizens have vocabulary American history relationships
collaborating. Locate specific
compromising, Explain how the Comparing and areas (regions) Describe the
and participating people of the United contrasting people, on maps and following types
in classroom States of America places, or events in globes of resources
activities make contributions to American history human, capital,
their local, state, and natural
Decision-making national communities Making connections
between past and Identify
Distinguish Describe what each present examples of
between Citizen of the American each type of
and citizen symbols represent Defending positions resource
and mean orally and in writing,
using content

Collect, organize,
and record

Gather, classify, and

interpret information

Explain cause-and-
effect relationships

Connecting past &



Describe the
contributions of
Benjamin Franklin,
Abraham Lincoln,
George Washington
Carver, Helen
Keller, Thurgood
Marshall, Rosa
Parks, Jackie
Robinson, Cesar
Chavez, and Martin
Luther King, Jr.

Describe why
United States
citizens celebrate
major holidays
Martin Luther King,
Jr. Day, Presidents
Day, Memorial Day,
Independence Day,
Labor Day,
Columbus Day,
Veterans Day,
Thanksgiving Day

Literacy Literacy Literacy Question: Does Current Events Language Arts:

anyone know why Write about
Current events Current events (in Current events we do not have Global what a day
classroom/school school on the first education: Pen without one of
Morning meeting community, in local Morning meeting Monday of pals these resources
community, in (For greeting: Good September? would be like
Classroom national community) morning, ____. One Literacy: choose (ex: water, bus
community thing about the Literacy: various a text that has to driver, etc.)
Integration Morning meeting Powhatan Indians is texts about these do with
Global education that ______. important people globes/traveling/ Current events
Classroom Students may repeat and holidays; a certain region
Generating community the same things writing a short of the US or Math: I could
classroom rules which will reinforce biographical story world potentially
Primary sources: key ideas. The next (select an important integrate a math
taking a look at the days greeting will person from the list lesson on the use
Declaration of be about the Lakota and write a 5 page of money and
Independence Indians, and the next booklet, with one connect it to this
day will be about the fact about that unit
Pueblo Indians) person on each
page); also, Literacy:
This could also be Christopher relevant mentor
tied in with the Columbus: Hero or text about goods
science unit on the Villain? and services
parts of a plant
(when we are talking Current events: Morning
about celebration of meeting:
farming/corn/tobacc holidays, demonstrate
o, etc.) implications for our scarcity with a
lives now in the morning
present from these message such as
people from the past (Yesterday, we
had a small class
Literacy: If you party and we
could write a letter have a some
to any of the cookies leftover.
Influential There are only
Americans we have 14 cookies left,
been learning about, but there are 21
who would you of you. How
write to and why? should we solve
this problem?
This was an
activity I did in
my placement.)

Think-pair-share Collaborative wall Morning meeting Contents of artifact Fill-in-the-blank Content included
chart for each of the greetings bags map in chart
Assessment Oral contributions individual rights
s to discussion of life, liberty, pursuit of Content included in American figures Making a map of Resources chart
relevant topics happiness organization chart booklet their own
(ex: articulating bedroom: makes Mini-economy
who qualifies as a Oral contributions to Guided Discovery Matching Activity sure title, reflection
citizen) discussion of relevant inquiry (memory game) compass, and
topics (ex: why do we map legend are
Creating posters: vote? (in national Exit tickets Christopher included criteria
using markers, electionshow is Columbus: Hero or
colored pencils, this connected to Think-pair-share Villain? Pen-pal letter
etc. to draw an taking part in the
ideal citizen (or voting process in the Ongoing KWL chart KWL chart for the
good citizen) classroom?)) Influential
and to include Americans
characteristics, Explanations of table
qualities, and group flags
(students can Content of American
choose to work in symbols flip book
groups or
independently) If field trip happens,
field trip reflection
Ongoing wall
chart for self-
discipline, self-
reliance, honesty,

Questions for the

guest speaker

Generating Service learning: Readers Theater Readers Theater Google Earth Case studies
classroom rules taking part in service
learning opportunities Role-playing/Taking Read-Alouds Pen Pals: writing Make a chart
Activities Collaborative in the school, such as different a letter to a pen with two
definition box tops, shoe perspectives Historical pal about their columns, one for
building (of collection drive, book reenactments community, goods, and one
concepts like collection drive, etc. Guided Discovery asking questions for services.
respect, (we did one during Role-playing/Taking about another Give students
trustworthiness, Ongoing wall chart class during the different region of the US magazines at
etc.) for each of the Group lesson where perspectives their table
individual rights we looked at Investigate groups and have
Ongoing wall life, liberty, pursuit of pictures depicting Timelines ready-made them cut and
chart for happiness the way of life for a maps paste examples
responsibilities specific tribe and Historical characters of goods and
self-discipline, American symbols made inferences Make a map of examples of
self-reliance, flip book based on what we Music History their bedroom services
honesty, saw) (or some other
trustworthiness, If students are sitting Memory game: On a space that is Make a chart
etc. in table groups, give Reading mentor series of index cards, personal to labeled with the
them a blank flag and texts (ex: The print out a picture of them): include three types of
Assigning ask them to come up Rough-Face Girl is the individuals we title, compass resources, and
classroom roles with their table flag. the Algonquian are learning about rose, and map have students list
(such as line Encourage them to Indian version of the and write their name legend school resources
leader, attendance thoughtfully choose Cinderella story, this under the picture; on and place them
taker, paper what to include on could also be other index cards, Where I Live in in the right
passer, etc.) the flag and to be integrated with write out bulleted the USA: category (ex:
able to explain what literacy and facts about that http://www.ench teacher, water,
Role-playing: As each part of the flag discussing fairy tales person; use it as a antedlearning.co computer, school
a student to role- represents, just as we or story structure) memory game, were m/usa/label/wher bus, school bus
play as the learned that the stars you have to match eilive/ driver, tree, etc.)
teacher and I will and stripes on the Making a chart to the person with the
role-play as a American flag organize information facts Label the Mini-economy:
student. I will represent the 50 about the American classroom with students create
spill a box of states and 13 original Indians Artifact bags: it may directions items to barter
crayons on the colonies not be feasible for (NSEW) and exchange
floor and blame American Indians every student to with the items
another student If possible, field trip Timeline: research every created by other
for doing it. This to the Washington http://www.ambrose notable individual classmates
can segue into a Monument? video.com/resources and holiday in great
conversation (depending on when /documents/America depth and detail, so I
about honesty and this lines up in the n%20Indian%20Tim will split students
trustworthiness school yearIm eline%20for%20A% into groups of 9,
considering if it is too 20History%20of%2 each student
Guest speaker: early in the year to 0American%20India assigned with the
have a guest take a field trip, but n%20Achievement.p task of making an
speaker come into Im also considering df artifact bag for a
the classroom to that having a field certain individual,
talk about what it trip at the beginning Potentially a field and decorating the
means to be a god of the year will help trip to the bag with pictures,
citizen (principal, facilitate building Smithsonian etc. and filling the
parent, etc.) community within the Institutions bag with various
classroom, while also National Museum of facts; once students
Reading mentor allowing me a chance the American Indian are done creating
texts: culturally to get to know my (if field trip to their artifact bags,
responsive students outside of Washington they will come
mentor texts that the classroom early Monument doesnt together as a table
offer a variety of on) happen) group and go around
perspectives, read and explore each
a mentor text that Engaging video on Virtual scenes from persons artifact bag
centers around a bald eagles: the Eastern
character doing https://www.youtube. Woodlands: Defending a position
things that com/watch?v=oKfic http://www.nativetec orallyChristopher
improve the mlxzaI&feature=shar h.org/scenes/ Columbus: Hero or
school/communit e Villain? (They will
y Construct a model of have some content
https://www.youtube. the houses that each knowledge to
Votingvoting com/watch?v=QSkR group of American answer this question
on what activity OXHcFVY Indians lived in because we will
to do for morning have already
meeting, etc. (in covered the unit on
general, voting to Native Americans)
make fair
incorporate the
voting process in
the classroom
throughout the
school day
Discuss the
concept of the
chairwhy do
we have it? How
is it connected to
and self-reliance?

Major Holidays (2018-2018 Albemarle County Public Schools)

September 4thLabor Day*
October 9thColumbus Day
November 11thVeterans Day
November 22-24thThanksgiving break*
December 20th January 2ndWinter break*
January 15thMartin Luther King, Jr. Day*
January 19thPresidents Day
April 2nd - 6thSpring break*
May 28thMemorial Day*
July 4thIndependence Day*
*Students will not be at school

Notable Dates
First Day of School8/23
Professional Development Days9/22, 10/27, 11/6, 1/22, 2/19, 3/30,
Parent Conferences11/7
Last Day of School6/6

Rationale for Each Unit

On the 2017-2018 School Calendar for Albemarle County, I counted approximately 35 weeks of instructional days, leaving 2 weeks at the end
of the year for review. The Social Studies curriculum I have mapped out takes place over the span of approximately 17 weeks, which is roughly
half of the instructional weeks. I envision a flip-flopping of sorts between doing a Social Studies Unit, followed by a Science Unit, and so forth.
I have a lot more to learn about curriculum mapping, and decided to try to keep a roughly even balance between instructional time for Social
Studies and Science. This way, I might gain a better understanding of which units might need more time, or less time, and adjust as I
experiment. I think Id use a curriculum map like this as a starter, but would definitely take notes throughout the year and adjust for the next
school year, accordingly.

Citizenship & Pledge of Allegiance: August 23 September 13

I decided to start with the Citizenship unit because I think it ties in seamlessly with the beginning of the year activities in establishing
and building classroom community. The content on the responsibilities of citizens can begin with the relevance of that discussion to our
classroom, and then we can build on that by expanding those responsibilities out into our school, local community, and country. I also included
the standard related to the Pledge of Allegiance because it is said at the beginning of the school day for the rest of the year, so I thought it
would be important to touch on what it is and help students understand why we say it.

United States of America: October 4 October 25

Like I stated above, the unit on Citizenship will provide a segue into discussing what it means to be a Citizen vs. a citizen. This unit will
be building upon the first unit on citizenship, allowing students to compare and contrast and to make connections across units and content. I
chose to include the standards for American symbols in this unit rather than the first in order to make connections between citizenship and the
American symbols.

American Indians: November 15 December 15

I decided to continue with the American Indians unit next. I talked to my mentor teacher from my placement and asked her for her
reasoning as to why she decided to teach her American Indians unit during the November/December time window, early in the year. She said
she chose to have this unit be taught before the unit on Influential Americans & Holidays because they were here first, as simple as that. I really
liked her take on this, so I decided to model my curriculum map after her idea. I think it also makes sense to do so in chronological regards.

Influential People & Major Holidays: January 29 February 20

The next unit I chose is the Influential People & Major Holidays unit. I decided to keep these all in one unit, rather than spreading them
across the curriculum to align with the actual occurrences of the holidays, because I thought it might be too difficult for students to keep track
of when all the holidays are when they are occurring across the entire span of the year. I also think that it will be helpful for review, because
once all of the influential people and major holidays have been covered, when we do come across the actual observance of the holiday, we can
go back and review and discuss it. Additionally, it will allow students to make better sense of holidays and people that have already been
celebrated, such as Martin Luther King, Jr. Day.

Maps & Globes: March 19 March 30

This unit is on maps & globes. I thought it would make sense to have this unit here because students will have relevant reference points
to which they can use the amps and globes effectively. For example, we will have covered the American Indians unit, as well as influential
people and holidays, and students can use what they know and apply their map skills to that knowledge.

Innovations & Resources: April 23 May 7

I decided to make this the final unit, because I think that these concepts provide space for students to synthesize concepts we have been
learning throughout the course of the year and really bring their wealth of knowledge together. I think this unit provides a lot of real-world
thinking and real-world application in a more direct way, so students can make connections between the past and the present.