Sample Pages from TCM 18280 Primary Sources: Georgia The following sample pages are included in this download: • Destroyed! lesson plan, Railroad Crossing lesson plan, and a document-­‐based assessment • Atlanta in Ruins photograph card • Georgia’s Rail System primary source Find our sample audio links for this product at http://www.teachercreatedmaterials.com For correlations to Common Core and State Standards, please visit http://www.teachercreatedmaterials.com/correlations. www.tcmpub.com . 800.858.7339 . 5301 Oceanus Drive, Huntington Beach, CA 92649 Introduction
Table of Contents
Primary Sources
Introduction to Primary Sources . . . . . . . . . . . 4
Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Using Primary Sources in the Classroom . . . . 9
How to Use This Product . . . . . . . . . . . . . . . 20
Introduction to Standards Correlations . . . . . 22
Correlations to Standards . . . . . . . . . . . . . . . 23
Photograph Cards
Oglethorpe at Savannah Photograph Card
Friend or Foe? . . . . . . . . . . . . . . . . . . . . . . 27
Historical Background Information . . . . . 28
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Yazoo Land Fraud Primary Source
Land for Sale . . . . . . . . . . . . . . . . . . . . . . .
Historical Background Information . . . . .
Jackson Speaks Out activity sheet . . . . . .
Yazoo Land Fraud . . . . . . . . . . . . . . . . . . .
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48
49
50
The Cherokee Nation v. The State of Georgia
Primary Source
Hope Lost . . . . . . . . . . . . . . . . . . . . . . . . . 51
Historical Background Information . . . . . 52
It’s Our Land! activity sheet . . . . . . . . . . . 53
The Cherokee Nation v. The State of
Georgia . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Heroine of the Revolution Photograph Card
The Patriot Hart . . . . . . . . . . . . . . . . . . . . 29
Historical Background Information . . . . . 30
Atlanta in Ruins Photograph Card
Destroyed! . . . . . . . . . . . . . . . . . . . . . . . . . 31
Historical Background Information . . . . . 32
Georgia Sharecroppers Photograph Card
Tough Times . . . . . . . . . . . . . . . . . . . . . . . 33
Historical Background Information . . . . . 34
Georgia’s Liberty Ships Photograph Card
Launching Liberty . . . . . . . . . . . . . . . . . . . 35
Historical Background Information . . . . . 36
Segregation in Georgia Photograph Card
Justice for All . . . . . . . . . . . . . . . . . . . . . . 37
Historical Background Information . . . . . 38
Slave Narratives Primary Source
Slavery in Georgia . . . . . . . . . . . . . . . . . .
Historical Background Information . . . . .
Federal Writers Project activity sheet . . . .
Slave Narratives . . . . . . . . . . . . . . . . . . . .
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56
57
58
Georgia Fights to the End Primary Source
No Surrender . . . . . . . . . . . . . . . . . . . . . . .
Historical Background Information . . . . .
With Vigor and Energy activity sheet . . . .
Georgia Fights to the End . . . . . . . . . . . . .
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60
61
62
The Atlanta Compromise Primary Source
Confronting Discrimination . . . . . . . . . . .
Historical Background Information . . . . .
Accommodation vs. Agitation
activity sheet . . . . . . . . . . . . . . . . . . . . .
The Atlanta Compromise . . . . . . . . . . . . .
Fighting for Civil Rights Photograph Card
Worth Fighting For . . . . . . . . . . . . . . . . . . 39
Historical Background Information . . . . . 40
Georgia’s Modern Economy Photograph Card
Wings for Georgia . . . . . . . . . . . . . . . . . . . 41
Historical Background Information . . . . . 42
#18281—Primary Sources: Georgia
Map of Colonial Savannah Primary Source
Settling Savannah . . . . . . . . . . . . . . . . . . .
Historical Background Information . . . . .
Planning for Success activity sheet . . . . .
Map of Colonial Savannah . . . . . . . . . . . .
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64
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Primary Sources (cont.)
Table of Contents (cont.)
Appendix
Georgia’s Rail System Primary Source
Railroad Crossing . . . . . . . . . . . . . . . . . .
Historical Background Information . . . . .
Rail History of Georgia activity sheet . . .
Georgia’s Rail System . . . . . . . . . . . . . . .
67
68
69
70
Jimmy Carter Campaign Poster Primary
Source
Carter for President . . . . . . . . . . . . . . . . . .
Historical Background Information . . . . .
Running for President activity sheet . . . . .
Jimmy Carter Campaign Poster . . . . . . . .
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72
73
74
References Cited . . . . . . . . . . . . . . . . . . . . 88
Student Glossary . . . . . . . . . . . . . . . . . . . . 89
Suggested Young Adult Literature . . . . . . 92
Suggested Websites . . . . . . . . . . . . . . . . . . 93
Document-Based Assessment Rubric
Example . . . . . . . . . . . . . . . . . . . . . . . . . 94
Answer Key . . . . . . . . . . . . . . . . . . . . . . . 95
About Your CD . . . . . . . . . . . . . . . . . . . . 102
Document-Based Assessments
Remembering Oglethorpe . . . . . . . . . . . . .
For Sale . . . . . . . . . . . . . . . . . . . . . . . . . . .
Confederate Soldier . . . . . . . . . . . . . . . . .
A Day’s Work . . . . . . . . . . . . . . . . . . . . . .
Savannah, 1891 . . . . . . . . . . . . . . . . . . . . .
School Days . . . . . . . . . . . . . . . . . . . . . . .
Children’s Work . . . . . . . . . . . . . . . . . . . .
Working on the Railroad . . . . . . . . . . . . . .
Tank Training . . . . . . . . . . . . . . . . . . . . . .
Segregated South . . . . . . . . . . . . . . . . . . .
Campaign Stop . . . . . . . . . . . . . . . . . . . . .
Flying High . . . . . . . . . . . . . . . . . . . . . . . .
Document-Based Question Tasks . . . . . . .
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#18281—Primary Sources: Georgia
Activities Using Photographs
Standard/Objective
Atlanta in Ruins
Destroyed!
• Students will state the importance of key events in the Civil War; including Antietam, the
Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia’s coast,
Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and Andersonville. (SS8H6.b)
• Students will demonstrate understanding by creating Civil War diaries that reflect differing
perspectives on the the Atlanta Campaign.
Materials
copies of both sides of the Atlanta in Ruins photograph card; copies of the historical background
information (page 32); for optional use, copies of the student glossary (page 89)
Discussion Questions
• What part of a building do you see on the right side of the photograph?
• What do you think the two men in the photograph are discussing?
• Where do they appear to be?
• What do you think happened at this location? What makes you think that?
Using the Primary Source
Display the Atlanta in Ruins photograph card for the class to see and examine. Use the questions above
to generate a class discussion. Distribute copies of the historical background information (page 32)
to students to read independently. For reference, there is a student glossary (page 89). Review the
historical background information with students to make sure they understand the events that led to
the destruction of Atlanta. Ask the class why the destruction of the city would be important to the
war effort.
Next, construct a time line on the board. Include the events leading up to the capture of Atlanta, the
occupation of the city, and the destruction of the city by Sherman’s troops on their departure.
Have students choose an identity for a diary writing assignment. Students may choose to be a Union
or a Confederate soldier, a free resident of Atlanta, or an enslaved resident of Atlanta. Ask students
to write four diary entries that explain how they felt during the Atlanta Campaign. Choose dates for
the diary entries that correspond to the following events: the eve of the capture, one month into the
occupation of the city, the destruction of the city as Sherman prepared to leave, and after the Union
army left Atlanta. Allow time for students to finish their writing assignments. Have students share
their diary entries with the class. Encourage them to compare and contrast the different perspectives.
As a final activity, have students complete various activities from the back of the photograph card.
Extension Idea
Have students locate actual Civil War diary entries. Ask them to prepare and practice a dramatic
reading based on a diary entry of their choosing to share with the class.
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#18281—Primary Sources: Georgia
Activities Using Photographs
Atlanta in Ruins
Destroyed! (cont.)
Historical Background Information
In 1861, tensions were mounting between America’s Northern and Southern states .
The North wanted to end slavery . Southerners wanted to preserve slavery and their
way of life . The economy of the South was based on slave labor . Finally, the social,
political, and economic differences overwhelmed the nation . Southern states left the
Union in 1861 and formed their own government . They called it the Confederate
States of America . Georgia joined the Confederacy . President Abraham Lincoln
believed it was his job to keep the country together . This resulted in the Civil War .
In 1864, the war was still raging . The North had many advantages . It had more
soldiers and more money . It also had the means to produce all the weapons it needed
to fight the war . The South was quickly running out of supplies . The war strategy
of the North was to cut off the South’s supplies and cripple its ability to fight . This
would force the South to surrender .
The Union army wanted to capture the city of Atlanta . Atlanta was one of the most
important cities in the South . It was a key industrial and transportation center for the
Southern armies .
In May of 1864, the Union army under the command of General William T . Sherman
began its campaign to capture Atlanta . Beginning in northern Georgia, Sherman and
his men pushed southward for four months . Many citizens of Atlanta left the city as
Sherman made his approach . Others remained, hoping for a miracle to save them .
On September 2, Union soldiers entered the city . On September 3, Sherman sent a
telegram to President Lincoln in Washington, DC . It read, “Atlanta is ours, and fairly
won .” The Atlanta Campaign resulted in about 70,000 casualties for the two armies .
Sherman and his men occupied Atlanta for more than two months . By November,
Sherman was ready to begin his final push to end the war . His men loaded everything
they could carry onto trains to send to the Union army . Before leaving, Sherman
gave orders to destroy Atlanta’s military resources . Munitions (myoo-NISH-uhnz)
factories, clothing mills, and all the railroads were blown up or burned down .
Sherman told his men to take the rails from the railroad, melt them, and burn the
railroad ties . The resulting fires spread to homes and businesses across the city .
Atlanta was left in ruins .
The Atlanta Campaign was a great success for the Union . The victory improved the
morale of the Union army and pushed it closer to winning the war . But the citizens of
Atlanta were left with the task of rebuilding their city .
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© Teacher Created Materials
Activities Using Primary Sources
Standard/Objective
Georgia’s Rail System
Railroad Crossing
• Students will explain how technological developments, including the cotton gin and railroads, had
an impact on Georgia’s growth. (SS8H5.c)
• Students will demonstrate understanding by developing a time line of the growth of Georgia’s
rail system.
Materials
copy of the facsimile Georgia’s Rail System; copies of the historical background information (page 68);
copies of the Rail History of Georgia activity sheet (page 69); copies of the Georgia’s Rail System map
(page 70); for optional use, copies of the student glossary (page 89)
Discussion Questions
• What does this map show?
• In what part of Georgia is the largest concentration of railroad lines?
• How might Georgia benefit from having a large rail system?
Using the Primary Source
Display the facsimile Georgia’s Rail System for students to see and study. Use the questions above to
generate a class discussion.
Distribute copies of the Georgia’s Rail System map (page 70) and the historical background information
(page 68) to students. Note: You may prefer to print color copies of the map from the Digital Resource
CD (doc07a.pdf). Explain to students that the map shows the railroad system in Georgia in 1883­—
after the railroads were rebuilt. Have students work in small groups to read the historical background
information and study the map. For reference, there is a student glossary (page 89).
Next, have students discuss the following question in their groups: How did the development of
railroads across Georgia help the state grow economically? Give students time to brainstorm several
responses to the question. Then, have a class discussion based on student responses.
Distribute copies of the Rail History of Georgia activity sheet (page 69) to students. Have them
complete the activity individually. Allow them to use the historical background information to
complete the sheet. Once students have finished, review answers as a class.
Extension Idea
Have students conduct research to find information about the growth of Georgia’s railroads, population,
and economic output. Have students present their findings in a chart that shows the impact of the
railroads on Georgia’s growth.
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#18281—Primary Sources: Georgia
Activities Using Primary Sources
Georgia’s Rail System
Railroad Crossing (cont.)
Historical Background Information
The American Industrial Revolution led to a railroad boom in the early nineteenth
century . Northern manufacturers needed an efficient way to get raw materials and
finished products across the country to sell . In the South, cotton was the driving force
behind railroad development . Cotton growers depended on them to ship cotton to
textile makers .
Georgia businessmen began building railroads in the 1830s . They built short rail lines
across the state . The rail lines helped cotton producers get their product to the coast
to ship overseas . Cotton growers around Athens, Macon, and Augusta were connected
by rail to Savannah . This link to overseas shipping led to the expansion of cotton
growing in Georgia . At the same time, American Indians were forced to leave north
Georgia . This opened up additional lands for planting .
The Western and Atlantic Railroad was built in 1837 . It extended south from
Chattanooga (chat-uh-NOO-guh), Tennessee, to just beyond the Chattahoochee
(chat-uh-HOO-chee) River in Georgia . The zero milepost of the railroad was called
Terminus (TUR-mi-nuhs), meaning the end of the line . A city grew up at this
milepost . It was called Terminus . Later, it was renamed Marthasville . Finally, the
city was named Atlanta in 1845 . Others realized the importance of rail transportation
to economic growth . More businessmen developed new railroad lines that connected
through Atlanta . Atlanta soon became a thriving metropolitan area .
By the time the Civil War broke out in 1861, Atlanta was the railroad center of
the South . Rail connections through Atlanta were vital to the operations of the
Confederate armies . The Atlanta railroad operations were a target of the Union
Army . Union military leaders knew that to win the war, they had to destroy the
Atlanta railroad system . General Sherman’s Atlanta Campaign accomplished this in
May 1864 .
After the war, Northern investors developed new and improved rail lines across
Georgia . By 1929, Georgia was once again a key railroad-transportation center . New
railroads linked Georgia to other states across the eastern United States . Gradually,
the cotton growing industry was replaced by lumber . Other businesses grew, too .
They depended on the railroads for transportation .
After World War II ended, in 1945, the interstate highway system and improved
economic conditions meant that automobile and truck transportation became more
popular . Air travel changed the railroad business, too . The railroads lost some of
their importance . Several railroad companies went out of business . There are fewer
railroads in Georgia today, but they remain a vital link to markets across the country
for Georgia’s products .
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© Teacher Created Materials
Activities Using Primary Sources
Georgia’s Rail System
Name ____________________________________________________
Date ___________________
Rail History of Georgia
Historical Background Information
The railroad business came to Georgia in the 1830s . Soon, Georgia became the railroad center of the
South . Later, technological innovations made railroads less popular . But many Georgia cities exist
today because of the railroad system .
Activity
Directions: Use the historical background information to complete a time line for railroad
development in Georgia . Write a phrase next to each date below describing major events in
Georgia’s railroad history .
1830s __________________________________________________________________________
1861
__________________________________________________________________________
1864
__________________________________________________________________________
1929
__________________________________________________________________________
1945
__________________________________________________________________________
Today __________________________________________________________________________
Challenge
Find out the names of three modern-day railroad companies that operate in Georgia .
Research what products these companies carry .
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#18281—Primary Sources: Georgia
Activities Using Primary Sources
Georgia’s Rail System
Source: The Library of Congress
Georgia’s Rail System
#18281—Primary Sources: Georgia
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© Teacher Created Materials
Document-Based Assessments
Name ____________________________________________________
Date ___________________
Source: The Library of Congress
Segregated South
Directions: This photograph shows a taxicab company in Albany, Georgia, in 1962 . Segregation was
prominent in towns and cities across the South . Use the photograph to answer the questions below .
1. What about the photograph shows racial segregation policies in Georgia?
_______________________________________________________________________________
_______________________________________________________________________________
2. How would taxicabs like this one have affected African American citizens in the town? Use the
photograph and what you know about this time period to explain .
_______________________________________________________________________________
_______________________________________________________________________________
3. What would have been the best way to stop segregation such as this? Defend your answer .
_______________________________________________________________________________
_______________________________________________________________________________
#18281—Primary Sources: Georgia
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Atlanta in Ruins
Historical Background Information
Atlanta was an important city in the South. Its factories produced munitions, and it was the transportation
hub for Southern railroads. During the Civil War, the Union General William T. Sherman fought to
capture Atlanta. He ordered his men to destroy the military resources of the city. Fires and explosions
swept through Atlanta. By November 1864, Atlanta was in ruins. This photograph shows two Union
soldiers inspecting a former railroad depot in Atlanta. It was taken on January 1, 1865.
Analyzing History
Historical Writing
Remembering
What happened to the city of Atlanta during the Civil War?
Fiction
Pretend that you are President Lincoln.
Write a letter to the people of Atlanta
explaining how you feel about the
devastation of their city.
Understanding
Except for two soldiers, the street in the photograph is
deserted. Why?
Applying
Use what you know about the events in Atlanta to write a
newspaper caption for the photograph.
Analyzing
How might the two soldiers explain what Atlanta looks like
to their families in the North? How might their explanations
be different if they were Confederate soldiers? Explain your
answers.
Evaluating
Was the destruction of Atlanta necessary to bring the war to
an end? Give reasons for your answer.
Nonfiction
Make a list of the concerns of the
citizens of Atlanta after their city was
destroyed. What are their fears? What
do they need?
History Challenge
Research life in Atlanta after Sherman
and his troops left it in ruins.
Creating
The destruction of Atlanta brought the North much closer to
winning the war. Create a political cartoon showing
how either the North or South felt after the destruction of
the city.
© Teacher Created Materials
#18289—Primary Sources: Georgia
Source: Selmar Rush Seibert/NARA
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