Michigan
Skills available for Michigan second-grade social studies standards
Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.
Show alignments for:
- Michigan K-12 Standards Michigan K-12 Standards
- Michigan Grade Level and High School Content Expectations Michigan Grade Level and High School Content Expectations
Actions
2-H History
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2-H2 Living and Working Together in Communities: Use historical thinking to understand the past.
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2-H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local community events.
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2-H2.0.2 Examine different perspectives of the same event in a community and explain how and why they are different.
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2-H2.0.3 Explain how individuals and groups have made significant historical changes.
- 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)
- Amelia Earhart (2-B.14)
- 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)
- Neil Armstrong (2-B.20)
- Bill Gates (2-B.21)
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2-H2.0.4 Describe changes in the local community over time.
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2-H2.0.5 Describe how community members responded to a problem in the past.
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2-H2.0.6 Construct a historical narrative about the history of the local community from a variety of sources.
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2-G Geography
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2-G1 The World in Spatial Terms: Use geographic representations to acquire, process, and report information from a spatial perspective.
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2-G1.0.1 Construct maps of the local community that contain symbols, labels, and legends denoting human and physical characteristics of place.
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2-G1.0.2 Use maps to describe the spatial organization of the local community by applying concepts including relative location, and using distance, direction, and scale.
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2-G1.0.3 Use maps to describe the location of the local community within the state of Michigan in relation to other significant places in the state.
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2-G2 Places and Regions: Understand how regions are created from common physical and human characteristics.
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2-G2.0.1 Compare the physical and human characteristics of the local community with those of another community.
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2-G2.0.2 Describe how the local community is part of a larger region.
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2-G4 Human Systems: Understand how human activities help shape the earth's surface.
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2-G4.0.1 Describe land use in the community.
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2-G4.0.2 Describe the means people create for moving people, goods, and ideas within the local community.
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2-G4.0.3 Use components of culture to describe diversity in the local community.
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2-G5 Environment and Society: Understand the effects of human-environment interactions.
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2-G5.0.1 Suggest ways in which people can responsibly interact with the environment in the local community.
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2-G5.0.2 Describe positive and negative consequences of changing the physical environment of the local community.
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2-C Civics and Government
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2-C1 Purposes of Government: Explain why people create governments.
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2-C1.0.1 Explain why people form governments.
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2-C1.0.2 Distinguish between government action and private action.
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2-C2 Democratic Values and Constitutional Principles of American Government
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2-C2.0.1 Explain how local governments balance individual rights with the common good to solve local community problems.
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2-C2.0.2 Describe how the Pledge of Allegiance reflects the Democratic Value of patriotism.
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2-C3 Structure and Functions of Government: Describe the structure of government in the United States and how it functions.
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2-C3.0.1 Give examples of how local governments make, enforce, and interpret laws (ordinances) in the local community.
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2-C3.0.2 Use examples to describe how local government affects the lives of people in a community.
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2-C3.0.3 Identify services commonly provided by local governments.
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2-C5 Civic Participation: Explain important rights and how, when, and where members of American society demonstrate their responsibilities by actively participating in civic life.
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2-C5.0.1 Identify ways in which people participate in community decisions.
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2-C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in community life.
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2-C5.0.3 Design and participate in community improvement projects that help or inform others.
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2-E Economics
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2-E1 Market Economy: Use fundamental principles and concepts of economics to understand economic activity in a market economy.
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2-E1.0.1 Identify the opportunity cost involved in a consumer decision.
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2-E1.0.2 Describe how businesses in the local community meet economic wants of consumers.
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2-E1.0.3 Describe the natural, human, and capital resources needed for production of a good or service in a community.
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2-E1.0.4 Use examples to show that people cannot produce everything they want (specialization) and depend on trade with others to meet their wants (interdependence).
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2-E1.0.5 Utilize a decision-making process to analyze the benefits and costs of a personal decision.
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2-P Process and Skills Standards
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2-P1 Reading and Communication - Read and Communicate Effectively
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2-P1.1 Use appropriate strategies to read and interpret basic social science tables, graphs, graphics, maps, and texts.
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2-P1.2 Differentiate between primary and secondary source documents.
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2-P1.3 Express social science ideas or information in written, spoken, and graphic forms including tables, line graphs, bar graphs, and maps.
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2-P1.4 Identify point of view and bias.
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2-P2 Inquiry, Research, and Analysis
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2-P2.1 Use compelling and supporting questions to investigate social studies problems.
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2-P2.2 Differentiate between compelling questions and supporting questions.
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2-P2.3 Use supporting questions to help answer compelling social studies questions.
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2-P2.4 Know how to find relevant evidence from a variety of sources.
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2-P2.5 Use data presented in social science tables, graphs, graphics, maps, and texts to answer compelling and supporting questions.
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2-P3 Public Discourse and Decision Making
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2-P3.1 Identifying and Analyzing Public Issues: Clearly state a problem as a public policy issue, analyze various perspectives, and generate and evaluate possible alternative resolutions.
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2-P3.1.1 Identify public issues in the local community that influence people's daily lives.
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2-P3.1.2 Use graphic data and other sources to analyze information about a public issue in the local community and evaluate alternative resolutions.
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2-P3.1.3 Give examples of how conflicts over Democratic Values lead people to differ on resolutions to a public policy issue in the local community.
- Benjamin Franklin (2-B.1)
- Paul Revere (2-B.2)
- Thomas Jefferson (2-B.3)
- 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)
- 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)
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2-P3.3 Persuasive Communication About a Public Issue: Communicate a reasoned position on a public issue.
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2-P3.3.1 Compose a statement expressing a position on a public policy issue in the local community and justify the position with a reasoned argument.
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2-P4 Civic Participation
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2-P4.2 Civic Participation: Act constructively to further the public good.
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2-P4.2.1 Develop and implement an action plan to address or inform others about a community issue.
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2-P4.2.2 Participate in projects to help or inform others.
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