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Skills available for New Jersey 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.

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6.1.2 U.S. History: America in the World by the End of Grade 2

  • 6.1.2.CivicsPI Civics, Government, and Human Rights: Civics and Political Institutions

  • 6.1.2.CivicsPD Civics, Government, and Human Rights: Participation and Deliberation

    • 6.1.2.CivicsPD.1 Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

    • 6.1.2.CivicsPD.2 Establish a process for how individuals can effectively work together to make decisions.

  • 6.1.2.CivicsDP Civics, Government, and Human Rights: Democratic Principles

  • 6.1.2.CivicsPR Civics, Government, and Human Rights: Processes and Rules

    • 6.1.2.CivicsPR.1 Determine what makes a good rule or law.

    • 6.1.2.CivicsPR.2 Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities.

    • 6.1.2.CivicsPR.3 Analyze classroom rules and routines and describe how they are designed to benefit the common good.

    • 6.1.2.CivicsPR.4 Explain why teachers, local community leaders, and other adults have a responsibility to make rules that fair, consistent, and respectful of individual rights.

  • 6.1.2.CivicsCM Civics, Government, and Human Rights: Civic Mindedness

  • 6.1.2.GeoPP Geography, People, and the Environment: Human Population Patterns

    • 6.1.2.GeoPP.1 Explain the different physical and human characteristics that might make a location a good place to live (e.g., landforms, climate and weather, resource availability).

  • 6.1.2.GeoSV Geography, People, and the Environment: Spatial Views of the World

  • 6.1.2.GeoHE Geography, People, and the Environment: Human Environment Interaction

  • 6.1.2.GeoGI Geography, People, and the Environment: Global Interconnections

    • 6.1.2.GeoGI.1 Explain why and how people, goods, and ideas move from place to place.

    • 6.1.2.GeoGI.2 Use technology to understand the culture and physical characteristics of regions.

  • 6.1.2.EconET Economics, Innovation, and Technology: Economic Ways of Thinking

    • 6.1.2.EconET.1 Explain the difference between needs and wants.

    • 6.1.2.EconET.2 Cite examples of choices people make when resources are scarce.

    • 6.1.2.EconET.3 Describe how supply and demand influence price and output of products.

    • 6.1.2.EconET.4 Explain the impact that decisions about savings, debt, and investment can have on individuals' lives.

    • 6.1.2.EconET.5 Describe how local and state governments make decisions that affect individuals and the community.

  • 6.1.2.EconEM Economics, Innovation, and Technology: Exchange and Markets

    • 6.1.2.EconEM.1 Describe the skills and knowledge required to produce specific goods and services.

    • 6.1.2.EconEM.2 Describe the goods and services that individuals and businesses in the local community produce and those that are produced in other communities.

    • 6.1.2.EconEM.3 Identify the ways in which people exchange(d) goods and services today, and in the past (e.g., purchase, borrow, barter).

  • 6.1.2.EconNE Economics, Innovation, and Technology: National Economy

    • 6.1.2.EconNE.1 Identify examples of human capital, physical capital, and natural resources that contribute to favorable economic conditions.

    • 6.1.2.EconNE.2 Describe examples of goods and services that governments provide.

  • 6.1.2.EconGE Economics, Innovation, and Technology: Global Economy

    • 6.1.2.EconGE.1 Cite examples of products that are produced domestically and sold abroad and produced abroad and sold domestically.

    • 6.1.2.EconGE.2 Explain why people in one country trade goods and services with people in other countries.

  • 6.1.2.HistoryCC History, Culture, and Perspectives: Continuity and Change

    • 6.1.2.HistoryCC.1 Use multiple sources to create a chronological sequence of events that describes how and why your community has changed over time.

    • 6.1.2.HistoryCC.2 Use a timeline of important events to make inferences about the "big picture" of history.

    • 6.1.2.HistoryCC.3 Make inferences about how past events, individuals, and innovations affect our current lives.

  • 6.1.2.HistoryUP History, Culture, and Perspectives: Understanding Perspectives

  • 6.1.2.HistorySE History, Culture, and Perspectives: Historical Sourcing and Evidence

    • 6.1.2.HistorySE.1 Use examples of regional folk heroes, stories, and/or songs and make inferences about how they have contributed to the development of a culture's history.

    • 6.1.2.HistorySE.2 Analyze a variety of sources describing the same event and make inferences about why the accounts are different (e.g., photographs, paintings, cartoons, newspapers, poetry, novels, plays).

    • 6.1.2.HistorySE.3 Use historical data from a variety of sources to investigate the development of a local community (e.g., origins of its name, originating members, important historical events and places).

  • 6.1.2.HistoryCA History, Culture, and Perspectives: Claims and Argumentation

    • 6.1.2.HistoryCA.1 Make an evidence-based argument how and why communities change over time (e.g., locally, nationally, globally).

6.3.2 Active Citizenship in the 21st Century by the End of Grade 2

  • 6.3.2.CivicsPD Civics, Government and Human Rights: Participation and Deliberation

    • 6.3.2.CivicsPD.1 With adult guidance and support, bring awareness of a local issue to school and/or community members and make recommendations for change.

  • 6.3.2.GeoGI Geography, People and the Environment: Global Interconnections

    • 6.3.2.GeoGI.1 Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world.

    • 6.3.2.GeoGI.2 Collect data and consider sources from multiple perspectives to become informed about an environmental issue and identify possible solutions.