Economic Concepts

Students understand economic concepts and the characteristics of various economic systems.

Narrative for the Economic Concepts

Through active learning experiences, students in the second grade are able to apply thinking and decision-making skills within the context of their school and neighborhood. Students examine events and changes that might take place in the future. Students also identify the rights and responsibilities of members of the school and neighborhood and explain why communities have rules and laws. They should have opportunities to engage in problem solving and participate in the development of classroom rules. They should have the opportunity to use a variety of means for gathering and organizing information.

In the economics standards, students describe how people in a community use productive resources, create a variety of businesses and industries, specialize in different types of jobs, and depend on each other to supply goods and services

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-02.3.02

2nd Grade SST Targeted Benchmarks
Standard 3: Economics

SST-02.3.02 Identify community businesses and workers, and the goods and services they provide (e.g., restaurant/food, service station/gas, salon/haircut).

Student Learning Targets:

Knowledge Targets

I can name community helpers and their businesses.
I can list the goods and services our community helpers provide.

Proficiency Rubric

Score		Description	Sample Activity
4.0	In addition to a proficient score of 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material.		-
	3.5	In addition to a proficient score of 3.0, the student demonstrates in-depth understanding of knowledge on the content.
3.0	The student identifies community businesses and workers, and the goods and services they provide (e.g., restaurant/food, service station/gas, salon/haircut). The student consistently identifies community businesses and workers and the goods and services they provide.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student identifies community businesses and workers, and the goods and services they provide (e.g., restaurant/food, service station/gas, salon/haircut). The student sometimes identifies community businesses and workers and the goods and services they provide.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	The student identifies community businesses and workers, and the goods and services they provide (e.g., restaurant/food, service station/gas, salon/haircut). The student rarely or inconsistently identifies community businesses and workers and the goods and services they provide.		-
	0.5	The student has no understanding of community businesses and workers, and the goods and services they provide.