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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 4 – “Statehood”
Elaborated Unit Focus
This unit will focus on the conflicts and changes along with compromises that led to our
country‟s independence. These will include the economic and technological changes that
occurred, and obligations of individual states to create representative governments. The
students will see that as the complexity and interaction within our society changed, so,
too, did its governance. The students should be able to understand the technological
innovations that led to changes in our nation‟s production, distribution, and
consumption of goods and services. Finally, the student should understand the
individuals, groups and institutions that helped produce the changes both within our
nation, and more specifically at home in Georgia.
Standards/Elements
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.
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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 4
APPROVED 11/16/09  Page 1 of 13
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Civics/Government:
SS8CG1 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.
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.
Enduring Understandings/Essential Questions
Conflict and Change: The student will understand that when there is a conflict between or
within societies, change is the result.
What were the causes, both immediate and long term of the American Revolution
against England? (H3a)
What was the significance of Georgia and it‟s colonists in this conflict? (H3b)
How did the Creeks and Cherokees try to avoid conflict with the settlers? (H5d)
What roles did Alexander McGillivray, William McIntosh, Sequoyah, John Ross,
the Dahlonega Gold Rush, Worcester v. Georgia, Andrew Jackson, and John
Marshall play in the events leading to the Trail of Tears? (H5d)
Governance: The student will understand that as a society increases in complexity and
interacts with other societies, the complexity of the government also increases.
How did past experience of the patriots with England‟s monarchy influence their
decisions regarding a new form of government? (H3a, H4a,b)
What persons/groups/events were significant to the development of the new
government and how? (H3b, H4b)
How did the new government assure citizens that it would not impose the
oppression of the past monarchy? (CG1 a,b,c,d,e)
What were the strengths and weaknesses of the Articles of Confederation and
why was the decision made to write a new document rather than revise them?
(H4a)
What were the strengths and weaknesses of the Georgia Constitution of 1777 and
how were these weaknesses addressed? (H4a)
What role did Georgia play at the Constitutional Convention of 1787 and how did
Abraham Baldwin and William Few influence Georgia‟s role? (H4c)
What is the basic structure of Georgia‟s Constitution and how does it protect the
separation of powers? (CG1a, b)
What are the rights of American citizens and what responsibilities accompany
these basic rights of citizenship? (CG1c)
What are the qualifications to vote in Georgia? (CG1d)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 4
APPROVED 11/16/09  Page 2 of 13
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Production, Distribution, Consumption: The student will understand the productions,
distribution, and consumption of good/services produced by the society are affected by
the location, customs, beliefs, and laws of the society.
How was Georgia‟s economy impacted before, during and after the
Revolutionary War? (E1, E2a)
Technological Innovation: The student will understand that technological innovations
have consequences, both intended and unintended, for a society.
How did the invention of the Cotton Gin impact Georgia‟s economy and
population? (H5c, E1,2
How did the growth of railroads influence Georgia‟s growth? (H5c, E1,2)
Individuals, Groups, Institutions: The student will understand that the actions of
individuals groups, and/or institutions affect society through intended and unintended
consequences.
What persons /groups/events were significant to the development of the new
government of the U.S. of America and of Georgia? (H3b, H4b)
What role did the establishment of the University of Georgia, Louisville, the
spread of Baptist and Methodist churches play in Georgia‟s growth? (H5a)
What are the differences between the headright system and the land lottery
system of land distribution and how did each impact the growth of Georgia?
(H5b)
What was the Yazoo Land Fraud and how did it change Georgia‟s boundaries?
(H5b)
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
Standard/
Type of
Element
Assessment
Either through research or cartoons given to them, the student
H3a
Constructed
should analyze and interpret a political cartoon(s) from the
Response
American Revolution period. Their analysis should include
such ideas as the immediate events leading up to the drawing
of the cartoon, the political feelings of the person who
developed the cartoon, and the message the cartoon is trying to
impart. Give an opinion on the effectiveness of the cartoon.
What might be the reaction to the cartoon by an Englishman
living in England, a Tory colonist and a Whig colonist? Was
the cartoon simply expressing an opinion or trying to move
people to take some course of action. Was the cartoon
successful?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 4
APPROVED 11/16/09  Page 3 of 13
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http://www.ccsd.edu/link/LMS/RevDBQ/directions.htm is a
good site to use for cartoons and insightful questions about
them.
Students should imagine themselves living in the American
colonies in the 1770‟s. Each student should then write a letter
to either King George III or Parliament giving arguments why
the laws and acts passed by Parliament violated the colonists‟
rights. Exchange letters. Read and analyze the letter from their
classmate. Then reverse roles. They are now members of
Parliament or King George III. This time the student should
respond to the colonist‟s letter by giving reasons why the laws
and taxes they imposed on the colonists were necessary and
just. Follow with a class discussion.
H3a
Constructed
Response,
Dialogue and
Discussion
Working with a partner, students should read and examine the
Declaration of Independence. They should make a list of
complaints found in the Declaration against the king. Then the
partners should decide which three complains they feel is the
most damaging to the colonists‟ relationship to the king. They
should then rewrite these three complaints in their own words.
They need to explain why this action by the king was so
grievous to the colonists.
H3a
Constructed
Response,
Dialogue and
Discussion
Student will complete a matching activity by correctly
matching the names of significant people and events of the
American Revolution and the Constitutional Convention with
their correct description.
H3b,
H4b
Selected
Response
Student will prepare a chart that compares and contrasts the
H5b
Georgia Land Policies from the American Revolution to 1840.
The three elements described in the chart should be the
Headright System, the Land Lottery, and the Yazoo Land
Fraud. Items for descriptions should include the description of
land distribution, amount of land distributed, areas of Georgia
distributed, previous ownership of the land distributed, and
deligibility for receiving the land. After completing the chart
the students should analyze the information and write a
paragraph explaining the method they feel is the fairest method
of distribution. They must support their opinion.
http://www.educationoasis.com/curriculum/GO_pdf/hierarchy
_chart_lines.pdf has a hierarchy chart to use with this activity.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 4
APPROVED 11/16/09  Page 4 of 13
Copyright 2009 © All Rights Reserved
Constructed
Response
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Create an accurate timeline of events leading up to the removal
of the Cherokee and Creek Indians from Georgia and the
southeast. Include the roles of:
H5d
Constructed
Response,
Dialogue and
Discussion,
Informal
Student will complete the chart Technology in Georgia
H5c
(Appendix 1) comparing the positive and negative affects of
the invention of the cotton gin, mechanical reaper, and the
development of the railroad system in Georgia. Once they have
individually completed the list, the class will be divided into
two teams and assigned either the negative or positive side for
a debate. As a team, they must prepare a defense for their side.
Hold a debate. After the debate, students will individually
write a paragraph giving their personal opinion on whether or
not these technological developments were positive or
negative.
Constructed
Response
Dialogue and
Discussion
Given an outline map of the US students should:
Outline the boundaries of Georgia as stated in the original
charter.
Shade the areas of Georgia that were distributed by means of
the Headright System. .
Use a different color and shade the areas distributed by means
of the Land Lottery.
As a result of the French and Indian War, Georgia lost its
western territories and the western boundary was formed by
the Mississippi River. On their map, students should indicate,
in color, how Georgia‟s boundary changed as a result of the
Yazoo land scandal.
Then using the information they have learned about land
distribution and the Yazoo land scandal, students should explain
how these policies affected Georgia as a state (size) and the
people of Georgia (opportunity). The explanation may be in
written form or through discussion.
Constructed
Response,
Dialogue and
Discussion
Alexander McGillivray
William McIntosh
Sequoyah
John Ross
Dahlonega Gold Rush
Worcester v. Georgia
Andrew Jackson
John Marshall
Finally, use the information on your timeline to explain in a
comprehensive paragraph the Trail of Tears. Close with a class
discussion giving students a chance to discuss the Indian
removal and their reactions to it.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 4
APPROVED 11/16/09  Page 5 of 13
Copyright 2009 © All Rights Reserved
H5b
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During this period, several groups/institutions impacted
Georgia‟s growth, Explain the impact of Louisville, UGA,
spread of Baptist, Methodist churches through a letter written
to a family member now living in another state. The letter will
bring the family member up to date on the „big news‟ around
the state.
H5a
Constructed
Response
Students should complete the “I Am a Georgia Citizen”
(Appendix 2) worksheet using information gained from
reading or from listening to a discussion led by the teacher.
CG1a,c,d
e
Constructed
Response
Students should complete the Checks and Balances System
worksheet.(Appendix 3)
CG1b
Constructed
Response
Students will complete a unit test. The test should contain
matching, multiple choice, fill in the blank, and short
answer/discussion type questions.
H3, a,b
H4, a,b,
H5, a,b,
c,d CG1,
a,b,c,d,e
E1, E2
Selected
Response,
Constructed
Response,
Written
dialogue
Performance Task
Conflict and Change: The student will understand that when there is a conflict between or within
societies, change is the result.
Individuals, Groups, Institutions: The student will understand that the actions of individuals
groups, and/or institutions affect society through intended and unintended consequences.
Georgia in the American Revolution
Through the magic of a time machine you have been transported into the current year from the year
1800. You personally witnessed many of the major events leading up to the American Revolution, some
key battles during the war, overheard some of the Constitutional Convention, and helped structure the
constitution of Georgia. Your arrival is extremely exciting for news media, historians, and sociologists.
You are practically a movie star! You are going to be on several talk shows and asked to give speeches
about the things you have seen. We need to get you prepared!
Your task is to prepare to answer questions regarding your experience. You will be asked questions on
talk shows and in interviews. In order to deal with these situations, you should prepare a press release that
will be given to media outlets. Your press release should include the following items:
1) A map of the eastern united states from the time period that shows:
- Where the Battle of Kettle Creek took place
- The location of the Siege of Savannah
- The location of the Constitutional Convention
- The area of Georgia involved in the Yazoo Land Fraud
- The location of the Dahlonega Gold Rush
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 4
APPROVED 11/16/09  Page 6 of 13
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Your map will need to be clearly labeled and include a key. It should be all on one 8.5 by 11 paper. This
will help members of the press get an idea of your travels back in the day.
2) A typed statement from you titled: “Georgia’s Statehood: Conflict, Change, and Consequences.”
In this statement you need to select 5 events and 5 people from the unit that had an impact on the
statehood of Georgia.
- For each event, analyze how conflict caused a change related to that event.
- For each person, analyze how their decisions or actions had consequences for Georgia‟s
development as a state.
The statement should be typed and free of mechanical errors. Remember, MANY people will be reading
this and you want to give them the best view of you possible.
3) You will be going live on a talk show or newscast where you will probably be asked the questions:
“Since you’ve been here in 2007, in what ways do you see conflict still causing change for Georgia and
how are individuals still having impact through their decisions and actions?” We’ll need to hear your
answer to that before we let you go out to the media.
- Include several examples, historic or modern, that support your answer. You‟re trying to show
everyone how important conflict and change and the role of individuals, groups, and institutions are.
The format of this is up to you, you should include a cover page that has your name, the title of your press
release, and the date it is released.
Map and Globe Skills:
1,2,6
Information Processing Skills:
11, 14, 15
*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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 4
APPROVED 11/16/09  Page 7 of 13
Copyright 2009 © All Rights Reserved
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Content Rubric for Performance Task
Does Not Meet
Needs
Meets
Standard
Improvement
Standard
(Getting There)
Exceeds Standard
Less than 5 places
described in the
task are accurately
located and
described on the
key OR no key
exists to explain
locations.
Explains less than
5 conflicts.
5 of the 6 places
described in the task
are accurately located
and described on the
key.
All 6 places required
in the task are
accurately located
and described on the
key.
In addition to everything in
meets standard, the student
accurately maps additional
places or events from unit
and describes them on the
key.
Explains 5 conflicts
but fails to explain
how those conflicts
led to changes for
early Georgia.
Explains 5 conflicts
and makes a clear and
concise connection
between the conflict
and the change that
resulted for Georgia.
Analyzes role of
individuals,
groups, and
institutions on
early Georgia
statehood.
Explains less than
5
decisions/actions
of individuals,
groups and
institutions (IGI).
Explains 5
decisions/actions of
IGI, but fails to
explain how those
decisions/actions had
consequences that
affected Georgia‟s
development.
In addition to everything in
meets standard, the student
evaluates and explains
whether several of the
changes for Georgia were
beneficial or harmful to
Georgia‟s development.
In addition to everything in
meets standard, the student
evaluates and explains
whether several of the
consequences for Georgia
were beneficial or harmful
to Georgia‟s development.
Synthesizes
historical
and/or
contemporary
information to
explain impact
of conflict and
individuals on
Georgia.
Relies on only one
example to
connect theme to
events OR
explains no
connection
between themes
and events.
Student attempts to
use multiple
examples, but makes a
confusing or incorrect
connection between
GA events and the
themes.
Explains 5 decisions
or actions made by
IGI and makes a
clear, concise
connection between
their
decisions/actions and
specific consequences
for Georgia.
Using multiple
N/A
examples, student
makes a clear and
concise connection
between GA events
and the themes.
Student
indicates
location of
required places
on a map.
Analyzes role of
conflict on early
Georgia
statehood.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 4
APPROVED 11/16/09  Page 8 of 13
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Scale
Criteria
Students produce
a product that is
attractive and
creative.
Students produce
a product that is
organized.
Students produce
a product that
exhibits proper
mechanics.
Product Rubric
1
2
3
Below Expectation
Needs
Meets Expectation
Improvement
Use of font, color,
graphics, effects,
etc. is evident, but
these often distract
from the
presentation of
content.
There was no clear
or logical
organizational
structure, just lots of
facts.
Makes use of font,
color, graphics,
effects, etc., but
occasionally these
detract from the
presentation of
content.
Most of the
content is
logically
organized and
clearly presented.
More than 4 errors
are spelling or
grammar.
Four misspellings
and/or
grammatical
errors.
Makes good use of
font, color,
graphics, effects
etc. to enhance the
presentation.
4
Exceeds
Expectation
Makes excellent use
of font, color,
graphics, effects, etc.
to enhance the
presentation.
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 No misspellings or
grammatical errors grammatical errors
and the language is and the language
appropriate.
used shows an in
depth understanding
of the material.
Resources for Unit
http://ngeorgia.com/history/cherokee.html
http://cherokeehistory.com/index.html
http://roadsidegeorgia.com/links/american_indians/cherokee/history
http://www.ccsd.edu/link/LMS/RevDBQ/directions.htm for American Revolution political
cartoons.
http://www.unitedstreaming.com/search/searchResults.cfm?N=0&Nty=1&Ntk=All&blnS
earchInit=true&Ntt=Articles+of+Confederation&Nr=&btnFormHeaderSearchGo.x=13&
btnFormHeaderSearchGo.y=18
Countdown to Independence: Causes of the American Revolution (20:00)
Taxation without representation emerged as the central issue of conflict between the
colonies and Great Britain. Full motion footage accompanied by stills of historical events
and dramatized narration shows how this issue led to actual conflict. the Boston Tea
Party, the Quartering Acts, the Boston Massacre and the Intolerable Acts contributed to
the American Revolution, a Revolution that signaled the birth of the first new nation in
modern history, and became a sign of hope for our country and for people throughout the
world seeking freedom
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 4
APPROVED 11/16/09  Page 9 of 13
Copyright 2009 © All Rights Reserved
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Seeds of Liberty: Causes of the American Revolution (22:00)
Full motion footage accompanied by stills of historical events combined with dramatized
narration explain the growing unrest between America and Great Britain in the prerevolutionary period
Nation in Crisis (Revised), A (20:00)
During the Revolution, the Second Continental Congress was trying to establish a central
government. The state legislatures finally approved the Articles of Confederation, but
then refused to give Congress any power. Shays' Rebellion made the people realize that
more control was needed. A Constitutional Convention was proposed to create a true
constitution providing a strong federal government to save the new nation.
Understanding the Constitution: Creating the Federal Government (22:00)
This series takes a close look at the United States Constitution and how it works. How
our country's founders forged the framework of our government comes to life in this
engaging program. Students will learn about James Madison and Alexander Hamilton
and their key roles in the creation of the Constitution. Viewers will come to understand
why compromise played such an important role in the final drafting of the Constitution
and how, because of the Founding Fathers' foresight, the Constitution remains the oldest
written framework of a government in the world.
www.gpb.org/GeorgiaStories/homepg1.html
Savannah Under Attack
The Nancy Hart Story
The Liberty Boys
Novels: Johnny Tremain, Esther Forbes My Brother Sam is Dead, James Lincoln
Collier
Eighth Grade Social Studies Program for Georgia: Georgia and the American
Experience History Highlights ( Lesson18)
Georgia Economic History Project:Georgia Council on Economic Education
www.cviog.org: Background information on Georgia Studies/American Revolution
and Government resources.
http://www.educationoasis.com/curriculum/GO_pdf/hierarchy_chart_lines.pdf for a
wonderful hierarchy chart to us with the land distribution assessment.
This unit was created by Faye Smith and Evie Stephens. Additional tasks were created by
Walter Harris, Jody Osler, and Jason White. 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 4
APPROVED 11/16/09  Page 10 of 13
Copyright 2009 © All Rights Reserved
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Technology in Georgia
Technological Innovation has consequences both intended and unintended, for a
society. Find out about the following innovations and complete the chart.
Innovation
Intended Consequence
Mechanical Reaper
Railroad
Cotton Gin
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 4
APPROVED 11/16/09  Page 11 of 13
Copyright 2009 © All Rights Reserved
Unintended Consequence
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I Am a Georgia Citizen
Directions: Complete the following reading using information found in your
text, the Georgia Constitution, or given to you by your teacher.
I am a Georgia citizen because ______________________________.
My current state constitution divides Georgia‟s state government into
__________ branches. They are the _______________________________
_____________________________________________________________
_____________________________________________________________.
This division is/is not like the U.S. Constitution. Under the Georgia
Constitution we also have a separation of powers which provides for a
_____________________ and______________________ system which
prevents any one branch of our government from becoming too powerful.
As a Georgia citizen I have the right to _________________,
_______________________, and __________________________. As a
Georgia citizen I also have responsibilities. They include _______________,
________________________, and ________________________________.
When I exercise my right to vote, I must be at least ____________
years old and __________________________________________________.
When voting I should learn what I can about the candidates and the political
party each represents. A political party is __________________________.
Georgia has two major political parties, but others may select a candidate
and follow elections procedures and put a candidate on the ballot. Our two
major political parties are the _______________________ and
____________________ Parties. Political parties have many purposes
including ________________________and ______________________.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 4
APPROVED 11/16/09  Page 12 of 13
Copyright 2009 © All Rights Reserved
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The Checks and Balances System
Various governmental powers are listed below. Identify the branch doing the checking and the
branch being checked. More than one answer is possible per section.
Power
Which Branch Has The
Power?
1) Create and pass
legislation.
2) Veto bills.
3) Ratify treaties.
4) Appoint Federal judges.
5) Impeachment of federal
officials.
6) Confirm the appointment
of presidential appointments.
7) Declare laws
unconstitutional.
8) Override Presidential
Vetoes.
9) Judges are appointed for
life.
10) Controls appropriations
of money.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
EIGHTH GRADE FRAMEWORK UNIT 4
APPROVED 11/16/09  Page 13 of 13
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Which Branch's Power is
Being Checked?
(Could be more than one)