The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Eighth Grade Social Studies course. Eighth Grade Unit 4 Statehood Elaborated Unit Focus This unit will focus on the conflicts and changes along with compromises that led to our country s independence. These will include the economic and technological changes that occurred, and obligations of individual states to create representative governments. The students will see that as the complexity and interaction within our society changed, so, too, did its governance. The students should be able to understand the technological innovations that led to changes in our nation s production, distribution, and consumption of goods and services. Finally, the student should understand the individuals, groups and institutions that helped produce the changes both within our nation, and more specifically at home in Georgia. Standards/Elements History: 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 (i.e., Seven Years War), Proclamation of 1763, Stamp Act, Intolerable Acts, and the Declaration of Independence. b. Analyze the significance of people and events in Georgia on the Revolutionary War; include Loyalists, patriots, Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett, Lyman Hall, George Walton, Battle of Kettle Creek, and siege of Savannah. SS8H4 The student will describe the impact of events that led to the ratification of the United States Constitution and the Bill of Rights. a. Analyze the strengths and weaknesses of both the Georgia Constitution of 1777 and the Articles of Confederation and explain how weaknesses in 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. 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 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. c. Explain how technological developments, including the cotton gin and railroads, had an impact on Georgia's growth. d. Analyze the events that led to the removal of Creeks and Cherokees; 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. APPROVED 11/16/09 Page 1 of 13
Civics/Government: SS8CG1 The student will describe the role of citizens under Georgia's constitution. a. Explain the basic structure of the Georgia state constitution. b. Explain the concepts of separation of powers and checks and balances. c. Describe the rights and responsibilities of citizens. d. Explain voting qualifications and elections in Georgia. e. Explain the role of political parties in government. Economics: SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods. SS8E2 The student will explain the benefits of free trade. a. Describe how Georgians have engaged in trade in different historical time periods. Enduring Understandings/Essential Questions Conflict and Change: The student will understand that when there is a conflict between or within societies, change is the result. What were the causes, both immediate and long term of the American Revolution against England? (H3a) What was the significance of Georgia and it s colonists in this conflict? (H3b) How did the Creeks and Cherokees try to avoid conflict with the settlers? (H5d) What roles did Alexander McGillivray, William McIntosh, Sequoyah, John Ross, the Dahlonega Gold Rush, Worcester v. Georgia, Andrew Jackson, and John Marshall play in the events leading to the Trail of Tears? (H5d) Governance: The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases. How did past experience of the patriots with England s monarchy influence their decisions regarding a new form of government? (H3a, H4a,b) What persons/groups/events were significant to the development of the new government and how? (H3b, H4b) How did the new government assure citizens that it would not impose the oppression of the past monarchy? (CG1 a,b,c,d,e) What were the strengths and weaknesses of the Articles of Confederation and why was the decision made to write a new document rather than revise them? (H4a) What were the strengths and weaknesses of the Georgia Constitution of 1777 and how were these weaknesses addressed? (H4a) What role did Georgia play at the Constitutional Convention of 1787 and how did Abraham Baldwin and William Few influence Georgia s role? (H4c) What is the basic structure of Georgia s Constitution and how does it protect the separation of powers? (CG1a, b) What are the rights of American citizens and what responsibilities accompany these basic rights of citizenship? (CG1c) What are the qualifications to vote in Georgia? (CG1d) APPROVED 11/16/09 Page 2 of 13
Production, Distribution, Consumption: The student will understand the productions, distribution, and consumption of good/services produced by the society are affected by the location, customs, beliefs, and laws of the society. How was Georgia s economy impacted before, during and after the Revolutionary War? (E1, E2a) Technological Innovation: The student will understand that technological innovations have consequences, both intended and unintended, for a society. How did the invention of the Cotton Gin impact Georgia s economy and population? (H5c, E1,2 How did the growth of railroads influence Georgia s growth? (H5c, E1,2) Individuals, Groups, Institutions: The student will understand that the actions of individuals groups, and/or institutions affect society through intended and unintended consequences. What persons /groups/events were significant to the development of the new government of the U.S. of America and of Georgia? (H3b, H4b) What role did the establishment of the University of Georgia, Louisville, the spread of Baptist and Methodist churches play in Georgia s growth? (H5a) What are the differences between the headright system and the land lottery system of land distribution and how did each impact the growth of Georgia? (H5b) What was the Yazoo Land Fraud and how did it change Georgia s boundaries? (H5b) NOTE: The balanced assessment plan included in this unit is presented as a series of suggested activities. It is not expected that the teacher complete all assessments for a successful unit. Balanced Assessment Plan Description of Assessment Standard/ Type of Either through research or cartoons given to them, the student should analyze and interpret a political cartoon(s) from the American Revolution period. Their analysis should include such ideas as the immediate events leading up to the drawing of the cartoon, the political feelings of the person who developed the cartoon, and the message the cartoon is trying to impart. Give an opinion on the effectiveness of the cartoon. What might be the reaction to the cartoon by an Englishman living in England, a Tory colonist and a Whig colonist? Was the cartoon simply expressing an opinion or trying to move people to take some course of action. Was the cartoon successful? APPROVED 11/16/09 Page 3 of 13 Element H3a Assessment
http://www.ccsd.edu/link/lms/revdbq/directions.htm is a good site to use for cartoons and insightful questions about them. Students should imagine themselves living in the American colonies in the 1770 s. Each student should then write a letter to either King George III or Parliament giving arguments why the laws and acts passed by Parliament violated the colonists rights. Exchange letters. Read and analyze the letter from their classmate. Then reverse roles. They are now members of Parliament or King George III. This time the student should respond to the colonist s letter by giving reasons why the laws and taxes they imposed on the colonists were necessary and just. Follow with a class discussion. Working with a partner, students should read and examine the Declaration of Independence. They should make a list of complaints found in the Declaration against the king. Then the partners should decide which three complains they feel is the most damaging to the colonists relationship to the king. They should then rewrite these three complaints in their own words. They need to explain why this action by the king was so grievous to the colonists. Student will complete a matching activity by correctly matching the names of significant people and events of the American Revolution and the Constitutional Convention with their correct description. Student will prepare a chart that compares and contrasts the Georgia Land Policies from the American Revolution to 1840. The three elements described in the chart should be the Headright System, the Land Lottery, and the Yazoo Land Fraud. Items for descriptions should include the description of land distribution, amount of land distributed, areas of Georgia distributed, previous ownership of the land distributed, and deligibility for receiving the land. After completing the chart the students should analyze the information and write a paragraph explaining the method they feel is the fairest method of distribution. They must support their opinion. http://www.educationoasis.com/curriculum/go_pdf/hierarchy _chart_lines.pdf has a hierarchy chart to use with this activity. H3a H3a H3b, H4b H5b, Dialogue and Discussion, Dialogue and Discussion Selected APPROVED 11/16/09 Page 4 of 13
Create an accurate timeline of events leading up to the removal of the Cherokee and Creek Indians from Georgia and the southeast. Include the roles of: Alexander McGillivray William McIntosh Sequoyah John Ross Dahlonega Gold Rush Worcester v. Georgia Andrew Jackson John Marshall Finally, use the information on your timeline to explain in a comprehensive paragraph the Trail of Tears. Close with a class discussion giving students a chance to discuss the Indian removal and their reactions to it. Student will complete the chart Technology in Georgia (Appendix 1) comparing the positive and negative affects of the invention of the cotton gin, mechanical reaper, and the development of the railroad system in Georgia. Once they have individually completed the list, the class will be divided into two teams and assigned either the negative or positive side for a debate. As a team, they must prepare a defense for their side. Hold a debate. After the debate, students will individually write a paragraph giving their personal opinion on whether or not these technological developments were positive or negative. Given an outline map of the US students should: Outline the boundaries of Georgia as stated in the original charter. Shade the areas of Georgia that were distributed by means of the Headright System.. Use a different color and shade the areas distributed by means of the Land Lottery. As a result of the French and Indian War, Georgia lost its western territories and the western boundary was formed by the Mississippi River. On their map, students should indicate, in color, how Georgia s boundary changed as a result of the Yazoo land scandal. Then using the information they have learned about land distribution and the Yazoo land scandal, students should explain how these policies affected Georgia as a state (size) and the people of Georgia (opportunity). The explanation may be in written form or through discussion. APPROVED 11/16/09 Page 5 of 13 H5d H5c H5b, Dialogue and Discussion, Informal Dialogue and Discussion, Dialogue and Discussion
During this period, several groups/institutions impacted Georgia s growth, Explain the impact of Louisville, UGA, spread of Baptist, Methodist churches through a letter written to a family member now living in another state. The letter will bring the family member up to date on the big news around the state. Students should complete the I Am a Georgia Citizen (Appendix 2) worksheet using information gained from reading or from listening to a discussion led by the teacher. Students should complete the Checks and Balances System worksheet.(appendix 3) Students will complete a unit test. The test should contain matching, multiple choice, fill in the blank, and short answer/discussion type questions. H5a CG1a,c,d e CG1b H3, a,b H4, a,b, H5, a,b, c,d CG1, a,b,c,d,e E1, E2 Selected,, Written dialogue Performance Task Conflict and Change: The student will understand that when there is a conflict between or within societies, change is the result. Individuals, Groups, Institutions: The student will understand that the actions of individuals groups, and/or institutions affect society through intended and unintended consequences. Georgia in the American Revolution Through the magic of a time machine you have been transported into the current year from the year 1800. You personally witnessed many of the major events leading up to the American Revolution, some key battles during the war, overheard some of the Constitutional Convention, and helped structure the constitution of Georgia. Your arrival is extremely exciting for news media, historians, and sociologists. You are practically a movie star! You are going to be on several talk shows and asked to give speeches about the things you have seen. We need to get you prepared! Your task is to prepare to answer questions regarding your experience. You will be asked questions on talk shows and in interviews. In order to deal with these situations, you should prepare a press release that will be given to media outlets. Your press release should include the following items: 1) A map of the eastern united states from the time period that shows: - Where the Battle of Kettle Creek took place - The location of the Siege of Savannah - The location of the Constitutional Convention - The area of Georgia involved in the Yazoo Land Fraud - The location of the Dahlonega Gold Rush APPROVED 11/16/09 Page 6 of 13
Your map will need to be clearly labeled and include a key. It should be all on one 8.5 by 11 paper. This will help members of the press get an idea of your travels back in the day. 2) A typed statement from you titled: Georgia s Statehood: Conflict, Change, and Consequences. In this statement you need to select 5 events and 5 people from the unit that had an impact on the statehood of Georgia. - For each event, analyze how conflict caused a change related to that event. - For each person, analyze how their decisions or actions had consequences for Georgia s development as a state. The statement should be typed and free of mechanical errors. Remember, MANY people will be reading this and you want to give them the best view of you possible. 3) You will be going live on a talk show or newscast where you will probably be asked the questions: Since you ve been here in 2007, in what ways do you see conflict still causing change for Georgia and how are individuals still having impact through their decisions and actions? We ll need to hear your answer to that before we let you go out to the media. - Include several examples, historic or modern, that support your answer. You re trying to show everyone how important conflict and change and the role of individuals, groups, and institutions are. The format of this is up to you, you should include a cover page that has your name, the title of your press release, and the date it is released. Map and Globe Skills: 1,2,6 Information Processing Skills: 11, 14, 15 *Note concerning rubrics: Each performance task is accompanied by two rubrics. The first is designed to address content and understanding of the standards in terms of the enduring understandings. The second rubric focuses on the product of the performance task. This is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc. It is NOT intended that each rubric counts for 50% of the assessment. It is expected that the content rubric carry more emphasis when grading. APPROVED 11/16/09 Page 7 of 13
Student indicates location of required places on a map. Analyzes role of conflict on early Georgia statehood. Analyzes role of individuals, groups, and institutions on early Georgia statehood. Synthesizes historical and/or contemporary information to explain impact of conflict and individuals on Georgia. Does Not Meet Standard Less than 5 places described in the task are accurately located and described on the key OR no key exists to explain locations. Explains less than 5 conflicts. Explains less than 5 decisions/actions of individuals, groups and institutions (IGI). Relies on only one example to connect theme to events OR explains no connection between themes and events. Content Rubric for Performance Task Needs Meets Improvement Standard (Getting There) 5 of the 6 places described in the task are accurately located and described on the key. Explains 5 conflicts but fails to explain how those conflicts led to changes for early Georgia. Explains 5 decisions/actions of IGI, but fails to explain how those decisions/actions had consequences that affected Georgia s development. Student attempts to use multiple examples, but makes a confusing or incorrect connection between GA events and the themes. All 6 places required in the task are accurately located and described on the key. Explains 5 conflicts and makes a clear and concise connection between the conflict and the change that resulted for Georgia. Explains 5 decisions or actions made by IGI and makes a clear, concise connection between their decisions/actions and specific consequences for Georgia. Using multiple examples, student makes a clear and concise connection between GA events and the themes. Exceeds Standard In addition to everything in meets standard, the student accurately maps additional places or events from unit and describes them on the key. In addition to everything in meets standard, the student evaluates and explains whether several of the changes for Georgia were beneficial or harmful to Georgia s development. In addition to everything in meets standard, the student evaluates and explains whether several of the consequences for Georgia were beneficial or harmful to Georgia s development. N/A APPROVED 11/16/09 Page 8 of 13
Scale Criteria Students produce a product that is attractive and creative. Students produce a product that is organized. Students produce a product that exhibits proper mechanics. 1 Below Expectation Use of font, color, graphics, effects, etc. is evident, but these often distract from the presentation of content. There was no clear or logical organizational structure, just lots of facts. More than 4 errors are spelling or grammar. Product Rubric 2 Needs Improvement Makes use of font, color, graphics, effects, etc., but occasionally these detract from the presentation of content. Most of the content is logically organized and clearly presented. Four misspellings and/or grammatical errors. 3 Meets Expectation Makes good use of font, color, graphics, effects etc. to enhance the presentation. The overall organization and presentation is appropriate. No misspellings or grammatical errors and the language is appropriate. 4 Exceeds Expectation Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Content is well organized, easy to understand, and clearly presented. It is a true teaching tool. No misspellings or grammatical errors and the language used shows an in depth understanding of the material. Resources for Unit http://ngeorgia.com/history/cherokee.html http://cherokeehistory.com/index.html http://roadsidegeorgia.com/links/american_indians/cherokee/history http://www.ccsd.edu/link/lms/revdbq/directions.htm for American Revolution political cartoons. http://www.unitedstreaming.com/search/searchresults.cfm?n=0&nty=1&ntk=all&blns earchinit=true&ntt=articles+of+confederation&nr=&btnformheadersearchgo.x=13& btnformheadersearchgo.y=18 Countdown to Independence: Causes of the American Revolution (20:00) Taxation without representation emerged as the central issue of conflict between the colonies and Great Britain. Full motion footage accompanied by stills of historical events and dramatized narration shows how this issue led to actual conflict. the Boston Tea Party, the Quartering Acts, the Boston Massacre and the Intolerable Acts contributed to the American Revolution, a Revolution that signaled the birth of the first new nation in modern history, and became a sign of hope for our country and for people throughout the world seeking freedom APPROVED 11/16/09 Page 9 of 13
Seeds of Liberty: Causes of the American Revolution (22:00) Full motion footage accompanied by stills of historical events combined with dramatized narration explain the growing unrest between America and Great Britain in the prerevolutionary period Nation in Crisis (Revised), A (20:00) During the Revolution, the Second Continental Congress was trying to establish a central government. The state legislatures finally approved the Articles of Confederation, but then refused to give Congress any power. Shays' Rebellion made the people realize that more control was needed. A Constitutional Convention was proposed to create a true constitution providing a strong federal government to save the new nation. Understanding the Constitution: Creating the Federal Government (22:00) This series takes a close look at the United States Constitution and how it works. How our country's founders forged the framework of our government comes to life in this engaging program. Students will learn about James Madison and Alexander Hamilton and their key roles in the creation of the Constitution. Viewers will come to understand why compromise played such an important role in the final drafting of the Constitution and how, because of the Founding Fathers' foresight, the Constitution remains the oldest written framework of a government in the world. www.gpb.org/georgiastories/homepg1.html Savannah Under Attack The Nancy Hart Story The Liberty Boys Novels: Johnny Tremain, Esther Forbes My Brother Sam is Dead, James Lincoln Collier Eighth Grade Social Studies Program for Georgia: Georgia and the American Experience History Highlights ( Lesson18) Georgia Economic History Project:Georgia Council on Economic Education www.cviog.org: Background information on Georgia Studies/American Revolution and Government resources. http://www.educationoasis.com/curriculum/go_pdf/hierarchy_chart_lines.pdf for a wonderful hierarchy chart to us with the land distribution assessment. This unit was created by Faye Smith and Evie Stephens. Additional tasks were created by Walter Harris, Jody Osler, and Jason White. The unit was approved by the Social Studies Advisory Council and the Georgia DOE Social Studies staff. This document was last updated on 11/16/09 by Shaun Owen (sowen@doe.k12.ga.us). APPROVED 11/16/09 Page 10 of 13
Technology in Georgia Technological Innovation has consequences both intended and unintended, for a society. Find out about the following innovations and complete the chart. Innovation Intended Consequence Unintended Consequence Mechanical Reaper Railroad Cotton Gin APPROVED 11/16/09 Page 11 of 13
I Am a Georgia Citizen Directions: Complete the following reading using information found in your text, the Georgia Constitution, or given to you by your teacher. I am a Georgia citizen because. My current state constitution divides Georgia s state government into branches. They are the. This division is/is not like the U.S. Constitution. Under the Georgia Constitution we also have a separation of powers which provides for a and system which prevents any one branch of our government from becoming too powerful. As a Georgia citizen I have the right to,, and. As a Georgia citizen I also have responsibilities. They include,, and. When I exercise my right to vote, I must be at least years old and. When voting I should learn what I can about the candidates and the political party each represents. A political party is. Georgia has two major political parties, but others may select a candidate and follow elections procedures and put a candidate on the ballot. Our two major political parties are the and Parties. Political parties have many purposes including and. APPROVED 11/16/09 Page 12 of 13
The Checks and Balances System Various governmental powers are listed below. Identify the branch doing the checking and the branch being checked. More than one answer is possible per section. Power 1) Create and pass legislation. Which Branch Has The Power? Which Branch's Power is Being Checked? (Could be more than one) 2) Veto bills. 3) Ratify treaties. 4) Appoint Federal judges. 5) Impeachment of federal officials. 6) Confirm the appointment of presidential appointments. 7) Declare laws unconstitutional. 8) Override Presidential Vetoes. 9) Judges are appointed for life. 10) Controls appropriations of money. APPROVED 11/16/09 Page 13 of 13