California

Families Today and in the Past

• 2.1 Students differentiate between things that happened long ago and things that happened yesterday.

  • 1 Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents.

  • 2 Compare and contrast their daily lives with those of their parents, grandparents, and/or guardians.

    • Then and now: transportation and communication (2)
    • Then and now: home and school (2)
    • Then and now: work and play (2)

  • 3 Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).

Geography and Mapping Skills

• 2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.

  • 1 Locate on a simple letter-number grid system the specific locations and geographic features in their neighborhood or community (e.g., map of the classroom, the school).

    • Read a letter-number grid (2-A.1)
    • Use a letter-number grid (2-A.2)

  • 2 Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements: title, legend, directional indicator, scale, and date.

    • Identify oceans and continents (2-B.3)
    • Select oceans and continents (2-B.4)
    • Name oceans and continents (2-B.5)

  • 3 Locate on a map where their ancestors live(d), telling when the family moved to the local community and how and why they made the trip.

  • 4 Compare and contrast basic land use in urban, suburban, and rural environments in California.

    • Identify urban, suburban, and rural areas (2-C.2)
    • Compare urban, suburban, and rural areas (2-C.3)

Government Institutions and Practices

• 2.3 Students explain governmental institutions and practices in the United States and other countries.

  • 1 Explain how the United States and other countries make laws, carry out laws, determine whether laws have been violated, and punish wrongdoers.

    • Purpose of government (2-D.1)
    • Local government (2-D.2)
    • State government (2-D.3)
    • Federal government (2-D.4)

  • 2 Describe the ways in which groups and nations interact with one another to try to resolve problems in such areas as trade, cultural contacts, treaties, diplomacy, and military force.

Economics

• 2.4 Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.

  • 1 Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources.

    • John Deere (2-H.4)

  • 2 Understand the role and interdependence of buyers (consumers) and sellers (producers) of goods and services.

    • Producers and consumers (2-F.4)

  • 3 Understand how limits on resources affect production and consumption (what to produce and what to consume).

    • Understand overall supply and demand (3-I.2)

Biographies of People Who Made a Difference

• 2.5 Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others' lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

  • Benjamin Franklin (2-H.1)
  • Davy Crockett (2-H.3)
  • Abraham Lincoln (2-H.5)
  • Harriet Tubman (2-H.6)
  • Susan B. Anthony (2-H.7)
  • Sitting Bull (2-H.8)
  • Thomas Edison (2-H.9)
  • Theodore Roosevelt (2-H.10)
  • George Washington Carver (2-H.11)
  • Amelia Earhart (2-H.12)
  • Thurgood Marshall (2-H.13)
  • Rosa Parks (2-H.14)
  • Jackie Robinson (2-H.15)
  • Cesar Chavez (2-H.16)
  • Neil Armstrong (2-H.17)
  • Paul Revere (2-I.1)
  • Thomas Jefferson (2-I.2)
  • Frederick Douglass (2-I.3)
  • Martin Luther King Jr. (2-I.4)
  • Bill Gates (2-I.5)