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Connecticut: 2nd-Grade Standards

Content Suggestion:

One’s town to expand knowledge of geography, history, human interdependence, etc. Include comparisons with another town or city in Connecticut.

Standard 1: Content Knowledge

Knowledge of concepts, themes, and information from history and social studies is necessary to promote understanding of our nation and our world.

1.1 – Significant events and themes in United States history.

Grade Level Expectations
Students will be able to:

  • 1. Apply terms related to time (e.g. decades, centuries and generations).
  • 2. Place key events and people of the historical time period they are studying in a chronological sequence.
  • 3. Explain the contributions of historical figures (e.g. George Washington, Harriet Tubman, Sacagawea, Squanto, Abraham Lincoln, Cesar Chavez, Martin Luther King Jr., Rosa Parks).
Correlations

Civic Literacy Social & Cross Cultural Skills
NCSS 2 “Time, Continuity, and Change”

1.2 – Significant events in local and Connecticut history and their connections to United States history.

Grade Level Expectations
Students will be able to:

  • 4. Explain the roles that significant events and people play in shaping town/city history.
  • 5. Identify and explain the significance of local historical sites.
Correlations

Civic Literacy Social & Cross Cultural Skills
NCSS 2 “Time, Continuity, and Change”

1.3 – Significant events and themes in world history/international studies.

Grade Level Expectations
Students will be able to:

  • 6. Investigate one’s own family heritage, making comparisons to classmates and community members
Correlations

Social & Cross Cultural Skills
NCSS 2 “Time, Continuity, and Change”
I&TL: 3

1.4 – Geographical space and place.

Grade Level Expectations
Students will be able to:

  • 7. Compare and contrast man-made and physical characteristics in one’s town (e.g. rivers, lakes, town hall, high school).
  • 8. Identify one’s town on a state map.
Correlations

Critical Thinking & Problem Solving
NCSS 3 “People, Places, and Environments”
I&TL: 3

1.5 – Interaction of humans and the environment.

Grade Level Expectations
Students will be able to:

  • 9. Explain the effects of local and regional changes humans have made and how they affect the environment.
  • 9. Explain the difference between man- made and natural geographic features.
  • 10. Explain how physical systems (weather and climate) affect people and their lives.
Correlations

Critical Thinking & Problem Solving
NCSS 3 “People, Places, and Environments”
I&TL: 3, 6

1.6 – Patterns of human movement across time and place.

Grade Level Expectations
Students will be able to:

  • 11. Display and interpret the geographic movement patterns of one’s extended family.
  • 12. Compare and contrast the differences between rural, suburban and urban areas, and explain why people might move from one area to another.
Correlations

Critical Thinking & Problem Solving
NCSS 3 “People, Places, and Environments”

1.7 – The purpose, structures and functions of government and law at the local, state, national and international levels.

Grade Level Expectations
Students will be able to:

  • 13. Explain how rules and laws help to establish order and ensure safety in one’s town.
Correlations

Critical Thinking & Problem Solving Civic Literacy
NCSS 6 “Power, Authority, and Governance”
I&TL: 3

1.8 – The interactions between citizens and their government in the making and implementation of laws.

Grade Level Expectations
Students will be able to:

  • 14. Explain how people elect a government by voting.
  • 15. Experience the democratic process through personal participation.
Correlations

Critical Thinking & Problem Solving Civic Literacy
NCSS 6 “Power, Authority, and Governance”
I&TL: 3, 4

1.9 – The rights and responsibilities of citizens.

Grade Level Expectations
Students will be able to:

  • 16. Analyze when an individual’s rights must be limited to ensure safety.
Correlations

Critical Thinking & Problem Solving Civic Literacy
NCSS 6 “Power, Authority, and Governance”
I&TL: 3

1.10 – How limited resources influence economic decisions.

Grade Level Expectations
Students will be able to:

  • 17. Identify the resources needed to fulfill wants and needs.
  • 18. Compare and contrast resources that are made, learned, built or grown.
Correlations

Critical Thinking & Problem Solving
I&TL: 6
NCSS 7 “Production, Distribution, and Consumption”

1.11 – How different economic systems organize resources.

Grade Level Expectations
Students will be able to:

  • 19. Compare and contrast producers and consumers.
  • 20. Discuss how a variety of goods are produced.
Correlations

Critical Thinking & Problem Solving
Financial Literacy
NCSS 7 “Production, Distribution, and Consumption”

1.12 – The interdependence of local, national and global
economies.

Grade Level Expectations
Students will be able to:

  • 21. Explain how different occupations contribute to a marketplace (jobs that produce goods vs. jobs that provide services).
Correlations

Critical Thinking & Problem Solving
Financial Literacy
NCSS 7 “Production, Distribution, and Consumption”

1.13 – The characteristics of and interactions among culture, social systems and institutions.

Grade Level Expectations
Students will be able to:

  • 22. Identify social institutions (e.g. Scouts, service organizations, sports teams) and explain how they contribute to the well- being of the community.
  • 23. Identify and discuss how norms and values vary across cultures.
Correlations

Critical Thinking & Problem Solving
Civic Literacy
1.13.22 NCSS 5 “Individuals, Groups, and Institutions”
1.13.22 NCSS 1 “Culture”
I&TL: 1, 2, 3, 5, 6

Standard 2: History/Social Studies Literacy

Competence in literacy, inquiry, and research skills is necessary to analyze, evaluate, and present history and social studies information.

2.1 – Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recordings and text).

Grade Level Expectations
Students will be able to:

  • 1. Gather information with teacher support using reference materials and electronic media.
Correlations

ITC Literacy
RI2- 1, 2, 4, 5, 6 W2- 2, 7, 8
I&TL: 1, 2, 5, 6

2.2 – Interpret information from a variety of primary and secondary sources, including electronic media (e.g. maps, charts, graphs, images, artifacts, recordings and text).

Grade Level Expectations
Students will be able to:

  • 2. Identify and explain symbols on the map (scale, title, intermediate directions, etc.).
  • 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
  • 4. Use the illustrations and details in a text to describe its key ideas.
  • 5. Identify the reasons an author gives to support points in a text.
  • 6. Identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions).
Correlations

Information Literacy
RI-2- 3, 7, 8, 9
I&TL: 2, 3, 4, 5, 6

2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of historyand social studies issues.

Grade Level Expectations
Students will be able to:

  • 7. Write to describe historical events, people and/or places.
Correlations

Critical Thinking & Problem Solving
W2- 2, 3, 6
I&TL: 4, 5, 6

2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation.

Grade Level Expectations
Students will be able to:

  • 8. Present basic information about past or present events, people and/or places.
  • 9. Ask for clarification and explanation on social studies topics.
  • 10. Participate in collaborative conversations with diverse partners about social studies topics and texts with peers and adults in small and larger groups.
Correlations

Communication
SL2- 1, 2, 3
I&TL: 3

2.5 – Create and present relevant social studies materials using both print and electronic media (e.g. maps, charts, models, displays).

Grade Level Expectations
Students will be able to:

  • 11. Create visual presentations on social studies topics (e.g. poster, chart, picture, timeline).
Correlations

Communication
None
I&TL: 4, 5, 6, 7

Standard 3: Civic Engagement

Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills, and perspective.

3.1 – Use evidence to identify, analyze and evaluate historical interpretations.

Grade Level Expectations
Students will be able to:

  • 1. Explain why there are different points of view of an event
Correlations

Critical Thinking and Problem Solving
Communication
I&TL: 3

3.2 – Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.

Grade Level Expectations
Students will be able to:

  • 2. Predict how another person might feel in a historical and/or contemporary situation.
  • 3. Analyze how a situation affects the way a person will feel.
Correlations

Critical Thinking and Problem Solving
I&TL: 3

3.3 - Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems.

Grade Level Expectations
Students will be able to:

  • 4. Identify a local contemporary issue and participate in a class or schoolwide resolution of the identified issue (e.g. recycling, nutrition, safety).
Correlations

Critical Thinking and Problem Solving
Civic Literacy
Collaboration Communication
I&TL: 3

 
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