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8th Grade Georgia Studies
(March/April 2018) -
WWI and the Great Depression, and WWII
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8th Grade Georgia Studies
(March/April 2018) -
WWI and the Great Depression, and WWII
New South Unit:
georgia_studies_unit_9_studyguide_2018.docx | |
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student_standards_and_i_know_gse_new_south_era.docx | |
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Government Unit
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Reconstruction Unit Study Guide:
Important Dates: Civil War 1861-1865, Reconstruction 1865-1877
There were 3 different Reconstruction Plans after the Civil War:
Lincoln’s Plan: According to President Lincoln’s Reconstruction plan, high-ranking civil and former Confederate military leaders would be pardoned after taking an oath of allegiance to the U.S. This plan offered that when 10% of a state’s citizens that were eligible to vote had sworn an oath of allegiance to the U.S., and after that state has abolished slavery, it would be readmitted to the Union. (Lincoln’s Reconstruction plan was never enacted because the plan did not become effective before Lincoln was assassinated in 1865.)
Johnson’s Plan: President Johnson’s plan was based on Lincoln’s plan. It allowed the Southern states readmission into the Union if 10% of the population swore an oath of allegiance to the United States. States were also required to ratify (pass) the 13th amendment, which officially ended slavery in the United States.
Congressional Plan: Southern states were required to pass the 14th Amendment in order to be readmitted into the Union.
13th Amendment to the U.S. Constitution legally abolished slavery in the U.S.
14th Amendment gave citizenship to all persons born or naturalized in the U.S. which included former slaves. States were to give all citizens equal protection under the law, regardless of their race or religion.
15th Amendment gave U.S. citizens of all races the right to vote.
Sharecroppers were mostly former slaves who lived on their former master’s plantations and worked farming under contracts to pay large percentages of their crops plus other fees. Most stayed in debt to their former owners. Tenant farmers differed from sharecroppers in that tenant farmers might own some of their tools, animals or equipment and were more likely to make a small profit. Both sharecroppers and tenant farmers (former slaves) were needed to work for landowners as the South was still dependent upon agriculture for their economy.
In the late 1800’s the U.S. Congress created an organization called the Freedman’s Bureau to help former slaves adjust to their newly gained freedom with food, shelter, education, etc.
In 1865, the Ku Klux Klan was created to intimidate and prevent former slaves and Republicans from gaining political power in the South. Their main goal was to return control of the southern states’ governments to the Democrats. Because of KKK terrorism in Georgia against freedmen (former slaves), the U.S. government passed federal legislation called The Georgia Act of 1869 which returned Georgia to military control.
The Black Codes were rules or laws created after the Civil War by many southern cities and states that restricted the new freedoms of many, or most, former slaves and kept them in a condition close to slavery. Black Codes allowed the imprisonment of unemployed blacks. The passage of Black Codes to restrict the civil rights of freedmen in Georgia led the U.S. Congress to argue that Georgia was NOT “adequately reconstructed” in 1866.
Northern Senators, especially those called Radical Republicans, favored harsh punishments for the South. Radical Republicans were appalled at the Black Codes being created in the South. Radical Republicans thought the newly freed slaves should be given rights and even proposed giving them land. Why might Democrats have opposed these ideas?
Many African American or Black Legislators were elected to the Georgia General Assembly in 1867. However, within days, they were expelled from the legislature. Many of the Democratic legislators argued that they were not entitled to hold office under Georgia’s Constitution for various reasons. There were not enough Republican legislators to vote down their removal. The effect - in the eyes of the U. S. Congress, Georgia remained unreconstructed and was not yet granted legal return to the United States. In 1869, federal troops returned to Georgia. They removed the ex-Confederates from the GA Assembly and replaced them with Republicans. They also reinstated the expelled Black legislators, creating a heavy Republican majority, which ratified the 15th Amendment. In July, 1870, Georgia was readmitted to the Union.
Consider how different aspects of Reconstruction might be considered a success or a failure:
* What positive steps were made for the former slaves? How was their new freedom limited?
* What challenges did they face?
* What parts of the Reconstruction plans benefited the conquered citizens of the Confederacy?
* Were the former Confederate citizens punished for their rebellion?
* After the Civil War ended, did all the citizens and politicians in the North agree with President Lincoln that the U.S. should reunite “with malice toward none” so it could heal quickly?
Other helpful resources/links:
Civil War Reconstruction www.ducksters.com/history/civil_war/reconstruction.php
Reconstruction Era (video) www.bing.com/videos/search?q=the+3+reconstruction+plans&&view=detail&mid=92F816F20A173636B61A92F816F20A173636B61A&FORM=VRDGAR
Black Legislators during Reconstruction: http://www.history.com/topics/american-civil-war/black-leaders-during-reconstruction
Mr. Bett's Reconstruction Video: www.youtube.com/watch?v=EKliSbde4Fs
3_reconstruction_plans_compare_contrast.pdf | |
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3_reconstruction_plans_review_key.docx | |
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reconstruction_for_cloze_notes.pptx | |
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reconstruction_study_guide_rev_2018.doc | |
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document_analysis_for_test.docx | |
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Unit 5 - Westward Expansion
"Unit 5 Westward Expansion Overview" (audio files, parts 1 and 2) To listen, open/download attachments at the bottom of this page.
Standard(s)/Element(s): SS8H4:
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, and for the westward movement of Georgia’s capitals.
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. Describe the role of William McIntosh in the removal of the Creek Indians from Georgia.
e. Analyze how key people (John Ross, John Marshall, and Andrew Jackson) and events (Dahlonega Gold Rush, and Worcester v. Georgia) led to the removal of Cherokees from Georgia known as the Trail of Tears.
Unit 4 - (skipped for now, will be covered at a later date)
Unit 3 - Georgia and the American Revolutionary War
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.
Unit 2 - Exploration & Colonization of Georgia
SS8H1 Evaluate the impact of European exploration and settlement on American Indians in Georgia.
- b) Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the Spanish and British in the Southeastern area.
- c) Evaluate the impact of Spanish contact on American Indians, including the explorations of Hernando DeSoto and the establishment of Spanish missions along the barrier islands.
- a) Explain the importance of the Charter of 1732, including the reasons for settlement (philanthropy, economics, and defense).
- b) Analyze the relationship between James Oglethorpe, Tomochichi, and Mary Musgrove in establishing the city of Savannah at Yamacraw Bluff.
- c) Evaluate the role of diverse groups (Jews, Salzburgers, Highland Scots, and Malcontents) in settling Georgia during the Trustee Period.
- d) Explain the transition of Georgia into a royal colony with regard to land ownership, slavery, alcohol, and government.
- e) Give examples of the kinds of goods and services produced and traded in colonial Georgia.
- d) Analyze the importance of water in Georgia’s historical development and economic growth.
Unit 1 - Geography of Georgia
History
SS8H1 Evaluate the impact of European exploration and settlement on American Indians in Georgia.
- Describe the characteristics of American Indians living in Georgia at the time of European contact; to include culture, food, weapons/tools, and shelter.
(on Brainpop, our user name is cmshusky, password is lighthouse)
Geography
SS8G1 Describe Georgia’s geography and climate.
- Locate Georgia in relation to region, nation, continent, and hemispheres.
- Distinguish among the five geographic regions of Georgia in terms of location, climate, agriculture, and economic contribution.
- Locate key physical features of Georgia and explain their importance; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and barrier islands.
- Analyze the importance of water in Georgia’s historical development and economic growth.
Copy and paste the links below into your browser to watch these short videos,
Unit 2 - "Georgia Charter Issued to Trustees"
http://www.todayingeorgiahistory.org/content/georgia-charter-issued-trustees
Unit 2 - "Georgia Colony Founded"
http://www.todayingeorgiahistory.org/content/georgia-colony-founded
Unit 2 - James Oglethorpe
http://www.todayingeorgiahistory.org/content/james-oglethorpe-died
Unit 2 - Ban on Slavery in the Colony of Georgia
http://www.todayingeorgiahistory.org/content/slavery-colonial-georgia
Unit 2 - Highland Scots in the Colony of Georgia
http://www.todayingeorgiahistory.org/content/scottish-highlanders
the_country_goes_to_war_middle.pptx | |
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westward_expansion_unit_overview_part_1_of_2.wav | |
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westward_expansion_unit_overview_part_2_of_2.wav | |
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unit_3_study_guide_key_audio.m4a | |
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8th_grade_unit_1_study_guide.docx | |
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ga_studies_unit_1_study_guide_audio_key.m4a | |
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