Georgia history [1966]

GEORGIA HISTORY
BERNICE McCULLAR

ieorgia.

Dept. of Education E TV Network presents .....

OF -C-O-N-T-E-N-T-S
PAGE NO.
1. History Should Tell a Story1 2. Before There Was Georgia 3 3. The Strange Story of Oglethorpe 4 4. All the King's Men . 6 5. Georgia Had Only One King ~ 7 6. Georgia and the Declaration of Independence 9 7. Here Comes the Revo1ution 11 8. War Comes to Georgia ... !3 9. The Governor Who Disappeared 15 10. Fourth Star in the F1ag 16 ll. Whitney's Cotton Gin 17 12. The Yazoo Fraud .................. 18 13. The War of.1812 .. 19 14. Man Who Almost Was President 21 15. Where Gold Was Found in Georgia 22 16. Georgia Indians (Part I: The Creeks) 23 17. Georgia Indians (Part II: Cherokee Indians) 24 18. Fannie K~mb1e ang Her Book 25 19. A Georgia Doctor Discovers Anesthesia 0 26 20. The Civil War Comes ......... e-a 27 2l. Chickamauga .. 29 22. Jefferso~ Davis in Georgia 30 23. Henry W. Grady . 32 24. These Men Governed Georgia 33 25. Georgia's Capital .... 34 26. History and Chalkdust .... 35 27. History Rides the Rivers 37 28. The U.S. Presidents in Georgia 38 29. Georgians Outside of Georgia ~ 40 30. Georgia and Her Wtiters 42 3l. Jekyll Jourriey 44 32. Georgia Enters the Space Age 45 33. The Constitutions. of Georgia 47

STATE BOARD OF EDUCATION

James S. Peters, Chairman

Robert wright, Vice-Chairman

Claude Purcell, Secretary

-M-E-M-B-E-R-S
FIRST CONGRESSIONAL DISTRICT J. Brantley Johnson SECOND CONGRESSIONAL DISTRICT Robert Byrd Wright THIRD CONGRESSIONAL DISTRICT Thomas Nesbitt, Jr. FOURTH CONGRESSIONAL DISTRICT James S. Peters FIFTH CONGRESSIONAL DISTRICT David Rice SIXTH CONGRESSIONAL DISTRICT McGrath Keen SEVENTH CONGRESSIONAL DISTRICT Henry Stewart EIGHTH CONGRESSIONAL DISTRICT Lonnie E. Sweat NINTH CONGRESSIONAL DISTRICT Cliff Kimsey, Jr. TENTH CONGRESSIONAL DISTRICT Zack Daniel

TO: FROM:

TEACHERS OF GEORGIA HISTORY BERNICE McCULLAR

Your class in Georgia history could be one of the most exciting and important experiences a student has in his whole twelve years of school.
The many letters and questions and visits that I have from students keep me aware of the good job you are doing of getting these young Georgians acquainted with their state. They will be the future voters, legislators, board members, club leaders, civic officials, and citizens. The more they know about the past, the more intelligently they can handle the future.
I think you are wise in:
taking them to see as many sites as possible where history actually happened. They are all around you.
getting them interested in the historic markers, place names, and county histories of that part of Georgia in which they live. We often pass daily things that we don't really see: Confederate monuments, historical markers, etc.
letting them read documents like the Declaration of Independence, the charter for Georgia, and the Constitutions of the United States and of Georgia.
encouraging them to look in their own homes for old letters, documents, and other things that would throw light on the history of their families, their communities, and their state.
making them aware that the morning newspaper, as well as the most yellowed old document, is a part of history, and important to read.
working with librarians to see that all available material about Georgia is accessible to them.

Georgia History Teachers Page 2
using every possible resource of your own community, from old newspaper files to a talk to the class by an oldster who remembers the days before yesterday. Visits to old cemeteries can give youngsters an awareness of the past, and a sense of the continuity of our story. (If they read Wilder's OUR TOWN, Master's SPOON RIVER ANTHOLOGY, and Gray's ELEGY, they will understand their community better.)
reminding them to read all the biography they can--for history is people~
BMc:jw

ACKNOWLEDGEMENT
These teacher aids were prepared with the help of Mrs. Ruth Waters of the Gainesville Junior High School, Gainesville, Georgia.

FOREWORD
We are now providing more televised instruction that we hope will be of help to you in your classroom. YOU are the best authority on HOW it will help you, and in what ways you wish to use it.
We are providing teacher guides like this one with suggestions that may be of service to you as you plan the best use of these lessons and fit them into the program you have planned. These guides were written by our television teachers. We think of the television teacher and the classroom teacher as being partners in the best creative teaching for the children.
Television's dynamic power--long used in communicating other information-is now being made use of in education. It is making this a better educated world. None of us knows as much as we would like to know about it. It is a new medium and we are all learning together. We need your help and your suggestions as we seek to make the best use of our television facilities. Our aim is to make the school program more meaningful in Georgia.
Our competent television teachers are well prepared to help you and the members of your class with lessons in science, mathematics, modern foreign languages, music, and Georgia history. They have time to gather up visuals that may not be readily available to you or that you may not have time to collect. This relieves you of much planning and preparation and leaves you with more time to devote to the actual teaching of the child in the classroom, and your personal teaching-and-Iearning contact with him.
I hope you will find this teacher guide useful in your classroom work. We would be happy to have your suggestions about how our television teaching can be made more effective. If you have found some especially good ways to adapt these lessons to your pupils, let us know about it. Perhaps it would help other teachers. This is a cooperative venture; it is important that we all work together to make the best use of this new power that has come into our hands in this technological age, so that we may make learning more effective in Georgia schools.
Claude Purcell State Superintendent of Schools

GEORGIA HISTORY Teacher: Bernice MCCullar

LESSON 1: ETV - GEORGIA HISTORY

TITLE:

HISTORY SHOULD TELL A STORY

OBJECTIVE:

To introduce the Georgia story with brief accounts of interesting chronicles in our state history.

CONTENT:

Mrs. McCullar will be your narrator in this series of 33 Georgia History lessons. She begins the first telecast with references to a Georgia map as a setting for her first telecast.

DeSoto's connection to early Georgia history is mentioned as well as the native Indians and early English settlers.

Brief accounts are given of presidential visits to Georgia, along with those of William Seward, Jefferson Davis, and Lafayette.

Georgia's unusual naming of roads (Po Biddy), cities (Flowery Branch), communities (Cold Water), mountains (Old Screamer), creeks (Laughingal), add interest to the Georgia story. (See Stephen Benet's poem beginning, "I am in love with A.rnerican names.")

RELATED ACTIVITIES:

1. To the teacher: Have each student secure an individual state map (road maps are good) for classroom use during the school-year study of Georgia history.

2. Consult back issues of SCENIC SOUTH for pictures of places mentioned in the. telecast, such as Liberty Hall, Jekyll Island, Christ Church, Track Rock Gap, Vogel Park, Jefferson Davis Park, and other historical sites mentioned in the telecast. Your library may have files of GEORGIA MAGAZINE and of the ATLANTA JOURNAL-CONSTITUTION SUNDAY MAGAZINE.

3. Begin a Georgia history scrapbook directly related to the television lessons and your text materials.

4. Set up a Georgia history classroom library, perhaps beginning with paperbacks.

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5. Organize a Georgia book club for the purpose of classroom reviews. 6. Compile a classroom list of books in home libraries for reference study. 7. Form committies to do group research in your school library. 8. From television references to famous Georgians, prepare a WHO'S WHO for your scrapbook. 9. Consult resource material and label a Georgia map indicating DeSoto's trek through Georgia. Consult the Georgia Historical Commission concerning state historical markers erected over the state commemorating this event. 10. Make a mural or map of your local community with towns, streams, historic sites, mountains, etc., well identified. 11. Take snapshots of local historical sites and exhibit them on a bulletin board. 12. Get information from local or state Chambers of Commerce on the "s tay-and-see" program promoting tourism. Discuss what is interesting in your community as a present or possible tourist attraction. 13. write one letter for the class to the State Department of Trade and Industry, State Capitol, Atlanta, Georgia 30334, asking for their student and teacher packets on Georgia material. 14. Request maps of congressional and judicial districts, and reproductions of State Seal, from the Office of the Secretary of State, State Capitol, Atlanta, Georgia 30334.
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LESSON 2: ETV - GEORGIA HISTORY

TITLE:

BEFORE THERE WAS GEORGIA

OBJECTIVE:

To present an over-all picture of Georgia before the white man came, with emphasis on the Mound Builders, the Indians, and the Spanish exploration of southeastern United States.

CONTENT:

The location of the State of Georgia is discussed with the camera first on a map, then a globe.

Georgia mountains, waterfalls, rivers, Indian mounds, lakes, towns, and cities are shown and discussed.

The major part of the telecast centers around the Spanish explorers: Ponce de Leon with his exploration of Florida, and DeSoto's zig-zag course through Georgia, and on to the discovery of the Mississippi River.

RELATED ACTIVITIES:

1. Suggestion to the teacher: Label a Georgia highway map ~ith a black crayon, showing the length of the state as 350 miles, the width 250 miles, and the square miles as 59,265. Provide mimeographed outline maps for the students to draw in DeSoto's trail and another for Georgia's main rivers.

2. Picture post cards may be bought at regular price from Etowah Mounds at Cartersville and Ocmu1gee Mounds at Macon, as well as park service bulletins. These are excellent for bulletin board use, class reports, and scrapbook use.

3. Consult GEOGRAPHY OF GEORGIA, 1961 edition by Edward F. Sell, p. 16, for an outline map of Georgia rivers. Consult p. 51 and p. 52 for Indian names and meanings.

4. Write the Georgia Department of Commerce, 100 State Capitol, Atlanta, Georgia 30334, for leaflets on Georgia Indians. See paperback on American Indians by Collier.

5. Consult GEORGIA RIVERS, edited by George Hatcher, for further data on Georgia rivers.

6. Consult NARRATIVE OF A GENTLEK~ OF ELVAS, edited by James A. Robertson, for an account of DeSoto's travels as written by a scribe on this journey.

7. Write a human-interest story relating an account of DeSoto's visit with the Princess of the Pearl Kingdom.

8. Write an account of the discovery of the Mississippi River and DeSoto's death and burial. Note the number who came and the number who returned from this expedition. Examine available paperbacks on DeSoto, Francis Drake, and pirates of this era; especially B1ackbeard for whom a Georgia island was named.

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LESSON 3: ETV - GEOAGLA HISTORY

TITLE:

THE STRANGE STORY OF OGLETHORPE

OBJECTIVE:

To present authentic information on James Edward Oglethorpe, his settlement of Georgia, good fortune in dealing with the native Indians, facts on additional groups brought to Georgia, and the conflicts with Spain.

CONTENT:

The telecast begins with views of the busts of Voltaire, the French writer, and of Oglethorpe. Mrs. MCCullar remarks that the two look very much alike, perhaps because the Oglethorpe bust was done by a Frenchman. She points out that this is only one of the many strange things about the remarkable founder of our state. She enumerates some of the mysteries surrounding Oglethorpe's life.

Biographical data is given on Oglethorpe's birth, family background, parliamentary experiences, and friendship with the Earl of Egmont which led to the Georgia settlement.

The assistance given to the colonists by the native Indians (Tomochichi and Mary MUsgrove) are related.

Other groups, such as the Mbravians and Salzburgers, who came during the Oglethorpe era are discussed along with the deeds of George Whitefield and John Wesley.

Brief discussion is given to the fortification against the Spanish and the decisive Battle of Bloody Marsh.

RELATED ACTIVITIES:

1. Write dramatizations of these scenes: Oglethorpe's Co,umittee Report to Parliament; Oglethorpe's Plans with the Earl of Egmont.

20 Write biographical sketches on these: Oglethorpe, To~ochichi, Mary MUsgrove, John Wesley, and George Whitefield.

3 . Make an oral report on John Wesley's love affair with Sophey Hopkey and the ten preferred charges against Wesley that caused him to run away to England.

4. Prepare an excerpt from William Stephens' journal of odd and interesting facts concerning the Georgia colony. This book was recently reprinted by the University of Georgia press.

5. Prepare an imaginary account for your local paper on Oglethorpe's visit with Tomochichi and the other Indians to England.

6. Why were the Salzburgers referred to as "pilgrims?" There are two available histories of the Georgia Salzburgers. Tie up the Salzburgers of Georgia with the contemporary Salzburg music festival held annually in their native Austria.

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7. Write up the cutting-off of Jenkins' ear. 8. Pretend you are Noble Jones and give an account of the Battle of Bloody Marsh.
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LESSON 4: ETV - GEORGIA HISTORY

TITLE:

ALL THE KING'S MEN

OBJECTIVE:

To present the leadership of the three royal governors who headed Georgia as Royal Province after the trustees surrendered their charter in 1752.

CONTENT:

William Stephens, Henry Parker, and Patrick Graham are mentioned briefly as the presidents of Georgia prior to the surrender of the charter of the trustees. Read Stephens' journals in preparation for this.

Characteristics and pecularities of King George II receive comment. His plans for setting up Georgia as a Royal Province are reviewed.

John Reynolds' accomplishments as the first of these royal governors are enumerated with his recall in 1756 because he proved disagreeable.

Henry Ellis, the scientist, presided during the French and Indian War. His ability to maintain peace with the Creeks and the settlement of the MUsgrove claim are pointed out. He went about with a thermometer dangling from his umbrella.

James Wright, the most successful who presided under George III, is shown with his expansion of state territory through Indian treaties.

The opposition that broke out because of the infamous Stamp Act of 1765 and the organization of the Liberty Boys with the arrest of Wright brings the telecast to the brink of the ~~erican Revolution.

RELATED ACTIVITIES:

1. Present a report contrasting the characteristics of George II and George III.

2. Contrast the leadership of the three royal governors. Remember about

Georgia's meeting of the three governors in England. Enact a conversational

session after their return. Divide the class into three groups. Let each

present, "Why we think

_ was the mos t interes ting royal governor."

3. Make a study of Mary Musgrove and her third husband, the Reverend Thomas Bosomworth, and their march on Savannah.

4. Have a research committee review the story of the interference of the Liberty Boys in the celebration of the anniversary of George Ill's coming to the throne. Show how they put up the Liberty Pole.

5. Plan a "you are there" story of the Liberty Boys' protest of the landing of the tax stamps in Savannah .

6. Show a map expansion of the Georgia territory under James Wright.

7. Read THE ROYAL GOVERNORS by W. W. Abbot. Read the chapter on Henry Ellis in GEORGIANS IN PROFILE, edited by Horace Montgomery.

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LESSON 5: ETV - GEORGIA HISTORY

TITLE:

GEORGIA HAD ONLY ONE KING

OBJECTIVE:

To present a recount of the life of King George III of England, the only king ever proclaimed on Georgia soil and later buried in effigy with mockery in Savannah just prior to the American Revolution.

CONTENT:

The opening discussion centers around the reign over England of King George III and the celebration of his crowning as King of Georgiao A short, biographical sketch follows, including the story of his marriage to an unknown princess. In a sequence of events, Mrs. MCCullar tells how George Ill's insistence on a program of taxation led to the rebellion of the 13 colonies and the revolution.

References are made to William Pitt1s and Edmund Burke1s appeal to Parliament for the colonies and the action of the Georgia colony that led to the organization of the Sons of Liberty.

The telecast concludes with a sad story of the unfortunate circumstances surrounding the last years of King George's life and subsequent d~ath.

RELATED ACTIVITIES:

10 Plan a class discussion on why England wished to colonize the New World and why taxation was considered necessary. Read the part of the Declaration of Independence that refers to King George III.

2. Prepare a radio broadcast of the mock funeral of George III in Savannah.

3. Make a report on a meeting of the Liberty Boys at Peter and Lucy Tondee's tavern.

4 0 Pretend you are one of the Habersham Boys and write a recruiting speech for delivery at the Liberty Pole.

50 Pretend you are Noble Jones and prepare a lecture to your son, Noble Wymberly Jones, stating your reasons why your son should not become a Liberty Boy.

6. Prepare a report on the Wormsloe Plantation, home of the Noble Jones family.

7. Co:npare the attitudes of King George II and thoseof King George III toward the New World Colonies.

8 0 Read GEORGE III: THE STORY OF A COMPLEX MAN. Look up Churchill1s estimate of George III.

9. Have a class member report on how he chose his wife by letter.

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10. Look up the story of Thackery lectures in Georgia on THE FOUR GEORGES.
11. Compare King George V and VI with George III. Find out how Queen Elizabeth II is related to George III.
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LESSON 6: ETV - GEORGIA HISTORY

TITLE:

GEORGIA AND THE DECLARATION OF INDEPENDENCE

OBJECTIVE:

To present the story of the Georgia representatives at the Second Continental Congress, Philadelphia, 1776, and biographical data on the Georgia signers of the Declaration of Independence.

CONTENT:

The Declaration of Independence as a document that changed history, making a new nation; as written and signed by the Sons of Liberty with the now. famous signatures, is shown and discussed. The committee of five men appointed by Congress to draw up the declaration are shown by prints of the famous Trumbull painting of the majority of the 56 signers. Biographical data of Lyman Hall, George Walton, and Button Gwinnett as Georgia signers and Sons of Liberty, with Georgia memorials commemorating the deeds of these great patriots, are shown and discussed.

RELATED ACTIVITIES:

1. Read and bring to class a copy of the Declaration of Inde~endence. Find signatures of Georgia's signers.

2. Consult your reference books for prints of the Trumbull, Ferris, and Rothermel paintings of the signers of this great document.

3. Make a study of the Liberty Bell. Visit the capitol square to see Georgia's replica of this famous bell. Look up the story in U. S. history of how it was cracked. Find out when and why the original bell was brought to Georgia.

4. Find a picture of Philadelphia's old State House.

50 Report how and where this famous document has been preserved.

6. Visit the State Capitol, if possible, to see the busts and portraits of the Georgia signers in our Georgia Hall of Fame.

7. Report on Signer's MOnument in Augusta and any other Georgia memorials commemorating any of the 56 signers. Get pictures of Meadow Garden, Walton's home in Augusta.

8. What local historical markers commemorate the deeds of these great men?

9. Get copy of only known portrait of Button Gwinnett painted in his lifetime. (Original hangs in Fulton Federal Savings Association, 21 Edgewood Avenue, N. E., Atlanta.)

10. Re-enact quarrel Gwinnett had with General Lachlan MCIntosh, leading to duel and his death.

11. Report on the "$50,000 Signature of Gwinnett". 12. Mark counties on Georgia map named for the three Georgia signers.

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13. Look up the story of George Walton's world-famous granddaughter, Octavia Walton LeVert.
14. Find out when and why all three signers were at Sunbury and why Walton was in prison there.
15. Read a biography of at least one signer.
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LESSON 7: ETV - GEORGIA HISTORY

TITLE:

HERE COMES THE REVOLUTION

OBJECTIVE:

To present Georgia's patriots of the A~erican Revolution with historical events that took place within the state, present day memorials, and an attempt to show how people lived during this era.

CONTENT:

Mrs. McCullar tells of the statue of the A~erican Revolutionary soldiers. Using a Georgia map, she points out counties and cities named for the Revolutionary soldiers, spiced with human-interest stories. Memorials and pictures within our own State Capitol Building are shown.

A contrast is made in the living conditions of the rich and the poor colonies of this period of history.

Circumstances surrounding the signing of the Declaration of Independence, its arrival and reading in Georgia, are followed with the battles of the war and George Washington's leadership with aid from France in the personage of Lafayette.

The fall of Savannah with the siege of Augusta and a preview of interesting personalities for research for the next lesson conclude the telecast.

RELATED ACTIVITIES:

1. Make a listing of counties and towns named for A~erican Revolutionary patriots.

2. List the Georgia memorials to the patriots. Also foreign soldiers.

3. Find out what the Mayham Tower was.

4. Write up several human-interest stories on Nancy Hart, especially showing her work as a spy for Elijah Clarke.

5. Account for the gallantry of Elijah Clarke that characterized him as the "hero of the Hornet's Nest", Wilkes County.

6. Compile a listing of quotable quotes for memory work of the Revolutionary pa triots.

7. Read STORM OVER SAVANNAH, by A. A. Lawrence.

8. Have your class cartoonist do cartoons on such subjects as the Boston Tea Party, the "Swamp Fox", Nancy Hart's ladle of soap in the Tory's face, and a tarring and feathering episode.

9. If there are historical markers in your community to patriots ot this war, make an inquiry to whom they were erected. If possible, visit and photograph them for use in your scrapbook.

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10. If you have an active chapter of the Daughters of the American Revolution, invite a member to speak to your class on some phase of their study of patriots.
11. Look up the story of the naming of Fort Pulaski.
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LESSON 8: ETV - GEORGIA HISTORY

TITLE:

WAR COMES TO GEORGIA

OBJECTIVE:

To show the impact of the American Revolution on Georgia with the resoluteness of the 13th colony and state memorials to the memory of the gallant who fought in the goal for freedom.

CONTENT:

The telecast opens with music of the Boston Tea Party. The viewers are remonstrated for their lack of awareness of the history that may be surrounding them daily that they may have failed to see. This is dramatized by a blindfolded student.

Revolutionary War memorials shown are Signer's MOnument, Meadow Garden, and the Old White House at Augusta. References are made to Joseph Habersham's summer home at Clarkesville, Sergeant Jasper, Valley Forge, and the Gilbert Stuart painting of George Washington.

The little-known story is told of Quash Dolly's secret of a path through a Savannah swamp that led to the fall of Savannah.

The Valentine Day victory in 1779 at Kettle Creek is overshadowed with Thomas Brown's retaliation for a previous tarring and feathering, with the taking of Augusta, and the infamous hanging in the Old White House.

Human-interest stories on Dan MCGirth, Robert Sa11ette, Nancy Hart, Benjamin Lincoln, D'Estaing, Sergeant Jasper, the Mayham Tower, James Jackson, and Betty Lichenstein conclude the telecast.

RELATED ACTIVITIES:

1. Have your research committee report the siege of Augusta and the hanging in the Old White House. See article in GEORGIA MAGAZINE on "The Most Haunted House".

2. Do thumbnail sketches of hero tales on: Sergeant Jasper, Elijah Clarke, Lachlan MCIntosh, Nathaniel Green, Andrew Pickens, Anthony Wayne, James Jackson, and Count Pulaski. Use these to playa WHO'S WHO game.

3. Report on these battles: the Siege of Savannah, the fall and recapture of Augusta.

4. Do research on these interesting people (not mentioned in the telecast): Stephen Heard and the interesting family fort, Heardmont; Patrick Carr who allegedly killed a hundred men; and Austin Dabney, a slave youth who went to war instead of his master.

5. Use Dr. E. Merton Coulter's GEORGIA: A SHORT HISTORY, and Kenneth Coleman's THE REVOLUTION IN GEORGIA, for interesting research not included in your text. Read also STORM OVER SAVANNAH, by A. A. Lawrence.

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6. Dramatize James Jackson's part in receiving the keys from the Tories in their surrender of Savannah to the colonies.
7. What part did Lafayette play in the Revolution. Report on later trips to Georgia.
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LESSON 9: ETV - GEORGIA HISTORY

TITLE:

THE GOVERNOR WHO DISAPPEARED

OBJECTIVE:

To present the story of John Adam Treut1en, Georgia's first elected governor under the Constitution of 1777, whose death and burial remain a mystery.

CONTENT:

Mrs. MCCullar contrasts this real life story in Georgia history with the most intriguing mysteries ever written by our best writers. The telecast reveals Treutlen's history as a Sa1zburger, orphaned on the voyage to Georgia~ brought up by his pastor to become a responsible citizen, and as a member of the 1777 legislature of Georgia.

The controversy that followed Archibald Bulloch's sudden death, the involvement of Button Gwinnett and Lachlan McIntosh which led to the duel that took Gwinnett's life, surrounds Treut1en's election as told in the telecast.

A dialogue between two legislators pertains to the probability of Gwinnett as the first governor under the new constitution. The Treutlen q~arrel with Drayton of South Carolina to obliterate Georgia as a state is presented, and memorials are touched upon.

A challenge for students to come up with a theory in "the case of the missing governor" concludes the telecast.

RELATED ACTIVITIES:

1. Do research on the Lachlan-Gwinnett quarrel and the duel.

2. Consult Dr. E. Merton Coulter's GEORGIA: A SHORT HISTORY, for the Drayton-Treutlen quarrel.

3. Do a human-interest story on where, why, and by whom on the bringing up of Treutlen. Include the Salzburger settlement.

4. Report on the contribution of the MCIntosh settlement at Darien.

5. From {esearch do a class discussion on the two theories advanced about the tragic ending of Treutlen's life. Decide on the most logical theor.y and substantiate your reasons for your choice.

6. Do a thumbnail sketch on the accounts back of Archibald Bulloch's sudden death.

7. Discuss the delay in the completion of Georgia's constitution and the manner the governor was chosen. Also the length of his term.

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LESSON 10: ETV - GEORGIA HISTORY

TITLE:

FOURTH STAR IN THE FLAG

OBJECTIVE:

To show the part colonial Georgia's constitutional delegates, Abraha~ Baldwin and William Few, exercised at the Constitutional Convention. Also how Georgia's ratification of the Constitution warrants her claim to the fourth star in the flag.

CONTENT:

Mrs. MCCullar reminisces with young student, David, about the stars as she leads into the telecast on the flag of the United States and Georgia's claim to the fourth star.

From Francis Scott Key and the STAR SPANGLED BANNER, the narration is directed into why the colonies decided to write a constitution to replace the Articles of Confederation. Comments are made about America's able men who sat in the Constitutional Convention: Washington as he presided as chairman, Hamilton as secretary, James Madison with his careful note taking, and Benjamin Frank1in 1s activities that characterized him as the great peacemaker. A brief sketch is given on how the series of articles written by Hamilton, Madison, and Jay published in local papers influenced the colonies to adopt this constitution.

RELATED ACTIVITIES:

1. Read and discuss the Constitution in the class.

2. Display famous paintings related to the Constitutional Convention. (Perry Picture Company, Malden, Massachusetts, is a good source to get these at a small fee.) Get pictures of portraits of Georgia signers. Also, of State Capitol busts of Few and Baldwin.

3. Do thumbnail sketches on the famous signers of the Constitution. Why did Georgia name a county for Baldwin, but not one for Few?

4. Prepare a special report on Benjamin Franklin's contributions to our nation. Find out why Georgia hired him at $500 in 1768. What college, county, and town in Georgia are named for him?

5. If you have a stamp collector, ask this student to display stamps that have been issued to commemorate these men. Look for their pictures on our money.

6. Plan a bulletin board on this convention. Consult NATIONAL GEOGRAPHIC for pictures in color.

7. List outstanding memorials that have been erected to these great men.

8. Consult JOHN ADAMS DIARY for further readings of interest on activities at this historical period of time.

9. Look up the Betsy Ross flag story; try to find out if it is truth or legend.

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LESSON 11: ETV - GEORGIA HISTORY

TITLE:

WHITNEY'S COTTON GIN

OBJECTIVE:

To present the story of how Eli Whitney's invention of the cotton gin fixed the plantation system in the South, increased the demand for slaves, and ultimately brought about the War Between the States.

CONTENT:

A Negro spiritual with slaves picking cotton and a discussion of cotton products opens the telecast.

The visitation of Eli Whitney in Georgia, as a Massachusetts school teacher, is discussed. His position failed to materialize and the story of his acceptance of an invitation by Mrs. Nathanael Greene to visit Mulberry Grove plantation to observe plantation life is commented on. Mrs. McCullar includes the story of Whitney's delayed degree because he chose to make nails during the Revolutionary War. This mechanical ability was again put to use when the rice and tobacco crops failed to be profitable in Georgia.

England's demand for cotton is answered when Mrs. Greene called upon her mechanical-genius guest to invent a cotton gin. Her tutor and farm manager, Phineas Miller, agreed to become his business partner. How open house to the ladies of the community to view the first attempt brought a male in bonnet and skirts to take a close look that gave away the idea as a patent proves an interesting sidelight to the story. Whitney's consecutive law suits that failed to gain the lost patent came about because of the word "and". Mrs. McCullar explains this story. His return to England, the gun factory, and marriage conclude the telecast.

RELATED ACTIVITIES:

1. Read and review to the class a good biography on Whitney.

2. Dramatize the open house planning and the stealing of the patent idea.

3. Do research of a court trial of Whitney. Find the story of the trial where gins were actually humming within hearing of the courtroom, yet witnesses testified they had never seen a gin.

4~ Review for the class the consideration given by other state legislatures to Whitney for profits and benefits received by his gin invention.

5. Give a report on "finger picking" of cotton before the gin invention.

6. Review the story of Whitney as an adult college student and the manner he earned money to complete his education.

7. How did Whitney affect our present assembly line method of manufacturing?

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LESSON 12: ETV - GEORGIA HISTORY

TITLE:

THE YAZOO FRAUD

OrlJECTIVE:

To present historical data that brought about the worst political scandal in Georgia's history with two of the principal characters, Senator James Jackson and Georgia's Governor, George Mathews.

CONTENT:

A brief mention of the early life of James Jackson is reviewed and Georgia's western boundary, the Mississippi River.

Mrs. MCCullar points out how the extreme poverty of Georgians after the ~merican Revolution, with a corrupt legislature, broughtabout the Yazoo land scandal. Parliamentary maneuvers induced the uneducated Governor Mathews to sign the bill into law. This brought home Jackson to stop the infamous act. Jackson was opposed in the U. S. Senate by his fellow senator, James Gunn, who had become a 10bbiest to sell the land. The telecast includes a dialogue between Mathews and his secretary concerning the signing of the bill to sell the western lands. This is followed by a story on the rescinding act, the curious legend of the public burning of the Yazoo bill papers on the Capitol grounds at Louisville, and a brief summary of Mathews' conflicts with two U. S. presidents.

RELATED ACTIVITIES:

1. Report on the duels of Jackson. Get a copy of the big portrait of Jackson in the State Capitol.

2. Do a report on Mathews' Goose Pond plantation.

3. Outline a map, or use a classroom map, to show the lands claimed by Georgia that brought about the Yazoo land scandal.

4. Write a brief paragraph about the land companies that were organized to sell this land. Include Patrick Henry's participation in this deal. Also EL Whitney's.

5. Do a report on how Georgia was finally relieved of the Yazoo dispute; when and how did this settle our western boundary. What Indian troubles were later revived by this decision?

6. Dramatize the burning of the Yazoo papers. Get a picture of the monument at Louisville commemorating this deed.

7. Hold ''man-on-the-street'' interviews with "common men" during this period of scandal in Georgia.

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LESSON 13: ETV - GEORGIA HISTORY

TITLE:

THE WAR OF 1812

OBJECTIVE:

To present factual data on the War of 1812; causes, interesting personalities, and annals connected with the war in Georgia.

CONTENT:

The telecast opens with the playing of the national anthem, comments about the historical happenings of this period, and our able men and events that were shaping our nation's history. International wranglings; Britian and France engaged in a desperate war; interference of American shipping on the high seas; demands of our "War Hawks"; are included in this lesson. The story of OLD IRONSIDES, built of Georgia timber, comes in this lesson. Peter Early and David Mitchell, who were Georgia's governors during the war, are portrayed in a dialogue reminiscing Georgia affairs. Next comes the burning of the White House by the British and interesting legends connected with the episode. A film cut tells the story of the bombardment of Fort McHenry and Frances Scott Keys's inspiration to compose a song that became our national anthem. Colonel Lighthorse Harry Lee's last visit and death in Georgia concludes the telecast.

RELATED ACTIVITIES:

1. Review before the class the facts back of the burning of the White House during the War of 1812. What did Dolly Madison save that now hangs in the White House?

2. Tell the story of the adoption of the STAR SPANGLED BANNER as our national anthem.

3. Find out what connection War Hawk, John C. Calhoun, had with gold mining activities in Dahlonega, Georgia.

4. Consult your reference materials for the story of the removal of Colonel Lighthorse Harry Lee's body from Georgia to Virginia (after 90 years).

5. Report an interesting episode connected with the moving of Georgia's capitol from Louisville to Milledgeville and the assistance given by the Federal government. Find tale of the Governor's haughty wife and the oxcart she didn't want to ride to the new capitol in.

6. Report the story of Andrew Jackson's battle of New Orleans.

7. Read in class Oliver Wendell Holmes' peom, OLD IRONSIDES, that saved the ship from destruction. Look up story of how school children's nickels and pennies restored the ship, and its trip down the coast to Georgia.

8. Look up biographies of Governor David Mitchell and Governor Peter Early. Which one came from Scotland at 17 to settle the estate of an uncle? Which one, when judge, sentenced a gossipy, old woman to be dipped in a river tied between buggy shaves.

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9. Find what Napoleon's role in the War of 1812 was, and look up the story of Georgia's William H. Crawford, the only man to whom Napoleon bowed. If possible, visit Georgia Department of Archives and see costume Crawford wore at Napoleon's court.
10. Look up the story of Thomas Spalding of Sapelo and his defense of editor at Darien, Georgia, attacked for his editorials against the War of 1812.
11. Debate: "Resolved, that the war of 1812 could have been avoided." 12. Make a list of a dozen things that were true of Georgia in 1812.
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LESSON 14: ETV - GEORGIA HISTORY

TITLE:

MAN WHO ALIDST WAS PRESIDENT

OBJECTIVE:

To present a story of a Georgia senator of the eighteen hundreds, William Harris Crawford, who almost became President of the United States.

CONTENT:

Two Georgia neighbors of William Harris Crawford in Oglethorpp County discuss his political affiliations and community popularity.

The death of a Constitution signer (Baldwin) opened a senate seat to which Crawford was appointed. From this he moved to President of the Senate, Cabinet member under two Presidents, and Ambassador. He was a serious contender for nomination as President. The telecast reveals that John Q. Adams, Clay, and Jackson were also candidates. The final decision was influenced by a great personal tragedy in the life of Crawford; a paralytic stroke just as
the campaign for the Presidential nomination reached its climax.

RELATED ACTIVITIES:

10 write a story on Presidential visits to Georgia; where, w~en, and why.

20 Write a report on why you think Georgia has not been able to produce a President.

30 Contrast the political feuds of Calhoun and Crawford with that of Clay and Jackson.

4. Report on Georgia memorials to William H. Crawford.

50 Conduct a symposium on why John Quincy Adams won the Presidential election over Crawford, Clay, and Jackson.

6. Present human-interest stories of these men that were brought out during the 1824 Presidential campaign.

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LESSON 15: ETV - GEORGIA HISTORY

TITLE:

WHERE GOLD WAS FOUND IN GEORGIA

OBJECTIVE:

To present the story of the first important gold discovery in the United States at Dahlonega, Georgia in 1828 or 1829, and the establishment of a federal mint in 1827.

CONTENT:

The gold-domed capitol story, with the Dahlonega donation, is related to the initial discovery of gold in the Dahlonega area in the eighteen hundreds.

An imaginary dialogue relates legends and facts about the first gold discovery, the Cherokee removal, John C. Calhoun's interest in Georgia gold, and the U. So-operated mint from 1837-1861.

Picturesque names of this time and area are discussed and the necessity of the Land Lottery Act brought about by the gold rush to Georgia's mountain area.

An account ts given of the 60-piece complete set of all the gold coins minted in Dahlonega.

RELATED ACTIVITIES:

1. Do research and compare the Dahlonega gold rush with the California gold rush.

20 Read AURARIA: THE STORY OF GEORGIA'S GOLD RUSH, by Dr. E. Merton Coulter.

30 Trace the interesting story of the chicken industry in the Gainesville area to its beginning during the gold rush days in Dahlonega.

4. Relate the TRAIL OF TEARS to the gold rush.

5. Read THE REIDVAL OF THE CHEROKEE INDIAN FROM GEORGIA by Wilson Lumpkin.

6. Visit North Georgia College's MUseum or the one at the State Capitol for review of this famous gold coin collection. Picture post cards of these may be bought at the college.

7. Consult back issues of THE GEORGIA MAGAZINE and GEORGIA REVIEW for stories on this event.

8. Consult GEORGIA: A GUIDE TO ITS TOWN AND COUNTRYSIDE by George Leckie for descriptive stories of the Dahlonega area.

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LESSON 16: ETV - GEORGIA HISTORY

TITLE:

GEORGIA INDIANS (Part I: THE CREEKS)

OBJECTIVE:

To present the dramatic story of Creek Chief, William McIntosh, and the treaty he signed ceding Creek lands, an action for which he was killed by the Creeks. To introduce the entire movement and the several treaties through which the Creeks eventually gave up all their lands in Georgia. To show the conflict between the state and federal governments over the removal of the Indians.

CONTENT:

An account is presented of the Creek Treaty of Indian Springs, February 12, 1825, as signed by the Creek Chief, William McIntosh, and other lower Creek chiefs.

The narration gives a graphic account from letters written by a wife and a daughter of Chief MCIntosh; of his ill fate at the hands of the upper Creeks who opposed the Indian Springs treaty.

You will hear Big Warrior's warning to MCIntosh of repudiation and the threat of a death decree if further treaties are made ceding Creek lands in Georgia.

References are made to the Ga1phinton and Shou1derbone treaties of 1785 and 1786. Also, to the New York treaty of 1790 made by Alexander MCGi11ivary with references to his fate.

RELATED ACTIVITIES:

1. Write up a real or an imaginary visit to Indian Springs State Park or to Ocmulgee National MOnument. Consult reference books and park brochures.

2. Make biographical studies of William McIntosh, Alexander MCGi11ivary, George Troup, Banjamin Hawkins, and Big Warrior.

3. Report the story of George Troup's threat of civil war over Creek Indian troubles and his defiance of President John Quincy Adams.

4. write up a story of a Georgia Creek treaty, illustrating on a map territory ceded.

5. Order for a small fee, booklets and colored post cards for use in scrapbooks, posters, or illustrated reports, from the parks concerned.

60 Check your local picture post card counters, particularly if you live near any of the scenes concerned.

7. Label a Georgia map with Indian names of rivers, towns, lakes, etc., and give as many meanings of these words as you can find.

80 Give an account of Andrew Jackson and his leadership against the Indians. Locate any Georgia markers to Jackson and identify the commemorative facts.

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LESSON 17: ETV - GEORGLA HISTORY

TITLE:

GEORGIA INDIANS (Part II: CHEROKEE INDIANS)

OBJECTIVE:

To present the story of the Cherokee Indians, Georgia's most civilized Indians, with some of their achievements and their removal west, known as the TRAIL OF T~~S.

CONTENT:

Mrs. McCullar presents two guests who are recognized authorities on the Cherokee Indians. First you will meet Mrs. Sidney Ruskin who will discuss Sequoyah, the Indian Cadmus. Next you will meet Mt. Henry Malone, teacher and writer, and author of CHEROKEES OF THE OLD SOUTH.

Background discussion centers around the location of the Cherokee country in Georgia, Indian names, and their meanings. Facts are brought out about their political stability, advancement in religion, agriculture, printed language, their newspaper, etc., that classed the Cherokees as the most civilized tribe in North America.

The facts back of the gold discovery at Dahlonega and the election of Andrew Jackson as President, bringing on THE TRAIL OF TEARS, are told.

RELATED ACTIVITIES:

1. Visit or order for small fees, booklets and colored post cards from: The Vann House, Spring Place, Georgia; Statue to Sequoyah, U. S. 41, Calhoun, Georgia; The Etowah Mounds, near Cartersville; New Echota, near Calhoun.

2. Make a written report of General Winfield Scott's roundup of the Cherokees with Federal troops.

3. Consult your library for reading materials on the Cherokees.

4. Pretend you are a forgiving, old Cherokee chief who helped Andrew Jackson at Horseshoe Bend, and tell of your stop at the Hermitage to see the aged general on your march in THE TRAIL OF TEARS.

5. Do biographical studies of Sequoyah, Winfield Scott, Major Ridge, John Ross, Joseph Vann, and Elias Boudinot.

6. Get a copy of the Cherokee Phoenix and read the English version.

7. Make a study of the Moravian missions lliTIOng the Cherokees.

8. If someone has seen the drama, UNTO THESE HILLS, report on the facts as related to the telecast.

9. Read some of the Cherokee Indian legends. Compare the story of THE HARE AND THE TORTOISE with the Uncle Remus version of Joel Chandler Harris.

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LESSON 18: ETV - GEORGIA HISTORY

TITLE:

FANNIE KEMBLE AND HER BOOK

OBJECTIVE:

To present the story of the gifted English Shakespearean actress, Fannie Kemble Butler, and her bitter book about slavery that caused English sympathy to swing away from the Confederacy.

CONTENT:

The telecast relates the background reasons for the brilliant Miss Kemble's visit to the American stages. She tells this story to a reporter.

An account is given of Fannie Kemble's marriage to a Georgia plantation owner, Pierce Butler, whom she met in Philadelphia. Facts are brought out about Miss Kemble's IS-month stay in Georgia and the book she wrote, JOURNAL OF A RESIDENCE ON A GEORGIA PLANTATION, in opposition to slavery.

The complications of Fannie's marriage, the implications of her bitter book upon relationships between England and the Confederacy, are brought out in the story. The counteraction is mentioned by the book her daughter, Frances Butler Leigh, wrote, TEN YIDL~S ON A GEORGIA PLANTATION AFTER THE WAR.

RELATED ACTIVITIES:

1. Consult a biography about Fannie Kemble. Also, Medora Field Perkerson's WHITE COLUMNS IN GEORGIA.

2. Check your library for Fannie Kemble's JOURNAL OF A RESIDENCE ON A GEORGIA PLANTATION and Frances Butler Leigh's TEN YEARS ON A GEORGIA PLANTATION AFTER THE WAR.

3. Compare excerpts from the above books concerning life on a Georgia plantation.

4. Pretend you are responsible to your local paper for previews of the above books.

5. Dramatize a scene based upon information from each of the books.

6. Do reference work in your library, use the factual data, and pretend you are the fugitive, Aaron Burr, telling of your stay on the Butler plantation.

7. Choose a girl in the class to play the role of Fannie Kemble, reading a scene from a Shakespearean play.

8. Discuss reasons why Fannie Kemble's book might have influenced England not to support the Confederacy.

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LESSON 19: ETV - GEORGIA HISTORY

TITLE:

A GEORGIA DOCTOR DISCOVERS ANESTHESIA

OBJECTIVE:

To present biographical data on Crawford W. Long and the contention that he was first to discover the use of sulphuric ether as an anesthetic.

CONTENT:

The story of how laughing gas parties in Jackson County, in the eighteen hundreds attracted the attention of young Doctor Long, who later used sulphuric ether as a pain killer. He noticed at the parties that bumps and falls never seemed to hurt the participants and got the idea of using it as an anesthetic.

The telecast reveals an account of the first operation on March 30, 1842) at Jefferson, Georgia. The discovery was challenged by a New England dentist who later used ether and the consequent controversy that raged in Congress over a recognition award.

Memorials to Dr. Long are identified. Jackson County School Superintendent, Mr. Frary Elrod, is Mrs. MCCullar's guest. Mr. Elrod tells of the work done to establish the Crawford W. Long Museum in Jefferson, Georgia.

RELATED ACTIVITIES:

1. write a new~paper editorial on the value of Dr. Long's discovery and its relief of pain to mankind.

2. Pretend you are a direct descendant of Dr. Long, and write a travel log of an imaginary visit to all the memorials to his memory.

3. Write a biographical sketch on Dr. Long for WHO'S WHO IN MEDICINE.

4. Find sample of the stamp that honors Long.

5. Get a copy of the odd menu served at Jefferson at the luncheon on the day celebrating the issue of the stamp.

6. Compare this discovery to newer ones in medicine and awards given today for comparable discoveries. Which do you consider more valuable, Long's discovery or that of Dr. Jonas Salk?

7. Make entries in an imaginary diary of Dr. Long, trying to justify his decision for delaying his announcement on the discovery of sulphuric ether as an anesthetic and why this was good or bad.

8. Search in library books for accounts of the controversy about who first discovered anesthesia and why Congress never actually awarded the $100,000 it offered for thi.s discovery.

9. Get pictures of statues of Long and Alexander Stephens (roommates at the University of Georgia) which Georgia placed in Statuary Hall, Washington, D. C.

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LESSON 20: ETV - GEORGIA HISTORY

TITLE:

THE CIVIL WAR COMES

OBJECTIVE:

To relate memoirs of Georgia and Georgians to the War Between the States.

CONTENT:

A film clip is used to introduce the narration. Comments are made on political and historical facts bearing on the cause of the war.

Discussion centers around Joe Brown as Governor of Georgia, Alex Stephens as Vice-President of the Confederacy, and Bob Toombs as Georgia's un-reconstructed rebel. Excerpts from Stephen Vincent Benet's JOHN BROWN'S BODY, concerning these Georgia leaders, are read into the story.

The organization of the Confederacy is referred to and a dialogue on Sherman's march to the sea. The telecast is concluded with suggested reading references.

RELATED ACTIVITIES:

1. Check your State Department list of tapes and listen to WHY DID THE SOUTH LOSE THE WAR; to ROBERT E. LEE, and choose from the many others listed.

2. Plan a series of talks entitled SIDELIGHTS ON PEOPLE on these Georgians: Alexander H. Stephens, Robert Toombs, Joe E. Brown, James Longstreet, Benjamin Hill, and others of your choice.

30 Listen to recordings of songs of this period of history.

4. Write up reports on the two Presidents, Jefferson Davis and Abraham Lincoln.

5. Bring in family mementos and share the story back of these with the class.

6 0 Look into the histo~of your local memorials and heroes. Copy the inscriptions on Confederate monuments in your town.

7. Read some good library book depicting this period. Take "quotable quotes" and make book markers. Display them on your bulletin board. Memorize favorites and learn the story back of them.

80 Use a Georgia highway map and draw in Sherman's march to the sea. Use a U. S. highway map and color in the Confederate States and the Union. Label the neutral states and the territories.

90 Draw illustrations of the Confederate flags and uniforms of the Blue and Gray.

10. Visit the nearest site of Confederate history, such as home of Alexander Stephens (Liberty Hall at Crawfordville), the museum at Irwinville where Jefferson Davis was captured, Old Governor's Mansion at Milledgeville where

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War Governor Joe Brown was arrested, the birthplace of Sidney Lanier in Macon, Kennesaw Museum near Marietta, the former grave of Bishop-General Leonidas K. Polk in St. Paul's Church (under the altar) in Augusta, the headquarters of General Joseph Johnston in Dalton, the Cyclorama in Atlanta, and the house where Sherman was quartered in Savannah.
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LESSON 21: ETV - GEORGIA HISTORY

TITLE:

CHICKAMAUGA

OBJECTIVE:

To present the story of the battle of Chickamauga, fought in northwest Georgia and won by the Confederates.

CONTENT:

Facts and figures are given on the number of casualties at Chickamauga that caused this to be classed as one of the bloodiest battles of the war. References are made to Lee, Thomas, Grant, Longstreet, Rosecrans, Bragg, and their contributions to the conflict. Some quotes from Stephen Vincent Benet's JOHN BROWN'S BODY are read in reference to these men.

The failure of Bragg to follow-up the Chickamauga victory is pointed out, with the rescue of the Union forces by Grant and Sherman. The telecast is climaxed with poetry of Francis Ticknor, Walt Whitman, and Stephen Spender.

RELATED ACTIVITIES:

1. If you have visited the Chattanooga, Chickamauga National Park, do an oral report to the class.

2. For a small fee, booklets and colored post cards may be bought for scrapbook and use in class reporting.

3. Compare figures on the forces and casualties of the Confederacy with the Union at Chickamauga.

4. Consult your ATLANTA CENTURY page for stories of this battle.

5. Select a general of this campaign and do an oral report.

6. Why did Thomas' sisters in Virginia turn his picture to the wall?

7. Contrast the personalities of Grant and Lee.

8. Bring poetry of Walt Whitman, Stephen Spender, John Greenleaf Whittier, Father Ryan, Stephen Vincent Benet, and any others you may have on this period of history.

9. Report on such follow-up battles as Orchard Knob, Lookout Mountain, Missionary Ridge, and Sherman's March to the Sea.

10. Consult Mathew Brady's LINCOLN'S CAMERAMAN for pictures of this war. Why was he able to make this the most photographed war in history?

11. Read Ambrose Bierce's short story, CHICKAMAUGA.

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LESSON 22: ETV - GEORGIA HISTORY

TITLE:

JEFFERSON DAVIS IN GEORGIA

OBJECTIVE:

To present biographical data on the one and only President of the Confederacy, Jefferson D~vis; featuring his trek through Georgia.

CONTENT:

The opening scene presents a dialogue between two students as they consult the library material and with the librarian in preparation for a Memorial Day program on Jefferson Davis. Davis' political career is discussed as Senator from Mississippi and Secretary of War under Pierce, climaxed by his election to the Presidency of the Confederacy in 1861.

Further discussion centers around his first marriage and the death of this bride, Sara Knox Taylor, with the second marriage much later to Varina Howell. Her efforts to support the President are very dramatically told.

The fall of the Confederacy, arrest of Davis at Irwinville, Georgia, his subsequent imprisonment, death, memorials, and Mrs. Davis' writings conclude the telecast.

RELATED ACTIVITIES:

1. Read a biography of Jefferson Davis. Consult your encyclopedia for historical data. Note accounts of his last Cabinet meeting in Washington, Georgia; his arrest at Irwinville, and his last visit to Georgia to unveil the statue of his friend, Benjamin Hill.

2. Check your library for these books mentioned by Mrs. McCullar in the telecast: FIRST LADY OF THE OLD SOUTH by Isabell Ross; BRIDE OF FORTUNE by Harnett Kane.

3. Do not overlook THE RISE AND FALL OF THE CONFEDERATE GOVERNMENT by Davis and the two-volume biography on the President by Mrs. Davis. Check references made to Davis in the works of Alexander Stephens.

4. If your library has a file of SCENIC SOUTH, published by the Standard Oil Company, consult these for the many pictures of the memorials to Jefferson Davis.

5. If you have a local chapter of the United D~ughters of the Confederacy, consult the president for specialized resource people, special files of material, and the chapter magazine.

6. For small fees you may secure booklets and post cards from these memorials; UDC Headquarters, Richmond, Va.; White House of the Confederacy, Montgomery, Ala.; Jefferson Davis Memorial Park, Irwinville, Ga.; and other memorial~ particularly in Mississippi.

7. Select a chairman of research, pool your research results, and prepare a tape to be played back to the class.

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8. Look up the story of Winnie Davis and see why Georgians and other southerners broke up her romance.
9. Ask a local UDC member to describe the UDe's historic shrine at Beauyoir, Mississippi, last home of Davis.
10. write a news article that could have appeared in a Georgia paper when Davis' body lay in state in the Capitol in Atlanta.
11. See if you can find out why Davi~ and Georgia Governor Joe Brown disagreed.
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LESSON 23: ETV - GEORGIA HISTORY

TITLE:

HENRY W. GRADY

OBJECTIVE:

To present biographical data on the great Georgia orator, Henry W. Grady, one time managing editor of the ATLANTA CONSTITUTION, and often referred to as "spokesman for the New South" during the reconstruction period.

CONTENT:

Grady is presented in the telecast as a philosopher, prophet, and editor, who encouraged the South to rebuild her cities and towns, and develop any new industries that were possible.

Interesting human-interest stories are told of Grady's childhood, as a university student, of his marriage, and as a reporter. Further discussion centers around Grady's fame as an editor, his friendship with staff writer, Joel Chandler Harris, and as successful manager of John B. Gordon's gubernatorial campaign. Quotes from some of Grady's best-known speeches conclude the telecast.

RELATED ACTIVITIES:

1. Write up your nomination for Grady for WHO'S WHO IN GEORGIA HISTORY.

2. Write a report, based upon Grady's recommendations, that were to help Georgia make progress during the reconstruction period.

3. Make a booklet on human-interest stories on Grady compiled by the class. Include all the Georgia memorials, especially the one on the famous Grady Square, Atlanta. Consult Medora Field Perkerson's WHITE COLUMNS IN GEORGIA, for a picture of his Athens home. See if you can find information or pictures of the Henry Grady School of Journalism in Athens.

4. Pretend you are Grady and write a first-hand account of the unveiling of the statue to Ben Hill in Atlanta.

5. Look up the story of Grady's difficulty in reporting the Charleston, South Carolina earthquake. See Raymond Nixon's biography of Grady.

6. Write an editorial as if you were Grady in support of John B. Gordon for Governor.

7. Prepare a news cast announcing Grady's death for radio and one for TV, using pictures to illustrate your story.

8. Get a picture of Grady's monument on Grady Square in downtown Atlanta.

9. Look over a copy of the present ATLANTA CONSTITUTION (the paper he edited) and pick out a story he might have liked describing southern progress.

10. Put a pin or star on the county named for him on the Georgia map.

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LESSON 24: ETV - GEORGIA HISTORY

TITLE:

THESE MEN GOVERNED GEORGIA

OBJECTIVE:

To present a resume of little-known facts and human-interest stories about some of Georgia's most interesting and colorful governors.

CONTENT:

The telecast opens with a recording of the oath of office taken by Georgia governors during their inaugural ceremonies. Mrs. McCullar continues by commenting on these inaugurations which occur every four years. During this discussion scenes are shown of the historic State Capitol grounds including the golden dome with its mystery lady and the statues of Governors Joe Brown, Eugene Talmadge, and John B. Gordon.

The question posed for thought to the viewers is, "Which past Governor is most interesting to you, and which would you most like to have known?"

From Archibald Bulloch, the first governor under the first Constitution in 1777, through Carl Sanders, the most interesting and colorful are mentioned with stories and factual information about their deeds and aQ~inistrations.

The accomplishments of the more recent governors, beginning with Richard Russell, are summarized. Mrs. McCullar concludes by speculating on what type of person will occupy the office of the Governor of Georgia in the year 1992, reminding the students that the choice will be theirs.

RELATED ACTIVITIES:

1. Find out whichgovernors are in Georgia's Hall of Ffu~e. Write a nomination for your favorite.

2. Choose a favorite governor and write up a human-interest story of this governor. Find pictures, if possible, and compile a booklet for your classroom library.

3. Begin a picture gallery in your classroom of Georgia governors.

4. Compile a scrapbook on the accomplishments of the present Governor and leave it for the next class to complete.

5. Find out the home counties of the Georgia governors, and indicate these on a map of Georgia.

6. Make oral reports on the wives of the governors.

7. Find out which of Georgia's governors have become U. S. Senators, and which have been chosen to occupy positions on the U. S. Presidents' cabinets. Make individual reports on these.

8. Make an oral report on the "mix-up" as to who was REALLY governor in 1947. Have a discussion as to how this conflict could have been avoided.

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LESSON 25: ETV - GEORGIA HISTORY

TITLE:

GEORGIA'S CAPITAL

OBJECTIVE:

To present the story of the establishment of Georgia's State Capital in Atlanta in 1868, with stories about her statue-studded grounds, rotunda, museums, and historic hallways.

CONTENr:

Mrs. MCCullar introduces the telecast with a brief history of the moving of the capital from Milledgeville to Atlanta. The total cost and architecture are reviewed.

Eventful historical annals related to the present site are told, such as the lying in state of the bodies of the famous Confederate President and Vice President, Jefferson Davis and Alexander H. Stephens.

From comments on the outside memorials to Joe E. Brown and wife, Tom Watson, Eugene Talmadge, Mrs. MCCullar narrates the film clips of the inside. Identifying comments are made on the busts and statues in our newly created Hall of Fame. Life-size oil paintings will be pointed out; you will get a glimpse of the governor's marbled-walled office, the historic legislative chambers, etc., all housed under our gold-domed capitol building.

RELATED ACTIVITIES:

1. Look through your ATLANTA JOURNAL MAGAZINE files and read Mrs. MCCullar's articles.

2. Justify the statues on the Capitol grounds to Tom Watson and Eugene Talmadge.

3. Review for the class the story of the gold put on the Capitol dome.

4. Get the names of the new busts sculptured by Bryant Baker and make up a class booklet of why you think these famous Georgians were so recognized.

5. Make a graph showing the population growth of Atlanta from 1860-1960.

6. If you have been a recent page, or made a recent visit to the State Capitol, write a review for the class.

7. Secure a directory of the Capitol and make a study of the building and the grounds.

8. Trace Georgia's Capitols from Savannah to Atlanta. Tell why each move was made.

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LESSON 26: ETV - GEORGIA HISTORY

TITLE:

HISTORY AND CHALKDUST

OBJECTIVE:

To follow the development of education in Georgia as a part of the over-all history of the state, and to present a few of the most interesting individuals who have taught in the state.

CONTENT:

The telecast opens with the focus on a contemporary Georgia school child. Mrs. MCCullar points out that Georgia's schools have undergone a tremendous change during the time between Oglethorpe's establishment of the colony and the present, and that schools themselves are a part of history.

The first colonists' concern with the education of their children and the efforts of groups such as the Sa1zburgers and the Mbravians are mentioned. Reasons for the failure of the Trustees' "free schools" are given.

The various antebellum endeavors in educating Georgia children, including the old field schools, academies, and private tutoring, are discussed.

Attention is next given to the history of the development of a state-wide educational system and to the first fourteen of our state school superintendents.

Mention of recent educational developments in Georgia concludes the telecast.

RELATED ACTIVITIES:

1. Find out when your school was built. Ask an older, retired teacher to talk to your class about changes that have come about in your school.

2. Compare the curriculum offered in one of the early academies with the curriculum in your school now.

3. Have a class debate on this topic: "A New England teacher named Eli Whitney came to Georgia and hastened the Civil War."

4. What happened to Georgia schools during the Civil War? Was this the worst effect of the ~ai, except for the deaths?

5. Write and present a drama about William Seward's teaching in Georgia.

6. Trace the teaching career of Alexander Stephens, especially at Madison and Liberty counties.

7. Report on the personality of Washington's friend, schoolmaster William MCWhir of Sanbury Academy.

8. Do a class project letting one member represent each of Georgia's fourteen state school superintendents, telling the most important achievement of his term.

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9. Compare these early schools: Bethesda and Irene. 10. Look up the biographies of these early teachers: Delamotte, John Wesley, James Habersham, Ingham, Christopher Ortman. 11. Find out why the University of Georgia, first chartered state university in the United States, did not actually get started until 1801. 12. Co<npare the "bequests" of these three Georgia teachers: (a) Francis Meson who left money for Meson Academy at Lexington; (b) Fannie Andrews (author of JOURNAL OF A GEORGIA GIRL IN WAR TIME), who taught at Rome and Wesleyan and left money for a park; (c) Civil War Governor Joe Brown who taught at Canton and left money for student loans at the University of Georgia.
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LESSON 27: ETV - GEORGIA HISTORY

TITLE:

HISTORY RIDES THE RIVERS

OBJECTIVE:

To relate Georgia rivers to the history of the state with some stories of famous people and events connected to early river history, names, and meanings.

CONTENT:

Some of Georgia's 75 important rivers are singled out for discussion. The introduction by folk song is reminiscent of early Georgia recreation enjoyed by river boat excursions. Mrs. McCullar tells how Stephen Foster came to use SUWANEE in his famous SUWANEE RIVER song. Historical river boat rides on the Savannah by Oglethorpe, Washington, Whitney, Jefferson Davis, and Alexander H. Stephens are recalled. Lanier's SONG OF THE CHATTAHOOCHEE, inspired by the scenic mountain setting of the Chattahoochee, walled in now by Lake Lanier with recreational opportunities, is reviewed. The Flint with Benjamin Hawkins' Indian connection, preceeds a dialogue about the mighty Altamaha and Mary Musgrove story. References are made to the Okefenokee and Vareen Bells' book, SWAMP WATER.

RELATED ACTIVITIES:

1. Consult these books: GEORGIA RIVERS, edited by George Hatcher, Atlanta Journal Magazine; SAVANNAH RIVER, Tom Stokes; STRANGE GREEN RIVER, Cecile Matscheck; SWAMP WATER, Vareen Bell; GEORGIA GEOGRAPHY, Edward F. Sell; TRAVELS THROUGH NORTH AND SOUTH CAROLINA, GEORGIA, EAST AND WEST GEORGIA, 1773-74, William Bartram.

2. Study Georgia's nine drainage areas discussed in the above GEORGIA GEOGRAPHY, p. 16-17.

3. Consult materials put out by the Georgia Power Company on the rivers and dams of the state and their economic values.

4. Learn the tidal rivers.

5. Make a map of Georgia rivers, showing the major cities on each.

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LESSON 28: ETV - GEORGIA HISTORY

TITLE:

THE U.S. PRESIDENTS IN GEORGIA

OBJECTIVE:

To present Georgia as the vacationland, ancestral home, and political maneuvering ground of some of our country's illustrious Presidents. This topic should help the student to relate Georgia and its history to national events and personalities.

CONTENT:

A view of the ~fuite House, the home of the Presidents, opens the telecast. Mrs. McCullar remarks that its 1964 occupant, Lyndon Baines Johnson, a descendent of a Georgia tenant farmer, has made numerous visits to Georgia. Likewise, many other Presidents have come to our State for various reasons.

President George Washington's trip to Georgia in 1791 and his recording of it in his diary are recounted. The mention of Ja~es Madison's arrival in 1819 leads to a discussion of the S. S. SAVANNAH on which he took an excursion while here.

Andy Jackson, who fought Indians in Georgia; Grover Cleveland, who received a solid gold invitation from Georgians; and William M~Kin1ey, whose presidential campaign was planned by M~rk Hanna in Thomasville receive comment.

Theodore Roosevelt, another President with Georgia ancestors, and Wi11ia~ H. Taft and DNight D. Eisenhower, who golfed in Georgia, are discussed. Georgia's claim to Woodrow Wilson is stated.

Biographical information on the President who was a part-time Georgian-Franklin D. Rooseve1t--is included, and John F. Kennedy's visit to Georgia and his speech at Roosevelt's Little White House are recalled.

RELATED ACTIVITIES:

1. Take a map of Georgia and pin the pictures of the Presidents at the Georgia places with which they are connected.

2. Get copies of the two unfinished portraits of Presidents, George Washington by Gilbert Stuart and Franklin Roosevelt by Madame Shoumatoff, and put them on the bulletin board. Look into the reasons why each was not finished.

3. Put red dots on the Georgia map on the counties that were named for Presidents.

4. Look up the story of President Johnson's Georgia ancestors.

5. Look up the story of the Creek Indians, who used Warm Springs before Roosevelt, and find out what they used it for. Why is it warm?

6. Review a book that tells of FDR's life in Georgia.

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7. Write a newspaper report of President Cleveland's accepting Georgia's invitation engraved on gold from the Georgia mountains.
8. Write a dialogue of one of these: (a) President Monroe at Lexington, Georgia, discussing the Monroe Doctrine and William Harris Crawford, who was in his Cabinet. (b) George Washington greeting Mrs. Nathanael Greene when he came to Georgia and stopped at MUlberry Grove. (c) FDR and biographer, Robert Sherwood, at the Little White House at Warm Springs. (d) President and Mrso Eisenhower first seeing "Mamie's Cabin" built for them near the golf course where he came to play in Augusta.
90 Trace the comings and goings through Georgia of Andy Jackson during the Indian Wars 0
10. Plan a visit, if possible, to Warm Springs, to see the Little White House, the M~seum, and films.
11. Look up the Georgia ancestry of Theodore Roosevelt. Ask some class member to report on his mother's wedding at Bulloch Hall at Roswell.
12. What connection did Woodrow Wilson have with Augusta, Rome, Atlanta, Midway Church, old Oglethorpe University near Milledgeville?
130 Compare the leadership of the two Georgia-connected presidents who led the nation through World Wars I and 110
14. Look up the wording of the telegram by which a general presented an entire Georgia city to a president as a Christmas present.
150 Look up the McKinley campaign, planned in Thomasville by Mark Hanna, and decide what good you think the Georgia visit did McKinley.
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LESSON 29: ETV - GEORGIA HISTORY

TITLE:

GEORGIANS OUTSIDE OF GEORGIA

OBJECTIVE:

To acquaint students with native Georgians who have left the State and risen to national prominence.

CONTENT:
The telecast opens with views of people leaving the state. Attention is then focused upon General Lucius Clay, military commander; Mattiwilda Dobbs, opera singer; Dean Rusk, Secretary of State; and Doc Holliday, notorious western bandit. Mrs. McCullar remarks that these four seemingly different personalities have one thing in common which is of great interest to us; they are all Georgia-born individuals who attained national fame. She comments that a very real part of our State's history can be found in the stories of these and other individuals who have gone away from our State and made her name known, for good or bad, throughout the country and even the world.
Dean Rusk, who was appointed Secretary of State in 1960 by President Kennedy, is the first individual discussed. His career as a schoolboy in Canton and Atlanta is ~ecalled. It is noted that he was the second Georgian to occupy this important cabinet post, the first being John Forsyth.
Among other famous Georgians mentioned are: the leader of the Black MUslim movement, the founder of the Girl Scouts, the founder of the PTA, the first Republican presidential candidate, a blind Negro slave who was recognized allover the world for his musical genius, the editor of a famous magazine, and outstanding artists, authors, athletes, and movie actors.
RELATED ACTIVITIES:
1. Read a biography of John Fremont, the first Republican presidential candidate, and make an oral report on the life and career of this Savannah-born statesman.
2. Establish your own "Hall of Fame" for famous Georgians who have received national acclaim. Appoint a committee to make nominations, giving the qualifications of each nominee, and then hold a class election to choose fifteen members.
3. Appoint a committee to research the accomplishments of such Georgia congressmen as Dudley M. Hughes, Hoke Smith, Walter F. George, and Richard Russell, in national law-making, and to report their findings to the class.
4. Verify the truth of this statement: liThe film, liThe Three Faces of Eve", was almost entirely a Georgia production/'
5. Find out how many Georgians have served on Presidential cabinets, and report to the class on these individuals.
6. Make an oral report on any Georgians whose deeds outside of the State have not been in the best interest of the nation,and have reflected badly on our State.

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7. Write a newspaper article reporting Dean Rusk's appointment as Secretary of State in 1960. Pretend this article is to appear in a Canton newspaper.
8. Report on the athletic careers of Georgians, Ty Cobb and Bobby Jones. 9. Do a written report on the career of General Lucius Clay, World War II military commander. 10. Make a collection of pictures by the Georgia artists, Lamar Dodd and Athos Menaboni. 11. Give a report on the Georgia-born desperado, Doc Holliday. Try to find out why he left Georgia.
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LESSON 30: ETV - GEORGIA HISTORY

TITLE:

GEORGIA AND HER WRITERS

OBJECTIVE:

To familiarize students with some of our State's authors and poets and their works, and to encourage them to read outstanding selections of these writers.

CONTENT:

Mrs. MCCullar begins the lesson by commenting that the very first book ever written on the North American continent, a Spanish grammar written by a Franciscan Friar, was penned in Georgia. This, however, was only the first of many, many writings which have originated in Georgia.

The lines written by Europeans--from the time of DeSoto to that of Oglethorpe--are recalled. The first truly Georgian work mentioned is A. B. Longstreet's GEORGIA SCENES.

Sidney Lanier, the great poet, and some of his well-loved masterpieces are discussed. The story of Herbert Byron Reese, another great poet, is then related.

Among other of Georgia authors considered are: Erskine Caldwell, Lillian Smith, Ralph MCGill, Margaret Mitchell, Carson MCCullers, Flannery O'Conner, Frank Yerby, Conrad Aiken, and Maggie Davis.

RELATED ACTIVITIES:

1. Read A. B. Longstreet's GEORGIA SCENES and report to the class on this book and on the life of its author.

2. Discuss Margaret Mitchell's GONE WITH THE WIND, and decide whether or not she presented a true picture of lithe old South". Why do you think this book became such a favorite with the nation? How did it affect Georgia's national image?

3. Read SUMMER THUNDER, the novel by Willie Snow Ethridge about Oglethorpe, and give an oral report on it.

4. Select and memorize your favorite poem of Lanier, and tell the story back of the wri dng. Consult SIDNEY LANIER by Edwin Mims, and FLUTE CONCERTO OF SIDNEY LANIER, by Myrtle Whittemore.

5. Consult Mirns and write a report on Lanier's impressions of Lee.

6. Do a war report based upon Sidney Lanier's TIGER LILLIES.

7. Compile a list of memorials to Georgia writers.

8. Pretend that the class is a committee appointed to select Pulitzer Prize winners. Submit names of Georgia authors, discuss the merit of each, and make selections.

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9. If possible, plan a visit to the Burn's Cottage and Joel Chandler Harris' "Wren's Nest" in Atlanta.
10. Be sure that each class member reads at least one work by a Georgia writer which he has not read before.
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LESSON 31: ETV - GEORGIA HISTORY

TITLE:

JEKYLL JOURNEY

OBJECTIVE:

To present the story of Georgia's famous Jekyll Island with brief historic annals connected with people and events that have taken place near and on the picturesque retreat.

CONTENT:

Mrs. McCullar introduces the telecast on Jekyll Island with a bird's-eye view of scenes, featuring the island as a vacation resort. Up-to-date facilities are viewed, encompassed with historical environs that date Georgia. Suggestions are given on places to visit.

Brief accounts are given on people directly connected with the history of Jekyll, such as the Gua1e Indians, Lord and Lady Jekyll with Oglethorpe, and the Rockefe11ows.

A review is given of Jekyll's early ownership from the Spanish, French, Indian, and English claims to the French duBignon family claim up to 1886, on to the purchase by the State of Georgia.

The telecast concludes with an interesting reading suggestion of books and booklets that relate directly to the history of Jekyll Island.

RELATED ACTIVITIES:

1. Consult back copies of SCENIC SOUTH (booklet by Standard Oil Company) for featured pictures of Jekyll Island.

2. Review for the class Lord and Lady Jekyll's interest in the Georgia colony.

3. Make a study of the geographic features, temperature, and historical interest, that supports the State of Georgia's interest in developing the island as a resort area.

4. write a report on the acquisition of the coastal islands of Georgia by Oglethorpe as territory of the Georgia colony.

5. Discuss how Oglethorpe used Jekyll Island during the Spaniard Arrendondo's visit to review the colony fortifications.

6. Secure a copy of Ta11u Fish's book1et}ONCE UPON AN ISLAND, and review your report for the class.

7. Read Cleveland Amory's books, THE LAST RESORT, and WHO KILLED SOCIETY, for references on this history of Jekyll Island.

8. Ask some member of the class who has recently visited the island to give a first-hand report. Include the story back of the naming of the hotel, THE WANDERERo

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LESSON 32: ETV - GEORGIA HISTORY

TITLE:

GEORGIA ENTERS THE SPACE AGE

OBJECTIVE:

To present Georgia as a moden, progressive state which has adapted to the demands of science and industry which were created by the impact of Sputnik.

CONTENT:

The telecast opens with views of a changing Georgia, including new industries, expanding old industries, and additions to our state's schools and universities.

Mts. McCullar contrasts early Georgia with the State today, mentioning the stages of development through which the state has gone. She discusses the new industries, many scientifically oriented, which have come to the state, pointing out the reasons why they have chosen to establish themselves here.

The new developments and modifications in our educational system which have been necessitated by this space age are discussed. Special emphasis is placed on the modernization of certain of our institutions of higher learning, including the new science center at the University of Georgia and the addition of the nuclear reactor at Georgia Tech.

RELATED ACTIVITIES:

1. Give an oral report on Georgia Tech, including its founding and its eventual growth to one of the best technological schools in the nation.

2. Get a picture of the nuclear reactor at Georgia Tech, and discuss its impor tance

3. Compile information on the Lockheed plant at Marietta, and discuss its importance to the nation and to the state.

4. Find out if any new industries may have moved to your community in recent years which are connected with scientific or technological development. If so, plan a tour through one of these.

5. Get a picture of Georgia's astronaut, and have a class member make a report on him.

6. Make a report on the University of Georgia's new science center and discuss the events leading up to its establishment.

7. Write the State Department of Trade and Industry and ask for brochures depicting Georgia as a desirable spot for the location of industries. Have a class discussion on the advantages Georgia offers to industry.

8. Have an artistic class member design an advertisement for a national magazine depicting Georgia as a land of opportunity for industrial establishments.

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9. On a map of Georgia locate the new Vocational-Technical Schools being established throughout the state. Discuss their importance.
10. Have one class member pretend that he is Oglethorpe, and make a report to Parliament stating the advantages and opportunities which Georgia holds for colonization. Following this, have another member pose as the present-day President of the Georgia Chamber of Commerce and make a report to the board of directors of a large national industry, stating Georgia's assets and opportunities for industry. Note any similarities between the two reports, such as mention of natural resources, pleasant climate, etc.
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LESSON 33: ETV - GEORGIA HISTORY

TITLE:

THE CONSTITUTIONS OF GEORGIA

OBJECTIVE:

To present background information on the constitution of Georgia and the revisions of the 1877 Constitution with emphasis on the major changes.

CONTENT:

Mrs. MCCullar begins the telecast with the meanings of the word CONSTITUTION, and the specific meaning as applied to the State and National Constitutions.

The different constitutions of the State of Georgia are discussed with references to the who, what, and why of the revisions. Comparisons are made between the changes in each new constitution and the major changes of the U.S. Constitution, including the Confederate Constitution and Georgia's 1861 Constitution.

References are also made to such outstanding leaders as Baldwin, Few, Gwinnett, Jackson, Toombs, Ellis Arnall, and Carl Sanders.

RELATED ACTIVITIES:

1. Suggestion to the teachers: Order from Ben W. Fortson, State Capitol Building, Atlanta, Georgia (30334) copies of the State Constitution for class reading and study.

2. Word Study: constitution, amendment, democracy, citizen, majority, minority, bicameral legislature, and merit system.

3. Make a chart listing the dates Georgia changed her Constitution, major changes, and people and events responsible for thosechanges.

4. How does the 1945 Commission, that wrote the 1945 Constitution, compare with the Constitutional Commission established by Governor Carl Sanders? What major oversights showed up in the 1945 Constitution that brought on a ruling by the Supreme Court of the State? What new Constitutional offices were added? State the qualifications for the governor and his three powers.

5. What changes have been made in the State Senatorial Districts? Why and what is the number of your district? Can you name the other counties in your Senatorial District and your State Senator and Representatives?

6. Compare the number of counties in Georgia with that of other states. Should this be changed? What would the advantages and disadvantages be?

7. What role did the U. S. Supreme Court play in the 1964 effort to adopt a new Constitution?

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