Georgia Studies 2013 – 2014 School Year

Bibb County Schools, Grade 8

Activities in Meeting Common Core Standards

August 1 – August 9, 2013 / August 12 – August 23, 2013 / August 26 – September 13, 2013
Unit #1 Enduring Understandings and Themes / Unit #2 Prehistoric Period SS8G1, SS8H1 / Unit #3 Colonization of Georgia, SS8H2, SS8G1d, SS8E1 and 2
Four Readings:
1.  “Revising Cell Phone Bans in Schools,”, The Journal 3/28/12
2.  “Should cell phones be banned in school?” Upfront,
The New York Times, Dec. 2012.
3.  “Are Online Classes a good
idea?” Upfront, The New
York Times, Dec. 2011, p.22
4.  “Unfriending Facebook”, Upfront, The New York Times, Sept. 3 2012 / Four Readings:
1-3  Eight primary documents
From www.peterpappas.com on
“What did the Europeans ‘see’ when
They looked at the New World and the Native Americans?”
4. “Speech of Juanillo.” Cornerstones of Georgia History, Documents That Formed the State.”Ed. Thomas A. Scott, pp 1-3 / Four Readings:
1.  “The Argument for Slavery.”
2.  “The Trustees Response.”
3.  “The Petition of the Inhabitants of New Inverness.”
4.  “Letter from James Oglethorpe
1/17/1739.”
Resource: Cornerstones of Georgia History pp.25-35
5. “Comparing Viewpoints” by James E. Oglethorpe and Peter Gordon from Georgia Studies Book: Our State and Nation, Carl Vinson Institute of Governement,University of Georgia.
Informative Writing:
Using tree maps on how power and responsibilities are distributed in your family? / Informative Writing:
Evolution of Native American Cultures, from Nomads to Villagers / Informative Writing:
Describe the significant contribution your chosen cultural group made to the Georgia colony.
Argumentative Writing:
Using a circle map, answer the following question: Why is this person the most admired? / Argumentative Writing:
Which geographic regions would be best to bring a new business into
Georgia? / Argumentative Writing:
Take a stand as a Supporter of the Trustees or as a Malcontent.
Socratic Seminar:
Is using technology in the classroom
good or bad? / Socratic Seminar:
Were Europeans fair in their treatment toward Native Americans? / Socratic Seminar: Should children of illegal immigrants be allowed to stay in the United States?

Notes:

September 16 – October 4, 2013 / October 15 – November 8, 2013 / November 11 – December 6, 2013
Unit #4 Early Statehood SS8H3, H4, and H5: SS8E1 and 2 / Unit #5 Civil War and Reconstruction / Unit #6 The New South Era, 1870 to 1919.
Four Readings:
1.  Declaration of Independence
2.  “Loyalists and Patriot Views”
Cornerstones of Georgia History, pp. 38-43.
3.  “How powerful should the National Government Be?” Speeches made by Patrick Henry and Edmund Pendleton from – www.peterpappas.com
4.  “Ben Hawkins and the Creek Indians” – www.teachingushistory.org / Four Readings:
1.  Editorial in 4 February 1860 issue of Macon Telegraph.
2.  “The Emancipation Proclamation” and “The Gettysburg Address” in The Civil War, Using Primary Sources and the Internet.”
Social Studies School Services, 2002.
3.  Letter written by Mayor James M. Calhoun to General Sherman, dated 11 September 1864.
4.  Sherman’s response in letter dated 12 September 1864. / Four Readings:
1. Petition submitted by W. E. DuBois, “A Memorial to the Legislature of Georgia on the Hardwick Bill.” 1899
2.  “1908 Amendment to the 1877 Constitution.”
3.  “A Northern Journalist View of the Jim Crow System.” 1907.
4.  Eyewitness and court transcripts of the Leo Frank Case
Resource for all: Cornerstones of Georgia History, Documents That Formed a State.” Ed. Thomas A. Scott, pp. 140-163.
Informative Writing:
Impact of the Cotton Gin and Railroads on all peoples of Georgia / Informative Writing:
Interest and Ability Choice Chart on a person experiencing the war first-hand. / Informative Writing:
Which individual and/or group made the greatest impact (positive or negative) on New South Georgia?
Argumentative Writing:
Were the “civilized” Native American tribes better off away from American settlers or could they live peacefully with Americans? / Argumentative Essay:
Was Sherman a hero or a villain? / Argumentative Essay:
Whose ideas were more realistic – Washington’s or Du Bois’?
Socratic Seminar:
Position yourself with either the Federalists or Anti-Federalists / Socratic Seminar:
Why did the South lose the Civil war? Is the war really over?* / Socratic Seminar:
How do we limit freedom of speech?

Notes:* “Why the Civil War Still Isn’t History” written by Katharine Q. Seelye in Atlanta

Resource: The New York Times Upfront, 5 September 2011, pp.6-7

December 9 – December 20, 2013 / January 6 – January 24, 2014 / January 27 – February 28, 2014
Unit #7
Georgia in the 20th Century / Unit #8
The Civil Rights Movement / Unit #9
Post War Georgia
Four Readings:
1.  “Reversal of the Great Migration.”
19 February 2011. Daily Telegraph.
2. FDR’s “Day in Infamy Speech” Resource: www.archives.gov.
3. Interview of “A Black Female Employee at Bell Bomber.” Found on pp. 199-201 in Cornerstones of Georgia History, Documents That Formed a State.” Ed. Thomas A. Scott,
4. Excerpts from Korematsu v. United States 1944. Historic Supreme Court Decisions. McDougal Littell. / Four Readings:
1.  Excerpts from Plessy v. Ferguson, 1896 and Brown v. Board of Education, 1954 pp. 67-78.
2.  News clip: Civil Rights Digital Library, “WSB-TV news film clip of African American students Charlyne Hunter and Hamilton Holmes on the campus of the university of Georgia in Atlanta, Georgia, 1961 January 17.
3.  Rev. Dr. Martin Luther King, Jr.’s “I Have a Dream” speech, 1963
4.  “Establishing the President’s Committee on Equality of treatment and Opportunity in the Armed Forces”, from Executive Order by Harry Truman, July 26,1948. / Four Readings:
1.  Ellis Arnall’s campaign speech in 1942, pp. 196-198.
2.  Eugene Talmadge’s campaign speech in 1946, pp. 201- 203.
3.  Jimmy Carter’s gubernatorial inauguration speech in 1971, pp. 225-227
Resource for all: Cornerstones of Georgia History, Documents That Formed a State.” Ed. Thomas A. Scott,
4. Excerpts from Wesbury v. Sanders, 1964 Historic Supreme Court Decisions. McDougal Littell.
Informative Essay: Interest and Ability Choice Chart on a person experiencing the war first-hand. / Informative Essay:
Sequence report on The Civil Rights Movement in Georgia / Informative Essay:
Cause and Effect of political changes in Georgia since 1960.
Argumentative Essay:
Which New Deal Program had the greatest impact on Georgia?
Socratic Seminar:
Why did we drop the Atomic Bomb? / Argumentative Essay:
What impact did MLK make on The Civil Rights Movement? Did he impact the times or did the times impact him?
Socratic Seminar:
Did the Civil Rights Movement accomplish all its goals? Does The Civil Rights Movement apply to groups who are fighting for their rights today? / Argumentative Essay:
What factor has had the biggest impact on Georgia’s economy since WWII?

Notes:

March 3 – March 28, 2014 / April 7 – April 25, 2014 / April 28 to May 23
Unit #10
State and Local Government / Review in preparation for the Criterion-Referenced Competency Test (CRCT) / Georgia Studies Enrichment and Accelerated Social Studies: American Government
Four Readings:
1.  Preambles to Georgia’s and the U. S. Constitutions.
2.  Readings on Macon-Bibb’s Consolidation (pro and con).
3.  Article on Death Penalty in Junior Scholastic
4.  American Government, 10c., “Crime and Due Process”
* Handouts will be forthcoming from Jon Merrill at Howard High School.
Informative Essay:
Tracking and reporting on the passing of a bill in Georgia’s state government
Argumentative Essay:
Judge the verdict in one case and the sentencing of a youth in another factional case.
Socratic Seminar:
Groups of students engaged in a simulated Congressional hearing, modeled after contest sponsored by Center for Civic Education

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