PERFORMANCE TASK UNIT
Teacher(s):​Deese, Wolfe, Peck, Holmes
Subject(s): ​
Georgia Studies​​
Grade:
​
8th
​
Curriculum Unit: ​
World War II and post World War II
Time Frame for Unit: February 16 - March
Social Studies Standards
Primary Standard:
SS8H9 The student will describe the impact of World War II on Georgia‛s development
economically, socially, and politically.
a. Describe the impact of events leading up to American involvement in World War II; include
Lend-Lease and the bombing of Pearl Harbor.
b. Evaluate the importance of Bell Aircraft, military bases, the Savannah and Brunswick
shipyards, Richard Russell, and Carl Vinson.
c. Explain the impact of the Holocaust on Georgians.
d. Discuss President Roosevelt‛s ties to Georgia including his visits to Warm Springs and his
impact on the state.
Primary Standard:
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 B. Hartsfield
and Ivan Allen, Jr., and major league sports, contributed to the growth of Georgia.
c. Discuss the impact of Ellis Arnall.
Secondary Standard:
SS8RC1 Students will enhance reading in all curriculum areas by:
a. Reading in All Curriculum Areas
• Read a minimum of 25 grade-level appropriate books per year from a variety of subject
disciplines and participate in discussions related to curricular learning in all areas.
• Read both informational and fictional texts in a variety of genres and modes
of discourse.
• Read technical texts related to various subject areas.
b. Discussing books
• Discuss messages and themes from books in all subject areas.
• Respond to a variety of texts in multiple modes of discourse.
• Relate messages and themes from one subject area to messages and themes in
another area.
• Evaluate the merit of texts in every subject discipline.
• Examine author‛s purpose in writing.
• Recognize the features of disciplinary texts.
c. Building vocabulary knowledge
• Demonstrate an understanding of contextual vocabulary in various subjects.
• Use content vocabulary in writing and speaking.
• Explore understanding of new words found in subject area texts.
d. Establishing context
• Explore life experiences related to subject area content.
• Discuss in both writing and speaking how certain words are subject area related.
• Determine strategies for finding content and contextual meaning for unknown words
1 Interdisciplinary Standards
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
For informational texts, the student reads and comprehends in order to
develop understanding and expertise and produces evidence of reading that:
a. Analyzes and evaluates common textual features (e.g., paragraphs, topic sentences,
concluding sentences, introduction, conclusion, footnotes, index, bibliography).
b. Applies, analyzes, and evaluates common organizational structures (e.g., graphic
organizers, logical order, cause and effect relationships, comparison and contrast).
ELA8R2 The student understands and acquires new vocabulary and uses it
correctly in reading and writing.
ELA8R4 The student acquires knowledge of Georgia authors and significant text
created by them.
d. Examines texts from different genres (e.g. picture books, poetry, short stories,
novels, essays, informational writing, and dramatic literature) created by Georgia
authors.
e. Relates literary works created by Georgia authors to historical settings and or
events.
ELA8W1 The student produces writing that establishes an appropriate organizational
structure, sets a context and engages the reader, maintains a coherent focus throughout,
and signals a satisfying closure.
Students will know (Knowledge):
Students will be able to (Skills):
Performance Tasks
Scenario:
Choice #1-Choice #2—
2 Teacher Assessments
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Daily activities (Map reviews, Vocabulary activities, Worksheets, etc)
Partner/group work
Quizzes
Reading strategy activities (higher order thinking activities)
Whole Group Instruction
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Study Island Review
Vocabulary games/review
Reading Strategy activities in small groups or partners (flexible grouping/higher-order
thinking activities)
Individual Student Tasks
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Quizzes
Vocabulary assessments
Do Now checkpoints
Worksheets to asses understanding
Practice benchmark questions
Graphic organizers (differentiation)
Essential Questions:
What were the events that caused the US to become involved in WWII?
How did Georgia play a role in World War II?
What Georgians played an important role during World War II?
How did the Holocaust impact Georgians?
How did President Roosevelt impact the state of Georgia?
What were the social and economic impacts of WWII?
How did the transformation of agriculture impact Georgia‛s growth?
How did Ellis Arnall impact the development of Georgia?
How did the development of Atlanta contribute to the growth of Georgia?
What were the consequences of the end of the county unit system and reapportionment?
How did WWII impact Georgia socially, economically and politically?
DAILY PACING GUIDE
DAY 1 (Tuesday, February 16)
Standard:
SS8H9 The student will describe the impact of World War II on Georgia‛s development
economically, socially, and politically.
a. Describe the impact of events leading up to American involvement in World War II; include
Lend-Lease and the bombing of Pearl Harbor.
b. Evaluate the importance of Bell Aircraft, military bases, the Savannah and Brunswick
shipyards, Richard Russell, and Carl Vinson.
c. Explain the impact of the Holocaust on Georgians.
d. Discuss President Roosevelt‛s ties to Georgia including his visits to Warm Springs and his
impact on the state.
3 EQ:
What were the events that caused the US to become involved in WWII?
DN:
The students will use the GIST activity to explain the events at Pearl Harbor.
The students will share their summaries with the class.
ML:​
The students will read the spotlight on the economy on page 413 to learn
about industry in Georgia during World War II.
WK. Time: ​
Students will begin work on a map of Georgia. They will label sites
that were significant during World War II. They will also be asked to write
explanations of why each site was important.
CLOSING:
The class will watch a video clip about Pearl Harbor.
DAY 2 *Wednesday, February 17)
Standard:
SS8H9 The student will describe the impact of World War II on Georgia‛s development
economically, socially, and politically.
a. Describe the impact of events leading up to American involvement in World War II; include
Lend-Lease and the bombing of Pearl Harbor.
b. Evaluate the importance of Bell Aircraft, military bases, the Savannah and Brunswick
shipyards, Richard Russell, and Carl Vinson.
c. Explain the impact of the Holocaust on Georgians.
d. Discuss President Roosevelt‛s ties to Georgia including his visits to Warm Springs and his
impact on the state.
EQ:
How did Georgia play a role in World War II?
DN: ​
Students will continue working on the map of Georgia.
ML:​
The teacher will show ‘Women in World War II.‛ The students will answer
questions as they view the clip.
WK. Time: ​
The students will complete the Round Robin reading activity using
the American spotlight on page 410. Students will take turns reading each
paragraph out loud. After each paragraph, the group will decide on a main idea
for the paragraph and the group “secretary” will write the main idea of that
paragarpah down. At the end of the reading, the group will make sure their main
ideas give the general summary of the article (and make changes if it doesn‛t)
and turn it in for a grade.
CLOSING:​
The students will share their summaries.
4 DAY 3 (Thursday, February 18)
Standard:
SS8H9 The student will describe the impact of World War II on Georgia‛s development
economically, socially, and politically.
a. Describe the impact of events leading up to American involvement in World War II; include
Lend-Lease and the bombing of Pearl Harbor.
b. Evaluate the importance of Bell Aircraft, military bases, the Savannah and Brunswick
shipyards, Richard Russell, and Carl Vinson.
c. Explain the impact of the Holocaust on Georgians.
d. Discuss President Roosevelt‛s ties to Georgia including his visits to Warm Springs and his
impact on the state.
EQ:
What Georgians played an important role during World War II?
DN: ​
KWL chart using their knowledge from studying the Holocaust in Literature
class.
ML:​
Go over the Want to Know and Know columns.
WK. Time: ​
Divide students into groups of 4 students (have the groups prepared
ahead of time and base the groups on ABILITY levels). Group one will be
assigned the Holocaust section (page 139, coachbook), Group two will be assigned
the War in Europe (page 407-408, textbook), and Group three will be assigned
the Holocaust section (page 411, textbook). Some sections may need to be
assigned to more than one group. Each group will need be responsible for reading
their section, summarizing their section on chart paper and presenting it to the
class very briefly.
CLOSING:​
The students will make short presentations. As they are presenting,
the students will add to the Learned column of their chart.
DAY 4 (Friday, February 19)
Standard:
SS8H9 The student will describe the impact of World War II on Georgia‛s development
economically, socially, and politically.
a. Describe the impact of events leading up to American involvement in World War II; include
Lend-Lease and the bombing of Pearl Harbor.
b. Evaluate the importance of Bell Aircraft, military bases, the Savannah and Brunswick
shipyards, Richard Russell, and Carl Vinson.
c. Explain the impact of the Holocaust on Georgians.
d. Discuss President Roosevelt‛s ties to Georgia including his visits to Warm Springs and his
impact on the state.
EQ:
How did the Holocaust impact Georgians?
5 DN: ​
Students will review their KWL charts from the previous day.
ML:​
The students will watch a video clip about the Holocaust.
Wk. Time: ​
The teacher will distribute reflective questions
CL:​
All classes will close by reviewing for the benchmark.
DAY 5 (Monday, February 22)
Review all standards
EQ: What have I learned in Georgia Studies this year?
DN: ​
Students will review for the benchmark
WK. Time: ​
Students will take the first half of the benchmark.
DAY 6 (Tuesday, February 23
Standard:
Review all standards.
EQ: What have I learned in Georgia Studies this year?
DN: ​
Students will review for the benchmark
WK. Time: ​
Students will take the second half of the benchmark.
DAY 7 (Wednesday, February 24)
Standard:
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 B. Hartsfield
and Ivan Allen, Jr., and major league sports, contributed to the growth of Georgia.
c. Discuss the impact of Ellis Arnall.
EQ:
How did the development of Atlanta contribute to the growth of Georgia?
DN:
Get a CRCT practice sheet and answer the questions using RWT. ​
(5-7 minutes)
ML:
6 Take up Do Now for a grade!!!!!!
Take notes over the growth of Atlanta, using the Mnemonic Device activity. ​
(10
minutes)
Notes about William Hartsfield and Ivan Allen, Jr. ​
(5 minutes)
WK. Time:
Major League Sports in Atlanta Activity- Students will complete an activity using
the textbook as a resource. They will cut and glue clipart graphics into a chart
and fill in information with markers/pencils as well.​
(25 minutes)
CLOSING:
Show a large version of the activity (teacher constructed) and make sure
students have their chart correct. Students who finish early can color their
charts. ​
(5 minutes)
DAY 8 (Thursday, February 25)
Standard:
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 B. Hartsfield
and Ivan Allen, Jr., and major league sports, contributed to the growth of Georgia.
c. Discuss the impact of Ellis Arnall.
EQ:
What were the consequences of the end of the county unit system and
reapportionment?
DN:
Get a review sheet and begin working on it for your test Friday ​
(10 minutes)
ML:
Review the county unit system with background notes on ppt.​
(5 minutes)
WK. Time:
Work in groups of 2 (seat partners) to fill in notes/guided questions about the
end of the county unit system and reapportionment. Students should use the
coachbook and the textbook as a resource. ​
(25 minutes)
CLOSING:
Use ppt to go over the information that should be included in the notes. ​
(10
minutes)
DAY 9 (Friday, February 26)
Standard:
SS8H9 The student will describe the impact of World War II on Georgia‛s development
economically, socially, and politically.
7 a. Describe the impact of events leading up to American involvement in World War II; include
Lend-Lease and the bombing of Pearl Harbor.
b. Evaluate the importance of Bell Aircraft, military bases, the Savannah and Brunswick
shipyards, Richard Russell, and Carl Vinson.
c. Explain the impact of the Holocaust on Georgians.
d. Discuss President Roosevelt‛s ties to Georgia including his visits to Warm Springs and his
impact on the state.
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 B. Hartsfield
and Ivan Allen, Jr., and major league sports, contributed to the growth of Georgia.
c. Discuss the impact of Ellis Arnall.
EQ:
How did WWII impact Georgia socially, economically and politically?
How did Georgia develop between 1945 and 1970?
DN:
Finish review sheet for test tomorrow ​
(10 minutes)
ML:
Go over the answers to the Review Sheet ​
(10 minutes)
WK. Time:
Play a Review game to review the concepts- teachers choice- may differ by class
between written game, template game like Jeopardy, or class game like trashball.
(25 minutes)
CLOSING:
Make sure all students have the answers to the review sheet and answer any
questions. ​
(5 minutes)
HW: ​
STUDY
DAY 10 (Monday, February 29)
Standard:
SS8H9 The student will describe the impact of World War II on Georgia‛s development
economically, socially, and politically.
a. Describe the impact of events leading up to American involvement in World War II; include
Lend-Lease and the bombing of Pearl Harbor.
b. Evaluate the importance of Bell Aircraft, military bases, the Savannah and Brunswick
shipyards, Richard Russell, and Carl Vinson.
c. Explain the impact of the Holocaust on Georgians.
d. Discuss President Roosevelt‛s ties to Georgia including his visits to Warm Springs and his
impact on the state.
8 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 B. Hartsfield
and Ivan Allen, Jr., and major league sports, contributed to the growth of Georgia.
c. Discuss the impact of Ellis Arnall.
EQ:
How did WWII impact Georgia socially, economically and politically?
How did Georgia develop between 1945 and 1970?
DN:
Study for Test ​
(5-7 minutes)
ML:
Class review ​
(2-3 minutes)
WK. Time:
Unit Test
CLOSING:
Intro activity for the next unit
9 DAY 13
Standard:
EQ:
DN:
ML:
WK. Time:
CLOSING:
HW:
DAY 14
Standard:
EQ:
DN:
ML:
WK. Time:
CLOSING:
HW:
10 11