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Eighth Grade Social Studies Curriculum Guide

Revised August 2009

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Grade/Course: Eighth Grade Georgia Studies

Revised August 2009

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Standards: H1, G1, G2, E12 weeks

Unit One focus:Georgia’s Beginnings

Themes with Concepts/Topics:

LocationAbsolute and relative location

of Georgia

Human/Environmental InteractionGeorgia’s geographic regions,

features and climates

Civilization, Cultural Diffusion and InnovationDevelopment of prehistoric

cultures

Standards: H1b, c, H2, G1d, E13 weeks

Unit Two focus:Georgia’s Colonization


Conflict and CompromiseEuropean/Native American

Civilization, Cultural Diffusion and InnovationColonization Migration (voluntary and

forced)Territorial Growth

Social & Political InteractionColonial Governments

Unit Four focus:Government in Georgia


Conflict and CompromiseRevolution

Trade, Industry, & Technology

Regional Specialization

Social & Political InteractionKey Documents Constitutional Governments State and National Governments

Unit Three focus:Revolution in Georgia


Social & Political InteractionPolitical PartiesRepresentative Government TaxationKey DocumentsCitizenship ResponsibilityJuvenile Justice System Local Governments

Revised August 2009

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Standards: H12a, c, CG1, CG2a,b,c CG3a,b, : CG4a,b,c,d, CG6a,b,c,d, CG5a,b,c, E4a,b,c6 weeks

Standards: H3, H4, H5, E1, E2a 2 weeks

Revised August 2009

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Unit Five focus:Westward Expansion

Standards: H5

2 weeks


Conflict and Compromise Native American rights

Social & Political Interaction Regional Development Development of

Southern Culture

Standards: H6a, E1, E2a3 weeks

Unit Six focus:Georgia in the Antebellum Era


Conflict and Compromise Civil War


Southern Culture

Standards: H6b, E1, E2a3 weeks

Unit Seven focus:Georgia in the Civil War




Southern Culture

Standards: H6c, E1, E2a2 weeks

Unit Eight focus:Georgia and Reconstruction




Southern Culture

Revised August 2009

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Standards: H8, H9, E1, E 2a

3 weeks

Unit Ten focus:Depression & World Conflict


Social & Political InteractionPolitical Practices and Policies

Eugene TalmadgeFDR


Causes and Effects of the Great Depression

Conflict & CompromiseWorld War II

Ethnic ConflictEconomic Opportunities

Standards: H10, H11, H12b, d,e, G2, CG5a, E1, E2a,b, E3b,c 3 weeks

Unit Eleven focus:Societal & Technological Growth


Social & Political InteractionUrban Development Leadership

Ellis Arnold Jimmy Carter

Civil Rights


Agricultural Production Technological Advancements Entrepreneurs Transportation

Globalization1996 Olympics Immigration International Trade

Standards: H7, E3

3 weeks

Unit Nine focus:Developing National Identities


Social & Political InteractionReconstruction Civil Rights Reform


Development of Atlanta and the State

Conflict & CompromiseWorld War I

8th Grade Georgia StudiesUnit 1: Georgia’s Beginnings

Revised August 2009

History 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.

EconomicsSS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods.

Civics/GovernmentN/A

Geography SS8G1 The student will describe Georgia with regard to physical features and location.

a. Locate Georgia in relation to region, nation, continent, and hemispheres. b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and Ridge,

Appalachian Plateau, Piedmont, and Coastal Plain. c. Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line,

Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and barrier islands. d. Evaluate the impact of climate on Georgia’s development.

Elaborated Unit Focus: This unit will focus on the relationship between natural forces and features and human activities.

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Unit 1Enduring Understandings and Unit Essential Questions

Cultures change and develop over time as they are influenced by natural forces and encounter other cultures. How did various developments in the culture of prehistoric indigenous Americans mark

their evolution from the Paleo period through the Mississippian Period? (H1a) What impact did environment have on the development of the prehistoric indigenous

American cultures?(H1b,G1c,d)

Particular physical and cultural features and climate have affected the development of Georgia. What are the significant geographic regions of Georgia and how have they impacted

Georgia’s growth and development? (G1b,c) How has climate played a role in Georgia’s growth and development? (G1d)

8th Grade Georgia Studies

Unit 2: Georgia’s Colonization

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History 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.

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.

EconomicsSS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods.


Geography SS8G1 The student will describe Georgia with regard to physical features and location.

d. Evaluate the impact of climate on Georgia’s development.

Elaborated Unit Focus: This unit will focus on the geographical, political, social and economic factors that contributed to Georgia’s colonization.

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Unit 2 Enduring Understandings and Unit Essential Questions

Cultures change and develop over time as they are influenced by natural forces and encounters with other cultures. How did life change for the Mississippian Indians after the arrival of European explorers?

(H1b) How did the contributions of various political and cultural groups contribute to the

development of the Georgia colony during the Trustee period? (H2b)

Many factors contribute to migration (colonization), and the decision to migrate is a combination of political, economic, geographic and social factors. Why did European countries explore, claim, and settle the North American continent?

(H1c) How was the founding of the Georgia colony and its evolution to statehood unique? (H2a,

c)

Particular physical and cultural features and climate affect the development of a region. How did physical features and climatic factors play a role in settlement of the Georgia

colony? (G1d)


Unit 3: Revolution in Georgia

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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.

Geography N/A


EconomicsSS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods. SS8E2 The student will explain the benefits of free trade.

a. Describe how Georgians have engaged in trade in different historical time periods b. Explain how the four transportation systems from SS8G2 contribute to Georgia’s role in world trade.

Elaborated Unit Focus: This unit will focus on the conflicts and compromises that led to our country’s independence, the economic changes that occurred, and the obligations of individual states to create representative governments.

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Wars for independence are not the result of a single event but the culmination of a series of events in which failure to compromise results in conflict.How did the immediate and long-term causes of the American Revolution impact Georgia? (H3a)What role did Georgia play in the American Revolution? (H3b)

Past experiences of a group of people influence their decisions regarding the creation of a new government.What led to the evolution of Georgia’s government from a royal colony to a constitutional

democracy? (H4a, b)

People engage in trade in order to acquire the goods and services they want.Why did people produce particular goods during the Revolution and how did they choose with

whom to trade? (E1, E2a)


Unit 4: Georgia’s Government

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History SS8H12 The student will explain the importance of significant social, economic, and political developments in Georgia since 1970.

a. Evaluate the consequences of the end of the county unit system and reapportionment. c. Analyze the impact of the rise of the two-party system in Georgia.

EconomicsN/A

Civics/GovernmentSS8CG1 The student will describe the role of citizens under Georgia’s constitution.

a. Explain the basic structure of the Georgia state constitution. b. Explain the concepts of separation of powers and checks and balances. c. Describe the rights and responsibilities of citizens. d. Explain voting qualifications and elections in Georgia. e. Explain the role of political parties in government.

S8CG2 The student will analyze the role of the legislative branch in Georgia state government. a. Explain the qualifications, term, election, and duties of members of the General Assembly. b. Describe the organization of the General Assembly, with emphasis on leadership and the committee system. c. Evaluate how the legislative branch fulfills its role as the lawmaking body for the state of Georgia.

SS8CG3 The student will analyze the role of the executive branch in Georgia state government. a. Explain the qualifications, term, election, and duties of the governor and lieutenant governor. b. Describe the organization of the executive branch, with emphasis on major policy areas of state programs; include education,

human resources, public safety, transportation, economic development, and natural resources.c. Evaluate how the executive branch fulfills its role through state agencies that administer programs and enforce laws.

SS8CG4 The student will analyze the role of the judicial branch in Georgia state government. a. Explain the structure of the court system in Georgia including trial and appellate procedures and how judges are selected. b. Explain the difference between criminal law and civil law. c. Describe the adult justice system, emphasizing the different jurisdictions, terminology, and steps in the criminal justice

process. d. Describe ways to avoid trouble and settle disputes peacefully. e. Evaluate how the judicial branch fulfills its role in interpreting the laws of Georgia and ensuring justice in our legal system.

SS8CG6 The student will explain how the Georgia court system treats juvenile offenders. a. Explain the difference between delinquent behavior and unruly behavior and the consequences of each.b. Describe the rights of juveniles when taken into custody. c. Describe the juvenile justice system, emphasizing the different jurisdictions, terminology, and steps in the juvenile justice

process.d. Explain the seven delinquent behaviors that can subject juvenile offenders to the adult criminal process, how the decision to

transfer to adult court is made, and the possible consequences.

SS8CG5 The student will analyze the role of local governments in the state of Georgia. a. Explain the origins, functions, purposes, and differences of county and city governments in Georgia. b. Compare and contrast the weak mayor-council, the strong mayor-council, and the council-manager forms of city government. c. Describe the functions of special-purpose governments. d. Evaluate the role of local government working with state agencies to administer state programs.

Geography N/A

Elaborated Unit Focus: This unit will examine the framework for Georgia’s government, the electoral process, and the rise of two-party politics in the state. The unit will further examine the legislative process of Georgia’s government, the role of the executive branch in enforcing state laws; examine the judicial process in state government, the interpretation of state law, and the juvenile justice process. This unit will also examine local government, special-purpose governments, and the collection and distribution of state revenues.

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Individuals and governmental agencies have responsibilities to each other that help build a strong democratic society. How does the Georgia Constitution provide the framework for the rights and responsibilities

of citizens and government? (CG1) How does the structure of Georgia’s government ensure that its citizens are fairly

represented? (H12a, CG1c) How do political parties serve the purposes of voters with different opinions? (H12c, CG1e)

The power to create laws and ordinances rests with the legislative branch of government. How are the actions of members of the General Assembly related to the desires of citizens to

be safe and free? (CG2)

The power to enforce laws and ordinances rests with the executive branch of government. How do the governor and the agencies of the executive branch protect the citizens of the

state? (CG3)

The power to interpret laws and ordinances rests with the judicial branch of government. How does Georgia’s judicial system provide justice and protect the rights of its citizens?

(CG4) How are juveniles treated differently under our judicial system? (CG6)

State governments extend their power through counties and cities which exist at the discretion of the state.

Why do local governments collect and use taxes? (CG5a, c, E4) Why are there different forms of local governments? (CG5 )

Personal economic decisions affect quality of life and standard of living. What is the role of personal money management in being a responsible citizen? (E5)


Unit 5: Westward Expansion

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History SS8H5 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, Louisville, and the spread of Baptist and Methodist churches. 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. Analyze the events that led to the removal of Creeks and Cherokees; include the roles of Alexander McGillivray,

William McIntosh, Sequoyah, John Ross, Dahlonega Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.

Elaborated Unit Focus: This unit will analyze those factors that caused Georgia and the Southeast to develop as a distinct economic and political region before the Civil War.

Geography N/A


Economics: SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods. SS8E2 The student will explain the benefits of free trade. a. Describe how Georgians have engaged in trade in different historical time periods


The growth and development of a region are influenced by social, economic, and political factors. What is the role of social institutions (e.g., religion, education, technology) in the

development of a region? (H5a, c) How do political policies influence growth and development? (H5b) How do economic and political factors affect disenfranchised groups? (e.g., Creeks and

Cherokees) (H5d)


Unit 6: Georgia during the Antebellum Era

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History SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.

a. Explain the importance of key issues and events that led to the Civil War; include slavery, states’ rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia Platform, Kansas-Nebraska Act, Dred Scott case, election of 1860, the debate over secession in Georgia, and the role of Alexander Stephens.



Geography N/A

Elaborated Unit Focus: This unit will analyze those factors that caused Georgia and the Southeast to develop as a distinct economic and political region before the Civil War.


nnnPolitical, economic, and social factions within a country sometimes lead to conflict and subsequent resolution.

How did national political issues lead to the decision for Southern states to secede from the Union? (H6a)


Unit 7: Georgia during the Civil War

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b. State the importance of key events of the Civil War; include Antietam, Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and Andersonville.

Elaborated Unit Focus: This unit will analyze those factors that caused Georgia and the Southeast to develop as a distinct economic and political region during the Civil War.

Geography N/A




Political, economic, and social factions within a country sometimes lead to conflict and subsequent resolution. How did key military, political and economic strategies influence the outcome of the Civil

War? (H6b, E1, E2a) How did political actions and social reactions change Southern culture after the Civil War?

(H6c)


Unit 8: Georgia and Reconstruction

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c. Analyze the impact of Reconstruction on Georgia and other southern states, emphasizing Freedmen’s Bureau; sharecropping and tenant farming; Reconstruction plans; 13th, 14th, and 15th amendments to the constitution; Henry McNeal Turner and black legislators; and the Ku Klux Klan.

Elaborated Unit Focus: This unit will analyze those factors that caused Georgia and the Southeast to develop as a distinct economic and political region during the Civil War.

Geography N/A




Political, economic, and social factions within a country sometimes lead to conflict and subsequent resolution. How did political actions and social reactions change Southern culture after the Civil War?

(H6c)


Unit 9: Developing National Identities

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History SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918.

a. Evaluate the impact the Bourbon Triumvirate, Henry Grady, International Cotton Exposition, Tom Watson and the Populists, Rebecca Latimer Felton, the 1906 Atlanta Riot, the Leo Frank Case, and the county unit system had on Georgia during this period.

b. Analyze how rights were denied to African-Americans through Jim Crow laws, Plessy v. Ferguson, disenfranchisement, and racial violence.

c. Explain the roles of Booker T. Washington, W. E. B. DuBois, John and Lugenia Burns Hope, and Alonzo Herndon. d. Give reasons for World War I and describe Georgia’s contributions.

EconomicsSS8E3 The student will evaluate the influence of Georgia’s economic growth and development.

a. Define profit and describe how profit is an incentive for entrepreneurs. b. Explain how entrepreneurs take risks to develop new goods and services to start a business.


Geography N/A

Elaborated Unit Focus: This unit will focus on the social, economic, and political changes that led to conflicts between cultures, as well as conflicts among nations.

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Unit 9Enduring Understandings and Essential Questions

The ideals of a nation influence social, political, and economic changes.How did politics, public discourse, and social reaction lead to divisions in Georgia after Reconstruction? (H7a)How did influential African-Americans influence social, political and economic change? (H7c, E3a, b)How did World War I impact Georgia? (H7d, E1)

8th Grade Georgia StudiesUnit 10: Depression and World Conflict

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History SS8H8 The student will analyze the important events that occurred after World War I and their impact on Georgia.

a. Describe the impact of the boll weevil and drought on Georgia. b. Explain economic factors that resulted in the Great Depression. c. Discuss the impact of the political career of Eugene Talmadge. d. Discuss the effect of the New Deal in terms of the impact of the Civilian Conservation Corps, Agricultural

Adjustment Act, rural electrification, and Social Security. SS8H9 The student will describe the impact of World War II on Georgia’s development economically, socially, and politically.

a. Describe the impact of events leading up to American involvement in World War II; include Lend-Lease and the bombing of Pearl Harbor.

b. Evaluate the importance of Bell Aircraft, military bases, the Savannah and Brunswick shipyards, Richard Russell, and Carl Vinson.

c. Explain the impact of the Holocaust on Georgians. d. Discuss President Roosevelt’s ties to Georgia including his visits to Warm Springs and his impact on the state.

Economics SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods. SS8E2 The student will explain the benefits of free trade.

a. Describe how Georgians have engaged in trade in different historical time periods.b. Explain how the four transportation systems from SS8G2 contribute to Georgia’s role in world trade.


GeographyN/A

Elaborated Unit Focus: This unit will focus on the economic, political, and natural factors that led to the Great Depression, and World War II. It further clarifies the relationship between world conflict and economic factors that led to the Great Depression and World War II.

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The prosperity of a region is determined by natural, economic, and political forces.How did forces of nature affect the economy of Georgia? (H8a,b)How did state and national political policies following the end of World War II influence the growth

and development of Georgia and the future of politics in the state? (H8c, d)How do Georgia’s elected representatives influence the growth and development of Georgia? (H8c;

H9b; CG1e)

The impact of a global war affects the economy, society, and politics of a nation, region, and state. How do acts of aggression influence public sentiment toward conflict? (H9a)How can wars create economic opportunities? (H9b,E1,E2a)How do atrocities against ethnic or cultural groups impact other peoples and regions? (H9c)


Unit 11: Societal and Technological Growth

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History SS8H10 The student will evaluate key post-World War II developments of Georgia from 1945 to 1970.

a. Analyze the impact of the transformation of agriculture on Georgia’s growth. b. Explain how the development of Atlanta, including the roles of mayors William B. Hartsfield and Ivan Allen, Jr., and major

league sports, contributed to the growth of Georgia.

c. Discuss the impact of Ellis Arnall.SS8H11 The student will evaluate the role of Georgia in the modern civil rights movement.

a. Describe major developments in civil rights and Georgia’s role during the 1940s and 1950s; include the roles of Herman Talmadge, Benjamin Mays, the 1946 governor’s race and the end of the white primary, Brown v. Board of Education, Martin Luther King, Jr., and the 1956 state flag.

b. Analyze the role Georgia and prominent Georgians played in the Civil Rights Movement of the 1960s and 1970s; include such events as the founding of the Student Non-Violent Coordinating Committee (SNCC), Sibley Commission, admission of Hamilton Holmes and Charlayne Hunter to the University of Georgia, Albany Movement, March on Washington, Civil Rights Act, the election of Maynard Jackson as mayor of Atlanta, and the role of Lester Maddox.

c. Discuss the impact of Andrew Young on Georgia. SS8H12 The student will explain the importance of significant social, economic, and political developments in Georgia since 1970.

b. Describe the role of Jimmy Carter in Georgia as state senator, governor, president, and past president. d. Evaluate the effect of the 1996 Olympic Games on Georgia. e. Evaluate the importance of new immigrant communities to the growth and economy of Georgia.

Economics: SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods. SS8E2 The student will explain the benefits of free trade.

a. Describe how Georgians have engaged in trade in different historical time periods. b. Explain how the four transportation systems from SS8G2 contribute to Georgia’s role in world trade.

SS8E3 The student will evaluate the influence of Georgia’s economic growth and development. b. Explain how entrepreneurs take risks to develop new goods and services to start a business. c. Evaluate the importance of entrepreneurs in Georgia who developed such enterprises as Coca-Cola, Delta Airlines,

Georgia-Pacific, and Home Depot.

Civics/GovernmentSS8CG5 The student will analyze the role of local governments in the state of Georgia.

a. Explain the origins, functions, purposes, and differences of county and city governments in Georgia.

Geography SS8G2 The student will explain how the Interstate Highway System, Hartsfield-Jackson International Airport, and Georgia’s deepwater ports and the railroads help drive the state’s economy.

a. Explain how the four transportation systems interact to provide domestic and international goods to the people of Georgia. b. Explain how the four transportation systems interact to provide producers and service providers in Georgia with national

and international markets. c. Explain how the four transportation systems provide jobs for Georgians.

Elaborated Unit Focus: This unit will examine the relationship between technology and society.

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Technological innovations, as well as social change, result in periods of significant, rapid adjustments, including opportunities for entrepreneurs and the development of new goods and services.

How has technological change affected agricultural methods and production? (H10a, E1, E2a)How can the policies of state and local political leaders influence economic growth? (H10b, CG5a)How did the post WWII economic climate provide opportunities for entrepreneurs? (E2a,b, E3)How did the policies and actions of Jimmy Carter influence the state, nation and world politically and socially? (H12b)How did the 1996 Olympic Games provide opportunities for economic development and contribute to Georgia’s international image? (H12d)How do immigrants change social structures and influence economic policies and practices? (H12c)How do Georgia’s transportation systems affect economic growth and development? (G2)How can political policies and decisions create a climate in which individuals and groups can voice opinions to bring about social change? (H11a, b, c)

Georgia StudiesEnduring Understandings Summary

Unit 1: Georgia’s Beginnings Cultures change and develop over time as they are impacted by natural forces and encounter other cultures. Each location in the world is unique in terms of global position and geographic features. Particular physical and cultural features and climate have affected development of Georgia.

Unit 2: Georgia’s Colonization Cultures change and develop over time as they are influenced by natural forces and encounters with other

cultures. Many factors contribute to migration (colonization), and the decision to migrate is a combination of political,

economic, geographic and social factors. Particular physical and cultural features and climate affect the development of a region.

Unit 3: Conflict, Compromise, and Revolution Wars for independence are not the result of a single event but the culmination of a series of events in which failure

to compromise results in conflict. Past experiences of a group of people will influence their decisions regarding the creation of a new government. People engage in trade in order to acquire the goods and services they want.

Unit 4: Government in Georgia Individuals and governmental agencies have responsibilities one to the other that helps builds a strong

democratic society. The power to create laws and ordinances rests with the legislative branch of government The power to enforce laws and ordinances rests with the executive branch of government The power to interpret laws rests with the judicial branch of government State governments extend their power through counties and cities which exist at the discretion of the state Personal economic decisions affect quality of life and standard of living

Unit 5: Westward Expansion Political, economic, and social factions within a country sometimes lead to conflict and subsequent resolution. The growth and development of a region are influenced by social, economic, and political factors.

Unit 6: Georgia in Antebellum Era Political, economic, and social factions within a country sometimes lead to conflict and subsequent resolution. The growth and development of a region are influenced by social, economic, and political factors.

Unit 7: Georgia in the Civil War Political, economic, and social factions within a country sometimes lead to conflict and subsequent resolution. The growth and development of a region are influenced by social, economic, and political factors.

Unit 8: Georgia and Reconstruction Political, economic, and social factions within a country sometimes lead to conflict and subsequent resolution. The growth and development of a region are influenced by social, economic, and political factors.

Unit 9: Developing National Identities The ideals of a nation influence social, political, and economic changes.

Unit 10: Depression and World Conflict The prosperity of a region is determined by natural, economic, and political forces. The impact of a global war affects the economy, society, and politics of a nation, region, and state.

Unit 11: Societal and Technological Growth Technological innovations, as well as social change, result in periods of significant, rapid adjustments,

including opportunities for entrepreneurs and the development of new goods and services.

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Social Studies Skills MatricesMAP AND GLOBE SKILLS

GOAL: The student will use maps to retrieve social studies information. I: indicates when a skill is introduced in the standards and elements as part of the content D: indicates grade levels where the teacher must develop that skill using the appropriate content M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations A: indicates grade levels where students will continue to apply and improve mastered skills

Map and Globe Skills K 1 2 3 4 5 6 7 8 9-12

1. use cardinal directions I M A A A A A A A A

2. use intermediate directions I M A A A A A A A

3. use a letter/number grid system to determine location I M A A A A A A

4. compare and contrast the categories of natural, cultural, and political features found on maps

I M A A A A A A

5. use inch to inch map scale to determine distance on map I M A A A A A A

6. use map key/legend to acquire information from, historical, physical, political, resource, product and economic maps

I D M A A A A A

7. use a map to explain impact of geography on historical and current events I D M A A A A A

8. draw conclusions and make generalizations based on information from maps I M A A A A A

9. use latitude and longitude to determine location I D D D M A A

10. use graphic scales to determine distances on a map I M A A A A

11. compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities

I M A A A A

12. compare maps with data sets (charts, tables, graphs) and /or readings to draw conclusions and make generalizations

I M A A A A

INFORMATION PROCESSING SKILLSGOAL: The student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems/make decisions.I: indicates when a skill is introduced in the standards and elements as part of the contentD: indicates grade levels where the teacher must develop that skill using the appropriate contentM: indicates grade level by which student should achieve mastery, the ability to use the skill in all situationsA: indicates grade levels where students will continue to apply and improve mastered skills

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