Colorado Academic Standards (adopted in 2022): Grade 2
Skills available for Colorado second-grade social studies standards
Standard Category
Print skill plan
2.1
History
2.1.1 Ask questions and discuss ideas taken from primary and secondary sources.
2.1.1.a Explain that the nature of history involves stories of the past preserved in various primary and secondary sources. For example: Images, oral and written accounts, etc
2.1.1.a Explain that the nature of history involves stories of the past preserved in various primary and secondary sources. For example: Images, oral and written accounts, etc
2.1.1.b Organize historical events by creating timelines and explaining the information conveyed by them.
Create simple timelines
2.1.1.b Organize historical events by creating timelines and explaining the information conveyed by them.
Create simple timelines
2.1.1.c Identify local historical primary and secondary sources from multiple diverse perspectives and generate questions about their functions, significance, and perspective. For example: Maps, photographs, letters, etc.
2.1.1.c Identify local historical primary and secondary sources from multiple diverse perspectives and generate questions about their functions, significance, and perspective. For example: Maps, photographs, letters, etc.
2.1.2 Describe how people of various cultures influence neighborhoods and communities over time.
2.1.2.a Compare and contrast neighborhoods and/or communities, both past and present, through studies of their people and events. For example: The National Western Stock Show, state/county fairs, and community events.
2.1.2.a Compare and contrast neighborhoods and/or communities, both past and present, through studies of their people and events. For example: The National Western Stock Show, state/county fairs, and community events.
2.1.2.b Describe the changes within one neighborhood and/or community over time.
2.1.2.b Describe the changes within one neighborhood and/or community over time.
2.1.2.c Analyze the interactions and contributions of various people and cultures that have lived in or migrated to neighborhoods and/or communities, including African Americans, Latinos, Asian Americans, Hawaiian/Pacific Islander, Indigenous Peoples, LGBTQ, and religious minorities.
Cultural celebrations
18th-century figures
19th-century figures
20th-century figures
2.1.2.c Analyze the interactions and contributions of various people and cultures that have lived in or migrated to neighborhoods and/or communities, including African Americans, Latinos, Asian Americans, Hawaiian/Pacific Islander, Indigenous Peoples, LGBTQ, and religious minorities.
Cultural celebrations
18th-century figures
19th-century figures
20th-century figures
2.2
Geography
2.2.1 Use geographic terms and tools to locate and describe spatial patterns and places.
2.2.1.a Use map keys, legends, symbols, intermediate directions, and a compass rose to locate and describe spaces and places.
2.2.1.a Use map keys, legends, symbols, intermediate directions, and a compass rose to locate and describe spaces and places.
2.2.1.b Identify the purpose of the map being presented. For example: A weather map vs. street map.
2.2.1.b Identify the purpose of the map being presented. For example: A weather map vs. street map.
2.2.1.c Identify the hemispheres, Equator/Prime Meridian, and the North/South poles.
2.2.1.c Identify the hemispheres, Equator/Prime Meridian, and the North/South poles.
2.2.1.d Identify and locate cultural, human, political, and natural features using map keys and legends.
Map keys
Land features
U.S. cities
Oceans and continents
2.2.1.d Identify and locate cultural, human, political, and natural features using map keys and legends.
Map keys
Land features
U.S. cities
Oceans and continents
2.2.2 Explain how people in communities manage, modify, and depend on their environment.
2.2.2.a Explain how communities manage and use nonrenewable and renewable resources.
Identify natural resources
2.2.2.a Explain how communities manage and use nonrenewable and renewable resources.
Identify natural resources
2.2.2.b Explain how the environment influences why people settle in certain areas.
Compare characteristics of regions
2.2.2.b Explain how the environment influences why people settle in certain areas.
Compare characteristics of regions
2.2.2.c Identify examples of how human activity influences environmental characteristics of a place over time.
2.2.2.c Identify examples of how human activity influences environmental characteristics of a place over time.
2.2.2.d Identify examples of how culture and lifestyle are impacted by environmental characteristics.
2.2.2.d Identify examples of how culture and lifestyle are impacted by environmental characteristics.
2.3
Economics
2.3.1 Explain how scarcity of resources means individuals may not have access to the goods and services they want or need.
2.3.1.a Explain scarcity of goods and resources.
2.3.1.a Explain scarcity of goods and resources.
2.3.1.b Identify and categorize goods and services and provide examples of each.
2.3.1.b Identify and categorize goods and services and provide examples of each.
2.3.1.c Give examples of choices people make when resources are scarce.
2.3.1.c Give examples of choices people make when resources are scarce.
2.3.1.d Identify possible solutions when there are limited resources and unlimited wants.
2.3.1.d Identify possible solutions when there are limited resources and unlimited wants.
2.4
Civics
2.4.1 Investigate ways in which ideas and actions can improve communities.
2.4.1.a Compare ways that people may effectively express their ideas and viewpoints while being respectful to others.
2.4.1.a Compare ways that people may effectively express their ideas and viewpoints while being respectful to others.
2.4.1.b Analyze how community members, including African American, Latino, Asian American, Hawaiian/Pacific Islander, Indigenous Peoples, LGBTQ, and religious minorities advocate for their interests and responsibly influence decisions in their community.
19th-century figures
20th-century figures
2.4.1.b Analyze how community members, including African American, Latino, Asian American, Hawaiian/Pacific Islander, Indigenous Peoples, LGBTQ, and religious minorities advocate for their interests and responsibly influence decisions in their community.
19th-century figures
20th-century figures
2.4.1.c Describe ways in which you can take an active part in improving your school or community.
2.4.1.c Describe ways in which you can take an active part in improving your school or community.
2.4.1.d Identify and compare examples of civic responsibilities, such as volunteering in the community, that are important to privileged and marginalized individuals, families, and communities.
2.4.1.d Identify and compare examples of civic responsibilities, such as volunteering in the community, that are important to privileged and marginalized individuals, families, and communities.
2.4.1.e Describe the characteristics that enable a community member to engage in the community responsibly and effectively.
Examples of community engagement
2.4.1.e Describe the characteristics that enable a community member to engage in the community responsibly and effectively.
Examples of community engagement
2.4.2 Explain the roles and characteristics of people who govern different communities.
2.4.2.a Identify the role(s) of government. For example: Establish order, provide security, and accomplish common goals.
2.4.2.a Identify the role(s) of government. For example: Establish order, provide security, and accomplish common goals.
2.4.2.b Identify the roles and characteristics of various leaders at the local, state, and national levels. For example: The President of the United States, the Governor of Colorado, and the city mayor.
2.4.2.b Identify the roles and characteristics of various leaders at the local, state, and national levels. For example: The President of the United States, the Governor of Colorado, and the city mayor.
2.4.2.c Identify qualities of positive leadership and how leaders contribute to a group or community.
19th-century figures
20th-century figures
2.4.2.c Identify qualities of positive leadership and how leaders contribute to a group or community.
19th-century figures
20th-century figures
2.4.2.d Identify services provided by the local or state government. For example: police and fire protection, maintenance of roads, and snow removal.
2.4.2.d Identify services provided by the local or state government. For example: police and fire protection, maintenance of roads, and snow removal.
2.5
Personal Financial Literacy
2.5.1 Investigate costs and benefits to make informed financial decisions.
2.5.1.a Assess priorities when making financial decisions.
2.5.1.a Assess priorities when making financial decisions.
2.5.1.b Classify financial goals. For example: A need or want, or short-term or long-term goals.
2.5.1.b Classify financial goals. For example: A need or want, or short-term or long-term goals.
2.5.1.c Recognize that different goods and services have different monetary values.
2.5.1.c Recognize that different goods and services have different monetary values.
2.5.1.d Acknowledge that financial priorities vary among people and communities for goods and services. For example: Going to the hairdresser, buying brand name items.
2.5.1.d Acknowledge that financial priorities vary among people and communities for goods and services. For example: Going to the hairdresser, buying brand name items.
2.5.1.e Predict positive and negative consequences when making financial decisions. For example: If… Then… decision making.
2.5.1.e Predict positive and negative consequences when making financial decisions. For example: If… Then… decision making.
2.5.1.f Solve simple financial word problems to aid in making financial decisions. For example: A video game costs $20. If I earn $5 per week in allowance, I will need to save for ____ weeks to earn enough money.
2.5.1.f Solve simple financial word problems to aid in making financial decisions. For example: A video game costs $20. If I earn $5 per week in allowance, I will need to save for ____ weeks to earn enough money.