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
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.***
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
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?
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.
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.
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.
- MINI PROJECT OPTIONS
– 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?
Here is the information for the PAWM organizer reviewed in class on Thursday.
Please copy these notes onto the back of your worksheets from the computer lab.
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.
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
Good evening all.
It seems as if the excerpted document for Friday’s assignment did not upload. I will make copies available in class tomorrow and will extend the turn in date by one day.
Sorry for the inconvenience.
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.