Ontario · Grade 2
Social Studies, Grade 2
Ontario’s Grade 2 social studies course, from Heritage and Identity: Changing Family and Community Traditions to People and Environment: Global Communities.
- Units
- 2
- Lessons
- 4
- Skills
- 22
- Provincial exam
- None
- Official curriculum
- Ontario Ministry of Education
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 11 skills
Heritage and Identity: Changing Family and Community Traditions
Traditions Across Generations
How traditions change over generations
I can compare a tradition over generations and explain why it changed.
Skill 1.1
Comparing families and their traditions
I can compare my family's traditions with my peers' families.
Skill 1.2
Community traditions, past and present
I can compare a community's past and present traditions and explain the change.
Skill 1.3
Reclaiming traditions and customs
I can identify ways First Nations, Métis, and Inuit communities reclaim traditions.
Skill 1.4
Families, Community Diversity, and Heritage
Different types of families
I can identify and describe different types of families.
Skill 1.5
Groups and diversity in my community
I can identify community groups and describe how the community reflects diversity.
Skill 1.6
Places of significance on a map
I can identify places that matter to my family and find them on a map.
Skill 1.7
Traditions and celebrations across communities
I can describe significant traditions and celebrations from many communities.
Skill 1.8
Family events across generations
I can put family events across generations in order.
Skill 1.9
How community celebrations pass on heritage
I can identify how community celebrations pass on heritage.
Skill 1.10
How family practices pass on heritage
I can identify how family celebrations and practices pass on heritage.
Skill 1.11
The official wording · 11 outcomes
- 1.1
- compare ways in which some traditions have been celebrated over multiple generations in their family and identify some of the main reasons for changes in these traditions
- 1.2
- compare their family structure and some of their traditions and celebrations with those of their peers’ families
- 1.3
- compare some of the past and present traditions and celebrations of various ethnocultural groups in their local community, and identify some of the main reasons for the change
- 1.4
- identify some ways in which First Nations, Métis, and/or Inuit individuals, communities, and nations are reclaiming traditions, customs, teachings, and celebrations that were banned, lost, or practised in secret due to settlement and/or colonization
- 1.5
- identify and describe different types of families
- 1.6
- identify various groups in their community and describe some of the ways in which their community reflects this diversity
- 1.7
- identify places and/or countries of personal or familial significance, and locate them on a globe and/or print, digital, or interactive map
- 1.8
- describe some significant traditions and celebrations of their families, their peers, and their own communities, as well as of some other communities in Canada, including First Nations, Métis, and/or Inuit communities
- 1.9
- demonstrate an understanding of simple chronology by identifying and organizing chronologically some important events and/or people from multiple generations in their family and/or community
- 1.10
- identify some ways in which heritage is passed on through various community celebrations, traditions, teachings, ceremonies, and events
- 1.11
- identify some ways in which heritage is passed on through various family celebrations and practices, including at least one First Nation, Métis, and/or Inuit family celebration or practice
Key ideas
Traditions are passed down through generations and can change over time.
Families come in many forms — one parent, two parents, blended, multigenerational, foster.
Reasons for change include immigration, new technology, and acts of colonization.
All family types are valid and important.
Families have different structures, traditions, and celebrations.
Watch out for
- Thinking traditions never change.
- Thinking there is only one 'real' type of family.
- Not connecting a change to a reason.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 11 skills
People and Environment: Global Communities
Communities Around the World
Comparing how communities meet their needs
I can compare how communities around the world meet their needs.
Skill 2.1
Adapting to location and climate
I can describe how communities adapt to their location and climate.
Skill 2.2
Sustainability and our environment
I can explain why sustainability matters and the effects of our actions.
Skill 2.3
Mapping the World
Showing the world on maps and globes
I can show that the world can be represented in different ways.
Skill 2.4
Continents, oceans, and hemispheres
I can identify continents, oceans, the equator, poles, and hemispheres.
Skill 2.5
Cardinal directions
I can use cardinal directions to locate places on a map.
Skill 2.6
How location affects climate
I can describe how a place's location affects its climate.
Skill 2.7
Reading location and climate from maps
I can find location and climate information from photographs and maps.
Skill 2.8
Meeting basic human needs around the world
I can identify basic human needs and how people around the world meet them.
Skill 2.9
Describing communities around the world
I can describe a world community's features, wildlife, and culture.
Skill 2.10
Comparing my community with a distant one
I can compare my community with one in a different region of the world.
Skill 2.11
The official wording · 11 outcomes
- 2.1
- compare selected communities from around the world, including their own community, in terms of the lifestyles of people in those communities and some ways in which the people meet their needs
- 2.2
- describe some of the ways in which two or more distinct communities have adapted to their location, climate, and physical features
- 2.3
- demonstrate an understanding of the importance of sustainability in people’s interrelationship with their natural environment and of some of the consequences of sustainable and/or non-sustainable actions
- 2.4
- demonstrate an understanding that there are a variety of countries, continents, physical features, and bodies of water around the world and that their locations can be represented in different ways
- 2.5
- identify continents, significant bodies of water, the equator, poles, and hemispheres, using a globe, print, digital, or interactive maps, and/or a mapping program
- 2.6
- identify cardinal directions on a map and use these directions when locating selected communities, countries, and/or continents
- 2.7
- identify the location of selected countries, cities, and/or towns around the world, including at least one contemporary First Nation, Métis, or Inuit community, and describe how their location and climate are related
- 2.8
- demonstrate the ability to extract information on the location and climate of a region from photographs and print, digital, and/or interactive maps
- 2.9
- identify basic human needs and describe some ways in which people in communities around the world meet these needs
- 2.10
- describe selected communities around the world, including at least one contemporary First Nation, Métis, or Inuit community, with reference to their major physical features, wildlife, and some aspects of their culture
- 2.11
- describe similarities and differences between their community and a community in a different region in the world
Key ideas
Communities around the world have different lifestyles.
The world has many countries, continents, physical features, and bodies of water.
People meet their needs in different ways depending on where they live.
Their locations can be shown with globes, maps, and mapping programs.
Communities adapt to their location, climate, and physical features.
Watch out for
- Thinking everyone meets needs the same way.
- Thinking a map and a globe show different worlds.
- Not connecting lifestyle to place.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Ontario’s own curriculum for Social Studies, Grade 2.
Textbooks
The textbooks Ontario Ministry of Education lists for Social Studies, Grade 2:
- D2L Ontario Social Studies 2
From the Trillium List, read October 27, 2026. ontario.ca
Study it in MapleMind
MapleMind teaches Social Studies, Grade 2 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.


Course Companion
Your year in one workbook
A fun way to keep Social Studies, Grade 2 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 22
- Fillable fields
- 1,187
- Price
- $4.99
Questions about Social Studies, Grade 2
What is Social Studies, Grade 2?
Ontario’s Grade 2 social studies course: 2 units and 22 skills, from Heritage and Identity: Changing Family and Community Traditions to People and Environment: Global Communities.
What units are in Social Studies, Grade 2?
1. Heritage and Identity: Changing Family and Community Traditions and 2. People and Environment: Global Communities.
Is there a provincial exam for Social Studies, Grade 2?
No. Ontario gives no provincial exam for Social Studies, Grade 2.
What textbook does Social Studies, Grade 2 use?
The textbooks Ontario Ministry of Education lists for Social Studies, Grade 2: D2L Ontario Social Studies 2, D2L Corporation.
What comes after Social Studies, Grade 2?
Social Studies, Grade 3.
Can MapleMind help with Social Studies, Grade 2?
Yes. MapleMind teaches every skill of Social Studies, Grade 2, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.