SST-02.1
 Standard 1:
Skills and Resources
Students apply Social Studies skills and resources.
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Narrative for the Skills and Resources
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 identify local land forms and bodies of water. They should have the opportunity to use a variety of means for gathering and organizing information
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. |
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SST-02.1.01
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2nd Grade SST Targeted Benchmarks
Standard 1: Skills and Resources
SST-02.1.01 Use the basic components of a map key and compass rose.
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Student Learning Targets:
Skills (Performance) Targets
- I can use a map key.
- I can use a compass rose.
Product Targets
- I can create a map using a key/legend and compass rose. I can explain the map I created and others can understand my map.
Proficiency Rubric
| Score |
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Description |
Sample Activity
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| 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. |
-Student can create a map and explain their map to others. |
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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 uses the basic components of a map key and compass rose. The student will have no more than one error on the assessment. |
- |
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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 uses the basic components of a map key and compass rose. The student will have no more than two errors on the assessment. |
- |
| |
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 uses the basic components of a map key and compass rose. The student will have no more than four errors on the assessment. |
- |
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0.5 |
The student will have more than four errors on the assessment. |
Resources
Websites
Discovery Education
Elementary Social Studies
Parents Helping Students
Helping Your Child With Social Studies
Social Studies in Second Grade
Vocabulary
- map key/legend
- compass rose
- north
- south
- east
- west
- cardinal directions
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SST-02.1.02
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2nd Grade SST Targeted Benchmarks
Standard 1: Skills and Resources
SST-02.1.02 Apply map skills (i.e., cardinal directions, map key, symbols) to read a simple map.
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Student Learning Targets:
Skills (Performance) Targets
- I can locate north, south, east, and west.
- I can use symbols from a map key to find places on a map.
Proficiency Rubric
| Score |
|
Description |
Sample Activity
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| 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.
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- |
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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 reads a simple map (cardinal directions, map key, symbols). The student will have no more than one error on the assessment. |
- |
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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 reads a simple map (cardinal directions, map key, symbols). The student will have no more than three errors on the assessment. |
- |
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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 reads a simple map (cardinal directions, map key, symbols). The student will have more than four errors on the assessment. |
- |
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0.5 |
The student will have more than four errors on the assessment. |
Resources
Websites
Discovery Education
Elementary Social Studies
Parents Helping Students
Helping Your Child With Social Studies
Social Studies in Second Grade
Vocabulary
- map key
- symbol
- cardinal direction
- map
- north
- south
- east
- west
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SST-02.2
Standard 2:
Important Historical Events
Students understand important historical events.
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Narrative for the Important Historical Events
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. They should have the opportunity to use a variety of means for gathering and organizing information.
In the history standards, students differentiate between events that happened in the past and recently, recognize examples of continuity and change in local and regional communities, and consider ways that people and events of the past and present influence their lives.
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. |
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SST-02.2.02
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2nd Grade SST Targeted Benchmarks
Standard 2: History
SST-02.2.02 Define chronological terms for broad categories of historical time (i.e., past, present, future).
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Student Learning Targets:
Knowledge Targets
- I can define the words past, present and future in historical time.
Proficiency Rubric
| Score |
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Description |
Sample Activity
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| 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.
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- |
| |
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 defines chronological terms for broad categories of historical time. (i.e., past, present, future) The student identifies and applies past, present, and future consistently. |
- |
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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 defines chronological terms for broad categories of historical time. (i.e., past, present, future) The student usually identifies and applies past, present, and future. |
- |
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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 defines chronological terms for broad categories of historical time. (i.e., past, present, future) The student seldom identifies and applies past, present, and future. |
- |
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0.5 |
The student demonstrates no understanding of chronological terms and events. |
Resources
Websites
Discovery Education
Elementary Social Studies
Parents Helping Students
Helping Your Child With Social Studies
Social Studies in Second Grade
Vocabulary
- past
- present
- future
- chronological events
- historical time
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SST-02.3
Standard 3:
Economic Concepts
Students understand economic concepts and the characteristics of various economic systems.
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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. |
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SST-02.3.02
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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).
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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.
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- |
| |
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. |
- |
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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. |
- |
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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. |
- |
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0.5 |
The student has no understanding of community businesses and workers, and the goods and services they provide. |
Resources
Websites
Discovery Education
Elementary Social Studies
Parents Helping Students
Helping Your Child With Social Studies
Social Studies in Second Grade
Vocabulary
- community worker
- business
- goods
- services
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SST-02.4
Standard 4:
Government and Citizenship
Students understand the development, functions, and forms of various political institutions and the role of the citizen in government and society.
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Narrative for the Government and Citizenship
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 demonstrate that neighborhoods around the world are made up of people of diverse ages and backgrounds and explain how family and community members depend upon each other to provide for emotional needs and for goods and services. 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.
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. |
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SST-02.4.01
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2nd Grade SST Targeted Benchmarks
Standard 4: Political Systems
SST-02.4.01 Identify roles and responsibilities of leaders in the home, school, and community (e.g., parents, teachers, principal, mayor, governor, president).
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Student Learning Targets:
Knowledge Targets
- I can list the jobs of the leaders in my home, school, and community.
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 roles and responsibilities of leaders in the home, school, and community. (e.g., parents, teachers, principal, mayor, governor, president) The student will have all correct answers on the assessment. |
- |
| |
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 roles and responsibilities of leaders in the home, school, and community. (e.g., parents, teachers, principal, mayor, governor, president) The student will have no more than two errors on the assessment. |
- |
| |
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 roles and responsibilities of leaders in the home, school, and community. (e.g., parents, teachers, principal, mayor, governor, president) The student will have no more than four errors on the assessment. |
- |
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0.5 |
The student will have more than four errors on the assessment. |
Resources
Websites
Discovery Education
Elementary Social Studies
Parents Helping Students
Helping Your Child With Social Studies
Social Studies in Second Grade
Vocabulary
- role
- responsibility
- leader
- home
- school
- community
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SST-02.5
Standard 5:
Concepts of Geography
Students understand and apply concepts of geography.
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Narrative for the Concepts of Geography
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. 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 geography standards, students locate their community, state and nation on maps and globes; identify major geographic characteristics of their local community; explore geographic relationships between the physical and environmental characteristics of their community, and compare neighborhoods in their community to those in other parts of the world.
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. |
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BPS District Social Studies Standards Book