Scope and Sequence Report

District: Susquenita School District, School: Susquenita Elementary School, Year: 2019-2020, Grade Level: 2, Subject: Social Studies,

Unit Name Start/End Unit Description / Overview Stage 1: Desired Results:Understandings: (Big Ideas)

Stage 1: Desired Results: EssentialQuestions

Standards

Social Studies -Grade 2 - Unit #1

We Belong to Many Groups (Communities) Big Idea: People are made up and worktogether in many groups such as workplaces,schools, and communities. UEQ: How doesa community work together?

EQ 1: What groups do you belong to?(Lesson 1, Lesson 2) EQ 2: What rules doyou follow at school and in yourcommunity? (Lesson 1, Lesson 3) EQ 3:What are the parts of a map? (Skill, Map andGlobe Skill) EQ 4: How do you use goodsand services in your community? (Lesson 3) EQ 5: How can I be a good citizen? (Lesson4, Unit 6: Skill)

5.1.2.D. Explain why school rules arewritten and posted.5.1.2.E. Describe citizens�responsibilities to the state of Pennsylvaniaand the nation.5.1.2.B. Explain the importance of rules inthe classroom and school community.5.1.2.C. Define fairness in working withothers.5.1.2.A. Explain the purposes of rules andtheir consequences in the classroom andschool community.5.2.2.A Identify and explain the importanceof responsibilities at school at home and thecommunity.5.2.2.D. Explain responsible communitybehavior.5.2.2.B. Identify a problem and probablesolution.5.2.2.C. Identify communityprojects/activities that support leadershipand public service.5.3.2.F. Identify and explain behaviors forresponsible school citizens and possibleconsequences for inappropriate action.6.1.2.C. Explain how choice hasconsequences.6.2.2.A. Identify goods, services, consumers,and producers in the local community.

Social Studies -Grade 2 - Unit #2

Where We Live (Geography) Big Idea: Our world's geography, climate,and natural resources affect the way we liveand work. UEQ: What are the many placeswe live in and how do they effect us?

EQ 1: What are the different types ofcommunities? (Lesson 1) EQ 2: What arethe differen

7.1.2.A. Identify how basic geographic toolsare used to organize information.7.1.2.B. Describe regions in geographicreference using physical features.

t types of landforms? (Lesson 1) EQ 3:What are the different bodies of water?(Lesson 1) EQ 4: How can I find land andwater on a map? (Skills) EQ 5: What is itlike to live in different places? (Lesson 2) EQ 6: How do we use the globe to finddifferent locations? (Skills) EQ 7: How dopeople change the land?  (Lesson 3) EQ 8:How does food get to our table?  (Lesson 4and Lesson 5)

>7.2.2.A. Identify the physicalcharacteristics of places.7.3.2.A. Identify the effect of localgeography on the residents of the region(food, clothing, industry, trade, types ofshelter, etc.).

Social Studies -Grade 2 - Unit #3

We All Work Together (Economics) Big Idea: Exchanging goods and servicesresult in people trading and determiningtheir needs and wants. UEQ: How docitizens all work together to meet the needsof their community?

EQ 1: How do taxes help the community?(Lesson 1) EQ 2: How do we depend onpeople who make goods? (Lesson 2) EQ 3:Where do our goods come from around theworld? (Lesson 3) EQ 4: Why do producersand consumers need each other? (Lesson 4)(Skill) EQ 5: How do we make gooddecisions about spending and saving ourmoney? ( Lesson 5) EQ 6: How do I locateinformation on a diagram? (Skills) EQ 7:How do people around the world worktogether (Unit 6, Lesson 6)

5.4.2.C. Explain why nations need to worktogether for peace.5.4.2.B. Identify ways that countries canwork together.6.1.2.D. Identify a choice based oncommunity interest.6.1.2.B. Identify community wants andneeds.6.1.2.C. Explain how choice hasconsequences.6.2.2.C. Define personal choice as related tobuying an item.6.2.2.A. Identify goods, services, consumers,and producers in the local community.6.2.2.D. Explain how demand for aconsumer good impacts price.6.3.2.D. Identify products produced outsidethe United States.6.3.2.C. Define taxes and who pays them.6.4.2.D. Identify buyers and sellers and howtheir wants and needs are addressed.6.4.2.C. Identify products that come frommany different countries.6.5.2.G. Identify how saving for a purchaseoccurs over time.6.5.2.A. Explain how money earned byindividuals is used to meet needs and wants.6.5.2.D. Describe money saving behaviors.

Social Studies -Grade 2 - Unit #4

People Make History (History) Big Idea: People from the past and presenthave shaped and influenced our world andcountry. UEQ: How have people helped ourcountry change and grow?

EQ 1: What are the parts of a timeline?(Skill) EQ 2: How do I read a timeline?(Skill) EQ 3: How have people impactedour country? (Lesson

8.1.2.A. Read and interpret information onsimple timelines.8.2.2.B. Identify important buildings,statutes, and monuments associated with thestate�s history.8.3.2.A. Identify groups and organizationsand their contributions to the United States.

2, Critical Thinking Skill, Lesson 3, Lesson5) EQ 4: What groups help lead ourcountry? (Lesson 4) EQ 5: What importantbuildings and monuments are in ourcountry? (Lesson 5, Map and Globe Skill)

Social Studies -Grade 2 - Unit #5

Being a Good Citizen (Civics andGovernment)

Big Idea: Our laws, leaders, and governmentshape our rights and country. UEQ: Howcan we become good citizens?

EQ 1: How do Americans honor theircountry?  (Lesson 1) EQ 2: How havefamous Americans helped us get ourfreedom? (Lesson 1 and Lesson 4) EQ 3:How can we choose our leaders? (Skills) EQ 4: What are the jobs of our leaders?(Lesson 2) EQ 5: What are the jobs of ourcommunity leaders? (Lesson 3)

5.3.2.A. Identify the role government playsin the community (education,transportation).5.3.2.E. Describe situations in the state ornation when having an elected officialrepresent the people is beneficial.5.3.2.C. Identify other types of servicesprovided by local government.5.3.2.D. Identify positions of authority atschool.5.3.2.B. Identify local government leaders.8.3.2.B. Identify American artifacts and theirimportance in American history.