Unit 3 Vocabulary Terms – Due Friday 9-21-18

Georgia Studies Unit 3 Page-1vdqinm

List of Terms (no mini project this unit half)

Confederation     Smuggling      Proclamation of 1763      Sugar Act      Stamp Act      Repeal      Boycott      Intolerable Acts      Provincial Congress      Council of Safety      Loyalist      Patriot      Declaration of Independence     Neutral      Faction      Radical      Conservative      Siege      Articles of Confederation      Unicameral    Credit      Tuition      Great Compromise      United States Constitution      Electoral College      Federalists      Antifederalists      Bill of Rights   Secede

Letter to King George III (Post Unit Test Assignment)

After today’s Unit 2 Post-Test, students were to write a letter to King George III, and if it was not finished in class, it was to be done for Homework.

ASSIGNMENT: Pretend that you were a colonist during the time after the French & Indian War.
The King has just issued the Proclamation of 1763 and the Stamp Act Tax of 1765 to help England recover from their war debts. Write a letter to the King and tell him if you APPROVE of these acts, or if you DISAPPROVE. Explain at least 3 reasons why you feel the way you do. Turn in as a Ticket out the Door & Also do an EXIT SLIP for today.

***The Stamp Act required any colonist purchasing newspapers, legal documents, playing cards or dice to buy a stamp (which was a tax) to prove they had purchased the item.***

Unit 2 Vocabulary Terms

Georgia Studies Unit 2 Page-1dgxno5


Proprietor     Royal Colony      Merchantilism      Charter      Trustee      Militia      Ally      Slavery
Indentured Servant      Pacifist      Malcontent      Artisan      French & Indian War      Cede      Naval Stores
Cash Crop      Headright System      Profit      Slave Code      Parish      Vestry      Denomination
James Oglethorpe      Tomochichi      Mary Musgrove      Salzburgers      Highland Scots

Unit 2 Mini Project Due MONDAY 9-10 and Flashback Quiz

Unit Mini-Project

Use information from the textbook and/or your notes to complete ONE of the following tasks to answer the Unit Overarching Question: What happens when cultures collide?

1. Create a Brochure to attract settlers to Georgia
a. Make a tri-fold brochure that could be handed out either within the colonies or throughout Europe to encourage settlement in Georgia. What does Georgia have to offer? How can people’s lives improve if they move to Georgia? What types of jobs and opportunities are available? What religious groups are present, and are different denominations welcome?

2. Compare/Contrast
a. Choose two people or two groups present in the Georgia Colony. Compare and contrast the two. Include important historical facts, motivations, similarities and differences, and their impact on the Georgia Colony.

3. Timeline
a. Create a timeline for the years 1732-1764 in Georgia history. You must include at least 10 events. Below or on the back of the timeline, you must explain each event and its impact on the Georgia Colony.

Unit 1 Mini Project

Students were given the paper with the mini-project on it over 3 weeks ago. They were given time in class on Thursday after the Unit 1 Post-Test, and on Friday after the Unit 2 Pre-Test to complete the task. It was due at the end of class. If students did not turn it in by the end of the day, they automatically receive a letter-grade off as per the Late Work Policy included on the syllabus.

I will post the assignment below in case students need to finish over the weekend.

    –  Write an email/letter
    Pretend you have a friend that lives in the Northeastern region of the United States. Explain to them how Georgia’s location impacts the way people in Georgia live. What is the climate like, how does it impact the industries/jobs available, how are the regions different from each other, how do the rivers and transportation systems impact the state?


  •  Write a poem/song
    In your poem/song, you will also explain how Georgia’s location impacts the way people in Georgia live. What is the climate like, how does it impact the industries/jobs available, how are the regions different from each other, how do the rivers and transportation systems impact the state?

Unit 1 Vocabulary Assignment due Monday, 8-20-18

Students were given a Unit 1 Introduction Sheet which includes the standards for the unit, the vocabulary terms, and the unit mini-project.


On Monday, 8-13-18, students were informed that their first vocabulary terms would be due one week later on 8-20-18. The words are as follows, and must be taken from the ONLINE TEXTBOOK, NOT FROM THE INTERNET… Students are to write the words and definitions on a separate sheet of notebook paper. Skip a line in-between each definition, and underline each word.


Pgs. 2-43
region    erosion    fault    elevation    Fall Line    aquifer    marsh    climate    weather    precipitation    drought    Tornado    hurricane    wetland    estuary    barrier island    swamp
Pgs. 160 -170
Artifacts    archaeology    culture    nomad    horticulture    palisade    slave    middleman    immunity    expedition    colony    mission    plantation    backcountry


Link to online textbook: https://www.authpro.com/auth/clairmontprsMSHGA17


Friday’s Assignment 8-3-18

Today in class, students viewed a video clip about why it is important to learn about history, and then we discussed the difference between writing in ELA and in Social Studies.

Writing in Social Studies is different than writing in your ELA class. In Social Studies, your writing should be fact-based, and “you” should not appear in your paper. “I believe,” “I think,” and phrases such as those should not be in the paper. “Based upon the quote,” “The author states,” phrases such as these are appropriate.
– Assume your audience knows nothing about the historical topic.
– Historical writing is based on fact.
– Chronology and sequence are important for organizing historical writing.
– Historical facts should support statements or reasons.
– Use the appropriate historical time frame.
– Make historical writing interesting to the audience by:
o Providing details from the time period.
o Organizing historical information clearly so that it makes an impact on the audience.
o Using first person, if writing as a historical figure.

Students were given a reading which had an excerpt from Christopher Columbus’s Diary, and a story from an Ojibwa Native American. Both described encountering Native Americans/Europeans for the first time. Students were to write an historically-based short story about either encounter using the tips provided above. If this was not finished in class, it is to be completed before class on Monday.