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-02.3.01
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2nd Grade SST Targeted Benchmarks
Standard 3: Economics
SST-02.3.01 Differentiate between goods and services, consumers and producers.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
| Score |
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Description |
Sample Activity
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
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 demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
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 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
Websites
Vocabulary |
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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. |
- |
| |
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. |
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.
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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 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-02.4.02
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2nd Grade SST Targeted Benchmarks
Standard 4: Political Systems
SST-02.4.02 Compare the relationship between rules and laws in home, school, and community (e.g., hitting/assault, stealing/larceny).
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
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 demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
| |
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 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
Websites
Vocabulary |
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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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SST-02.5.01
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2nd Grade SST Targeted Benchmarks
Standard 5: Geography
SST-02.5.01 Identify North America, South America, the United States, Mexico, Canada, Atlantic Ocean and Pacific Ocean on a map or globe.
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Student Learning Targets:
Skills (Performance) Targets
- I can identify North America, South America, the United States, Mexico, Canada, Atlantic Ocean and Pacific Ocean on a map or globe.
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 consistently identifies North America, South America, the United States, Mexico, Canada, Atlantic Ocean and Pacific Ocean on a map or globe. |
- |
| |
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 sometimes identifies North America, South America, the United States, Mexico, Canada, Atlantic Ocean and Pacific Ocean on a map or globe. |
- |
| |
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 rarely identifies North America, South America, the United States, Mexico, Canada, Atlantic Ocean and Pacific Ocean on a map or globe. |
- |
| |
0.5 |
The student is unable to identify North America, South America, the United States, Mexico, Canada, Atlantic Ocean and Pacific Ocean on a map or globe. |
Resources
Websites
Discovery Education
Elementary Social Studies
Parents Helping Students
Helping Your Child With Social Studies
Social Studies in Second Grade
Vocabulary
- North America
- South America
- United States
- Mexico
- Canada
- Atlantic Ocean
- Pacific Ocean
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SST-02.6
Standard 6:
Human Development and Behavior
Students understand the importance of culture, individual identity, and group identity.
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Narrative for the Human Development and Behavior
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 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. |
|
SST-02.6.01
|
2nd Grade SST Targeted Benchmarks
Standard 6: Human Development
SST-02.6.01 State the city, state, and country in which they live.
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Student Learning Targets:
Knowledge Targets
- I can name the city, state, and country where I live.
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 correctly names the city, state, and country in which they live. |
- |
| |
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 correctly names two of the three (city, state, or country). |
- |
| |
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 correctly names one of the three (city, state, or country). |
- |
| |
0.5 |
The student is unable to correctly state their city, state, or country. |
Resources
Websites
Discovery Education
Elementary Social Studies
Parents Helping Students
Helping Your Child With Social Studies
Social Studies in Second Grade
Vocabulary
- state
- city
- country
- North Dakota
- Bismarck
- United States of America
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BPS District Social Studies Standards Book