Bibb County 8th Grade Social Studies
Instructional Timeline 2009-2010
Dates / Standards Met / Essential Question / Activities/Resources / Common Assessments
Week 1
Thursday
Friday
Week 2, August 10-14
No standards for unit 1 – This unit introduces connecting themes / What are examples of Conflict and Change?
Why is location important?
How does movement/migration affect society and cultures? / Topics – Conflict and Change, Location, and Movement/.Migration
Discuss the topics using various time periods in Georgia history to make the themes relevant. / Connecting Themes Interactive Museum Walk at end of unit 1
No standards for unit 1 – This unit introduces connecting themes / How can Individuals, Groups, and Institutions influence history?
What is an example of how Production, Distribution, Consumption works?
How would Technological Innovation impact history? / Topics- Individuals, Groups, and Institutions, Production, Distribution, and Consumption, and Technological Innovation
Discuss the topics using various time periods in Georgia history to make the themes relevant. / Connecting Themes Interactive Museum Walk at end of unit 1
No standards for unit 1 – This unit introduces connecting themes / How does Rule of Law influence you life?
How does Governance affect you?
What is Distribution of Power and give an example / Topics- Rule of Law, Governance, and Distribution of Power.
Discuss the topics using various time periods in Georgia history to make the themes relevant.
H.W. Create a poster to demonstrate one of the themes we have discussed. / Using the newspaper, or other news source, while working in groups, have students find examples of the themes.
Week 3, August 17-21
SS8G1 The student will describe Georgia with regard to physical features and location. / Where in the world is Georgia? Locate Georgia in relation to region, nation, continent, and hemisphere.
Describe the 5 regions of Georgia. / Theme: Location
Work on mapping project or
Create play-dough map of Georgia. (You can also buy Play Doh.)
http://www.col-ed.org/cur/sst/sst221.txt
Create a brochure for the different regions of Georgia
(See final page for web citation)
Video on the physical regions of Georgia
Citation
Georgia Stories 101: Geographic Environment of Georgia
(The Land and Fossils, The Geology of Georgia, The Okefenokee Swamp), The. GPB Education
(2001). Retrieved June 10, 2009, from
Discovery Education: http://streaming.discoveryeducation.com/ / After completion of state map, students will locate and label physiographic regions and list reasons how these could benefit the citizens of Georgia.
What are some of the physical features of Georgia?
Explain the importance if key physical features on the development of Georgia. / Theme: Location
Work on mapping project or
Create play-dough map of Georgia
Video on the physical regions of Georgia
Week 4, August 24-28
SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.
a. Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact. / What caused the early prehistoric societies to migrate and once they stopped their nomadic existence, how did their society change?
With what European countries and/ or individuals did the Mississippian Culture come in contact? / Theme : Location, Movement/Migration
Power point on Native American cultures
Create a flip chart on the different Native American cultures
Video on Early Native American cultures
Begin Native American project
SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.
b. Evaluate the impact of European contact on Native American cultures; include Spanish missions along the barrier island, and the exploration of Hernando DeSoto / What were the reasons for European exploration and settlement?
What was the impact of the Europeans on Native American culture? / Power point on explorers
Create a graphic organizer on the different explorers.
Brain pop on explorers
SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.
c. Explain reasons for European exploration and settlement of North American, with emphasis on the interests of the French, Spanish, and British in the southeastern area. / What is the 3 G’s and how did that impact exploration and settlements?
What prompted these countries to explore, claim, and settle these new lands? / Skills packet on explorers and regions
DBQ on explorers
Explorer magazine
Play the barter game
Week 5, August 31-Sept 4
SS8H2 The student will analyze the colonial periods of Georgia’s history.
a. Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city of Savannah. / What goods/services did the early colony of Georgia attempt to produce?
What persons were instrumental in the establishment of the Georgia colony and why? / Theme- movement/ migration, conflict and change, and groups and individuals
Focus Lesson 1
Map Skills
Power point on Unit 3
Packing List for coming to the New world
SS8H2 The student will analyze the colonial periods of Georgia’s history.
b. Evaluate the Trustee period of Georgia’s colonial history, emphasizing the role of the Salzburgers, Highland Scots, malcontents, and the Spanish threat from Florida. / Which cultural groups affected the Georgia colony and what were their contributions?
Other than, James Oglethorpe, what other individuals influenced the Georgia colonial society? / Theme- movement/ migration, conflict and change, and groups and individuals
Focus Lesson 1
Map Skills
Power point on Unit 3
Packing List for coming to the New world / Design a Recruitment Poster. (See sample performance task, Unit 3 Framework website with rubric.)
Week 6, September 8-11
SS8H2 The student will analyze the colonial periods of Georgia’s history.
c. Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governors. / How did Georgia become a Royal colony and what effect did this event have on colonists? / Fill in the Georgia: from Trustee Colony to Royal Colony (blackline masters)
Presentation on Barrier Islands
Graphic Organizer / Colonial Application: Student to design an application to be used to become a colonist.
SS8H3 The student will analyze the role of Georgia in the American Revolution.
a. Explain the immediate and long term causes of the American Revolution and their impact on Georgia: include the French and Indian War, Proclamation of 1763, Stamp Act, Intolerable Acts, and the Declaration of Independence. / What were the causes both immediate and long term of the American Revolution against England? / Create flip chart on the tax acts that led to the Revolution.
Create thinking map on GA’s colonists in the Revolution. / Write a letter to King George arguing against oppressive laws and analyze each others letters.
Week 7, September 14-18
SS8H3 The student will analyze the role of Georgia in the American Revolution.
a. Explain the immediate and long term causes of the American Revolution and their impact on Georgia: include the French and Indian War, Proclamation of 1763, Stamp Act, Intolerable Acts, and the Declaration of Independence. / How was Georgia’s economy impacted before, during, and after the Revolutionary War? / Analyze and interpret political cartoons
Watch Brainpop on American Revolution.
CRCT prep book on American Revolution
SS8H3 The student will analyze the role of Georgia in the American Revolution.
b. Analyze the significance of people and events in GA on the Revolutionary War: include loyalists, patriots, Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett, Lymon Hall, George Walton, Battle of Kettle Creek, and the Seige of Savannh. / What was the significance of Georgia and its colonists in conflict?
How did past experience of the patriots with England’s monarchy influence their decisions regarding a new form of government?
What persons/groups/events were significant to the development of the new government and how? / Show movie 1776.
Complete Guided Watching Activity.
Graphic organizer on individuals from Georgia. / Design an American Revolution children’s book.
SS8H4- The student will describe the impact of events that led to the ratification of the United States Constitution and Bill of Rights.
a. Analyze the strengths and weakness of both the Georgia Constitution of 1777 and the Articles of Confederation and explain how weakenesses of the Articles of Confederation led to a need to revise the Articles.
b. Describe the role of Georgia at the Constitutional Convention of 1787; include the role of Abraham Baldwin and William Few, and reasons why Georgia ratified the new Constitution. / How did the new government assure citizens that it would not impose the oppression of the last monarchy?
What are the strengths and weakness of the Articles of Confederation and why was the decision made to write a new document?
What were the strengths and weaknesses of the Georgia Constitution of 1777 and how were those weaknesses addressed?
What role did Georgia play at the Constitutional Convention of 1787 and how did Abraham Baldwin and William Few influence Georgia’s role? / Read the Declaration of Independence and make a list of the complaints.
Rank the complaints in order of most damaging to colonists to least damaging, explain ranking choices.
Complete matching activity of significant people and events of the American Revolution and Constitution. (Blackline masters.)
Week 8, September 21-25
SS8H4- The student will describe the impact of events that led to the ratification of the United States Constitution and Bill of Rights.
a. Analyze the strengths and weakness of both the Georgia Constitution of 1777 and the Articles of Confederation and explain how weakenesses of the Articles of Confederation led to a need to revise the Articles.
b. Describe the role of Georgia at the Constitutional Convention of 1787; include the role of Abraham Baldwin and William Few, and reasons why Georgia ratified the new Constitution. / What is the basic structure of Georgia’s constitution and how does it protect the separation of powers?
What are the rights of American citizens and what responsibilities accompany these basic rights of citizenship?
What are the requirements to vote in Georgia? / Complete “I am a Georgia Citizen” activity. (Blackline master)
Complete Guided Reading. (Blackline master)
Students create presentation on rights and responsibilities of American citizenship.
Students will complete illustrated Bill of Rights.
Lesson Plans on the BoR:
http://www.uen.org/Lessonplan/
preview.cgi?LPid=533
(you will have to copy and paste both lines into address bar)
http://www.education-world.com/a_tsl/archives/04-1/lesson012.shtml
http://government.mrdonn.org/
billofrights.htmo
Video: Future Fright
Citation
Future Fright: Losing the Bill of Rights. Aims Multimedia
(1998). Retrieved June 15, 2009, from
Discovery Education: http://streaming.discoveryeducation.com/
SS8H5- The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840.
a. Explain the establishment of the University of Georgia, Louisville, and the spread of the Baptist and Methodist churches.
b. Evaluate the impact of land policies pursued by Georgia; include the headright system, land lotteries, and the Yazoo Land Fraud. / What role did the establishment of the University of Georgia, Louisville, and the spread of the Baptists and Methodists church play in Georgia’s growth?
What are the differences between the headright system and the land lottery systems of land distribution and how did each impact the growth of Georgia?
What was the Yazoo Land Fraud and how did it change Georgia’s boundaries? / Create an illustrated time line of 1789 to 1840.
Graphic Organizer comparing the Georgia land policies.
Flow chart of affect on Georgia’s growth of the establishment of the University of Georgia, Louisville, and the spread of the churches.
Color outline map for the different boundaries of Georgia.
Week 9, September 28-October 2
SS8H5- The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840.
c. Explain how technological developments including the cotton gin and railroads had impact on Georgia’s growth.
d. Analyze the events that led to the removal of the Creeks and Cherokee; include the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlonega Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears. / How did the Creeks and Cherokees try to avoid conflict with the settlers?
How did the invention of the cotton gin impact Georgia’s economy and population?
How did the growth of railroads influence Georgia’s growth? / Create a timeline of events that led up to the removal of the Cherokee and Creek Indians from Georgia.
Write an essay, or newspaper article, explaining the Trail of Tears.
Complete the chart “Technology in Georgia”. (Blackline masters)
SS8CGI- The student will describe the role of citizens under Georgia’s constitution.
a. Explain the basic structure of Georgia’s constitution. / What are the rights of American citizens and what responsibilities accompany these basic rights of citizenship? / We The People books.
Examine the Constitution.
SS8CGI- The student will describe the role of citizens under Georgia’s constitution.
b. Explain the concepts of separation of powers and checks and balances. / Why is it important to have checks and balances. / We the People Books
Week 10, October 5-8
SS8CGI- The student will describe the role of citizens under Georgia’s constitution
c. Describe the rights and responsibilities of citizens.
d. Explain voting requirements and elections in Georgia. / What are the requirements to vote in Georgia? / We the People books.
SS8CGI- The student will describe the role of citizens under Georgia’s constitution
e. Explain the role of political parties in government. / What is the role of a citizen? / We the People books.
Week 11, October 13-16
SS8E1-The students will give examples of the kinds of goods and services produced in Georgia in different time periods. / What goods and services is Georgia known for? / PowerPoint on basic economics.
Brainpop on economics.
Thinking map on goods and services produced in Georgia.
SS8E2- The student will explain the benefits of free trade.
a. describe how Georgians have engaged in trade in different historical time periods. / What are the benefits of free trade. ? / Debate on the benefits of free trade.