Grade 2 Social Studies IAS Standards

Students explain why communities have government and laws, demonstrate that people in the United States have both rights and responsibilities, and identify individual actions that contribute to the good of the community and nation.

Explain that the United States government is founded on the belief of equal rights for its citizens. (E)

Understand and explain why it is important for a community to have a responsible government. (E)

Describe how people of different ages, cultural backgrounds, and traditions contribute to the community and how all citizens can respect these differences. (E)

Identify people who are good citizens and describe the character traits that make them admirable.

Discuss and explain the meaning of the Pledge of Allegiance and understand the role played by Benjamin Harrison (Indiana's only president) in promoting recitation of the Pledge by American school children; identify other ways citizens can affirm their citizenship.

Students describe how people in a community use productive resources, create a variety of businesses and industries, specialize in different types of jobs, and depend on each other to supply goods and services.

Explain that a price is what people pay when they buy goods or services and what people receive when they sell goods or services. (E)

Research goods and services produced in the local community, and describe how people can be both producers and consumers.

Define opportunity cost and explain that because resources are limited in relation to people's wants (e.g., scarcity), people must make choices as to how to use resources. (E)

Explain why people trade for goods and services, and explain how money makes trade easier.

Explain the concept of savings and why this is important for individuals and for our economy.

Students locate their community, state, and nation on maps and globes; identify major geographic characteristics of their local community; explore geographic relationships between the physical and environmental characteristics of their community; and compare neighborhoods in their community to those in other parts of the country/world.

Use a compass to identify cardinal and intermediate directions and locate places on maps and in the classroom, school, and community.

Locate the equator, the poles, continents, and hemispheres on a world map and on a globe; identify the local community, city, Indiana, the United States, and North America on a world map and on a globe. (E)

Compare neighborhoods in your community/region, and explain how physical features of the community affect people living there. (E)

Compare neighborhoods in your community/region with those in other parts of the world.

On a map, identify physical features of the local community, and how seasons may or may not impact those features.

Identify and describe cultural or human features on a map using map symbols.

Students differentiate between events that happened in the past and recently, recognize examples of continuity and change in local and regional communities, and consider ways that people and events of the past and present influence their lives.

Identify when the local community was established, and identify its founders and early settlers. (E)

Identify continuity and change between past and present community life using primary sources.

Identify actions and individuals who had a positive impact on the local community.

Identify and describe community celebrations, symbols, and traditions, and explain why they are important.

Develop a timeline of important events in the history of the school and/or school community. (E)

Create and maintain a calendar of important school days, holidays, and community events.

Read about and summarize historical community events using a variety of resources (e.g., the library, digital media, print media, electronic media, and community resources). (E)

Economics

History

Civics and Government

Geography