unit 3: exploration and Colonization of georgia
Ss8H1 and SS8H2
This unit will focus on the geographical, political, social and economic factors that contributed to Georgia’s colonization. Students will know that through conflict and change various groups and individuals had unintended results on the Native American culture while at the same time building a new culture of their own. Students will also come to know how location and economic ideas are related.
Standards
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.
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.
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.
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.
Essential Questions
- 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)
- How did early European contact affect the culture of the Mississippian Indians? (H1b)
- What caused the early prehistoric societies to be on the move, and once they stopped their nomadic existence, how did their society change? (H1b)
- Which European countries competed for settlement in the Southeastern US? What prompted these countries to explore, claim and settle these new lands? (H1c)
- What persons were instrumental in the establishment of the Georgia colony and why? (H2a,b)
- How did Georgia become a Royal colony and what effect did this event have on the colonists? (H2c)
- What goods/services did the early colony of Georgia attempt to produce? (H2c, E1)
- Why did the English King and the Georgia Trustees feel that the Georgia colony could provide certain goods and materials for England? (G1d)
- Were they able to fulfill these expectations and why or why not? (G1d)
Resources to supplement class activities and texts
Resources and activities from class
You were to take Cornell Notes on the PPT below during class. REMEMBER, part of the Cornell Notes is to INTERACT with them by chunking, highlighting, circling, underlining, drawing, etc.
DOCUMENT ANALYSIS STATION
SS8H2a and b Colonization of Georgia
Philosophical Chairs Activity
DBQ
SS8H2c. Georgia as Royal Colony
THE TASKS
You will use the PPT, the textbook (pp. 142-148), and the Royal Governor's texts for resources.
1. We will create a class timeline of Georgia as a Royal Colony.
2. With a partner, you will create a newspaper article OR a Facebook Page for one of the royal governors.
1. We will create a class timeline of Georgia as a Royal Colony.
2. With a partner, you will create a newspaper article OR a Facebook Page for one of the royal governors.
Unit Summary
SS8E1
The colonists were responsible for growing/producing the following: wine, rice, indigo, silk, tobacco
You can remember them by using the acronym “WRIST”
The colonists were responsible for growing/producing the following: wine, rice, indigo, silk, tobacco
You can remember them by using the acronym “WRIST”