|
School City of Hobart Second Grade The Local and Regional Community: |
| Historical Perspective |
|
History
The learner will be able to students will differentiate between events that happened long ago and recently, recognize examples of continuity and change in local and regional communities, and consider ways that people and events of the past and present influence their lives.
|
|
2.1.1
The learner will be able to listen to historical stories and compare daily life in the past and present.
|
|
2.1.2
The learner will be able to identify changes that have occurred in the local and/or regional community. Example: Use maps, photographs, or stories to examine changes in architecture, business, industry, farming, transportation, work, or use of leisure time. .
|
|
2.1.3
The learner will be able to identify individuals who had an impact on the local or regional communities. Examples: Some communities are named for important individuals, such as Abraham Lincoln (Lincoln City). .
|
|
2.1.5
The learner will be able to develop a simple time line of important events in their own lives.
|
| Cultural Perspective |
|
2.1.4
The learner will be able to explain the meaning of community celebrations and traditions. Example: School celebrations, such as "Grandparents Day" or "Red, White, and Blue Day." .
|
| Civics and Government |
|
Civics and Government
The learner will be able to explain why communities have government and laws and demonstrate that people in the United States have both rights and responsibilities.
|
|
2.2.1
The learner will be able to discuss the rights and responsibilities of citizens in the school and the community. Example: Students have the right to feel and be safe at school, but they have the responsibility to follow school safety rules. .
|
|
2.2.2
The learner will be able to explain why it is necessary for the community to have government. Example: Without government, people who are strong might take advantage of people who are weak. Government provides order, protects rights, and helps people feel secure.s .
|
|
2.2.3
The learner will be able to identify community leaders, such as the city council or town board.
|
|
2.2.4
The learner will be able to identify real people and fictional characters who were good leaders and good citizens, and explain the qualities that make them admirable, such as honesty, and trustworthiness.
|
|
2.2.5
The learner will be able to explain the roles people in the community have in making and changing laws. Example: People in the community vote in elections, run for office, attend community meetings, and voice their opinions. .
|
| Geography |
|
Geography
The learner will be able to locate their community, state, and nation on maps and globes, identify major geographic characteristics of their local community, and explore geographic relationships between their community and other places.
|
|
2.3.1
The learner will be able to use the cardinal* and intermediate directions* to locate places on maps, and places in the classroom, school, and community. *Cardinal directions: North, South, East, and West *Intermediate directions: Northeast, Southeast, Northwest, Southwest Example: Make a compass rose on the classroom floor with masking tape and use it to locate things in the classroom. .
|
|
2.3.2
The learner will be able to identify the absolute* and relative location* of places in the school and community setting using a simple grid map. *Absolute location: The exact location of a place or object *Relative location: The location of something in relationship to other places and things Example: The street address of the school is a type of absolute location. Its relative location might be described as "across the road from the fire station," or "near the river." .
|
|
2.3.3
The learner will be able to locate the local community and the United States on maps and globes.
|
|
2.3.4
The learner will be able to identify places that are nearby or related to the local community. Examples: Communities in parts of northern Indiana may be near Lake Michigan. Communities in southeastern Indiana may be across the Ohio River from Louisville or Cincinnati. .
|
|
2.3.5
The learner will be able to identify map symbols for land and water forms, and give examples of these physical features in the local community.
|
|
2.3.6
The learner will be able to identify map symbols of cultural or human features, such as roads, highways, and cities, and give examples from the local region.
|
|
2.3.7
The learner will be able to use a variety of information resources* to identify ways that the physical environment influences human activities in the community. *Information resources: Print media, including books, magazines, and newspapers Electronic media, including radio, television, web sites, and data bases. Example: Picture books, magazines, and Internet maps can be used to show availability of water, fertility of soils, hilly or flat land, and types of climate. .
|
| Economics |
|
Economics
The learner will be able to describe how people in a community use productive resources, specialize in different types of jobs, and depend on each other to supply goods and services.
|
|
2.4.1
The learner will be able to define the three types of productive resources (human resources*, natural resources*, capital resources*) and identify productive resources used to produce goods and services in the community. *Human resource: Any human effort used in production *Natural resources: Resources that occur in nature that are used in production *Capital resources: Goods, such as tools, buildings, and machines, used in production .
|
|
2.4.2
The learner will be able to identify community workers who provide goods* and services* for the rest of the community, and explain how their jobs benefit people in the community. *Goods: Objects, such as food or a toy, that can satisfy people's wants *Services: Actions that a person does for you, such as hair cutting provided by a barber or hair stylist, or dental care provided by a dentist .
|
|
2.4.3
The learner will be able to explain that a price is what people pay when they buy a good or service and what people receive when they sell a good or service.
|
|
2.4.4
The learner will be able to research goods and services produced in the local community and describe how people may be both producers* and consumers*. *Producers: People who use productive resources to provide goods or services *Consumers: People who use goods or services .
|
|
2.4.5
The learner will be able to explain that because of scarcity*, people must make choices and incur opportunity costs. *Scarcity: The idea that resources are limited in relation to people's wants *Opportunity cost: In making a choice, opportunity cost is the next best alternative you do not choose. .
|
|
2.4.6
The learner will be able to define specialization* and identify specialized jobs in the school and community. *Specialization: Performance of specific tasks or jobs Example: Teachers, school nurses, and firefighters specialize in particular kinds of jobs. .
|
|
2.4.7
The learner will be able to explain why people trade* for goods and services and explain how money makes trade easier. *Trade: The voluntary exchange of goods and services .
|
| Cultural Perspective |
|
Individuals, Society, and Culture
The learner will be able to explain how local communities are made up of a variety of individuals and groups, identify cultural traditions in their own locality, and use a variety of information resources to learn about their own community and other cultures.
|
|
2.5.1
The learner will be able to iientify some of the responsibilities that individuals have to themselves and others. Example: Students have responsibilities as learners, such as completing work, trying to improve, helping others to learn. .
|
|
2.5.2
The learner will be able to explain how individuals are members of many different groups, and compare and contrast the expectations of behavior in different groups.
|
|
2.5.3
The learner will be able to compare the ways people learn traditions* in different cultures. *Tradition: A practice that is handed down from one generation to another. Example: A child in Japan might attend a special class to learn the tea ceremony. Another child might learn a tradition from a family member. .
|
|
2.5.4
The learner will be able to explain how changes in technology have influenced various traditions. Example: In the past people entertained themselves and others with storytelling. Today, people entertain themselves by watching television and discussing with others what they have seen. .
|
|
2.5.5
The learner will be able to identify people of different ages, cultural backgrounds, traditions, and careers, and explain how they contribute to the community.
|