Our community and its rules
Students start the year looking at the people and rules around them. They talk about why a classroom, a town, and a state need leaders, and what it means to be a fair and helpful member of a group.
What does a student learn in
This is the year students step outside their own neighborhood and start to see how a community actually works. Students learn what leaders do, why towns have rules, and how people earn, spend, and save money. Students also start using maps to find their state, their country, and places far away. By spring, they can explain a job a leader does, point to New Hampshire on a map, and describe why people trade.
- Community helpers
- Maps and globes
- Rules and leaders
- Money basics
- New Hampshire
- Citizenship
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Maps and places near us
Students learn to read simple maps and globes. They locate New Hampshire, find their town, and notice how mountains, rivers, and weather shape where people live and what they do each day.
- 3
Needs, wants, and choices
Students look at how families and communities get the things they need. They practice making choices with limited money, talk about saving and spending, and see how jobs and trade connect people.
- 4
New Hampshire and United States stories
Students hear stories from the past about New Hampshire and the country. They meet early people who lived here, learn how the state joined the United States, and notice how daily life has changed over time.
- 5
People around the world
Students look outward to other countries and cultures. They compare how children live, eat, and celebrate in different places, and start to see how people across the world are connected today.
Mastery Learning Standards
The required skills a student should display by the end of Grade 2.
Civics and Government
Civics and Government
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Foundations of US Government
Second graders learn why the U.S. government was set up the way it was. They look at the ideas behind the Constitution and what rules it created for the country and for New Hampshire.
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Structure and Function of Government
Local, state, and federal governments each handle different jobs. Students learn what those jobs are, how the levels relate to each other, and where tribal governments fit in.
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Rights and Responsibilities
Citizens have rights (like free speech) and responsibilities (like following rules and voting). Students explore how people in a democracy take part in decisions that affect their community.
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International Relations
Students look at how the U.S. works with other countries, from sharing trade and aid to joining groups like the United Nations. They learn why those connections matter and what happens when nations cooperate.
| Standard | Definition | Code |
|---|---|---|
| Foundations of US Government | Second graders learn why the U.S. government was set up the way it was. They look at the ideas behind the Constitution and what rules it created for the country and for New Hampshire. | NH-SS.CIV.2.1 |
| Structure and Function of Government | Local, state, and federal governments each handle different jobs. Students learn what those jobs are, how the levels relate to each other, and where tribal governments fit in. | NH-SS.CIV.2.2 |
| Rights and Responsibilities | Citizens have rights (like free speech) and responsibilities (like following rules and voting). Students explore how people in a democracy take part in decisions that affect their community. | NH-SS.CIV.2.3 |
| International Relations | Students look at how the U.S. works with other countries, from sharing trade and aid to joining groups like the United Nations. They learn why those connections matter and what happens when nations cooperate. | NH-SS.CIV.2.4 |
Economics
Economics
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Economic Decision Making
Students look at two or more choices and think through what each one costs and what each one gets them. Then they pick the option that makes the most sense given what they have.
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Markets and Exchange
Students look at how stores set prices and compete for customers, and why that affects what goods end up on shelves. This is the basic idea behind how a free market decides who gets what.
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Economic Systems and Institutions
Students look at how different communities decide who makes things, who sells them, and what they cost. They also learn what banks, businesses, and local government each do to keep that system running.
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Personal Finance
Students sort money choices into saving, spending, borrowing, and investing. They practice deciding when to spend now and when to set money aside for later.
| Standard | Definition | Code |
|---|---|---|
| Economic Decision Making | Students look at two or more choices and think through what each one costs and what each one gets them. Then they pick the option that makes the most sense given what they have. | NH-SS.ECON.2.1 |
| Markets and Exchange | Students look at how stores set prices and compete for customers, and why that affects what goods end up on shelves. This is the basic idea behind how a free market decides who gets what. | NH-SS.ECON.2.2 |
| Economic Systems and Institutions | Students look at how different communities decide who makes things, who sells them, and what they cost. They also learn what banks, businesses, and local government each do to keep that system running. | NH-SS.ECON.2.3 |
| Personal Finance | Students sort money choices into saving, spending, borrowing, and investing. They practice deciding when to spend now and when to set money aside for later. | NH-SS.ECON.2.4 |
Geography
Geography
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The World in Spatial Terms
Maps, photos, and tools like globes or compasses help students figure out where places are, what they look like, and how they connect to each other.
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Places and Regions
Students study what makes a place look and feel the way it does, from its hills, rivers, and weather to the towns, roads, and neighborhoods people have built there. They practice this with places like their own state and the wider country.
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Human Systems
Students look at why people move to new places, where they settle, and how ideas like food, language, and traditions spread from one community to another.
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Environment and Society
Students learn how the land around us shapes the way people live, and how people in turn change the land. A snowy region leads to different homes and roads than a desert does.
| Standard | Definition | Code |
|---|---|---|
| The World in Spatial Terms | Maps, photos, and tools like globes or compasses help students figure out where places are, what they look like, and how they connect to each other. | NH-SS.GEO.2.1 |
| Places and Regions | Students study what makes a place look and feel the way it does, from its hills, rivers, and weather to the towns, roads, and neighborhoods people have built there. They practice this with places like their own state and the wider country. | NH-SS.GEO.2.2 |
| Human Systems | Students look at why people move to new places, where they settle, and how ideas like food, language, and traditions spread from one community to another. | NH-SS.GEO.2.3 |
| Environment and Society | Students learn how the land around us shapes the way people live, and how people in turn change the land. A snowy region leads to different homes and roads than a desert does. | NH-SS.GEO.2.4 |
United States and New Hampshire History
United States and New Hampshire History
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Political Foundations
Second graders look at why the United States has a government, who makes the rules, and how New Hampshire fits into the bigger picture of the country.
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Movements and Change
Students look at big moments that changed the country, like wars, westward settlement, and fights for equal rights. They start to understand why those events happened and what shifted because of them.
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Cultural and Economic Development
Students look at how people in New Hampshire and across the country lived, worked, and traded over time, from before European settlers arrived to today. They connect those changes to what communities look like now.
| Standard | Definition | Code |
|---|---|---|
| Political Foundations | Second graders look at why the United States has a government, who makes the rules, and how New Hampshire fits into the bigger picture of the country. | NH-SS.USH.2.1 |
| Movements and Change | Students look at big moments that changed the country, like wars, westward settlement, and fights for equal rights. They start to understand why those events happened and what shifted because of them. | NH-SS.USH.2.2 |
| Cultural and Economic Development | Students look at how people in New Hampshire and across the country lived, worked, and traded over time, from before European settlers arrived to today. They connect those changes to what communities look like now. | NH-SS.USH.2.3 |
World History and Contemporary Issues
World History and Contemporary Issues
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Civilizations and Cultural Encounters
Second graders look at how early groups of people built cities, made rules, and traded with neighbors. They start to see how different communities shaped each other over time.
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Political and Economic Systems
Students look at how different countries and time periods have handled two big questions: who makes the rules, and how do people get what they need. They compare governments and markets from around the world.
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Contemporary Issues
Students look at a problem happening in the world today, like conflict over land or access to clean water, and trace how it started. They connect what's happening now to events from the past.
| Standard | Definition | Code |
|---|---|---|
| Civilizations and Cultural Encounters | Second graders look at how early groups of people built cities, made rules, and traded with neighbors. They start to see how different communities shaped each other over time. | NH-SS.WH.2.1 |
| Political and Economic Systems | Students look at how different countries and time periods have handled two big questions: who makes the rules, and how do people get what they need. They compare governments and markets from around the world. | NH-SS.WH.2.2 |
| Contemporary Issues | Students look at a problem happening in the world today, like conflict over land or access to clean water, and trace how it started. They connect what's happening now to events from the past. | NH-SS.WH.2.3 |
No state assessments at this grade
Students take their next one in Grade 4.
NAEP (National Assessment of Educational Progress)
Federally administered sample-based assessment in reading, mathematics, science, and writing. NAEP results inform state-by-state comparisons rather than individual student or school accountability.
- When given:
- biennial in winter
- Frequency:
- every two years
Common Questions
What does social studies look like at this age?
Students learn how communities work, where places are on a map, and how people in the past shaped the way things are now. They also start to think about money, jobs, and rules. Most of the work happens through stories, pictures, and simple maps rather than long readings.
How can I help with social studies at home?
Talk about what students see every day. Point out who runs the town, why a store charges what it charges, or why a road follows a river. Ten minutes of real conversation at dinner or in the car does more than any worksheet at this age.
Do students need to memorize a lot of facts this year?
Not really. The goal is for students to understand ideas like fairness, trade, location, and change over time. A few key names and places help, but explaining what something means matters more than reciting it.
How should the year be sequenced across four big topics?
A common path starts with geography and maps, moves into community and government, then layers in economics through real examples, and finishes with history that ties the year together. Anchor each unit to something local before zooming out to the country or the world.
What usually needs the most reteaching?
Map skills and economic reasoning take the longest to stick. Students often confuse needs and wants, mix up state and country, or read a map without checking the key. Build short, repeated practice into warm-ups rather than saving it for one unit.
What is a good way to practice maps at home?
Pull up a map of the neighborhood or state and find places students already know, like home, school, or a relative's town. Ask what is north, what is near water, and why a road might go a certain way. A paper placemat map works fine.
How can students learn about money and choices at this age?
Give students small, real decisions. Two snacks at the store, a few dollars in a jar, or a choice between spending now and saving for later. Talking through the trade-off out loud is the lesson.
How should historical thinking be introduced?
Start with cause and effect in stories students already know, then move to primary sources like photos, letters, and short documents. Ask what changed, what stayed the same, and who was affected. Save formal analysis language for later years.
How do I know students are ready for next year?
By spring, students should be able to read a basic map, explain how a government decision affects people, weigh a simple cost and benefit, and describe how a past event shaped the present. They should also connect ideas across the four strands instead of treating them as separate subjects.