Second Grade:

My Local Community

Download/Print Second Grade

Appendix

Download/Print Curriculum

Second Grade Resources

Additional Educator Resources

Course Description:

Learners in second grade will develop a conceptual understanding of community. They will be introduced to the domains of social studies (history, geography, culture, civics, economics, and government) through the lens of their local community. Learners will explore how people, geography, and events have shaped the Fairbanks area communities throughout, history. In addition, they will become acquainted with local government and current issues.

Graduate - Level Competency:

Communication

GL.1 The learner will demonstrate the ability to read a variety of texts fluently and critically by using a variety of strategies in order to evaluate arguments, biases, intended audience, and purpose.

Course/Grade Competency:

2C.1 The learner will acquire strategies for reading social studies materials and for increasing socials studies vocabulary at the second grade level.

Content Objectives:

The learner will:

- Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
- Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors and/or from different cultures.
- Describe the connection between a series of historical events.
- Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, and icons) to efficiently locate key facts or information about a text.
- Explain how specific images contribute to and clarify a text.
- Use explicit evidence from the text to support claims.

Standards:

AKSS

RL.2.2, RL.2.9,

RI.2.3, RI.2.5,

RI.2.7

AK Cultural

A.1, B.1-4

Suggested Activities, Materials, and Resources:

- FNSBSD Picturing Fairbanks and FNSBSD Goldmines and Pipelines
- Scholastic News Weekly Reader
- Read and discuss:
  - - Children of the Gold Rush by Jane Haigh
    - A Walk Through Early Fairbanks by Shirley Kaltenbach’s 3^rd grade class (1997)
    - Seven Wonders of Sassafras Springs by Betty Birney
- BrainPOP and BrainPOP Jr.

Graduate - Level Competency:

Civics

GL.2 The learner will apply the principles and structures of representative democracy and other political systems by analyzing historical and current issues in order to evaluate the relationship between the individual, government, and other groups.

Course/Grade Competency:

2C.2 The learner will be able to compare and contrast their community with other nearby communities.

Content Objectives:

The learner will:

Compare and contrast Fairbanks with North Pole and/or Salcha, Two Rivers, Ester, Fort Wainwright, Eielson AFB, etc.

Standards:

NCSS

I.a, e, IV.e,

V.d-e, VI.b

Suggested Activities, Materials, and Resources:

- Work together as a class to make a map or mural of the communities of Tanana Valley
- Molly of Denali

Graduate - Level Competency:

Historical

GL.3 The learner will understand how historical events impact the modern era by applying historical inquiry skills in order to understand the forces of change and make informed decisions.

Course/Grade Competency:

2C.3 The learner will demonstrate an understanding of past events and their connection to the present and future.

Content Objectives:

The learner will:

Sequence historical events.
Learn about and develop historical timelines.
Relate the contributions of local Indigenous peoples and early settlers to the development of the Fairbanks area.
Ask who, what, why, where, and when about historical events in the Fairbanks area.
Learn about Indigenous land acknowledgements as a recognition of the relationship between Indigenous peoples and the land, historically and current.
Identify ways culture is expressed in their communities, such as celebrations, legends, and traditions.

Standards:

NCSS

IV.a-d, f-h, V.a-b,

VI.e, VII.d,

IX.b

AK Cultural

A.1, B.1-4,

C.3

Course/Grade Competency:

2C.4 The learner will demonstrate an understanding of how and why cultures continue and change.

Content Objectives:

The learner will:

Identify and describe how events and people have shaped the Fairbanks area.

Standards:

NCSS

II.c, e-f, V.b,

VI.e, VIII.c,

IX.a, f

Suggested Activities, Materials, and Resources:

- Fairbanks history play from UA Museum of the North
- Develop timelines or multi-flow Thinking Maps^® to represent each group that contributed to the development of Fairbanks, and a local chronological history.
- Construct a timeline of major historical events that have influenced Fairbanks area history.
- Explain why Fairbanks area holidays and events are important to our communities (a few examples of many possible options: Winter Solstice, dog mushing events, Athabascan Old Time Fiddle Festival, Summer Solstice, Golden Days, and World Eskimo Indian Olympics).
- Alaska Room field trip
- Morris Thompson field trip
- Village Journey by Justice Thomas Berger
- Art Center – Art Kits (https://www.k12northstar.org/Page/8631)
  - - Chena River Appreciation
    - Fairbanks Flying History
    - Fairbanks River Travel
    - Murals: Community Art
    - Postcards from Alaska
    - Painting Fairbanks History

Graduate - Level Competency:

Civic Engagement

GL.5 The learner will gain an understanding of their role in the community by planning and implementing a civic action or service-learning project based on local, state, national, or international needs, and evaluate the effectiveness of civic participation.

Course/Grade Competency:

2C.5 The learner will be able to share and discuss current events within their community.

Content Objectives:

The learner will:

Use primary and secondary sources to share local current events.

Standards:

NCSS

II.d, V.g, VI.d-e,

IX.b, IX.f,

X.c-d, X.i

Course/Grade Competency:

2C.6 The learner will understand and be able to demonstrate what it means to be a responsible citizen within their community.

Content Objectives:

The learner will:

- Participate in activities that define and practice respect.
- Define diversity using their own words.
- Recognize that government leaders in a community are elected through a voting process, and participate where appropriate.
- Recognize local government leaders and branches of local government and their basic functions.
- Express the connection between rules and laws, and why they are needed in a community.
- Practice different roles and responsibilities within a group.
- Actively participate in the classroom community, be a good citizen of the classroom by working independently and cooperatively, and be an active listener.

Standards:

NCSS

II.f, V.c,

VI.a-b, d-e, VII.e,

X.a-b, d-j

AK Cultural

A.1

Suggested Activities, Materials, and Resources:

- Kids Voting (https://www.k12northstar.org/Page/8808)
- Vote in the classroom
- Student Council
- Class meetings
- Explore the Constitution of the United States and explain that it is the law of the land.
- Constitution Day (September 17)
- Molly of Denali

Graduate - Level Competency:

Geography

GL.6 The learner will understand their place in the world and interdependent relationships by using geographic reasoning and thinking skills in order to evaluate global problems and propose solutions.

Course/Grade Competency:

2C.7 The learner will understand and be able to identify their place in the community.

Content Objectives:

The learner will:

Describe personal changes over time.
Describe personal connections to the Fairbanks area.
Identify elders as the experienced leaders in the community.

Standards:

NCSS

IV.a-d, f-h, V.a-b,

VI.e, VII.d, IX.b

Course/Grade Competency:

2C.8 The learner will use current technology responsibly to demonstrate their understanding of geography, culture, history, government, and/or current events.

Content Objectives:

The learner will:

- Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points supported by explicit evidence, and provide a concluding statement or section.
- Gather research and interpret information for writing projects.
- Recall information from experiences or other information from provided sources to answer a question.
- Use maps, globes, and/or Google Earth to locate Fairbanks area communities.

Standards:

AKSS

W.2.2, .7, .8

NCSS

II.a, c, V.f,

VI.g, IX.a, f

Course/Grade Competency:

2C.9 The learner will be able to discuss and recognize local geography and geographical problems through the use of different sources.

Content Objectives:

The learner will:

Recognize the names and locations of the Fairbanks area communities and borough (e.g., Chena River, Tanana Valley).
Explain the impact location (Chena River, Tanana River, etc.) for the Indigenous peoples and current populations of the Fairbanks area.
Use a compass rose, including the cardinal direction, and a map key/legend to interpret information on maps and globes.

Standards:

NCSS

I.b, d, III.a-f, h-j,

VIII.b-c, IX.d-e

Suggested Activities, Materials, and Resources:

- Personal timeline
- Beading with an elder
- Respecting Ethnic and Cultural Heritage (REACH) lessons on elders
- Fairbanks Area Public Schools and Gold Mines and Pipelines (both FNSBSD publications)
- Research an Alaskan natural resource, historical event, etc.
- Work together as a class to make a map or mural of the communities of the Tanana Valley.

Graduate - Level Competency:

Economics

GL.8 The learner will assess personal, national, and global economic decisions by applying financial literacy knowledge and economic principles in various systems in order to make informed budgetary decisions.

Course/Grade Competency:

2C.10 The learner will develop financial skills with an understanding of making choices with limited resources.

Content Objectives:

The learner will:

- Identify some goods and services that are provided by the local government and by other producers in the Fairbanks area.
- Differentiate between producer and consumer, and give examples of each in the Fairbanks area.
- Explain that local Indigenous peoples have subsisted on available goods gathered or hunted during each season.
- Use “I messages” to communicate personal wants and needs.

Standards:

NCSS

III.g-h, j-k, VI.c, h,

VII.a-e, g-j, VIII.c-d,

IX.d-e, X.g

Suggested Activities, Materials, and Resources:

- Junior Achievement Junior Achievement (https://www.juniorachievement.org/web/ja-usa/home)
- Make a Thinking Map^® tree with goods and services provided by local government.
- Council for Economic Education (www.econedlink.org)
- Play “Twenty Questions” on goods and services
- Design your own community with services

See the appendix for additional resources.

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