Oregon
Skills available for Oregon 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:
- Oregon Social Sciences Academic Content Standards (adopted in 2021) Oregon Social Sciences Academic Content Standards (adopted in 2021)
- Oregon Social Sciences Academic Content Standards Oregon Social Sciences Academic Content Standards
- Oregon Standards (2011) Oregon Standards (2011)
Actions
Civics and Government
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2.1 Compare personal point of view with others' perspectives when participating in rule setting.
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2.2 Identify services provided by city government.
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2.3 Evaluate how individuals, groups, and communities manage conflict and promote justice and equity.
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2.4 Give examples of and identify appropriate and inappropriate use of power and its effect.
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2.5 Identify city leaders and their functions.
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2.6 Analyze the different ways students can have an effect on their local community.
Economics
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2.7 Identify local businesses and the goods and services they produce.
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2.8 Describe the role of banks in an economy.
Multicultural Studies
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2.1 Compare personal point of view with others' perspectives when participating in rule setting. (Civics)
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2.3 Evaluate how individuals, groups, and communities manage conflict and promote justice and equity. (Civics)
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2.4 Give examples of and identify appropriate and inappropriate use of power and its effect. (Civics)
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2.10 Explain how wealth and scarcity connect to decision-making about personal savings and spending. (Financial Literacy)
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2.13 Identify cultural characteristics of the community. (Geography)
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2.16 Identify a variety of diverse individuals, groups, and circumstances that had an impact on the local community including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender). (History)
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2.17 Identify and describe community celebrations, landmarks, symbols and traditions and explain why they are significant to the cultural heritage of members of the community. (History)
Financial Literacy
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2.9 Explain various methods of saving and how saving can help reach both short and long-term financial goals.
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2.10 Explain how wealth and scarcity connect to decision making about personal savings and spending.
Geography
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2.11 Use basic information on maps and other geographic tools to locate, identify and describe physical and human features of the community.
- Read a letter-number grid (2-A.1)
- Use a letter-number grid (2-A.2)
- Read a map: cardinal directions (2-A.3)
- Identify oceans and continents (2-A.4)
- Select oceans and continents (2-A.5)
- Name oceans and continents (2-A.6)
- Major U.S. cities (2-A.9)
- Identify urban, suburban, and rural areas (2-A.10)
- Compare urban, suburban, and rural areas (2-A.11)
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2.12 Identify relative location of school and community in the state and nation and the world.
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2.13 Identify cultural characteristics of the community.
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2.14 Use and apply cardinal directions to locate and identify features on maps (such as oceans, cities, continents).
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2.15 Use a simple grid system, symbols, and other information to locate the physical and political features of places on maps and globes.
6 History (Focus: My Neighborhood, My Community)
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Historical Knowledge
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2.16 Identify a variety of diverse individuals, groups, and circumstances that had an impact on the local community including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender). (History)
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2.17 Identify and describe community celebrations, landmarks, symbols and traditions, and explain why they are significant to the cultural heritage of members of the community.
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Historical Thinking
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2.18 Differentiate between events that happened in the recent and distant past.
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2.19 Develop and analyze a timeline of events in the history of the local community
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2.20 Generate questions using a historical source as it relates to the local community's history.
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2.21 Explain how people and events of the past influence the present.
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2.22 Understand that cause and effect relationships help recount events, and understand the events that led to the development of the community.
- 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)
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Social Science Analysis
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2.23 Describe the connection between two or more current or historical events.
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2.24 Compare and contrast past and present situations, people, and events in neighborhoods and communities.
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2.25 Evaluate information relating to an issue or problem.
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2.26 Use listening, consensus-building, and voting procedures to decide on and take informed action.