Grade 2 Social Studies Alaska standards Standards

By the end of K: [standard not addressed at this grade]

By the end of 2: SS.2.2.9.1 Describe the government systems in place in the students’ local community.

By the end of 1: SS.1.2.9.1 Explain that government systems determine the rules of a society.

By the end of K: [standard not addressed at this grade]

By the end of K: [standard not addressed at this grade]

Processes, Rules, and Laws

By the end of 1: [standard not addressed at this grade]

By the end of K: [standard not addressed at this grade]

By the end of 1: [standard not addressed at this grade]

By the end of K: [standard not addressed at this grade]

By the end of 1: Identify some of the rights of American citizens and residents.

By the end of 1: Summarize why rules may be needed to solve a problem.

By the end of 1: Identify symbols used locally.

By the end of 1: Compare roles and responsibilities of self and others at home, at school, and in the local community.

By the end of 1: Describe examples of equality and fairness.

By the end of 1: Describe the connection between rules and consequences, and why they’re needed in a classroom or school.

By the end of 1: Explain the need for rules at home, at school, and in the community.

By the end of 1: Demonstrate active listening and positive interactions with group members and at class meetings.

By the end of 1: Identify ways that students can work together to improve the classroom environment over time.

By the end of 1: Compare the student’s own point of view on a topic with a peer’s point of view on the same topic.

By the end of 1: With support, describe how communities divide responsibilities to achieve common goals.

By the end of 2: Describe the responsibility of participation in the democratic process and participate in a grade‐appropriate way.

By the end of 2: Identify local and state leaders and describe their roles and responsibilities.

By the end of 1: Identify leaders in the student’s local community and describe their roles and responsibilities.

By the end of 2: Apply civic virtues when participating in school settings.

By the end of 2: Explain how people can work together to make decisions in the classroom

By the end of 2: Determine the meaning and importance of local and state symbols.

By the end of 2: Recognize that government leaders are elected through a voting process and participate as appropriate.

By the end of 2: Define democratic principles of equality, fairness, and respect.

By the end of 2: Identify and explain how rules function in public settings.

By the end of 2: Explain the need for and purposes of rules in various settings inside and outside of school.

By the end of 2: Practice different roles and responsibilities within a group and/or in the classroom.

By the end of 2: Describe how people have tried to improve the local community over time.

By the end of 2: Explain what governments are and some of their functions.

By the end of 2: Defend the student’s own point of view on a topic with many differing perspectives.

By the end of 2: Inspect how communities work together to fulfill roles of authority.

By the end of K: Identify leaders in the student’s life and describe their roles.

By the end of K: Identify a problem that can be solved through sharing or compromise.

By the end of K: Identify symbols used at home and school.

By the end of K: Explain and provide examples of important roles of society.

By the end of K: Demonstrate respect for people in the school community.

By the end of K: Evaluate consequences of following or not following rules.

By the end of K: Identify rules for different settings.

By the end of K: Determine ways that people can have productive conversations and work together to make decisions.

By the end of K: Identify the student's own point of view on a topic.

By the end of K: Participate in a discussion of how communities work to accomplish common tasks.

Rights, Roles, and Responsibilities of Citizens

Explain and participate in the rights and responsibilities of citizens.

Civic and Political Institutions and Systems

Describe roles and responsibilities of people in authority.

Explain how all people, not just official leaders, play important roles in a community.

Explain the need for and purposes of rules in various settings inside and outside of school.

Explain what governments are and some of their functions.

Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.

Participation and Deliberation

Apply civic virtues when participating in school settings.

Describe democratic principles such as equality, fairness, and respect for authority and rules.

Follow agreed‐ upon rules for discussions while responding attentively to others when addressing ideas and making decisions as a group.

Compare their own point of view with others’ perspectives.

Explain how people can work together to make decisions in the classroom.

Identify and explain how rules function in public (classroom and school) settings.

Describe how people have tried to improve their communities over time.

Alaska’s Governments

Describe local and state symbols.

Identify and explain the roles of Alaska’s government systems.

By the end of K: [standard not addressed at this grade]

By the end of 1: [standard not addressed at this grade]

By the end of K: [standard not addressed at this grade]

By the end of K: [standard not addressed at this grade]

By the end of 1: [standard not addressed at this grade]

By the end of K: [standard not addressed at this grade]

By the end of 1: [standard not addressed at this grade]

By the end of K: [standard not addressed at this grade]

By the end of K: [standard not addressed at this grade]

By the end of 1: With support, explain the difference between producers and consumers.

By the end of 1: Identify situations where goods are in high or low demand.

By the end of 1: Examine decisions that people make about spending and saving money.

By the end of 1: Explain that people need to trade for resources not found in their geographic region.

By the end of 1: Identify different ways of acquiring what you need and want in Alaska.

By the end of 1: Compare and contrast goods produced in the local community with those produced elsewhere.

By the end of 1: Explain how and why households make choices between needs and wants.

By the end of 1: With support, describe the difference between public and private providers of goods and services in the local community.

By the end of 1: Sort resources into categories based on location of origin.

By the end of 1: Identify prices of products in a local market.

By the end of 1: Define income.

By the end of 2: Describe the skills and knowledge required to produce certain goods and services.

By the end of 2: Define scarcity and explain how it affects decision‐ making.

By the end of 2: Classify savings goals as short‐term or long‐term.

By the end of 2: Explain why people in one country trade goods and services with people in other countries.

By the end of 2: Explore and be able to explain traditional economic practices of the local region.

By the end of 2: Describe the goods and services that people in the local community produce and those that are produced in other communities.

By the end of 2: Identify the costs and benefits of personal decisions to the community, and vice versa.

By the end of 2: Identify examples of the goods and services that local governments provide.

By the end of 2: Categorize and describe products that are produced abroad and sold domestically and products that are produced domestically and sold abroad.

By the end of 2: Compare the prices of locally produced and non‐locally produced goods in local markets.

By the end of 2: Describe local examples of capital goods and human capital.

By the end of 2: Explain how and why people earn money.

By the end of 2: Describe examples of costs of production for local goods and services.

By the end of 2: Participate in discussions about the role of banks in the local economy.

By the end of K: 1 With support, identify examples of goods and services.

By the end of K: With support, explain the difference between needs and wants.

By the end of K: With support, explain why people save and provide examples from personal experience or literature.

By the end of K: Describe goods that are produced in the local geographic region.

By the end of K: Demonstrate how sharing and bartering are basic economic systems.

By the end of K: Participate in discussions about goods and services in the local community.

By the end of K: Explain why people have to make choices between needs and wants.

By the end of K: Participate in discussions about how people work to support their families.

Economic Systems, Models, and Markets

Describe the skills and knowledge required to produce certain goods and services.

Describe the goods and services that people in the local community produce and those that are produced in other communities.

Identify prices of products in a local market.

Explain how people earn income.

Describe examples of costs of production.

Describe the role of banks in an economy.

Decision‐Making and Personal Finance

Explain how scarcity necessitates decision‐making.

Identify the benefits and costs of making various personal decisions.

The National Economy

Explain why people save.

Describe examples of the goods and services that governments provide.

Describe examples of capital goods and human capital.

The Global Economy

Describe why people in one country trade goods and services with people in other countries.

Describe products that are produced abroad and sold domestically and products that are produced domestically and sold abroad.

Alaska Economies: State, Local, and Tribal

Explain different economic systems used by groups of Alaskans locally across time.

By the end of K: [standard not addressed at this grade]

By the end of K: [standard not addressed at this grade]

By the end of 1: Describe local weather and how it affects individuals and their activities.

By the end of 1: Compare physical and cultural characteristics of the local community to another Alaskan community.

By the end of 1: Design a map of the school and include a key, symbols, and a compass rose.

By the end of 1: Identify people and goods that travel from the local community to another place.

By the end of 1: Locate Alaska on a map of the United States and on a globe.

By the end of 2: Describe how human activities affect the cultural and environmental characteristics of the local region.

By the end of 1: Identify human activities that affect the local environment.

By the end of 1: Describe how the consumption of products connects people in the local community to nearby communities.

By the end of 1: Identify and name rivers, lakes, and mountains on a map of the local area.

By the end of 1: Describe ways people in the local community use local environments to meet their daily needs.

By the end of 1: Identify cultural characteristics of the local community.

By the end of 1: Describe types of natural disasters common to the local region.

By the end of 1: Use maps of the local community to identify cultural and environmental characteristics.

By the end of 1: Describe local economic activities.

By the end of 2: Explain how weather, climate, and other environmental characteristics affect people’s lives in the local region.

By the end of 2: 1 Describe changes in the physical and cultural characteristics of regions outside of Alaska.

By the end of 2:  Construct maps, graphs, and other representations of locations in the local community.

By the end of 2: Explain why and how people, goods, and ideas move from place to place, including into and out of the local community.

By the end of 2: Explain the geographical and cultural features that make Alaska distinct from other places.

By the end of 2: Describe how the consumption of products connects people in Alaska to other places.

By the end of 2: Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.

By the end of 2: Compare how different groups of people in the local community use local and distant environments to meet their daily needs.

By the end of 2: Identify some cultural and environmental characteristics of the local community.

By the end of 2: Analyze ways that a catastrophic disaster may affect people living in the local region.

By the end of 2: Identify broad environmental and cultural characteristics of regions on a globe.

By the end of 2: Explain the connections between the local physical environment and the economic activities found there.

By the end of K: With support, describe seasonal weather patterns in the local community.

By the end of K: With support, participate in discussions about physical and cultural characteristics of the local community.

By the end of K: With support, create a map of the classroom.

By the end of K: With support, discuss how and why goods travel to the local community.

By the end of K: Locate the local community on a map.

By the end of K: With support, explain that products come from both local and distant places.

By the end of K: With support, name an important geographical feature of the local community and be able to identify it in a photograph and on a map.

By the end of K: Identify different types of communities.

By the end of K: Name environmental characteristics of the area surrounding the school.

By the end of K: Identify types of natural disasters.

By the end of K: With support, describe the physical environment of the local community.

Human‐Environment Interaction: Place, Regions, and Culture

Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region.

Describe how human activities affect the cultural and environmental characteristics of places or regions.

Identify some cultural and environmental characteristics of specific places.

Global Interconnections: Changing Spatial Patterns

Global Interconnections: Changing Spatial Patterns

Explain how the consumption of products connects people to distant places.

Identify ways that a catastrophic disaster may affect people living in a place.

Geographic Representations and Reasoning

Construct maps, graphs, and other representations of familiar places.

Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.

Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

Human Population: Spatial Patterns and Movements

Explain why and how people, goods, and ideas move from place to place.

Compare how people in different types of communities use local and distant environments to meet their daily needs.

Describe the connections between the physical environment of a place and the economic activities found there.

Geography of Alaska

Identify what makes Alaska geographically unique.

By the end of 1: [standard not addressed at this grade]

By the end of K: [standard not addressed at this grade]

By the end of 1: Describe an event from two different perspectives.

By the end of 1: Review various types of historical documents.

By the end of 1: Create a personal timeline to show events in a sequential manner.

By the end of 1: Describe cause‐and‐ effect relationships based on an event in the classroom.

By the end of 1: Provide examples of customs, practices, and traditions unique to local Alaska cultures.

By the end of 1: Compare the student’s own account of an event to a peer’s account of the same event.

By the end of 1: Illustrate how communities change over time.

By the end of 1: Identify and explain likely reasons for an event in the classroom.

By the end of 1: With support, use historical sources to ask questions about events.

By the end of 1: Ask questions about significant figures in local history.

By the end of 2: Compare past and present perspectives on a situation, event, issue, or problem within the community.

By the end of 2: Differentiate between primary and secondary sources.

By the end of 2: Create and explain a chronological sequence of multiple events.

By the end of 2: Generate possible reasons for an event or development in the local community’s past.

By the end of 2: Compare and contrast the customs, practices, and traditions of two Alaska cultural groups, one of which is a local group.

By the end of 2: Evaluate different accounts of the same historical event in the local community.

By the end of 2: Explain how historical sources can be used to study the local community’s past.

By the end of 2: Compare life in the local community in the past to life in the local community today.

By the end of 2: Analyze likely reasons for an event or development in the local community’s past and identify implausible options.

By the end of 2: Use a variety of sources to generate questions about events in the history of the local community.

By the end of 2: Generate questions about, and describe how, specific individuals and groups have shaped local historical events.

By the end of K: Demonstrate the importance of listening to others’ points of view in the classroom and on the playground.

By the end of K: Identify different types of documents.

By the end of K: Demonstrate that a timeline represents a chronological sequence of events.

By the end of K: Explain how the student’s own actions may affect others.

By the end of K: Explore traditions of local cultural groups.

By the end of K: Describe an event from the student’s own perspective.

By the end of K: Describe a past event.

By the end of K: Describe a time when the student’s own actions affected others.

By the end of K: With support, engage with historical sources.

By the end of K: Ask questions about local and school history.

Perspectives

Compare perspectives of people in the past to those of people in the present.

Compare different accounts of the same historical event.

Historical Sources and Evidence

Identify different kinds of historical sources.

Explain how historical sources can be used to study the past.

Generate questions about a particular historical source as it relates to a particular historical event or development.

Change, Continuity, and Context

Create a chronological sequence of multiple events.

Compare life in the past to life today.

Generate questions about individuals and groups who have shaped a significant historical change.

Historical Thinking

Generate possible reasons for an event or development in the past.

Select which reasons might be more likely than others to explain a historical event or development.

Alaskan History

Describe and compare the various cultures of Alaska.

Develop Questions and Plan Inquiries

Construct a variety of questions about social studies topics with guidance from adults and/or peers.

Construct supporting questions to help answer compelling questions with guidance from adults and/or peers.

Evaluate Sources and Evidence

Interact with a variety of primary and secondary sources.

Gather facts from teacher‐curated sources to answer questions.

Determine whether a source is primarily fact or opinion.

Develop Claims

With support, identify sources that address a specific topic.

With support, classify statements as facts or opinions.

With support, identify sources that can be used to support specific opinions.

Communicate and Critique Conclusions

Respectfully ask and answer questions.

Differentiate their own opinion from others.

Ask clarifying questions to better understand others’ opinions and perspectives.

Present explanations using a variety of print, oral, and digital technologies.

Informed Civic Discourse and Engagement

Identify problems or issues, as well as possible solutions, in classrooms, schools, and/or communities.

Participate in deliberative and democratic procedures for classroom problem‐solving.

Explain ways to individually or collaboratively address local or regional problems or issues.