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RULE §113.13Social Studies, Grade 2, Adopted 2018

(a) Introduction.

  (1) In Grade 2, students focus on a study of their local community by examining the impact of significant individuals and events on the history of the community as well as on the state and nation. Students begin to develop the concepts of time and chronology. The relationship between the physical environment and human activities is introduced as are the concepts of consumers and producers. Students identify functions of government as well as services provided by the local government. Students continue to acquire knowledge of customs, symbols, and celebrations that represent American beliefs and principles. Students identify the significance of works of art in the local community and explain how technological innovations have changed transportation and communication. Students communicate what they have learned in written, oral, and visual forms.

  (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as nonfiction texts, primary sources, biographies, folklore, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, online tours, and local and state preservation societies.

  (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

  (4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.

  (5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).

  (6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.

  (7) Students must demonstrate learning performance related to any federal and state mandates regarding classroom instruction. Although Grade 2 is not required to participate in Celebrate Freedom Week, according to the TEC, §29.907, primary grades lay the foundation for subsequent learning. As a result, Grade 2 Texas essential knowledge and skills include standards related to this patriotic observance.

  (8) Students discuss how and whether the actions of U.S. citizens and the local, state, and federal governments have achieved the ideals espoused in the founding documents.

(b) Knowledge and skills.

  (1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:

    (A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving; and

    (B) identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings.

  (2) History. The student understands how historical figures helped shape the community, state, and nation. The student is expected to:

    (A) identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, and Theodore Roosevelt, who have influenced the state and nation; and

    (B) describe how people and events have influenced local community history.

  (3) Geography. The student uses simple geographic tools, including maps and globes. The student is expected to:

    (A) identify and use information on maps and globes using basic map elements such as title, cardinal directions, and legend; and

    (B) create maps to show places and routes within the home, school, and community.

  (4) Geography. The student understands the location of places in their community, state, country, and the world. The student is expected to:

    (A) identify major landforms and bodies of water, including each of the seven continents and each of the oceans, on maps and globes; and

    (B) locate places, including the local community, Texas, the United States, the state capital, the U.S. capital, and the bordering countries of Canada and Mexico on maps and globes.

  (5) Geography. The student understands how humans use and modify the physical environment. The student is expected to:

    (A) identify ways in which people have modified the physical environment such as clearing land, building roads, using land for agriculture, and drilling for oil;

    (B) identify consequences of human modification of the physical environment; and

    (C) identify ways people can conserve and replenish Earth's resources.

  (6) Economics. The student understands the value of work. The student is expected to:

    (A) explain how work provides income to purchase goods and services; and

    (B) explain the choices people can make about earning, spending, and saving money.

  (7) Economics. The student understands the roles of producers and consumers in the production of goods and services. The student is expected to:

    (A) distinguish between producing and consuming;

    (B) identify ways in which people are both producers and consumers; and

    (C) trace the development of a product from a natural resource to a finished product.

  (8) Government. The student understands the purpose of governments. The student is expected to:

    (A) identify functions of governments such as establishing order, providing security, and managing conflict; and

    (B) identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community.

  (9) Government. The student understands the role of public officials. The student is expected to:

    (A) name current public officials, including mayor, governor, and president;

    (B) compare the roles of public officials, including mayor, governor, and president;

    (C) identify ways that public officials are selected, including election and appointment to office; and

    (D) identify how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them, and volunteering to participate in government functions.

  (10) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:

    (A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting;

    (B) identify historical figures and other individuals who have exemplified good citizenship such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPs), Navajo Code Talkers, and Sojourner Truth; and

    (C) identify ways to actively practice good citizenship, including involvement in community service.

  (11) Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:

    (A) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;

    (B) sing, recite, or identify selected patriotic songs, including "The Star-Spangled Banner" and "America the Beautiful";

    (C) identify symbols such as state and national birds and flowers and Uncle Sam; and


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