Illinois

SS.K-2.IS Inquiry

• Constructing Essential Questions

  • SS.K-2.IS.1 Create questions that are relevant to self as they relate to the content of the Social Science Standards.

    • Purpose of government (2-C.1)

• Determining Helpful Resources

  • SS.K-2.IS.2 With guidance and support, students will use varied teacher-selected resources to learn procedures to locate evidence that assists with finding answers to their questions. Introduce the importance of informational resources that are reliable and distinguish fact from opinion.

    • Identify facts and opinions (3-J.1)

• Gathering and Evaluating Sources

  • SS.K-2.IS.3 With guidance and support, gather relevant information from multiple sources to analyze information.

• Developing Claims and Using Evidence

  • SS.K-2.IS.4 With guidance and support, evaluate a source by distinguishing between fact and opinion.

    • Identify facts and opinions (3-J.1)

• Communicating Conclusions

  • SS.K-2.IS.5 With guidance and support, students will share their findings on the asked and answered questions with peers.

• Taking Informed Action

  • SS.K-2.IS.6 With guidance and support, reflect on one's inquiry process and findings.

  • SS.K-2.IS.7 Using various viewpoints, students will engage in reflective conversations to draw conclusions on inquiry findings and create action steps.

SS.2.CV Civics

• Civic and Political Institutions

  • SS.2.CV.1 With guidance and support, identify features and functions of governments.

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

• Processes, Rules, and Laws

  • SS.2.CV.2 With guidance and support, describe how communities can collaborate to accomplish tasks, establish roles and responsibilities, and achieve equitable outcomes for the community.

    • Purpose of government (2-C.1)

SS.2.EC Economics/Financial Literacy

• Economic Decision-Making

  • SS.2.EC.1 Demonstrate how our choices can affect ourselves and others in positive and negative ways.

    • What is economics? (3-H.1)

  • SS.2.EC.2 Explain the role of money in making exchange easier.

  • SS.2.EC.3 Compare the goods and services that people in the local community produce and those that are produced in other communities.

    • Goods and services (2-F.2)

• Financial Literacy

  • SS.2.EC.4 Explain that money can be saved or spent on goods and services.

SS.2.G Geography

• Geographic Representations: Spatial Views of the World

  • SS.2.G.1 With guidance and support, use print and digital maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

    • Read a letter-number grid (2-A.1)
    • Use a letter-number grid (2-A.2)
    • Read a map: cardinal directions (2-A.3)
    • Identify oceans and continents (2-A.4)
    • Select oceans and continents (2-A.5)
    • Name oceans and continents (2-A.6)
    • Introduction to Earth's land features (2-A.7)
    • Identify Earth's land features using photographs (2-A.8)
    • Identify urban, suburban, and rural areas (2-A.10)
    • Compare urban, suburban, and rural areas (2-A.11)

• Human-Environment Interaction: Place, Regions, and Culture

  • SS.2.G.2 With guidance and support, identify some cultural and environmental characteristics of your community and compare to other places or regions.

    • Introduction to Earth's land features (2-A.7)
    • Identify Earth's land features using photographs (2-A.8)
    • Identify urban, suburban, and rural areas (2-A.10)
    • Compare urban, suburban, and rural areas (2-A.11)

• Human Population: Spatial Patterns and Movements

  • SS.2.G.3 Describe the connections between the physical environment of a place and the economic activities found there.

    • Introduction to Earth's land features (2-A.7)
    • Identify Earth's land features using photographs (2-A.8)
    • Identify urban, suburban, and rural areas (2-A.10)
    • Compare urban, suburban, and rural areas (2-A.11)

SS.2.H History

• Change, Continuity, and Context

  • SS.2.H.1 Identify main ideas and changes that have occurred in the local community over time and retell how these changes impacted diverse groups in the community.

• Perspectives

  • SS.2.H.2 Examine key events that changed history from multiple perspectives, including the perspectives of diverse individuals, cultures, and groups.

    • Benjamin Franklin (2-B.1)
    • Paul Revere (2-B.2)
    • Thomas Jefferson (2-B.3)
    • Davy Crockett (2-B.4)
    • John Deere (2-B.5)
    • Abraham Lincoln (2-B.6)
    • Frederick Douglass (2-B.7)
    • Susan B. Anthony (2-B.8)
    • Harriet Tubman (2-B.9)
    • Sitting Bull (2-B.10)
    • Thomas Edison (2-B.11)
    • Theodore Roosevelt (2-B.12)
    • George Washington Carver (2-B.13)
    • Thurgood Marshall (2-B.15)
    • Rosa Parks (2-B.16)
    • Jackie Robinson (2-B.17)
    • Cesar Chavez (2-B.18)
    • Martin Luther King Jr. (2-B.19)
    • Bill Gates (2-B.21)