Georgia Studies Final Examination – Study Guide
4. South Carolina
5. climate describes the weather conditions over a period of time, weather is the temperature for a specific period of time
6. an estuary is the area around a river’s mouth where fresh and salt water mix; an aquifer is water-saturated layers of earth below the surface.
7. learn from the past
8. a primary source is a first hand source like a diary, journal, newspaper – a secondary source is from someone who is writing about an event in history, but wasn’t present for the event
9. Asia – across the Bering Strait
10. migration is movement from place to place – within a region, or continent; immigration is moving from one country to another following specific procedures for entering and leaving a country.
11. they determine the amount of carbon 14 in the remains and be examining its context
12. sherds are broken pieces of pottery, fossils are remains from animals, and artifacts are remains from human beings (like pottery)
14. this was the period when European nations began looking for their own direct route to the Far East
15. to serve as a buffer between the South Carolina colony and the French, Native Americans, and Spanish
17. most likely John Cabot
18. a trade policy designed to increase a country’s wealth
19. the drinking river water made colonists sick, also the heat, humidity, and insects
20. Britain and France
21. by relaxing their restrictions on slavery
22. the Pacific Ocean
23. charity, economics, and defense – also religion
24. they could not hold public office in Georgia
26. upcountry or backcountry
27. agrarian economy – farming
28. they felt they needed slave labor to grow and harvest rice (later cotton)
29. plantation owners and merchants
30. Scots argued against slavery because they felt colonists wouldn’t work as hard if they had slaves
31. the trade route used by American merchants that involved the trading of rum, slaves, sugar and molasses – between England, Africa, The Caribbean, and The New World
32. tobacco, rice, and indigo
33. passing new tax laws on the colonists
34. Georgia had grown and prospered under royal governor Sir James Wright and many Georgians had become wealthy from trade with Great Britain
35. life, liberty and property
36. Rules and Regulations
37. bicameral legislature and three branches of government
38. July 4, 1776
39. boycotting British goods
40. the legislative branch
41. consent of the governed
42. give it away
43. stay in the center of the state’s population
45. many cotton-producing towns were far from navigable rivers
46. the head of each family got 100 acres of land plus 50 acres for each of his family members
47. Indian trails
48. the national government took over the Yazoo lands, paid over $1 million to Georgia, and agreed to remove all Indians from Georgia
49. New Echota
50. they wanted their land – and hopes of finding gold
52. the removal of the Native Americans (primarily the Cherokees) from their land in North Georgia to Oklahoma
55. cotton and slavery
56. top: planters and bottom: slaves (field slaves)
57. slavery, tariffs (also the ideas of sectionalism, secession, solvency, and style)
59. totally destroy any of Georgia’s resources (especially any that might prove beneficial to fighting in the war) – railroads and supplies for the Confederate army
60. Andersonville is in south Georgia, and it housed Union soldiers.
61. Rule by “divine right” means monarchs (kings) claimed their authority to rule came from God. In past centuries, European living under a government ruled by a king had no control over the government. In the US, the people govern the country.
62. The prime reason for government to exist in the US is because people have to live with other human beings
63. A group of people organized to manage conflict and establish behavior
64. Informal rules
65. Formal rules
66. An example is paying taxes
67. Of the people and of the law
69. Getting more than ½ of the total votes in an election is called a majority; getting the most votes in an election, but still not getting over ½ of the votes is considered plurality
70. Self-government works because Americans meet their citizenship obligations voluntarily
71. A written constitution
72. It was too weak
75. Separation of Powers and Federalism for the framers plan for a national government: the branches are legislative – makes the laws, executive – enforces the laws, and judicial – interprets the law. Members of the legislative branch: senators – serve 6 year terms and 2 per state, and House of Rep. – 2 year terms and # based on population; president/vice-president – 4 year terms; supreme court justices – for life with good behavior
77. Government based on the will of the people
78. Getting a 2/3 majority vote
79. Federalism – citizens must answer to two governments at the same time
80. Federal and state
81. Elastic clause
82. Federal law
83. 2/3 vote of each house in Congress and ¾ of the states must ratify the amendment for it to become effective
85. the Great Depression
86. supreme court justices – federal judges
87. 1st ten amendments to the Constitution
89. when voters elect officials to make political decisions for them, they are participating in the American form of democracy known as representative democracy. When voters are allowed to make decisions themselves through voting, it is known as direct democracy.
90. The top officials at the national, state, and local levels are elected; appointed officials are selected from another official (such as a Supreme Court Justice is appointed by the President)
92. When citizens vote for representatives at the national, state, and local levels of gov,. they are voting in a general election. When voters are voting on a particular issue, this is a special election. When voters are voting to voting to break a tie, this is a run-off election
93. Monday in November in even-numbered years
94. A referendum is a vote by the public on some question or issue instead of going through their representatives; a direct vote is an election in which a party’s candidates for public office are nominated by direct vote of the people
95. When candidates run for public office and are associated with a specific political party, it is known as partisan election; non-partisan is when a candidate is not associated by a specific political party
96. In Georgia, if no candidate wins a majority of the votes in the primary and a run-off election is needed, the voters can vote for any candidate of either party
97. The legislators
98. Because the population shifts and changes – and the districts are re-drawn every 10 years
99. 40 days per year
100.All slaves in the Confederate States were freed
101. The period of time following the Civil War – rebuilding of the South
102. codes that took away political and civil rights of former slaves
103. a court case where the US Supreme Court ruled if equal facilities were provided for both races, then they could be legally separated
104. segregation (especially in schools) that happens in fact although not required by law
105. a tax paid by people in order to participate in an election (at one time some Georgia males had to pay a yearly tax of $1 to vote)
106. laws that prohibited any child under the age of 10 from working in a factory
107. to take away the right to vote
108. stores run by and for farmers to provide farm supplies at a low cost
109. farming, mining, and textile workers enjoying prosperity during the 1920’s
110. he called it “the war to end all wars”
112. air attacks to boom rather than invade the island of Great Britain
113. Germany, Japan, and Italy were axis nations; the Allied nations were Russia, Great Britain, and England – later joined by the United States
114. he was elected to the presidency in the wake of the Great Depression and was elected to four terms as president, dying before the conclusion of WWII. He was responsible for the social reform program known as the New Deal.
115. Harry S. Truman – this forced Japan to surrender, ending WWII
116. to find jobs (and to try to get away form racism)
117. Soviet Union
118. issue of Berlin – the spread of communism
119. cheap labor and low taxes
120. Soviet-backed North Korea invaded South Korea
121. Urban area
122. Civil rights are the protections and privileges given to all citizens by federal and state constitutions and laws
123. Omitted question
124. Civil rights are the rights and freedoms guaranteed by the bill of rights
125. Montgomery bus boycott
126. The act that outlawed racial discrimination in buying, selling, renting, and leasing of real estate was the Fair Housing Act
127. It ended segregation of schools
128. Dr. Martin Luther King Jr. on the steps of the Lincoln Memorial in Washington, DC
129. Women, Native Americans, African Americans, Hispanics and the handicapped
130. White and black agitators from the North
131. America’s involvement in the Vietnam War
132. The Vietnam War
134. The period before written records were kept
135. Plymouth Colony
136. King George II of England
137. The person who pushed for the settlement of Georgia in order to help with the economic situation in England
138. The Indian chief who allowed the English to settle in Savannah
140. Rice and silk-Georgia’s early settlers established an agrarian economy
141. Is a laborer under contract to work for an employer for a specific amount of time
142. Those who supported the King of England at the time of the Revolutionary War
143. Those that opposed the policies of the British in Georgia
144. A citizen army with little to no formal training
145. A formal approval of a document or act
146. The counting of citizens every ten years to determine representation in Congress
147. Tax on imports
148. The belief that the states should have more power than the central government-putting the interests of a particular part of the country above those of the nation
149. A famous “conductor” on the Underground Railroad
150. A loose gathering of sovereign states where the states have more power that the central government
151. Cut off supplies to the Confederacy during the Civil War
152. A Northerner who advantage of the South’s misfortune after the Civil War; Southerners who helped carpetbaggers were know as scalawags
153. A well known Georgia poet
154. To forgive or pardon a large group of people
155. A change or addition to a document
156. Unicameral-one house legislature; bicameral-two house legislature (House of Representatives and Senate)
157. To refuse to use or buy something as a protest
158. Having exclusive rights to act or conduct business without competition
159. Schools that Yeoman farmers sent their children (verses academies where Planters sent their children to school)
160. Rebuild-specifically the period of rebuilding in the South after the Civil War
161. Money and resources
162. Laws that required separate schools for white and black children
163. Changing Georgia economically
164. To be given the right to vote
165. Working on farms
166. Founded Tuskegee Institute and felt that blacks should accept their status for the time being and forget about social equality and political action and that blacks should learn a skill, become self-sufficient and that rights would come
167. Was an outspoken, controversial black leader, helped form the Niagara Movement and the National Association for the Advancement of Colored People (NAACP) and sought equality for blacks
168. Able to make affordable automobiles by using the assembly line
169. The assassination of the Archduke of Austria-Hungary
170. The South’s first radio station-“Welcome South Brother”
171. In the 1930’s
172. Making the first successful air craft flight in North Carolina
173. A major league baseball player from Georgia
174. A major league baseball player who hit over 755 homerooms
175. First president elected from Georgia
176. Coming together of the races
177. Someone who does not believe in war
178. A strong feeling for one’s nation and its culture
179. The political philosophy where one believes that government should own major services and the means of production
180. Georgia, North Carolina, South Carolina, Virginia, Rhode Island, Massachusetts, New York, Delaware, Maryland, Pennsylvania, New Jersey, New Hampshire, Connecticut
181. It gave President Johnson the authority to resist North Vietnamese aggression by any means necessary
Posted by Mr. Jakaitis at 03:44 PM
1. Return RECONSTRUCTION ACROSTIC
2. Share unique ideas of “If the South had won the Civil War”
3. Discuss briefly how life in America has changed since the war ended (it is now the time between 1865 and 1900).
4. Complete worksheet “Georgia Enters the Second Century of Statehood”
1. Go over worksheet “Georgia Enters the Second Century of Statehood”
2. Watch Georgia Stories, Program 14
3. Homework: Read Chapter 15
1. ACROSTIC on information in Chapter 15 with a partner. Students have to make the sentences about the chapter, as well as use specific vocabulary in the sentences.
2. This will count as a test grade
1. Finish ACROSTIC on Chapter 15
2. Read Chapter 17 and pages 270-273 of Chapter 18
1. Open Book Test for Chapters 17 and 18
Posted by Mr. Jakaitis at 09:48 AM
1. Share test grades (tests will be returned on Tuesday – after Chorus and Orchestra students have taken the test)
2. Judge Chapter 14 Illustrations
3. Read poem “Thar’s More in the Man Than Thar Is in the Land” together and discuss
4. Students complete backside of worksheet – chart of Thought Questions – on own – read pages 206-207 to complete worksheet.
1. Return tests.
2. Go over chart from yesterday.
3. The students will look over Georgia Labor Contract and answer 5 questions.
4. Class discussion about contract
5. The students will read pages 207-210 to prepare for note taking activity.
6. Take notes on pages 207-210 – teacher writes on overlay and students supply answers.
1. The students will read pages 210-216 on their own and complete cloze activity with chart on “Political Reconstruction”
1. Go over cloze activity and chart as a class. The students can fill in any missing gaps on their sheets.
2. Watch Georgia Stories Program 10 – The Rise of Modern Georgia, Part I (Reconstruction and Growth)
1. ACROSTIC on “RECONSTRUCTION” – This will be taken for a quiz grade.
2. Video: CSA: The Confederate States of America
Posted by Mr. Jakaitis at 08:58 AM
1. Video: Sherman’s March.
2. The students will answer questions as they watch the video.
1. Discuss video from yesterday.
2. Share Civil War Journals and turn in.
1. Finish sharing journals
2. Begin working on Chapter 13 Review Sheet.
1. Go over Chapter 13 Review Sheet.
2. Review game for chapter 13.
1. Chapter 13 test.
2. Illustrate Chapter 14.
Posted by Mr. Jakaitis at 02:12 PM
1. Finish Civil War Notes
2. Introduce Project. This project will be due on Tuesday, April 24.
1. Watch Georgia Stories II – The Civil War, Part I
2. Work on project.
1. Civil War “Word Research” puzzle – pairs compete to see who can fill in sheet 1st for some sort of prize.
2. Work on project.
1. Watch Georgia Stories I – First Century of Statehood, Part IV (The Civil War) – Battle of Jonesboro, The Civil War and the Black Soldier, and Andersonville Prison.
2. Follow up video with questions related to topics featured in the video.
1. Watch Georgia Stories II – The Civil War, Part II - March to the Sea and Thomasville: Playground of the Northern Industrialists.
2. Follow up video with questions related to topics featured in the video.
3. Work on project
Posted by Mr. Jakaitis at 01:42 PM
1. Return Chapter 12 Test
2. Review the causes of the Civil War. Discuss the naming of the war – how different people have named it different things such as: The War Between the States, The Civil War, Second American Revolution, The Rebellion, The War for Confederate Independence, War of Secession, War For Separation, The Insurrection, The War of Northern Aggression and The War. Why were so many names used to describe the same war?
3. Look at the picture of infantrymen on page 185 and discuss the dress of the soldiers –the difference in the way people dressed made it difficult sometimes on the battlefield because we tend to think of the North as blue and the South as gray.
4. Look at the illustration on page 184 and have the students examine what they see and share with class – demonstration in Ga. just after Lincoln’s election in 1860 – How do the people appear? Why? Why would southerners be upset with the election of Lincoln?
5. The Civil War Begins – worksheet – students are looking at the strengths and weaknesses of each side (North vs. South) prior to the war (which side should win all the battles and how quickly people thought this war would end). The students compare 10 different strengths and weaknesses, and then decide on the top 3 areas that are most important in battle and why.
1. Go over strengths and weaknesses worksheet from yesterday and discuss the top three areas that are important
2. Put Civil War terms on the board (or overhead) and let students try to organize them as either Northern terms or Southern terms. These are terms used to describe each side during the war. There will be a quiz on this at the end of the week - - students will be given the terms (all mixed up) and they have to organize them as either North or South.
PUT ALL THE WORDS INTO 2 DIFFERENT GROUPS. GIVE EACH GROUP A LABEL (A WORD FROM THE LIST MAY BE USED AS YOUR LABEL): NORTH, KNOWN AREAS, SOUTH
YANKEES, CONFEDERATE, UNION, WASHINGTON DC, BILLY YANK, FEDERALS, JOHNNY REB, RICHMOND, BLUEBELLIES, BLUE, GRAY, LEE, GRANT, MAPS,
3. Read pages 184-188 and answer questions page 188.
1. Go over textbook questions from yesterday.
2. Discuss the following question: “Do you think you would be willing to fight against someone in your own family in the Civil War based on your feelings about different political issues? Why/why not?
3. Review Civil War terms – remind students of quiz on Friday.
4. Map activity – War Divides The Nation
5. Read pages 188-191 and answer questions 1-4 on page 191
1. Go over map activity from yesterday
2. Watch DVD on Bull Run/Manassas and fill in movie guide.
3. Compare Johnny Reb and Billy Yank – worksheet – students are looking at the difference between the two soldiers during the war. Discuss as a class and have students fill in missing parts of their sheets.
1. Quiz on Civil War Terms
2. Civil War Lecture
Posted by Mr. Jakaitis at 12:42 PM
1. Discuss “Road to Civil War” Packet
2. **Read pages 173, 176-178 and answer questions on page 178 (1-5)
1. As a class, read a slave account of slavery vs. a defense of slavery – pages 174-175 and discuss.
2. Activity: “Reacting to Slavery”. These will be due on Wednesday.
1. Share some letters from “Reacting to Slavery”
2. Work with a partner to complete Vocabulary Activity for Chapter 12. This will be taken as a quiz grade.
3. Read pages 178-182 and answer questions on page 180 (1-4) and page 182 (1-4)
1. Discuss questions from textbook.
2. Review Game
1. Chapter 12 Test
2. Illustrate Chapter 13: The Civil War
Posted by Mr. Jakaitis at 09:47 AM
1. Return Chapter 11 Test
2. Share paragraphs from Friday
3. Discuss the economic differences between the North and the South prior to the Civil War.
4. Activity: “The South: Old Times Were Not Forgotten” and “North Before the War: Expanding Territories”
1. The students will complete a framed paragraph to introduce Chapter 12.
2. The students will create a t-chart comparing Utica, NY vs. Rome, Ga. – pages 169 and 170. Discuss independent vs. interdependent as a class.
3. Complete “Growing Economic and Regional Differences” – The students will finish the for homework if not completed in class.
1. Go over “Growing Economic and Regional Differences”
2. Read pages 168-173 and answer questions on page 169 (1-3) and page 173 (1-4)
1. As a class, we will go over the questions from textbook and discuss information about tariffs, states’ rights, sovereign, nullification, secede, secession, and territory.
2. The students will complete a map activity dealing with free states vs. slave states
3. As a class, we will discuss the importance of the equal number of each for representation in Congress.
4. Begin “Road to Civil War” Packet
1. Finish “Road to Civil War” Packet and discuss
2. **Read pages 173, 176-178 and answer questions on page 178 (1-5).
Posted by Mr. Jakaitis at 11:52 AM
2. Graphing Georgia’s Slave Population – The students will graph the increase in the number of slaves.
1. The students will read pages 164-166 and fill in outline.
2. Begin chapter review worksheet.
1. Watch Georgia Stories II, Program 6 - The Westward Movement, Part II
2. Finish chapter review – due tomorrow
1. Go over review
2. Play review game – “10 second game”
1. Chapter 11 Test
2. After the test, the students will write a paragraph about what they think are the causes of the Civil War and why they think this (justify answers).
Posted by Mr. Jakaitis at 01:33 PM
1. Finish War of 1812
2. ACROSTIC – Trail of Tears
1. Read “Samuel’s Memory” as a class and discuss.
2. The students will complete a graphic organizer and expanded sentence on Trail of Tears. This will be counted as a project grade and take the place of the chapter test.
Wednesday: EARLY RELEASE
1. Finish graphic organizer and expanded sentence activity started yesterday.
1. Picture analysis of UGA’s North Campus, Then and Now – As a class we will discuss the differences between 1840 and 2007.
2. Brainstorming Activity: What three things made cotton become “King” in the south.” (cotton gin, steamboat, and railroads)
3. Read pages 156-158 and fill in graphic organizer (just the parts that cover this section of reading)
1. Work on Social Ladder – “Structure” of society
2. Read pages 158-163 and finish filling out graphic organizer
3. Quiz Monday
Posted by Mr. Jakaitis at 03:09 PM
1. Chapter 9 Test
2. Illustrate Chapter 10
1. Return Chapter 9 Test
2. Judge Chapter 10 illustrations
3. Chapter 10 Agree/Disagree: The students will complete this on their own and then we will go over it as a class.
4. Read pages 138-142 and answer questions on page 140 (#1-4) and page 142 (#1-4) – due tomorrow.
1. Go over homework
2. War of 1812
1. Finish discussing War of 1812
2. “TRAIL OF TEARS” Acrostic
3. Read article about Cherokee regaining land in Georgia in 1993 – follow up with where this story is today.
4. Read pages 147 (Discovery of Gold Bring Trouble to Cherokees), 150-152 and answer questions on page 152 (#1-5)
1. Read “Samuel’s Memory” and have students write a response to the story – do they feel it is all true, does it help explain why there is still hatred by Cherokees towards attitudes of white men, how did the story make them feel about US history, etc. Share some with the class – and turn in for a write to learn “quick write” grade.
2. Read poem “The Neverending Trail” and discuss
3. Start chapter project – *create a graphic organizer that tells the story of the Trail of Tears – there will be a rubric that explains the details of items that must be included. This will count as the test for the chapter – this will be due at the end of class on Monday, 3/5.
Posted by Mr. Jakaitis at 02:47 PM
1. Ask question – What could be created in Georgia that might draw people to move here? Railroads – able transport items and people to places they have never before been
2. The students will read pages 122-131 and complete CLOZE activity.
1. Go over the CLOZE activity from yesterday
2. Discuss different ways land was distributed: given away, Headright System, and land lotteries
3. Have mock land lottery and discuss – some students won’t get land, others will get land (some good pieces of land and some not, but these were all considered “fortunate drawers”) – reflect on if this might have made a difference on settlers coming South – knowing there was possible chance of not getting good land
4. Watch clip of land lottery in FAR AND AWAY
1. Finish chapter with lecture and notes outline – pages 131-136
Posted by Mr. Jakaitis at 04:23 PM
1. The students will share their legislation topic and their own ideas about legislation with the class.
2. Sections 1, 2, and 3 of E-Congress packet are due.
1. Finish sharing legislation
2. Go over and study “How a Bill Becomes a Law”
3. Bill Quiz on Wednesday
1. Bill Quiz
2. The students will read pages 122-128 and answer questions 1-4 on page 126 and 2-4 on page 128.
1. Video: Lewis and Clark
1. Finish video
2. Go over reading and answers to questions from the book
Posted by Mr. Jakaitis at 04:22 PM
1. Watch Georgia Stories I: Program 12 – State and Local Government
2. Students will read an article about the juvenile court system and come up with well constructed arguments stating their opinion on the topic of juvenile punishments
3. These arguments need to be ready for tomorrow’s discussion.
1. Round table discussion – juvenile court system – all students have to contribute to discussion – counts as a test grade for the day.
2. Have students generate a list of where they think we should spend our tax dollars: federal, state, and local – list as many areas in each category where money should go (for example: roads, school buildings, parks)
1. Watch Georgia Stories I: Program 13 – State and Local Governmen
2. Look at and discuss where the money for the national cabinet/departments are spent each year. Share lists from students of where/on what they think the money should be spent.
Posted by Mr. Jakaitis at 03:38 PM
1. Return test and go over
2. Discuss political participation through voting – why people vote, why people wear a sticker that says they voted, how various groups go about getting people to vote (Rock The Vote – targets young people).
3. Qualifications for people to be able to vote – 18, registered, citizen, legal resident of state and…of course, not in prison.
4. How do polling places prevent fraud? Two types of dishonest voters: repeaters – vote several times in same election, and drifters – people that come from outside the state or election district that drift in to vote.
5. Registration process
6. Compare voting today with the past
7. Discuss Electoral College vs. popular votes for candidates
8. Introduce project for chapter – Break class into different sections (18-25 years of age, 25-45 years of age, 45 and up). Each pair is given a specific age group to target. The pair must create a poster (8 ½ X 11) that persuades their assigned age group to vote in an upcoming election – state or federal election.
1. Continue with chapter project – needs to be completed by the end of class.
1. Share projects .
2. Writing a member of Congress – students will be working with a partner
a.) discuss writing a member of Congress – General Assembly – follow guide
b.) students need to:
1.) Figure out who their district Senators/House Member is
2.) Decide on reason to write (see guide)
3.) Research issue/bill they will be writing about
4.) Write the letter – see guide to make sure all necessary information is included in letter. Print letter and turn in to teacher – some may want to share letter with the class.
**Students will have 2 days to work on this assignment.**
1. Finish activity from yesterday
1. Take notes on how a bill becomes a law and discuss how the General Assembly affects our lives.
2. Have students think of something that is important to them and propose their own bill – write what the bill should be and why – as if your bill could REALLY be passed.
3. Share bill ideas with class – have class vote on which has the best idea and argument for having it passed.
4. **If needed – students need to answer Chapter Activities on page 401 – Reviewing Main Ideas #1-10, Give It Some Extra Thought - #1-2
5. Introduce E-Congress
Posted by Mr. Jakaitis at 02:22 PM
1. Bill of Rights Quiz
2. Share and turn in “Rights in Action” current events
3. Branches of Government Content Frame – finish for homework
1. Go over Branches of Government Content Frame – have students copy any needed notes from transparency.
2. The Three Branches of Government – packet with computers (Organization of the Government, the Executive departments, qualifications and terms of office, and separation of powers).
3. Federal Government chart with word bank - have ready to go over tomorrow.
1. Go over Federal Government chart
2. Compare Federal with local government
3. Finish Three Branches packet on computers – this was started yesterday with partner.
1. Go over chapter review sheet.
2. Play 10-second game to review for tomorrow’s test.
1. Chapter 25 Test
2. After the test, the students will read Chapter 26 and complete “Give It Some Extra Thought” on page 391 – due Monday.
Posted by Mr. Jakaitis at 10:22 AM
NO SCHOOL: MLK Jr. Day
1. Review “Democracy” – what it means, examples of it around the world, etc.
2. Review some responsibilities of being a good citizen of the United States.
3. Activity – “What Decisions Will You Make as a Citizen”
Georgia Writing Test
1. Review “Democracy” and “Citizenship.”
2. Rights vs. Privileges – class discussion and compare/contrast guide
3. Assign “Rights in Action”
-Due on Monday, Jan. 22nd
-Students will use the newspaper or a news related magazine to show the Bill of
Rights in action
-Articles must be attached to worksheet.
4. Video: Future Fright: Losing the Bill of Rights
5. Begin filling in “Bill of Rights” Chart
1. Continue filling in “Bill of Rights” Chart.
2. “Bill of Rights” Quiz
3. Begin learning about the branches of government, offices, and length of terms.
Posted by Mr. Jakaitis at 03:51 PM
1. Review information covered before the holiday break – Constitutional Convention, Constitutional Compromises, etc.
2. Have students, on own, fill in worksheet on Constitutional Convention and Compromises.
3. Go over worksheet together and have students fill in missing information.
4. Class work/homework: complete worksheet Ratification of the Constitution – due tomorrow.
1. Go over Ratification of the Constitution worksheet.
2. Have students get with a partner to complete “Word Wall” activity - use words from chapters 23-25.
3. Introduce Chapter 23 – let students know that this chapter deals with the top issues that are dealt with each day by our government. The activity that the students will complete focuses on the importance of each of the 6 issues covered in the chapter.
-Put students in groups of 2-3.
-Each pair/group is assigned a topic from the chapter (some of the topics may be used more than once).
-Pairs/groups must come up with why their given issue is an important one for our country – why do people care about it – create a poster/brochure showing the importance – words can be included.
-Share with the class.
-This will count as the test grade for this chapter.
1. Finish Chapter 23 activity and share – have class vote on the most persuasive (one that really demonstrates why America spends so much time and money dealing with this particular issue).
2. As a class, discuss why we should study government and the need for rules – refer to picture on page 364 of textbook. (may have to complete this tomorrow – depends on the time required to complete the chapter 23 activity).
1. Review the reasons to study government from yesterday – this is an introduction to Chapter 24.
2. Vocabulary development activity as an in-depth look into what democracy means.
3. Have students write down what the statement: “A government of, by, and for the people” means to them. Have students write down what each part means.
1. Class discussion of “What are the responsibilities of citizens”: look at cartoon pictures on page 122 of We the People. Discuss the definition of the term “citizen” – students can add information to their notes sheet from yesterday.
2. Working with a partner, have students read over lesson 28 of We the People. Student pairs need to complete both the “Problem Solving” activity and “Reviewing and using the lesson” questions, as well as be ready to share answers with the class. For the “Problem Solving” section – students need to be ready to defend their answers. These will be turned in for a grade for the chapter.
Posted by Mr. Jakaitis at 02:32 PM
1. The students will review for the Chapter 8 Test on Wednesday.
2. 30 Second Review Game
3. Don’t forget to study for the test.
1. Chapter 8 Test
2. After the test, the students will read pages 114–120 in their Georgia Studies books to prepare for the next unit.
3. After reading, the students will answer questions 1-4 on page 118 and 1-3 on page 120.
1. As a class, we will read an article describing the Articles of Confederation.
2. After the reading, the students will answer questions pertaining to the reading about the Articles of Confederation.
3. Lecture: The students will take notes using a graphic organizer as the teacher explains the strengths and weaknesses of the Articles of Confederation.
1. The students will be broken up into four groups and argue for and against the Articles of Confederation and whether or not a new constitution should be written.
2. Lecture: The students will take notes using a graphic organizer as the teacher explains the Constitutional Convention (who, what, where, and why).
1. Lecture: The students will take notes using a graphic organizer as the teacher describes the Great Compromise, Three-Fifths Compromise, and Commerce and Slave Trade Compromise.
2. The students will complete a worksheet entitled “Ratification of the Constitution.”
Posted by Mr. Jakaitis at 10:33 AM
1. Quiz over Declaration of Independence and The Acts
2. Finish, share, and turn in Write to Learn from Friday
3. **Side note – share with students that 46 Georgia counties are named for people that played a role in the Revolutionary War – from Button Gwinnett to James Madison and Elijah Clarke.
4. Word search: The American Revolution
5. Homework: Read pages 109-111 and answer questions on page 111 “Locating Main Ideas” 1-4.
1. Return and go over quiz.
2. Check and go over homework.
3. The students will create 2 Venn Diagrams – 1) Compare and contrast the advantages held by the British and Americans in the American Revolution and 2) Compare and contrast the disadvantages or obstacles that the British and Americans faced in the American Revolution. Share answers as a class.
4. Homework: Read pages 111-114 and answer questions on page 114 “Locating Main Ideas” 1-3.
Wednesday: (Early Release)
1. Check and go over homework.
2. Watch Georgia Stories I Program 6 – The First Century of Statehood, Part I (Georgia and the American Revolution).
1. Finish up any notes
2. Movie: “The Crossing”
3. The students will answer questions pertaining to the movie as they watch.
1. Movie: “The Crossing”
2. The students will answer questions pertaining to the movie as they watch.
Posted by Mr. Jakaitis at 10:30 PM