Week of _Oct. 29th – Nov. 2nd, 2012 AC -- Unique schedule due to ReadiStep test ****Suggs - A Day – Read pages 142-145 before starting #2 of lesson!!

Topic / A / B / C / D
Warm-up / Warm-up Describe the positive impact of the 1st Royal Governor James Reynolds on Georgia. In what ways were colonists still limited in their rights? He introduced the idea of self-government. People were excited to have opportunity to have a voice in their government for the first time. BUT, the only people who truly got to vote were settlers who owned at least 50 acres of land. The members of Assembly (upper house) had to own at least 500 acres of land. King of England appointed members of Governor’s Council. (Only white, wealthy landowners were selected). A Patriarchy society…. / Warm-Up: Describe the positive impact of 3rd Royal Governor James Wright on GA’s growth and development (p 147 – 148) Name at least 3 improvements. . Answers should include:
•Completed defenses around Savannah (palisades)
•Established Sunbury as official port. IMPORTANT!
•Farmers could borrow $$ to buy more land. Amount of land grew from 1 million to 7 million acres.
•More rice and indigo produced, more schools built
•GA Gazette started, 2 story houses built / Warm-Up: The Political group who remained loyal to King George III during the Revolution was known as the ______(answer: Tories). The Political group who wanted to break ties with England was known as the ______(Whigs). Tories = Loyalists Whigs = Patriots / x
Activator / The Georgia colony has changed over from being run by the Trustees to a Royal Governor. The people are, for the first time, experiencing self-government – but with a price (a land price). This idea of the land owning portion of the population being in control of decision making for others is a concept that will continue through many of the conflicts of our history. / Students need to understand that GA is quickly expanding economy and drawing many new settlers to region / The colonists begin to divide themselves into those that want to stay loyal to the King and those that want independence – and even those that can’t decide (fence- sitters). The People of Georgia are some of the most torn with Georgia being such a young colony – with many have close relatives still living in England (many of the other colonies are over 100 years old and have no close tie to Great Britain). / x
Lesson / 1. Go over chart from last week of Trustees/Royal period of GeorgiaSocratic 2.Seminar QUESTIONS will be answered in class discussion.
2.Return any papers
3. Instruct students to Read textbook pages 146-148 to discover about Royal Governors and life in Royal Colony. / 1. Check homework from last night - questions page 148 and notes pages 149 – 152.
2. Show PowerPoint on Royal Government: Review the main complaints of colonists under Trustees and General Oglethorpe. 3. Instruct students to read and Take Notes over each slide of PPT (starting with GA BECOMES A ROYAL COLONY IN 1752). They will need to write a state for each slide. Example: They will write GA now can have rum, slaves, and deeds to land so it could be sold or passed to male heirs. GOAL: Learn main facts surrounding each Royal Governor (mistakes and accomplishments).
3. Ask students: What Political Changes are occurring in GA? Lead students to understand there were many in GA who still supported the King and who were NOT affected by ACTS like the Navigation Act: Mainly older, successful businessmen who were prospering under King’s mercantilism relationship. At same time, a large number of Georgians were beginning to protest when Stamp Act was passed (Ask: How did they show dislike for Act? Burned a likeness of stamp master in effigy – explain meaning of effigy): PATRIOTS (compare to Tea Party Candidates today) They should have READ this for assigned Homework pages and have taken notes on.
3. Class Activity: Students will watch GA Stories Video containing THE BIG QUESTION (examine whether GA should join the Revolution or not) Take Notes: Reasons for and against! Will use in class debate.
4. After Video, GIVE EACH GROUP OF STUDENT Primary Source Documents that they will quickly read and develop an argument to use in debate (they have to cite facts from document and refer to it). Groups will have a different document: Sugar Act, Stamp Act, Quartering Act, Townshend Act, Tea Act (1/2 of class) Others will have to come up with reasons to STAY LOYAL TO KING! (BASED ON THEIR NOTES TAKEN FROM HOMEWORK), GA Video and Primary Source Document: Give students an index card. Instruct them to write at least 3 reasons to support King or 3 facts (from Document assigned) to rebel and join the boycott of English goods. In order to get 100, students must refer to Document (just like they did in DBQ lesson).
5. Have a student act as a Town Hall Leader (could even let student be James Wright since he was Royal Governor when biggest clash occurred). The Leader will call on one student from each side to state opinion and WHY Georgia should either Join The Cause of Revolution or Remain Loyal to King George.
6.Homework: Political Cartoon – see hmwk below / 1. Hand students copies of Queen Yuckabella (a fictional letter that parallels strict rules for colonists during Revolution) Instruct them to read letter (may call on several students to read portions out loud to class) Ask them how they would feel if these were suddenly our new laws. Tell them to keep in mind the anger and resentment that was building throughout the colonies and finally reached Georgia. Colonists banded together to discuss a plan of response to King where they list their GRIEVANCES…. What famous document was a result of those meetings? Answer: Declaration of Independence.
2.2) Show class video: The Nancy Hart Story. Students should write 5 facts from movie that could be investigated to see if proof exists to prove/disprove this story. The MOST IMPORTANT FACT: The only county in GA named after a woman is HART COUNTY.
3. Students will share their facts and predict how it could be investigated (example: someone could dig for evidence around house). Someone could research records to see if British soldiers were reported missing, etc. / x
Summarizer / Students will understand the differences between the 3 Royal Governors. Even though they liked the idea of self-government under John Reynolds, they started to figure out quickly that this only worked if you agreed with his policies. Ellis did provide economic growth for the state, but was not really suited for the climate of the state – he just didn’t like living here (and wanted to return to England – or anywhere but Georgia). At the time, Wright seemed the right man for the job of Royal Governor as far as what the colonists of Georgia wanted and needed. / Students are developing the understanding that not all colonists of Georgia wanted to break away from England. Some were very loyal to the King (they still had close relatives there – just arrived in 1733), while others were more outspoken in their desire to break away from the Mother Country. / Students are beginning to understand that many of the restrictions placed on the colonists were way over the top – the King was overbearing as far as the colonists were concerned. They felt that the King had no right to tax them in America and impose laws when he didn’t even live here – the chant “No taxation without representation” becomes the cry heard around the colonies. / x
Homework / Answer Questions – page 148 in text. Write in complete sentences! Read pages 149 – 152 in textbook. Take notes (whatever style student prefers) Mainly to get information for class activity. No summary required. ALSO: Study flash card and take quiz on QUIZLET (posted on blog). MUST TURN IN PROOF BY Friday. of 90% or higher. May do multiple times. Be sure and type Multiple-Choice on right side when you set up for taking the test. Otherwise, it will give you fill-in-blank and exact words with correct spelling have to match to get credit / Students will receive slips of paper from important events leading up to the Declaration of Independence. They will also receive a slip of paper showing Cast of Characters during Revolution (p. 149) They have to draw a political cartoon depicting an event from their character’s point of view. DUE 3rd meeting time (depending on which color). / Students will write a response letter back to Queen Yuckabella to explain their grievances. They will choose 3 or 4 of rules that anger them the most and convince reader they are unfair; will have bad impact on Kingdom, etc. Letter due on Monday. / x