Social Studies

Social Studies Grade 2
ACKNOWLEDGMENTS
Acknowledgments
The Prince Edward Island Department of Education and Early Childhood Development acknowledges the
work done by social studies consultants and other educators who served on the regional social studies
committee.
New Brunswick Newfoundland and Labrador
Kim Bauer Smita Joshi
Avis Fitton Victor Kendall
Mark Holland Elsie Payne
Bev Loker-French
Sandra Mitchell Prince Edward Island
Darlene Whitehouse-Sheehan Laura Ann Noye
Bethany Doiron
Nova Scotia Allan MacRae
Mary Fedorchuk Frank Hennessey
Bruce Fisher Dawn McIsaac
Rick MacDonald
Anne Marie MacKinnon
The Prince Edward Island Department of Education and Early Childhood Development also acknowledges
the contribution of all the educators who served on provincial writing teams and curriculum committees, and
who reviewed or piloted the curriculum.
The Prince Edward Island Department of Education and Early Childhood Development recognizes the
contribution made by Tammy MacDonald, Research Director of the Mi’kmaq Confederacy of Prince Edward
Island, for her contribution to the development of this curriculum.
ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 2 i

ii ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: GRADE 2
TABLE OF CONTENTS
Contents
Introduction Background ................................................................................. 1
Aim of Social Studies .................................................................. 1
Purpose of Curriculum Guide .................................................... 2
Guiding Principles ...................................................................... 2
Program Design Overview ..................................................................................... 3

and Outcomes Essential Graduation Learnings .................................................. 4
General Curriculum Outcomes (Conceptual Strands) .............. 5
Processes ...................................................................................... 6
Attitudes, Values, and Perspectives ............................................ 6
Contexts for Learning The Primary Years ...................................................................... 9

and Teaching The Primary Learner ................................................................... 9
Equity and Diversity ................................................................ 11
Principles Underlying the Social Studies Curriculum ............. 11
The Social Studies Learning Environment ............................... 12
Assessing and Evaluating Student Learning ............................. 17
Curriculum Overview Entry–Grade 9 Social Studies Program .................................... 21

Entry: Connections .................................................................. 22
Grade 1: Interactions ................................................................ 23
Grade 2: Change ....................................................................... 24
How to Use the Four-Column Curriculum Layout ................. 25
Grade 2: Change Year Overview ........................................................................... 29

Geographic and Mapping Skills ............................................... 30
Teacher Notes ........................................................................... 33
Unit 1: People ........................................................................... 35
Unit 2: Technology ................................................................... 47
Unit 3: Economics .................................................................... 55
Unit 4: Environment ................................................................ 65
Appendices Appendix A:
Concepts in Entry–Grade 9 Social Studies ........77
Appendix B:
Process–Skills Matrix ...........................................79
Appendix C:
Disciplines of Social Studies ...............................85
Appendix D:
Glossary of Terminology and Teaching
Structures ............................................................87
Appendix E: The Money Song .................................................89
ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: GRADE 2 iii

iv ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 2
INTRODUCTION
Introduction
Background The Atlantic Canada social studies curriculum was planned and
developed by regional committees whose deliberations were
guided by considerations of the learners and input from teachers.
The regional committees consisted of teachers, other educators,
and consultants with diverse experiences and backgrounds in
education. Each curriculum level was strongly influenced by
current social studies research as well as developmentally
appropriate pedagogy.
Aim of The vision for the Atlantic Canada social studies curriculum is to
enable and encourage students to examine issues, respond
Social Studies critically and creatively, and make informed decisions as
individuals and as citizens of Canada and of an increasingly
interdependent world.
An effective social studies curriculum prepares students to achieve

all essential graduation learnings. In particular, social studies,
more than any other curriculum area, is vital in developing
citizenship. Social studies embodies the main principles of
democracy such as freedom, equality, human dignity, justice, rule
of law, and civic rights and responsibilities. It provides opportuni-
ties for students to explore multiple approaches that may be used
to analyse and interpret their own world and the world of others.
Social studies presents unique and particular ways for students to
view the interrelationships among Earth, its people, and its
systems. The knowledge, skills, and attitudes developed through
the social studies curriculum empower students to be informed,
responsible citizens of Canada and the world, and to participate
in the democratic process to improve society.
In particular, the social studies curriculum
• integrates the concepts, processes, and ways of thinking

drawn from the diverse disciplines of history and the social
sciences, including geography, economics, political science,
sociology, and anthropology—it also draws from the
humanities, literature, and the pure sciences
• provides the multidisciplinary lens through which students
examine issues affecting their lives from personal, provincial,
national, academic, pluralistic, and global perspectives.
ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: GRADE 2 1

INTRODUCTION
Purpose of This curriculum guide is intended to advance social studies

education and to improve social studies teaching and learning,
Curriculum Guide while recognizing and validating the effective practices that
already exist in many classrooms.
This curriculum guide has three purposes:
• to provide a framework on which educators and others base

decisions concerning learning experiences, instructional
techniques, and assessment strategies
• to inform both educators and members of the general public
about the philosophy and scope of social studies education for
grade 2 in the Atlantic provinces
• to promote the effective learning and teaching of social studies
for students enrolled in grade 2 classrooms
Guiding Principles All entry to grade 9 curricula and resources should reflect the
principles, rationale, philosophy, and content of the Foundation
for the Atlantic Canada Social Studies Curriculum (1999) by
• being meaningful, significant, challenging, active, integrative,

and issues-based
• being consistent with current research pertaining to how
children learn
• incorporating multiple perspectives
• promoting the achievement of essential graduation learnings
(EGLs), general curriculum outcomes (GCOs), and key-stage
curriculum outcomes (KSCOs)
• reflecting a balance of local, national, and global content
• promoting achievement of the processes of communication,
inquiry, and participation
• promoting literacy through social studies
• developing knowledge, skills, and attitudes for lifelong
learning
• promoting the development of informed and active citizens
• contributing to the achievement of equity, and supporting
diversity
• supporting the realization of an effective learning environment
• promoting opportunities for cross-curricular connections
• promoting resource-based learning
• promoting the integration of technology in learning and
teaching social studies
• promoting the use of diverse teaching, learning, and
assessment strategies.
2 ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: GRADE 2

PROGRAM DESIGN AND OUTCOMES
Program Design and Outcomes

Overview This social studies curriculum is based on Foundation for the
Atlantic Canada Social Studies Curriculum (1999). Specific
curriculum outcomes (SCOs) were developed to be congruous
with key-stage curriculum outcomes (KSCOs), general curriculum
outcomes (GCOs), and essential graduation learnings (EGLs). In
addition, the processes, as well as the attitudes, values, and
perspectives, of social studies are embedded in the SCOs.
Essential Graduation
Learnings
Processes Attitudes
• communication General Curriculum Values
• inquiry Outcomes Perspectives
• participation
Citizenship, Culture Individuals, Inter- People, Time,

Power, and and Societies, dependence Place, and Continuity,
Governance Diversity and Environ- and Change
Economic ment
Decisions
Key-Stage Curriculum Outcomes
Specific Curriculum Outcomes

Essential Educators from the Atlantic provinces worked together to identify

abilities and areas of knowledge considered essential for students
Graduation graduating from high school. These are referred to as essential
Learnings graduation learnings. Some examples of key-stage curriculum
outcomes in social studies that help students move toward
attainment of the essential graduation learnings are given below.
Aesthetic Expression Graduates will be able to respond with critical awareness to

various forms of the arts, and be able to express themselves
through the arts.
By the end of grade 3, students will be expected to

• give examples of how culture is transmitted
Citizenship Graduates will be able to assess social, cultural, economic, and

environmental interdependence in a local and global context.

• recognize that laws influence their personal lives
Communication Graduates will be able to use the listening, viewing, speaking,

reading, and writing modes of language(s), as well as mathemati-
cal and scientific concepts and symbols, to think, learn, and
communicate effectively.

• use maps, globes, and pictures to describe location and place
Personal Development Graduates will be able to continue to learn and to pursue an

active, healthy lifestyle.

• identify various factors that influence their decisions as
consumers
Problem Solving Graduates will be able to use the strategies and processes needed
to solve a wide variety of problems, including those requiring
linguistic, mathematical, and scientific concepts.

• demonstrate an understanding of cause and effect and change
over time
Technological Graduates will be able to use a variety of technologies, demon-

Competencies strate an understanding of technological applications, and apply
appropriate technologies for solving problems.

• identify and describe examples of interactions among people,
technology, and the environment

General Curriculum The general curriculum outcomes (GCOs) for the social studies
curriculum are organized around six conceptual strands. These
Outcomes (Conceptual general curriculum outcome statements identify what students are
Strands) expected to know and be able to do upon completion of study in
social studies. Specific social studies concepts are found within the
conceptual strands (see Appendix A). Examples of key-stage
curriculum outcomes, by the end of grade 3, are given for each
general curriculum outcome.
Citizenship, Power, and Students will be expected to demonstrate an understanding of the

Governance rights and responsibilities of citizenship, and the origins,
functions, and sources of power, authority, and governance.

• identify examples of their rights and responsibilities as
citizens
• demonstrate an understanding of equality, human dignity,
and justice
Cultural Diversity Students will be expected to demonstrate an understanding of

culture, diversity, and world view, recognizing the similarities and
differences reflected in various personal, cultural, racial, and
ethnic perspectives.

• identify some characteristics unique to one’s self, and other
characteristics that all humans share
• identify groups to which they belong
Individuals, Societies, Students will be expected to demonstrate the ability to make

and Economic Decisions responsible economic decisions as individuals and as members of
society.

• give examples of economic decisions made by individuals and
families
• distinguish between needs and wants
Interdependence Students will be expected to demonstrate an understanding of the

interdependent relationships among individuals, societies, and the
environment—locally, nationally, and globally—and the
implications for a sustainable future.

• recognize and describe the interdependent nature of
relationships
• identify and explore interactions among individuals, groups,
and societies

People, Place, and Students will be expected to demonstrate an understanding of the

Environment interactions among people, places, and the environment.

• use maps, globes, and pictures to describe location and place
• use location, distance, scale, direction, and size to describe
place
Time, Continuity, and Students will be expected to demonstrate an understanding of the

Change past and how it affects the present and the future.

• use basic concepts and vocabulary associated with time,
continuity, and change
• demonstrate an understanding that views of the past are
shaped by diverse perspectives
Processes The social studies curriculum consists of three major processes:

communication, inquiry, and participation (see Appendix B for a
Process-Skills Matrix). These processes constitute many skills—
some of these skills are responsibilities shared across curriculum
areas while others are critical to social studies.
Communication Communication requires that students listen, read, interpret,

translate, and express ideas.
Inquiry Inquiry requires that students formulate and clarify questions,

investigate problems, analyse relevant information, and develop
rational conclusions supported by evidence.
Participation Participation requires that students act both independently and

collaboratively in order to solve problems, make decisions, and
negotiate and enact plans for action in ways that respect and value
the customs, beliefs, and practices of others.
Listed below are major attitudes, values, and perspectives in

Attitudes, Values, entry–grade 2 social studies that have been organized according to
and Perspectives the six conceptual strands and the three processes. Some attitudes,
values, and perspectives are embedded in more than one strand or
process—this is consistent with the integrative nature of social
studies.
By Conceptual Strand Citizenship, Power, and Governance
• develop attitudes that balance rights with responsibilities

• recognize the purpose of law
• value the benefits of active, participatory citizenship

Culture and Diversity
• appreciate the uniqueness of each individual

• value the positive interaction between individuals and groups
• appreciate and value the traditions of cultures
Individuals, Societies, and Economic Decisions
• appreciate the wide range of economic decisions that they

make, and their effects
• recognize the varying impact of economic decisions on
individuals and groups
• recognize the value of volunteerism to society
Interdependence
• appreciate the complexity of the interactions between human

and natural systems
• recognize that their values and perspectives influence their
interactions with the environment
• value the need for individual as well as collective action to
support peace and sustainability
People, Place, and the Environment
• value maps, globes, and other geographic representations as

valuable sources of information and learning
• appreciate and value geographic perspective and literacy
• recognize the complexity of global interdependence
Time, Continuity, and Change
• value their society’s heritage

• value their family and cultural heritage
• recognize that the collective history influences the present
By Process Communication
• respectfully listen to others

• respect other points of view
• value the importance of communication skills
Inquiry
• appreciate that there are a variety of strategies to solve

problems and make decisions
• analyse problems from a variety of different perspectives
• appreciate the value of critical and creative thinking

Participation
• value both independent and group work

• learn to recognize, analyse, and respond appropriately to
discriminatory practices and behaviours
• take increasing responsibility for their own and the group’s
work

CONTEXTS FOR LEARNING AND TEACHING
Contexts for Learning and Teaching

The Primary Years The primary grades (entry–grade 3) are the foundational years
during which the basic curriculum concepts, values, and skills are
developed.
Children are introduced to formal education that provides a

necessary complement to the child’s experiences at home and in
the community. The primary years, the critical years for learning,
may be the key to success in all other years. It is during these
years that there is a shared responsibility for literacy and
numeracy skills to support learning across the curriculum.
Teaching strategies must be varied and always aimed at meeting
individual needs and bringing children to the highest level of
achievement possible.
To create a seamless, integrated approach to learning during these

years, it is necessary to incorporate concepts, values, and skills
across all subject areas. A primary child’s approach to learning is
very much a hands-on, minds-on approach; therefore, experiences
that provide for this are critical to achievement. The primary child
is very interested in the immediate environment; therefore, the
school environment must be stimulating and appropriately
challenging.
The Primary Learner Each child is unique. Within any group of children, differences in
rates and ways of learning, in experiences, and in interests, are
expected and respected. Individual differences are celebrated and
built upon. A viable goal for the individual is to achieve a personal
best as he/she works toward excellence. Improving performance
and realizing potential are more important than competition and
comparisons to others.
Children have many ways of understanding the world. A basic

need for all learners is to make sense of their experiences. A vision
of the child as an active learner, building a personal knowledge of
the world through interactions with people, materials, and ideas,
should guide all educational planning.
Understanding the nature of the primary learner is essential in

providing a balanced education. Education should enhance the
development of the whole child. The development of children in
this age group is discussed in the context of the following five
dimensions.
Aesthetic Each child has an aesthetic dimension. Children are exposed to

artistic processes and products in a variety of genres and cultures.
They are provided opportunities to create, perceive, and
communicate through the arts. Critical and analytical thinking
and problem-solving skills are developed and applied in practical

learning experiences. An appreciation for and experience in those

things that constitute the arts add to children’s understanding of
the world, their culture, and their community. Children with an
aesthetic sensibility value culture, environment, and personal
surroundings.
Emotional Each child has an emotional dimension. Children learn best in a

safe, supportive environment. Positive feelings towards self, others,
and learning are continuously promoted by the school. As
children move from kindergarten through grade 6, they are
encouraged to become independent and more responsible for
their own learning. There is a relationship between success and
self-esteem. Learning is structured so that every child experiences
success. Children are encouraged to become more reflective and
introspective. They are given opportunities to consider ideas that
are of both general and personal significance.
Intellectual Development Each child has an intellectual dimension. Intellectual develop-

ment is the process of deriving meaning from experience through
acquiring and constructing knowledge. The ultimate goal is that
children develop strategies that will help them solve complex
problems. They learn to reason and communicate effectively, and
take responsibility for their own learning. They ask questions and
question the answers. They develop an understanding of how
human beings know and comprehend. They become thoughtful
and reflective learners.
Primary children generally function at a concrete level intellectu-

ally, and the general progression from concrete experiences to
semi-concrete to abstract is the most effective way of meeting the
learning needs of young children. Primary children are usually
very literal in their interpretations, and adults working with them
must be aware of this characteristic. Sensitive inclusion of those
with unique intellectual challenges is modelled and promoted.
Each child has a physical dimension. Physical well-being is

Physical essential to living and learning. Opportunities for movement and
the development of a variety of motor skills are provided, and
development of respect for the body and the desire to care for it
are promoted. The curriculum fosters knowledge of and positive
attitudes towards nutrition, physical fitness, and safety. Sensitive
inclusion of those with unique physical challenges is modelled
and promoted.
The special role of physical activity as leisure is considered.

Leadership, good sportsmanship, and consideration for others are
encouraged. Children learn that physical activity as a special form
of human endeavour can lead to high levels of performance. They
also learn that enjoying physical activity and benefiting from it in
terms of enhanced health and well-being are equally important.

Social Each child has a social dimension. Learning to interact co-

operatively with other people is an essential life skill that can be
taught and practised in schools. The classroom is a community of
learners. Taking turns, sharing materials, collaborating to solve
problems, and working in co-operative groups for a variety of real
purposes provide opportunities for children to learn social skills
essential to living in any community.
The Atlantic Canada social studies curriculum is designed to meet

Equity and the needs and interests of all students. The curriculum should
Diversity provide for the inclusion of the interests, values, experiences, and
language of each student and of the many groups within our
local, regional, national, and global communities.
The society of Atlantic Canada, like all of Canada, is linguistically,

racially, culturally, and socially diverse. Our society includes
differences in race, ethnicity, gender, ability, values, lifestyles, and
languages. Schools should foster the understanding of such
diversity. Social studies curriculum promotes a commitment to
equity by valuing, appreciating, and accepting the diverse and
multicultural nature of our society, as well as by fostering
awareness and critical analysis of individual and systemic
discrimination.
In a school setting characterized by mutual trust, acceptance, and

respect, student diversity is both recognized and valued. All
students are entitled to be respected and valued and are respon-
sible for respecting and valuing others. All students are entitled to
an educational system that affirms their gender, racial, ethnic, and
cultural identity. The educational system should promote the
development of a positive self-image that includes pride in
identity. Educators should ensure that classroom practices and
resources positively and accurately reflect diverse perspectives, and
reject prejudiced attitudes and discriminatory behaviours.
Empowering and effective social studies is meaningful, signifi-

Principles Underlying cant, challenging, active, integrative, and issues-based.
the Social Studies
Curriculum • Meaningful social studies encourages students to learn
through purposeful experiences designed around stimulating
ideas, social issues, and themes, and discourages the memori-
zation of disconnected pieces of information.
• Significant social studies is student-centred and age-
appropriate. Superficial coverage of topics is replaced by
emphasis on the truly significant events, concepts, and
principles that students need to know and be able to apply in
their lives.
• Challenging social studies exists when teachers model high
expectations for their students and themselves, promote a

thoughtful approach to inquiry, and demand well-reasoned

arguments.
• Active social studies encourages students to assume increasing
responsibility for managing their own learning. Exploration,
investigation, critical and creative thinking, problem solving,
discussion and debate, decision making, and reflection are
essential elements of this principle. This active process of
constructing meaning encourages lifelong learning.
• Integrative social studies crosses disciplinary borders to
explore issues and events, while using and reinforcing infor-
mational, technological, and application skills. This approach
facilitates the study of the physical and cultural environment
by making appropriate, meaningful, and evident connections
to the human disciplines and to the concepts of time, space,
continuity, and change.
• Issues-based social studies considers the ethical dimensions of
issues, and addresses controversial topics. It encourages
consideration of opposing points of view, respect for well-
supported positions, sensitivity to cultural similarities and
differences, and a commitment to social responsibility and
action.
The Social Studies

Learning Environment
The Effective Social With the accelerating pace and scope of change, today’s students
Studies Classroom cannot expect facts learned in isolation to equip them for life.
Problem solving, critical and creative thinking, and informed

decision making are essential for success in the future. The social
studies learning environment must support the development of
these critical attributes to prepare students as lifelong learners.
Today’s students come with increasingly diverse backgrounds and

experiences. An effective instructional environment must
incorporate principles and strategies that support this diversity,
while recognizing and accommodating the varied learning styles,
multiple intelligences, and abilities of individual students.
Teaching approaches and strategies must actively engage all

students in the learning process, through their involvement in a
wide variety of experiences. The nature and scope of social studies
provide unique opportunities to do this.

Supporting Equity and In order to contribute to the achievement of equity and the
Diversity support of diversity in education, the social studies curriculum
must
• reflect and affirm the racial/ethnocultural, gender, and social

identities of students
• reflect students’ abilities, needs, interests, and learning styles
• provide materials and strategies that reflect accurately and
fully the reality of Canada’s diversity, and that foster an
understanding of multiple perspectives and group and
individual similarities and differences
• address ability, cultural, racial, gender, lifestyle, linguistic,
and socio-economic issues in an accurate, respectful, fair,
analytical, and balanced manner
• reflect the variety of roles and wide range of experiences
available to all members of society
• promote the concept that all people should have equal access
to opportunity and outcomes
• expect that all students will be successful, regardless of
gender, racial, ethnocultural or socio-economic background,
lifestyle, or ability
• include assessment and evaluation tools and practices that
take into account gender, ability, learning styles, and the
diverse racial, cultural, and linguistic backgrounds of
students.
To establish and maintain an effective social studies environment,

teachers must
• recognize students as being intelligent in a number of

different ways, and encourage them to explore other ways of
knowing, both inside and beyond the classroom
• value the inclusive classroom and engage all learners in
meaningful activities
• acknowledge and value the ways in which gender, race,
ethnicity, and culture shape particular ways of viewing and
knowing the world
• incorporate new approaches, methodologies, and technologies
with established effective practices
• have an extensive repertoire of strategies from which to select
those most appropriate to the specific learning task
• use varied and appropriate resources to help students achieve
the outcomes in a particular learning situation
• provide opportunities to integrate knowledge, skills, and
attitudes
• provide frequent opportunities for reflection so that it
becomes an integral part of the learning process.

To create a social studies environment inviting to all participants,

instructional practices must
• foster a learning environment that is free from bias and unfair

practices based on ability, race, ethnicity, culture, gender, or
socio-economic status
• promote opportunities to develop positive self-images that
will enable students to transcend stereotypes and develop as
individuals
• promote communication and understanding among those
who differ in attitude, knowledge, points of view, and dialect,
as well as among those who are similar
• help students explore and understand why different people
have different perspectives
• encourage and enable students to question their own
assumptions and imagine, understand, and appreciate realities
other than their own
• ensure the equitable sharing of resources, including teacher
attention and support
• provide opportunities for students to work co-operatively in a
variety of groupings
• enable students to examine and critique age-appropriate
materials, resources, and experiences that exhibit bias and
prejudice
* use the multidisciplinary lens of social studies to examine
historical and current equity and bias issues
• promote opportunities in non-traditional careers and
occupations for both genders
• encourage students to challenge prejudice and discrimination
that result in unequal opportunities for some members of
society.
An effective social studies learning environment ensures student

achievement by enhancing students’ understanding, knowledge,
and valuing of their own heritage and cultural background.
The Atlantic provinces, through CAMET and their departments

of education, are committed to using accepted equity principles
and practices in approving social studies curricula and resources.
Resource-Based Effective social studies learning and teaching are resource-based.

Learning Resource-based learning actively involves students, teachers, and
library staff in the effective use of a wide range of print, non-print,
and human resources.
Resource-based learning fosters the development of individual

students by accommodating their diverse backgrounds, various
learning styles, needs, and abilities. Students who use a wide
range of resources in various mediums of learning have the
opportunity to approach a theme, issue, or topic of study in ways
that allow for differences in learning styles and abilities.

Resource-based learning supports students as they develop

information literacy. Information literacy is the ability to access,
interpret, evaluate, organize, select, produce, and communicate
information in and through a variety of media technologies and
contexts to meet diverse learning needs and purposes. When
students engage in their own research with appropriate guidance,
they are more likely to take responsibility for their learning and to
retain the information they gather for themselves.
In a resource-based learning environment, students and teachers

make decisions about appropriate sources of information, tools for
learning, and methods of access. A resource-based approach raises
the issues of selecting and evaluating a wide variety of information
sources. The development of the critical skills needed for these
tasks is essential to the social studies processes.
The range of possible resources include the following:
• print—books, magazines, newspapers, documents, and

publications
• visuals—maps, illustrations, photographs, pictures, and study
prints
• artifacts—concrete objects, educational toys, and games
• individual and community—interviews, museums, and field
trips
• multimedia—films, audio and video tapes, laser and video
discs, television, and radio
• information technology—computer software, databases, and
CD-ROMs
• communication technology—Internet connections, bulletin
boards, and e-mail
Resource-based learning implies the need to provide teachers with

access to appropriate resources and professional development.
Guidelines and policies for the selection of appropriate materials
should also be in place.
It is necessary that administrators, teachers, other library/

resource/media centre staff, parents, and community agencies
collaborate to ensure students’ access to available resources to
support resource-based learning and teaching.
Literacy through Social Literacy plays a vital role in the learning experiences of social
Studies studies. It promotes the students’ ability to comprehend and
compose spoken, written, and visual text that are commonly used
by individuals and groups to participate fully, critically, and
effectively in society. The multiplicity of communication channels
made possible by technology, and the increasing cultural and
linguistic diversity of the world, call for a broadened view of
literacy. Thus, the goal of literacy learning through social studies
is to foster language development and the critical engagement
necessary for students to design their own futures.

The ability to read is critical for success in school. Therefore, it is

paramount that teachers are sensitive to this process in social
studies instruction. Reading in the content area of social studies
requires that attention be given to setting the stage and using
various strategies to help students address the reading task itself.
Writing in social studies is an important process. Through
writing, students can discover what they know about a particular
topic and can communicate their learning. In social studies there
are an abundance of writing activities in which to engage
students. In addition to reading, writing, and speaking, other
textual modes such as audio and visual media also play a part in
social studies classrooms.
Strategies to promote literacy through social studies include those

that help students comprehend the meaning of words, symbols,
pictures, diagrams, maps, and other genres. Students will
investigate a range of media at different times and places and have
many opportunities to comprehend and compose in unfamiliar
contexts. Most will be able to debate, persuade, and explain in a
variety of genres, including the artistic and technological. The
social studies program will help students become culturally
sensitive and effective cross-cultural communicators.
Critical literacy includes awareness of stereotyping, cultural bias,

author’s intent, hidden agendas, silent voices, and omissions in
texts. Students are encouraged to be aware that texts are
constructed by authors who have purposes for writing and make
particular choices when doing so. Approaches informed by critical
literacy aid students in comprehending texts at a deeper level, and
also assist in the construction and reconstruction of their text.
Students are encouraged to view texts from a variety of perspec-
tives and to interpret the various levels of meaning in a given text.
Literacy for active citizenship involves understanding different

perspectives on key democratic struggles, learning how to
investigate current issues, and participating creatively and
critically in community problem solving and decision making.
Exercising civic rights and responsibilities is a practical expression
of important social values, and requires specific personal,
interpersonal, and advocacy skills.
Integration of Technology Technology, including Information and Communication

in Social Studies Technology (ICT), plays a major role in the learning and teaching
of social studies. Computers and related technologies are valuable
classroom tools in the acquisition, analysis, and presentation of
information. These technologies provide further opportunity for
communication and collaboration allowing students to become
more active participants in research and learning.
ICT and related technology (digital video and digital cameras,

scanners, CD-ROMs, word processing software, graphics software,

video-editing software, HTML editors, and the Internet

including the World Wide Web, databases, electronic discussions,
e-mail, and audio and video conferencing) afford numerous
possibilities for enhancing learning and teaching. Computer and
other technologies are intended to enhance the social studies
learning environment. In that context, technological resources can
provide a variety of opportunities.
• The Internet and CD-ROMs increase access to information.

This gives teachers and students quicker and easier access to
extensive and current information. Research skills are key to
efficient use of these resources. Questions of validity,
accuracy, bias, and interpretation must still be applied to
information available on the Internet and CD-ROMs.
• Interactions and conversations via e-mail, video and audio
conferencing, student-created web sites, and on-line
discussion groups provide connections between students and
people from cultures around the world. This exposure to
first-hand information will enable students to directly
employ inquiry skills.
• Students present what they have learned in a wide variety of
forms (e.g., graphs, maps, text, graphic organizers, web sites,
multimedia presentations) that fit their learning styles. These
presentations can be shared with others, both in their
classroom and beyond.
• Students are actively involved in their learning through
controlling information gathering, processing, and presenta-
tion. For example, Geographic Information Systems (GIS)
software enables students to collect data on a community,
plot the data using Global Positioning Systems (GPS), and
analyse and present their findings by creating maps that
demonstrate their learning.
Assessing and
Evaluating
Student Learning
Introduction Assessment and evaluation are essential components of teaching
and learning in social studies.
Assessment is the systematic process of gathering information on

student learning.
Evaluation is the process of analysing, reflecting upon, and

summarizing assessment information, and making judgments or
decisions based upon the information gathered.
Without effective assessment and evaluation, it is impossible to

know whether students have learned, whether teaching has been
effective, or how to best address student learning needs. The

quality of the assessment and evaluation in the educational

process has a profound and well-established link to student
performance. Research consistently shows that regular monitoring
and feedback are essential to improving student learning. What is
assessed and evaluated, how it is assessed and evaluated, and how
results are communicated send clear messages to students and
others about what is really valued—what is worth learning, how it
should be learned, what elements of quality are considered most
important, and how well students are expected to perform.
Teacher-developed assessments and evaluations have a wide variety

of uses, such as
• providing feedback to improve student learning

• determining if curriculum outcomes have been achieved
• certifying that students have achieved certain levels of
performance
• setting goals for future student learning
• communicating with parents about their children’s learning
• providing information to teachers on the effectiveness of their
teaching, the program, and the learning environment
• meeting the needs of guidance and administration personnel.
Guiding Principles In order to provide accurate, useful information about the

achievement and instructional needs of students, certain guiding
principles for the development, administration, and use of
assessments must be followed. Principles for Fair Student
Assessment Practices for Education in Canada (1993) articulates
five basic assessment principles.
These principles highlight the need for assessment which ensures

that
• the best interests of the student are paramount

• assessment informs teaching and promotes learning
• assessment is an integral and ongoing part of the learning
process and is clearly related to the curriculum outcomes
• assessment is fair and equitable to all students and involves
multiple sources of information.
While assessments may be used for different purposes and

audiences, all assessments must give each student optimal
opportunity to demonstrate what he/she knows and can do.
In the social studies classroom, there should be a balanced

approach to assessment in which emphasis is given to the learning
process as well as the products of learning.
Instruction and evaluation are centred around outcomes. Not

only are outcomes used in providing structured teaching and
learning, but they also provide a framework for assessment and
evaluation.

Assessment Assessment in social studies is an integral and ongoing part of the

learning process. Assessment can be used to shape instruction to
better ensure student success. Assessment strategies should inform
the daily instructional process. Moreover, students require
frequent opportunities to assess and evaluate their own learning
and performance.
To determine how well students are learning, assessment strategies

have to be designed to systematically gather information on the
achievement of the curriculum outcomes. In planning assess-
ments, teachers should use a broad range of strategies in an
appropriate balance to give students multiple opportunities to
demonstrate their knowledge, skills, and attitudes.
• With Formal/Informal Observation, information is gathered

while a lesson is in progress. When observation is formal, the
student is made aware of what is being observed and the
criteria being assessed. When used informally, observation
could be a frequent, but brief, check on a given criterion. You
might be observing the student’s participation level, use of a
piece of equipment, or application of a process. You could
record the results with a checklist, a rating scale, or written
notes. Remember to plan the criteria, have recording forms
ready, and be sure all students are observed in a reasonable
time period.
• Performance encourages learning through active participa-
tion. This could be a demonstration/presentation. The
performance is most often assessed through observation.
• Journals provide opportunity for students to express
thoughts and ideas in a reflective way. They permit a student
to consider strengths and weaknesses, attitudes, interests, and
new ideas.
• Interviews promote understanding and application of
concepts. Interviewing a student allows the teacher to confirm
that learning has taken place beyond factual recall. They may
be brief or extensive. Students should know what criteria will
be used to assess formal interviews. This assessment technique
provides an opportunity to students whose verbal presenta-
tion skills are stronger than their written skills.
• Paper and Pencil assessments can be formative or summative
(e.g., written assignments or tests).
• Presentations require students to analyse and interpret
information and then communicate it. A presentation may be
made orally, in written/pictorial form, as a project summary,
or by using video or computer software.
• Portfolios allow students to be central in the process.
Students can make decisions about what goes in, how it is
used, and how it is evaluated. The portfolio should provide a
long term record of growth in learning skills.

Evaluation Evaluation in social studies emphasizes assessment activities that

incorporate the skills, perspectives, and knowledge of the many
fields and disciplines within social studies.
Evaluation involves teachers, and others, analysing and reflecting

upon information about student learning gathered in a variety of
ways. This process requires
• synthesizing information from multiple sources

• weighing and balancing all available information
• using a high level of professional judgment in making
decisions based upon that information.
Reporting Reporting on student learning should focus on the extent to

which students have achieved the curriculum outcomes.
Reporting involves communicating the summary and interpreta-
tion of information about student learning to various audiences
who require it. Teachers have the responsibility to explain
accurately what progress students have made in their learning,
and to respond to parent and student inquiries about learning.
Narrative reports on progress and achievement can provide

information on student learning that letter or number grades
alone cannot. Such reports might, for example, suggest ways in
which students can improve their learning and identify ways in
which teachers and parents can best provide support.
Effective communication with parents regarding their children’s

progress is essential in fostering successful home-school partner-
ships. The report card is one means of reporting individual
student progress. Other means include the use of conferences,
notes, phone calls, and electronic methods.

CURRICULUM OVERVIEW
Curriculum Overview
Entry Grade 9 The social studies program for entry grade 9 is designed
around ten conceptual organizers as identified below.
Social Studies
Program
Entry
Connections
Grade 9 Grade 1
Interdependence Interactions
Grade 8 Grade 2
Canadian Change
Identity
Learner
Grade 7 Grade 3
Empowerment Provincial
Identity
Grade 6
PEI History/ Grade 4
World Culture Grade 5 Exploration
Societies

CURRICULUM OVERVIEW
Entry: Connections
I Am Unique Family
Connections
Community
Unit One: I Am Unique Students will be expected to
E.1.1 recognize and discuss personal interests, characteristics,

and preferences that make them unique and special
E.1.2 begin to develop an awareness of needs and wants that are
common to all children
E.1.3 demonstrate that co-operation is an important part of
being a member of a group
Students will be expected to
Unit Two: Family E.2.1 identify and describe their family
E.2.2 recognize that families have varied traditions, rituals, and

celebrations
Unit Three: Community E.3.1 begin to develop an awareness of their community
E.3.2 begin to develop an awareness of the connections

between their community and other communities
E.3.3 begin to develop an awareness of maps

CURRICULUM OVERVIEW
Grade 1:
Interactions
Groups Environments
Interactions
Needs and Place and

Wants Time
Unit One: Groups Students will be expected to
1.1.1 demonstrate an understanding of the importance of

interactions between people
1.1.2 demonstrate an understanding of the similarity and
diversity of social and cultural groups
1.1.3 demonstrate an understanding that people within groups
have rights and responsibilities
Unit Two: Environments Students will be expected to
1.2.1 recognize that environments have natural and constructed

features
1.2.2 describe how people depend upon and interact with
different natural environments
1.2.3 take age-appropriate action to practise responsible
behaviour in caring for the environment
Unit Three: Place and Time Students will be expected to
1.3.1 demonstrate an understanding that signs, symbols,

direction, and scale are used to represent landmarks and
locations
1.3.2 demonstrate an understanding that the way people live in
their community evolves over time
1.3.3 demonstrate an understanding that Aboriginal peoples’
relationship with place has changed over time
1.3.4 explain how interactions between communities have
changed over time
Unit Four: Needs and Wants Students will be expected to
1.4.1 recognize that all people have needs and wants
1.4.2 demonstrate an understanding of the factors that

influence how needs and wants are met
1.4.3 demonstrate an understanding of how communities
depend on each other for the exchange of goods and
services
CURRICULUM OVERVIEW
Grade 2: Change
People
Environments Change Technology
Economics
Unit One: People Students will be expected to
2.1.1 describe changes in their lives, and their reactions to these

changes
2.1.2 demonstrate an understanding of how individuals and
groups have contributed to change
2.1.3 explain how decisions made by individuals and diverse
groups result in change
2.1.4 predict ways their community might change in the
future, and how they can contribute to that future
Unit Two: Technology Students will be expected to
2.2.1 describe and evaluate the role of technology in their lives
2.2.2 demonstrate an understanding that people have changed

technology over time to meet their needs, wants, and
interests
Unit Three: Economics Students will be expected to
2.3.1 give examples of how children and their families use

economic decision making as consumers
2.3.2 explain how supply and demand affect price
2.3.3 demonstrate an understanding of the changing nature of

work over time
Unit Four: Environment Students will be expected to
2.4.1 explain how and why physical environments change over

time
2.4.2 describe how people’s interactions with their environment
have changed over time
2.4.3 demonstrate an understanding of sustainable develop-
ment and its importance to our future

CURRICULUM OVERVIEW
How to Use the The curriculum has been organized into four columns to relate
learning experiences to the outcomes by
Four-Column
Curriculum Layout • providing a range of strategies for learning and teaching
associated with a specific outcome or cluster of outcomes
• demonstrating the relationship between outcomes and
assessment strategies
• suggesting ways that teachers can make cross-curricular
connections
• providing teachers with ideas for supplementary resources.
Column 1: This column provides the specific curriculum outcomes describ-

Outcomes ing what students are expected to know and be able to do by the
end of the year.
Column 2: This column offers an elaboration of the SCO through the use of
Elaborations - Strategies for teacher talk. It also offers a range of strategies from which teachers
Learning and Teaching and students may choose. Suggested learning experiences can be
used in various combinations to help students achieve an outcome
or outcomes. It is not necessary to use any of these suggestions,
nor is it necessary for all students to engage in the same learning
experience.
Sensitive Topics
The heart symbol Ì is used to identify topics that need to be
addressed with sensitivity.
GRADE 2: CHANGE
Unit 1: People
People
Outcomes Elaborations - Strategies for Learning and Teaching
Students will be expected to Teacher Talk

2.1.4 predict ways their community
In this outcome, children will have an opportunity to predict
might change in the future and how
(a skill that involves the use of existing information or a pattern
they can contribute to that future
of events to tell what will happen next) what changes may occur
within their community in the future, and the roles that they
may play in contributing to these changes. This outcome is
designed to provide students with an opportunity to incorpo -
rate mapping skills as they create a model and/or map. The
concept of scale, size, and positional language (see Glossary in
the Appendix) will be used in the creation of a model and/or
map and then to predict changes. In kindergarten, the teacher
could make a 3D model of their classroom (use small chairs,
tables, lego) and transfer the model to a flat 2D map. In grade
1 this idea could expand to the use of another room in the
school. In grade 2 the modeling/mapping expands to the area
immediately surrounding their school.
• Challenge students to create a model and/or pictorial map of

their school grounds as a class. Have students sketch the school
grounds as the class takes a walk about the area. After the walk,
using a bulletin board or other large surface, invite the students
to create a class model or pictorial map of their school. Have
students make/draw items for the model/map. As students
make/draw items for the model/map, use this as an opportunity
to discuss the size and positional direction of the item in
relation to the whole picture being created. (Examples: The tree
can not be bigger than the school. The playground is behind or
south of the school.) After completion of the model/map, as a
class or in small groups have students discuss questions related
to change such as:
- What would change at our school if more students played
basketball?
- Where would we put new playground equipment?
- What would happen if a green space with trees and plants
were added to our school?
- What changes would you like to see at our school?
Invite students to use their discussion responses to create a new
model/map adding changes they predict may occur at their
school in the future. Debrief by asking students to compare
their models/maps with the original class model/map and
predict how they may contribute to the changes.

CURRICULUM OVERVIEW
Column 3: This column provides suggestions for on-going assessment that is

Tasks for Instruction part of the learning experience. The assessment suggestions are
and/or Assessment grouped under a number of headings.
Column 4: This column provides additional information for teachers,

Resources/Notes including specific links to the provincial resource, cross-curricular
links, and supplementary resources. Teachers may wish to record
their own notes in this space.
GRADE 2: CHANGE
Unit 1: People
People
Tasks for Instruction and/or Assessment Resources/Notes
Paper and Pencil

Pencil Discovery Links
(Authorized Resource)
• Have students prepare a letter to community council making a
suggestion for a change in the community. Big Book
• Changes, Changes
Presentation - A Community Changes
• Have students explore with each other the idea of their “Future Little Book
Community”. Discuss some possible changes they would make • Making a Change
to improve their community for all people in their community,
including those with disabilities. Divide students into pairs Poster
and allow time for them to brainstorm and list possible changes • Predict the Future
they would like to make. Have student pairs share their ideas
with the class and record ideas on a chart. After sharing, Cross Curricular Links
students may select two possible changes they would like to see
take place in their community. Students will use their choices Science Literature Support
in creating a model, pictoral map, or poster. A brief descrip- • Me and Mr Mr.. M ah by Andrea
Mah
tion explaining what they could do to bring about the changes Spalding
would accompany their creations. • Little M ouse
ouse’’s Trail Tale by
Mouse
Joann Vandine
Informal/Formal Observation
• During small group discussion of questions involving changes

in their school grounds, assess the degree of map compo-
nents (awareness of scale, title, simple legend, use of positional
language) participation and respect for others’ points of view.
Per for
erfor mance
formance
• Have students create a model, pictorial map, or poster to show

what changes they would like to see to their school grounds.
The class may invite the principal to come to view student
presentations of their work.

Atlantic Canada
Social Studies
Grade 2 Curriculum
27
YEAR OVERVIEW

YEAR OVERVIEW
Grade 2: Change
Year Overview Change is the conceptual organizer for grade 2. This concept is
critical to the study of social studies. In today’s rapidly changing
world, an understanding of change contributes to the develop-
ment of students as citizens of their community, province,
Canada, and the world. Students will build on what they
explored in social studies from previous years where they
examined the concepts of connections and interactions. Both of
these concepts are related to change. They will develop an
awareness and confidence that change is very much a part of
their lives. Students will explore change as it relates to people,
technology, economics, and the environment.
In the first unit, students will examine change as it relates to

individuals, groups, and communities. In the second unit,
students will explore the changing nature of technology and its
impact on their daily lives. The study of economic change in the
third unit will enable students to extend their understanding of
basic economic concepts, including economic decision making,
supply and demand, and the changing nature of work. An
examination of environmental change, the focus of the fourth
unit, will allow students to investigate the changing features of
the physical environment and to examine sustainable develop-
ment practices at the local, national, and global levels.
Throughout the year, students will have the opportunity to

further develop their understanding of the concept of geographic
and mapping skills. A map is a visual way to communicate
information about the world. The progression of skills taught is
gradual and reinforced in subsequent grade levels (see Geo-
graphic and Mapping Skills, pages 30-32). In grade 2 the
following geographic and mapping skills are addressed through
three specific outcomes.
• Map Components
• Position/Direction
Outcome 2.1.4 predict ways their community might
change in the future and how they can
contribute to that future
• Time line
Outcome 2.1.1 describe changes in their lives and their
reactions to these changes
Outcome 2.2.2 demonstate an understanding that
people have changed technology over
time to meet their needs, wants, and
interests

YEAR OVERVIEW
Geographic and Mapping Skills

The Geographic and Mapping Skills chart is intended to provide a developmental continuum for students in
Entry to grade 3. Skills associated with specific grade 2 curriculum outcomes are noted at the beginning of
each unit in this curriculum guide.
Geographic/Mapping Skills Grade K-1 Grade 2 Grade 3
Representation of Place Awareness Awareness Locate province in

- that maps/globes - that maps/globes region, Canada, North
represent places represent places on America and the world
on Earth Earth by using maps/globes
- how to locate - how to locate
places on maps/ places on maps/
globes globes
Map Components Awareness of Awareness Understanding

- title (what the map is - title - title - qualitative scale
about) - qualitative scale - qualitative scale - arrow/compass rose
- scale (qualitative or (bigger or smaller (bigger or smaller - borders/boundary
quantitative) than) than) lines
- legend/key (shows what - legend/key - legend/key
symbols on a map stand - symbols - symbols Awareness
for) - labels - labels - quantitative scale
- symbols (pictures that - direction (near/far/ - direction (to the - cartographer (person
stand for things on a map) up/down) north/south/east/ who makes maps)
- labels (words on a map) west)
- arrow/compass rose
(symbol that shows
direction)
- borders/boundary lines
(dividing lines between
places).
(Use map component

terminology as various maps
are discussed.)
Symbols/Signs Awareness Locate (on map and Locate on map and

(visuals used to represent - area symbols (colours/ legend key) legend/key and describe
things drawn on a map: shapes that represent - area symbols (land- - landforms (islands,
e.g., area, point, line land and water - forms and bodies of hills, mountains,
symbols) point symbols water on neigh- wetlands) common
(houses, constructed bourhood and and specific to
features, signs, community maps) province and region
natural landmarks or - point symbols - vegetation patterns
features, e.g., trees). (natural and con- - borders/boundary
- line symbols (borders, structed features. lines (provinces,
e.g., between neigh- - line symbols vegetation lines)
bours and school yard; (borders, roads/ - borders/boundary line
roads/streets, water streets, waterways) (continents)
ways)

YEAR OVERVIEW
Position/Direction Use positional Use relative terms Use cardinal points to

Using Positional Language language (near, far, up, (behind/in front of, locate Canada and
down, under, above, left, right, close to/ region/province on maps
between, beside, left, far away) and globes
right, and other
relative terms) to Awareness
describe self, surround- - cardinal directions
ings and places on (to north/south/
maps east/west)
- cardinal points
(N,S,E,W)
Scale Awareness Awareness Understand

(representative - qualitative scale, as - qualitative scale as - qualitative scale
size/distance of an object in models (dolls, representative size
on a map relative to the cars, playhouses, of objects using Awareness
real object described in miniature houses models/drawings - quantitative scale:
qualitative [bigger than/ and communities, (up/down, e.g.,
smaller than] or quantita- sandbox/modeling drawings of
tive [ratio] language) clay communities, objects using simple
building blocks, grids and 1:2, 1:3
etc.) ratios)
- grids (simple)
- dot-to-dot drawings
- construction of models
to practice qualitative
scale accuracy
- distance (begin to
use numbers)
Perspective Awareness Awareness View aerial maps.

(angle from which the child - perspective (through - perspective (by Draw/construct
views or constructs/draws viewing pictorial viewing pictorial panoramic maps:
maps) maps:[features por- and panoramic (elevated angle 45º
trayed by drawings maps) - high oblique)
and pictures] and
panoramic maps Draw/create pictorial Houses are still
[with views from a maps pictorial
distance, or on
10-15° angle]) (Students not expected
to know terms frontal
Draw/create pictorial view, slightly elevated
maps (frontal view, one angle 10-15°, low
baseline) oblique, more than
one baseline)

YEAR OVERVIEW
Scope Room, home, and Immediate environ- Province and region

(size and range of the child’s school ment, neighbourhood,
immediate world) and community
Map/Model Use Use Use models and variety

(used for instruction) - 3-D models (made - 3-D models of maps
with small tables, - floor maps
chairs, building - murals (of imaginary
blocks) or real places)
- field-sketch map
Timeline Use timeline to show how related events are arranged in chronological order
(visual way to arrange (pictorial and concrete objects). Dates not used until grade 4.
information)
Notes

YEAR OVERVIEW
Teacher Notes
• The recommended instructional time for primary social studies in grades 1-3 is
3% (9 minutes/day, 45 minutes/week, 54 minutes/6 day cycle, 28 hours/year).
Teachers may wish to utilize an integrated approach to have students achieve social studies
outcomes. This approach provides a practical means for teachers to connect outcomes in
meaningful ways. By identifying connections between similar concepts and skills shared by
several subject areas, teachers may more efficiently address curriculum outcomes within
classroom instruction.
• The heart symbol Ì is used to identify outcomes that should be addressed with sensitivity.
It is important to know your students and to consider what outcomes/issues should be
handled with care.
• In column 4, Other Suggested Resources (such as books, posters, and reference materials) are
listed. Teachers are encouraged to use a variety of resources to address the curriculum
outcomes. As always, when using a resource that is not authorized, please preview to deter-
mine if it is appropriate for the intended purpose.
• Teachers in the Eastern School District have access to a selection of materials from the
Teacher’s Resource Centre. Also, Western School Board teachers are encouraged to visit the
Little Red School House for resources. Teachers are encouraged to use the Confederation
Centre Library and to consult with the teacher-librarians in their schools for updated video/
DVD lists as well as other resources.
• Consider community opportunities when planning. Be aware of designated days, weeks, or

months (such as Remembrance Day, Earth Day, Aboriginal Awareness Week, Seniors’ Month)
to address topics that complement the social studies curriculum.

YEAR OVERVIEW

GRADE 2: CHANGE

GRADE 2: CHANGE
Unit 1: People
Overview In this first unit, students are provided with exciting opportunities
to describe change in their daily lives and to explain their reactions
to these changes. They will learn how people and groups of people
have contributed to change over time, and identify examples of how
change is a result of decisions made by individuals and diverse
groups in their school, community, province, and beyond. They
will predict ways their community may change in the future and
how they can contribute to that future.
Outcomes Students will be expected to
2.1.1 describe changes in their lives, and their reactions to these

changes
2.1.2 demonstrate an understanding of how individuals and
groups have contributed to change
2.1.3 explain how decisions made by individuals and diverse
groups result in change
2.1.4 predict ways their community might change in the future,
and how they can contribute to that future
Opportunities for Please note that in this unit opportunities for connections with
Integration health, science, and technology outcomes are referenced in column
4.
Anticipated time for It is suggested that this unit be completed during the months of
September and October.
Completion
Geographic/Mapping • Map Components (Awareness of title, legend/key, scale/size)

Skills • Postition/Direction
Outcome 2.1.4
• Time line (pictorial)

Outcome 2.1.1

GRADE 2: CHANGE
Unit 1: People
2.1.1 describe changes in their lives, In this unit, students will explore the concept of change in
and their reactions to these changes their lives, and its relationship with the past, present, and
future. Children will describe some of the different stages in
their lives. They will be able to predict and explain that change
can bring about new needs and wants. (Note: Students were
introduced to the concept of needs and wants in grade 1.)
Remind students that it is only natural to experience new
feelings when confronted with change, and that change will
always be part of their lives.
• Have students think of a significant change in their lives over

the past few years and how they reacted to these changes.
Prompt the class by suggesting events such as changing grades,
or getting a pet. Ì Teachers need to be sensitive to the fact
that a student could have lost a parent, or is experiencing a
divorce. Remind students that as the years go by people go
through “stages” of life, such as infant, child, and adult.
• Have students engage with an appropriate book as a read aloud.
The selected book should address the issue of change in
someone’s life. Engage the children in a discussion of what the
book says about change, and how this might be similar to
change experienced by the children themselves. Teachers may
utilize a two-sided journal (see Glossary in Appendix D).
• Have the class complete a graphic organizer using
pictures and/or words comparing needs of the students now,
“the present, and when they grow up, the future.” This can
also be utilized to compare wants. This will help students
further their understanding of needs and wants (see Glossary in
Appendix D).
• Have students create a pictorial time line to show changes
related to their lives. This may involve the use of photographs
and/or words or labels.
• Present students with various scenarios of change that often
occur, such as the arrival of a new baby or new pet, or having a
friend move away. Invite students to present a visual representa-
tion of different facial expressions that illustrate the various
emotions associated with such changes. The visual representa-
tions may be in a form of collages, drawings, or paper plate
faces. Students’ work could be used as a display. (Note:
Teachers may wish to make reference to Health BLM R-2.2 to
assist students with their representations.)

GRADE 2: CHANGE
Unit 1: People
Paper and Pencil Discovery Links

• Have students bring to class pictures of themselves at various
stages in their lives. Display the pictures and make a game out Big Book
of having students connect pictures with individuals. Have • Changes, Changes
them draw pictures of what they might look like as teenagers “You and Me”
and adults. Develop a pictorial time line of themselves by Little Book
displaying their drawings beside their baby pictures. Have • Why People Move
students identify their reactions to these changes through a Poster
brief written description. • Look at How I’ve Grown
• Involve students, as a class, to make a Venn diagram on their Cross Curricular Links
needs and wants in the past and present, noting that some
needs don’t change. Or focus on two other stages such as the Health
present and the future. • Relationship Choices
Outcomes R-2.10, and R-2.1
Presentation • Relationship Choices
BLM R-2.2
• Have students choose one significant event in their lives and
create a poster to illustrate their feelings/emotions and Health Literature Support
reactions to the event, and how they changed after the event Will There be a Lap For Me?
(first day of school, first sleep-over, first airplane trip). Such by Dorothy Corey
feelings as “scared/now braver” “worried/less worried” “alone/ Mama and Daddy Bears’ Divorce
made a new friend” could be represented in a “before” and by Cornelia Maude Spelman
“after” poster. Students may present their posters to the class. My Home Bay by Anne Laurel
Carter
Paper and Pencil The Memory String by Eve Bunting
When I Feel Good About Myself
• Invite students to write an acrostic poem (see Glossary in by Cornelia Maude Spelman
Appendix D) predicting how their lives will change in the
future. Provide students with a model of how the poem may Science
look. Students may wish to illustrate their poems. • Animal Growth and Changes
Outcome 100-16
See him on the monkey bars every day.
Science Literature Support
Enjoys studying science.
• Me and Mr. Mah
Always learning about outer space.
by Andrea Spalding
Now he works with astronauts.
• The Giving Tree
by Shel Silverstein
• When I Grow Up
by Peter Horn
• Alexander, Who’s Not (Do You
Hear Me? I Mean It!) Going to
Move by Judith Viorst
Technology
• Concept Map
Outcome A-4.3

GRADE 2: CHANGE
Unit 1: People
2.1.2 demonstrate an understanding Change affects people in their personal lives and in their
of how individuals and groups have broader community. Students should use visual representations
contributed to change such as pictures, sketches, or drawings to illustrate these
changes. Students should recognize that individuals and/or
groups working together bring about change.
• Invite students to bring in photos and/or pictures representing

changes in their home and/or community. These “before and
after” pictures may be used to compare change.
Debrief, using such questions as the following:
- What changes are shown in the photos?
- Why did the change occur?
- Who was involved in the change?
- How did people react to the change?
The selected book should examine how individuals and/or
groups have brought about a change. Engage the students in a
discussion about how change was brought about in the story,
and how the change compares to examples from their own lives
(where individuals and/or groups have contributed to change).
Teachers may utilize a two-sided journal (see Glossary in
Appendix D).
• Invite students to participate in a group activity demonstrating
how working together may bring about change. The class is
divided into small groups of five or six. Each group holds hands
in a circle facing inward. The object of the activity is for
everyone to silently, and without letting go of each others’
hands, turn the circle inside out. (Solution: Three of five
students walk under grasped hands of one pair of students until
circle is inside out.) Debrief the activity by discussing how the
activity was successfully completed. Possible discussion
questions could include the following:
- What did we have to do to make this activity successful?
- How did you decide who would lead and who would
follow?
- How important was it to work as a team?
• Have students prepare questions in advance for an invited
speaker. Brainstorm possible questions with the students then
discuss how to use the following ‘powerful question’ criteria:
questions are specific to the person or topic, can’t be answered
with yes or no, and give lots of information. Invite a local
individual to come to speak to the class about a change in the
community. The speaker could provide information about his/
her contribution to the change, and explain how things can be
done by working as a team.

GRADE 2: CHANGE
Unit 1: People
Presentation Discovery Links

• Have students create a plan of action for a change in their
school, such as a playground addition. Using a poster/collage/ Big Books
model they created, make a presentation to the principal. • Changes, Changes
“Schools of the Past”
• Have students, with the guidance of the teacher, e-mail other “School Rules”
students in the class, or the teacher, regarding changes being
planned or taking place within their school or another school/ Little Books
community. • They Made a Change
• The Blueberry Way
Paper and Pencil
The Nystrom Jumbo Atlas
• Invite students to investigate groups that have brought about (Authorized Resource)
changes in their community. Invite a speaker involved in a “How has this place changed?” (p.15)
project that brought change. Have students create a web that “What is a model?” (p.16)
identifies several factors that contributed to the completion of
the project (e.g., ideas/plans, money, workers, materials,
services). Cross Curricular Links
Interview Technology
• Telecommunications
• Have students interview a family member about a change that Outcome B-10.1 (send messages)
has occurred in their community and how community Outcome B-10.2 (open messages)
members contributed to that change. Possible questions may
include the following: Health
- What big change has happened in our community? • Relationship Choices
- Who helped make the change? Outcome R-2.7
- How did people react to the change?
Performance
• Invite students to identify a class, school, or community project

to bring about some change (organize recess activities, litter
pick-up day). Have students work together to plan and carry
out the project.

GRADE 2: CHANGE
Unit 1: People
2.1.3 explain how decisions made by As young children mature, they are able to participate in
individuals and diverse groups result more decision making. This outcome is intended to explore
in change the importance of decision making in their lives, the manner
in which decisions may be made, and the persons who have
decision making powers. (Opportunities may arise whereby
examples come from local, national, or global contexts
where people are chosen, hired, or elected to bring about
change.)
• Challenge students to explore the relationship between

decision making and change by asking the class a question such
as “What is one change you would like to see in our class
room?” Conduct a simple survey of the class and make a list of
the most requested changes. Explain to children that change
often requires decisions. Once the list is completed, have
each student place a sticker beside the change they
would most want to see, and discuss what decisions will be
necessary to bring about the change.
• Involve students in a discussion around how decisions are made

by an individual or group. For example, illustrate a decision
made by an individual by having students complete the
sentence “If I were a (mom, dad, teacher, principal) in
charge for a day, I would ...” Some students may relate some of
their decisions to rules. Discuss some rules, using prompts
such as the following:
• What is a rule?
• Who decides the rules?
• How do rules affect our lives?
• How do rules get changed?
• Have children think of two ‘powerful questions’ to ask an

invited guest about how he/she makes decisions at work. Invite
someone such as a principal, mayor, police officer, or firefighter
from your school or community to speak to the class.
• Have student pairs, using prepared sentence strips with various

decisions written on them, divide the decisions into two
categories: “Individual Decisions” and “Group Decisions.” As a
class, have students present how they categorized the decisions
and give reasons for their choices. If students experience
difficulty with a decision, have the class as a group decide
where it belongs and why.

GRADE 2: CHANGE
Unit 1: People

• Provide children with a situation about which they have to
make a decision (such as two classes in their school needing to Little Book
share one playground). Have children focus on the method of • Let’s Decide
decision making they will use, e.g., voting, or decision making
tree (Health BLM L-2.3), and explain why they made the Poster
choice(s) they did. • Look at How I’ve Grown
Paper and Pencil Photo Cards

• Who Decides?
• Involve students in generating a list of their daily decisions that
result in change. Explain to students how they make decisions Cross Curricular Links
as individuals, group members, and family members. For
example, they choose a friend individually, share the play Health
ground as a group, and plan a vacation as a family. Provide • Life Learning Choices
students with a template to record their findings. Outcome L-2.3
BLM L-2.3
What Decisions are Made?

GRADE 2: CHANGE
Unit 1: People

2.1.4 predict ways their community
In this outcome, children will have an opportunity to predict
might change in the future, and how
(a skill that involves the use of existing information or a pattern
they can contribute to that future
of events to tell what will happen next) what changes may occur
within their community in the future, and the roles that they
may play in contributing to these changes. This outcome is
designed to provide students with an opportunity to incorpo -
rate mapping skills as they create a model and/or map. The
concepts of scale, size, and positional language (see Glossary in
Appendix D) will be used in the creation of a model and/or
map, and then used to predict changes. In kindergarten, the
teacher could make a 3D model of their classroom (use small
chairs, tables, building blocks, game pieces) and transfer the
model to a flat 2D map. In grade 1 this idea would be
expanded to use another room in the school. In grade 2 the
modelling/mapping is expanded to the area immediately
surrounding their school.
• Challenge students as a class to create a model and/or pictorial

map of their school grounds. Have students sketch the school
grounds as the class takes a walk about the area. After the walk,
using a bulletin board or other large surface, invite the students
to create a class model or pictorial map of their school. Have
students make/draw items for the model/map. As students
make/draw items for the model/map, use this as an opportunity
to discuss the size and positional direction of the item in
relation to the whole picture being created (e.g., the tree
cannot be bigger than the school; the playground is behind or
south of the school). After completion of the model/map, as a
class or in small groups, have students discuss questions related
to change:
- What would change at our school if more students played
basketball?
- Where would we put new playground equipment?
- What would happen if a green space with trees and plants
were added to our school?
- What changes would you like to see at our school?
Invite students to use their discussion responses to create a new
model/map, adding changes they predict may occur at their
school in the future. Debrief by asking students to compare
their models/maps with the original class model/map and
predict how they may contribute to the changes.

GRADE 2: CHANGE
Unit 1: People

• Have students prepare a letter to the community council
making a suggestion for a change in the community. Big Book
• Changes, Changes
Presentation “A Community Changes”
• Have students explore with each other the idea of their future Little Book
community. Discuss some possible changes they would make • Making a Change
to improve their community for all people, including those
with disabilities and other special needs. Divide students into Poster
pairs and allow time for them to brainstorm and list possible • Predict the Future
changes they would like to make. Have student pairs share
their ideas with the class and record ideas on a chart. After The Nystrom Jumbo Atlas
sharing, students may select two changes they would most like (Authorized Resource)
to see take place in their community. Students will use their “What kinds of places are in town?” (p.9)
choices in creating a model, pictorial map, or poster. A brief “How has this place changed?” (p.15)
description explaining what they could do to bring about the “What is a model?” (p.16)
changes would accompany their creations. “What is a map?” (p.17)
“What do symbols mean on maps?” (p.18)
Informal/Formal Observation “Can you make a map? (p.19)”
• During small group discussion of questions involving changes

in their school grounds, observe the degree of awareness of map Cross Curricular Links
components (awareness of scale, title, simple legend, use of
positional language). Science Literature Support
• Me and Mr. Mah by Andrea
Performance Spalding
• Little Mouse’s Trail Tale by
• Have students create a model, pictorial map, or poster to show Joann Vandine
what changes they would like to see made to their school
grounds. The class may invite the principal to come to view
student presentations of their work.

GRADE 2: CHANGE

GRADE 2: CHANGE

GRADE 2: CHANGE
Unit 2: Technology
Overview In this unit, students will explore the changing nature of technol-
ogy, learn to describe and evaluate the role of technology in their
lives, and develop an understanding that people have changed
technology over time to meet their needs, wants, and interests. The
focus of this unit is to explore the various technologies that directly
impact children, and to help children develop an awareness that
technology has evolved over time.
2.2.1 describe and evaluate the role of technology in their lives
2.2.2 demonstrate an understanding that people have changed

technology over time to meet their needs, wants, and
interests
Integration science and technology outcomes are referenced in column 4.
Anticipated Time for It is suggested that this unit be completed during the months of
January and February. This would allow teachers to connect with
Completion
Heritage Day.
Geographic/Mapping • Time line (pictorial)

Skills Outcome 2.2.2

GRADE 2: CHANGE
Unit 2: Technology
2.2.1 describe and evaluate the role of Students will identify the various types of technologies
technology in their lives available today. They will also describe and explain how these
technologies influence their own lives. For this unit, the term
technology is any tool that makes life easier.
• Ask students to brainstorm various types of technology used in

homes, schools, and work, and to support play and leisure. The
teacher may wish to use a computer generated web to gather
and organize data about the different types of technology.

The selected book should address the role of technology in life.
After the reading, invite students to create a list of technologies
they use in their lives. Involve the class in the creation of a PMI
chart (plus, minus, and interesting) on the attributes of
technology.
• Have students (with prior permission from parents or

guardians) agree to forgo using a technology (such as a
television, bike, or favourite video game) for a short period of
time. During this time, students record how it affected their
lifestyle, and then they present their findings to the class.
• Involve students in a ranking activity involving technology.

Provide students with a list of three technologies they use in
their everyday lives. Have the students rank items on the list
from most important technology to least important technology.
Once students have completed their ranking, conduct a class
discussion on the students’ choices and reasons for their
choices. The discussion may also include a chart recording the
name of the technology, the positive uses of the technology, and
the negative uses of the technology. After the discussion, have
students rank the technologies again and note any changes in
ranking.

GRADE 2: CHANGE
Unit 2: Technology
Informal/Formal Observation Discovery Links

• Have students identify various types of technology by
completing a PMI chart, and observe the degree of participa- Big Book
tion and respect for others’ points of view during the activity. • Changes, Changes
“We Use Technology to ...”
Journal “Hey, Street!”
• Have students identify the technologies they use throughout a Little Book
normal day, such as lights, pencil, pencil sharpeners, • A World of Technology
television. Create a list of the technologies used. Ask students
to suggest how they would accomplish their daily tasks Cross Curricular Links
without technology. Have students write a response in their
journals using the following questions: Technology
• What would I do without (name of technology)? • Computer Systems
How would my life be different? Outcome C-1.1
How would I feel without ? • Concept Maps
• Have students complete a two-sided journal response Outcome A-4.1
using the titles “My Life with Technology” and “My Life
without Technology.”
Paper and Pencil
• Have students graph or chart examples of technologies that

have influenced the lives of children. Use headings such as
“recreation,” “entertainment,” “play,” “school,” “clothes,” and
“travel.” Display the results. Have students discuss the positive
and negative influence on children’s lives.
Presentation
• Using pictures from magazines or other sources, have students

create a collage of technologies and tell about how the
technology influences their lives in a postive or negative way.

GRADE 2: CHANGE
Unit 2: Technology
2.2.2 demonstrate an understanding Students will incorporate the concept of change over time in
that people have changed technology exploring technological change and how lifestyles have been
over time to meet their needs, wants, affected by changes in technology. (This may be an opportu-
and interests nity to continue the development of the time line concept
which was introduced in grade one through Outcome 1.3.2.)
They will explore the positive and negative impact of technol-
ogy in their world and predict how future technologies will
affect the lives of people.
• Have students explore through the use of picture books,

posters, or videos/DVDs how technology has changed over
time. Include technologies from various categories (such as
communication, transportation, sport, etc.) that are familiar to
students (including telephone, automobile, television, scooters,
computer, etc.). Using pictures of a technology, have students
create a technology time line by arranging the pictures from
earliest to latest. During discussions, have students keep point
notes on how lifestyles were different before and after the
changes, and/or the positive and negative impacts of the
changes. (Opportunities may arise whereby examples come
from the local, national, and global level.)
• Invite students to participate in an experience with a past and a
modern technology. (Some examples include slate/scribbler,
low/high wattage light bulbs, record/CD player.) Debrief the
activity by completing a class chart showing the positive and
negative impacts on these technologies on the lives of people.
Have students create a picture to predict what this technology
will look like in the future and give a brief description of how
the technology may change their lives. (Note: Teachers may
wish to arrange a class visit to a local museum that displays
historical objects.)
• Involve students in the making of butter. Have small groups
make butter by taking turns shaking ingredients in a closed
container (see column 4 for recipe.) Afterwards, the teacher
makes the butter with an electric mixer. Have students write
about their experience and the impact of technology on
everyday life.
• Invite students to develop a “then and now” page for a
“Changes in Lifestyle” book. Assign a small group a specific
category, such as food, clothing, homes, transportation, or
recreation. Each group can present their page to the class.
Discuss the different impacts on past and present lifestyles.
Make this into a chapter for the class book.

GRADE 2: CHANGE
Unit 2: Technology

• Provide students with pictures of a technology as it has
changed over time. Have students arrange the pictures to Big Book
demonstrate a time line for the technology. • Changes, Changes
“Making Decisions”
Interview “How Will We Go?”
• Have students interview a grandparent or another elder on the Little Book

topic “The Life of My Grandparent When He/She Was My • Things Have Changed
Age.” Questions for the interview should center on how
technology has changed their lives. Poster
• Technology in the Past
Presentation
Photo Cards
• Have students use a current technology, such as a car, game, or • Milestones of Technology
microwave, and create a model/visual representation of how it
will look in the future. Include a written description of how Cross Curricular Links
this technology would change lives in the future.
Science
• Have students work in pairs or small groups to model a • Liquids and Solids
simple invention that would make life easier. Have each group Outcomes 100-17, 100-18,
present their invention to the class. 100-20, 203-1
Informal/Formal Observation Technology

• Computer Systems
• During class discussion, observe students’ understanding of Outcome C-1.1
how technology has changed over time to meet the needs, • Multimedia
wants, and interests of people. Outcome B-8.1
Journal Butter Recipe

• heavy whipping cream
• Through a journal response, have students explore what their • shake about once per second
lifestyle would be like if their family moved to a futuristic • a marble may be added to speed
community in space or under the ocean. Focus on how they the process
would meet their needs, wants, and interests. Ask children • process takes 5-30 minutes
questions such as “What technologies/inventions would you depending on shaking
need to survive?” and “What might the negative/positive results
be?”

GRADE 2: CHANGE

GRADE 2: CHANGE

GRADE 2: CHANGE
Unit 3: Economics
Overview This unit provides students with opportunities to explore the
changing world of economics. They will examine how they and
their families make economic decisions as consumers. Students will
be introduced to the concept of supply and demand and examine
how it affects price. They will also investigate how the nature of
work has changed over time.
2.3.1 give examples of how children and their families use

economic decision making as consumers
2.3.2 explain how supply and demand affect price
2.3.3 demonstrate an understanding of the changing nature of

work over time
Completion May and June.
health, science, mathematics, and technology outcomes are
Integration
referenced in column 4.

GRADE 2: CHANGE
Unit 3: Economics

Teacher Talk
2.3.1 give examples of how children
and their families use economic In this outcome, students will have the opportunity to explore
decision making as consumers the role of economic decision making in their lives. Students
will give examples of how money is earned by themselves and
adults to obtain goods and services. (Note: Students were
introduced to the concepts of goods and services in grade 1–
see Glossary in Appendix D.) Students could read, discuss, and
engage in activities in order to give examples of how they and
their families make economic decisions. Ì Teachers need to be
sensitive in their discussion about how students and their
families use economic decision making as consumers.

The selected book should deal with the importance of money
as a means to obtain something. Engage the class in a
discussion of what role money plays in their lives as consumers
of goods and services. How do they acquire money, and how
does this compare to how their parents acquire it?
• Have students, in collaboration with the music teacher, learn

songs introducing the concept of earning and spending money.
Challenge students to write a new verse for a song (see
Appendix E).
• Engage students in a discussion around the cost and care of a

pet. Have students brainstorm a list of pets. Select one pet and
have students brainstorm important points to consider in
getting a pet. Some points to include are cost of pet; food;
shelter; health care; exercise and grooming; and emotional and
physical needs of pet. Invite students to examine and make a
decision about getting this pet by completing a chart with two
columns. At the top of the left column, write “Why I can have
this pet...” At the top of the right column, write “Why I can
not have this pet...” Have students present their decisions to
the class.

GRADE 2: CHANGE
Unit 3: Economics

• Have students look through store flyers and select an item they
would like to purchase. Have students create an economic Little Books
decision-making plan using the following questions: • Kate’s Money
- Why do I need this item? • Let’s Go Shopping
- Why can I have this item?
- Why can I not have this item? Poster
- How will I pay for this item? • At the Grocery Store
• Invite students to create a list of what they would like to

purchase with an assigned amount of money. Using flyers Cross Curricular Links
and/or catalogue pictures with age appropriate prices, have
students select and keep a record of their purchases. Have Health
students present their decisions and discuss reasons for their • Life Learning Choices
decisions. Outcome L-2.3
Interview Science Literature Support

• The Great Pet Sale by Mick
• Interview a parent or older member of the family on strategies Inkpen
they use in making good economic decisions. Have students
report their findings to the class.
Journal
• Invite students to write about their choice for a pet, and why it
is an appropriate choice for them. Encourage students to
include reasoning around the cost of the pet, along with
housing and other needs.

GRADE 2: CHANGE
Unit 3: Economics

Teacher Talk
2.3.2 explain how supply and
demand affect price This outcome expands upon earlier concepts involving needs
and wants. Students will have the opportunity to explore the
idea of supply and demand, and how supply and demand
relate to changes in price. For this outcome, supply is the
quantity of a product that is available for purchase. Demand is
the quantity of a product that consumers want.
• Invite students to create a pretend classroom store. Students

may use classroom items or items brought to the class for the
store. Divide the class into two groups those who will be
selling the goods and those who will purchase goods (consum-
ers). Have the sellers decide on a price for the store items.
(Note: It is acceptable for students to have unrealistic prices to
provide discussion on the effect prices have on consumers.)
Have sellers list the items for sale, and prepare signs showing
prices. Have the buyers make a sheet to keep track of their
purchases, and to record how much of a predetermined amount
of money they have spent on each. Open the store and allow
time for purchases and recording of information. (Teachers may
wish to include graphing in this activity.) Debrief the activity
with a discussion involving questions such as the following:
- What has to happen for a store to work?
- Should prices for some items be more or less? Reasons?
- What would happen if fewer items were for sale?
- What would make you want to buy something you didn’t
choose today?
- What would make you want to pay a higher price for
something?
- If you went to the store again, would you buy the same
items? Why or why not?
- What prices would you change, and why?
Encourage the students to think about how the supply,
demand, and price of an item guided their decision to buy the
item.
• Have students develop ‘powerful questions’ on supply, demand,
and price to ask a guest speaker. The speaker may be a member
of the business community, a grocery store manager, or a local
farmer or fisher.
• Assist students in conducting a mock auction with a small
number of items (e.g., six sparkling pencils). Provide a
predetermined amount of money for each student. After the
auction discuss with students the concepts of supply, demand,
and price.

GRADE 2: CHANGE
Unit 3: Economics

• Gather and collect various store flyers. Have students select a
product, then compare the regular price of the product with Big Book
the flyer price. Students will record their findings and write a • Changes, Changes
short paragraph giving their opinion for the price changes. “What Do You Want?”
“How Do You Get It?”
Performance
Little Book
• Invite students to individually or in small groups conduct a • Lemonade for Sale
survey of businesses in their community to determine how
owners decide which products to put on sale.
Cross Curricular Links
Presentation
Science Literature Support
• Have students create an ad to sell a product or service. Students The Great Pet Sale by Mick Inkpen
will present their ads to the class. After the presentations, have
students select which product they would most want to buy, Mathematics
and give a reason for their choice. • Addition and Subtraction
Outcomes B9, B10 and B11
• Invite students to draw a picture of a market or grocery store • Data Management
showing what happens when prices are raised or lowered. Have Outcome F2
each student write a sentence about his/her picture.
Technology
Informal/Formal Observation • Word Processing
Outcome A-7.2
• Observe students during the store activity and discussion to
determine their level of understanding of the concepts of supply
and demand.

GRADE 2: CHANGE
Unit 3: Economics

Teacher Talk
2.3.3 demonstrate an understanding
of the changing nature of work over Students will explore how occupations have changed over time,
time including work that involves children. They will become aware
of the different types of work paid, unpaid, and volunteer (see
Glossary in Appendix D). Students will predict how the nature
of work may continue to change in the future.

The selected book should describe work often performed by
children in the past. Brainstorm to identify other jobs that
children often perform or have performed. Using a Venn
diagram, compare past and present jobs of children. (Note:
Hula hoops may be used for Venn diagrams. Students may use
brainstorming ideas cut out from chart to place in hoops.) Have
students offer opinions on why these changes have occurred.
• Challenge students to use a chart to investigate the concepts of

paid, unpaid, and volunteer work. Have small groups of
students use a think, pair, share method to place a list of
different jobs under the correct headings. Complete a class
chart to clarify which heading the jobs would fit under.
• Have students consider the role of work in an occupation such

as farming, fishing, or policing. Have students examine how the
nature of this work has changed over time, and predict how it
may look in the future. This activity may also be used to
challenge students on their ideas of the roles of men and
women in the world of work, and their changing roles over
time.
• Have students prepare ‘powerful questions’ for an invited guest

speaker on how the role of his/her work has changed over time.
The guest speaker may be a female police officer or male nurse.
Ask children to make a drawing to represent what they learned,
and write a thank-you note to the guest speaker.
• Invite students to create a weekly/monthly volunteer award

from their class for a school volunteer. Discuss with students
possible volunteer activities in which they could participate.

GRADE 2: CHANGE
Unit 3: Economics

• Challenge students to make a list of occupations that may
develop in the future using scenarios such as people living Big Book
in outer space or under the sea. Through a journal response or • Changes, Changes
drawing, have students describe what kind of work people “Work Over Time”
would do in this new world. Share responses with the class. “The Work We Do”
• Have students create a collage or place mat organizer to Little Book

demonstrate how work in an occupation has changed (doctor, • Work Has Changed
pilot, mechanic, etc...) from the past to the present. Invite
students to predict how this work will change in the future. Photo Cards
• Working in the Past
Paper and Pencil
The Nystrom Jumbo Atlas
• Ask students to write a response to prompts such as the (Authorized Resource)
following: “Who keeps people safe?” (p.11)
In the past, I would have liked to work as a “What do these people do?” (p.12)
because .
In the future I would like to work as a because Cross Curricular Links

.
Health
• Have students, through labelled drawings, identify two • Life Learning Choices
examples of paid work, unpaid work, and volunteer work. Outcomes L-2.7, L-2.8
• Invite students to create a newspaper article (possibly for the

school newsletter) highlighting the work of a school volunteer.
Interview
• Have students interview an adult who volunteers in the school

or community to find out why he or she volunteers, and why it
is important. Have them present their findings to the class.
• Invite students to interview an older adult in their family to

discover how the nature of his or her work has changed over
time. Ask them to present their findings to the class.

GRADE 2: CHANGE

GRADE 2: CHANGE

GRADE 2: CHANGE
Unit 4: Environment
Overview In this unit, students will further develop geography concepts and
skills. They will explore how and why physical environments
change over time and how people’s interactions with their
environment have changed. Students will extend their understand-
ing of sustainable development and its importance to their future.
2.4.1 explain how and why physical environments change over

time
2.4.2 describe how people’s interactions with their environment
have changed over time
2.4.3 demonstrate an understanding of sustainable development
and its importance to our future
March and April. This would allow for a connection with Earth
Completion
Day.
science, music, health, and technology outcomes are referenced in
Integration
column 4.

GRADE 2: CHANGE
Unit 4: Environment

Teacher Talk
2.4.1 explain how and why physical
environments change over time In grade 1 children would have gained an awareness of their
physical environment (Outcome 1.2.1) when they learned to
recognize and describe some natural and constructed features.
This grade 2 outcome focuses on physical changes that occur
naturally in the environment, as well as changes that are
brought about when people modify their environment to
better suit their needs and wants.
• Invite students to identify examples of environmental changes

that they see occurring around them, giving prompts such as
wind and water erosion. For example, teachers might ask, “Have
you ever built a sand castle at the beach and rushed to
complete it before the tide washed it away?” Have students use
a journal response to describe what they saw. Similarly, an
experiment using a mound of sand and a spray water bottle
could be used, having students observe and describe through
pictures and words what they see happening with the sand as
the water is sprayed on it.
• Encourage students to bring in pictures demonstrating how

the physical environment around their homes or community
has changed over time. Discuss the type of change that
occurred (natural/constructed), and reasons for the change.
• Have students explore environmental changes that have taken

place over time, either locally or in other communities, by
using photos of before and after. Some examples to consider
include changes in their yards or a playground; a new house; a
forest before and after it was clear-cut; a block of land before it
was made into a housing subdivision; or major construction.

GRADE 2: CHANGE
Unit 4: Environment
Performance Discovery Links

• Have students place in sequence photographs/pictures of
changes over time in their community. Teachers may wish to Big Book
access photographs/pictures from a local museum. Have • Changes, Changes
students identify whether the changes are natural or “Changes Made by Nature”
con structed changes. “Changes Made by People”
• Ask students to identify one physical change they would like to Little Book
see in their neighbourhood/community. This may be a natural • Our Schoolyard Changes
or constructed change. Have students create a picture, poster,
or model of the area before and after the change. Have students Photo Cards
write a short explanation for why the change would be a • Nature Takes Over
positive idea, and then present their work to the class.
Informal/Formal Observation Cross Curricular Links
• Observe and note the vocabulary used, questions asked, and Science
responses/opinions given as students discuss physical changes • Air and Water in the
and their relationship with the environment. Environment
Outcome 103-7

GRADE 2: CHANGE
Unit 4: Environment

Teacher Talk
2.4.2 describe how people’s interac-
tions with their environment have In grade 1 (Outcome 1.3.3) students explored the close
changed over time relationship that Aboriginal peoples have had with their
natural environment. In this grade 2 outcome, the concept
of changing the environment over time is explored. Students
will explore how various groups of people interacted with
their environment in order to survive and build communi-
ties. Students will be expected to describe how people have
changed their environment to meet their needs and wants,
and the effects of that change on the local environment.
• Invite students to interact with an appropriate book as a read

aloud. The selected book should focus on how Aboriginal
peoples traditionally interacted with the environment. Have the
students sit in a circle and through the use of a talking stick,
students will have the opportunity to share their understanding
of, and ask questions on, the interactions Aboriginal peoples
had with their environment.
• Have students prepare ‘powerful questions’ for a guest speaker

from an Aboriginal community. Questions should focus on how
Aboriginal peoples interacted with their environment and how
this interaction has changed from the past to the present.
Topics could include transportation, food gathering, shelter,
and recreation.
• Have students use a number of resources (books, pictures,

videos/DVDs) to compare the traditional Aboriginal way of
life and their interaction with the environment to the present
and the students’ interaction with the environment. Use a class
Venn diagram to record results. Encourage students to provide
explanations for why such changes have occurred.
• Have students engage with an appropriate book as a read

aloud. The selected book should address changes in a local
environment.
• Have students invite a community member to take them on a

walking tour of their community. Ask the guest to discuss with
students how the local area has changed over time. After
completion of the walk, have students complete a chart
comparing their community then and now.

GRADE 2: CHANGE
Unit 4: Environment

• Invite students to write a thank-you letter to the guest speaker
indicating what they learned from the presentation. Alterna- Big Book
tively, students may draw a picture to represent what they • Changes, Changes
learned from the presentation. “A Trip to King’s Landing”
Journal Little Books

• The Talking Stick
• Have students write a journal response about how their lives • A Visit to Ross Farm
today are different from Aboriginal life in the past. Encourage
students to focus on how the interactions with the environment Poster
have changed. • Meeting Needs
Presentation Photo Cards

• Meeting Needs
• Have students use photos and pictures of local occupations
over time, such as farming, fishing, or forestry, to create a Cross Curricular Links
time line of one of the occupations. Discuss with students the
resulting changes that have been made to the physical Technology
environment. • Multimedia
Outcome B-8.1
• Invite students to create a brochure about their community
using pictures to depict how the community has changed over
time. Include a brief explanation for why the changes happened
and how they affected (positively or negatively) the
community .
• Have students complete a picture, poster, or model to

demonstrate their community then and now. Have students
present their work to the class, telling why the changes
happened and describing the effects on the community.

GRADE 2: CHANGE
Unit 4: Environment

2.4.3 demonstrate an understanding
of sustainable development and its Students will apply their understanding of change in the
importance to our future environment, and the effects of change, by identifying a
variety of environments and natural resources on a local,
national, and global level. They will explore issues of
sustainability in relation to the environment. (Note:
Sustainability refers to using the world’s resources in ways
that do not deplete the sources, so as to ensure that there
will be enough for future generations.) Students will have the
opportunity to engage in sustainability practices (e.g., clean
up playground, use proper waste sorting practices, plant
trees with community groups).
• Have students use atlases or other appropriate books to identify

various natural environments found in the world. The selected
resources should illustrate examples such as deserts, forests,
grasslands, mountains, oceans, and polar regions. Locate
examples on a map. Discuss and complete a class web on each
environment and its natural resources. Then have students
make a poster or picture illustrating the various natural
environments found in their local area, and showing how they
provide natural resources.
• Have students explore with a guest speaker the concept of

sustainability. The guest speaker should be connected with
sustainability efforts taking place in their province (waste
watch, wind turbine sites, use of hybrid cars). After the
presentation, have students brainstorm age-appropriate
sustainability practices. Have each student choose one practice
they will follow for a specified period of time.
• Have students engage with an appropriate book as a read aloud,

or a video/DVD. The selected book or video/DVD should focus
on the importance of contributions children and young people
make in environmental issues. Invite students to brainstorm
various ways that they can protect and sustain their environ-
ment (e.g., using both sides of the paper; using soap, water,
and paper towel sparingly).
• Engage students in preparing a school assembly on the

importance of caring for our environment. This may take place
as part of Earth Day celebrations and include student work
(posters, poems, songs, role-plays).

GRADE 2: CHANGE
Unit 4: Environment
Performance Discovery Links

• Have students set a personal goal (e.g., sorting waste, compost, Big Book
recyclables) to practise sustainability practices. For example, • Changes, Changes
have them choose an objective and write it on a chart. Every “Our Environment”
Friday have the child assess his/her progress with the use of a “A Letter to All People”
happy face, neutral face, or sad face to indicate progress in “In the News”
meeting the objective. “What Can I Do for the World
Today?”
Paper and Pencil
Little Book
• Invite students to thank the guest speaker by writing a letter or • Protect Our World
creating a drawing indicating what they learned from the Poster
presentation. • Caring for Our Future
Presentation The Nystrom Jumbo Atlas

• Have students create a picture book, write a poem, or compose “Where are we in Canada?” (p.21)
a song to illustrate their understanding of positive sustainability “Where are we in the world?” (p.24)
practices and how they sustain natural resources.
Cross Curricular Links
• Invite students to create a Help Wanted Poster encouraging Science
others to participate in positive sustainability practices. • Air and Water in the
Environment
Paper and Pencil Outcomes 103-8, 102-8
• Have students reflect on the importance of sustaining the Music

environment by creating a poster, picture, or letter to demon- Share the Music Grade 2
strate what the world would be like with and without • On the Sand, in the Sun, by
sustainability practices (e.g., planting trees, picking up garbage, the Sea (p. 52)
using reusable containers). • Sing a Rainbow (p.158)
• Where Does the Wind Go?
(p. 375)
Musicanada Grade 2
• Listen to the Water (p. 9)
• The Tree in the Wood (p.106)
Share the Music Grade 1
• One Light, One Sun (p.86)
Share the Music Grade 4
• All Living Things (p.348)
• This Pretty Planet (p. 257)
Health Literature Support

Friends of the Earth by Amy Rolf von
den Bowmen
Technology
• Multimedia Outcome B-8.1

GRADE 2: CHANGE

Appendices
75
APPENDICES

APPENDICES
Appendix A:
Concepts in Entry-Grade 9 Social Studies
Citizenship, Power, and Governance
authority decision making freedom power

beliefs democracy governance privilege
citizenship empowerment identity responsibilities
conflict equality justice rights
constitution equity law(s)
Time, Continuity, and Change Culture and Diversity
bias interpretation beliefs identity

causality perspectives conformity institution
change primary sources culture media
continuity secondary sources diversity prejudice
exploration societies ethnicity race
identity group stereotypes
heritage world view
customs/traditions multiculturalism
Social
Studies
Concepts Interdependence
People, Place, and Environment
constructed systems migration connections peace

density movement conservation relationship
distance natural systems co-operations society
ecosystem patterns human rights stewardship
environment place interactions sustainability
interaction region interdependence technology
location scale
Individuals, Societies, and

Economic Decisions
consumption labour resources

distribution market scarcity
enterprise money supply and demand
economic institutions needs trade
economic systems production wants
goods and services productivity

APPENDICES

APPENDICES
Appendix B: Process-Skills Matrix
The social studies curriculum consists of three major process areas: communication, inquiry, and participa-
tion. Communication requires that students listen, read, interpret, translate, and express ideas. Inquiry
requires that students formulate and clarify questions, investigate problems, analyse relevant information, and
develop rational conclusions supported by evidence. Participation requires that students act both indepen-
dently and collaboratively in order to solve problems, make decisions, and negotiate and enact plans for
action in ways that respect and value the customs, beliefs, and practices of others.
These processes are reflected in the sample suggestions for learning and teaching and in the strategies for
assessment that are elaborated in the curriculum guide. These processes constitute a number of skills, some of
which are responsibilities shared across curriculum areas and some of which are critical to social studies.
Skill Critical Responsibilities for Shared Responsibilities

Social Studies
Read critically • detect bias in historical accounts • use picture clues and picture
• distinguish fact from fiction captions to aid comprehension
• detect cause-and-effect relationships • differentiate between main and
• detect bias in visual material subordinate ideas
• use literature to enrich meaning
Communicate ideas • argue a case clearly, logically, and • write reports and research papers
and information to convincingly
a specific audience
Employ active (see shared responsibilities) • listen critically to others’ ideas or

listening techniques opinions and points of view
• participate in conversation, small
groups, and whole group discussion
Develop map skills • use a variety of maps for a

variety of purposes
• use cardinal and intermediate
directions to locate and describe
places on maps and globes
• construct and interpret maps
that include a title, a legend,
a compass rose, and scale
• express relative and absolute
location
• use a variety of information
sources and technologies in
preparing maps
• express orientation by observing
landscape, by using traditional
knowledge, or by using a
compass or other technology

APPENDICES

Social Studies
Express and support • form opinions based on critical • differentiate between main and
a point of view examination of relevant material subordiante ideas
• restate major ideas on a complex • respond critically to texts
topic in a concise form
Select media and (see shared responsibilities) • demonstrate an awareness of

styles appropriate purpose and audience
to a purpose
Use a range of media • use maps, globes, and geo- • present information and ideas
and styles to present technologies using visual material, print, or
information, • produce and display models, electronic media
arguments, and murals, collages, dioramas,
conclusions artwork, cartoons, and multi-
media to present
• interpret and use graphs and
other visuals
Present a summary • use appropriate maps, globes, • create outline of topic

report or argument and graphics • prepare summaries
• take notes
• prepare a bibliography
Use various forms of • participate in persuading, • participate in delegating duties,

group and compromising, debating, and organizing, planning, making
interpersonal negotiating to resolve conflicts decisions, and taking action in
communications such and differences group settings
as debating, • contribute to developing a
negotiating, supportive climate in groups
establishing a
consensus,
classifying, and
mediating conflict

APPENDICES
Process Inquiry

Social Studies
Frame questions or • identify relevant primary and • identify relevant factual material
hypotheses that give secondary sources • identify relationship between items
clear focus to an • identify relationships between items of factual information
inquiry of historical, geographic, and • group data in categories according
economic information to appropriate criteria
• combine critical social studies • combine critical concepts into
concepts into statements of statement of conclusions based on
conclusion based on information information
• restate major ideas in concise form
• form opinion based on critical
examination of relevant information
• state hypothesis for further study
Solve problems (see shared responsibilities) • identify a situation in which a

creatively and decision is required
critically • secure factual information needed
to make the decision
• recognize the values implicit in the
situation, and the issues that flow
from them
• identify alternative courses of action
and predict likely consequences of
each
• make decision based on data
obtained
• select an appropriate strategy to
solve a problem
• self-monitor decision-making
process
Apply a variety of • determine the accuracy and • determine the accuracy and
thinking skills and reliability of primary and secondary reliability of data
strategies sources of geographic data • make inferences from factual
• make inferences from primary and material
secondary materials • recognize inconsistencies in a line
• arrange related events and ideas of argument
in chronological order • determine whether the information
is pertinent to the subject

APPENDICES

Social Studies
Recognize significant • research to determine the multiple • review an interpretation from

issues and perspectives perspectives on an issue various perspectives
in an area of inquiry • examine critically relationships
among elements of an issue/topic
• examine and assess a variety of
viewpoints on issues before forming
an opinion
Identify sources • identify an inclusive range • identify and evaluate sources of

of information of sources print
relevant • use library catalogue to locate sources
to the inquiry • use search engine to locate sources
on World Wide Web
• use periodical index
Gather, record, • interpret history through artifacts • use a variety of information sources
evaluate, and • use sources of information in the • conduct interviews with individuals
synthesize community • analyse evidence by selecting,
information • access oral history including comparing, and categorizing
interviews information
• use map and globe reading skills
• interpret pictures, charts, graphs,
photographs, tables, and other
visuals
• organize and record information
using time lines
• distinguish between primary and
secondary sources
• identify the limitations of primary
and secondary sources
• detect bias in primary and
secondary sources
Interpret meaning • interpret the socio-economic • identify ambiguities and

and the significance and political messages of inconsistencies in an argument
of information and cartoons and other visuals • identify stated and unstated
arguments • interpret the socio-economic assumptions
and political messages of
artistic expressions (e.g., poetry,
literature, folk songs, plays)
Analyse and evaluate • distinguish among hypotheses, • estimate the adequacy of

information for evidence, and generalizations information
logic and bias • distinguish between fact and fiction, • distinguish between relevant and
and fact and opinion irrelevant information

APPENDICES

Social Studies
Test data, • compare and contrast credibility • test the validity of information
interpretations, of differing accounts of same event using such criteria as source,
conclusions, and • recognize the value and objectivity, technical correctness,
arguments for significance of interpreting factual currency
accuracy and validity material • apply appropriate models such as
• recognize changing societal values’ diagrams, webs, concept maps,
effects on the interpretation of and flow charts to analyse data
historical events • state relationships among
categories of information
Draw conclusions (see shared responsibilities) • recognize the tentative nature of

that are supported by conclusions
the evidence • recognize that values may influence
conclusions or interpretations
Make effective • access, gather, synthesize, and provide

decisions as relevant information and ideas about
consumers, economic issues
producers, savers, • generate new ideas, approaches, and
investors, and possibilities in making economic
citizens decisions
• identify what they gain and what they
give up when they make economic
choices
• use economic data to make predictions
about the future
Process: Participation

Social Studies
Engage in a variety (see shared responsibility) • express personal convictions

of learning • communicate own beliefs,
experiences that feelings, and convictions
include both • adjust own behaviour to fit the
independent study dynamics of various groups and
and collaboration situations
• recognize human beings’ mutual
relationship in satisfying one
another’s needs
• reflect upon, assess, and enrich
their learning process

APPENDICES

Social Studies
Function in a (see shared responsibilities) • contribute to development of a

variety of groupings, supportive climate in groups
using collaborative • serve as a leader or follower
and co-operative • assist in setting goals for the
skills and strategies group
• participate in making rules and
guidelines for group life
• participate in delegating duties,
organizing, planning, making
decisions, and taking actions in
group settings
• participate in persuading,
compromising, debating, and
negotiating to resolve conflicts and
differences
• use appropriate conflict resolution
and mediation skills
• relate to others in peaceful,
respectful, and non-discriminatory
ways
Respond to class, • keep informed on issues that affect

school, community, society
or national public • identify situations in which social
issues action is required
• work individually or with others to
decide on an appropriate course of
action
• accept and fulfil responsibilities
associated with citizenship
• articulate personal beliefs, values,
and world views with respect to given
issues
• debate differing points of view regarding
an issue
• clarify preferred futures as a guide to
present actions
Relate to the • recognize the economic factors • develop the personal commitment
environment in associated with sustainability (see shared necessary for responsible
sustainable ways and responsibilities) community involvement
promote sustainable • identify ways in which governments can • employ decision-making skills
practices on a local, affect sustainability practices • contribute to community service
regional, national, or environmental projects in
and global level schools and communities, or both
• promote sustainable practices in
families, schools, and communities
• self-monitor contributions

APPENDICES
Appendix C: Disciplines of Social Studies
The social studies program draws from many disciplines to achieve its goals.
Social studies is firmly grounded in history, geography, and economics. While
these disciplines are the mainstay, there has been extensive borrowing of ideas,
materials, and techniques from other fields. Knowledge from other disciplines
within the social sciences (political science or government, sociology, anthro-
pology, and social psychology) and from the humanities (literature, the arts,
religion, and law) are viewed as equally capable of contributing to the solution
of human and societal problems and thus are seen as vital elements of the entire
social studies curriculum. This curriculum guide promotes history, geography,
and economics as the three major disciplines in social studies since they
directly promote the development of temporal and spatial competencies, and
sustainable living.
History brings to the field a framework and mind-set drawn largely from
literary and humanistic traditions that encourage analysis and discussion of
story lines, characters, and context in a fashion specific to time and place that
may or may not promote generalizing. Most historians seek to develop carefully
drawn descriptions of a time period, event, or personality based primarily on
contemporary accounts, statistics, and/or artifacts. History provides social
studies with the key concepts of chronology, continuity, change, cause and
effect, bias, exploration, colonization, and civilization.
The fundamental themes of geography include location, place, relationships

within places, movement, and regions. Geography examines the interaction of
humans within their spatial environments, and the effects on the location and
development of place and region. The study of geography is focussed on
answering four primary questions: Where is it? Why is it there? How is it
organized? Why is that significant? The key concepts of geography promoted in
the social studies curriculum include landforms, urbanization, habitat, spatial
interaction, region, location, diffusion, population density, ecosystem, climate,
demographics, migration, resources, and sustainable economic development.
Economics is the study of how we use resources to satisfy needs and wants.
Economics provides the knowledge and skills necessary to make personal
economic decisions and to participate in the process of societal economic
decision making. The study of economic concepts, principles, and systems
develops the understanding of how economic decisions affect individuals and
societies. Economics supports such key concepts as scarcity, production,
distribution, consumption, opportunity, cost, price, supply, demand, needs
and wants, productivity, goods and services, money, economic institutions, and
enterprise. Economics contributes to other fields of study, such as political
science, anthropology, sociology, and social psychology, which are essential to
the understandings and competencies of social studies.

APPENDICES
Political science is the study of how we attempt to establish and maintain

order in society by investigating relationships between power and those
subjected to it. It contributes such key concepts as government, federalism,
nation, province, parliament, legislative assembly, senate, monarchy,
bureaucracy, republic, citizenship, judiciary, rule of law, and due process.
Anthropology is the study of culture, how it is established and how it

functions. Anthropological concepts of importance to social studies include
culture, archaeology, cultural diffusion, language, ethnology, acculturation,
ritual, tradition, customers, innovation, and artifacts.
Sociology is the study of groups and how they function. Sociology contrib-
utes such key concepts as groups, socialization, society, social status, social
class, social roles, social mobility, segregation, role expectations, stratifica-
tion, family, norms, and power.
Social psychology is the study of group behaviour. Social psychology exposes

the learner to such concepts as learning, achievement, self-concept,
behaviour, attitudes, personality, perception, motives, aggression, habits,
traits, instinct, conditioning, reinforcement, and punishment.
The humanities reflect our increasing effort to make moral, philosophical,

and ethical sense of the world. A society without ethical standards seriously
undermines the values widely regarded as providing the optimum social
framework. History, literature, drama, art, philosophy, and music (the
traditional humanities) express and preserve the wisdom of courageous men
and women. For writers, artists, and spiritual leaders, the humanities
represent a landscape in which human potential can be explored. For
scientists and social scientists, the humanities provide a structure of
accountability for the consequences of the knowledge they create. At this
stage of human development, when a lack of moral judgment can lead to
global destruction, it is imperative that society use ethical standards to guide
the use of scientific advances so that knowledge may be used for human
betterment and not for destruction.
The utilization of these disciplines provides educators with a great deal of

flexibility in selecting content (based on the needs of the learner and the
nature of society) and in promoting different methods of learning. The guide
neither espouses nor anticipates a discipline-by-discipline approach to the
social studies, but rather envisions and advocates their integration in an
interdisciplinary approach. The courses at each grade level are designed to
reflect a careful, judicious, rich blending of the various disciplines of the
social studies program so that students may benefit from the rich and diverse
sources of knowledge that are available.

APPENDICES
Appendix D: Glossary of Terminology and

Teaching Structures
Mapping Terms
Scale - language used to describe the representative size/distance of
objects relative to the real objects (e.g., a small toy bus used to represent
a real bus in a model/drawing).
Compass Rose - the symbol on a map that shows the directions north,
south, east, and west.
Pictorial Map - a map that portrays its features as drawings and pictures.
Positional Language - language used to describe the location of an object.
Economic Terms
Consumer - a person who obtains goods and services to fulfil needs,
wants, and interests.
Producer - someone who provides goods or services.
Supply - the quantity of a product that is available for purchase at a

particular price.
Demand - the quantity of any products or services that people will buy.
Goods - economic term used to describe products that satisfy a market

need or are involved in trade (items that people buy or trade).
Services - economic term used to describe work done for others (work
other people are paid to do for you).
Need - something that is necessary for survival, such as food, clothing,

shelter, love, and belonging.
Want - something that a person desires/wishes, such as a toy or trip, but

is not necessary for survival
Sustainable Development - development that is carried out in a way that

ensures that natural resources will not be depleted but will remain
available for succeeding generations.
Paid - working for pay.
Unpaid - working without pay.
Volunteer - person who works willingly without pay.

APPENDICES
Environmental Terms
Natural Change - changes to the physical environment brought
about by nature, such as erosion (caused by wind storms, and
floods) or vegetation growth.
Constructed Change - changes to the physical environment

brought about by construction, and sometimes destruction, of
roads, dams, buildings, highways, etc.
Writing Genres
Acrostic Poetry - poetry in which the first letter of each line forms a
word or phrase which is the subject of the poem (may or may not
rhyme).
Two-Sided Journal - one in which the page is divided into two

sections the left hand side recording part of a text which struck
the writer strongly, and the right side recording a comment on the
text.
Co-operative Learning Structures

Think, Pair, Share - activity in which students think on their own
for a few minutes, discuss their thoughts with their partners, and
then share ideas with a larger group/class.
Other Terms
Time line - visual used to show how related events are arranged in
chronological order.
PMI Chart (Plus, Minus, Interesting) - a chart or type of graphic

organizer that looks at the positive, negative, and interesting
aspects of a concept.

APPENDICES
Appendix E: The Money Song
THE MONEY SONG

(To the tune of “Oh My Darling Clementine”)
I was looking to earn some money,

Have to make dollars and sense,
And a job is what I’m needing
I want to work and make some “cents”.
I’ll walk the dog, I’ll clean my room,

I’ll take the compost to the street,
I’ll do the dishes, whenever you ask me
So my Mom feels I’m a treat!
I helped the neighbour cut the grass,

Hoed the garden, washed the cars,
Sang a song to baby sister,
Then my Mom gave me rewards.
I saved my loonies, saved my toonies,

Saved my birthday money too,
Then I was ready to do some shopping,
And pay my way into the zoo.
Bought some candy, bought a Webkins,

Bought some Exos and some toys,
Then my Mother told me “Honey,
You’re a spendin’ kind of boy”.
Bought a ball cap, bought a Game Boy,

Bought pizza for my snack.
Then I looked inside my pocket
Felt it empty all the way back.
Spent my money on some great stuff,

Even shared some with my friends,
Money doesn’t last forever,
If you spend it, then it ends!
Lyrics permission of Heather Coulson

APPENDICES

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Social Studies Grade 2

ATLANTIC CANADA SOCIAL STUDIES CURRICULUM GUIDE: GRADE 2 i

Program Design Overview ..................................................................................... 3

Contexts for Learning The Primary Years ...................................................................... 9

Curriculum Overview Entry–Grade 9 Social Studies Program .................................... 21

Grade 2: Change Year Overview ........................................................................... 29

ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: GRADE 2 iii

An effective social studies curriculum prepares students to achieve

In particular, the social studies curriculum

• integrates the concepts, processes, and ways of thinking

ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: GRADE 2 1

Purpose of This curriculum guide is intended to advance social studies

This curriculum guide has three purposes:

• to provide a framework on which educators and others base

• being meaningful, significant, challenging, active, integrative,

2 ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: GRADE 2

Program Design and Outcomes

Citizenship, Culture Individuals, Inter- People, Time,

Key-Stage Curriculum Outcomes

Specific Curriculum Outcomes

ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: GRADE 2 3

Essential Educators from the Atlantic provinces worked together to identify

Aesthetic Expression Graduates will be able to respond with critical awareness to

By the end of grade 3, students will be expected to

Citizenship Graduates will be able to assess social, cultural, economic, and

By the end of grade 3, students will be expected to

Communication Graduates will be able to use the listening, viewing, speaking,

By the end of grade 3, students will be expected to

Personal Development Graduates will be able to continue to learn and to pursue an

By the end of grade 3, students will be expected to

By the end of grade 3, students will be expected to

Technological Graduates will be able to use a variety of technologies, demon-

By the end of grade 3, students will be expected to

4 ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: GRADE 2

Citizenship, Power, and Students will be expected to demonstrate an understanding of the

By the end of grade 3, students will be expected to

Cultural Diversity Students will be expected to demonstrate an understanding of

By the end of grade 3, students will be expected to

Individuals, Societies, Students will be expected to demonstrate the ability to make

By the end of grade 3, students will be expected to

Interdependence Students will be expected to demonstrate an understanding of the

By the end of grade 3, students will be expected to

ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: GRADE 2 5

People, Place, and Students will be expected to demonstrate an understanding of the

By the end of grade 3, students will be expected to

Time, Continuity, and Students will be expected to demonstrate an understanding of the

By the end of grade 3, students will be expected to

Processes The social studies curriculum consists of three major processes:

Communication Communication requires that students listen, read, interpret,

Inquiry Inquiry requires that students formulate and clarify questions,

Participation Participation requires that students act both independently and

Listed below are major attitudes, values, and perspectives in

By Conceptual Strand Citizenship, Power, and Governance

• develop attitudes that balance rights with responsibilities

6 ATLANTIC CANADA SOCIAL STUDIES CURRICULUM: GRADE 2

Culture and Diversity

• appreciate the uniqueness of each individual

Individuals, Societies, and Economic Decisions