New Mexico
Skills available for New Mexico 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.
Showing alignments for:
- New Mexico Social Studies Standards New Mexico Social Studies Standards
Actions
I Inquiry
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23 Construct Compelling and Supporting Questions
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2.1 Explain why a compelling question is important.
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2.2 Generate supporting questions related to compelling questions within a variety of social studies topics.
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24 Gather and Evaluate Sources
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2.3 With support, determine if a source is primary or secondary.
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26 Communicate and Critique Conclusions
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2.4 With support, construct responses to compelling questions using reasoning, examples, and relevant details.
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27 Take Informed Action
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2.5 Take group or individual action to help address local, regional, and/or global problems or issues.
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2.6 Use deliberative and democratic procedures to make decisions about and act on civic problems or issues in their classrooms.
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Theme 1 We the People
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Civics
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2 Processes, Rules, and Laws
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2.7 Evaluate how American society has changed through rules and laws.
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2.8 Understand the purposes and structures of government (tribal, local, state, national government).
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3 Civic Dispositions and Democratic Principles
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2.9 Assess how the contributions of diverse individuals' have helped develop our national identity.
- Benjamin Franklin (2-H.1)
- Davy Crockett (2-H.3)
- John Deere (2-H.4)
- Abraham Lincoln (2-H.5)
- Harriet Tubman (2-H.6)
- Susan B. Anthony (2-H.7)
- Sitting Bull (2-H.8)
- Thomas Edison (2-H.9)
- Theodore Roosevelt (2-H.10)
- George Washington Carver (2-H.11)
- Amelia Earhart (2-H.12)
- Thurgood Marshall (2-H.13)
- Rosa Parks (2-H.14)
- Jackie Robinson (2-H.15)
- Cesar Chavez (2-H.16)
- Neil Armstrong (2-H.17)
- Paul Revere (2-I.1)
- Thomas Jefferson (2-I.2)
- Frederick Douglass (2-I.3)
- Martin Luther King Jr. (2-I.4)
- Bill Gates (2-I.5)
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2.10 Examine and compare the American democratic principles to neighboring countries.
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4 Roles and Responsibilities of a Civic Life
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2.11 Examine and understand the various qualities of leadership.
- Benjamin Franklin (2-H.1)
- Davy Crockett (2-H.3)
- Abraham Lincoln (2-H.5)
- Harriet Tubman (2-H.6)
- Susan B. Anthony (2-H.7)
- Sitting Bull (2-H.8)
- Theodore Roosevelt (2-H.10)
- Amelia Earhart (2-H.12)
- Thurgood Marshall (2-H.13)
- Rosa Parks (2-H.14)
- Cesar Chavez (2-H.16)
- Paul Revere (2-I.1)
- Thomas Jefferson (2-I.2)
- Frederick Douglass (2-I.3)
- Martin Luther King Jr. (2-I.4)
- Bill Gates (2-I.5)
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Theme 2 Looking in Our Past
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History
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15 Historical Change, Continuity, Context, and Reconciliation
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2.12 Describe events in North America that illustrate how people from diverse cultural groups aimed to work through conflicts to solve a problem.
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2.13 Compare diverse world communities to local communities in terms of members, customs, and traditions.
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2.14 Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local and national events.
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18 Critical Consciousness and Perspectives
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2.15 Identify and compare the diverse North American cultural groups of the past and today.
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2.16 Evaluate the effects of people, goods, and ideas that diffused from one community to other communities and their impact.
- Benjamin Franklin (2-H.1)
- Davy Crockett (2-H.3)
- John Deere (2-H.4)
- Abraham Lincoln (2-H.5)
- Harriet Tubman (2-H.6)
- Susan B. Anthony (2-H.7)
- Sitting Bull (2-H.8)
- Thomas Edison (2-H.9)
- Theodore Roosevelt (2-H.10)
- George Washington Carver (2-H.11)
- Amelia Earhart (2-H.12)
- Thurgood Marshall (2-H.13)
- Rosa Parks (2-H.14)
- Jackie Robinson (2-H.15)
- Cesar Chavez (2-H.16)
- Neil Armstrong (2-H.17)
- Paul Revere (2-I.1)
- Thomas Jefferson (2-I.2)
- Frederick Douglass (2-I.3)
- Martin Luther King Jr. (2-I.4)
- Bill Gates (2-I.5)
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Theme 3 What We Make and Use
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Economics/Personal Financial Literacy
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5 Economic Decision Making
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2.17 Examine how consumers react to changes in the prices of goods and how this influences economic decision making and the use of money.
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2.18 Explore how communities share resources and services with other communities.
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7 Economic Systems and Models
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2.19 Investigate what resources are available in their community, how available resources differ in communities, and what resources are obtained from neighboring communities.
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Theme 4 Cultures and Environment
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Geography
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11 Geographic Representations and Reasoning
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2.20 Using maps, identify and locate the United States, Canada, and Mexico as the countries that make up North America.
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2.21 Identify and locate the bordering states to New Mexico and understand that New Mexico is in the Southwest.
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12 Location, Place, and Region
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2.22 Compare the human and physical characteristics of two regions in the United States.
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2.23 Generate a description for their region of the United States by identifying unique features.
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13 Movement, Population, and Systems
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2.24 List at least three different waves of migration to the Western hemisphere in chronological order.
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14 Human-Environmental Interactions and Sustainability
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2.25 Describe ways in which individuals and groups use or conserve natural resources.
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Theme 5 Multi-identity Interactions
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Ethnic, Cultural, and Identity Studies
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20 Diversity and Identity
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2.26 Express a positive view of themselves while demonstrating respect and empathy for others.
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2.27 Describe ways we are similar and different from people who share identities and people who do not.
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22 Community Equity Building
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2.28 Demonstrate respect for the feelings of people who are similar to or different from them.
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Theme 6 Personal Financial Literacy
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Economics/Personal Financial Literacy
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10 Personal Financial Literacy
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2.29 Identify different types of jobs performed in their community.
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2.30 Assess priorities when making financial decisions.
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2.31 Classify financial goals as short-term or long-term.
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