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
182. Thomas W. Cobb
posted on: May 21, 2007
**Plans are always subject to change if the need arises.**
Lesson Plans – week of 4/30-5/4/07
1. Tests will be returned on Tuesday – after Chorus and Orchestra students have taken the test
2. Judge 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.
5. Progress reports distributed
**Progress reports - project grades from Civil War journal project will not be posted on this progress report. I am grading and returning a few of these each day:-)
1. Return tests.
2. Go over chart from yesterday.
3. Have students look over Georgia Labor Contract and answer 5 questions – discuss as a class – as an overlay.
4. Students read – on own – pages 207-210 to prepare for note taking activity.
5. Take notes on pages 207-210 – teacher writes on overlay and students supply answers.
1. Read pages 210-216 – individually – and complete cloze activity with chart on “Political Reconstruction”
1. Go over cloze activity and chart – have students fill in any missing gaps on their sheets.
2. Watch Georgia Stories Program 10 – The Rise of Modern Georgia, Part I (Reconstruction and Growth) – discuss afterwards
1. ACROSTIC on “Reconstruction” – test grade for chapter
Watch video – What if the South had won the War? and discuss - we will start this today and finish on Monday.
posted on: April 27, 2007
Here are our assignments for this week:
Monday and Tuesday - Watch video of Sherman's March w/question and fact sheet
Wednesday- Projects due (this due date was extended from 4/24 to 4/25
Thursday- Review for chapter 13 (The Civil War) test
Friday- 1. Chapter 13 test
2. Illustrate chapter 14 - Reconstruction
posted on: April 23, 2007
Monday: 1. Return test chapter 12 - given before Spring Break
2. Review reasons for Civil War
3. Begin discussion of chapter 13
4. Strengths and weaknesses of Union and Confederacy before the war
1. Discuss the strengths and weaknesses worksheet from yesterday
2. terms of the war - quiz on Friday of this week
3. Read pages 184-188 and answer question on page 188
1. Go over questions page 188
2. Pose question - students write in notebook - "Do you think you would be will to fight against someone in your own family (like in a war) based on your feelings about different political issues? Why/why not?
3. Review Civil War terms - quiz on Friday
4. Map activity - War Divides The Nation - 1861
5. Read pages 188-191 and answer questions page 191
1. Go over map activity from yesterday
2. Watch DVD on Bull Run and answer questions that go along with it
3. Compare Johnny Reb and Billy Yank - soldiers from each side - differences
1. Quiz on terms
2. Take notes on Civil War - 2 column notes
posted on: April 10, 2007
Here are your assignments for the week (sorry these are a little late!!)
1. Go over "Road to War"
2. Read pages 173, 176-178 and answer questions page 178 (#1-5)
1. React to slavery activities with primary sources
2. Start chapter 12 review
1. Share letters from yesterday
2. Vocabulary activity - quiz with partner
3. Chapter review worksheet w/partner
4. Read pages 178-182 (answer questions pages 180 and 182)
1. Go over review worksheet
2. Review game
1. Chapter 12 test
posted on: March 28, 2007
Monday: 1. Notes on Structure
2. Graph on slave population
3. Finish graphic organizer pages 156-163
Tuesday: 1. Quiz on pages 156-163
2. Outline pages 164-166
3. Chapter review sheet - due Thursday
Wednesday: 1. Ga. Stories - Georgia's Westward Movement w/questions
2. Finish chapter review sheet - due tomorrow
Thursday: 1. Go over chapter review sheet
2. Review game
Friday: 1. Chapter 11 test (**this test will be put on next quarter's grading period)
2. Writing assignment: write one paragraph about what you think are the causes of the Civil War - and why you think this
(justify your answers). This will count as a daily "Write to Learn" grade.
posted on: March 12, 2007
Here are the assignments for the first part of this week - I will post the last part of the week after I get it planned out today:-)
1. Finish War of 1812 notes
2. ACROSTIC - Trail of Tears with a partner - this will count as a quiz grade
3. Homework - read pages 147-152 - answer questions page 152 #1-5
1. Go over questions from last night
2. Graphic organizer on Trail of Tears with an expanded sentence - this will be completed in groups - will count as a test grade for this chapter.
Wednesday: Early Release
1. Finish and turn in graphic organizers
posted on: March 05, 2007
The test is taking longer than expected...so we will be working on it both today and tomorrow. The rest of the week's assignments will be pushed back a day:-)
posted on: February 26, 2007
Plans are subject to change:
1. Give quiz on Bill of Rights – using sheet from Friday
2. Share and turn in Rights in Action current events
3. Have students fill in Branches of Government Content Frame – finish for homework.
1. Go over Branches of Government Content Frame (teacher directed) – have students copy any needed notes from board.
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 – using transparency
2. Compare Federal with local government – have student create own chart of how federal and local governments compare – students take notes
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. Take test on chapter 25.
2. Read chapter 26 and answer questions “Give It Some Extra Thought” page 391 – due Monday.
posted on: January 19, 2007
Don't forget that your Rights in Action current event is due on Monday, 1/22 - you need to complete the questions on the worksheet, attach your article, and be prepared to share:-)
Bill of Rights quiz on Monday, 1/22 - study the sheet you filled in on Friday - you will be able to use this sheet on your quiz:-)
Chapter 25 test - Friday, 1/26 ----- your review sheet is due on Thursday, 1/25.
posted on: January 19, 2007
Here are the assignments for this week - be sure to remember that dates are flexible (it all depends on how far we get each day with particular activities):
Lesson Plans – week of 1/8/07
Review information covered before the holiday break – Constitutional Convention, compromises, etc.
Have students, on own, fill in worksheet on Constitutional Convention and compromises.
Go over worksheet together, and have students fill in missing information.
Class work/homework: complete worksheet Ratification of the Constitution – due tomorrow.
Go over Ratification of the Constitution worksheet.
Have students get with a partner to complete “Word Wall” activity - use words from chapters 23-25. Have students complete the following with their assigned word: write word, define it, use the term correctly in a sentence, illustrate it, and share with the class. These will be shared today (and hung up in the classroom).
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 one time each.
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 – it will be a partner grade.
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).
**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).
Review the reasons to study government from yesterday – this is an introduction to chapter 24.
Vocabulary development activity as an in-depth look into what democracy means – see attached – activity includes definition, examples, non-examples, compare/contrast, and what it is like. Have students fill in the chart on own first, and then go over as a class to make sure that students have filled in entire chart. Add to chart some extra notes about rules these can be written at the bottom of the vocabulary development chart.
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.
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.
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 on: January 09, 2007
1. Take quiz on Articles of Confederation- grades back tomorrow
2. Take notes on Constitutional Convention - these need to be glued in to your notebook.
posted on: December 20, 2006
Lesson Plans: Week of December 11
1. The students will review for the Chapter 8 Test on Wednesday.
2. "10 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 on: December 12, 2006
FYI - The chapter 8 test and notebook check have been moved to Wednesday, 12/13.
Remember to get all needed materials glued in to your notebook:-)!!
posted on: December 12, 2006
Monday: 1.ch. 7 review sheet
2. turn in "A Day In The Life" that wasn't turned in on Friday of last week - no late points taken until tomorrow.
Tuesday: 1. turn in any "A Day In The Life" - LATE - late points taken
2. completion grade for chapter 7 review sheet
3. go over chapter 7 review sheet
4. 5 second game to review for tomorrow's test
Wednesday: 1. Chapter 7 test (your test will include questions from chapters 1-6 as well as 7 - 60 questions plus an essay question related to chapter 7 - probably about the differences between economy and education in the various colony areas)
2. illustrate chapter 8 - finish for homework
Thursday: 1. Judge illustrations
2. Return chapter 7 test and go over
3. Puritan word unscramble - Race to finish first:-)
4. *Picture analysis - Unit 4 - pages 102-103
5. *KWL+ chart on Causes of the Revolutionary War - TRICORN hat chart
*Begin in class and finish for homework
Friday: 1. Geography Bee in-class elimination test
2. Unite or Die political cartoon analysis worksheet - complete and discuss
posted on: November 14, 2006