Troup County School System
Social Studies Curriculum Map
Second Grade – Fourth Quarter
Each underlined standard/element is a direct link to formative assessment examples.
Jimmy Carter / Government
Informational Process Skills:
1.
Compare similarities and differences
2. Organize items chronologically
3. Identify issues and/or problems and alternative solutions
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
8. Identify social studies reference resources to use for a specific purpose
9. Construct charts and graphs
10. Analyze artifacts
Map Skills:
1.
2.
3.
4.
Use cardinal directions
Use intermediate directions
Use a letter/number grid system to determine location
Compare and contrast the categories of natural, cultural,
and political features found on maps
5. Use inch to inch map scale to determine distance on map
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
Jimmy Carter (H1, CG3, G2) – about 12 days
GPS Standards
Know
Understand
SS2H1 The student will read about
and describe the lives of historical
figures in Georgia history.
SS2H1,
CG3, G2
SS2H1, CG3,
G2
Theme:Individuals,
Groups, and Institutions
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).
Jimmy
Carter
How has
Jimmy
Carter
helped
make life
better for
people in
our state?
Be Able to
Students will be
able to tell who
Jimmy Carter was
and what he did.
(president, Nobel
peace prize,
Habitat for
Humanity) (DOK 1)
Students will
compare and
contrast Jimmy
Carter’s life to our
life today. (DOK 2)
System Resources
SS2H1, CG3, G2
Activators
Make an anchor chart on Jimmy Carter that lists his
accomplishments, his childhood experiences, his career as a
leader, and why he’s important to Georgia.
Instructional Resources:
H1 Historical Figures - Interactive Social Studies Notebook
Make a KWL chart about Jimmy Carter
Jimmy Carter - flipchart
Jimmy Carter – mobile (items to make a mobile)
Jimmy Carter – Mini Book
Georgia Experience:
● Pages 70 - 78
● Blackline Masters 6
● Overhead Transparency 4
Resources continued on the next page
Troup County Schools 2015-2006
2nd Grade Social Studies Map
Fourth Quarter
1
Jimmy Carter - continued
GPS Standards
SS2H1, CG3, G2
Theme:Time, Change, and
Continuity
b. Describe how everyday life of these
historical figures (Jimmy Carter) is similar to and
different from everyday life in the present
(food, clothing, homes, transportation,
communication, recreation, rights, and
freedoms)
SS2CG3 - The students will give examples of
how the historical figures under study (Jimmy
Carter) demonstrate the positive citizenship
traits of honesty, dependability, liberty,
trustworthiness, honor, civility, good
sportsmanship, patience, and compassion.
Theme:Location
SS2G2 – The student will describe the cultural
and geographic systems associated with the
historical figures in SS2H1 (Jimmy Carter)
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 historical 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
students live.
Know
Understand
Be Able to
System Resources
SS2H1, CG3, G2
Similar
Different
Communication
Recreation
Rights
Freedoms
Compassion
Honesty
Patience
SS2H1, CG3, G2
The student will be
able to compare and
contrast their life to
the life of Jimmy
Carter) (DOK 2)
SS2H1, CG3, G2
Geographic
Locations
Characteristics
Adapt
Environment
Ideas
Travel
Movement
How is Jimmy Carter’s life
the same as and
different from life of
people in Georgia
today?
How did Jimmy Carter
show positive character
traits?
What locations were
specific to the life of
Jimmy Carter?
How were decisions
made by Jimmy Carter
connected to where he
lived?
How did Jimmy Carter
adapt to his
environment?
How have Jimmy Carter’s
travels had an impact on
ideas across time?
The student will be
able to give
examples of how
Jimmy Carter
displayed positive
character traits.(DOK
1)
The student will be
able to show how
growing up on a farm
had an impact on
Jimmy Carter’s life.
(DOK 2)
The student will be
able to prove how
Jimmy Carter’s travels
as a governor and
president influenced
his ideas for world
peace. (DOK 4)
Jimmy Carter – character
traits and accomplishments
graphic organizer
Jimmy Carter - geography
Click here for other lessons
and resources
How were decisions
made by Jimmy Carter
connected to where he
lived?
Troup County Schools 2015-2006
2nd Grade Social Studies Map
Fourth Quarter
2
State and National Government – about 12 days
GPS Standards
Know
Understand
SS2CG2
SS2CG2
SS2CG2
Theme:Distribution of
Power
SS2CG2 Students will identify the
roles of the following elected
officials:
a. President (leader of our
nation)
President
Governor
Mayor
Nation
State
Elected officials
b. Governor (leader of our state)
c. Mayor (leader of our city)
SS2CG4
Theme:Distribution of
Power
SS2CG4 Students 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.
(Recognize and locate)
SS2CG4
Capitols
Maps
How do the
president,
governor, and
mayor provide
leadership?
Compare and
contrast the
similarities and
differences in
these leaders?
SS2CG4
How are the
capital cities of
the United States
and Georgia
alike and
different?
Be Able to
System Resources
SS2CG2
Activators:
The student will
identify the roles
of our elected
officials. (DOK 1)
The student will
differentiate
between the roles
of the mayor,
governor, and
president. (DOK
3)
The student will
be able to
identify Atlanta
and Washington
D.C. on a map
and distinguish
the difference in
the state and
national capitals.
(DOK 2)
As a class, create an anchor chart as to what the students
already know about the mayor, governor, and president.
Instructional Resources
Our Leaders – flipchart
Our Leaders – mobile activity
Distribution of Power – flipbook
Role of President, Governor, Mayor - activity
Compare and Contrast President, Governor, Mayor –
graphic organizer
Roles of elected officials – trading cards
Who I Want to Be – activity
Georgia Experience:
● Page 81
● Blackline Masters 15
Discovery Education:
● The Executive Branch (0:56)
● Everyday Leaders (4:40)
SS2CG4
State and National Capitol Building and Capital Cities –
flipchart
Georgia Experience:
● Pages 82 - 83
● Blackline Masters 17 and 18
● Overhead Transparency 10
Reading A-Z:
● Capitol Building (Picture Card)
Click here for other lessons and resources
Troup County Schools 2015-2006
2nd Grade Social Studies Map
Fourth Quarter
3
Review
Historical Understandings
GPS Standards
System Resources
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.
Georgia Historical Figures – review flipchart
Jeopardy Review - 2nd grade Social Studies
2nd Grade Jeopardy
James Oglethorpe - video
Mary Musgrove - video
Tomochichi – video
Martin Luther King, Jr. - video
Civic / Government Understandings
GPS Standards
System Resources
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)
Government Jeopardy
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.
Troup County Schools 2015-2006
2nd Grade Social Studies Map
Fourth Quarter
4
Geographic Understandings
GPS Standards
System Resources
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.
Georgia’s Regions – information about each region
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.
5 Regions and Major Rivers of Georgia - video
Regions of Georgia – flipchart
Regions of Georgia – PowerPoint
Economic Understandings
GPS Standards
System Resources
SS2E1 The student will explain that because of scarcity, people must make choices and
incur opportunity costs.
Making Economic Choices
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).
Barter or Trading – How does it work? - video
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.
Troup County Schools 2015-2006
2nd Grade Social Studies Map
Fourth Quarter
5