Course Objective: georgia studies
In eighth grade, students study Georgia geography, history, government, and economics. While the four strands are interwoven, ample opportunity is also provided for in-depth study of the geography of Georgia and the government of Georgia. U.S. historical events are included, as appropriate, to ensure students understand Georgia’s role in the history of the United States.
Unit 1 Focus: This unit will focus on the relationship between natural forces and features and human activities.
(found at http://picasso.cobbk12.org)
Weeks 1-4 Georgia’s Beginnings
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.
b. Evaluate the impact of European contact on Native American cultures; include Spanish missions along the barrier islands, and the explorations of Hernando DeSoto.
c. Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the French, Spanish, and British in the southeastern area.
Enduring Understandings and Unit Essential Questions:
Particular physical and cultural features and climate have affected the development of Georgia.
· What are the significant geographic regions of Georgia and how have they impacted Georgia’s growth and development?
· How has climate played a role in Georgia’s growth and development?
Each location in the world is unique in terms of global position and geographic features.
· What is the relative location of Georgia in terms of hemisphere, continent, nation, region and global position?
· How have Georgia’s transportation systems (air, land, water) changed over time and affected human activity and economic opportunities?
Cultures change and develop over time as they are influenced by natural forces and encounter other cultures.
· How did various developments in the culture of prehistoric indigenous Americans mark their evolution from the Paleo period through the Mississippian Period?
· What impact did environment have on the development of the prehistoric indigenous American cultures?
Unit 2 Focus: This unit will focus on the geographical, political, social and economic factors that contributed to
Georgia’s colonization. (found at http://picasso.cobbk12.org)
Weeks 5-9 Georgia’s Colonization
History
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.
Geography
SS8G1 The student will describe Georgia with regard to physical features and location.
d. Evaluate the impact of climate on Georgia’s development.
Enduring Understandings and Unit Essential Questions:
Cultures change and develop over time as they are influenced by natural forces and encounters with other cultures.
· How did life change for the Mississippian Indians after the arrival of European explorers? (H1b)
· How did the contributions of various political and cultural groups contribute to the development of the Georgia colony during the Trustee period? (H2b)
Many factors contribute to migration (colonization), and the decision to migrate is a combination of political, economic, geographic and social factors.
· Why did European countries explore, claim, and settle the North American continent? (H1c)
· How was the founding of the Georgia colony and its evolution to statehood unique? (H2a, c)
Particular physical and cultural features and climate affect the development of a region.
· How did physical features and climatic factors play a role in settlement of the Georgia colony? (G1d)
Daily Work: Warm-ups, note taking, graphic organizers, and discussion.
Grading Procedures:
It is the responsibility of the student to turn in all work on time. Late work may be penalized 20 points, and will not be accepted after 3 days. Make-up work is for excused absences only. Assignments turned in after the allotted number of days may not be accepted. Students are responsible for getting and turning in any assignments when absent.
Grading: Listed below is the weighted percentage of each grading category and the calculation of a
student’s final grade.
Tests...... 35% Chapter tests/Students will be given 3 days notice for test
Class work/Notebook ……………40% Questions of Day/Warm up/
Homework……………………… 10% Students must complete any work not finished in class
Quizzes/Vocabulary ……………. 15% Quizzes may not always be announced/Chapter Vocabulary
100%
Materials:
Textbook, 3-Ring Binder w/dividers (4), notebook paper, pen/pencil, color pencils, brain.
Textbook: Georgia and the American Experience (Clairmont Press)-will be left in classroom.
This syllabus may change in order to accommodate the needs of the class.
Online access: mystatehistory.com
Password: ga11hist
Contact:
If there are any questions, please do not hesitate to write a note in your child’s agenda or contact me at . Thank you in advance for your support as we continue to strive for excellence.
Please visit my blog on the school website for daily updates and important information.
We are signing below to certify that we have read the syllabus for social studies, and understand the requirements of the class.
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Cooper Middle School 4605 Ewing Road * Austell, GA 30106 (770) 819-2438 www.cobbk12.org/cooper