Second Grade Social Studies
for
CIVICS-GOVERNMENT – 2nd Grade
Civics-Government
Standard: The student uses a working knowledge and understanding of governmental
systems of the United States and other nations with an emphasis on the U. S.
Constitution, the necessity for the rule of law, the civic values of the
American republican government, and the rights, privileges, and responsibilities
to become active participants in the democratic process.
Indicators:
The student:
2. discusses safety rules (e. g., poison, traffic, fire, playground).
culture.
Indicators:
The student:
6 D 1. knows how various symbols are used to depict Americans' shared values,
principles, and beliefs
(i. e., eagle, flag, seals,
pledge).
2. knows the qualities of law-abiding citizens (e. g., honesty, courage, patriotism,
respect).
Indicators:
The student:
° 1. recognizes that the
Benchmark 4: The
student identifies and examines the rights,
privileges, and responsibilities in becoming
an active civic participant.
Indicators:
The student:
1. identifies the rights, privileges, and
responsibilities students have at home, in the classroom, at school, and in the community.
2. identifies basic rights and privileges
that students have and those they will acquire with age (e. g., driving,
voting).
organizations interact.
Indicators:
The student:
1. describes governments in terms of
people and groups who make, apply, and enforce rules and laws for others in
their family, school, and community (e.
g., governor, legislator, president).
Economics Standard:
The student uses a working knowledge and understanding of major economic
concepts,
issues, and systems of the United States and other nations; and applies decision
making skills as a consumer, producer, saver, investor, and citizen in an
interdependent world.
Indicators:
The student:
° 1. identifies an example of a producer
and consumer.
° 2. provides examples of goods and
services.
3. identifies the opportunity cost of
an activity (illustration: the opportunity
cost of swinging at recess might be missing a game of soccer).
Indicators:
The student:
1. explains how barter can be used to
exchange goods and services.
6 D 2. explains the role of money used to exchange goods and services.
Benchmark 4: The
student analyzes the role of the government
in the economy.
Indicators:
The student:
1. identifies goods and services
provided by the government (e.
g., streets, parks, police protection, public schools).
Geography Standard: The student uses a
working knowledge and understanding of the spatial organization of Earth's
surface and relationships among people, places, and physical and human
environments in order to explain the interactions that occur in our
interconnected world.
Indicators:
The student:
° 1. lists and describes the characteristics and purposes of maps and the globe
(e. g., title, legend, compass rose, model
of Earth, representation of Earth's features).
° 2. identifies and correctly uses terms related to location, direction, and
distance (e. g., up/ down, left/ right, near/ far, here/ there, north, south,
east, west).
3. differentiates between neighborhood, town, and state.
Indicators:
The student:
1. describes the physical and human characteristics of the national community
(e. g., location, land, weather, seasons, people, jobs, houses, food,
recreation, customs).
2. identifies physical and human changes that have taken place over time in the
national region (e. g., new shopping
center, tearing down houses, tornado/ flood damage).
Indicators:
The student:
1. reports local weather patterns accurately.
° 3. describes the essential elements of a successful ecosystem (e. g., fresh air, clean water, food supply, habitat).
Indicators:
The student:
6 D 1. identifies ways in which people depend on the physical environment (i.
e., water, food, fuel, natural
resources).
History Standard:
The student uses a working knowledge and understanding of significant
individuals, groups, ideas, events, eras, and developments in the history of
utilizing essential analytical and research skills.
major developments in history.
Indicators:
The student:
° 1. retells the stories of explorers, inventors, and scientists (e. g.,
Christopher Columbus, Marco Polo, Benjamin Franklin, Thomas Edison, and others).
Indicators:
The student:
° 1. compares and contrasts the life conditions of the earliest settlements to
the present (e. g., American Indians, plains pioneers, early English and Spanish
settlements).
° 3. compares at least two different types of shelter used by American Indians
in Kansas from 1500 to 1700 (e. g., grass lodge, tipi, earth lodge).
4. uses stories, artifacts, and/ or
traditional music to interpret some aspect of daily life for early American
Indians in Kansas.
° 5. uses historical photographs to identify two types of housing early Kansas immigrants
built (e. g., dugouts, sod houses, log cabins, frame houses).
are important in United States history.
Indicators:
The student:
6 D 1. recognizes the United States flag, the Pledge of Allegiance, The
Declaration of Independence, and The Star Spangled Banner as national symbols.
6 D 2. identifies some U. S. national holidays (i. e., Columbus Day,
Independence Day, Martin Luther King, Jr. Day, Presidents' Day, Thanksgiving,
Veterans Day.
3. explains the customs related to important holidays and ceremonies in various
countries.
6. identifies three official symbols of the state of Kansas (e. g., the state
song -"Home on the Range," the state bird -the meadowlark, the state
flower -the sunflower).
6 D 7. explains the origin of the name "Kansas" (i. e., from the Kansa
Indians).
Indicators:
The student:
1. describes the different food sources produced in Kansas over time (e. g.,
grains, livestock, fruits, vegetables).
2. describes land use in his/ her community
(e. g., industry, agriculture, housing, mining, public use).