Course Description
The second grade social studies curriculum is an introduction
to communities. During the first semester, students
will focus on rights and responsibilities in the family
and classroom. Second semester studies include the
political, environmental, cultural, and economic qualities
of the local community. Throughout the year, Second
Grade students are also introduced to Native American
tribes and their cultures, the lives of the Pilgrims,
and the westward movement of pioneers. The curriculum
also includes introductory studies about our country's
early history. State standards are imbedded throughout
the course and guide its instructional objectives.
A Note on Standards
The second grade curriculum includes both Boise School
District and State of Idaho standards. State standards
include content knowledge and skills in the following
areas: critical thinking and analytical skills, exploration
and expansion, migration and immigration, political,
social, and economic response to industrialization
and technological innovation, international relations
and conflicts, cultural and social development, foundations
of the American political system, organization and
formation of the American system of government, citizen
responsibilities and rights, economic fundamentals,
economic influences, and geography. While each standard
is expressed through specific, associated instructional
objectives, instructors should seek opportunities to
apply the standards throughout the course.
Adopted Materials
We Live Together
Banks, Dr. James Banks, et al.
New York: Macmillan/McGraw-Hill School Publishing Company,
2003.
Primary Place
Manfredini, Becky.
Morristown, NJ: Silver Burdett Ginn School Division, 1995.
Copyright
Resources
K – 12
Social Studies Scope and Sequence
Course Scope
First Semester Timeline
| Unit 1 |
Rules and Laws |
Semester 1 |
| Unit 2 |
Then and Now |
Semester 1 |
| Unit 3 |
Geography |
Semester 2 |
Second Semester Timeline
| Unit 4 |
Our Country |
Semester 2 |
| Unit 5 |
Our Community |
Semester 2 |
Assessment
Correlation acronyms key
|
Unit
1 |
Rules and Laws |
Semester 1 & ongoing |
|
Instructional Objective
213.01 Use the calendar to measure days, weeks,
months, and years. |
Standard Reference
District 21301 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Develop a personal calendar on a monthly basis. |
We Live Together, pp. 44-45; 55 |
TMA |
|
02 |
Participate in daily calendar activity. |
We Live Together, pp. 44-45; 55; Math
Their Way, Chapter 4, Summary Newsletter |
TMA |
|
Instructional Objective
213.02 Identify the rules of the family and
the classroom. |
Standard Reference
District 21302 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Discuss family rules and responsibilities. |
We Live Together, pp. 180-181; 190 |
TMA |
|
02 |
Discuss classroom rules and responsibilities. |
We Live Together, pp. 37; 250-251; 287 |
TMA |
|
03 |
Develop classroom Bill of Rights. |
We Live Together, p. A3; Primary Place, p.
48 (TG) |
TMA |
|
Instructional Objective
213.03 Explain that there are benefits for
following the rules and consequences for breaking
the rules at home and school. |
Standard Reference
2.SS.4.1.2 |
|
Associated Instructional Objective: |
|
|
Identify the people or groups that make, apply,
and enforce rules at home and school. |
2.SS.4.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Brainstorm, determine, and display consequences
of breaking the rules at school. |
We Live Together, pp. 36-39; Classroom/school
Discipline Plan; |
TMA |
|
02 |
Write a journal entry on the consequences of
breaking family rules. |
|
TMA |
|
03 |
List the different people or groups that make,
enforce, and apply the rules at home and school. |
|
TMA |
|
Instructional Objective
213.04 Tell the meaning of the Pledge of Allegiance. |
Standard Reference
2.SS.4.2.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Recite the Pledge of Allegiance from memory. |
We Live Together, p. A6; Primary Place, p.
103 and skill card #12 |
TMA |
|
02 |
Discuss what the Pledge of Allegiance means. |
We Live Together, pp. A6; 270-271 |
TMA |
|
Instructional Objective
213.05 Explain why rules are necessary at
home and school. |
Standard Reference
2.SS.4.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Discuss some of the laws in the community and
talk about the consequences of breaking laws. |
We Live Together, pp. 36-39 |
TMA |
|
02 |
Re-enact what would happened if there were no
rules on the playground or in the classroom. |
We Live Together, pp. 37; 250-251; Primary
Place, p. 20 (TG) |
TMA |
|
Instructional Objective
213.06 Obtain information from a variety of
sources. |
Standard Reference
District 21306 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Use internet, atlas, dictionary, encyclopedia,
newspaper, and multimedia sources. |
www.mhschool.com We
Live Together, pp. 7; 42; 57; 65; 107;
115; 121; 148-149; 157; 171; 173; 179; 200-201;
225; 231; 237; 249; 287 |
TMA |
|
02 |
Utilize basic dictionary skills. |
We Live Together, H9-H14; 10; 20; 30;
36; 46; 68; 76; 86-87; 92-93; 102; 124; 126;
132; 136; 142; 152; 158; 164; 182; 184; 194;
196; 202; 208; 214; 220; 240; 242; 260; 274;
R8-R19 |
TMA |
|
Instructional Objective
2l3.07 Identify current events involving the
community. |
Standard Reference
2l307 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Discuss current events as appropriate |
We Live Together, (examples) pp. 42-43;
57; 149; Newspaper; Scholastic News; Weekly
Reader |
TMA |
|
02 |
Discuss newspaper articles revolving around
the community. |
We Live Together, (examples) pp. 52-53;
141; Newspaper |
TMA |
|
Instructional Objective
213.08 Compare traditions practiced in other
parts of the world. |
Standard Reference
2.SS.5.1.2 |
|
Associated Instructional Objective: |
|
|
Compare neighborhoods/communities in various
parts of the world. |
2.SS.5.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Define traditions. |
We Live Together, pp. 128-129; 160-161;
169; R19 |
TMA |
|
02 |
Record family traditions and share them with
the class. |
We Live Together, pp. 48-51; 122-123;
140-141 |
TMA |
|
03 |
Compare the school's neighborhood with one in
another part of the world. |
|
TMA |
|
Instructional Objective
213.09 Identify Native American tribes and
discuss their cultures. |
Standard Reference
District 21309 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Read and discuss stories about Native American
tribes and their cultures. |
We Live Together, pp. 126-129; 133; 159;
164-165; 277 |
TMA |
|
02 |
Describe differences among tribes. |
We Live Together, pp. 126-131 |
TMA |
|
Instructional Objective
213.10 Recognize that Native Americans were
inhabitants of North America before colonization. |
Standard Reference
District 21310 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Read and discuss stories about Native Americans
before colonization. |
We Live Together, pp. 126-129; 159; 164-165;
277 |
TMA |
|
02 |
Draw pictures of Native American dwellings. |
We Live Together, pp. 124-125; 127; 131 |
TMA |
|
Instructional Objective
213.11 Identify some contributions Native
American people have made to the development
of the United States. |
Standard Reference
District 21311 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Discuss how the Native Americans helped the
Pilgrims survive. |
We Live Together, pp. 136-139 |
TMA |
|
02 |
Identify the events surrounding the first Thanksgiving. |
We Live Together, pp. 138-139 |
TMA |
|
03 |
Generate ideas about aspects of our culture
that descend from Native Americans. |
We Live Together, pp. 130-131; 138-139 |
TMA |
|
Instructional Objective
213.12 Tell who the Pilgrims were and why
they came to America. |
Standard Reference
District 21312 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Read and discuss stories about the Pilgrims
and why they came to America. |
We Live Together, pp.116-119; 136-139 |
TMA |
|
02 |
Explore the living conditions on the Mayflower. |
We Live Together, pp. 116-119 |
TMA |
|
Instructional Objective
213.13 Compare how jobs and tools have changed
over time. |
Standard Reference
District 21313 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Compare jobs and tools of today with the lives
of the Pilgrims. |
We Live Together, pp. 136-139 |
TMA |
|
02 |
Hypothesize about functions of tools of another
time period. |
We Live Together, pp. 220-225 |
TMA |
|
Instructional Objective
213.14 Describe life during the westward movement
and pioneer America. |
Standard Reference
District 21314 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explain why pioneers moved west. |
We Live Together, pp. 158-159 |
TMA |
|
02 |
Describe how life changed for the pioneers as
they moved west. |
We Live Together, pp. 158-161 |
TMA |
|
Instructional Objective
213.15 Compare and contrast current transportation
with transportation of the past. |
Standard Reference
District 21315 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Generate a "Then and Now" list outlining
forms of transportation from the past and present. |
We Live Together, pp. A16-A17; 30-31;
35 |
TMA |
|
Instructional Objective
213.16 Explain the many types of communication
used by people today and long ago. |
Standard Reference
District 21316 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a "Then and Now" poster showing
how communication has changed. |
We Live Together, pp. 21-22; 32-33; 35;
Basal Reader: Puff, Flash, Bang |
TMA |
|
Instructional Objective
213.17 Explain important customs, symbols,
and celebrations that represent the development
of American beliefs and principles. |
Standard Reference
2.SS.4.2.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Name some important traditions and symbols of
our country. |
We Live Together, pp. 266-269; 272-273;
288-295 |
TMA |
|
02 |
Identify national holidays and their meanings. |
We Live Together, pp. 288-295 |
TMA |
|
Instructional Objective
213.18 Create and interpret timelines. |
Standard Reference
District 21318 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create personal timelines showing life and/or
classroom milestones. |
We Live Together, pp. 162-163; 172 |
TMA |
|
02 |
Discuss how a community has changed over time. |
We Live Together, pp. 30-35; 46-51 |
TMA |
|
Instructional Objective
213.19 Show that map symbols such as key,
legend, and scale represent a real object or
place. |
Standard Reference
2.SS.2.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Understand that a map is an aerial view. |
We Live Together, pp. A10-A11; H8-13;
13; 16-17; 29; 43; 53; 70-71; 73-75; 85; 89;
111; 135; 141-142; 165-166; 169; 193; 212-213;
215-217; 227;230; 240-241; 255; 261; 265; 283;
285; R2-R9 |
TMA |
|
02 |
Draw an aerial map of a room, and use a map
key containing four symbols to locate objects
in the room. |
We Live Together, pp. H9-H10; Primary
Place, skills Assessment. p. 11 |
TMA |
|
03 |
Locate information depicted on a simple map. |
We Live Together, pp. H9-H10; 10-11;
14-17; 25; 213 |
TMA |
|
04 |
Use legend information on a map to locate designated
areas. |
We Live Together, pp. H9-H10; 10-11;
14-17; 25; 213 |
TMA |
|
Instructional Objective
213.20 State the cardinal directions and how
to use the compass rose. |
Standard Reference
2.SS.2.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify items that are located on walls in
classroom using different cardinal directions. |
We Live Together p. 29 |
TMA |
|
02 |
Explain how to use a compass rose. |
We Live Together, pp. 28-29; 285; Primary
Place, p. 99 |
TMA |
|
03 |
Use a map to show cardinal directions. |
We Live Together, pp. 29; 56; 75; 114;
285; R2-R5 |
TMA |
|
Instructional Objective
213.21 Know that physical characteristics
affect settlement patterns. |
Standard Reference
District 21321 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Using a map key, show where the largest concentrations
of people have settled. |
We Live Together, pp. H10; 70-71; 127;
135; Wall map |
TMA |
|
02 |
Using references, make a list of physical characteristics
that might draw people to an area. |
We Live Together, pp. 76-79; R8-R9; Internet |
TMA |
|
Instructional Objective
213.22 Illustrate that boundary lines separate
states. |
Standard Reference
2.SS.2.1.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Using an atlas or map, identify the boundary
lines of the states bordering Idaho. |
We Live Together, pp. A10-A11; H11-H12;
70-71; R2-R5; Primary Place, p. 211 (TG);
Atlas |
TMA |
|
Instructional Objective
213.23 Identify landforms, bodies of water,
and human made features such as cities and
dams on a map and globe. |
Standard Reference
2.SS.2.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Label a map and/or globe to identify landforms,
bodies of water, and human made features. |
We Live Together, pp. H5-H6; H13; 58-63;
64-66; 68-69; 74-81; 84-85; 264-265; 285; R4-R9 |
TMA |
|
Instructional Objective
213.24 Compare how environmental conditions
affect living styles and clothing in different
parts of the country. |
Standard Reference
2.SS.2.2.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Discuss how the physical environment affects
where and how we live. |
We Live Together, pp. 48-53 |
TMA |
|
02 |
Find examples of how people live in different
environmental conditions. |
We Live Together, pp. 48-53 |
TMA |
|
Instructional Objective
213.25 Identify symbols of the United States
such as the American flag. |
Standard Reference
District 21325 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Learn Patriotic songs. |
We Live Together, pp. A6; 82-83; 173 |
TMA |
|
02 |
Recognize the parts of the flag and their symbolism. |
We Live Together, pp. 266-267; 272; Primary
Place, Skills Assessment p. 12 |
TMA |
|
03 |
Examine other U.S. Symbols (money, logos, eagle)
and explain the symbolism. |
We Live Together, pp. A12; 266-269; 272-273 |
TMA |
|
Instructional Objective
213.26 Identify characteristics of good citizens. |
Standard Reference
2.SS.4.3.1 |
|
Associated Instructional Objective: |
|
|
Name historic and contemporary people who model
characteristics of good citizenship. |
2.SS.4.3.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List characteristics of a good citizen. |
We Live Together, pp. A14; 42-43; 108-109;
140-141; 192-193; 250-251 |
TMA |
|
02 |
Describe the citizenship characteristics of
Martin Luther King and Rosa Parks. |
We Live Together, pp 278-279; 288; 291 |
TMA |
|
03 |
Describe the citizenship characteristics of
President Lincoln, Frederick Douglas, etc. |
We Live Together, pp. A8; 153-155; 157,
261, 284 |
TMA |
|
04 |
Analyze characteristics of American heroes. |
We Live Together, pp. A8-A9; A13-A14;
24-25; 40-41; 82-83; 106-108; 143; 145; 152-153;
156-157; 163; 189; 224-225; 243; 245; 248-249;
274-281; 288; 291 |
TMA |
|
Instructional Objective
213.27 Describe war as a type of conflict. |
Standard Reference
District 21327 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Participate in role playing exercises to help
resolve conflicts. |
Boise School District Counseling Program |
TMA |
|
02 |
Know that wars begin with unresolved conflicts. |
|
TMA |
|
Instructional Objective
213.28 Describe how individuals play specific
roles during times of conflict. |
Standard Reference
District 21328 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Listen to and discuss stories about the role
of individuals during the Civil War. |
We Live Together, pp. 152-157 |
TMA |
|
Instructional Objective
213.29 Identify significant early American
leaders. |
Standard Reference
District 21329 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe the contributions of significant early
American leaders. |
We Live Together, pp. A8. 143; 145; 154-55;
157; 261; 284; 292 |
TMA |
|
02 |
Listen to and discuss biographies of American
leaders: George Washington, Abraham Lincoln,
Thomas Jefferson, and Andrew Jackson. |
We Live Together, pp. A8-A9; A13; 40-41;
106-107; 156-157; 224-225; 248-249 |
TMA |
|
Instructional Objective
213.30 Contrast the difference between a country,
a state, and a city. |
Standard Reference
District 21330 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Compare and contrast the differences among our
country, our state, and our city. |
We Live Together, pp. A2-A16 |
TMA |
|
02 |
On a map, identify and label your city and the
state of Idaho within the United States. |
Outline Maps |
TMA |
|
Instructional Objective
213.31 Know that leaders may be elected or
appointed. |
Standard Reference
District 21331 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify elected and appointed officials. |
We Live Together, pp. 239; 242-243; 245 |
TMA |
|
02 |
Discuss the voting process. |
We Live Together, pp. 238-239; 244-245;
286 |
TMA |
|
03 |
Vote on a classroom issue. |
We Live Together, pp. 232-235; 287 |
TMA |
|
Instructional Objective
213.32 Name the current President of the United
States and the current Governor of Idaho. |
Standard Reference
District 21332 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Match leader’s names, titles, and pictures. |
We Live Together, pp. 236-281 |
TMA |
|
Instructional Objective
213.33 Recognize that Washington, D.C. is
the capital of the United States and that every
state has a capital city. |
Standard Reference
District 21333 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Know that Washington, D.C. is the capital of
the United States. |
We Live Together, pp. 260-263; www.whitehouse.gov |
TMA |
|
02 |
Understand that every state has capital city. |
We Live Together, pp. 214-215; Wall Map |
TMA |
|
03 |
Locate Boise on a map. |
We Live Together, pp. 70-71; 85; Wall
Map |
TMA |
|
Instructional Objective
213.34 Name many of the responsibilities and
rights of American citizens. |
Standard Reference
District 21334 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Give examples of what taking responsibility
means and some consequences of making poor choices. |
We Live Together, pp. 238-239; 244-245;
286 |
TMA |
|
02 |
Examine some of the rights of American citizens. |
|
TMA |
|
Instructional Objective
213.35 Identify similarities between different
groups of people. |
Standard Reference
District 21335 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Recognize that our country, state, and city
are comprised of many different types of people. |
We Live Together, pp. 70-71; 239; 248-251;
274-281 |
TMA |
|
02 |
Determine similarities and differences among
groups of people. |
We Live Together, pp. 52-53; 110-111;
168-169; 226-227; 248-249; 274-283; 293 |
TMA |
|
Instructional Objective
213.36 Know that people come from different
countries to live in the United States. |
Standard Reference
District 21336 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe some of the reasons immigrants come
to the United States. |
We Live Together, pp. 160-161 |
TMA |
|
02 |
Determine the countries of origin of some of
the students and/or their parents in the community. |
We Live Together, pp. 160-161;
Wall map |
|
|
03 |
Compare and contrast pioneers and immigrants. |
We Live Together, pp. 158-161; Graphic
Organizer |
TMA |
|
Instructional Objective
213.37 Discuss different groups that a person
belongs to such as family and neighborhood
and how those roles and/or groups have changed
or stayed the same. |
Standard Reference
2.SS.1.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a bar graph showing different groups
to which students belong. and
discuss how those groups have changed or stayed
the same. |
We Live Together, pp. 90-91; 113; 161; Primary
Place, p. 93; Skill Card #10; Math text
Chapter 15 |
TMA |
|
02 |
Identify the country of origin of different
sports, foods, customs, and words. |
We Live Together, pp. 214-217; 231; Primary
Place, audiocassette "What’s for Supper?" |
TMA |
|
Instructional Objective
213.38 Identify wants and needs of all families. |
Standard Reference
2.SS.3.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Name and illustrate the three basic needs of
all families. |
We Live Together, pp. 194-195; Primary
Place, pp. 137; 195 (TG) |
TMA |
|
02 |
Write a story about an occasion when students
did not get what they wanted. |
We Live Together, p. 195 |
TMA |
|
03 |
Analyze difference between wants and needs. |
We Live Together, p. 195 |
TMA |
|
Instructional Objective
213.39 Define income and identify different
ways to earn and save. |
Standard Reference
2.SS.3.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List income from chores done at home, and compare
to wants. |
We Live Together, pp. 174-177; Primary
Place, p. 101 (TG) |
TMA |
|
02 |
Create a pie graph illustrating where income
goes. |
We Live Together, pp. 198-199 |
TMA |
|
Instructional Objective
213.40 Identify the difference between goods
and services. |
Standard Reference
2.SS.3.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe the difference between a good and a
service. |
We Live Together, pp. 196-197; 202-205 |
TMA |
|
02 |
Classify people as providers of goods or services. |
We Live Together, pp. 228-229; 231 |
TMA |
|
Instructional Objective
213.41 Explain the difference between producers
and consumers. |
Standard Reference
2.SS.3.1.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Investigate the differences between producers
and consumers. |
We Live Together, pp. 98-99; 202-211 |
TMA |
|
Instructional Objective
213.42 Describe how humans depend on the environment
to meet their basic needs. |
Standard Reference
2.SS.2.2.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Make a list describing how humans depend on
the environment to meet their basic needs. |
We Live Together, pp. 86-89174-231 (background) |
TMA |
|
02 |
Create a flow chart describing how food gets
from the farm to the table. |
We Live Together, pp. 208-213; 258-259;
286 |
TMA |
|
Instructional Objective
213.43 Identify ways machines and technology
is used in homes, schools, and communities. |
Standard Reference
District 21343 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Make a list of machines that a student may use
on a daily basis. |
We Live Together, p. 223 |
TMA |
|
02 |
After taking a field trip to a business, make
a list of the machines that were seen and describe
how technology was being used. |
We Live Together, pp. 208-211; 220-223;
HP, Micron, Albertson’s, WinCo, Louie’s, etc. |
TMA |
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Instructional Objective
213.44 Identify technology services in the
community. |
Standard Reference
District 21344 |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
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01 |
Name some ways technology provides services
in your community. |
We Live Together, pp. 220-223 |
TMA |
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02 |
Write about what it would be like without modern
day conveniences. |
We Live Together, pp. 30-33; 35; 220-223 |
TMA |
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Instructional Objective
213.45 Explain how natural resources affect
economic activities in the local community. |
Standard Reference
2.SS.3.2.1 |
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No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Compose a paragraph describing a speaker’s experiences
as a worker in the natural resources area. |
We Live Together, pp. 92-99; 102-105;
Fish & Game Wildlife Services, BLM |
TMA |
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02 |
Take a walking field trip and list the different
ways the natural resources affect economic activities
in Boise. |
We Live Together, pp. 92-99; 102-105 |
TMA |
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