Connecticut Elementary and Secondary Social Studies Frameworks — Grade 2

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CIV 2.1

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

CIV 2.2

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

CIV 2.3

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

CIV 2.4

Compare their own point of view with others perspectives.

CIV 2.5

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

CIV 2.6

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

CIV 2.7

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

ECO 2.1

Explain how scarcity necessitates decision-making.

ECO 2.2

Identify the benefits and costs of making various personal decisions.

ECO 2.3

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

GEO 2.1

Construct geographic representations of familiar places.

GEO 2.2

Use geographic representations to describe places and interactions that shape them.

GEO 2.3

Use geographic representations to identify cultural and environmental characteristics of place.

GEO 2.4

Explain how the environment affects peoples lives.

GEO 2.5

Explain how humans affect the culture and environment of places/region.

HIST 2.1

Create a chronological sequence of multiple events.

HIST 2.10

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

HIST 2.11

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

HIST 2.2

Compare life in the past to life today.

HIST 2.3

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

HIST 2.4

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

HIST 2.5

Compare different accounts of the same historical event.

HIST 2.6

Identify different kinds of historical sources.

HIST 2.7

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

HIST 2.8

Identify the maker, date, and place of origin for a historical source from information within the source itself.

HIST 2.9

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

INQ K–2.1

Explain why the compelling question is important to the student.

INQ K–2.10

Construct an argument with reasons.

INQ K–2.11

Construct explanations using correct sequence and relevant information.

INQ K–2.12

Present a summary of an argument using print, oral, and digital technologies.

INQ K–2.13

Ask and answer questions about arguments.

INQ K–2.14

Ask and answer questions about explanations.

INQ K–2.15

Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.

INQ K–2.16

Identify ways to take action to help address local, regional, and global problems.

INQ K–2.17

Use listening, consensus-building, and voting procedures to decide on and take action in their classrooms.

INQ K–2.2

Identify disciplinary ideas associated with a compelling question.

INQ K–2.3

Identify facts and concepts associated with a supporting question.

INQ K–2.4

Make connections between supporting questions and compelling questions.

INQ K–2.5

Determine the kinds of sources that will be helpful in answering compelling questions and supporting questions.

INQ K–2.6

Gather relevant information from one or two sources while using the origin and structure to guide the selection.

INQ K–2.7

Evaluate a source by distinguishing between facts and opinion.