Nebraska

2.1 Civics

• Forms and Functions of Government

  • 2.1.1 Investigate and defend the responsibilities and rights of citizens in their communities.

    • 2.1.1.a Contribute to developing rules by considering multiple points of view.

    • 2.1.1.b Demonstrate conflict management strategies as individuals, groups, and communities.

      • Abraham Lincoln (2-B.6)
      • Frederick Douglass (2-B.7)
      • Rosa Parks (2-B.16)
      • Cesar Chavez (2-B.18)
      • Martin Luther King Jr. (2-B.19)
      • Purpose of government (2-C.1)

• Civic Participation

  • 2.1.2 Contribute to making decisions using democratic traditions based on established rules.

    • 2.1.2.a Identify and apply civic responsibilities that are important to individuals and their communities.

      • Purpose of government (2-C.1)

    • 2.1.2.b Explain how patriotic symbols, songs, actions, celebrations, and holidays reflect democratic traditions.

      • Identify American symbols, landmarks, and monuments (2-D.1)
      • The American flag (2-D.2)
      • The White House (2-D.3)
      • The Washington Monument (2-D.4)
      • The Lincoln Memorial (2-D.5)
      • The Statue of Liberty (2-D.6)
      • Mount Rushmore (2-D.9)
      • Thanksgiving (2-E.2)

    • 2.1.2.c Communicate historical background and significance of national holidays.

      • Thanksgiving (2-E.2)

    • 2.1.2.d Investigate ways to be actively engaged to improve family, school, and community.

    • 2.1.2.e Model and communicate characteristics of good citizenship.

2.2 Economics

• Economic Decision Making

  • 2.2.1 Evaluate choices about how to use scarce resources that involve prioritizing wants and needs.

    • 2.2.1.a Justify a decision made by providing evidence of possible gains and losses.

      • What is economics? (3-H.1)

• Financial Literacy

  • 2.2.2 Demonstrate knowledge of currency, its denominations, and use.

    • 2.2.2.a Make transactions using currency emphasizing its use as a medium of exchange.

• Exchange and Markets

  • 2.2.3 Describe how producers deliver products/services, earn an income, and satisfy economic needs and wants.

    • 2.2.3.a Explain the role of goods and services and supply and demand in a community.

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

    • 2.2.3.b Describe how people in their communities earn income/wages through work.

• National Economy

  • 2.2.4 Identify the goods and services governments provide.

    • 2.2.4.a Identify goods and services that local governments provide.

      • Purpose of government (2-C.1)

    • 2.2.4.b Explain how the local government uses taxes to pay for goods and services it provides.

      • Purpose of government (2-C.1)

2.3 Geography

• Location and Place

  • 2.3.1 Explore where (spatial) and why people, places, and environments are organized in the world.

    • 2.3.1.a Compare and contrast maps and globes.

      • Read a map: cardinal directions (2-A.3)
      • Select oceans and continents (2-A.5)
      • Name oceans and continents (2-A.6)
      • Major U.S. cities (2-A.9)

    • 2.3.1.b Identify and describe locations in neighborhoods.

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

    • 2.3.1.c Identify and apply map elements.

      • Read a letter-number grid (2-A.1)
      • Use a letter-number grid (2-A.2)
      • Read a map: cardinal directions (2-A.3)

    • 2.3.1.d Locate communities, Nebraska, and the United States on maps and globes.

      • Identify states of the Midwest (3-B.4)
      • Select states of the Midwest (3-B.5)
      • Name states of the Midwest (3-B.6)
      • Identify state capitals of the Midwest (3-C.3)
      • Name state capitals of the Midwest (3-C.4)

    • 2.3.1.e Explain why things are located where they are in neighborhoods.

• Regions

  • 2.3.2 Compare places and regions.

    • 2.3.2.a Identify and differentiate between physical and human features of neighborhoods and communities.

      • Identify urban, suburban, and rural areas (2-A.10)
      • Compare urban, suburban, and rural areas (2-A.11)

    • 2.3.2.b Describe local places and regions.

    • 2.3.2.c Explain how places and regions change over time.

• Human-Environment Interaction

  • 2.3.3 Describe relationships between humans and the physical environment.

    • 2.3.3.a Identify examples of Earth's physical processes.

    • 2.3.3.b Describe how seasonal weather patterns, natural hazards, and natural resources affect human activities.

    • 2.3.3.c Match resources to their sources.

      • Natural resources (3-H.2)

    • 2.3.3.d Describe how people adapt to their physical environment.

• Movement

  • 2.3.4 Describe different groups of people and the different settings where they live.

    • 2.3.4.a Describe cultures of the local community and other communities.

      • Día de los Muertos (2-E.1)
      • Hanukkah (2-E.3)
      • Rosh Hashanah (2-E.4)
      • Kwanzaa (2-E.5)
      • Christmas (2-E.6)
      • Easter (2-E.7)
      • Lunar New Year (2-E.8)
      • Ramadan (2-E.9)
      • Holi (2-E.10)

    • 2.3.4.b Identify examples of cultural markers in the community.

• Geospatial Skills and Geo-literacy

  • 2.3.5 Use geographic skills to make connections to students' lives.

    • 2.3.5.a Apply geographic knowledge and techniques to navigate students' homes and neighborhoods.

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

2.4 History

• Change, Continuity, and Context

  • 2.4.1 Recognize patterns of continuity and change over time in neighborhoods.

    • 2.4.1.a Describe how a neighborhood has changed over the course of time using maps and other artifacts.

    • 2.4.1.b Compare and contrast how different neighborhoods have changed over time.

• Multiple Perspectives

  • 2.4.2 Compare multiple perspectives of events within neighborhoods.

    • 2.4.2.a Compare and contrast perspectives from multiple sources regarding the same event.

• Historical Analysis and Interpretation

  • 2.4.3 Determine past and current events, issues, and people relevant to a neighborhood.

    • 2.4.3.a Describe historical people, events, ideas, and symbols (including various cultures and ethnic groups) that impacted a neighborhood.

      • 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)
      • Identify American symbols, landmarks, and monuments (2-D.1)
      • The American flag (2-D.2)
      • The White House (2-D.3)
      • The Washington Monument (2-D.4)
      • The Lincoln Memorial (2-D.5)
      • The Statue of Liberty (2-D.6)
      • The Empire State Building (2-D.7)
      • The Golden Gate Bridge (2-D.8)
      • Mount Rushmore (2-D.9)

• Historical Inquiry and Research

  • 2.4.4 Develop historical inquiry and research skills.

    • 2.4.4.a Construct and answer questions about neighborhood history.

    • 2.4.4.b Identify, obtain, and cite appropriate primary and secondary sources for research.

    • 2.4.4.c Gather and present historical information about a neighborhood.