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 Grade (2) Two Social Studies
Home • Curriculum • Social Studies • Grade (2) Two Social Studies
Topic: Geography                                        Grade 2         

Learning Outcomes
Teaching/Learning Strategies

  • Locate the continents, countries within North America, the five oceans and the five major rivers (Mississippi, Amazon, Volga, Yangtze and Nile).
  • Locate the major mountain ranges (Andes, Alps, Himalayas, Mt. Everest, Mt. McKinley, Rocky Mountains).
  • Able to read globes and maps and describe how they depict geographical information.
  • Differentiate between a continent and a country.
  • Identify home address, city/town, state and country in which student lives.
  • Describe location and features of student’s home and/or school.

  • Reconstruct continent shapes using clay.
  • Sing songs about the continents and oceans.

  • Create passports for different countries where 5 rivers and mountain ranges exist; students report facts about each. Explain their importance.

  • Imagine a country within an existing continent. Describe its geographical location relative to other existing continents, weather, etc,.
  • Write thank you notes to parents, classroom visitors, school administrators, etc. and address envelopes.
  • Build a model of his/her home or school and the neighborhood around it.
  • In alignment with MA State Frameworks’ Standards: (LS2.1, 2.2, 2.3,2.4, 2.5, 2.6, 2.9)
  • Values/Attitudes
  • Resources
  • Assessment
  • Develop an understanding of the world as being larger than the community around them.
  • Show appreciation for others’ time spent in contributing toward students’ personal growth.
  • Recognize the earth as God’s gift to us.
O, Say Can You See – by Sheila Keenan
Our Country – Scholastic
Marvelous Map Activities for Young Learners – Scholastic Grades 1-3

Scholastic Success w/ Maps Workbook (Gr2)

Standard tests w/ maps:

  • Standard tests with maps requiring students to label/identify continents, countries, etc.
  • Envelopes will be properly addressed.
  • Models will be assessed using a rubric.

Topic: Economics                                        Grade 2                 

Learning Outcomes
Teaching/Learning Strategies
  • Explain why people work.

  • Give examples of different kinds of jobs that people do, including those that work at home.

  • Compare/contrast people in the school and community who are both producers and consumers.
  • Explain what buyers and sellers are, and give examples of goods and services that are bought and sold in their community.
  • Students research how much their favorite meal costs and how long it would take to save up for it using their allowance.
  • Interview people they know to learn about a variety of jobs. Students present what they learned by creating job mobiles, or by dressing up as one of the interviewees.
  • Visit a local factory and/or farm to discover their roles as producers and consumers.  Or visit farms using the Internet.
  • Using email, epals discuss supply and demand and write an expository paragraph or present it orally.
  • Values/Attitudes
  • Resources
  • Assessment
  • Recognize the importance of working together and how we are connected to one another.
  • Value diversity.
  • Appreciate our ability to make personal choices.
  • Acknowledge and be thankful for what we have and what God has given us.


A rubric for oral presentations to assess validity of facts and effectiveness of presentation and/or product(s).

Mobile rubric might consider: Does the mobile include 3-5 sentences about a job? Neatness and creative use of materials count.

Students work cooperatively to create a class job book or dictionary.

Topic: Civics and Government                                    Grade 2                 

Learning Outcomes
Teaching/Learning Strategies
  • Define and give examples of some of the rights and responsibilities students have in school.
  • Examine: 1) the American flag, its colors and shapes 2) the melody of the national anthem 3) picture and name of current President 4) the words of the Pledge of Allegiance.
  • Give examples of fictional characters or real people in the community who were good leaders/citizens. Describe and compare qualities that made them admirable.
  • Locate countries from which students’ families came from, describe traditional food, customs, etc. celebrated and identify those found in America today.
  • Review student handbook and discuss rights and rules and why they exist. Compare these to the Ten Commandments.
  • Describe the U.S. flag using numbers, shapes and patterns.
  • Listen to/sing national anthem. View videos of the President from his website. Define words in the pledge and create a word wall.
  • Following a mock election, write a letter to the President about an important issue they feel strongly about (perhaps the issue is local).
  • Write and publish on a website an expository paragraph on “If I Were President” after viewing some of the issues the president supports on his website for kids. Enrichment activities may include student(s) writing a short Reader’s Theater.
  • In alignment with MA State Frameworks’ Standards: (LS2.7, 2.8, 2.10)
  • Values/Attitudes
  • Resources
  • Assessment
  • Students recognize the importance of civic responsibility in a community as well and its relationship to God’s laws.
  • Respect for the flag.
  • Recognize the President must  identify his values and issues he supports.
  • Realize they can make a difference.
The Star Spangled Banner by Scholastic
Duck for President by Betsy Lewin
Scholastic News Election edition: (www.scholastic.com/sn2)

  • Students use a Venn diagram to compare and contrast school rights/rules to the Ten Commandments.
  • Word walls contain correct definitions.
  • Expository paragraph reflects an issue important to community/nation. A rubric may be used for required grammatical elements.
  • Extended activity: students brainstorm how to solve a local issue.

Topic: History                                  Grade 2                 

Learning Outcomes
Teaching/Learning Strategies
  • Identify days, weeks, months, years and seasons using a calendar.
  • Explain information using historical timelines and put personal events in chronological order. Apply words and phrases to describe passage of time.
  • Describe/compare ways people achieve great distinction in history.
  • Students use calendars to map daily weather patterns and convert information to pictographs and bar graphs.
  • Create a table timeline and convert it to linear to identify personal milestones from birth to current age. Illustrate some of these events. Write a narrative paragraph describing these events.
  • Study, describe, and compare famous people such as, Martin Luther King, Presidents, and local achievers, such as the Coyle family and their contributions to Taunton.
In alignment with MA State Frameworks’ Standards: (LS2.10)
  • Students recognize the importance of contributing to society and its effect(s) on their community.
  • Students relate personal growth to the human life cycle and acknowledge God’s gifts.

  • Students refer to a rubric as they create a personal timeline and write, present orally or illustrate one or more of these events.
  • Venn diagrams that compare/contrast contributors in history.