What does social studies cover this year?

Students learn about people who shaped this state, the five land regions and three major rivers, the Creek and Cherokee, and how government and money work. The year mixes history, geography, civics, and basic economics so students start to see how these connect.

Who are the historical figures students should know?

Students learn about James Oglethorpe, Tomochichi, Mary Musgrove, Sequoyah, Jackie Robinson, Martin Luther King Jr., Juliette Gordon Low, and Jimmy Carter. The focus is on what each person did and the character traits they showed, such as honesty, courage, and compassion.

How can families help with history at home?

Read a short picture book or watch a kid-friendly video about one figure, then ask students to tell the story back in their own words. Linking each person to a place on a state map helps the names stick.

How should the year be sequenced?

A common path starts with map skills and the five regions, then layers in the Creek and Cherokee, then moves through the historical figures in rough chronological order. Civics and economics work well as shorter units woven between the longer history blocks.

What usually needs the most reteaching?

The five regions and the three major rivers tend to blur together, and students often confuse the roles of mayor, governor, and president. Repeated map work and a simple chart of who leads what, and from where, help these stick.

How can families practice geography at home?

Keep a state map on the fridge and find the region where students live, then locate places connected to a figure students just studied. Pointing out the Savannah, Flint, and Chattahoochee rivers a few times a month is enough.

How do students learn about money and choices?

Students learn that people cannot have everything, so every choice gives something up. At home, let students pick between two small items with a set amount of money, then talk about what they chose and what they gave up.

What does mastery look like by the end of the year?

Students can name each historical figure and one thing that person did, point to the five regions and three rivers on a map, explain why rules and laws matter, and describe a simple trade-off between saving and spending.

How does this prepare students for next year?

Next year shifts to studying other parts of the country, so a solid grasp of regions, map reading, and the basic roles of leaders gives students a foundation to build on. The economics ideas also carry forward into more detailed work on producers and consumers.

What does a student learn in ?

This is the year social studies zooms in on Georgia itself. Students meet the people who shaped the state, from Oglethorpe and Tomochichi to Jackie Robinson and Jimmy Carter, and they learn how the Creek and Cherokee lived on this land long before. Students locate Georgia's mountains, plains, and major rivers on a map, and they start to understand why people save money instead of spending every penny. By spring, they can name Georgia's regions and explain why a mayor, a governor, and a president each have different jobs.

Illustration of what students learn in Grade 2 Social Studies

Georgia history
Creek and Cherokee
Georgia regions
Maps and rivers
Famous Georgians
Government leaders
Saving and spending

Source: Georgia Georgia Standards of Excellence

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
Georgia's land and regions
Students start the year mapping their home state. They find Georgia's mountains, hills, plains, and coast, and trace the Savannah, Flint, and Chattahoochee rivers on a map.
2
Creek and Cherokee life
Students learn how the Creek and Cherokee lived in Georgia long ago, including the homes they built, the clothes they wore, and the work they did. They compare that life with daily life in Georgia today.
3
People who shaped Georgia
Students meet figures from Georgia's past, from Oglethorpe and Tomochichi to Sequoyah, Jackie Robinson, Martin Luther King Jr., Juliette Gordon Low, and Jimmy Carter. They look at where each person lived and the good they did for others.
4
Rules, leaders, and government
Students talk about why families, classrooms, and towns need rules. They learn who the president, governor, and mayor are, and where each one works.
5
Choices, money, and trade
Students see that no one can have everything, so people pick what matters most. They practice why money makes buying easier than trading one thing for another, and they weigh saving against spending.

Mastery Learning Standards

The required skills a student should display by the end of Grade 2.

Historical Understandings

Describe the lives and contributions of historical figures in Georgia…

SS2H1

Students learn about real people who shaped Georgia's history, from James Oglethorpe helping found the colony to Martin Luther King, Jr. fighting for civil rights. They study what each person did and why it still matters.
Describe the Georgia Creek and Cherokee cultures of the past in terms of tools…

SS2H2

Students learn how the Creek and Cherokee peoples who lived in Georgia built their homes, made their clothing, used tools, and earned a living before European settlers arrived.
Compare and contrast the Georgia Creek and Cherokee cultures of the past to…

SS2H2.a

Students look at how the Creek and Cherokee peoples of Georgia lived long ago, including their homes, clothing, and work, then compare that to how Georgians live today.

Standard	Definition	Code
Describe the lives and contributions of historical figures in Georgia…	Students learn about real people who shaped Georgia's history, from James Oglethorpe helping found the colony to Martin Luther King, Jr. fighting for civil rights. They study what each person did and why it still matters.	SS2H1
Describe the Georgia Creek and Cherokee cultures of the past in terms of tools…	Students learn how the Creek and Cherokee peoples who lived in Georgia built their homes, made their clothing, used tools, and earned a living before European settlers arrived.	SS2H2
Compare and contrast the Georgia Creek and Cherokee cultures of the past to…	Students look at how the Creek and Cherokee peoples of Georgia lived long ago, including their homes, clothing, and work, then compare that to how Georgians live today.	SS2H2.a

Historical Understandings

Describe the lives and contributions of historical figures in Georgia…

SS2H1

Students learn about real people who shaped Georgia's history, from James Oglethorpe helping found the colony to Martin Luther King, Jr. fighting for civil rights. They study what each person did and why it still matters.
Describe the Georgia Creek and Cherokee cultures of the past in terms of tools…

SS2H2

Students learn how the Creek and Cherokee peoples who lived in Georgia built their homes, made their clothing, used tools, and earned a living before European settlers arrived.
Compare and contrast the Georgia Creek and Cherokee cultures of the past to…

SS2H2.a

Students look at how the Creek and Cherokee peoples of Georgia lived long ago, including their homes, clothing, and work, then compare that to how Georgians live today.

Standard	Definition	Code
Describe the lives and contributions of historical figures in Georgia…	Students learn about real people who shaped Georgia's history, from James Oglethorpe helping found the colony to Martin Luther King, Jr. fighting for civil rights. They study what each person did and why it still matters.	SS2H1
Describe the Georgia Creek and Cherokee cultures of the past in terms of tools…	Students learn how the Creek and Cherokee peoples who lived in Georgia built their homes, made their clothing, used tools, and earned a living before European settlers arrived.	SS2H2
Compare and contrast the Georgia Creek and Cherokee cultures of the past to…	Students look at how the Creek and Cherokee peoples of Georgia lived long ago, including their homes, clothing, and work, then compare that to how Georgians live today.	SS2H2.a

Geographic Understandings

Locate and compare major topographical features of Georgia and describe how…

SS2G1

Students find mountains, rivers, and plains on a Georgia map, then explain how those landforms shape what the state's land actually looks like.
Locate and compare the geographic regions of Georgia

SS2G1.a

Georgia is divided into five land regions, each with its own shape and feel. Students learn where each region sits on a map and what makes it different from the others.
Locate on a physical map the major rivers

SS2G1.b

Students find the Savannah, Flint, and Chattahoochee rivers on a map of Georgia and learn where each one flows through the state.
Describe the cultural and geographic systems associated with the historical…

SS2G2

Students connect people from history to the places they lived and the traditions they carried. For each historical figure and Georgia's Creek and Cherokee peoples, students learn how location shaped daily life and culture.
Identify specific locations significant to the life and times of each historic…

SS2G2.a

Students find places on a map that mattered to historical figures like MLK Jr. or Sequoyah, and to the Creek and Cherokee peoples, such as the towns where they lived or the land they called home.
Describe how each historic figure and the Creek and Cherokee adapted to and…

SS2G2.b

Students learn how people in history shaped their daily lives around the land, weather, and natural resources around them. A farmer, a chief, or a whole community made choices about food, shelter, and work based on where they lived.
Describe how the region in which these historic figures lived affected their…

SS2G2.c

Students look at where a historical figure grew up (mountains, coast, farmland) and explain how that landscape shaped daily life. Then they compare that place to their own neighborhood or region.
Describe the regions in Georgia where the Creek and Cherokee lived and how the…

SS2G2.d

Students learn where the Creek and Cherokee people lived in Georgia and what the land around them looked like. They explore how each group used nearby rivers, forests, and soil to meet their needs.

Standard	Definition	Code
Locate and compare major topographical features of Georgia and describe how…	Students find mountains, rivers, and plains on a Georgia map, then explain how those landforms shape what the state's land actually looks like.	SS2G1
Locate and compare the geographic regions of Georgia	Georgia is divided into five land regions, each with its own shape and feel. Students learn where each region sits on a map and what makes it different from the others.	SS2G1.a
Locate on a physical map the major rivers	Students find the Savannah, Flint, and Chattahoochee rivers on a map of Georgia and learn where each one flows through the state.	SS2G1.b
Describe the cultural and geographic systems associated with the historical…	Students connect people from history to the places they lived and the traditions they carried. For each historical figure and Georgia's Creek and Cherokee peoples, students learn how location shaped daily life and culture.	SS2G2
Identify specific locations significant to the life and times of each historic…	Students find places on a map that mattered to historical figures like MLK Jr. or Sequoyah, and to the Creek and Cherokee peoples, such as the towns where they lived or the land they called home.	SS2G2.a
Describe how each historic figure and the Creek and Cherokee adapted to and…	Students learn how people in history shaped their daily lives around the land, weather, and natural resources around them. A farmer, a chief, or a whole community made choices about food, shelter, and work based on where they lived.	SS2G2.b
Describe how the region in which these historic figures lived affected their…	Students look at where a historical figure grew up (mountains, coast, farmland) and explain how that landscape shaped daily life. Then they compare that place to their own neighborhood or region.	SS2G2.c
Describe the regions in Georgia where the Creek and Cherokee lived and how the…	Students learn where the Creek and Cherokee people lived in Georgia and what the land around them looked like. They explore how each group used nearby rivers, forests, and soil to meet their needs.	SS2G2.d

Geographic Understandings

Locate and compare major topographical features of Georgia and describe how…

SS2G1

Students find mountains, rivers, and plains on a Georgia map, then explain how those landforms shape what the state's land actually looks like.
Locate and compare the geographic regions of Georgia

SS2G1.a

Georgia is divided into five land regions, each with its own shape and feel. Students learn where each region sits on a map and what makes it different from the others.
Locate on a physical map the major rivers

SS2G1.b

Students find the Savannah, Flint, and Chattahoochee rivers on a map of Georgia and learn where each one flows through the state.
Describe the cultural and geographic systems associated with the historical…

SS2G2

Students connect people from history to the places they lived and the traditions they carried. For each historical figure and Georgia's Creek and Cherokee peoples, students learn how location shaped daily life and culture.
Identify specific locations significant to the life and times of each historic…

SS2G2.a

Students find places on a map that mattered to historical figures like MLK Jr. or Sequoyah, and to the Creek and Cherokee peoples, such as the towns where they lived or the land they called home.
Describe how each historic figure and the Creek and Cherokee adapted to and…

SS2G2.b

Students learn how people in history shaped their daily lives around the land, weather, and natural resources around them. A farmer, a chief, or a whole community made choices about food, shelter, and work based on where they lived.
Describe how the region in which these historic figures lived affected their…

SS2G2.c

Students look at where a historical figure grew up (mountains, coast, farmland) and explain how that landscape shaped daily life. Then they compare that place to their own neighborhood or region.
Describe the regions in Georgia where the Creek and Cherokee lived and how the…

SS2G2.d

Students learn where the Creek and Cherokee people lived in Georgia and what the land around them looked like. They explore how each group used nearby rivers, forests, and soil to meet their needs.

Standard	Definition	Code
Locate and compare major topographical features of Georgia and describe how…	Students find mountains, rivers, and plains on a Georgia map, then explain how those landforms shape what the state's land actually looks like.	SS2G1
Locate and compare the geographic regions of Georgia	Georgia is divided into five land regions, each with its own shape and feel. Students learn where each region sits on a map and what makes it different from the others.	SS2G1.a
Locate on a physical map the major rivers	Students find the Savannah, Flint, and Chattahoochee rivers on a map of Georgia and learn where each one flows through the state.	SS2G1.b
Describe the cultural and geographic systems associated with the historical…	Students connect people from history to the places they lived and the traditions they carried. For each historical figure and Georgia's Creek and Cherokee peoples, students learn how location shaped daily life and culture.	SS2G2
Identify specific locations significant to the life and times of each historic…	Students find places on a map that mattered to historical figures like MLK Jr. or Sequoyah, and to the Creek and Cherokee peoples, such as the towns where they lived or the land they called home.	SS2G2.a
Describe how each historic figure and the Creek and Cherokee adapted to and…	Students learn how people in history shaped their daily lives around the land, weather, and natural resources around them. A farmer, a chief, or a whole community made choices about food, shelter, and work based on where they lived.	SS2G2.b
Describe how the region in which these historic figures lived affected their…	Students look at where a historical figure grew up (mountains, coast, farmland) and explain how that landscape shaped daily life. Then they compare that place to their own neighborhood or region.	SS2G2.c
Describe the regions in Georgia where the Creek and Cherokee lived and how the…	Students learn where the Creek and Cherokee people lived in Georgia and what the land around them looked like. They explore how each group used nearby rivers, forests, and soil to meet their needs.	SS2G2.d

Government/Civic Understandings

Define the concept of government and the need for rules and laws

SS2CG1

Students learn what a government is and why communities need rules and laws. They explore how rules protect people and keep daily life fair and orderly.
Identify the following elected officials of the executive branch and where they…

SS2CG2

Students learn who runs the country, the state, and the city. They match each leader (President, Governor, Mayor) to the building where that person works.
Give examples of how the historical figures in SS2H1 demonstrate positive…

SS2CG3

Students look at real historical figures and point to moments that show good character, like keeping a promise, treating others with respect, or showing patience in a hard situation.

Standard	Definition	Code
Define the concept of government and the need for rules and laws	Students learn what a government is and why communities need rules and laws. They explore how rules protect people and keep daily life fair and orderly.	SS2CG1
Identify the following elected officials of the executive branch and where they…	Students learn who runs the country, the state, and the city. They match each leader (President, Governor, Mayor) to the building where that person works.	SS2CG2
Give examples of how the historical figures in SS2H1 demonstrate positive…	Students look at real historical figures and point to moments that show good character, like keeping a promise, treating others with respect, or showing patience in a hard situation.	SS2CG3

Government/Civic Understandings

Define the concept of government and the need for rules and laws

SS2CG1

Students learn what a government is and why communities need rules and laws. They explore how rules protect people and keep daily life fair and orderly.
Identify the following elected officials of the executive branch and where they…

SS2CG2

Students learn who runs the country, the state, and the city. They match each leader (President, Governor, Mayor) to the building where that person works.
Give examples of how the historical figures in SS2H1 demonstrate positive…

SS2CG3

Students look at real historical figures and point to moments that show good character, like keeping a promise, treating others with respect, or showing patience in a hard situation.

Standard	Definition	Code
Define the concept of government and the need for rules and laws	Students learn what a government is and why communities need rules and laws. They explore how rules protect people and keep daily life fair and orderly.	SS2CG1
Identify the following elected officials of the executive branch and where they…	Students learn who runs the country, the state, and the city. They match each leader (President, Governor, Mayor) to the building where that person works.	SS2CG2
Give examples of how the historical figures in SS2H1 demonstrate positive…	Students look at real historical figures and point to moments that show good character, like keeping a promise, treating others with respect, or showing patience in a hard situation.	SS2CG3

Economic Understandings

Explain that because of scarcity, people must make choices that result in…

SS2E1

Scarcity means there isn't enough of something for everyone to have all they want. Students learn that choosing one thing means giving up another, and that what you give up is called the opportunity cost.
Identify some ways in which goods and services are allocated

SS2E2

Goods are things you can buy or touch; services are things people do for you. Students learn the different ways those things get distributed, like paying a price, waiting in line, or winning a contest.
Explain that people usually use money to obtain the goods and services they…

SS2E3

People buy things with money instead of trading other items directly. Students learn why paying with coins or dollars is simpler than swapping goods, and how that system helps buyers and sellers agree faster.
Describe the costs and benefits of personal saving and spending choices

SS2E4

Saving money means giving something up now to have more later. Students learn to weigh that trade-off against spending right away, and practice explaining why each choice has a cost and a benefit.

Standard	Definition	Code
Explain that because of scarcity, people must make choices that result in…	Scarcity means there isn't enough of something for everyone to have all they want. Students learn that choosing one thing means giving up another, and that what you give up is called the opportunity cost.	SS2E1
Identify some ways in which goods and services are allocated	Goods are things you can buy or touch; services are things people do for you. Students learn the different ways those things get distributed, like paying a price, waiting in line, or winning a contest.	SS2E2
Explain that people usually use money to obtain the goods and services they…	People buy things with money instead of trading other items directly. Students learn why paying with coins or dollars is simpler than swapping goods, and how that system helps buyers and sellers agree faster.	SS2E3
Describe the costs and benefits of personal saving and spending choices	Saving money means giving something up now to have more later. Students learn to weigh that trade-off against spending right away, and practice explaining why each choice has a cost and a benefit.	SS2E4

Economic Understandings

Explain that because of scarcity, people must make choices that result in…

SS2E1

Scarcity means there isn't enough of something for everyone to have all they want. Students learn that choosing one thing means giving up another, and that what you give up is called the opportunity cost.
Identify some ways in which goods and services are allocated

SS2E2

Goods are things you can buy or touch; services are things people do for you. Students learn the different ways those things get distributed, like paying a price, waiting in line, or winning a contest.
Explain that people usually use money to obtain the goods and services they…

SS2E3

People buy things with money instead of trading other items directly. Students learn why paying with coins or dollars is simpler than swapping goods, and how that system helps buyers and sellers agree faster.
Describe the costs and benefits of personal saving and spending choices

SS2E4

Saving money means giving something up now to have more later. Students learn to weigh that trade-off against spending right away, and practice explaining why each choice has a cost and a benefit.

Standard	Definition	Code
Explain that because of scarcity, people must make choices that result in…	Scarcity means there isn't enough of something for everyone to have all they want. Students learn that choosing one thing means giving up another, and that what you give up is called the opportunity cost.	SS2E1
Identify some ways in which goods and services are allocated	Goods are things you can buy or touch; services are things people do for you. Students learn the different ways those things get distributed, like paying a price, waiting in line, or winning a contest.	SS2E2
Explain that people usually use money to obtain the goods and services they…	People buy things with money instead of trading other items directly. Students learn why paying with coins or dollars is simpler than swapping goods, and how that system helps buyers and sellers agree faster.	SS2E3
Describe the costs and benefits of personal saving and spending choices	Saving money means giving something up now to have more later. Students learn to weigh that trade-off against spending right away, and practice explaining why each choice has a cost and a benefit.	SS2E4

No state assessments at this grade

Students take their next one in Grade 4.

National Monitoring

NAEP (National Assessment of Educational Progress)

Federally administered sample-based assessment in reading, mathematics, science, writing, and other subjects. NAEP results inform state-by-state comparisons rather than individual student or school accountability.

When given:: biennial in winter
Frequency:: every two years

Official source

Common Questions

What does social studies cover this year?
Students learn about people who shaped this state, the five land regions and three major rivers, the Creek and Cherokee, and how government and money work. The year mixes history, geography, civics, and basic economics so students start to see how these connect.
Who are the historical figures students should know?
Students learn about James Oglethorpe, Tomochichi, Mary Musgrove, Sequoyah, Jackie Robinson, Martin Luther King Jr., Juliette Gordon Low, and Jimmy Carter. The focus is on what each person did and the character traits they showed, such as honesty, courage, and compassion.
How can families help with history at home?
Read a short picture book or watch a kid-friendly video about one figure, then ask students to tell the story back in their own words. Linking each person to a place on a state map helps the names stick.
How should the year be sequenced?
A common path starts with map skills and the five regions, then layers in the Creek and Cherokee, then moves through the historical figures in rough chronological order. Civics and economics work well as shorter units woven between the longer history blocks.
What usually needs the most reteaching?
The five regions and the three major rivers tend to blur together, and students often confuse the roles of mayor, governor, and president. Repeated map work and a simple chart of who leads what, and from where, help these stick.
How can families practice geography at home?
Keep a state map on the fridge and find the region where students live, then locate places connected to a figure students just studied. Pointing out the Savannah, Flint, and Chattahoochee rivers a few times a month is enough.
How do students learn about money and choices?
Students learn that people cannot have everything, so every choice gives something up. At home, let students pick between two small items with a set amount of money, then talk about what they chose and what they gave up.
What does mastery look like by the end of the year?
Students can name each historical figure and one thing that person did, point to the five regions and three rivers on a map, explain why rules and laws matter, and describe a simple trade-off between saving and spending.
How does this prepare students for next year?
Next year shifts to studying other parts of the country, so a solid grasp of regions, map reading, and the basic roles of leaders gives students a foundation to build on. The economics ideas also carry forward into more detailed work on producers and consumers.