| A | B | C | D | E | F | |
|---|---|---|---|---|---|---|
1 | Second Grade Social Studies Proficiency Scales | |||||
2 | Big Bucket | Summative Report Card Indicator | Level 4 | Level 3 | Level 2 | Level 1 |
3 | History | ➤ Understand how cultures influence communities over time and what sources (primary/secondary) we get this information from. | Student can: | Student can: | Student can: | Student can: |
4 | ◆ Analyze the interactions and contributions | ◆ Compare and contrast neighborhoods | ◆ Give examples of people and events | ◆ Recognize people and events that | ||
5 | of various people and cultures that | and/or communities, both past and | that brought important changes to a | brought important changes to a | ||
6 | have lived in or migrated to | present, through their people and | neighborhood and/or community. | neighborhood and/or community. | ||
7 | neighborhoods and/or communities. | events. | ||||
8 | ◆ Investigate to make observations and | ◆ Compare and contrast the differences | ||||
9 | draw conclusions about neighborhoods | within one neighborhood and/or | ||||
10 | and communities. | community. | ||||
11 | ||||||
12 | Geography | ➤ Apply geographic tools to describe places and how these influence the local community depending on the environment. | Student can: | Student can: | Student can: | Student can: |
13 | ◆ Make observations and draw conclusions | ◆ Explain how communities manage and | ◆ Identify examples of how human activity | ◆ Recognize human influences on culture. | ||
14 | about the relationship between a | use nonrenewable and renewable | influences cultural and environmental. | |||
15 | community and their environment | resources. | ||||
16 | ◆ Explain how community is defined by | |||||
17 | physical boundaries and resources. | |||||
18 | ||||||
19 | Economics | ➤ Understand that goods and services we want are not always available ➤ Investigate cost and benefits of informed financial decisions. | Student can: | Student can: | Student can: | Student can: |
20 | ◆ Demonstrate an understanding of cause | ◆ Classify goals as short-term or long-term. | ◆ Identify positive and negative incentives | ◆ Give examples of choices people make. | ||
21 | and effect related to personal decisions. | ◆ Predict positive and negative | and set goals. | |||
22 | consequences when making | |||||
23 | financial decisions. | |||||
24 | ||||||
25 | ||||||
26 | ||||||
27 | ||||||
28 | Civics | ➤ Identify and compare ways to solve conflicts and improve communities. | Student can: | Student can: | Student can: | Student can: |
29 | ◆ Analyze ways that diverse individuals, | ◆ Describe ways in which you can take an | ◆ Identify and reflect upon personal | ◆ Recognize and reflect upon personal | ||
30 | groups and communities work through | active part in improving your school or | connections to community systems. | connections to community systems. | ||
31 | conflict and promote equality, justice, | community. | ||||
32 | and responsibility. | ◆ Describe the characteristics that enable | ||||
33 | a community member to responsibly | |||||
34 | and effectively engage in the | |||||
35 | community. | |||||
36 | ||||||