Unit One:Unit One:

Connecting Themes Used in Connecting Themes Used in Georgia StudiesGeorgia Studies

Bellringer questions Bellringer questions Respond to each question and record it can a Respond to each question and record it can a

sheet of paper:sheet of paper:

1.1. Are conflicts and disagreements between Are conflicts and disagreements between individuals always wrong?individuals always wrong?

2.2. How did and from whom did our national How did and from whom did our national government receive its’ power and authority government receive its’ power and authority from?from?

3.3. Why do we pay a lot of taxes to our local, Why do we pay a lot of taxes to our local, state, and federal government?state, and federal government?

4.4. How do teenagers in New York or Los How do teenagers in New York or Los Angeles live differently than those in Macon? Angeles live differently than those in Macon? Why?Why?

In this unit, we will introduce ourselves to the new In this unit, we will introduce ourselves to the new themes which will be featured prominently themes which will be featured prominently throughout our course in Georgia Studiesthroughout our course in Georgia Studies

1.1. LocationLocation

2. Conflict and Change2. Conflict and Change

3. Movement/Migration 3. Movement/Migration

4. Individuals, Groups and Institutions4. Individuals, Groups and Institutions

5. Rule of Law5. Rule of Law

6. Distribution of Power6. Distribution of Power

7.7. Technological InnovationTechnological Innovation

8.8. Production, Consumption, and DistributionProduction, Consumption, and Distribution

#1 Location#1 Location

. . . . . . Location Location affects a society’s affects a society’s economy, culture, and development.economy, culture, and development.

On the handout given by the teacher, define “Your On the handout given by the teacher, define “Your Life in Macon”Life in Macon”

** (i.e. how people dress, houses, foods, activities ** (i.e. how people dress, houses, foods, activities during free time, weather, religion, etc.)during free time, weather, religion, etc.)

**try using drawings and images in place of words**try using drawings and images in place of words**outside of largest circle write what part you think **outside of largest circle write what part you think

are unique (special) to Macon (or Georgia).are unique (special) to Macon (or Georgia).**How would your lifestyle change if Macon was 20 **How would your lifestyle change if Macon was 20

degrees colder?degrees colder?

Bell Ringer for 8/5/14Bell Ringer for 8/5/14

1.1. Take out your Circle Map about Take out your Circle Map about “Your Life in Macon.” I will collect “Your Life in Macon.” I will collect them up!them up!

2.2. Write a response the these Write a response the these questions (do not have to write questions (do not have to write question)question)

Is conflict always a bad thing? How Is conflict always a bad thing? How does your class change when a new does your class change when a new student moves in?student moves in?

#2 Conflict and Change#2 Conflict and Change

. . . When there is . . . When there is conflictconflict between or between or within societies, change is the resultwithin societies, change is the result

Essential Question for Conflict and Essential Question for Conflict and ChangeChange

Answer the Bell ringer qustion.Answer the Bell ringer qustion.

How might conflict among family How might conflict among family members result in change for that members result in change for that family?family?

#3 Movement/Migration#3 Movement/Migration

. . . The . . . The movement or migration movement or migration of of people and ideas affects all societies people and ideas affects all societies involved.involved.

Essential Questions for Essential Questions for Movement/MigrationMovement/Migration

1.1. How does your class change when a How does your class change when a new student moves in?new student moves in?

2.2. Have you had any personal Have you had any personal experiences with individuals from a experiences with individuals from a different part of the state, region of different part of the state, region of the country, or from another the country, or from another culture?culture?

From pages 174 to 175 in textbook, From pages 174 to 175 in textbook, students will read “The Meeting of students will read “The Meeting of Different Worlds,” and analyze the Different Worlds,” and analyze the cause and effects of the fatal contact cause and effects of the fatal contact of Europeans and Native Americans.of Europeans and Native Americans.

  

#4 Individuals, Groups, and #4 Individuals, Groups, and InstitutionsInstitutions

. . . The actions of . . . The actions of individuals, groups, individuals, groups, and/or institutionsand/or institutions affect society affect society through intended and unintended through intended and unintended consequences.consequences.

Essential Questions for Individuals, Essential Questions for Individuals, Groups, and InstitutionsGroups, and Institutions

1.1. How might the actions of a few How might the actions of a few students (positive or negative) students (positive or negative) bring consequences for an entire bring consequences for an entire class?class?

2.2. Who has inspired you in your life?Who has inspired you in your life?

Who do you look up to? Who is your Who do you look up to? Who is your hero?hero?

In the center of the Bubble Map, either In the center of the Bubble Map, either write the person name that you write the person name that you admire or draw a picture of the admire or draw a picture of the individual.individual.

**In the outer bubbles use adjectives **In the outer bubbles use adjectives to describe this personto describe this person

**Write out two sentences and use at **Write out two sentences and use at least one adjective in each one.least one adjective in each one.

Bell Ringer for 8/6/14Bell Ringer for 8/6/141.If you have not yet turned in your 1.If you have not yet turned in your

Bubble Map on “Who You Most Bubble Map on “Who You Most Admire,” please take it out ready to Admire,” please take it out ready to be turned in.be turned in.

2. Write a response to questions:2. Write a response to questions:

In any sport, why is it a good idea to In any sport, why is it a good idea to write down all the rules?write down all the rules?

Why is the power structure at your Why is the power structure at your school set up the way it is?school set up the way it is?

#5 Rule of Law#5 Rule of Law

. . . In a democracy, . . . In a democracy, rule of lawrule of law influences the behavior of citizens, influences the behavior of citizens, establishes procedures for making establishes procedures for making policies, and limits the power of policies, and limits the power of government. government.

Essential Questions for Rule of LawEssential Questions for Rule of Law

1.1. What prevents authority figures What prevents authority figures from abusing their power?from abusing their power?

2. Why should you (or shouldn’t you) 2. Why should you (or shouldn’t you) have all laws and rules written have all laws and rules written down in an official document?down in an official document?

#6 Distribution of Power#6 Distribution of Power

. . . the . . . the distribution of powerdistribution of power in in government is a product of existing government is a product of existing documents and laws combined with documents and laws combined with contemporary value and beliefs.contemporary value and beliefs.

Essential Question forEssential Question for Distribution of Power Distribution of Power

1.1. Why is the power structure at your Why is the power structure at your school set up the way it is?school set up the way it is?

2.2. How is power divided in your How is power divided in your family?family?

In the Tree Map, classify how power and In the Tree Map, classify how power and responsibilities are distributed in your responsibilities are distributed in your family or who ever lives in your family or who ever lives in your household.household.

Include all family members and mention Include all family members and mention their normal duties, roles, and/or their normal duties, roles, and/or chores.chores.

From the information, develop a From the information, develop a conclusion and write a couple conclusion and write a couple sentences related to it (i.e. _______has sentences related to it (i.e. _______has too much power. _______ does all the too much power. _______ does all the chores, while _______ does nothing)chores, while _______ does nothing)

#7 Technological Innovation#7 Technological Innovation

. . . . . . Technological innovations Technological innovations have have consequences, both intended and consequences, both intended and unintended, for a society.unintended, for a society.

#8 Production, Distribution, and #8 Production, Distribution, and ConsumptionConsumption

. . . The . . . The production, distribution, and production, distribution, and consumptionconsumption of goods/services of goods/services prudced by the society are affected prudced by the society are affected by the location, customs, beliefs, and by the location, customs, beliefs, and laws of the society.laws of the society.

Essential questions forEssential questions for Production, Production, Distribution, and ConsumptionDistribution, and Consumption

1.1. Who decides the price of shoes? Who decides the price of shoes? Gas? IPods, Blackberries, or Smart Gas? IPods, Blackberries, or Smart phones?phones?

2.2. What effects did the recent What effects did the recent recession had (or still does) on recession had (or still does) on people in Macon?people in Macon?