Developmentally Appropriate Instructional Resources and Strategies For student mastery of College and Career Readiness Standards: Content is structured to ensure all students meet grade‐specific expectations as they develop content knowledge and literacy skills aligned to college and career readiness expectations and aligned to grade band text complexity. Instructional resource includes suggestions for appropriate scaffolding, emphasizes the importance of vocabulary acquisition, provides opportunities to engage in high interest, age‐appropriate activities that mirror real‐life situations, and make cross‐curricular, global connections. Instructional material provides opportunities for students to link prior knowledge to new information to construct their own viable mental maps and deepen understanding of the connections of world historical events, geographic regions, economies and geo-politics. Students are provided with opportunities to use maps, graphs, globes, media, and technology sources to acquire and apply new information (e.g., global information systems). Instructional material offers opportunities for students to sequence time, events, social, economic and political influences on a society in chronological order. Instructional material provides opportunities for students to investigate issues that are interconnected (e.g., community, environment, colonialism, poverty, human rights, energy, safety, immigration, conflict) to solve complex problems that can change at varied entry points suggesting the possibility of multiple solutions. . Instructional resources include guiding questions and essential questions to aid students develop social awareness and a deeper understanding of civic, economic, geographic and historic principles. Resources for intervention and enrichment to allow for personalized learning are provided.
Developmentally Appropriate Instructional Resources and Strategies For student mastery of College and Career Readiness Standards: Content is structured to ensure all students meet grade‐specific expectations as they develop content knowledge and literacy skills aligned to college and career readiness expectations and aligned to grade band text complexity. Instructional resource includes suggestions for appropriate scaffolding, emphasizes the importance of vocabulary acquisition, provides opportunities to engage in high interest, age‐appropriate activities that mirror real‐life situations, and make cross‐curricular, global connections. Instructional material provides opportunities for students to link prior knowledge to new information to construct their own viable mental maps and deepen understanding of the connections of world historical events, geographic regions, economies and geo-politics. Students are provided with opportunities to use maps, graphs, globes, media, and technology sources to acquire and apply new information (e.g., global information systems). Instructional material offers opportunities for students to sequence time, events, social, economic and political influences on a society in chronological order. Instructional material provides opportunities for students to investigate issues that are interconnected (e.g., community, environment, colonialism, poverty, human rights, energy, safety, immigration, conflict) to solve complex problems that can change at varied entry points suggesting the possibility of multiple solutions. . Instructional resources include guiding questions and essential questions to aid students develop social awareness and a deeper understanding of civic, economic, geographic and historic principles. Resources for intervention and enrichment to allow for personalized learning are provided.
Grade2SocialStudiesCriteria2019_finalv2.docx