Second Grade Social Studies A

Course Description:

The second grade social studies curriculum addresses concepts in geography, history, government, and economy through the lens of the local community. Students examine what is a community, how citizens live and work together in community, how communities change over time, and the role of citizens in a community. Using historical thinking, students create timelines of key events from their community’s past, explore changes over time, and investigate how descriptions of common events can differ. Students draw upon prior knowledge of spatial awareness, physical and human systems, and human-environment interaction from earlier grades to create more complex understandings and apply these concepts to the local community. They begin to understand how people, goods, and services move within the community. Students are also introduced to local government and its functions. By exploring the role local businesses in the community, students learn how people can not produce everything they want and depend on trade to meet those wants. Through an examination of local public issues, students practice public discourse and decision making around community issues.

Course Details:

Course Title (District): Second Grade Social Studies A
Course Title (NCES SCED) : Social Studies (grade 2)
Course Provider : Novi Community School District
Content Provided By : Novi Community School District
Online Instructor Provided By : Novi Community School District
Standards Addressed :
Academic Terms : Semester
Subject Area : Social Sciences and History
Course Identifier : Social Studies (grade 2)
Course Level : Elem/Middle School (Prior to Secondary)
Available Credit : 0.5
Sequence : 1 of 2

How To Enroll:

Email : [email protected]
Phone : 248-675-3159

Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.

Additional Course Information:

History H2 Living and Working Together in Communities Use historical thinking to understand the past. 2 – H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local community events. 2 – H2.0.2 Explain why descriptions of the same event in the local community can be different. 2 – H2.0.3 Use an example to describe the role of the individual in creating history. 2 – H2.0.4 Describe changes in the local community over time (e.g., types of businesses, architecture and landscape, jobs, transportation, population). 2 – H2.0.5 Identify a problem in a community’s past and describe how it was resolved. 2 – H2.0.6 Construct a historical narrative about the history of the local community from a variety of sources (e.g., data gathered from local residents, artifacts, photographs). Geography G1 The World in Spatial Terms Use geographic representations to acquire, process, and report information from a spatial perspective. 2 – G1.0.1 Construct maps of the local community that contain symbols, labels, and legends denoting human and natural characteristics of place. 2 – G1.0.2 Use maps to describe the spatial organization of the local community by applying concepts including relative location and using distance, direction, and scale. G2 Places and Regions Understand how regions are created from common physical and human characteristics. 2 – G2.0.1 Compare the physical and human characteristics of the local community with those of another community. 2 – G2.0.2 Describe how the local community is part of a larger region (e.g., county, metropolitan area, state). G4 Human Systems Understand how human activities help shape the Earth’s surface. 2 – G4.0.1 Describe land use in the community (e.g., where people live, where services are provided, where products are made). 2 – G4.0.2 Describe the means people create for moving people, goods, and ideas within the local community. 2 – G4.0.3 Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in the local community. G5 Environment and Society Understand the effects of human-environment interactions. 2 – G5.0.1 Suggest ways people can responsibly interact with the environment in the local community. 2 – G5.0.2 Describe positive and negative consequences of changing the physical environment of the local community. Social Studies Content Expectations Grade Two GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 21 Civics and Government C1 Purposes of Government Explain why people create governments. 2 – C1.0.1 Explain why people form governments. 2 – C1.0.2 Distinguish between government action and private action. C2 Values and Principles of American Democracy Understand values and principles of American constitutional democracy. 2 – C2.0.1 Explain how local governments balance individual rights with the common good to solve local community problems. 2 – C2.0.2 Describe how the Pledge of Allegiance reflects the core democratic value of patriotism. C3 Structure and Functions of Government Describe the structure of government in the United States and how it functions to serve citizens. 2 – C3.0.1 Give examples of how local governments make, enforce, and interpret laws (ordinances) in the local community. 2 – C3.0.2 Use examples to describe how local government affects the lives of its citizens. 2 – C3.0.3 Identify services commonly provided by local governments (e.g., police, fire departments, schools, libraries, parks). C5 Roles of the Citizen in American Democracy Explain important rights and how, when, and where American citizens demonstrate their responsibilities by participating in government. 2 – C5.0.1 Identify ways citizens participate in community decisions. 2 – C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in community life. 2 – C5.0.3 Design and participate in community improvement projects that help or inform others. (See P4.2.2) Economics E1 Market Economy Use fundamental principles and concepts of economics to understand economic activity in a market economy. 2 – E1.0.1 Identify the opportunity cost involved in a consumer decision. 2 – E1.0.2 Identify businesses in the local community. 2 – E1.0.3 Describe how businesses in the local community meet economic wants of consumers. 2 – E1.0.4 Describe the natural, human, and capital resources needed for production of a good or service in a community. 2 – E1.0.5 Use examples to show that people cannot produce everything they want (specialization) and depend on trade with others to meet their wants. 



NSQ National Standards for Quality Online Courses

Rating Comments
A1. A course overview and syllabus are included in the online course Fully Met
A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* Fully Met
A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. Fully Met
A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. Fully Met
A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* Fully Met
A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. Fully Met
A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* Fully Met
A8. Learners are offered an orientation prior to the start of the online course. Fully Met
Rating Comments
B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* Fully Met
B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. Fully Met
B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* Fully Met
B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* Fully Met
B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* Fully Met
B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* Fully Met
B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. Fully Met
B8. The online course is free of adult content and avoids unnecessary advertisements.* Fully Met
B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. Fully Met
B10. Documentation and other support materials are available to support effective online course facilitation.* Fully Met
Rating Comments
C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. Fully Met
C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. Fully Met
C3. The online course is organized by units and lessons that fall into a logical sequence. Fully Met
C4. The online course content is appropriate to the reading level of the intended learners.* Fully Met
C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. Fully Met
C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. Fully Met
C7. The online course provides regular opportunities for learner-learner interaction. Fully Met
C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* Fully Met
C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* Fully Met
Rating Comments
D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. Fully Met
D2. Valid course assessments measure learner progress toward mastery of content. Fully Met
D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* Fully Met
D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* Fully Met
D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* Fully Met
Rating Comments
E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* Fully Met
E2. The online course design facilitates readability.* Fully Met
E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* Fully Met
E4. Course multimedia facilitate ease of use.* Fully Met
E5. Vendor accessibility statements are provided for all technologies required in the course.* Fully Met
Rating Comments
F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. Fully Met
F2. The online course tools support the learning objectives or competencies.* Fully Met
F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* Fully Met
F4. The course allows instructors to control the release of content.* Fully Met
F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* Fully Met
Rating Comments
G1. The online course uses multiple methods and sources of input for assessing course effectiveness. Fully Met
G2. The online course is reviewed to ensure that the course is current. Fully Met
G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. Fully Met

Review Conducted By: Novi Community School District
Date of Review: 05/26/2022

Unit 1: What is a Community?

Unit 2: Where is my community and what is it like…

Unit 3: How do citizens live together?

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Semester 09/05/2023 09/30/2023 09/05/2023 01/26/2024 30 $0
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Per District Policy Per District Policy Semester 09/05/2023 09/30/2023
Instructor will provide daily, live instruction and also a mix of independent and on demand learning options, in a structured, virtual classroom setting.

Students will need the following:

  • A device with camera and microphone enabled
  • Headphones/Earbuds
  • Access to Google Chrome
  • Access to web based learning management platform