American Samoa College and Career Ready Standards: Grade 2
Skills available for American Samoa second-grade social studies standards
Standard
Print skill plan
1-3
History: Time, Continuity, and Change
2.1 Students reconstruct, interpret, and critique the causes and consequences of past events in the context of the institutions, values, and beliefs of the periods in which they took place.
2.1.1 Construct and interpret simple historical timelines to explain sequence of events, changes, and possible causal links.
2.1.1 Construct and interpret simple historical timelines to explain sequence of events, changes, and possible causal links.
2.1.2 Use primary sources (first-hand accounts of an event) to describe family life in different places and times (past, present, and future).
2.1.2 Use primary sources (first-hand accounts of an event) to describe family life in different places and times (past, present, and future).
2.1.3 Compare differing stories or accounts of past events, people, places, or situations, and offer possible reasons for the differences.
2.1.3 Compare differing stories or accounts of past events, people, places, or situations, and offer possible reasons for the differences.
2.2 Students investigate historical experiences of American Samoa, Oceania, the U.S., and the world to reveal patterns of continuity and change.
2.2.1 Identify historical figures and their contributions in shaping community life in American Samoa and the U.S.
18th-century figures
19th-century figures
20th-century figures
2.2.1 Identify historical figures and their contributions in shaping community life in American Samoa and the U.S.
18th-century figures
19th-century figures
20th-century figures
2.3 Students cite evidence that cultures are dynamic and change over time.
2.3.1 Describe ways in which their culture, and others, express beliefs, values, and traditions through different customs, especially through music and art.
Holidays
2.3.1 Describe ways in which their culture, and others, express beliefs, values, and traditions through different customs, especially through music and art.
Holidays
2.3.2 Investigate cultural diversity and how it develops both within and across cultures.
2.3.2 Investigate cultural diversity and how it develops both within and across cultures.
4-6
Geography: People, Places, and Environments
2.4 Students research and report on where people and places are located and why, utilizing multiple geographic representations and tools (maps, globes, geospatial technologies).
2.4.1 Describe the purpose and features of maps and globes.
Map skills
Land features
2.4.1 Describe the purpose and features of maps and globes.
Map skills
Land features
2.4.2 Make connections between people and their locations, and explain why they have settled at those locations, using geographic tools (e.g., maps, globes, legend and compass rose) and concrete examples from American Samoa.
2.4.2 Make connections between people and their locations, and explain why they have settled at those locations, using geographic tools (e.g., maps, globes, legend and compass rose) and concrete examples from American Samoa.
2.4.3 Give opinions about how various factors (e.g., climate, availability of natural resources, landforms, and types of environments) influence community and island-wide patterns of human settlement.
Types of neighborhoods
Land features
2.4.3 Give opinions about how various factors (e.g., climate, availability of natural resources, landforms, and types of environments) influence community and island-wide patterns of human settlement.
Types of neighborhoods
Land features
2.5 Students draw conclusions about changes in the relationship between people, places, and environments.
2.5.1 Hypothesize about how the environment influences human activity.
2.5.1 Hypothesize about how the environment influences human activity.
2.6 Students analyze how people create, learn, share, and adapt to culture.
2.6.1 Analyze and demonstrate ways Samoans protect and preserve the local environment.
2.6.1 Analyze and demonstrate ways Samoans protect and preserve the local environment.
2.6.2 Cite examples to show that people from different cultural groups may interpret information and experiences differently.
2.6.2 Cite examples to show that people from different cultural groups may interpret information and experiences differently.
7
Civics and Government/Political Science: Social Organization
2.7 Students synthesize the sociocultural interactions among individuals, groups, and institutions to investigate structures of power and their impacts on authority and governance.
2.7.1 Describe the purpose of authority, the ways people gain authority, and the limits of authority.
2.7.1 Describe the purpose of authority, the ways people gain authority, and the limits of authority.
2.7.2 Explain shared democratic values, including equality, common good, and individual rights.
2.7.2 Explain shared democratic values, including equality, common good, and individual rights.
2.7.3 Develop a logical argument with concrete examples to explain how groups and institutions influence individuals and society.
2.7.3 Develop a logical argument with concrete examples to explain how groups and institutions influence individuals and society.
2.7.4 Explain the functions of government (e.g., the courthouse, the Fono, and the Executive Office Building).
2.7.4 Explain the functions of government (e.g., the courthouse, the Fono, and the Executive Office Building).
8
Economics: Resources and Economic Activities
2.8 Students apply concepts to explain how people organize for the production, distribution, and consumption of goods and services.
2.8.1 Distinguish between natural, capital, and human resources.
2.8.1 Distinguish between natural, capital, and human resources.
2.8.2 Define scarcity and explain its effects on daily life (e.g., emotions, needs).
2.8.2 Define scarcity and explain its effects on daily life (e.g., emotions, needs).
2.8.3 Compare the roles of consumers and producers, and explain how they depend upon each other.
2.8.3 Compare the roles of consumers and producers, and explain how they depend upon each other.