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Indiana: 2nd-Grade Standards

  • IN.1. Standard: History Students will 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.
    • 2.1.1. Proficiency Statement: Historical Knowledge Identify when the local community was established and identify its founders and early settlers.
    • 2.1.2. Proficiency Statement: Historical Knowledge Explain changes in daily life in the community over time using maps, photographs, news stories, Web sites or video images. (Individuals, Society and Culture)
    • 2.1.3. Proficiency Statement: Historical Knowledge Identify individuals who had a positive impact on the local community. (Individuals, Society and Culture)
    • 2.1.4. Proficiency Statement: Historical Knowledge Identify and describe community celebrations, symbols and traditions and explain why they are important. (Individuals, Society and Culture)
    • 2.1.5. Proficiency Statement: Chronological Thinking, Historical Comprehension, Research Develop a simple timeline of important events in the history of the school and/or community.
    • 2.1.6. Proficiency Statement: Chronological Thinking, Historical Comprehension, Research Create and maintain a calendar of important school days, holidays and community events.
    • 2.1.7. Proficiency Statement: Chronological Thinking, Historical Comprehension, Research Read about and summarize historical community events using libraries and a variety of information resources.
  • IN.2. Standard: Civics and Government Students will 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.
    • 2.2.1. Proficiency Statement: Foundations of Government Explain that the United States government is founded on the belief of equal rights for its citizens. (Individuals, Society and Culture)
    • 2.2.2. Proficiency Statement: Functions of Government Understand and explain why it is important for a community to have responsible government.
    • 2.2.3. Proficiency Statement: Functions of Government Identify community leaders, such as the mayor and city council.
    • 2.2.4. Proficiency Statement: Roles of Citizens Describe how people of different ages, cultural backgrounds and traditions contribute to the community and how all citizens can respect these differences. (Individuals, Society and Culture)
    • 2.2.5. Proficiency Statement: Roles of Citizens Identify people who are good citizens and describe the character traits that make them admirable.
    • 2.2.6. Proficiency Statement: Roles of Citizens Discuss and explain the meaning of the Pledge of Allegiance and identify other ways citizens can affirm their citizenship.
    • 2.2.7. Proficiency Statement: Roles of Citizens Explain the consequences of violating laws, including punishment of those who do wrong, and the importance of resolving conflicts appropriately.
  • IN.3. Standard: Geography Students will locate their community, state and nation on maps and globes; identify major geographic characteristics of their local community; and explore geographic relationships between the physical and environmental characteristics of their community.
    • 2.3.1. Proficiency Statement: The World in Spatial Terms Use a compass rose to identify cardinal and intermediate directions and to locate places on maps and places in the classroom, school and community.
    • 2.3.2. Proficiency Statement: The World in Spatial Terms Locate the equator and the poles on a globe and identify the local community, state and the United States on maps.
    • 2.3.3. Proficiency Statement: Places and Regions Compare neighborhoods in your community and explain how physical features of the community affect people living there.
    • 2.3.4. Proficiency Statement: Physical Systems On a map, identify physical features of the local community.
    • 2.3.5. Proficiency Statement: Human Systems Identify and describe cultural or human features on a map using map symbols. (Individuals, Society and Culture)
    • 2.3.6. Proficiency Statement: Human Systems Describe simple demographics of the school.
    • 2.3.7. Proficiency Statement: Environment and Society Identify ways that recreational opportunities influence human activity in the community.
  • IN.4. Standard: Economics Students will 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.
    • 2.4.1. Proficiency Statement: Define the three types of productive resources (human resources, natural Resources and capital resources) and identify productive resources used to produce goods and services in the community.
    • 2.4.2. Proficiency Statement: Identify community workers who provide goods and services for the rest of the community and explain how their jobs benefit people in the community.
    • 2.4.3. Proficiency Statement: Explain that a price is what people pay when they buy a good or service and what people receive when they sell a good or service.
    • 2.4.4. Proficiency Statement: Research goods and services produced in the local community and describe how people can be both producers and consumers.
    • 2.4.5. Proficiency Statement: Explain that because of scarcity, people must make choices and incur opportunity costs.
    • 2.4.6. Proficiency Statement: Define specialization and identify specialized jobs in the school and community.
    • 2.4.7. Proficiency Statement: Explain why people trade for goods and services and explain how money makes trade easier.
    • 2.4.8. Proficiency Statement: Explain that income that people do not spend on goods and services is called savings.