grade 1 mathmetics€¦ · web viewgrade 2 social studies. the archdiocese of cincinnati has...

GRADE 2 SOCIAL STUDIES

The Archdiocese of Cincinnati has established the following Social Studies standards based on the most current teachings which are aligned to Ohio New Learning Social Studies Standards. In addition, these Standards are infused with Catholic Identity and Catholic values. This curriculum gives parents, students, and teachers the knowledge, understanding, and skill set students need to acquire and satisfy the Archdiocesan Social Studies Standards for Grade 2.

SOCIAL STUDIES APPLICATION

Grade 2 students are expected to meet each year’s grade-specific standards. Students retain and master skills learned in the preceding grades, and will further develop their skills to gain exposure to a range of texts and tasks. Rigor is infused throughout this Graded Course of Study (GCS) along with relevance to further foster the values of Catholic teaching.

SOCIAL STUDIES STANDARDS for Grade 2

THEME: PEOPLE WORKING TOGETHER – Work serves as an organizing theme for the second grade. Students learn about jobs today and long ago. They use biographies, primary sources and artifacts as clues to the past. They deepen their knowledge of diverse cultures and their roles as citizens.

HISTORY – Students in grade two use calendars to determine the day, week, month and year. Students need to be able to list the days of the week and months of the year in order. Students should be able to place a series of events in chronological order and to learn about specific people in history.

HISTORICAL THINKING AND SKILLS: Historical thinking begins with a clear sense of time – past, present and future – and becomes more precise as students progress. Historical thinking includes skills such as locating, researching, analyzing and interpreting primary and secondary sources so that students can begin to understand the relationships among events and draw conclusions.

Grade two students build on the understanding as they use artifacts, maps and photographs to investigate change over time and answer questions about daily life from past to present.

HERITAGE: Ideas and events from the past have shaped the world as it is today. The actions of individuals and groups have made a difference in the lives of others. Advances in science and technology have changed and continue to change the way people have communicated and traveled.

Grade 2 Science - 2019 Archdiocese of Cincinnati

GEOGRAPHY - Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world. Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.

SPATIAL THINKING AND SKILLS: Spatial thinking examines the relationships among people, places and environments by mapping and graphing geographic data. Geographic data are compiled, organized, stored and made visible using traditional and geospatial technologies. Students need to be able to access, read, interpret and create maps and other geographic representations as tools of analysis.

Second grade students begin to interpret the information found in maps. At this level, students understand that maps can answer the following questions:

Where is something located? What is the place like?

The names of places on the map indicate location relative to other places on the maps.

Map symbols explain the physical characteristics of places on the map. Grade appropriate – “landforms” which include plateaus, island, hills, mountains and valleys.

Bodies of water include creeks, ponds, lakes and oceans.

Map Keys explain what each symbol means.

FIVE THEMES OF GEOGRAPHY

LOCATION: Everything on Earth has its own location – the place where it can be found. Location can be absolute or relative.

Absolute location provides a definite reference to locate a place, (latitude and longitude or an address). Relative location describes a place with respect to its environment and its connection to other places.

PLACE: Every place has physical and human features that make it different from all other places. Physical features are formed by nature. They would include such things as mountains, rivers, beaches,

topography, and animal and plant life of a place. Human feature are made by people. They would include such things as the human designed cultural features

of a place, from land use and architecture to forms of livelihood and religion to food and folk ways to transportation and communication networks.

HUMAN-ENVIRONMENT INTERACTIONS: People and their surroundings interact, or affect each other. People’s activities may change the environment. The environment may affect people. Sometimes people must change how they live to fit into their surroundings.

REGIONS: Areas of Earth with main features that make them different from other areas are called regions. A region can be described by its physical features or its human features. Regions divide the world into manageable chunks for geographic study.

MOVEMENT: People, goods, and ideas move every day. They move in our state, our country, and around the world.


PLACES AND REGIONS: A place is a location having distinctive characteristics, which give it meaning and character and distinguish it from other locations. A region is an area with one or more common characteristics, which give it a measure of homogeneity and make it different from surrounding areas. Regions and places are human constructs.

Second grade students learn that human characteristics include language, religion and population distribution. They also learn that physical characteristics include landforms, climate, soil as a hydrology and that physical environment constrains human activity. In that, some locations are better than others for a specific kind of work.

HUMAN SYSTEMS: Human systems represent the settlement and structures created by people on Earth’s surface. The growth, distribution and movements of people are driving forces behind human and physical events. Geographers study patterns in cultures and the changes that result from human processes, migrations and the diffusion of new cultural traits.

Students in second grade learn that people depend upon the physical environment to survive, and modify the physical environment to suit their needs. Adaptations have both positive and negative consequences.

Second graders also learn that culture is the learned behavior of a group of people which includes their belief systems, language, social relationships, institutions and organizations. Material goods are also part of culture. Students examine the different ways various cultures meet basic needs.

GOVERNMENT - Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare. They use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

CIVIC PARTICIPATION AND SKILLS: Civic participation embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. Students need to practice effective communication skills including negotiation, compromise and collaboration. Skills in accessing and analyzing information are essential for citizens in a democracy.

Second grade students understand that personal accountability also includes: making responsible choices; taking responsibility for personal actions and respecting others.

Second graders also learn how to work responsibly and cooperatively in a group to solve a problem for which the group is responsible.

RULES AND LAWS: Rules play an important role in guiding behavior and establishing order in families, classrooms and organizations. Laws are enacted by governments to perform similar functions.

ROLES AND SYSTEMS OF GOVERNMENT: The purpose of government in the United States is to establish order, protect the rights of individuals and promote the common good. Governments may be organized in different ways and have limited or unlimited powers.


In grade two, students explore the idea that there are different rules that apply to behavior in different settings.

ECONOMICS - Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.

ECONOMIC DECISION MAKING AND SKILLS: Effective economic decision making requires students to be able to reason logically about key economic issues that affect their lives as consumers, producers, savers, investors, and citizens. Economic decision making and skills engage students in the practice of analyzing costs and benefits, collecting and organizing economic evidence, and proposing alternatives to economic problems.

Second graders learn to use bar graphs to compare the amounts of frequency of occurrence of different characteristics of data. They learn that bar graphs are useful in comparing quantities.

SCARCITY: There are not enough resources to produce all the goods and services that people desire.

MARKETS: Markets exist when buyers and sellers interact. This interaction determines market prices and thereby allocates scarce resources, goods and services.

FINANCIAL LITERACY: Financial literacy is the ability of individuals to use knowledge and skills to manage limited financial resources effectively for lifetime financial security.

Second graders understand that people earn income (money) by working at jobs. People can save a portion of their income for the purchase of future goods and services.

Grade 2 Social Studies


The Archdiocese of Cincinnati has established the following curriculum for Social Studies to make clear to teachers, students, and parents what knowledge, understanding, and skills students need to acquire in order to satisfy the Social Studies requirements for Grade 2.

Social Studies

Students in the Archdiocese of Cincinnati demonstrate their understanding of the four major standards of Social Studies: History, Geography, Economics and Government. Social study strategies learned in prior years, are being applied on a daily basis along with the knowledge of the new set of skills of social studies at the second grade level.

The Archdiocese of Cincinnati stipulates the following exiting skills in social studies for Grade 2 students:

HISTORY

Historical Thinking and Skills

Define and properly use the following terms: chronological and sequential orders, years, decades, centuries.

Show local history on timeline organized by years, decades, and centuries. Determine beginning and ending dates for timelines. Round dates to decades, centuries, etc. Define and identify “primary source”. Analyze: artifacts, maps, photos to indicated change over time. Nine characteristics of local community. Evaluate changes in local community

HERITAGE

Study and present primary sources: Define and identify nine characteristics of local community. Research information about local community. Analyze information to identify how local community changed over years. Organize and present information about a change of characteristics in local community.

GEOGRAPHY

SPATIAL THINKING AND SKILLSGrade 2 Science - 2019 Archdiocese of Cincinnati

Define and properly use the following terms: physical map, political map, map title, map key, human features, physical features, landforms, cardinal directions, alphanumeric grid, relative location, local community.

Describe the difference between physical map and political map. Describe the difference between human features and physical features. Find and use cardinal map directions to locate places in the community. Locate landmarks on a map in the community. Use an alphanumeric grid to find locations in the community. Use map titles and keys to help locate places in the community.

PLACES AND REGIONS

Define and properly use the following terms: agriculture, industry, natural resources, communities, and artifacts, make inference.

Use artifacts and photographs to make inferences. Evaluate the influence of agriculture on daily life both near and far. Create and apply a rubric to evaluate amount of change. Evaluate the influence of industry on daily life both near and far. Evaluate the influence of natural resources on daily life.

HUMAN SYSTEMS

Define and properly use the following terms: human modification, environment, local community, dams, fertilizer, herbicides, pesticides, change.

Identify human changes to the environment in the community. Describes human modifications to the environment in the community. Define systems of transportation. Define systems of communications. Give examples of moving people, places and products. Describes how transportation moves people, products, and ideas. Describes how communication moves people, products, and ideas. Define and properly use the following terms: community(ies), diverse, cultural groups,

cultural practices, cultural products, artistic expressions, religion, language, food, cultural diversity.

Define cultural groups. Identify four cultural practices/products for cultural groups in the community. Include artistic

expression, religion, language, and food. Identify common attributes for different cultural groups. Compare two different cultural groups in the community.

GOVERNMENT

CIVIC PARTICIPATION AND SKILLS


Define and properly use the following terms: local communities, social responsibility, political responsibility, democracy, respect rights, informed citizens, pay taxes, vote, obey laws, common good.

Define social responsibility. Define political responsibility. Explain why it is my responsibility to respect the rights of others. Explain why it is my responsibility to be informed about local issues. Explain why it is my responsibility to vote. Explain why it is my responsibility to obey laws. Explain how my responsibilities help the common good in my community. Define and properly use the following terms: community, solving problems, common good,

environment, homeless, citizenship traits, civility, volunteerism, compromise, compassion, persistence, civic-mindedness, problem solving, solution.

Explain how practicing citizenship traits support the common good on the community. List problem solving steps. Follow the problem solving steps modeled by the teacher. Apply the problem solving steps in role play in a stated problem. Explain how using the problem solving steps promotes the common good. Uses rubrics to evaluate the results of the problem solving steps.

RULES AND LAWS

Define and properly use the following terms: laws, rules, authority, promote order, security, public service, rights of individuals, safety, orderliness, groups, consequences, obey the laws.

Explain the reason why a community has laws. Give examples of laws that apply to groups. Describe a consequence for failure to obey a law. Explain how laws affect the way people behave. Can explain how laws help the community. Apply a rubric to evaluate the benefits of local laws. Define and properly use the following terms: government, authority, make laws, enforce laws,

local government, order and security, public services, protect rights, safe/secure, consequences, fines, incarceration.

Explain why a government can make a law. Explain why a government can enforce a law. Explain how a law helps people be safe and secure. Describe a consequence for not following a law. Explain why we have a local government to make and enforce laws.

ROLES AND SYSTEMS OF GOVERNMENT

Define the four types of local government: Municipal, county, township, and special. Identify who has authority in their local government. Explain how the local authority obtained the job. Explain what the local authorities do in their jobs.


Explain how local government is organized.

ECONOMICS

ECONOMIC DECISION MAKING AND SKILLS

Define and properly use the following terms: line graph, data over time, variable, X-axis, Y-axis, evenly spaced intervals, plotted data.

Identify the X-axis and the Y-axis. Place a variable in the proper place on a line graph. Interpret information and make a line graph. Explain the changes a line graph shows about a community. Identify common attributes to determine the amount of change. Define and properly use the following terms: positive incentives, consequences, negative

incentives, choices, behaviors, economic, financial. Give examples of positive financial incentives. Give examples of negative financial incentives. Give examples incentives that influence choices people make. Give examples incentives that affect people’s behavior.

SCARCITY Define and properly use the following terms: scarcity, resources, making a decision,

opportunity cost, economic choice, services. Give an example of a scarce resource for a good service. Describe an example of “Opportunity Cost” (giving up something to have something else.)

PRODUCTION AND CONSUMPTION

Define and properly use the following terms: consumer, goods, services, producer, production, wants.

Explain the major difference between goods and services. Explain the major difference between consumer and producer. Identify consumers in your community. Identify producers in your community.

MARKETS Define and properly use the following terms: market, buyer, seller, exchange, good, service,

local community. Identify the difference between a buyer and a seller. Identify the difference between a good and a service. Describe a marketplace in your community.


FINANCIAL LITERACY

Define and properly use the following terms: personal decision, costs, benefits, consequences, economic decisions.

Explain the difference between a cost and a benefit. Identify the cost and benefit of your economic decision. Apply a rubric to measure the cost and benefits of an economic decision. Define and properly us the following terms: budget, personal economic decisions, financially

responsible, income, cash flow. Explain the difference between budget and income. Plan a budget using a fixed income. (Designate the income) Explain the importance of planning a budget and its relationship to “cash flow”. Apply a rubric to measure the success or failure of a budget plan.


SOCIAL STUDIES HISTORY GRADE 2

HISTORY – Students in grade two use calendars to determine the day, week, month and year. Students need to be able to list the days of the week and months of the year in order. Students should be able to place a series of events in chronological order and to learn about specific people in history.

HISTORICAL THINKING AND SKILLS: Historical thinking begins with a clear sense of time – past, present and future – and becomes more precise as students’ progress. Historical thinking includes skills such as locating, researching, analyzing and interpreting primary and secondary sources so that students can begin to understand the relationships among events and draw conclusions. Grade two students build on the understanding as they use artifacts, maps and photographs to investigate change over time and answer questions about daily life from past to present.

HERITAGE: Ideas and events from the past have shaped the world as it is today. The actions of individuals and groups have made a difference in the lives of others. Advances in science and technology have changed and continue to change the way people have communicated and traveled.


HISTORICAL THINKING AND SKILLS

STANDARD STANDARD DESCRIPTIONSS H 2.1 Time can be shown graphically on calendars and timelines..SS H 2.1.1 Define the following to mark/describe units of time:

-Chronological order-Time line-Years-Months-Weeks-Days

SS H 2.1.2 Create an accurate chronological timeline sequencing significant events in your life.

SS H 2.2 Change over time can be shown with artifacts, maps and photograph.SS H 2.2.1 Define the terms

-Artifacts-Maps-Photographs-Goggle Maps

SS H 2.2.2 Discuss the term “Change Over Time” and apply it to your life.SS H 2.2.3 Use artifacts, maps and photographs to describe how daily life has changed over time.

HERITAGE

STANDARD STANDARD DESCRIPTIONSS H 2.3 Science and technology have changed over daily life.SS H 2.3.1 Describe how science and technology have changed daily life.SS H 2.3.2 Creating a time line in chronological order, show how the travel has changed including

all methods starting with horses.


SOCIAL STUDIES GEOGRAPHY GRADE 2

GEOGRAPHY Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world. Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.

SPATIAL THINKING AND SKILLS: Spatial thinking examines the relationships among people, places and environments by mapping and graphing geographic data. Geographic data are compiled, organized, stored and made visible using traditional and geospatial technologies. Students need to be able to access, read, interpret and create maps and other geographic representations as tools of analysis. Second grade students begin to interpret the information found in maps. At this level, students understand that maps can answer the following questions:

-Where is something located?-What is the place like?

The names of places on the map indicate location relative to other places on the maps.

Map Symbols: explain the physical characteristics of places on the map. Grade appropriate – “landforms which include plateaus, island, hills, mountains and valleys.”

Bodies of Water: include creeks, ponds, lakes and oceans.

Map Keys: explain what each symbol means.

FIVE THEMES OF GEOGRAPHY

LOCATION: Everything on Earth has its own location – the place where it can be found. Location can be absolute or relative.

Absolute location provides a definite reference to locate a place, (latitude and longitude or an address). Relative location describes a place with respect to its environment and its connection to other places.

PLACE: Every place has physical and human features that make it different from all other places. Physical features are formed by nature. They would include such things as mountains, rivers, beaches,

topography, and animal and plant life of a place. Human feature are made by people. They would include such things as the human designed cultural features

of a place, from land use and architecture to forms of livelihood and religion to food and folk ways to transportation and communication networks.

HUMAN-ENVIRONMENT INTERACTIONS: People and their surroundings interact, or affect each other. People’s activities may change the environment. The environment may affect people. Sometimes people must change how they live to fit into their surroundings.

REGIONS: Areas of Earth with main features that make them different from other areas are called regions. A region can be described by its physical features or its human features. Regions divide the world into manageable chunks for geographic study.

MOVEMENT: People, goods, and ideas move every day. They move in our state, our country, and around the world.

SOCIAL STUDIES GEOGRAPHY GRADE 2Grade 2 Social Studies- 2019 Archdiocese of Cincinnati

PLACES AND REGIONS: A place is a location having distinctive characteristics, which give it meaning and character and distinguish it from other locations. A region is an area with one or more common characteristics, which give it a measure of homogeneity and make it different from surrounding areas. Regions and places are human constructs.

Second grade students learn that human characteristics include language, religion and population distribution. They also learn that physical characteristics include landforms, climate, soil as a hydrology and that physical environment constrains human activity. In that, some locations are better than others for specific kind of work.

HUMAN SYSTEMS: Human systems represent the settlement and structures created by people on Earth’s surface. The growth, distribution and movements of people are driving forces behind human and physical events. Geographers study patterns in cultures and the changes that result from human processes, migrations and the diffusion of new cultural traits.

Students in second grade learn that people depend upon the physical environment to survive, and modify the physical environment to suit their needs. Adaptations have both positive and negative consequences.

Second graders also learn that culture is the learned behavior of a group of people which includes their belief systems, language, social relationships, institutions and organizations. Material goods are also part of culture. Students examine the different ways various cultures meet basic needs.

SOCIAL STUDIES GEOGRAPHY GRADE 2Grade 2 Social Studies- 2019 Archdiocese of Cincinnati

SPATIAL THINKING AND SKILLS

STANDARD STANDARD DESCRIPTION

SS G 2.1 Maps and their symbols can be interpreted to answer questions about location of places

SS G 2.1.1 Explain the following landform terms:-Plateau-Island-Hill-Mountain-Valley

SS G 2.1.2 Explain the following bodies of water:-Creek-Pond-Ocean-Sea

SS G 2.1.3 Explain the term absolute, relative and location.SS G 2.1.4 Explain how Map Symbols can provide information to locate places and things on a

map.SS G 2.1.5 Explain physical characteristics of a map, and give examples of the benefits of satellite

images.SS G 2.1.6 Describe the significance of a “map key”SS G 2.1.7 Construct a map that includes a map title, map key, landforms and bodies of water

PLACES AND REGIONS

STANDARD STANDARD DESCRIPTION

SS G 2.2 The work that people do is impacted by the distinctive human and physical characteristics in the place where they live.

SS G 2.2.1 Define the terms:-Agriculture-Artifacts-Communities-Industry-Human characteristics-Natural Resources-Physical characteristics

SS G 2.2.2 Describe how human and physical characteristics impact work people do.

SS G 2.2.3 Explain the connection between work people do and the human and physical characteristics of the place where they live.

SS G 2.2.4 Evaluate the influence of agriculture in daily life.

Grade 2 Social Studies- 2019 Archdiocese of Cincinnati

SOCIAL STUDIES GEOGRAPHY GRADE 2

HUMAN SYSTEMS

STANDARD STANDARD DESCRIPTIONSS G 2.3 Human activities alter the physical environment, both positively and negatively.SS G 2.3.1 Explain the meaning of physical environment and climate.SS G 2.3.2 Cite some examples of “adaptations” made to physical environment and climate.SS G 2.3.3 Create a list of the positive and negative results of human changes to the physical

environment.SS G 2.3.4 Explain the five different climates in North America.SS G 2.3.5 Explain the difference between climate and weather.SS G 2.4 Cultures develop in unique ways, in part through the influence of the physical

environment.SS G 2.4.1 Explain the term culture.SS G 2.4.2 Create a list of various cultures and include:

-Food-Clothing-Shelter-Language-Religion-Basic needs

SS G 2.4.3 Explain how different physical environments influence different cultures.SS G 2.4.4 Explain how different cultures are influential by their physical environment to meet

basic needs.SS G 2.5 Interactions among cultures lead to sharing ways of life.SS G 2.5.1 Explain the term diversity among people.SS G 2.5.2 Describe the term interacting.SS G 2.5.3 Cite examples of the results of people from different cultures interacting.SS G 2.5.4 Describe examples of cultural sharing with respect to food, language, customs and

religious beliefs.


SOCIAL STUDIES GOVERNMENT GRADE 2

GOVERNMENT - Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare. They use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

CIVIC PARTICIPATION AND SKILLS: Civic participation embraces the ideal that an individual actively engages in his or her community, state or nation for the common good. Students need to practice effective communication skills including negotiation, compromise and collaboration. Skills in accessing and analyzing information are essential for citizens in a democracy.

Second grade students understand that personal accountability also includes: making responsible choices; taking responsibility for personal actions and respecting others.

Second graders also learn how to work responsibility and cooperatively in a group to solve a problem for which the group is responsible.

RULES AND LAWS: Rules play an important role in guiding behavior and establishing order in families, classrooms and organizations. Laws are enacted by governments to perform similar function.

In grade two students explore the idea that there are different rules that apply to behavior in different settings.


CIVIC PARTICIPATION AND SKILLS

STANDARD STANDARD DESCRIPTIONSS GV 2.1 Personal accountability includes making responsible choices, taking responsibility

for personal actions and respecting others.SS GV 2.1.1 Describe government personal accountability and purpose.SS GV 2.1.2 Create a list of responsible choices for a second grade student.SS GV 2.1.3 Explain why it is important to respect others.SS GV 2.1.4 Explain why you must take responsibility for your personal actions.

SS GV 2.2 Groups are accountable for choices they make and actions they take.SS GV 2.2.1 Identify the three branches of the national government.SS GV 2.2.2 List and explain the individual function of each branch of government.SS GV 2.2.3 Explain check and balances.SS GV 2.2.4 Explain how cooperation in a group will help complete the task or solve the problem.

RULES AND LAWS

STANDARD STANDARD DESCRIPTIONSS GV 2.3 There are different rules that govern behavior in different settings.SS GV 2.3.1 Explain why rules are necessary.SS GV 2.3.2 Explain why there are different rules to govern behavior that have different outcomes.


SOCIAL STUDIES ECONOMICS GRADE 2

ECONOMICS - Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.

ECONOMIC DECISION MAKING AND SKILLS: Effective economic decision making requires students to be able to reason logically about key economic issues that affect their lives as consumers, producers, savers, investors, and citizens. Economic decision making and skills engage students in the practice of analyzing costs and benefits, collecting and organizing economic evidence and proposing alternatives to economic problems.

Second graders learn to use bar graphs to compare the amount of frequency of occurrence of different characteristics of data. They learn that bar graphs are useful in comparing quantities.

SCARCITY: There are not enough resources to produce all the goods and services that people desire.

MARKETS: Markets exist when buyers and sellers interact. This interaction determines market prices and thereby allocates scarce resources, goods and services. Money is the generally accepted medium of exchange for goods and services. Different countries use different forms of money.

FINANCIAL LITERACY: Financial literacy is the ability of individuals to use knowledge and skills to manage limited financial resources effectively for lifetime financial security.

Second graders understand that people earn income (money) by working at jobs. People can save a portion of their income for the purchase of future goods and services.


ECONOMIC DECISION MAKING AND SKILLS

STANDARD STANDARD DESCRIPTIONSS E 2.1 Information displayed on bar graphs can be used to compare quantities.SS E 2.1.1 Explain how bar graphs display quantities.SS E 2.1.2 Construct a bar graph to compare quantities.

SCARCITY

STANDARD STANDARD DESCRIPTIONSS E 2.2 Resources can be used in various ways.SS E 2.2.1 Explain the term resources.SS E 2.2.2 List some examples of natural resources.SS E 2.2.3 List some examples of consumable resources.SS E 2.2.4 Explain why natural resources are so valuable.SS E 2.3 Most people around the world work in jobs in which they produce specific goods

and services.SS E 2.3.1 Describe the difference between goods and services.SS E 2.3.2 Explain how goods and services are produced to create an “International Market”.SS E 2.3.3 Explain why most farmers specialize in a single crop.SS E 2.3.4 Explain why most people work in jobs where specific goods and services are produced.

MARKETS

STANDARD STANDARD DESCRIPTIONSS E 2.4 People use money to buy and sell goods and services.SS E 2.4.1 Explain why money is the medium of exchange for goods and services.SS E 2.4.2 Describe how people buy and sell goods and services using money.

FINANCIAL LITERACY

STANDARD STANDARD DESCRIPTIONSS E 2.5 People earn income by working.SS E 2.5.1 Give examples of how people earn money.SS E 2.5.2 Explain why it is important to save money.SS E 2.5.3 Explain how people earn money to buy items.


grade 1 mathmetics€¦ · web viewgrade 2 social studies. the archdiocese of cincinnati has...

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