Current through February 27, 2024
By the beginning of the second grade, pupils must know and be
able to do everything required in the previous grades for social studies
offered in public schools. Instruction in the second grade in social studies
must be designed so that pupils meet the following performance standards by the
completion of the second grade:
1. For
the area of social studies disciplinary skills, with prompting and support:
(a) Generate compelling questions to explore
the national identity and culture of the United States.
(b) Generate supporting questions relating to
the compelling questions generated pursuant to paragraph (a).
(c) Analyze two or more primary sources to
determine the point of view and perspective presented in each source.
(d) Construct responses to the compelling
questions developed pursuant to paragraph (a) using reasoning, examples and
relevant details.
(e) Construct
organized explanations of relevant concepts for various audiences and
purposes.
(f) Participate in a
structured academic discussion using evidence and reasoning.
(g) List and discuss actions by a person or a
group that can be taken to address local, regional or national
problems.
(h) Use deliberative and
democratic procedures to take action about an issue in the community in which
the pupil lives.
2. For
the area of history:
(a) Explore significant
events that have shaped national identity in the United States.
(b) Identify major political leaders who have
impacted the history of the United States.
(c) Identify how persons have made a
difference in the communities in which they live.
3. For the area of geography:
(a)
Locate on a map the places in which certain major historical
events in the history of the United States occurred.
(b) Identify major landmarks in the United
States that are associated with historical events.
(c) Examine how environmental characteristics
shaped the development of the United States in the past and will continue to
shape the development of the United States in the future.
(d) Describe why persons moved to the United
States throughout the early history of the United States, including, without
limitation, any cultural, economic, environmental, political or social reasons
for doing so.
4. For the
area of economics:
(a) Identify two or more
times throughout the history of the United States when scarce resources led to
conflict.
(b) Identify how natural
resources were used in the past to produce goods and services and how such
resources are used in the present to produce goods and services.
5. For the area of civics:
(a) Explain how diverse persons have played
important roles in developing the civic identity of the United States to
include, without limitation, the following civic dispositions and democratic
principles:
(1) Deliberative
discussion;
(2) Equality;
(3) Freedom;
(4) Liberty; and
(5) Respect for the individual rights of a
person.
(b) Describe the
role and responsibilities of the President of the United States.
(c) Determine the civic dispositions and
democratic principles that have influenced the United States.
(d) Describe the rights and responsibilities
of citizenship in the United States.
6. For the area of multicultural education:
(a) Examine major events throughout the
history of the United States to understand how discrimination against and the
oppression of various racial and ethnic groups contributed towards movements
for social justice.
(b) Explain
how, throughout the history of the United States, different groups have worked
through conflicts when solving problems.
(c) Identify and compare different cultural
practices and traditions in the United States.
(d) Discuss the contributions made by
culturally, racially and ethnically diverse persons throughout the history of
the United States and the positive impacts of such contributions.
Added to NAC by Bd. of
Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009; A by
R056-17AP,
eff. 8/30/2018
NRS
385.080,
385.114,
389.021,
389.520
