Arizona Social Studies Standards — Grade 2

Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information.

Place important life events in chronological order on a timeline.

Place historical events from content studied in chronological order on a timeline.

Recognize how archaeological research adds to our understanding of the past.

Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.

Retell stories to describe past events, people and places.

Current events and issues continue to shape our nation and our involvement in the global community.

Use information from written documents, oral presentations, and the media to describe current events.

Connect current events with historical events from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

Recognize current Native American tribes in the United States (e.g., Navajo, Cherokee, Lakota, Iroquois, Nez Perce).

The geographic, political, economic and cultural characteristics of early civilizations made significant contributions to the later development of the United States.

Recognize that prehistoric Native American mound-building cultures lived in Central and Eastern North America.

The development of American constitutional democracy grew from political, cultural and economic issues, ideas and event.

Recognize that American colonists and Native American groups lived in the area of the Thirteen Colonies that was ruled by England.

Recognize dissatisfaction with England's rule was a key issue that led to the Revolutionary War.

Describe how the colonists demonstrated their discontent with British Rule (e.g., Boston Tea Party, Declaration of Independence, Paul Revere's Ride, battles of Lexington and Concord).

Discuss contributions of key people (e.g., George Washington, Thomas Jefferson, Benjamin Franklin) in gaining independence during the Revolutionary War.

Know that the United States became an independent country as a result of the Revolutionary War.

Discuss how the need for a strong central government led to the writing of the Constitution and Bill of Rights.

Westward expansion, influenced by political, cultural, and economic factors, led to the growth and development of the U.S.

Identify reasons (e.g., economic opportunity, political or religious freedom) for immigration to the United States.

Identify reasons (e.g., economic opportunities, forced removal) why people in the United States moved westward to territories or unclaimed lands.

Discuss the experiences (e.g., leaving homeland, facing unknown challenges) of the pioneers as they journeyed west to settle new lands.

a) transportation (e.g., trails, turnpikes, canals, wagon trains, steamboats, railroads); b) communication (e.g., Pony Express, telegraph).

Discuss the effects (e.g., loss of land, depletion of the buffalo, establishment of reservations, government boarding schools) of Westward Expansion on Native Americans.

Historical research is a process in which students examine topics or questions related to historical studies and/or current issues.

Place important life events in chronological order on a timeline.

Place historical events from content studied in chronological order on a timeline.

Recognize how archaeological research adds to our understanding of the past.

Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.

Retell stories to describe past events, people and places.

The geographic, political, economic and cultural characteristics of early civilizations significantly influenced the development of later civilizations.

Recognize that civilizations developed in China, India, and Japan.

Recognize how art (e.g., porcelain, poetry), architecture (e.g., pagodas, temples), and inventions (e.g., paper, fireworks) in Asia contributed to the development of their own and later civilizations.

Innovations, discoveries, exploration, and colonization accelerated contact, conflict, and interconnection among societies world wide, transforming and creating nations.

Describe how expanding trade (e.g., Marco Polo's travels to Asia) led to the exchange of new goods (i.e., spices, silk) and ideas.

Intensified internal conflicts led to the radical overthrow of traditional governments and created new political and economic systems.

Recognize that people in different places (e.g., American colonies - England, Mexico - Spain) challenged their form of government, which resulted in conflict and change.

The nations of the contemporary world are shaped by their cultural and political past. Current events, developments and issues continue to shape the global community.

Use information from written documents, oral presentations, and the media to describe current events.

The United States democracy is based on principles and ideals that are embodied by symbols, people and documents.

a) American flag; b) Pledge of Allegiance; c) National Anthem; d) America the Beautiful; e) the U.S. Capitol; f) Liberty Bell.

Recognize that the U.S. Constitution provides the American people with common laws and protects their rights.

a) Presidents' Day; b) Martin Luther King, Jr. Day; c) Veterans' Day; d) Memorial Day; e) Fourth of July; f) Constitution Day.

Know that people in the United States have varied backgrounds but may share principles, goals, customs and traditions.

Recognize how students work together to achieve common goals.

The United States structure of government is characterized by the separation and balance of powers.

Identify the three branches of national government as represented by the President, Congress, and the Supreme Court.

a) President of the United States; b) Governor of Arizona; c) local leaders (e.g., tribal council, mayor).

Recognize how Arizona and the other states combine to make a nation.

The rights, responsibilities and practices of United States citizenship are founded in the Constitution and the nation's history.

Discuss examples of responsible citizenship in the school setting and in stories about the past and present.

a) elements of fair play, good sportsmanship, and the idea of treating others the way you want to be treated; b) importance of participation and cooperation in a classroom and community; c) why we have rules and the consequences for violating them; d) responsibility of voting.

Describe the importance of students contributing to a community (e.g., helping others, working together, service projects).

Identify traits of character (e.g., honesty, courage, cooperation and patriotism) that are important to the preservation and improvement of democracy.

The spatial perspective and associated geographic tools are used to organize and interpret information about people, places and environments.

Recognize different types of maps (e.g., political, physical, thematic) serve various purposes.

a) alpha numeric grids; b) title; c) compass rose - cardinal directions; d) key (legend); e) symbols.

Construct a map of a familiar place (e.g., school, home, neighborhood, fictional place) that includes a title, compass rose, symbols and key (legend).

Construct tally charts and pictographs to display geographic information (e.g., birthplace - city or state).

a) physical (i.e., ocean, continent, river, lake, mountain range, coast, sea, desert); b) human (i.e., equator, Northern and Southern Hemispheres, North and South Poles).

a) physical (i.e., ocean, continent, river, lake, mountain range, coast, sea, desert); b) human (i.e., equator Northern and Southern Hemispheres, North and South Poles, city, state, country).

Places and regions have distinct physical and cultural characteristics.

Identify through images of content studied (e.g., Japan, China, United States) how places have distinct characteristics.

Discuss human features (e.g., cities, parks, railroad tracks, hospitals, shops, schools) in the world.

Discuss physical features (e.g., mountains, rivers, deserts) in the world.

Discuss the ways places change over time.

Physical processes shape the Earth and interact with plant and animal life to create, sustain, and modify ecosystems. These processes affect the distribution of resources and economic development.

Measure and record weather conditions, identify clouds and analyze their relationship to temperature and weather patterns.

Human cultures, their nature, and distribution affect societies and the Earth.

Discuss housing and land use in urban and rural communities.

Describe the reasons (e.g., jobs, climate, family) for human settlement patterns.

Discuss the major economic activities and land use (e.g., natural resources, agricultural, industrial, residential, commercial, recreational) of areas studied.

Describe elements of culture (e.g., food, clothing, housing, sports, customs, beliefs) in a community of areas studied.

Discuss that Asian civilizations have changed from past to present.

Recognize the connections between city, state, country, and continent.

Human and environmental interactions are interdependent upon one another. Humans interact with the environment- they depend upon it, they modify it; and they adapt to it. The health and well-being of all humans depends upon an understanding of the interconnections and interdependence of human and physical systems.

Identify ways (e.g., agriculture, structures, roads) in which humans depend upon, adapt to, and impact the earth.

Recognize ways of protecting natural resources.

Geographic thinking (asking and answering geographic questions) is used to understand spatial patterns of the past, the present, and to plan for the future.

Discuss geographic concepts related to current events.

Use geography concepts and skills (e.g., patterns, mapping, graphing) to find solutions for problems (e.g., trash, leaky faucets, bike paths, traffic patterns) in the environment.

The foundations of economics are the application of basic economic concepts and decision-making skills. This includes scarcity and the different methods of allocation of goods and services.

Discuss how scarcity requires people to make choices due to their unlimited needs and wants with limited resources.

Discuss that opportunity cost occurs when people make choices and something is given up (e.g., if you go to the movies, you can't also go to the park).

Identify differences among natural resources (e.g., water, soil, and wood), human resources (e.g., people at work), and capital resources (e.g., machines, tools and buildings).

Recognize that people trade for goods and services.

Compare the use of barter and money in the exchange for goods and services (e.g., trade a toy for candy, buying candy with money).

Recognize that some goods are made in the local community and some are made in other parts of the world.

Discuss how people can be both producers and consumers of goods and services.

Discuss costs and benefits of personal savings.