Tennessee Social Studies Standards — Grade 2


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2.1

Compare the beliefs, customs, ceremonies, and traditions of the varied cultures represented in the United States by researching informational texts.

2.11

Write an opinion piece (supplying reasons that support the opinion, using linking words to connect opinion and reasons, and provide a concluding sentence) evaluating an advertisement to sell a good or service.

2.12

Describe the purpose of a budget and create a simple budget using money to buy goods and services.

2.13

Compare how maps and globes depict geographical information in different ways.

2.14

Construct a globe depicting the four hemispheres, seven continents, and five oceans using the equator and prime meridian.

2.15

Create a map depicting the current boundaries of the United States, Canada, and Mexico and recognize they are part of the North American continent.

2.16

Utilize legends, cardinal directions, and grids to determine locations on different types of maps.

2.17

Locate major cities, bodies of water, mountain ranges and rivers in the United States Cities: Chattanooga, Knoxville, Los Angeles, Memphis, Miami, Nashville, New Orleans, New York City, Seattle, St. Louis, Washington D.C. Bodies of Water: Great Lakes, Gulf of Mexico, Atlantic and Pacific Oceans Rivers: Colorado, Cumberland, Mississippi, Tennessee and Ohio Mountain Ranges: Alaska Range, Appalachian, Rockies

2.18

Compare physical features of the earth, including islands, lakes, mountains, oceans, peninsulas, plains, plateaus, rivers, and valleys.

2.19

Compare and contrast the regions of the United States (Southeast, Northeast, Great Plains, Southwest, and Pacific Northwest) in terms of climate, physical features, and population.

2.2

Summarize stories from American Indian legends that reflect the cultural history of various regions in Tennessee and the United States to determine their central message, lesson, or culture.

2.21

Recite and analyze the lyrics of The Star Spangled Banner to determine the meaning of the song and its origins in the War of 1812.

2.22

Identify the location and summarize the significance of well-known sites and landmarks in the United States including Mt. Rushmore, The White House, Statue of Liberty, Golden Gate Bridge, St. Louis Arch, Natchez Trace, and Grand Canyon.

2.23

Compare the branches of Tennessees government to the national government.

2.24

With guidance and support, read how government systems were laid out in the Constitution of the United States and the Tennessee Constitution to form three balanced branches with checks and balances.

2.25

Create a graphic organizer to explain the three branches of government and the basic role of each.

2.26

Summarize how the United States makes laws, determines whether laws have been violated, and the consequences for breaking different types of laws.

2.27

Explain the development and consequences of rules in the United States, including traffic laws, laws on drugs and alcohol, laws against harm, and basic tax laws.

2.28

Explain how individuals living in societies went from developing rules for small groups (as in early colonial times) to developing rules for larger groups, including states and nations.

2.29

Identify the rights and responsibilities of citizens of the United States.

2.3

Compare and contrast various cultures in the United States by engaging in collaborative conversations with partners.

2.31

Compare the ways one becomes a citizen (by birth or naturalization).

2.32

Participate in shared research using biographies to interpret the significance of contributions made by people of the United States, recounting or describing key ideas and details from the texts. Teachers may choose any biographies. Some suggestions are as follows: John Smith, Pocahontas, Benjamin Franklin, George Washington, Benjamin Banneker, Nancy Ward, James Robertson, John Sevier, Sequoyah, David Crockett, Sacagawea, Sam Houston, Abraham Lincoln, Harriet Beecher Stowe, Fredrick Douglass, Harriet Tubman, Sitting Bull, Booker T. Washington, Ida B. Wells, the Wright Brothers Marian Anderson, Thurgood Marshall, Rosa Parks, Jackie Robinson, Cesar Chavez, Martin Luther King, Jr., Neil Armstrong, Roberto Clemente, Wilma Rudolph, Sally Ride, and Bill Gates.

2.33

With guidance and support from adults, use a variety of digital tools to produce and publish a writing piece in collaboration with peers on a famous American to describe how his or her accomplishments were significant.

2.34

Describe periods of time in terms of days, weeks, months, years, decades, centuries and ages and discriminate between ancient times and modern times, recognizing time is organized into distinct periods.

2.35

Select major events from texts to place sequentially on a timeline to show the sequence and main ideas of events in history.

2.36

Explain the connection between a series of events in United States history. Teachers may choose any events. Some suggestions are as follows: Jamestown, Plymouth, Westward Expansion, Trail of Tears, Industrial Revolution, Ellis Island, Suffrage Movement, Great Depression, Dust Bowl, the Civil Rights Movement, and wars involving the United States.

2.37

Narrate a perspective of a historical event in the United States using details to describe actions, thoughts, and feelings, using temporal words to signal event order and provide a sense of closure.

2.38

Construct a timeline to depict the evolution of a technology over time. Some suggestions are as follows: automobiles, planes, refrigeration, telecommunication, computers, and television.

2.39

Summarize the importance of commemorative months including Black History, Womens History, Hispanic Heritage, and American Indian Heritage.

2.4

Write an expository paragraph about another culture represented in the United States, introducing the topic, using facts and definitions to develop points, and providing a concluding statement.

2.5

Create audio recordings, adding drawings or other visual displays, to explain the ways in which we are all part of the same community, sharing principles, goals, and traditions despite varied ancestry.

2.6

Identify the main purpose of a text, including what the author wants to answer, explain, or describe in grade level texts that explore the early cultures of Tennessee.

2.7

Compare and contrast authors main points in texts examining different types of producers and consumers in the community and larger United States.

2.8

Ask and answer questions including who, what, where, when, why, and how to demonstrate understanding of key details in texts about major United States products and industries.

2.9

Create a graphic organizer or concept map that describes how supply and demand influences production.