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2nd Grade Social Studies Teaching & Learning Framework*

Q1 Q2 Q3 Q4
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
Launching Social Our Georgia Creek & Cherokee Georgia’s Juliette Gordon Jackie Robinson & Jimmy Carter Economic Choices
Studies (4 weeks) (6 weeks) Beginnings Low Martin Luther (5 weeks) (4 weeks)
(2 weeks) (6 weeks) (2 weeks) King, Jr.
(7 weeks)
What big ideas do we How does the world How are the Creek How did Georgia How did How did Jackie What has Jimmy How can I make the
see across history, around me affect and Cherokee become a successful Juliette Gordon Low Robinson and Martin Carter done to help best economic
geography, how I live? cultures of the past colony? make a difference? Luther King influence our country and choices?
government, and similar to and civil rights? other countries?
economics? different from our
lives today?
Map & Globe Skills: 1-4, 6-7
Information Processing Skills: 1-10
Connecting Themes &
Enduring GEORAPHIC UNDERSTANDINGS - Location
Understanding
SS2G1 Locate and SS2G2 Describe SS2G2 Describe the SS2G2 Describe the SS2G2 Describe the SS2G2 Describe the
Location compare major cultural and cultural and cultural and cultural and cultural and
topographical features geographic systems geographic systems geographic systems geographic systems geographic systems
of Georgia and associated with the associated with the associated with the associated with the associated with the
Time, Change, &
describe how these historical figures in historical figures in historical figures in historical figures in historical figures in
Continuity
features define SS2H1 and Georgia’s SS2H1 (James SS2H1 (Juliette Gordon SS2H1 (Jackie SS2H1 (Jimmy
Georgian’s surface. Creek and Cherokee in Oglethorpe, Low) Robinson and Martin Carter)
Individuals, Groups, a. Locate and compare SS2H2 Tomochichi, and Mary a. Identify specific Luther King, Jr.)
& Institutions a. Identify specific
the geographic regions a. Identify specific Musgrove) locations significant to a. Identify specific
locations significant
of Georgia: Blue Ridge locations significant to a. Identify specific the life and times of locations significant to
Distribution of Mountains, Piedmont, the life and times of locations significant to each historical figure the life and times of
to the life and times
Power Ridge and Valley, each historic figure the life and times of (Juliette Gordon Low) each historical figure of each historical
Appalachian Plateau, (Sequoyah), and the each historical figure b. Describe how each (Jackie Robinson and figure (Jimmy
and Coastal Plains. Creek and Cherokee, (James Oglethorpe, historical figure Martin Luther King, Jr.) Carter)
Scarcity
(assess) on a political or Tomochichi, and Mary (Juliette Gordon Low) b. Describe how each b. Describe how
b. Locate on a physical physical map. Musgrove) adapted to and were historical figure (Jackie each historical figure
Production,
map the major rivers: b. Describe how each b. Describe how each influenced by their Robinson and Martin (Jimmy Carter)
Distribution, &
Savanah, Flint, and historical figure and historical figure environments. (assess) Luther King, Jr.) adapted to and were
Consumption Chattahoochee the Creek and adapted to and were c. Describe how the adapted to and were influenced by their
(assess) Cherokee adapted to influenced by their region in which these influenced by their environments.
(Introduced Q1 & and were influenced environments. (assess) historic figures environments. (assess) (assess)
developed by their environments. c. Describe how the (Juliette Gordon Low) c. Describe how the c. Describe how the
throughout the year.) (assess Q2) region in which these lived affected their region in which these region in which
c. Describe how the historic figures lived lives and compare historic figures (Jackie these historic figures
region in which these affected their lives and these regions to the Robinson and Martin (Jimmy Carter) lived
historic figures lived compare these regions region in which Luther King, Jr.) lived affected their lives
(Sequoyah) affected to the region in which students live. affected their lives and
and compare these
their lives and students live. compare these regions
regions to the region
compare these regions
*This framework is intended as a guide and is flexible to meet the needs of local schools and students. updated May 18
to the region in which to the region in which in which students
students live. students live. live.
d. Describe the regions
in Georgia where the
Creek and Cherokee
lived and how the
people used their local
resources.
HISTORICAL UNDERSTANDINGS - Time, Change, & Continuity; Individuals, Groups, & Institutions
SS2H2 Describe the SS2H1 Describe the SS2H1 Describe the SS2H1 Describe the SS2H1 Describe the SS2H1 Describe the
Georgia Creek and lives and contributions lives and contributions lives and contributions lives and contributions lives and
Cherokee cultures of of historical figures in of historical figures in of historical figures in of historical figures in contributions of
the past in terms of Georgia history. Georgia history. Georgia history. Georgia history. historical figures in
tools, clothing, homes, b. Sequoyah a. James Oglethorpe, e. Juliette Gordon Low c. Jackie Robinson Georgia history.
ways of making a (development of a Tomochichi, and Mary (Girl Scouts and (sportsmanship and f. Jimmy Carter
living, and Cherokee alphabet) Musgrove (founding of leadership) (assess) civil rights) (assess) (leadership and
accomplishments. (assess Q2) Georgia) (assess) d. Martin Luther King, human rights)
a. Compare and SS2H2 Describe the Jr. (civil rights) (assess) (assess)
contrast the Georgia Georgia Creek and
Creek and Cherokee Cherokee cultures of
cultures of the past to the past in terms of
those of Georgians tools, clothing, homes,
today. ways of making a
living, and
accomplishments.
a. Compare and
contrast the Georgia
Creek and Cherokee
cultures of the past to
those of Georgians
today. (assess Q2)
GOVERNMENT/CIVIC UNDERSTANDINGS – Distribution of Power
SS2CG1 Define the SS2CG1 Define the SS2CG1 Define the SS2CG1 Define the SS2CG1 Define the SS2CG1 Define the
concept of concept of concept of concept of concept of concept of
government and the government and the government and the government and the government and the government and the
need for rules and need for rules and need for rules and need for rules and need for rules and need for rules and
laws (assess) laws (cont. to apply) laws (cont. to apply) laws (cont. to apply) laws (cont. to apply) laws (cont. to apply)
SS2CG2 Identify the SS2CG3 Give examples SS2CG3 Give examples SS2CG3 Give examples SS2CG3 Give examples SS2CG2 Identify the
following elected of how Sequoyah of how James of how Juliette Gordon of how Jackie following elected
officials of the demonstrated positive Oglethorpe, Low demonstrated Robinson and Martin officials of the
executive branch and citizenship traits such Tomochichi, and Mary positive citizenship Luther King, Jr. executive branch and
where they work: as: honesty, Musgrove traits such as: honesty, demonstrated where they work:
a. President (leader of dependability, demonstrated dependability, positive citizenship a. President (leader of
our nation) and trustworthiness, positive citizenship trustworthiness, traits such as: honesty, our nation) and
Washington, D.C. – honor, civility, good traits such as: honesty, honor, civility, good dependability, Washington, D.C. –
White House (assess) sportsmanship, dependability, sportsmanship, trustworthiness, White House (cont. to
b. Governor (leader of patience, and trustworthiness, patience, and honor, civility, good apply)
our state) and Atlanta, compassion. (assess honor, civility, good compassion. (assess) sportsmanship, b. Governor (leader
Q2) sportsmanship, of our state) and
*This framework is intended as a guide and is flexible to meet the needs of local schools and students. updated May 18
GA – State Capitol patience, and patience, and Atlanta, GA – State
Building (assess) compassion. (assess compassion. Capitol Building (cont.
c. Mayor (leader in a Q2) (assess) to apply)
city) and city hall c. Mayor (leader in a
(assess) city) and city hall
(cont. to apply)
SS2CG3 Give
examples of how the
Jimmy Carter
demonstrates
positive citizenship
traits such as:
honesty,
dependability,
trustworthiness,
honor, civility, good
sportsmanship,
patience, and
compassion. (assess)
ECONOMIC UNDERSTANDINGS – Scarcity; Production, Distribution, & Consumption
SS2E1 Explain that
because of scarcity,
people must make
choices that result in
opportunity costs.
(assess)
SS2E2 Identify some
ways in which goods
and services are
allocated (such as:
price, majority rule,
contests, force, sharing,
lottery, authority, first-
come-first-served, and
personal
characteristics).
SS2E3 Explain that
people usually use
money to obtain the
goods and services they
want and explain how
money makes trade
easier than barter.
(assess)
SS2E4 Describe costs
and benefits of
personal saving and
spending choices.
(assess)
*This framework is intended as a guide and is flexible to meet the needs of local schools and students. updated May 18
Map & Globe Skills

1. use a compass rose to identify cardinal directions


2. use intermediate directions
3. use a letter/number grid system to determine location
4. compare and contrast the categories of natural, cultural, and political features found on maps
6. use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps
7. use a map to explain impact of geography on historical and current events

Information Processing Skills

1. compare similarities and differences


2. organize items chronologically
3. identify issues and/or problems and alternative solutions
4. distinguish between fact and opinion
5. identify main idea, detail, sequence of events, and cause and effect in a social studies context
6. identify and use primary and secondary sources
7. interpret timelines, charts, and tables
8. identify social studies reference resources to use for a specific purpose
9. construct charts and tables
10. analyze artifacts

*This framework is intended as a guide and is flexible to meet the needs of local schools and students. updated May 18

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