Colonial Georgia-The Founding of Georgia

Name: Colonial Georgia-The Founding of Georgia
Uploaded: 2017-08-23T05:55:50+00:00
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Description: Colonial Georgia-The Founding of Georgia

Colonial Georgia-The Founding of Georgia
By Dale J. Zaboroskie EDUC Media and Technology for Educators An Interactive Study in Georgia Studies Final UBD Lesson Plan Complete

Understanding by Design Lesson Plan with Integrated Technology
Overview: Title: Unit Three-Colonial Georgia Grade Level: 8th Grade Course Area: Social Studies-Georgia Studies Time Frame: Approximately 7 days

Introduction to UBD Stage One-One Day: (clear page holders will be provided for students to hold information) Identifying the Content Standards: Identifying the Understandings and Essential Questions: Identifying the Knowledge and Skills:

Identify Desired Results (Stage 1)
Content Standards The Georgia Performance Standards as reported on Georgia Department of Education Website for eighth grade Social Studies/Georgia Studies: Historical Understandings: SS8H2(a,b,c): 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.

Identify Desired Results (Stage 1) Cont
Geographical Understandings: SS8G1(d): The student will describe Georgia with regard to physical features and location. d) Evaluate the impact of climate on Georgia’s development. Economic Understandings: SS8E2 (a): The student will explain the benefits of free trade. a) Describe how Georgians have engaged in trade in different historical time periods.

Overarching Understanding
Understandings Overarching Understanding Students will understand that… General reasons why England was interested in American colonies. Geographical factors & explain how they influenced Georgia’s exploration, settlement, & economic development emphasizing location, climate, mountains, rivers, & soil & natural resources.

Overarching Understanding Contd.
Understandings Overarching Understanding Contd. Cultural impact of Indian nations & tribes living in Georgia & their relationship with English colonist. Factors in both England & North America that led Great Britain to create the colonies of North America & indentify & describe settlement patterns of the early colonist. The major reasons for the founding of Georgia in comparison with development of other colonies.

Overarching Understanding Contd.
Understandings Overarching Understanding Contd. There were well-known and influential Georgians from the colonial era (men, women, & minorities) The change in principle purpose for the establishing the Georgia colony after its founding. James Oglethorpe’s importance in Georgia history. The Trustee’s form of government was not successful and the ways Georgia changed after it became a royal colony.

Essential Questions Overarching
Why did colonies established by England eventually break away from parliamentary styles of government? Is it possible to establish a new colony today in the world and not be under the constant watchful eye of the parent government?

Essential Questions Topical
What are the mandates given of government that are hard to control? How do countries first establish a new colony? What prevents a new colony from succeeding and why do some fail? How can we use modern day weather patterns to find viable land for settlement? How can computer software be integrated into the study of countries and their historical patterns of development? Why do countries want to establish new areas of development?

Related Misconceptions
The colonist came into contact with many various Native Americans that helped rather than hindered their development. The lives of the colonist were not filled with great anticipation or wonderment when they encountered the New World

Knowledge. . . .Students will know…
The terminology of charter, colony, royal colony, trustee, parliament, founding, backcountry, upcountry, settlement plantation, indentured servant, Triangular Trade routes, slave code, and artisan. The work involved in settling a new area and how a governmental law basis helps guide each of its inhabitants. Facts pertaining to the area of Georgia that was first settled and the expansion of trade that influenced other settlements. The important people that established the colony of Georgia and the groups that assisted or stood in the way of development

Skills. . .. Students will be able to…
Use atlases, computer programs, globes, and old and new maps to: 1. clarify concepts 2. analyze and use a variety of maps for information about an area. 3. explain historical events in Georgia and Southeast United States. 4. explain geographical settings of historical and current events 5. classify ideas according to frame of reference, ideology, or bias of different writers or speakers. 6. interpret graphic aids relating to Georgia Studies. 7. use a grid system to find exact locations. 8. participate in planning for effective action in civic affairs. 9. The use of primary sources rather than secondary sources to gather information accurately.

Introduction to UBD Stage Two:
Students are introduced to Unit Three Colonial Georgia. (two to three days) 1. Students will be distributed into equal groups. 2. Each group will read together Chapter 6- Colonial Georgia pages 3. Groups will identify important people, places, and events by taking notes on a separate sheet of paper divided into three sections. Each section is to be labeled People, Places, and Events.

UBD Two People: a) John Percival b) James Oglethorpe c) John & Mary Musgrove d) Tomochichi e) King George II Places: a) England b) Georgia Colony c) Savannah d) Atlantic Ocean e) Climate/Geography Events: a) Georgia Colony Charter b) Sailing of the Anne to Georgia Colony c) Landing on the Georgia coast d) successes/Failures in establishing the Georgia colony e) Getting acquainted with people of other cultures.

UBD Two (Contd.) 4. Groups will exchange their research from the chapter regarding the above. Groups will revise their identifications as necessary in order to have all facets of information needed.

Exercise: Introducation to Learning by Technology: (UBD Three)
Students groups will be introduced to the PowerPoint presentation for Unit Three-Colonial Georgia Directions: The student groups will be directed to the following website and click on Assignments then click on connecting link below Powerpoint Assignment Presentation. Students will then read and answer the questions on the presentation including writing an individual reflection essay on the information gathered. (If using the PowerPoint Presentation only or SmartBoard keep going)

James Oglethorpe-the founder of Georgia
King George of England grants Georgia Charter 1732 The Anne lands on Yamacraw Bluff near Savannah 1733 Meets Tomochici Oglethorpe and colonist start to plan the city of Savannah on February 12, 1733 (Title page & Oglethorpe Pics from

James Oglethorpe Answer these Questions Who gave Oglethorpe the charter for Georgia
A. King George B. Queen Elisabeth C. Tomochichi

Sorry Wrong Answer Hit Back Button Below

Go on to the next Question by hitting the button below
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Where did James Ogelthorpe decide to start his first settlement
A. Beauford, South Carolina B. Yamacra Bluff, Near Savannah C. St. Augustine, Florida

Tomochichi http://www. georgiaencyclopedia. org/nge/Article. jsp
prominent character of early Georgia history principal mediator between the native population and the new English settlers created his own tribe of the Yamacraws from an assortment of Creek and Yamasee Indians gave them permission to establish Savannah in order to take advantage of trading and diplomatic connections. met with other Lower Creek chieftains to reassure them of the honest intentions of these new Englishmen and convinced them to ally with the English despite previous deceitful encounters with their northern neighbors in South Carolina.

Tomochichi Who was he? A. He really hated English Colonist
B. Principal mediator between the native population and the new English settlers C. gave them permission to establish Savannah in order to take advantage of trading and diplomatic connections Both A and B Both B and C

Not Completely Correct
Try Again and really think about it!

Mary Musgrove daughter of the English trader Edward Griffin and a Creek Indian mother served as a cultural liaison between colonial Georgia and her Native American community married English trader John Musgrove, and together they set up a trading post near the Savannah River was instrumental in the peaceful founding of Savannah, and by extension, the Georgia colony John and Mary Musgrove pic-

Mary Musgrove Who was she?
A. daughter of the English trader Edward Griffin and a Creek Indian mother B. was instrumental in the peaceful founding of Savannah, and by extension, the Georgia colony C. served as a cultural liaison between colonial Georgia and her Native American community married English trader John Musgrove D. All of the above

Georgia Colony Prison reform in England led to the charter of the colony; England’s jailed debtors would be sent to the new colony to work off debts Oglethorpe as one of twenty-one Trustees to govern the new colony chosen by King George of England Georgia's being a haven for debtors in English prisons had long vanished—and not one formerly jailed debtor was among the first colonists selected. In November 1732 a total of 114 men, women, and children gathered at Gravesend on the River Thames to set sail for the new colony of Georgia

Georgia Colony contd. The colonists were entitled to all the rights of Englishmen, yet there was no provision for the essential right of local government. Religious liberty was guaranteed, except for Roman Catholicism and Judaism. The charter created a corporate body called a Trust and provided for an unspecified number of Trustees who would govern the colony from England

Georgia Colony Question
A. Prison reform was the initial idea for starting the Georgia Colony B. There were many debtors that came from England to help settle the colony of Georgia C. The future colonist to settle Georgia left England in September 1732 D. There were no women on the ship that left England to make the voyage to America.

Georgia Colony Question
A. Georgia allowed all religions to worship as they pleased B. The Colony of Georgia was self-governed C. The charter created a corporate body called a Trust D. The colonist were entitled to all the rights of an Englishmen E. Both C and D F. Both A and D

Georgia Colony – The First Settlement
Started in winter; Early colonist lived in tents near the Savannah River Clearing the pine forest on Yamacraw Bluff with hand tools. Hand sawed logs for houses, pulled stumps and roots Savannah laid out using a special plan designed in London, with open spaces called squares as the main feature.

Georgia Colony-Hardship
Clearing the land hard-colonist were not prepared Drinking water from the Savannah River caused dysentery and other diseases. In April of 1733, the only doctor died During a ten month period, death came to one out of every four colonist Summertime brought frequent and heavy rains Insects, humidity, and heat of the coastal region

Battle of Bloody Marsh Spanish forces regroup and were determined to stand their ground Oglethorpe’s army hid in the bushes waiting for Spanish troops Bloody, but brief battle ensued, and Spanish forces were in complete retreat. Georgia colony was saved Oglethorpe promoted by King George II to General Background Photo

The French and Indian War
1752-Georgia becomes a Royal colony – now subects under direct control of Britain 1754-Great Britain and France go to war over their world empires Again, spillover to Georgia-Colonist called it the French and Indian War, but really it was the French and Indians on one side and Great Britain and the colonist on the other Frontier fighting was savage, with scalpings and other cruelties.

The French and Indian War
1762-Both France and Spain wanted peace 1763-The Treaty of Paris is signed bringing peace and Britain demands both countries to give up great portions of their claims to land in North America Georgia is extended westward to the Mississippi boundary Proclamation of 1763-King George III announces Britain is creating four new North American colonies Quebec (Canada), Grenada (Caribbean), East & West Florida

The Colony of Georgia Grows and Prospers
Proclamation extends Georgia’s boundary to include all land north of West & East Florida France & Spain no longer a viable threat Creeks ceded 2 million acres of land to Georgia Georgia quickly surveys new land Develops Headright System-Head of each family receives a given right to 100 acres New settlers rush to Georgia for free land

What do you know? Write a six to ten sentence reflection essay on how the Georgia colony started. Be sure to include: The original reason the colony of Georgia was started At least one major character from the colony of Georgia How do you think the colony of Georgia affected those that already lived there.

UBD Lesson Plan Template – Stage 2 - Evidence of Learning
Estimated time for this lesson: 4 days Introduction: Students will be distributed into equal groups for the following investigative learning experience. The following performance task will be performed:

UBD Lesson Plan Template – Stage 2 - Evidence of Learning
Performance Task: Day One Assign each student in a group a role from the TeacherWeb format to search and give information on the character they have assumed. Once each student finds the information they are to synthesis the information with the other students in the group. In other words, if a student is James Oglethorpe, they are to compare their viewpoints with Tomochichi and Mary Musgrove. Students will incorporate how each one helped the other in the development of a new colony. Groupings will be at least three students so that each can assume one of the three roles. Students will go to the computer lab to do their research and may use a word format to record information. Once at the lab the students will then:

Go to the following TeacherWeb Site
Once you open the web site follow the directions

Group Work Day 2: 1. Instruct the students to sit with their groups and distribute information they each have gathered. 2. Conduct a mini-lesson on formulating a thesis/position statement and having at least five supporting facts. 3. Distribute copies of the “TeacherWeb Outline” and instruct students to fill in the outline with their group using their notes from yesterday’s work. Students may revisit the sites if necessary.

Group Work Day 3: 1. Direct the students to the process section of the TeacherWeb. 2. Instruct the students to decide as a group which presentation mode they will se to present their position to the class. Remind them to use the outline they created yesterday to guide their presentation. 3. Direct the students to the rubric in the evaluation section and read through together. Answer any questions that the students may have. 4. Allow time for the groups to work on their presentations.

Group Work Day 4: 1. Each group will make their presentation to the class. 2. After the presentations allow time for the groups to have a friendly debate based on their findings. Set guidelines to proper debate etiquette before beginning. 3. After a set time, debrief with the class as a whole. Read the conclusion together and lead the class in a brief discussion. Ask anyone if they were persuaded to the difficulty of organizing a new colony. Did their viewpoint of cooperation change and did they anticipate the difficulty of establishing a new colony? Also, were any of them surprised at how each role came together for a common good? How was Oglethorpe’s original idea of establishing a new colony compromised? (Rubric & GPS Included in Teacher’s Edition)

Learning Plan (UBD Stage 3): Compare/Contrast & Analyze/Synthesis Introduction: Students will analyze the following Mind Maps: 3 days Go to SmartBoard Presentation and do the exercises.

Lesson Plan Colonial Georgia MindMap UBD Stage Three
Introduction: Phase One: During this stage of the lesson plan the students will be able to identify the important people that initiated and implemented the start of the Georgia colony. They will also look at the first stage of development that started in England and then progressed to the establishment of the new colonial site including the three motivating factors for its start. Phase Two: In addition the students will be contrasting and comparing the first year of development of the colony and synthesizing the information into logical sequence of events. They will analyze the initial problems and then progress to initial successes and incorporate this information with thoughts of “What they would do and think about being a part of a new colony”.

Lesson Plan: UBD Stage Three-MindMap
Georgia Performance Standards: The following GPS will be followed in this lesson. Historical Understandings: 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. Geographical Understandings: SS8G1(d): The student will describe Georgia with regard to physical features and location. d) Evaluate the impact of climate on Georgia’s development.

Lesson Plan: Tools UBD Stage Three
Tools: Two MindMaps will initiate and conclude the students experience in the research of the Georgia colony. The first MindMap will help the students find the important people and the reasons for the establishment of a new colony. The second MindMap will guide the students through critical thinking skills of a higher order to engage them in analysis of the information and compare/contrast as well as synthesizing the information to apply the knowledge that was gained with their own thoughts of how they would achieve success in establishing a new colony.

Lesson Plan: UBD Three Introduction
Introduction of the material: Students will read together in equal groups pages of their textbook. They will take notes as necessary and report to the other groups the information they have gathered.

Lesson Plan: MindMap #1 #1: Students will receive the MindMap in their groups. Each group will fill in the bubbles with the correct information from the selections below. They then will compare their reasons and choices with the other groups and by consensus vote choose the most logical answer for each bubble. The teacher will then show the students the correct answers and inform them of logical connections of the MindMap and how they overlap.

Lesson Plan: MindMap UBD #3
Alternative Teaching Strategy for MindMap #1: MindMap #1 will be used via a SmartBoard. Students will be able to move their choices by dragging them to the bubble of their choice. Feedback from the audience will be allowed as well as their books. Students will then discuss how each event is interrelated and how none of them could have occurred without the other factors involved.

Alternative Teaching Strategy for MindMap #1: For Inclusion Students: Low achieving students may be assisted in this process of SmartBoard Technology or if a SmartBoard is not available they will be assisted by higher achieving students or by the teacher.

MindMap #2: After reviewing the information from MindMap #1 and their textbook they will then be initiated with MindMap #2. Again each group will choose the most logical answer for each numbered diagram and discuss in their group why each event had either positive or negative effects on the establishment of Georgia’s first settlement. They will also discuss the advantages and disadvantages of the interconnecting mapping strategies and investigate the circumstances of hardships that were eventually overcome. Groups will also look at the factors and people that influenced the various stages of the Savannah settlement. The end of the lesson will be peer review by the other groups as to the answers each group agreed upon.

Alternative Teaching Strategy for MindMap #2: MindMap #2 will be used via a SmartBoard. Students will be able to move their choices by dragging them to the appropriate bubble of their choice. Feedback from the audience will be allowed as well as their books. Students will then discuss how each event is interrelated and how none of them could have occurred without the other factors involved. High Achieving Students: MindMap #2 will benefit these students by allowing them to critically think about the topics and issues.

Summary Photo http://www.nndb.com/people/948/000068744
Georgia’s original vision to help the debtors of England fails Colonist experience the hardship of establishing a new colony Friends were made and lost Bitter battles encased the history of the Georgia colony Rebirth of original vision of Oglethorpe’s seen in land ownership opportunities after King George the III’s Proclamation of 1763

References: Jackson, E.L., Stakes, M.E. Hepburn, L.R., & Hepburn, M.A. (2001) The Georgia studies book: Our state and the nation. Carl Vinson Institute of Government, The University of Georgia 5th Ed. Pages 72-84 Dixie Rising presents The New Georgia Enclyclopedia

Author Information Dale J. Zaboroskie
Georgia Mountains Christian Academy Mount Airy, Georgia Contact

Colonial Georgia-The Founding of Georgia

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