Grade Two
. Historical Understandings SS2H1 The student will read about and describe the lives of historical figures in Georgia history.
a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights).
b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).
SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.
a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.
b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today.
Geographic Understandings SS2G1 The student will locate major topographical features of Georgia and will describe how these features define Georgia’s surface.
a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau.
b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee, and Flint.
SS2G2 The student will describe the cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s Creeks and Cherokees.
a. Identify specific locations significant to the life and times of each historic figure on a political map.
b. Describe how place (physical and human characteristics) had an impact on the lives of each historic figure.
c. Describe how each historic figure adapted to and was influenced by his/her environment.
d. Trace examples of travel and movement of these historic figures and their ideas across time.
e. Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which the students live.
Government/Civic Understandings SS2CG1 The student will define the concept of government and the need for rules and laws. SS2CG2 The student will identify the roles of the following elected officials:
a. President (leader of our nation)
b. Governor (leader of our state)
c. Mayor (leader of a city)
SS2CG3 The student will give examples of how the historical figures under study demonstrate the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion.
SS2CG4 The student will demonstrate knowledge of the state and national capitol buildings by identifying them from pictures and capitals of the United States of America (Washington, D.C.) and the state of Georgia (Atlanta) by locating them on appropriate maps.
Economic Understandings SS2E1 The student will explain that because of scarcity, people must make choices and incur opportunity costs.
SS2E2 The student will identify ways in which goods and services are allocated (by price; majority rule; contests; force; sharing; lottery; command; first-come, first-served; personal characteristics; and others).
SS2E3 The student will explain that people usually use money to obtain the goods and services they want and explain how money makes trade easier than barter.
SS2E4 The student will describe the costs and benefits of personal spending and saving choices.
Social Studies Skills Matrices MAP AND GLOBE SKILLS GOAL: The student will use maps to retrieve social studies information. I: indicates when a skill is introduced in the standards and elements as part of the content D: indicates grade levels where the teacher must develop that skill using the appropriate content M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations A: indicates grade levels where students will continue to apply and improve mastered skills
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Map and Globe Skills |
K |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9-12 |
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1. use cardinal directions |
I |
M |
A |
A |
A |
A |
A |
A |
A |
A |
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2. use intermediate directions |
I |
M |
A |
A |
A |
A |
A |
A |
A |
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3. use a letter/number grid system to determine location |
I |
M |
A |
A |
A |
A |
A |
A |
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4. compare and contrast the categories of natural, cultural, and political features found on maps |
I |
M |
A |
A |
A |
A |
A |
A |
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5. use inch to inch map scale to determine distance on map |
I |
M |
A |
A |
A |
A |
A |
A |
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6. use map key/legend to acquire information from, historical, physical, political, resource, product and economic maps |
I |
D |
M |
A |
A |
A |
A |
A |
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7. use a map to explain impact of geography on historical and current events |
I |
D |
M |
A |
A |
A |
A |
A |
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8. draw conclusions and make generalizations based on information from maps |
I |
M |
A |
A |
A |
A |
A |
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9. use latitude and longitude to determine location |
I |
D |
D |
D |
M |
A |
A |
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10. use graphic scales to determine distances on a map |
I |
M |
A |
A |
A |
A |
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11. compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities |
I |
M |
A |
A |
A |
A |
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12. compare maps with data sets (charts, tables, graphs) and /or readings to draw conclusions and make generalizations |
I |
M |
A |
A |
A |
A |
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