New York

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Skills available for New York 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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Individual Development and Cultural Identity

  • 2.1 A community is a population of various individuals in a common location. It can be characterized as urban, suburban, or rural. Population density and use of the land are some characteristics that define and distinguish types of communities.

  • 2.2 People share similarities and differences with others in their own community and with other communities.

    • 2.2a People living in urban, suburban, and rural communities embrace traditions and celebrate holidays that reflect both diverse cultures and a common community identity.

    • 2.2b A community is strengthened by the diversity of its members, with ideas, talents, perspectives, and cultures that can be shared across the community.

      • Students will explore how different ideas, talents, perspectives, and culture are shared across their community.

Civic Ideals and Practices

  • 2.3 The United States is founded on the principles of democracy, and these principles are reflected in all types of communities.

  • 2.4 Communities have rules and laws that affect how they function. Citizens contribute to a community's government through leadership and service.

    • 2.4a Communities have the responsibility to make and enforce fair laws and rules that provide for the common good.

      • Students will explain the importance of making fair laws and rules, the benefits of following them, and the consequences of violating them.

    • 2.4b Communities have leaders who are responsible for making laws and enforcing laws.

    • 2.4c Citizens provide service to their community in a variety of ways.

      • Students will explore opportunities to provide service to their school community and the community at large (e.g., beautifying school grounds, writing thank-you notes to helpers).

      • Students will identify how adults can provide service to the school and the community at large.

Geography, Humans, and the Environment

  • 2.5 Geography and natural resources shape where and how urban, suburban, and rural communities develop and how they sustain themselves.

    • 2.5a Urban, suburban, and rural communities can be located on maps, and the geographic characteristics of these communities can be described using symbols, map legends, and geographic vocabulary.

      • Students will locate their communities on maps and/or globes.

      • Students will examine how land within a community is used and classify land use as "residential" (used for housing), "industrial" (used to make things), "commercial" (used to provide services), and "recreational" (where people play or do sports).

      • Students will create maps including maps that represent their classroom, school, or community, and maps that illustrate places in stories.

    • 2.5b The location of physical features and natural resources often affects where people settle and may affect how those people sustain themselves.

      • Students will compare how different communities in their state or nation have developed, and explain how physical features of the community affect the people living there.

    • 2.5c Humans modify the environment of their communities through housing, transportation systems, schools, marketplaces, and recreation areas.

      • Students will explore how humans have positively and negatively affected the environment of their community though such features as roads, highways, buildings, bridges, shopping malls, railroads, and parks.

      • Students will describe the means people create for moving people, goods, and ideas in their communities.

    • 2.5d The location and place of physical features and man-made structures can be described using symbols and specific geography vocabulary.

      • Students will use a compass rose to identify cardinal (North, South, East, West) and intermediate (Northeast, Southeast, Southwest, Northwest) directions on maps and in their community.

      • Students will locate the equator, northern and southern hemispheres, and poles on a globe.

      • Students will use maps and legends to identify major physical features, such as mountains, rivers, lakes, and oceans of the local community, New York State, and the nation.

Time, Continuity, and Change

Economic Systems

  • 2.8 Communities face different challenges in meeting their needs and wants.

    • 2.8a The availability of resources to meet basic needs varies across urban, suburban, and rural communities.

    • 2.8b People make decisions to buy, sell, and use money based on their needs, wants, and the availability of resources.

    • 2.8c Scarcity, the price of goods and services, and choice all influence economic decisions made by individuals and communities.

    • 2.8d Taxes are collected to provide communities with goods and services.

      • Students will explore the purpose of taxes and how they are collected in their communities.

  • 2.9 A community requires the interdependence of many people performing a variety of jobs and services to provide basic needs and wants.

    • 2.9a Goods are the products a person or group of people makes. Services are actions performed by a person or group of people with a certain skill.

    • 2.9b Members of a community specialize in different types of jobs that provide goods and/or services to the community. Community workers such as teachers, firefighters, sanitation workers, and police officers provide services.

      • Students will identify different types of jobs performed in their community.

      • Students will explain the services provided by community workers.

    • 2.9c At times, neighboring communities share resources and workers to support multiple communities.

      • Students will explore how communities share resources and services with other communities.