NAC389.2437. Second grade: Social studies.

By the beginning of the second grade, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in the second grade in social studies must be designed so that pupils meet the following performance standards by the completion of the second grade:

     1. For the area of social study skills:

     (a) Acquire and apply skills of reading, writing and oral communication to construct knowledge, as demonstrated by the ability of the pupil to:

          (1) Listen for main ideas in text that is read to the pupil.

          (2) Listen for the main idea and sequence of events in the context of social studies.

          (3) Identify fact and opinion.

          (4) Use reading and writing to respond to literature.

          (5) Identify graphic organizers as a method for organizing information.

          (6) Use vocabulary in sentences.

     (b) Acquire, organize, use and evaluate information that prepares a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Research a prescribed topic in social studies.

          (2) Conduct research by locating, gathering and organizing information.

          (3) Present information orally or in writing.

          (4) Use maps, graphs, charts and diagrams.

          (5) Demonstrate acceptable social behaviors when using technology.

          (6) Use technological resources for solving problems, communicating and illustrating thoughts and ideas.

     (c) Demonstrate historical comprehension by analyzing and interpreting historical documents and artifacts that present alternative voices, accounts and interpretations or perspectives on past events, as demonstrated by the ability of the pupil to:

          (1) Demonstrate an understanding of chronology by reading a timeline.

          (2) Identify past, present and future events.

          (3) Discuss sources of information that are appropriate.

          (4) Read or listen, or both, to historical fiction.

          (5) Identify different perspectives.

     (d) Demonstrate skills which prepare a pupil to be an active, informed and literate citizen, as demonstrated by the ability of the pupil to:

          (1) Demonstrate responsibility for the well-being of himself or herself and his or her family.

          (2) Listen and participate as a member of a group in the classroom.

     2. For the area of history:

     (a) Understand the development, characteristics and interactions of persons, cultures, societies, religions and ideas, as demonstrated by the ability of the pupil to:

          (1) Compare the local community to communities from around the United States.

          (2) Examine artifacts in the United States to understand the daily life of persons from the time period of those artifacts.

          (3) Examine artifacts from around the world for important clues to ascertain the daily life of persons from the time period of those artifacts.

          (4) Explain why important events, persons or customs, or any combination thereof, in the United States are recognized by holidays.

          (5) Explain why important events, persons and customs, or any combination thereof, from around the world are recognized by holidays.

          (6) Recognize similarities and differences of earlier generations, including, without limitation, similarities and differences in occupations, clothes, mannerisms, stories, games and festivals.

          (7) Compare communities from around the world to the local community.

     (b) Understand the influences of persons, events, ideas and conflicts in the development of nations, empires, cultures and political and economic ideas, as demonstrated by the ability of the pupil to:

          (1) Identify methods in which persons cooperate to achieve a common goal.

          (2) Explore the importance of both local and national landmarks and explain how those landmarks create a sense of community.

     (c) Understand the influences of social ideas and personal action on social, political, economic and technological change, as demonstrated by the ability of the pupil to:

          (1) Identify public and private spaces within the community.

          (2) Compare or contrast, or both, the daily life of the pupil with the daily lives of children from around the world.

          (3) Explain why persons and events are honored by commemorative holidays.

          (4) Demonstrate respect for other pupils and persons in the community.

          (5) Define the term “technology” and identify uses for technology in the daily life of the pupil.

          (6) Listen to and discuss events in the community that are reported by the media.

     3. For the area of geography:

     (a) Use maps, globes and other geographic tools and technologies to locate and extrapolate information about persons, places and environments, as demonstrated by the ability of the pupil to:

          (1) Identify titles and symbols on maps.

          (2) Recognize spatial patterns, including, without limitation, political units and physical features, on a map and globe.

          (3) Construct a key from map symbols and choose a map title.

          (4) Give and follow simple oral directions to move from one location to another.

          (5) Use a simple letter and number grid system to find a specific location.

          (6) Identify geographic information within media sources, including, without limitation, maps, books and photographs.

     (b) Understand the physical and human features of places, and use that information to define and study regions and their patterns of changes, as demonstrated by the ability of the pupil to:

          (1) Define the term “region” and provide examples of regions.

          (2) Describe neighborhoods and communities as places where persons live, work and play.

          (3) Identify traditions and customs that are practiced by families.

          (4) Identify patterns of changes in the community.

          (5) Provide examples of geographical uses of machines, tools and technologies, including, without limitation, surveying tools and map navigation programs.

          (6) Demonstrate that different locations have different addresses.

          (7) Locate the city and state in which the pupil resides on a map.

     (c) Understand how economic, political and cultural processes interact to shape patterns of human migration and settlement, influence and interdependence, and conflict and cooperation, as demonstrated by the ability of the pupil to:

          (1) Construct a visual model of the distribution of population, including, without limitation, a graph, table or a choropleth map.

          (2) Categorize different ways to move persons, goods and ideas, including, without limitation, air, water, land, telephones and computers.

          (3) Define the terms “rural community” and “urban community” and compare the characteristics of each.

          (4) List the types of social groups to which persons belong.

     (d) Understand the effects of interactions between human and physical systems, and changes in the use, distribution and importance of resources, as demonstrated by the ability of the pupil to:

          (1) Tell how the physical environment affects community activity, including, without limitation, recreation and water usage.

          (2) Provide examples of tools that assist in finding geographic locations.

          (3) Identify how persons shape their physical environment.

          (4) Define the term “natural hazards” and provide examples of natural hazards.

          (5) Identify natural resources and the location of natural resources in the neighborhood.

     4. For the area of economics:

     (a) Understand how scarcity and incentives affect choices, how markets work, why markets form, how supply and demand interact to determine the market price, and how changes in prices act as economic signals to coordinate trade, as demonstrated by the ability of the pupil to:

          (1) Give examples of what is given up when a choice is made.

          (2) Identify consumers and where they make purchases.

          (3) Identify producers in the neighborhood and community in which the pupil lives.

          (4) Discuss why persons work.

     (b) Identify indicators used to measure economic performance, understand important aspects of how the economy acts as a system, and understand the roles of money, interest rates, saving and borrowing, financial institutions and the central banking system in the economy, as demonstrated by the ability of the pupil to:

          (1) Discuss the concept that money is limited.

          (2) Identify reasons for saving money.

     (c) Identify the causes of economic change, and explain how the economic system of the United States responds to those changes and how other economic systems respond to changes, as demonstrated by the ability of the pupil to:

          (1) Identify businesses in the community.

          (2) Describe ways to share classroom resources.

     (d) Explore trends in international trade, the impact of trade on the economy of the United States and the role of exchange rates, as demonstrated by the ability of the pupil to demonstrate an understanding of trade by providing an example of trade.

     5. For the area of civics:

     (a) Know why society needs rules, law and governments, and understand the roles, rights and responsibilities of citizens, as demonstrated by the ability of the pupil to:

          (1) Identify and follow classroom and school rules concerning behavior and resolution of conflicts.

          (2) Identify a pupil’s rights within the classroom and the school.

          (3) Participate in making decisions for the class, including, without limitation, decisions regarding personal responsibilities in the classroom.

          (4) Recognize the Pledge of Allegiance.

          (5) Describe traditional patriotic activities, holidays or symbols from around the world.

     (b) Understand the United States Constitution and the government created by the United States Constitution, including, without limitation, the relationship between national and sub-national governments, and the structure and function of state and local governments, as demonstrated by the ability of the pupil to name the current President of the United States.

     (c) Describe the roles of political parties, elections, interest groups, the media and public opinion in the democratic process, as demonstrated by the ability of the pupil to identify sources of information.

     (d) Explain the different political systems in the world and how those systems relate to the United States and the citizens of the United States, as demonstrated by the ability of the pupil to name the school in which the pupil is enrolled and the community in which the pupil resides.

     (Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009)