Social Science by goodbaby

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									                                   2nd Grade Social Science Checklist
Standard 14A – Students will understand and explain basic principles of the United States government.

_____ Tell about some rules and responsibilities that students have in school to help promote order and safety.

_____ Explain why schools have rules to help students learn.

_____ Demonstrate examples of honesty and fairness when playing or working with other students.

_____ Give an example of how governments help people live safely and fairly.

_____ Identify why people need governments to help organize or protect people.

Standard 14B – Students can understand the structures and functions of the political system of Illinois, the United
States and other nations.

_____ Identify the officials and political bodies that form the organization of their local government (mayor, police, justice of
       the peace)

_____ Name the current President of the United States

_____ Identify important services provided by local governments to people (police and fire, park depart.)

Standard 14C – Students can understand election processes and responsibilities of citizens.

_____Discuss a situation in their home or school that illustrates people being responsible in their duties or job.

_____List examples of responsible student classroom behavior.

_____Summarize the outcome of classroom decision-making in terms of what was decided by the majority of the students.

_____ Identify elected leaders (mayor, governor, president)

Standard 14D – Students can understand the roles and influences of individuals and interest groups in the political
systems of Illinois, the United States, and other nations.

_____ Identify a student or parent group that serves the school

_____State the interests of students and adults involved in a school project ( fund raise – new playground)

_____ Recognize the responsibilities of local government.

Standard 14E – Students can understand United States foreign policy as it relates to other nations and international
issues.

_____ Tell about someone that students have seen or met ( on TV, in a book, etc..) that lives in another country.

_____ Tell about food from other countries.

_____ Identify a product or artifact that comes from another country (food, toys)

Standard 14F – Students can understand the development of United States political ideas and traditions.

_____ Identify and example of behavior that shows someone showing good citizenship (recycling, being honest) and examples
       of people being honest and truthful when working with others)

_____Describe how a holiday such as the 4th of July represents the idea of freedom.
_____ Describe how a holiday such Veteran’s Day represents sacrifice to preserve freedom.

_____ State reasons why people benefit from basic rights such as freedom of speech.

Standard 15A – Students will understand economic systems, with an emphasis on the United States.

_____ List and categorize goods and services families consume.

_____ Identify at least 3 ways in which a scarce item might be distributed in the classroom (10 cookies for 20 children.

_____Identify jobs students might do to earn pay and what job adults do.

_____ Match workers in the community to the goods and services they produce.

Standard 15B – Students will understand that scarcity necessitates choice by consumers.

_____Describe times when students or families have been consumers.

_____ Choose between 2 items and correctly identify the items given up as the opportunity class.

Standard 15C – Students will understand that scarcity necessitates choices by producers.

_____ Explain that people who make goods and services are producers.

_____ List examples of human, natural and capital resources.

Standard 15D – Students will understand trade as an exchange of goods or services.

_____ Define and give examples of barter

_____ Describe a trade that has been made and why the people agreed to trade.

Standard 15E – Students understand the impact of government policies and decisions on production and consumption
in the economy.

_____ Identify public goods and services that students or families use.

Standard 16A – Students can apply the skills of historical analysis and interpretation.

_____ Place a series of events from a chronology (ex. A student’s life) in their proper places on a timeline.

_____ Explain how the individual events on a timeline are related to one another.

_____ Use a story or an image about the past to describe what life was like for people who lived during that period and why
      they need to know about the history of those in other places.

Standard 16B – Students will understand the development of significant political events.

US
_____ Identify key individuals and events in the development of a local community (founders day, etc..)

_____ Identify a local historical monument or place.

_____ Explain how an event in U.S. political history is related to a current community event or issue.

World

_____ Identify significant political figures or groups from the past.

_____ Name significant political ideas from the past.
_____ Tell about a political event featured in a folk tale, story or legend (King Arthur, King Midas)

Standard 16C – Students will understand the development of economic systems.

US

_____ Explain why people traded in the past.

_____ Describe how people made a living in the past.

World

_____Identify the significance of trade in society in the past and present.

_____ Describe how people made a living in ancient civilizations.

_____ Explain how people made economic choices to survive and improve their lives in the past.

Standard 16D – Students will understand Illinois, United States and world social history.

US
_____ Identify stories and folktales that describe various customs practiced in America and/or local communities (John Henry,
      Pocahontas)

_____Tell how stories and folktales influence the behavior of Americans and/or local community members.

_____ Name a significant social organization that worked to improve life in the community and/or the United States (Red
      Cross, VFW, YMCA)

_____Tell about a person who worked to improve life in the community and/or United States.

World

_____ List examples of past traditions found within the local community.

_____ Interpret stories and folktales from the past to show various customs from groups of people in the past and the influence
      these customs had on their society.

Standard 16E – Students will understand Illinois, United States, and world environmental history.

US
_____ Tell about a myth, legend, or story that people told long ago to describe the physical environment of a place or region in
      Illinois or other states.

_____ Locate the place in the local community where an important event took place.

_____ Locate place names on a map of Illinois that give a clue to a community’s early history and/or physical features.

World

_____ Tell about a myth, legend, or story that people told long ago to describe a region or place’s physical environment
      (stories of floods, castles on hillsides)

Standard 17A – Students will locate, describe, and explain places, regions and features on Earth.

_____Compare physical and human features of different places on the school grounds and in the neighborhood.

_____ Describe the relative location of places using terms such as near, far, towards, away from, next to, to describe events in
     the story, using a book such as “Make Way for Ducklings.”
_____ Describe features of mountains, valleys, rivers, lakes and islands and locate them on a map.

Standard 17B – Students can analyze and explain characteristics and interactions of Earth’s physical systems.

_____ Compare seasons and how people dress and engage in different activities all around the world.

_____ Predict the day’s weather based on the sky early in the day – chart for several months.

Standard 17C – Students can understand relationships between geographic factors and society.

_____ Tell how people pollute the air water and land.

_____ Describe how people use the environment to meet their needs.(cutting down trees in a forest, damming up rivers, mining
      operations).

Standard 17D – Students will understand the historical significance of geography.

_____ Describe daily changes in the weather and changes in the seasons in the local community.

_____ Explain why physical and human features in the local environment change over time.

Standard 18A – Students can compare characteristics of culture as reflected in language, literature, the arts, traditions,
and institutions.

_____ Describe how communities within a culture are similar.

_____ Identify cultural traits and symbols of local culture.

_____ Describe the role of technology in daily life.

Standard 18B – Students can understand the roles and interactions of individuals and groups in society.

_____ Define social group and explain how contact with others shapes peoples’ lives.

_____ Give examples of personality differences.

_____ Tell about the role of families in the community.

Standard 18C – Students can understand how social systems form and develop over time.

_____ Provide examples of how individuals make choices that affect the group and examples of group decisions that do not
      please everyone in the group.

								
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