hanging-on-to-history

UNIT 5: CIVIL WAR AND RECONSTRUCTION IN GA; SS8H6

Sun, 22 Jan 2017 17:43:25 +0100

Standard:

SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.

SS8H6 Notes:
https://prezi.com/-m8fjufjw5bj/copy-of-the-war-comes-to-georgia/

Great Documentaries and historical films that support learning:
SS8H6(a):
https://www.youtube.com/watch?v=rY9Vh8I-KpQ

SS8H6 (B):
https://www.youtube.com/watch?v=23gE3q8TqFA

SS8H6 (c):
https://www.youtube.com/watch?v=cayCYpxtIyo

Warm- Up Activities:

BrainPOP:

https://www.brainpop.com/search/?keyword=Civil+War
https://www.brainpop.com/socialstudies/ushistory/reconstruction/

Georgia Stories:

GPB’s Georgia Stories: “Railroads and The New South”

http://www.gpb.org/georgiastories/stories/railroads_and_the_new_georgia

Essential Question(s):

Race Strategy:

• How did key military, political and economic strategies influence the outcome of the Civil War? (SS8H6b, E1, E2a)

Unit 4 Notes and Resources: SS8H5 "Georgia Expands West"

Mon, 14 Nov 2016 18:32:39 +0100

Standard:
SS8H5 The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789-1840.

SS8H5 Notes:

Warm- Up Activities:

BrainPOP:

https://www.brainpop.com/socialstudies/ushistory/trailoftears/

https://www.brainpop.com/socialstudies/famoushistoricalfigures/andrewjackson/

Georgia Stories: King Cotton

GPB’s Georgia Stories: “King Cotton”

http://www.gpb.org/georgiastories/story/king_cotton_and_the_cotton_gin

Questions for video

1. What is a cotton gin?

A cotton gin is a machine that separates cotton seeds from the fiber (the fluff).

References - Reports, Documents, & Miscellaneous

Memoir of Eli Whitney, Esq. Denison Olmsted. The American Journal of Science.

The National Cyclopaedia of American Biography

Cotton and Cotton Oil. Daniel Augustus Tompkins.
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2. Who invented the cotton gin?

Good question! The debate has only grown since Eli Whitney received his patent for the cotton gin in 1794. Even then, many accused Whitney of having lifted the idea from others. It has become fashionable to suggest that Catherine Littlefield Greene, with whom Whitney boarded during the time he constructed his device, invented the cotton gin. However, these rumors cannot be corroborated. The only written evidence we have is the patent, and that patent went to Whitney.

References - Reports, Documents, & Miscellaneous
The National Cyclopaedia of American Biography

Cotton and Cotton Oil. Daniel Augustus Tompkins.
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3. What was the significance of the cotton gin and what was its impact?

It allowed vastly more cotton to be processed more effectively and in a much shorter period of time (hard to complain about a machine that does that). This meant the growth of two things: cotton plantations and slavery.

References - Reports, Documents, & Miscellaneous

Memoir of Eli Whitney, Esq. Denison Olmsted. The American Journal of Science. 1832.
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4. What are patents supposed to do? How well did the patent protect the cotton gin?

Patents are supposed to protect a person's idea or invention from being copied by others. This protection also allows a person to charge a fee for the use of his or her idea. Whitney's cotton gin was so easily copied however (it was a very simple device to construct), that it was difficult to enforce the patent. Whitney spent so much money collecting fees for the use of his cotton gin, in addition to fighting copy-cat gin manufacturers in court, that he lost a large amount of money—and his faith in the ability of the patent to protect all ideas.

References - Reports, Documents, & Miscellaneous

The National Cyclopaedia of American Biography

Memoir of Eli Whitney, Esq. Denison Olmsted. The American Journal of Science. 1832.
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5. Why did so many people ignore the patent on the cotton gin?

Whitney evidently wished to monopolize the cotton industry. Monopolies are generally looked upon with little favor. Additionally, Whitney couldn't produce enough gins to keep up with the demand for them, so many people took to making their own. These machines were relatively easy to construct.

Unit 3 Notes

Mon, 14 Nov 2016 17:50:27 +0100

SS8H3 Notes:
https://prezi.com/3ftuisgihabd/copy-of-ss8h3-the-students-will-analyze-the-role-of-georgia-in-the-a/

Warm- Up Activities:

BrainPOP:

https://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/

Georgia Stories: Liberty Boys

GPB’s Georgia Stories: “The Big Question”

http://www.gpb.org/georgiastories/story/big_question

Unit 2 Notes

Wed, 28 Sep 2016 15:17:33 +0100

SS8H1 d. and SS8H2 Notes:

https://prezi.com/asz-wn8wbe9h/copy-of-european-exploration/

https://prezi.com/eonkfs5j5h2p/ss8h2c/

Students will watch the video and complete the Georgia Stories Questions on the “Cultures Blend”

http://www.gpb.org/georgiastories/story/cultures_blend

Correlating Questions:

http://www.gpb.org/georgiastories/studyguide/cultures_blend

Flocabulary video and correlating questions will be used to engage students into the concept of Exploration and Colonization:

http://assets.flocabulary.com/pdfs/quiz/who-discovered-america-quiz.pdf

https://www.flocabulary.com/unit/who-discovered-america/video/

Unit 1 Notes

Wed, 28 Sep 2016 15:13:08 +0100

SS8G1:

https://prezi.com/g3mfdlsbrijk/copy-of-5-regions-of-georgia/

SS8H1:

https://prezi.com/g3mfdlsbrijk/copy-of-5-regions-of-georgia/

DBQ Project

Thu, 03 Apr 2014 00:35:23 +0100

The DBQ (Document Based Questioning) Project is helping students become researchers and analyzers of the curriculum which is a valuable skill across the content areas.

Not so Civil War

Thu, 03 Apr 2014 00:19:24 +0100

SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.

A. Explain the importance of key issues and events that led to the Civil War; include slavery, states' rights, nullification, Missouri

Compromise, Compromise of 1850 and the Georgia Platform, Kansas-Nebraska Act, Dred Scott case, election of 1860, the debate over

secession in Georgia, and the role of Alexander Stephens.

B. State the importance of key events of the Civil War; include Antietam, Emancipation Proclamation, Gettysburg, Chickamauga, the

Union blockade of Georgia's coast, Sherman's Atlanta Campaign, Sherman's March to the Sea, and Andersonville.

C. Analyze the impact of Reconstruction on Georgia and other southern states, emphasizing Freedmen's Bureau; sharecropping and

tenant farming; Reconstruction

Performance Task Description:

Choice Board Menu- Students will use a Choice Board Menu to describe and analyze slave culture in the United States prior and during the Civil War period. The choice board will provide differentiation through the process of selection and allowing students to identify which activity best meets the need of their learning style, the product will be differentiated based on the type of activity they choose (create word search, journal entry, making a model, creating a rap/ song, draw a map), and through presentation in the various ways students choose to deliver the information.

DO YOU WANT A REVOLUTION?

Sun, 17 Nov 2013 15:03:44 +0100

Students have been studying the unit on Georgia in the American Revolution, and learning about significant people and events that impacted Georgia. The students received a rubric and detailed directions pertaining to the unit project and correlating assignments, as well as a parent signature page to assure their family understood their assignment requirements as well. It was stressed from the beginning the importance of following directions and producing quality projects, be it that projects are the highest weight (30%) in the overall grade calculation.

“Do you want a Revolution?” Project:

Due 11/7/2013

State Standard: SS8H3: The student will analyze the role of Georgia in the American Revolution.

Essential Question: How did the immediate and long-term causes of the American Revolution impact Georgia?

AOI: Human Ingenuity

Unit Question: Is revolution a necessary factor in creating change?

Overview:The project will be based on the Colonization and American Revolution unit in early America. The references used to complete the paper on the topics will be from the text book, and two secondary sources (internet and/ or other books). The purpose of the project is to enhance the students’ knowledge on early Americans and the factors that contributed to the settlement of Georgia, and America gaining independence from Great Brittan. Students will be given a person or subject covered in the unit and will expand on it through an individual research paper; the second part of the project is a performance- based task. Students will create a visual aide and come up with an innovative way to present their topic to the class using technology. It may be presented in the form of a skit, rap, poem, or debate.

Sample Technology presentation links:

http://prezi.com/une3fqogrbda/siege-of-savannah/- SIEGE OF SAVANNAH 3rd period

http://prezi.com/887punntzrsu/the-boston-tea/- BOSTON TEA PARTY- 1st period

http://www.sploder.com/publish.php?s=d003tl2n- CAUSES OF THE AMERICAN REVOLUTION 2nd period

Exploration, Colonization, and Revolution in the Americas and GA

Sat, 21 Sep 2013 21:59:01 +0100

SS8H2: The student will analyze the colonial period 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.

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.

c: Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governors.

Georgia Stories student login:
username:brown
password:thrasher

Flocabulary login:
Student username: kennedyrattlers
Student password: kennedyrattlers

Resources:
http://www.gpb.org/georgiastories/stories/daily_life_in_georgia
http://www.gpb.org/georgiastories/stories/mary_musgrove
http://www.flocabulary.com/age-of-exploration/

Setting the Standard

Wed, 24 Jul 2013 17:05:56 +0100

Eighth Grade Unit 2: Georgia Geography and The Prehistoric Period

Elaborated Unit Focus:This unit will focus on the relationship between human activities and natural forces and physical features. It will show that development that occurred among prehistoric cultures happened in direct relation to changes in their environment whether by migration or natural phenomena. Additionally, it will lead to an understanding of the importance of location and physical features to the development of an area and its culture.

Standards/Elements
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.

Enduring Understandings/Essential Questions The student will understand that the movement and migration of people and ideas affects all societies involved

How did various developments in the culture of prehistoric Native Americans mark their evolution from the Paleo period through the Mississippian Period? (H1a, E1)

What impact did environment have on the development of the prehistoric Native American cultures?(H1a, E1)