SS02 Standards

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HISTORY

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Standard 1

Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.

Second grade students will:

• Distinguish between past, present, and future time ES
• Create an historical narrative of their own, such as their families’, their school’s, or community’s history or construct a brief oral narrative describing, in sequence, a past event
• Develop “picture timelines” of their own lives or events in the history of their own or another family, using photos from home, drawing pictures to fill any gaps, and arranging the set chronologically to identify events or actions and their consequences

Standard 2

Students know how to use the processes and resources of historical inquiry.

Second grade students will:

• Pose and answer questions about the lives of children and families in the past
• Gather information about the past from fiction and non-fiction books, oral history , photographs and graphs ES
• Read geographic symbols and identify the geographic features of places represented in picture maps, air photos, and terrain models of places now and in the past (e.g. name and locate the town, city, community, or state where they reside.)
• Analyze historical fiction on such criteria as the accuracy of the story’s historical details and sequence of events
• Compare and contrast their daily lives with those of their parents and grandparents
• Trace the history of a family through the use of primary sources including artifacts, photographs, interviews, and documents

Standard 3

Students understand that societies are diverse and have changed over time.

Second grade students will:

• Describe various holidays & celebrations in different cultures
• Identify the cultural heritage evident in their neighborhoods or schools (e.g., restaurants, and stores)
• Identify ways that people in neighborhoods can help and support each other (e.g., yard care, Neighborhood Watch, snow shoveling, etc.)

Standard 4

Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.

Second grade students will:

• Identify technological developments that affect the neighborhood (e.g., street lights, water service, electricity.)
• Identify money as a limited resource
• Describe choices about how to spend limited resources and discuss the fact that these choices have consequences
• Describe how people obtain goods and services (barter, trade, and money.)
• Identify food production and consumption long ago and today including the role of farmers, processors, distributors, weather, and land and water resources
• Identify how limits on resources require people to choose what to produce and what to consume
• Identify economic reasons for people moving west
• Explain how the decision made by pioneers to go west altered the availability of resources for Native Americans (killing of buffalo, etc.)

Standard 5

Students understand political institutions and theories that have developed and changed over time.

Second grade students will:

• Explain the need for and benefits of rules & personal responsibility in a neighborhood or community (Civics)
• Give examples of various ways decisions are made (e.g., majority vote, compromise, and personal) (Civics)
• Give examples of how families and communities depend on each other (e.g., community services, and citizen participation.)
• Explain the difference between making laws, carrying out laws, and determining if laws have been violated; and identify the government bodies that perform these functions at the local, state, and national levels

Standard 6

Students know that religious and philosophical ideas have been powerful forces throughout history.

Second grade students will:

• Recognize that families have different traditions
• Recite the Pledge of Allegiance and recognize it as a statement of our country’s foundation ES
• Identify celebrations and practices traditional in their communities (e.g., harvest days, cultural celebrations, and historical celebrations.)
• Identity various art forms used in celebrations (e.g., dance, music, parades and holiday decorations.)
• Learn formulations of the “Golden Rule” as expressed in major religions and ethical teachings, and practice applying it in their treatment of others

GEOGRAPHY

Standard 1

Students know how to use and construct maps, globes and other geographic tools to locate and derive information about people, places, and environments.

1.1 Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spacial perspective.

First and second grade students will:

• Understand the standard orientation of maps and globes (where North, South, East and West are located); find different directions on the map; ES
• Understand that maps contain legends with symbols explaining various features and can explain various symbols; ES
• Interpret simple unfamiliar maps; ES
• Draw simple maps of familiar areas;
• Create maps to illustrate a story.

1.2 Students develop knowledge of Earth to locate people, places and environments.

First and second grade students will: do all of the above plus:

• Name and locate the town, city, or community, as well as the state where they live; ES
• Identify major oceans: Pacific, Atlantic, Indian, Arctic;
• Demonstrate more expanded knowledge about the seven continents;
• Locate all of the major countries in North America, in relation to each-other;
• Name and locate the original thirteen colonies; and locate major cities on the East Coast with historical significance related to them;
• Locate: the Equator, the North and South Hemispheres and Poles;

Second grade students will: do all of the above plus:

• Identify additional geographical terms and features, such as: coast, valley, prairie, desert, oasis;
• Demonstrate knowledge on the continent of Asia and locate major countries: China, India, Japan (islands), Russia;
• Demonstrate knowledge of the major geographical features of the Asian continent: major rivers, mountains, cities, demographics;
• Demonstrate knowledge of the geography of the Classical Ancient World - the region of the Mediterranean and Aegean seas;
• Demonstrate knowledge of the Western Expansion in North America – the new states, the routes, the migrations, etc.;
• Demonstrate knowledge of the geography of the American Civil War;
• Name and locate the 48 contiguous states, plus Alaska and Hawaii, and some major topographical features in them, as well as adjoining bodies of water;
• Demonstrate knowledge of countries in South America.

1.3 Students know how to analyze the dynamic spacial organization of people, places and environments.

First through fourth grade students will:

• Understand how latitude affects climate, and demonstrate his/her understanding through examples;
• Understand how the availability of water affects human lifestyles;
• Discuss the relationship between climate and human development in the "Cradle of Civilization" - Mesopotamia, and, later, in Egypt, in Central America; and elsewhere.

Standard 2

Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.

2.1 Students know the physical characteristics of places.

First through fourth grade students will:

• Demonstrate expanding ability to differentiate between natural and human characteristics of places;
• Demonstrate deeper knowledge about particular large geographic areas, such as the Sahara desert, the Amazon rain forest, the Arctic, the Goby Desert, etc.

2.2 Students know how and why people define regions.

First through fourth grade students will:

• Understand why some regions are populated by many people, and others - by few, or none; ES
• Understand how human activities (such as deforestation, the building of dams, irrigation, etc.) can change the nature of regions.

2.3 Students know how culture and experience influence people's perceptions of places and regions.

First through fourth grade students will:

• Identify characteristics of the lifestyles of peoples who live in particular regions; ES
• Understand why peoples like living in places that others find inhospitable (the Eskimos, the Bedouins, for example).

Standard 3

Students understand how physical processes shape the Earth's surface patterns and systems.

3.1 Students know the physical processes that shape Earth's surface patterns.

First through fourth grade students will:

• Demonstrate understanding that the Earth's climate is subject to cycles of higher or lower temperatures; and that such a cycle, known as the Ice Age, for example, has made possible for the first humans to arrive in America (from Asia) through a land bridge;
• Understand how physical processes from within and without the Earth affect the Earth surface and climate.

3.2 Students know the characteristics and distributions of physical systems of land, air, water, plants, and animals.

First through fourth grade students will:

• Demonstrate understanding of how climate influences vegetation patterns, and how that, in turn, influences animal and human life;
• Demonstrate understanding of the ability of plants, animals and humans to adapt to living in various and changing environments;
• Describe the environment of the area where they live and areas they have visited or have heard about, or have studied about. ES

Standard 4

Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

4.1 Students know the characteristics, location, distribution, and migration of human populations.

First through fourth grade students will:

• Discuss the countries of origin of their ancestors, and locate them;
• Identify and locate cities with large populations in this country;
• Identify and locate countries with large populations;
• Use maps to describe and explain population densities in parts of the world.

4.2 Students know the nature and spacial distribution of cultural patterns.

First through fourth grade students will:

• Understand a greater number of the elements of culture, and how many of them are shaped by the geography of the region where people live (recreation, religion, arts, etc.)

4.3 Students know the patterns and networks of economic interdependence.

First through fourth grade students will:

• Identify major economic activities in Colorado and other States, and in other countries;
• Describe economic networks used in daily life, such as transportation, banking, telephone system, etc.;
• Identify major economic activities in the countries that they have studied about.

4.4 Students know the processes, patterns, and functions of human settlement.

First through fourth grade students will:

• Discuss differences between prehistoric and modern human settlements in this part of the country;
• Discuss differences between rural and urban human settlements; ES
• Demonstrate understanding of spacial characteristics of parts of the city (residential, central business, recreational, etc.);
• Guess and/or explain the reasons for the location of certain cities/settlements in relation to the relief and resources available in the area.

4.5 Students know how cooperation and conflict among people influence the division and control of the Earth's surface.

First through fourth grade students will:

• Understand that today's residents of Colorado/the U.S. are relative newcomers;
• Understand the meaning of country boundaries and why people have created them;
• Understand that all human conflicts are based on competition for land and its resources and can give examples from the content of their history lessons;
• Understand the configuration of a town/city within a county, within a state, within a country, a continent, the Earth.

Standard 5

Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources.

5.1 Students know how human actions modify the physical environment. First through fourth grade students will:

• Demonstrate understanding of why some regions are populated by many people, and others - by few, or none; ES
• Understand how human activities (such as deforestation, the building of dams, irrigation, etc.) can change the nature of regions;
• Understand how human activities impact the lives of animals, and of other people.

5.2 Students know how physical systems affect human systems.

First through fourth grade students will:

• Understand that surface relief has a major impact on human activities;
• Understand that climatic changes over time bring changes in human habitation and activities;
• Understand the causes of natural disasters.

5.3 Students know the changes that occur in the meaning, use, location, distribution, and importance of resources.

First through fifth grade students will:

• Understand what kinds of resources are necessary for human existence;
• Understand that resources are not distributed equally everywhere;
• Understand the difference between renewable and non-renewable resources;
• Begin to understand that existing resources are not unlimited, and will not last forever;
• Begin to understand that, as some resources are depleted, people develop technologies to use different resources;
• Understand the need for careful management of resources;
• Understand the need for exploration for new resources.

Standard 6

Students apply knowledge of people, places, and environments to understand the past and present and to plan for the future.

6.1 Students know how to apply geography to understand the past.

First through fifth grade students will:

• Demonstrate understanding that climates have changed over time;
• Understand that changing environments have influenced and are influencing people and events in the past and present;
• Use maps to describe the human and environmental factors that have marked the history of various regions.

6.2 Students know how to apply geography to understand the present and plan for the future.

First through fifth grade students will:

• Observe and describe community issues from a spacial perspective: the building of new houses in the neighborhood, heavy traffic, etc.;
• Explain how human-induced factors can change the environment (development versus conservation);
• Compare attitudes of people from different cultures towards social issues, including the role of the two sexes and make projections about the future.

CIVICS

Standard 1

Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.

Second grade students will:

1.1 Discuss ways in which teachers and principals enforce rules and settle disputes

1.2 Define “limited” and “unlimited” government and give an example of people using power and authority, such as police officers 1.3 Identify the function of the Colorado Constitution

1.4 Explain the importance of respect for laws in the school and community, i.e.: playground safety, speed limits, voting ES

1.5 Make and post a constitution for Grade 2 rules, rights, and responsibilities; discuss ways the constitution protects all class members

Standard 2

Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy. Second grade students will:

2.1 Identify some state and national laws about property rights and voting rights

2.2 Explain a limit of authority in a school, e.g.: the right to a hearing before punishment

2.3 Explain what makes a good law and rule, e.g.: reasonable, fair, promotes the common good

2.4 Identify criteria for laws and rules, e.g.: enforceable, effective

Standard 3

Students know the political relationship of the United States and its citizens to other nations and to world affairs. Second grade students will:

3.1 Label flags and currency from Mexico and Canada (U.S. neighbors)

3.2 Bring and explain an item from home which came from a foreign country

Standard 4

Students understand how citizens exercise the rules, rights and responsibilities of participation in civic life at all levels – local, state, and national. Second grade students will:

4.1 Recite the Pledge of Allegiance to symbolize citizenship in the U.S. ES

4.2 Explain the reasons for flag ceremonies and national holidays (Fourth of July, Memorial Day, Martin Luther King Day, etc.)

4.3 Discuss how a student can exercise his/her rights in a school controversy, e.g.: gathering information, discussing both sides (pro and con), voting on a topic like “eliminating school recess”

4.4 Define “leadership” and give characteristics of a good leader