Grade 2 Social Studies IAS Standards

Economics

Geography

Civics and Government

History

Economics

Geography

Civics and Government

History

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)

Identify three basic rights as a United States citizen. (E)

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

Identify three things a responsible government should do for a community.

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

Describe ways people of different ages, cultural backgrounds, or traditions contribute to the community.

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

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

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.

Identify the role played by Benjamin Harrison in promoting recitation of the Pledge by American school children.

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)

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.

Describe goods and services available in the local community; recognize how people in the community can be both consumers and producers. (E)

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)

Identify why people need to make choices when there are limited resources in relation to people's wants. (E)

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

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.

Identify something a person saves for and why saving is important.

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.

Use a compass rose to locate a place in the school or 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)

Locate Indiana, the United States, and North America on a world map. (E)

Locate the equator, the poles, the continents, the United States, and Indiana on a world map or globe. (E)

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

Identify physical features of your community and explain how they affect transportation or types of work. (E)

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

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.

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.

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 when the local community was established, and identify one of its founders.

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

Identify how transportation, work, or use of leisure time has changed between the past and present in community life. (E)

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

Identify an action or an individual who had a positive impact in your school and/or local community.

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

Identify a community celebration, symbol, or tradition and why it is important. (E)

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

Place three events from the history of the school and/or community in chronological order on a provided timeline. (E)

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

Use a classroom calendar to identify important school or community days or holidays.

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)

Read or listen to a passage and summarize historical community event(s) using a variety of resources (e.g., the library, digital media, print media, electronic media, or community resources).