Access Social Studies - Grade 2 (#7721013) 


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Course Standards

Name Description
SS.2.A.1.1: Examine primary and secondary sources.
Related Access Points
Name Description
SS.2.A.1.AP.1: Use primary and secondary sources to obtain information.

SS.2.A.1.2: Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic.
Related Access Points
Name Description
SS.2.A.1.AP.2: Use technology and other informational sources to find answers to questions about a historical topic.

SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in North America.
Related Access Points
Name Description
SS.2.A.2.AP.1: Identify early Native Americans.

SS.2.A.2.2: Compare the cultures of Native American tribes from various geographic regions of the United States.
Related Access Points
Name Description
SS.2.A.2.AP.2: Identify practices of Native American tribes, such as clothing, housing, and food.

SS.2.A.2.3: Describe the impact of immigrants on the Native Americans.
Related Access Points
Name Description
SS.2.A.2.AP.3: Recognize the positive and negative impacts of immigrants on the Native Americans.

SS.2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time.
Related Access Points
Name Description
SS.2.A.2.AP.4: Identify ways people living in colonial America changed their daily lives over time.

SS.2.A.2.5: Identify reasons people came to the United States throughout history.
Related Access Points
Name Description
SS.2.A.2.AP.5: Recognize reasons why people came to the United States.

SS.2.A.2.6: Discuss the importance of Ellis Island and the Statue of Liberty to immigration from 1892 - 1954.
Related Access Points
Name Description
SS.2.A.2.AP.6: Recognize Ellis Island as an immigration entry point to the United States from 1892-1954.

SS.2.A.2.7: Discuss why immigration continues today.
Related Access Points
Name Description
SS.2.A.2.AP.7: Recognize reasons why people move to the United States today.

SS.2.A.2.8: Explain the cultural influences and contributions of immigrants today.
Related Access Points
Name Description
SS.2.A.2.AP.8: Identify the influences of immigrants today.

SS.2.A.3.1: Identify terms and designations of time sequence.
Related Access Points
Name Description
SS.2.A.3.AP.1: Identify concepts of time, including days, weeks, and months.

SS.2.CG.1.1: Explain why people form governments.
Clarifications:

Clarification 1: Students will explain the role of laws in government.

Clarification 2: Students will define and provide examples of laws at the state and national levels.

Clarification 3: Students will use scenarios to identify the impact of government on daily life.

Related Access Points
Name Description
SS.2.CG.1.AP.1: Recognize the impact of local government on daily lives.

SS.2.CG.1.2: Explain how the U.S. government protects the liberty and rights of American citizens.
Clarifications:
Clarification 1: Students will recognize that the equal rights of citizens are protected by the U.S. Constitution.
Related Access Points
Name Description
SS.2.CG.1.AP.2: Identify a right protected by the U.S. Constitution.

SS.2.CG.2.1: Explain what it means to be a U.S. citizen.
Clarifications:
Clarification 1: Students will recognize that there are multiple ways to obtain citizenship.
Related Access Points
Name Description
SS.2.CG.2.AP.1: Recognize that individuals are born a U.S. citizen or can become one.

SS.2.CG.2.2: Describe the characteristics of responsible citizenship at the local and state levels.
Clarifications:

Clarification 1: Students will identify characteristics of responsible citizenship (e.g., peaceable assembly, obeying the law, community involvement).

Clarification 2: Students will identify characteristics of irresponsible citizenship (e.g., disorderly assembly, breaking the law).

Clarification 3: Students will describe the contributions of the diverse individuals and groups that contribute to civic life in the United States and Florida.

Related Access Points
Name Description
SS.2.CG.2.AP.2: Recognize characteristics of responsible citizenship at the local level.

SS.2.CG.2.3: Explain how citizens demonstrate patriotism.
Clarifications:

Clarification 1: Students will explain why reciting the Pledge of Allegiance daily is an act of patriotism.

Clarification 2: Students will explain the importance of recognizing patriotic holidays or observances (e.g., American Founders Month, Celebrate Freedom Week, Constitution Day, Independence Day, Martin Luther King Jr. Day, Medal of Honor Day, Memorial Day, Patriot Day, Veterans Day).

Related Access Points
Name Description
SS.2.CG.2.AP.3: Recognize that reciting the Pledge of Allegiance daily is an act of patriotism.

SS.2.CG.2.4: Recognize symbols, individuals and documents that represent the United States.
Clarifications:

Clarification 1: Students will recognize the U.S. Capitol, the White House, the U.S. Supreme Court building and the Statue of Liberty as symbols that represent the United States.

Clarification 2: Students will recognize Rosa Parks and Thomas Jefferson as individuals who represent the United States.

Clarification 3: Students will recognize the Declaration of Independence as a document that represents the United States.

Related Access Points
Name Description
SS.2.CG.2.AP.4: Identify documents that represent the United States.

SS.2.CG.2.5: Recognize symbols, individuals and documents that represent Florida.
Clarifications:

Clarification 1: Students will recognize the Florida State Capitol and the Everglades National Park as symbols of Florida.

Clarification 2: Students will recognize Andrew Jackson and Marjory Stoneman Douglas as individuals who represent Florida.

Clarification 3: Students will recognize the Florida Constitution as a document that represents Florida.

Related Access Points
Name Description
SS.2.CG.2.AP.5: Identify symbols and individuals that represent Florida.

SS.2.CG.3.1: Identify the Constitution of the United States as the supreme law of the land.
Clarifications:

Clarification 1: Students will recognize that the United States has a written constitution.

Clarification 2: Students will identify the United States as a constitutional republic.

Related Access Points
Name Description
SS.2.CG.3.AP.1: Recognize that the Constitution is the supreme law that all people must follow.

SS.2.E.1.1: Recognize that people make choices because of limited resources.
Related Access Points
Name Description
SS.2.E.1.AP.1: Identify choices that people make with the availability of fewer resources.

SS.2.E.1.2: Recognize that people supply goods and services based on consumer demands.
Related Access Points
Name Description
SS.2.E.1.AP.2: Recognize that goods and services fill a need (demand).

SS.2.E.1.3: Recognize that the United States trades with other nations to exchange goods and services.
Related Access Points
Name Description
SS.2.E.1.AP.3: Recognize that some goods come from other countries.

SS.2.E.1.4: Explain the personal benefits and costs involved in saving and spending.
Related Access Points
Name Description
SS.2.E.1.AP.4: Identify a benefit of saving and spending.

SS.2.G.1.1: Use different types of maps (political, physical, and thematic) to identify map elements.
Related Access Points
Name Description
SS.2.G.1.AP.1: Identify title, cardinal directions, and key/legend on a map.

SS.2.G.1.2: Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital.
Related Access Points
Name Description
SS.2.G.1.AP.2: Identify the student’s hometown, Florida, and state capital on a map.

SS.2.G.1.3: Label on a map or globe the continents, oceans, Equator, Prime Meridian, North and South Pole.
Related Access Points
Name Description
SS.2.G.1.AP.3: Recognize continents and oceans on a map or globe.

SS.2.G.1.4: Use a map to locate the countries in North America (Canada, United States, Mexico, and the Caribbean Islands).
Related Access Points
Name Description
SS.2.G.1.AP.4: Recognize the United States on a map of North America.

MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
ELD.K12.ELL.SS.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
HE.2.C.2.4 (Archived Standard): Explain the ways that rules make the classroom, school, and community safer.
Related Access Points
Name Description
HE.2.C.2.In.d: Identify ways that rules make the classroom, school, and community safer (walking not running, waiting one’s turn, and following traffic laws.)
HE.2.C.2.Su.d: Recognize that rules make the classroom, school, and community safer (walking not running, waiting your turn, following traffic laws).
HE.2.C.2.Pa.d: Follow safety routines in the classroom.




General Course Information and Notes

GENERAL NOTES

Access Courses:

Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to the grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies.  For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/ss.pdf.


General Information

Course Number: 7721013 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS SOC ST - 2
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
  • Core Course
Course Type: Core Academic Course
Course Status: Course Approved
Grade Level(s): 2



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Social Studies (Elementary Grades 1-6)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Social Studies (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Social Studies (Elementary Grades 1-6)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Social Studies (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Social Studies (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)


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