SECOND GRADE SOCIAL STUDIES

Alaska Content Standards

 

HISTORY

 

Standard A.  A student should understand that history is a record of

                        human experiences that links the past to the present and

                        future.

Standard B.  A student should understand historical themes through

                        factual knowledge of time, places, ideas, institutions,

                        cultures, people, and events.

Standard C.  A student should develop the skills and processes of

                        historical inquiry.

Standard D.  A student should be able to integrate historical

                   knowledge with historical skill to effectively participate

                        as a citizen and as a lifelong learner.

 

 

GOVERNMENT AND CITIZENSHIP

 

Standard A.  A student should know and understand how societies

                        define authority, rights, and responsibilities through a

                        governmental process.

Standard B.  A student should understand the constitutional

                        foundations of the American political system and the

                        democratic ideals of this nation.

Standard C.  A student should understand the character of government

                        of the state.

Standard D.  A student should understand the role of the United States                                      in international affairs.

Standard E.  A student should have the knowledge and skills necessary

                        to participate effectively as an informed and responsible

                        citizen.

Standard F.  A student should understand the economies of the United

                        States and the state and their relationships to the global

                        economy.

Standard G.  A student should understand the impact of economic

                        choices and participate effectively in the local, state,

                        national, and global economies.

 

 

         

GEOGRAPHY

 

Standard A.  A student should be able to make and use maps, globes,

                        and graphs to gather, analyze, and report spatial

                        (geographic) information.

Standard B.  A student should be able to utilize, analyze, and explain

                        information about the human and physical features of

                        places and regions.

Standard C.  Student should understand the dynamic and interactive

                        natural forces that shape the earth’s environments.

Standard D.  A student should understand and be able to interpret

                        spatial (geographic) characteristics of human systems,

                        including migration, movement, interactions of cultures,

                        economic activities, settlement patterns, and political units

                        in the state, nation, and world.

Standard E.  A student should understand and be able to evaluate how

                        humans and physical environments interact.

Standard F.  A student should be able to use geography to understand

                        the world by interpreting the past, knowing the present,

                        and preparing for the future.

 

 

COURSE CONTENT

The second grade social studies curriculum will help students develop an awareness of people who influence their lives and supply their needs.  Second Grade students will explore their local community and broaden their knowledge of their neighborhood and ways people live, function, and depend on each other.  The students will learn about important people and events in United States History.  Students will also learn about their responsibilities as citizens.

 

CULTURE

·        Recognizes social connections between self and neighborhood

·        Recognize most cultures preserve important personal and public items from the past

·        Recognize communities have customs and cultures that differ

·        Identify diverse cultural groups within the communities of Alaska

·        Recognize that cultures have strong traditions of loyalty to their region and country

·        Identify and explain the significance of selected stories, poems, statues, paintings, and other examples of local and state cultural heritage

·        Examine the effects of changing technologies on the local community and state

CITIZENSHIP/GOVERNMENT

·        Demonstrates respect for peers and adults

·        Uses appropriate conflict resolution strategies

·        Recognizes and demonstrates qualities, traits and characteristics of a friend

·        Understands the role of all school personnel

·        Describe how groups work independently and cooperatively to accomplish goals within a community

·        Know how to share and give opinions in a group

·        Recognize that each individual must make decisions about the work groups and play groups in which they participate

·        Recognize how groups and organizations encourage unity and work with diversity to maintain order and security

·        Identify functions of governments

·        Know that communities have different laws depending on the needs and problems of their community

·        Identify ways that public officials are selected, including election and appointment

·        Takes part in the voting process in the classroom and learns to accept the majority vote

·        Distinguish among local, state, and national government and identify representative leaders at these levels such as mayor, governor, and president

·        Identify characteristics of good citizenship such as establishing beliefs in justice, truth, equality, and responsibility for the common good

·        Identify qualities of good citizenship and identify ordinary people who exemplify good citizenship

·        Recites the Pledge of Allegiance to honor the United States

·        Explain the meaning of selected patriotic symbols and landmarks of Alaska

HISTORY

·        Explain the significance of various community, state, and national celebrations such as Veteran’s Day and President’s Day

·        Participates in holiday activities associated with: Columbus Day, Martin Luther King Day

·        Explain how local people and events have influenced local community history

·        Use vocabulary related to chronology, including past, present, and future

·        Describe and measure calendar time by days, weeks, months, and years

·        Identify seasons and how they affect people

·        Identify and explain the significance of various community landmarks

·        Describe how people adapt to meet the demands of their environments

·        Create and interpret timelines

GEOGRAPHY

·        Describe how the globe is a model of earth locating hemispheres, poles and equator

·        Recognize the natural regions are represented on different types of maps by showing physical features, climate, vegetation, and natural resources

·        Subdivide the world by positioning the equator, continents, oceans, and hemispheres on a map and globe

·        Recognize that a map contains elements such as title, scale, symbols, legends, grids, and North, South, East and West direction

·        Describe the importance of physical geographic features on defining communities

·        Analyze how individuals and populations depend upon land resources

·        List earth’s natural resources such as minerals, air, water, and land

·        Consider alternative uses of resources and land

·        Show how landmasses and bodies of water are represented on maps and globes

·        Locate the state of Alaska and its major cities on a map

ECONOMICS

·        Explain how people make choices on how they spend and earn money

·        Names the basic needs of food, clothing and shelter

·        Explains that everything has value to someone

·        Explain the purposes of spending and saving money

·        Explain how work provides income to purchase goods and services

·        Describe how society depends upon workers with specialized jobs and the ways in which they contribute to the production and exchange of goods and services

·        Give examples of the various institutions that make up economic systems such as families, workers, banks, government agencies, small businesses and large corporations

·        Know the major products of Alaska

·        Recognize that communities around Alaska and the world are economically interdependent