Hello, Guest!

Instructional Focus Document
Grade 2 Social Studies
TITLE : Unit 03: Governing Our Community SUGGESTED DURATION : 20 days

Unit Overview

Introduction

This unit bundles student expectations that address how communities are governed. All communities form governments to provide services and to establish and enforce rules for the community. The operation of governments are dependent on public officials and political leaders. In this unit students should identify the important public officials in their local communities, as well as those that serve at the state and national level. Additionally students should learn about the various types of public officials, including judges, mayors, governors, and representatives. To understand how communities operate in an orderly fashion it is important to study how government functions and how public officials contribute to the operation of the government.  

 

Prior to this Unit

Prior to this unit, students learned about how citizens display civic pride in the community by contributing to the community and by participating in community traditions. In Kindergarten and Grade 1 students learned about how rules and laws provide order in communities and about the role of authority figures in communities.

 

During this Unit

During this unit, students study about how government provides for the community and about the leadership of public officials, including significant individuals who have contributed to governing.

 

After this Unit

In the next unit, students study about how people in the community interact with the environment.


Societies utilize institutions to promote order, security, and stability.

How do societies act to ensure the well-being of its people?

Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Communities form governments to provide for the people.

  • What are the reasons for having government?
  • What types of services are provided by the government?
  • How do governments get the money to pay for services?

Political Patterns

  • Governmental Systems
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Public officials contribute their leadership to the community.

  • Who are some of the public officials in our community, state, and country?
  • What are some of the different roles of community leaders?
  • How are public officials selected by the community?
  • What are some ways that citizens participate in governing the community?

Historical Patterns

  • Power

Civic Engagement

  • Civic Virtue
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • Students often have difficulty understanding the relationship between local community, state, and nation.
  • Students generally recognize public safety (police/fireman) as a government service, but lack knowledge about schools, libraries and parks as government-provided services.

Unit Vocabulary

government – a system used to rule a community, state or nation
public officials – people who have been elected or appointed to perform government services
election – a process where people vote to pick community leaders
appointment – a process where a community leader is chosen by another leader to serve the community
patriotic – inspired by a love of your country

Related Vocabulary

  • community
  • volunteering
   
Unit Assessment Items System Resources

Show this message:

Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.

System Resources may be accessed through Search All Components in the District Resources Tab.


TEKS# SE# Unit Level Taught Directly TEKS Unit Level Specificity
 

Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
2 History.
2.4 History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:
2.4A Identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, John Hancock, and Theodore Roosevelt, who have influenced the community, state, and nation.

Identify

CONTRIBUTIONS OF HISTORICAL FIGURES WHO HAVE INFLUENCED THE COMMUNITY, STATE AND NATION

Including, but not limited to:

Community

  • Local history figures and the influence made on the community

State

  • Irma Rangel – first Mexican-American woman elected to the Texas Legislature, championed rights for minorities along with access to higher education, professional schools, and educational grants

Nation

  • Thurgood Marshall – first African American Justice appointed Supreme Court in 1967; Marshall won a significant civil rights case, Brown v. Board of Education (1954); the unanimous Supreme Court decision desegregated public schools ruling the “separate but equal” doctrine inherently unequal and unconstitutional. Brown v. Board of Education expanded education opportunities for minority school children across the United States. As a judge (Solicitor General, 1965-1967, and Supreme Court Justice, 1967-1991), Marshall participated in decisions that helped ensure that the country’s rules and laws establish order, provide security, and manage conflict across the nation.
  • John Hancock – leader in the colonies’ pursuit of independence from Great Britain. He is famously known for signing the Declaration of Independence with an unusually large signature. Helped to persuade the colonists to support a revolution against Great Britain by leading protests against unfair taxation, served as governor of Massachusetts, and urged the ratification of the U.S. Constitution
  • Theodore Roosevelt – as the 26th president of the United States, he was an early advocate of environmental conservation. Designated thousands of acres of land for the development of national parks.
2 Government.
2.11 Government. The student understands the purpose of governments. The student is expected to:
2.11A Identify functions of governments such as establishing order, providing security, and managing conflict.

Identify

FUNCTIONS OF GOVERNMENTS

Including, but not limited to:

  • Establish order
  • Provide security
  • Manage conflict
2.11B Identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community.

Identify, Explain

GOVERNMENT SERVICES AND THEIR VALUE IN THE COMMUNITY

Including, but not limited to:

  • Police protection – provides law enforcement and promotes safety in the community; crime prevention; protects people and property
  • Fire protection – provides protection of life, property and the environment
  • Libraries – public libraries, supported by community government, provide books, research services, educational and entertainment resources
  • Schools – public schools, supported by government administration and tax dollars, provide education to community members
  • Parks – supported by government, provide places for recreation and family gatherings, including such things as swimming pools, playgrounds, picnic areas, sports field, camping and fishing venues, and other recreational areas
2.11C Describe how governments tax citizens to pay for services.

Describe

HOW GOVERNMENTS TAX CITIZENS TO PAY FOR SERVICES

Including, but not limited to:

  • Governments collect taxes and use the money to provide services to the community.
  • Examples of services include fire and police protection, streetlights, and road maintenance
  • Examples of taxes include sales tax, property tax, income tax
2.12 Government. The student understands the role of public officials. The student is expected to:
2.12A Name current public officials, including mayor, governor, and president.

Name

CURRENT PUBLIC OFFICIALS

Including, but not limited to:

  • Mayor
  • Governor (Greg Abbott)
  • President (Donald Trump)
2.12B Compare the roles of public officials, including mayor, governor, and president.

Compare

ROLES OF PUBLIC OFFICIALS

Including, but not limited to:

  • Mayor
    • Role – the city’s chief executive, directs city departments, positive role model and community leader
  • Governor
    • Role – the state’s chief executive, is responsible for the well being of the state, leader of the state militia, recommends legislation, appoints and/or removes certain state officials, can veto laws
  • President
    • Role – the country’s chief executive, commander in chief of the armed forces, can appoint or remove important government officials, can veto laws, recommends legislation
2.12C Identify ways that public officials are selected, including election and appointment to office.

Identify

WAYS PUBLIC OFFICIALS ARE SELECTED

Including, but not limited to:

  • Elect a person wins a majority/plurality of votes in a general election 
  • Appoint to office following a set process, a person is selected to fill an office or a position
2.12D Identify how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them, and volunteering to participate in government functions.

Identify

HOW CITIZENS PARTICIPATE IN THEIR OWN GOVERNANCE

Including, but not limited to:

  • Staying informed with what public officials are doing – through reading or watching the news, learning about wider issues
  • Providing input to public officials – through letters, emails, phone calls to the office, editorials, exercising free speech
  • Volunteering to participate in government functions – working election booths, supporting a political campaign
2 Social studies skills.
2.19 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
2.19A Express ideas orally based on knowledge and experiences.

Express

IDEAS ORALLY

Including, but not limited to:

  • Based on knowledge
  • Based on experiences
2.19B Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.

Create

WRITTEN AND VISUAL MATERIAL TO EXPRESS IDEAS

Including, but not limited to:

  • Stories
  • Poems
  • Maps
  • Graphic organizers
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 05/23/2018
Loading
Data is Loading...