Unit 1 Georgia’s Beginnings
Stage 1 - Desired Results
Standards:
SS8G1 The student will describe Georgia with regard to physical features and location.
Standard Elements:
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.
SS8G2 The student will explain how the Interstate Highway System, Hartsfield-Jackson International
Airport, and Georgia’s deepwater ports help drive the state’s economy.
Standard Elements:
a. Explain how the three transportation systems interact to provide domestic and international goods to
the people of Georgia.
b. Explain how the three transportation systems interact to provide producers and service providers in
Georgia with national and international markets.
c. Explain how the three transportation systems provide jobs for Georgians.
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.
Standard Elements:
a. Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian)
prior to European contact.
SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in
different historical periods.
Understandings:
• Georgia’s location in relation region, nation,
continent, and hemisphere.
• That Georgia is made up of five distinct regions.
• The importance of key physical features on the
development of Georgia (fall line, Okefenokee
Swamp etc.).
• The impact of climate on Georgia’s development
and history.
• The impact of the three transportation systems
(highway, waterways and air) and how they
interact to provide domestic and international
goods as well as jobs to the people of Georgia.
• The evolution of the original Native American
cultures in Georgia.
Essential Question(s):
• Is it important to know Georgia’s location in
relation to the region, the nation, the
continent and hemispheres?
• How does each distinct region affect
Georgia’s economic, social, and cultural
development?
• How does climate affect the settlement of
various peoples in Georgia?
• How do the transportation systems of
Georgia provide jobs as well as
transportation?
• How did the original Native American
traditions evolve over time?
Students will know…
• Georgia’s relative location in relationship to
Students will be able to…
• Identify Georgia’s relative location using a
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region, nation, continent and hemisphere.
The five physiographic regions and their key
physical characteristics.
How the five physiographic were formed and how
they have affected the development of Georgia.
How Climate affects Georgia.
The three transportation systems (Interstate
system, Hartsfield-Jackson International Airport,
and Georgia’s deepwater ports).
How the transportation systems and jobs are
interrelated.
The evolution of Native American cultures
(Paleo, Archaic, Woodland, and Mississippian)
The types of goods and services produced in
Georgia during the different historical periods.
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world, continental, and US map.
Identify the five physiographic regions on a
map of Georgia, and list the key physical
features.
Describe how the five regions were formed,
and how those regions have affected
Georgia’s development.
Identify the three transportation systems,
and describe how they how they provide
jobs.
Identify the four prehistoric Native
American cultures and how they changed
with time using a timeline.
Stage 2 - Assessment Evidence
Performance Task(s):
• G you have a friend in Kansas and your goal is to
present the five physiographic regions, and
describe the obvious differences and the
economic impact of each region on Georgia’s
citizens.
• R You’re an 8th grade student living in Georgia
• A A friend living in Kansas.
• S You are to write an informative letter to your
friend who lives in a state with only one
physiographic region.
• P An informative letter.
• S Include a complete description of geographic,
climate, and relative and absolute location.
Other Evidence:
• Quiz over Georgia’s Geography
• Quiz on water ways.
• Quiz on prehistoric Native Americans.
• Unit Test - including all of the above
quizzes.
• Student reflections self knowledge and
performance and GRASP assignment.
Stage 3 - Learning Plan
Learning Activities:
Hook: What makes Georgia, Georgia?
• Nine weeks Pre-test.
• Day One: See TE1 for instructions steps 1 - 6. Intro the chapter making a chapter book (poof book on
Chapter 1) Read Chapter Summary with class. See T1. Homework: Color chapter book for homework.
• Day Two: Finish Chapter Preview.
• Day Three: Introduce Cornell Notes with power point (show students how to create ques, notes, divide
the paper and how to write the summary per page) pg. 5 - 30. Homework: GA in the North American
Continent and Living in America.
• Day Four: Map activity label and describe the 5 physiographic regions. (Unit 1 activity from last
year). Homework: On the Road Ch. 1 Activity Use pg. 34 – 39 to label Georgia’s seven wonders.
• Day Five: Use page 22 – 30 to make a list of factors that would affect Georgia’s economics
development based on the impact of climate. Review list as a whole class. Quiz 10 Questions on
Georgia’s Geography.
• Day Six: See TE1 for instructions steps 1 - 6. Chapter two chapter book (poof book on Chapter 2)
Chapter Intro. Homework: Flora and Fauna Crossword.
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Day Seven: Cornell notes on Ch. 2 in Class. Homework: Georgia’s Natural Resources.
Day Eight: Guided Reading Activity Pg. 40 – 51 Homework: Finish Guided Reading if not finished in
class.
Day Nine: Read aloud pages 56 – 65. Start Georgia’s Bodies of Water Homework: Finish Georgia’s
Bodies of Water.
Day Ten: Quiz on Georgia’s Waterways. See TE1 for instructions steps 1 - 6. Intro the chapter
making a chapter book (poof book on Chapter 3) Read Chapter Summary with class. See T1.
Homework: Color chapter book for homework.
Day Eleven: Jigsaw – P = Paleo, A = Archaic, W = Woodland, M = Mississippian. Break into groups
P, A, W, M. Research each time period in homogeneous groups (pg. 75 – 81), gather data to fill in the
graphic organizer, and present in mixed groups. In mixed groups complete bottom of graphic
organizer. Homework: Start Cornell notes on Ch. 3 must complete by day 14.
Day Twelve: Guided Reading Ch. 3 First page only. Quiz on prehistoric Native Americans.
Day Thirteen: Quiz Show Review and wrap up.
Day Fourteen: Unit Test