Primary: COMMUNITIES

A.  Our Community                    

History

H1.1.1a Group personal, local, state, and national events in terms of past, present, and future, and place in proper sequence on a timeline.

H1.1.1b Identify and analyze relationships between historical events

H2.1.1 Explain how an idea has affected the way people live

H2.2.1 Describe instances in which new technology has led to changes in values, beliefs, and attitudes

·         Describe the critical attributes of a community (people frequently interact, live in close geographical proximity, have a sense of belonging).

·         Identify issues faced by the local community as appropriate for young children.

·         Identify examples of how the community has changed over time and predict how the community might change in the future.

·         Compare and contrast different stories and accounts about past events in the community.

·         Create a community time line.

·         Identify factors/circumstances that cause communities to change.

Adapt 

Dig

Deep

CBA

What makes a community?

What causes communities to change?

How are communities alike and different?

Geography

G1.1.1a Examine a variety of maps to describe basic mapping elements. (Location)

G1.1.b Use basic mapping elements to construct a map that displays information about school grounds, a neighborhood, or a local community (Location, Place)

G1.2.1a Locate places, major physical features, and human spatial patterns using maps, globes, and other sources (Location, Place, Region)

G3.1.1a Identify choices individuals have in how they interact with the environment (Human/ Environment Interaction, Region)

·         Use maps and charts to assist in the examination of local community issues.

·      Analyze geographic factors of the community and speculate on how those factors can impact a community issue.

Adapt

People

on the

Move

CBA

What challenges does our community face?

How do communities solve problems?

How are communities alike and different?

A.  Our Community               Continued

Civics

C1.2.1b Identify the traits of responsible citizenship and explain how they contribute to the democratic ideal

C1.3.1a Identify examples of rights and responsibilities of citizenship

C2.1.1a Identify the people and entities who make, apply, and enforce rules and laws

C2.1.1b Distinguish among local, state, and national public servants

C2.3.1a Explain what government is and what governments do

C3.2.1a Provide examples of conflict, cooperation, and interdependence among individuals, groups, and nations

C4.1.1a Identify individual rights and the responsibilities they imply and the importance of respecting the rights of others

C4.2.1a Participate in civic discussion pertaining to public issues at school and in the local community

C4.3.1a Describe how one person can make a difference in school or the local community

·      Identify the roles and responsibilities of community members.

·      Participate in civic discussions.

·      Explain actions citizens in a community can take to influence public policy.

·      Describe how government meets certain needs of the community.

·      Explain how public policies are used to address the common good and individual rights.

·      Analyze community problem(s), consider solutions, make a decision and can support the decision with logical reasons.

Adapt

You

Decide

CBA

What are the roles and responsibilities of community members?

How do communities solve problems?

How are communities alike and different?

Unit(s) of your own choosing: The social studies frameworks were designed to focus on core understandings and skills and to allow teachers, schools, and districts to develop additional units to meet the specific needs and interests of their students.

Primary:     COMMUNITIES

B.  Communities Meet their Needs and Wants             

Civics

C4.1.1a Identify individual rights and the responsibilities they imply and the importance of respecting the rights of others

C4.2.1a Participate in civic discussion pertaining to public issues at school and in the local community

C4.3.1a Describe how one person can make a difference in school or the local community

·         Participate in civic discussions.

·         Identify and analyze the role of government in community decision making.

·         Explain the role of citizens in community decision-making.

How do communities decide the costs and benefits when making decisions that affect the whole community?

Economics

E1.1.1a Recognize that wants exceed available resources.

E1.1.1b Identify and analyze the opportunity cost of a personal choice; identify and analyze the opportunity cost of a choice within a community context.

E1.1.1c Given a problem of choice, list possible costs and benefits of choosing each alternative

E1.2.1a Differentiate among resources, goods, and services

E2.1.1a Recognize that people trade or exchange goods and services only when they think they will gain

E2.1.1b Describe how markets are created by buyers and sellers exchanging goods and services

E2.1.1c Understand that exchange will lead to specialization

E2.3.1a Understand that a higher price for a good or service provides an incentive for buyers to purchase less of a good or service and for producers to make or sell

E2.3.1b Understand that competition is when there are buyers and sellers of similar products in the same market at the same time

E2.3.1c Analyze that sellers advertise their goods and services in order to increase sales

·         Identify goods and services in a community.

·         Explain how in the community businesses, the labor force, and government meet people's needs and wants.

·         Describe a situation that requires a choice, makes a decision, and identifies the opportunity cost (i.e. what  was given up as a result of the decision).

·         Describe the role of advertising in the marketplace and analyzes techniques advertisers use.

·         Examine the role of entrepreneurs in the marketplace.

How do communities decide the costs and benefits when making decisions that affect the whole community?

What goods and services do communities provide?

What jobs do people have in a community--public and private?

How do consumers make decisions about what to buy and how do producers make decisions about what to sell?

How does advertising influence people's choices in the marketplace?

How do communities pay for the goods and services they need and want?

Social studies skills

Communications Frameworks        Second Grade

1.1 Inquiry and Information Skills

Defines central question (Writing 3.1), (Math 2.2): Selects a social studies topic; asks questions to identify sub-topics

Searches for relevant information (Communication 2.2) (Reading 1.5, 3.1)(Writing 3.2), (Math 4.1):  Identifies key works; identifies appropriate and varied sources, uses basic search skills

Evaluates information (Reading 2.3) (Math 2.1): Locates particular facts in social studies documents, identifies the main idea

Organizes information (Writing 3.2) (Math 4.1, 4.2): Locates data into graphic organizers

Applies information (Writing 2.2, 2.3, 2.4, 3.5) (Communication 2.1, 2.5) (Math 4.3): Creates a product that demonstrates understanding of information and responds to central questions; presents product to meaningful audience

1.2 Interpersonal and Group Process Skills

Discussion Skills (Communication 1.1, 1.2 1.3, 3.3): Communicates own feelings and beliefs; listens to other viewpoint on issues

Group Interaction Skills (Communication 3.1, 3.2, 3.3): Identifies roles of different members of a group; serve in different roles in group

Interview Skills (Communication 1.1, 1.3 2.3, 2.4): Identifies appropriate people to gain information, ask relevant questions, record answers

1.3 Critical Thinking

Defines and Clarifies a Problem (Reading 2.2) (Math 2.2, 3.2):Identifies central issue; formulates appropriate questions

Judges Information Related to the Problem (Reading 2.3) (Communication 4.3) (Math 3.3): Distinguishes between fact and opinion; clarifies points of view; identify main message and target audience

Solves Problems and Draws Conclusions (Math 3.3): Compares advantages and disadvantages, suggest solutions, decides appropriate course of  action

Analyzes Cause and Effect Relationships (Math 1.4): Investigates cause and effect relationships and their impact on people, environments, and economic systems

Thinks Chronologically: Groups human and natural events into broadly defined eras and places in proper sequence on a time line

Takes Perspective: Assumes and portrays others' point(s) of view

Reading

See New Reading GLEs at www.k12.wa.us

Makes inferences from illustrative and textual details

Understands the importance of the sequence of events or information

Recalls specific events, ideas, or information to explain meaning or reaction to text

Considers text more critically

Locates information in a range of texts and illustrations to answer problems or pursue a topic

Writing

Includes details in retelling and personal narratives

Attends to sequence often using indicators (e.g., next, first, after)

Groups ideas sometimes in paragraphs

Chooses appropriate title for work

Uses more visual forms (e.g., diagrams) especially in informational writing

Produces a variety of written forms, including stories, reports, letters, journal entries

Plans more deliberately and in more detail often using a word web or story frame

Listening And Observing

Attends to, listens to, and shows interest in what people have to say (e.g., nods, looks at speaker)

Listens for and begins to interpret main idea and supporting details

Begins to use listening skills to plan, compare, and arrive at conclusions

Uses visuals to follow directions (e.g., environmental signs, symbols, icons)

Asks for repetition, restatement, or general explanation to clarify meaning

Presenting

Retells sequentially, including who, what, where, and when

Speaks confidently in formal situations

Discusses information learned (e.g., dialogue, news items, report)

Sequences a presentation in logical order

Uses language to describe similarities and differences; to categorize objects, and to discuss cause and effect

Uses a variety of media and visual representations to further convey meaning

Collaborating

Explains ideas clearly in a discussion

Expresses ideas which are generally relevant to group's purposes and goals

Contributes possible solutions to project problems

Offers personal opinion based on what has already been said

Contributes to the group using personal experiences

Begins to encourage others to speak

Evaluating

Sets group criteria for quality work with teacher guidance

Begins to recognize that not everything on a screen is true

Identifies the purpose of advertising