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SS8H2 The
student will analyze the colonial period
of Georgia’s history.
a)
Explain the importance of James
Oglethorpe
[pp. 114-129], the Charter of
1732
[pp. 115-116], reasons for
settlement (charity, economics, and
defense),
Tomochichi
[pp. 118-129], Mary Musgrove, and
the city of Savannah
[pp.
120-121].
b)
Evaluate the Trustee Period of
Georgia’s colonial history, emphasizing
the role
of the Salzburgers
[pp. 121-124], Highland Scots
[pp. 124-125], malcontents,
and the Spanish
threat
[pp. 124-127] from Florida.
c)
Explain the development of
Georgia as a royal colony
[pp. 142-148] with
regard to land
ownership, slavery
[p. 146], government
[pp. 142-148], and the
impact of the royal
governors
[p. 142-148].
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Monday
9/17/07
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Tuesday
9/18/07
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Wednesday
9/19/07
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Thursday
9/20/07
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Friday
9/21/07
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At the start
of class today, we went over the
Video Guide from Friday.
Students recorded the
Correct
Answers if they did not have them.
Because
today is "National Constitution
Day," we then worked as a class to
complete a
Constitution Crossword.
Following
the crossword, students were given
the first page of the
Come to Georgia Advertisement
Assignment. As a
class we discussed the advertisement
and looked at examples of last years
ads for a reference.
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Students spent
the first 10 to 15 minutes of class
gathering information for their
Come to Georgia Advertisement
Assignments.
After researching for the ads, we
moved on to a group activity known
as
The Space Case.
The activity was designed to
parallel the challenges faced by
Georgia's first settlers. They
were going into an unknown area,
surrounded by unknown people, and
had to do their best to prepare.
The entire period was spent with
groups making decisions, then
scoring their decisions, and then
discussing how it relates to
Georgia's first settlers.
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Because of
early release day, our class period
was slightly shortened today.
However, we still accomplished much!
At the start
of class we wrapped up our
discussion of yesterday's
Space Case.
In doing this, we made sure that all
aspects of the activity were related
to the founding of Georgia and not
some far off, imaginary planet.
Following
our discussion, students began
working on some
Two-Column Notes
covering pages 120-124. We
discussed how strategies such as
this can help reading comprehension.
The notes can be used tomorrow on a
brief "pop quiz" over the same
pages.
While
students were beginning this
assignment, graded work was returned
to them as well as their progress
reports.
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Today in
class, we took a short open notes
quiz over the notes from yesterday's
reading. Students were allowed
to study pages 120-124 for a few
minutes and double check their notes
before starting the quiz.
We then
read and compared a reading from
James Oglethorpe and Peter Gordon.
Students discussed the differences
between what Oglethorpe said about
the Georgia colony before arriving
here and what Gordon said about
actually living here.
The test on
exploration and colonization was
announced today as well. Next
Thursday, September 27, there will
be a test over everything we have
studied regarding explorers and
colonizing Georgia. Students
should use the
Things You Should Know
sheet for this unit to prepare for
the test.
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Today in
class, students were given their
Notebook Checklist
for their notebook check next
Thursday. Students will turn
in their notebooks before starting
the test next Thursday.
We then spent
a short time looking at and
discussing the
Original Colonists to Georgia.
Students
then worked on a
Letter of Grievance
for the remainder of the class
period. Students pretended
that they were malcontents and wrote
a letter to King George II to
complain about the rules of the
trustees. The letter was to be
four short paragraphs:
I. Introduction: A short greeting to the King (3 sentences)
II. Complaints: A description of the complaints (Minimum of 4
sentences)
III. Solution: How royal rule would help (Minimum of 4 sentences)
IV. Conclusion: A short wrap up and thank you (3 sentences)
At the end
of class, students turned in their
letters.
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