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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary for the Eighth grade social studies course.
Eighth Grade Unit 8 – “Post WWII Georgia”
Elaborated Unit Focus
This unit will evaluate the impact of various individuals, groups, and institutions which
significantly influenced social and economic growth in Georgia after World War II.
Students will learn how the post World War II movement/migration of people and ideas
affected Georgia‟s citizens. Student will analyze the consequences of technological
innovation not only on Georgia society, but also on the nation and world. Finally,
students will also come to understand that location affects a society‟s economy and it‟s
place in world trade.
Standards/Elements
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
Hartsfield and Ivan Allen, Jr., and major league sports, contributed to the growth
of Georgia.
c. Discuss the impact of Ellis Arnall.
Geography:
SS8G2 The student will explain how the Interstate Highway System, HartsfieldJackson International Airport, 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.
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.
b. Explain how the four transportation systems from SS8G2 contribute to Georgia‟s
role in world trade.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 8
UPDATED 11/16/2009  Page 1 of 10
Copyright 2009 © All Rights Reserved
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Enduring Understandings/Essential Questions
Individuals, Groups, Institutions: The student will understand that the actions of
individuals, groups, and/or institutions affect society through intended and
unintended consequences.
Who significantly contributed to the growth of Georgia during this time period and
how did they impact the state? (H10b,c)
Movement/Migration: The student will understand that the movement or
migration of people and ideas affects all societies involved.
How was agriculture transformed in Georgia following WWII and how did this
impact the state as a whole? (H10a)
How did politics within Atlanta bring about growth for Georgia? (H10b,c)
What other Atlanta-based developments occurred during this period?
(E1, G2a,c)
Location: The student will understand that location affects a society’s economy,
culture, and development
How did Georgia‟s economy change after WWII? (E1)
What developments in Atlanta helped to bring about these changes?
(E2b, G2a,c)
How do our major transportation systems impact Georgia? (G2a,b, E1, E2b)
Technological Innovations: The student will understand that technological
innovations have consequences, both intended and unintended, for a society.
What technological inventions influenced Georgia‟s economy, especially our
transportation systems? (G2a,b,c E1, E2b)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 8
UPDATED 11/16/2009  Page 2 of 10
Copyright 2009 © All Rights Reserved
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*NOTE: The balanced assessment plan included in this unit is presented as a series of
suggested activities. It is not expected that the teacher complete all assessments for a
successful unit.
Balanced Assessment Plan
Description of Assessment
The number of farms in Georgia declined from approximately
226,000 in 1945 to 67,000 in 1970. There were several causes
for this agrarian decline. Analyze the reasons for this decline
by completing the chart “Our Vanishing Farms” (Appendix
1) Once the chart is complete answer the questions that follow:
Standard/
Type of
Element
Assessment
H10a
Constructed
Response.
Dialogue.
Informal
Observation
Which cause do you think had the greatest impact on
movement away from the farms? Why?
Which cause do you think had the least impact on
movement away from the farms? Why?
How did this decline in farming impact other areas of
the state? Be prepared to give and support your
opinions in a class discussion
Between 1940 and 1970 Atlanta‟s metropolitan area saw an
increase in population from approximately 442,294 to
1,390,164. Interestingly, sports and politics combined to help
make the Atlanta SMA an attractive place to live. In a
paragraph for each, describe how the following contributed to
that growth: William Hartsfield, Ivan Allen, Jr., Ellis Arnall,
Atlanta Braves, Atlanta Falcons, and Atlanta Hawks.
H10b,c
Do the following as preparation for drawing a political
E1
cartoon. Define free trade. What are the benefits of not
E2b
charging tariffs? Do you think there might be some
disadvantages of not charging tariffs? How does free trade
affect Georgia? What goods produced in Georgia might benefit
from free trade agreements? What goods might not? When you
have completed this analysis, draw a political cartoon either
favoring free trade or opposing free trade.
Complete a teacher selected or prepared objective, short
response test for the people, place, events, and concepts in this
unit.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 8
UPDATED 11/16/2009  Page 3 of 10
Copyright 2009 © All Rights Reserved
Constructed
Response
Constructed
Response,
Dialogue,
Informal
observation
H10 a,b,c Selected
G2a,b,c
Response,
E1, E2b
Constructed
Response
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Sample Performance Task
Location: The student will understand that location affects a society’s economy, culture, and
development. G2a,b E1, E2b
You have been hired as the Distribution Director for a new company in Georgia. This company‟s goals
are to export Georgia products and import international products in the most efficient manner. This
means using various transportation systems to move the goods as quickly as possible. They will use
Georgia‟s transportation systems, but will hire company employees to do the actual transporting.
Complete the chart “Georgia’s Four Major Transportation Systems” (Appendix 2) gathering facts
and analyzing Georgia‟s four major transportation systems. After you have this information produced
on the chart, analyze the goods/products listed Goods and Products: Coming and Going” (Appendix
3) and determine the most efficient means of getting them from point of origin to point of destination.
As part of your job you must let the personnel department of your company know what type of jobs
need to be created in order to efficiently move the products from points of origin to points of
destination. Complete “New Jobs for Georgians” (Appendix 4) for this. You may use your textbooks,
information from your teacher, the internet, a road map, or an atlas for your work. When your
presentation is complete you should display all of your information on a poster board or sheet of
butcher paper. You should have your transportation chart, your product distribution list, and your jobs
to be created list displayed. Now you should be prepared to discuss and defend your decisions.
To the teacher: With all of the information displayed on a poster board or sheet of butcher paper
posted around the room, students should participate in a „round table‟ group discussion wherein the
three transportation systems are analyzed and explained in relation to the state of Georgia Discuss the
systems selected for use in product distribution. (Why did you choose this method over another?) When
participants disagree on the best methods of transportation, they should be able to explain and support
their opinions keeping in mind Georgia‟s location, the particular freight, and the transportation systems
available to them.
Map and Globe Skills:
1,2,3,6,8
Information Processing Skills:
2,3,11,15
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 8
UPDATED 11/16/2009  Page 4 of 10
Copyright 2009 © All Rights Reserved
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*Note concerning rubrics: Each performance task is accompanied by two rubrics. The first is designed to address content and
understanding of the standards in terms of the enduring understandings. The second rubric focuses on the product of the performance task.
This is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc. It is NOT intended that
each rubric counts for 50% of the assessment. It is expected that the content rubric carry more emphasis when grading.
Content Rubric for Performance Task
Scale
Criteria
1
Standard Not Met
2
Needs Improvement
3
Meets Standard
Locates major
transportation
hubs and
routes.
Fails to explain any
of the
transportation hubs
and routes.
Partially explains
transportation hubs
and routes.
Accurately explains
the transportation
hubs and routes.
Clearly explains and
elaborates on the
transportation hubs
and routes showing a
fundamental
understanding of each.
Analyzes the
importance of
locations
necessary for
the four major
transportation
systems.
Fails to explain
how location is
important to the any
of the
transportation
systems.
Partially explains the
importance of
location to
transportation
systems.
Accurately explains
the importance of
locations necessary to
the transportation
systems.
Clearly explains and
elaborates on the
importance of
locations necessary to
the transportation
systems.
Identifies each
of the four
major
transportation
systems in
Georgia.
Does not clearly
identify any of the
four transportation
systems.
Partially identifies or
gives incorrect
information about
some of the four
transportation
systems.
Accurately identifies
all four of the major
transportation
systems.
Clearly identifies and
all the transportation
systems and gives
additional interesting
facts about them.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 8
UPDATED 11/16/2009  Page 5 of 10
Copyright 2009 © All Rights Reserved
4
Exceeds Standard
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Product Rubric for Performance Task
Scale
Criteria
1
Below Expectation
None of the three
Students
elements needed are
produce a
product that is displayed.
complete.
Students
produce a
product that is
organized.
2
3
Needs Improvement Meets Expectation
4
Exceeds Expectation
Two of the three
elements needed are
present and complete
or all are present but
incomplete.
All the elements
are present and
complete.
All elements are
present, complete, and
attractively presented.
There was no clear Most of the content is
or logical
logically organized
organizational
and clearly presented.
structure, just lots of
facts.
The overall
organization and
presentation is
appropriate.
Content is well
organized, easy to
understand, and clearly
presented. It is a true
“teaching tool.”
No misspellings or
grammatical errors
and the language is
appropriate.
No misspellings or
grammatical errors and
the language used
shows an in depth
understanding of the
material.
More than 4 errors
Students
are spelling or
produce a
grammar.
product that
exhibits proper
mechanics.
Four misspellings
and/or grammatical
errors.
Resources for Unit
www.georgiaencyclopedia.org William Hartsfield, Ivan Allen, Jr., Ellis Arnall, Atlanta
Braves, Atlanta Falcons, Atlanta Hawks
http://www.libs.uga.edu/russell/collections/arnalloralhistory/index.shtml
http://www.sportsecyclopedia.com/nba/atlanta/atlhawks.html
http://www.sportsecyclopedia.com/nl/atlbraves/atlbraves.html
www.sportsecyclopedia.com/nfl/atlanta/falcons
www.atlanta-airport.com/
www.gaports.com/
http://www.georgiatrend.com/state-of-the-economy/
Search for: deep water ports
www.marinelink.com
www.dot.state.ga.us for interstate information
This unit was created by Faye Smith and Evie Stephens. The unit was approved by the Social
Studies Advisory Council and the Georgia DOE Social Studies staff. This document was last
updated on 11/16/09 by Shaun Owen ([email protected]).
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 8
UPDATED 11/16/2009  Page 6 of 10
Copyright 2009 © All Rights Reserved
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Appendix 1
Our Vanishing Farms
Define or describe
what it is.
How did it impact
Georgia’s farms?
Did it impact other
areas of the state?
G. I. Bill
Industry and
manufacturing
after WWII
Aviation
Synthetic fabrics
Pine Forests
Changes in farms
themselves
Now, answer the following questions and be prepared to give and support your opinions in a
class discussion.
1.Which cause do you think had the greatest impact on movement away from the farms? Why?
2. Which cause do you think had the least impact on the movement away from the farms? Why?
3. How did this decline in farming impact other areas of the state?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 8
UPDATED 11/16/2009  Page 7 of 10
Copyright 2009 © All Rights Reserved
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Appendix 2
Georgia’s Four Major Transportation Systems
Interstate Highway
System
Hartsfield-Jackson
International Airport
Deep Water Port
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 8
UPDATED 11/16/2009  Page 8 of 10
Copyright 2009 © All Rights Reserved
Railroads
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Appendix 3
Goods and Products: Coming and Going
After completing the chart, use maps to help you determine how each of the following
goods/products should move from Georgia to international markets and from international
markets to Georgia.
1. Coca-Cola:
500,000 crates of 2liter bottles of Classic Coke
From Marietta, GA to Singapore, China
Transportation systems used: in order of use:
2. Empty crates:
100,000 hard sided, will not bend, fold, or stack in each other.
From manufacturing factory in Bainbridge, GA to Bath, Maine
Transportation systems used in order of use:
3. Seafood:
3 picnic size coolers packed with fresh caught GA catfish.
From Warm Springs, GA to London England.
Transportation systems used in order of use:
4. Olives:
100,000 crates from Sienna, Italy to Homerville, GA.
Transportation systems used in order of use:
5. Fabric:
5 bolts of Tartan plaids from Edinburg, Scotland to Atlanta, GA.
Transportation systems used in order of use:
6. Building materials:
6,6000 sheets of sheet rock
From Home Depot in Tifton, GA to Moscow, USSR
Transportation systems used in order of use:
7. Mail
50 letters from Sapalo Island, Georgia to Sierra Leone, Africa.
Transportation systems used in order of use:
8. Coal:
10,000 lbs.
From Appalachian Plateau of GA to Copenhagen, Denmark.
Transportation systems used in order of use:
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 8
UPDATED 11/16/2009  Page 9 of 10
Copyright 2009 © All Rights Reserved
One Stop Shop For Educators
Appendix 4
New Jobs for Georgians
Memo: To Personnel
From: Distribution Director _______________________________________(your name)
Re: List of jobs to be created by our new company for the purpose of moving
our products: Please search your local areas for qualified employees to fill these
positions.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 8
UPDATED 11/16/2009  Page 10 of 10
Copyright 2009 © All Rights Reserved