New Jersey
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.
Show alignments for:
- Student Learning Standards Student Learning Standards
- New Jersey Core Curriculum Content Standards New Jersey Core Curriculum Content Standards
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Civics, Government, and Human Rights
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6.1.2.CivicsPI Civic and Political Institutions
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6.1.2.CivicsPI.1 Describe roles and responsibilities of community and local government leaders (e.g., mayor, town council).
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6.1.2.CivicsPI.2 Investigate the importance of services provided by the local government to meet the needs and ensure the safety of community members.
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6.1.2.CivicsPI.3 Explain how individuals work with different levels of government to make rules.
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6.1.2.CivicsPI.4 Explain how all people, not just official leaders, play important roles in a community.
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6.1.2.CivicsPI.5 Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
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6.1.2.CivicsPI.6 Explain what government is and its function.
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6.1.2.CivicsPD Participation and Deliberation
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6.1.2.CivicsPD.1 Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.
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6.1.2.CivicsPD.2 Establish a process for how individuals can effectively work together to make decisions.
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6.1.2.CivicsDP Democratic Principles
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6.1.2.CivicsDP.1 Explain how national symbols reflect on American values and principles.
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6.1.2.CivicsDP.2 Use evidence to describe how democratic principles such as equality, fairness, and respect for legitimate authority and rules have impacted individuals and communities.
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6.1.2.CivicsDP.3 Explain how historical symbols, monuments and holidays reflect the shared values, principles, and beliefs of the American identity.
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6.1.2.CivicsPR Processes and Rules
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6.1.2.CivicsPR.1 Determine what makes a good rule or law.
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6.1.2.CivicsPR.2 Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities.
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6.1.2.CivicsPR.3 Analyze classroom rules and routines and describe how they are designed to benefit the common good.
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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.
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6.1.2.CivicsCM Civic Mindedness
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6.1.2.CivicsCM.1 Describe why it is important that individuals assume personal and civic responsibilities in a democratic society.
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6.1.2.CivicsCM.2 Use examples from a variety of sources to describe how certain characteristics can help individuals collaborate and solve problems (e.g., open-mindedness, compassion, civility, persistence).
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6.1.2.CivicsCM.3 Explain how diversity, tolerance, fairness, and respect for others can contribute to individuals feeling accepted.
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Geography, People, and the Environment
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6.1.2.GeoPP Human Population Patterns
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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).
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6.1.2.GeoSV Spatial Views of the World
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6.1.2.GeoSV.1 Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains).
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6.1.2.GeoSV.2 Describe how maps are created for a specific purpose (e.g., school fire-drill map, route from home to school, learning centers in a classroom).
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6.1.2.GeoSV.3 Identify and describe the properties of a variety of maps and globes (e.g., title, legend, cardinal directions, scale, symbols,) and purposes (wayfinding, thematic).
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6.1.2.GeoSV.4 Identify examples of geospatial data (e.g., landmarks on the school grounds, the spatial location of each student's assigned seat in the classroom, needs more thought).
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6.1.2.GeoHE Human Environment Interaction
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6.1.2.GeoHE.1 Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
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6.1.2.GeoHE.2 Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
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6.1.2.GeoHE.3 Identify cultural and environmental characteristics of different regions in New Jersey and the United States.
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6.1.2.GeoHE.4 Investigate the relationship between the physical environment of a place and the economic activities found there.
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6.1.2.GeoGI Global Interconnections
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6.1.2.GeoGI.1 Explain why and how people, goods, and ideas move from place to place.
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6.1.2.GeoGI.2 Use technology to understand the culture and physical characteristics of regions.
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Economics, Innovation, and Technology
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6.1.2.EconET Economic Ways of Thinking
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6.1.2.EconET.1 Explain the difference between needs and wants.
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6.1.2.EconET.2 Cite examples of choices people make when resources are scarce.
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6.1.2.EconET.3 Describe how supply and demand influence price and output of products.
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6.1.2.EconET.4 Explain the impact that decisions about savings, debt, and investment can have on individuals' lives.
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6.1.2.EconET.5 Describe how local and state governments make decisions that affect individuals and the community.
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6.1.2.EconEM Exchange and Markets
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6.1.2.EconEM.1 Describe the skills and knowledge required to produce specific goods and services.
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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.
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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).
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6.1.2.EconNE National Economy
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6.1.2.EconNE.1 Identify examples of human capital, physical capital, and natural resources that contribute to favorable economic conditions.
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6.1.2.EconNE.2 Describe examples of goods and services that governments provide.
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6.1.2.EconGE Global Economy
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6.1.2.EconGE.1 Cite examples of products that are produced domestically and sold abroad and produced abroad and sold domestically.
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6.1.2.EconGE.2 Explain why people in one country trade goods and services with people in other countries.
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History, Culture, and Perspectives
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6.1.2.HistoryCC Continuity and Change
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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.
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6.1.2.HistoryCC.2 Use a timeline of important events to make inferences about the "big picture" of history.
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6.1.2.HistoryCC.3 Make inferences about how past events, individuals, and innovations affect our current lives.
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6.1.2.HistoryUP Understanding Perspectives
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6.1.2.HistoryUP.1 Use primary sources representing multiple perspectives to compare and make inferences about why there are different accounts of the same event.
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6.1.2.HistoryUP.2 Use evidence to demonstrate how an individual's beliefs, values, and traditions may change and/or reflect more than one culture.
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6.1.2.HistoryUP.3 Use examples from the past and present to describe how stereotyping and prejudice can lead to conflict.
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6.1.2.HistorySE Historical Sourcing and Evidence
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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.
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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).
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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).
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6.1.2.HistoryCA Claims and Argumentation
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6.1.2.HistoryCA.1 Make an evidence-based argument how and why communities change over time (e.g., locally, nationally, globally).
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