Georgia studies resource guide : a set of model lessons for effectively implementing the quality core curriculum at grade eight

GEORGIA STUDIES RESOURCE GUIDE
ASET OF MODEL LESSONS FOR EFFECTIVELY IMPLEMENTING THE QUALITY CORE CURRICULUM AT GRADE EIGHT
DMSIOR OF GEHmAL INSTRUCTION OmCE OF INSTRUCTIONAL PROGRAMS GEORGIA nEPARMENT OF mUCATJON ATWrl'A, GEORGIA 30334-5040
WERNER ROGERS S'M'l'E SUPERINmmENT OF SCHOOLS
1SSS

INTRODUCTION
The Georgia Studies Resource Guide is designed to provide classroom teachers with model lessons that illustrate a variety of strategies for implementing the Quality Core Curriculum (QCC) at grade eight. There are more lessons in this guide than a teacher can use during a single school year. The intent is to encourage teachers to choose from these model lessons and/or create their own lessons using these as examples.
The lessons in this guide illustrate the following elements: o student objectives which enhance the QCC content/concept and skills objectives of the Georgia Studies program. o exemplary activities for integrating content and skills within the context of the same lesson. o a variety of student centered activities which involve students in the learning process.
This resource guide provides sample activities which demonstrate ways in which teachers can help students develop an appreciation for the democratic heritage of their state and of their nation.
Peyton Williams, Jr. Associate State Superintendent William P. Johnson Assistant State Superintendent Curtis Dixon Director Division of General Instruction

ACKNOWLEDGMENTS
Writer Glen Blankenship, Gwinnett County Public Schools, Lawrenceville
Reviewers Bill Tinkler, Fulton County Schools, Atlanta Emmett Mullins, Gwinnett County Public Schools, Lawrenceville Penny Ratliff, City Schools of Decatur, Decatur
Thanks is also extended to the following educators for contributing lesson ideas and materials to this guide:
Helen Richardson, Fulton County Scho,ols, Atlanta
The Carl Vinson Institute of Government, The University of Georgia Keith Humphrey, Colquitt County Schools, Moultrie Margaret King, Gwinnett County Public Schools. Lawrenceville Carole Hahn, Emory University, Atlanta

SEQUENCE OF LESSONS
A. Geographic Environment Lesson 1 The Location of Georgia Lesson 2 Important Places in Georgia Lesson 3 Georgia Today - Using a Road Map
B.. Early Inhabitants of Georgia Lesson 1 Inhabitants of the Macon Plateau Lesson 2 The Ocmulgee Mounds Today Lesson 3 Hernando DeSoto Explores the Southeast Lesson 4 Exploration and Rivalry in the Southeast
C. Colonial Georgia (1732-1776) Lesson 1 Types of Colonies Lesson 2 The Charter of Georgia Lesson 3 Selecting the Colonists Lesson 4 Early Days of the Savannah Settlement
D. The First Century of Statehood (1776-1876) Lesson 1 Events Leading to Separation--The Actions of England Lesson 2 Resolution of the Provincial Congress Lesson 3 The Declaration of Independence Lesson 4 Georgia in the Revolution--An Overview Lesson 5 Georgia and the Constitutional Convention Lesson 6 Westward Expansion--The Yazoo Fraud Lesson 7 The Land Lottery System Lesson 8 Removal of the Creeks Lesson 9 The Cherokee of Georgia Lesson 10 New Echota and the Trail of Tears Lesson 11 Antebellum Georgia 1840-1860 Lesson 12 Georgia Secedes from the Union Lesson 13 The March to the Sea Lesson 14 The Impact of the Civil War and Reconstruction
E. The Rise of Modern Georgia (1877-1945) Lesson lOne-Party Political System: The Solid South Lesson 2 The Attempted Assassination of Thomas Allen Lesson 3 Black Leadership at the Turn of the Century Lesson 4 Biack American Achievers Lesson 5 Agrarian Reform or Industrial Development? Lesson 6 A Comparison of Two Cotton Mills Lesson 7 Reform Movements at the Turn of the Century Lesson 8 Georgians Face Many Challenges Lesson 9 Georgia and the World Wars
F. Modern Georgia (1945-Present) Lesson 1 Urban Growth in Georgia Lesson 2 The Growth of Atlanta Lesson 3 The Two Georgia's Lesson 4 The Civil Rights Movement Lesson 5 Dr. Martin Luther King, Jr. Lesson 6 Georgia's Modern Governors Lesson 7 Jimmy Carter

G. Culture Lesson 1 International Festivals Lesson 2 Foreign Place Names in Georgia Lesson 3 International Family Origins Lesson 4 Cultural Achievements of Georgians
H. State and Local Government Lesson 1 The U. S. and Georgia Constitutions Lesson 2 The Three Branches of Government Lesson 3 City, County, State, and National Citizenship Lesson 4 Federalism Lesson 5 Who Are Georgia's Legislators? Lesson 6 What a Legislator Does Lesson 7 Legislative Decision Making Lesson 8 Georgia's Legislative Process Lesson 9 The General Assembly Lesson 10 Georgia's Governor Lesson 11 Georgia's Executive Branch Lesson 12 The Georgia Court System Lesson 13 Interrelationship of State and Local Government Lesson 14 Local Government in Georgia Lesson 15 Services Provided by Local Governments Lesson 16 Georgia Taxes

GEOKliIA STUDIES PROGRAM OVERVIEW

TOPIC/CONCEPT A: GEOGRAPHIC ENVIRONMENT

LESSON TITLE

LESSON OBJECTIVE(S)

1. The Location of Georgia
2. Important Places in Georgia
3. Georgia Today - Using a Road Map

The student will be able to: 1.1 locate Georgia on a map and
describe the state's location. 1.2 describe the influence of ocean
and wind currents on Georgia and the Southeast.
2.1 label important natural and cultural features of Georgia on a series of outline maps.
2.2 describe the relationship of natural and cultural features of Georgia by analyzing maps.
3.1 identify similarities and differences in the location of places in Georgia.

SUGGESTED TIME: 2 weeks

QCC CORRELATION

Content

!

Skills

1,4

42,43,44,50

2,3,5

1,2,3,20,22,41,49

5

56

G JA STUDIES PROb~AM OVERVIEW

TOPIC/CONCEPT B: EARtY INHABITANTS OF GEORGIA (Up to 1732)

LESSON TITLE

LESSON OBJECTIVE(S)

1. Inhabitants of the Macon Plateau

The student will be able to: 1.1 describe characteristics of six
cultures which lived on the
Macon Plateau.

2. The Ocmulgee Mounds Today

2.1 interpret a map showing change over time in the same location.
2.2 make inferences about the relationship between the environment and people, and between people of differing cultures.

3. Hernando DeSoto Explores the Southeast

3.1 locate and label selected physical and cultural sites on an outline map of the Southeast.
3.2 trace the route of Hernando DeSoto.
3.3 research major events which occurred during DeSotos journey.

4. Exploration and Rivalry in the Southeast

4.1 explain how the Georgian territory was claimed jointly by three European nations.
4.2 describe the importance of colonization to enforcing land claims.

SUGGESTED TIME: 2 weeks

OCC CORRELATION

Content

Sk ills

6

5,7,11 ,34-:39

8,9

1,2,10,34-39,41,

: 48,49,55

I I I I I I

7

1,2,3,5,20-33,34-

36,41,42,49,51-53,

55,57

I

7

1,2,3,5,7,35,38,

48,55

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I I I I I
I I I I I I I

GE fA STUDIES PRObKAM OVERVIEW

TOPIC/CONCEPT C: COLONIAL GEORGIA (1732 - 1776)

SUGGESTED TIME: 3 weeks

LESSON TITLE 1. Types of Colonies

LESSON OBJECTIVE(S)
The student will be able to: 1.1 identify the four types of English
colonies. 1.2 define mercantilism and describe
the role of the Georgia colony in the process.

OCC CORRELATION

Content

I I

Sk ills

I I

I

I

10,13

I I

I

I

I

I

1,2,5

2. The Charter of Georgia 3. Selecting the Colonists

2.1 list the three reasons for the founding of Georgia.
2.2 identify the function of the Trustees.
2.3 construct an outline map of the original Georgia land grant.
3.1 develop hypotheses from raw data concerning the type of person who colonized Georgia.
3.2 express a point of view concerning the quality of life in the New World.
3.3 develop a list of criteria for selecting qualified colonists.

11,14 12,14

1,2,6,41-44,47,55, 57
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4,5,6,9,11,12,15, 18,20-31,33

4. Early Days of the Savannah Settlement

4.1 describe the activities of the first Georgia colonists.
4.2 write an interpretation of the events of the first days of the settl ement.
4.3 identify the components of a planned city.

11,12,13,14

1,2,4,6-8,12,34, 36,37,41,48,49,53, 55,56
I I I I I I I I I I I I I I I I I I I I I

GI:... .JA STUDIES PROGRAM OVERVIEW

TOPIC/CONCEPT D: THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON TITLE

LESSON OBJECTIVE(S)

1. Events Leading to Separation - The Actions of England

The student will be able to: 1.1 compare reactions of Georgians to
those of other colonies regarding the policies of England between 1754 and 1783. 1.2 support or negate a hypothesis.

2. Resolution of the Provincial Congress

2.1 explain attitudes in Georgia toward independence from England
2.2 identify alternatives to strong rule by the crown.

3. The Declaration of Independence

3.1 read and paraphrase the Declaration of Independence.
3.2 identify the signers of the
Declaration of Independence representing Georgia.

4. Georgia in the Revolution - An Overview

4.1 identify reasons for Georgia's limited involvement in the Revolution.
4.2 describe major activities and battles which took place in Georgia during the Revolution.

5. Georgia and the

5.1 explain the role of Georgians at

Constitutional Convention

the Constitutional Convention in

Philadelphia.

6. Westward Expansion - The Yazoo Fraud

6.1 describe ways in which settlement was encouraged and land was distributed.
6.2 identify the Yazoo Lands on different maps.

SUGGESTED TIME: 8 weeks

QCC CORRELATION

Content 15,16

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Sk ills

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: 7,8,10,12,20-23,

: 27,29-31,33,38,39

I

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15

: 1,6,8,10

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,I
I

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15,16,24

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1,6,8

15,24

1,2,7,35,41,48,49. 55

17 ,24 18,19

1,2,5,6,7,12,35,39
2,3,4,8,24,25,39, 47,55,57
I I I I I I I I /

G. IA STUDIES PROb~AM OVERVIEW

TOPIC/CONCEPT D: THE FIRSl CENTURY OF STATEHOOD (1776-1876)

LESSON TITLE

LESSON OBJECTIVE(S)

7. The Land Lottery System

7.1 explain the land lottery system for distributing Georgia's western land.
7.2 draw conclusions and make generalizations about expansion patterns in Georgia.

8. Removal of the Creeks

8.1 describe efforts of the Creek Nation to hold their lands in Georgia.
8.2 identify the source of conflict between Indians and settlers.

9. The Cherokee of Georgia

9.1 describe efforts of the Cherokee Nation to hold their lands in Georgia.
9.2 identify the source of conflict between the Cherokee and the settlers.

10. New Ecota and the Trail of Tears

10.1 Interpret maps relating to the Cherokee Indians to draw conclusions and make generalizations about the relationships between the Cherokee and the settlers.

11. Antebellum Georgia 1840 - 1860

11.1 compare some of the political, economic and social characteristics of Georgia and the South with those of the northern
United States.

12. Georgia Secedes from the Union

12.1 apply arguments for and against
secession to the problem solving format to determine how he/she would have voted.

SUGGESTED TIME: 8 weeks

QCC CORRELATION

Content

Sk ills

18,19

1,5,14,48,49,57

19,24

I
1,6,7,12,15

19,24 19

1,2,5,6,7,8,12, I 20-22,36,39,47,48, : 51,52,53,55,57
I I I I
7,42,77,45,47,48, 49,53,55

20,24 21,24

1-3,5,7-12,20-33,
,I: 51-55,57
I I I I I I
: 1,2,6,11-19,23-27, : 29,30,31,33
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I
I

G: IA STUDIES PRObnAM OVERVIEW

TOPIC/CONCEPT D: THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON TITLE

LESSON OBJECTIVE(S)

13. The March to the Sea
14. The Impact of the Civil War and Reconstruction

The student will be able to: 13.1 Analyze a message from Sherman to
the Atlanta City Council. 13.2 transfer information about
Sherman's March to the Sea from written text to map form.
14.1 identify changes in the political, social, and economic fabric of Georgia after the Civil War.

SUGGESTED TIME: 8 weeks

OCC CORRELATION

Content

I

Sklll s

22

1,2,6,7,8,20-23,

41,42,43,44,58,55,

57

23

: 2,3,4,7,8,10,12

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I I I

I I I I I I I I I I I
,I
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GE A STUDIES PROG~flM OVERVIEW

TOPIC/CONCEPT E: THE RISE OF MODERN GEORGIA (1877-1945)

SUGGESTED TIME: 6 weeks

LESSON TITLE

LESSON OBJECTIVE(S)

QCC CORRELATION

Content

:

Sk ills

I

I

I:

I

1. One-Party Political

The student will be able to: 1.1 identify causes and effects of a

I

I

25

: 1,2,3,5,7

System: The Solid South

one-party political system in

I I

Georgia. 2. The Attempted Assassina- 2.1 describe the experiences of a

I

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I

27

: 1,2,3,7,38

tion of Thomas Allen

black state legislator as a case

I I

study of Blacks during Reconstruc-

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tion.

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3. Black Leadership at the Turn of the Century

3.1 compare and contrast two philosophies of methods for promoting black progress.

27,31,38

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1,2,4,6,8,10,12,

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14,20-22,24,25,

I I

27,38,39

4. Black American Achievers 4.1 identify Black achievers at the

26,31,39

I I
: 8,11-19

turn of the century.

I I

4.2 apply two philosophies of how to

I

promote Black progress to specific

cases.

4.3 debate the points of view of

Washington and Hope.

5. Agrarian Reform or Industrial Development?

5.1 compare and contrast two views of the future for the post civil war
South. 5.2 relate the beliefs of Grady and
Lanier to the "Two Georgia's" discussions in present day Georgia.

26,31

, 1,2,4,6,8,10,39

6. A Comparison of Two Cotton Mi 11 s

6.1 identify characteristics of mill towns at two points in time.
6.2 describe reform efforts from Georgia's early industrial development.

26,29

1,2,5,6,8,10,2022,24,27-31,34,36, 38,39

G' 'IA STUDIES
PRL~ ..iM OVERV I EN

TOPIC/CONCEPT E: THE RISE OF MODERN GEORGIA (1877-1945)

LESSON TITLE

LESSON OBJECTIVE(S)

7. Reform Movements at the Turn of the Century

The student will be able to: 7.1 describe social reform efforts
occurring in Georgia at the turn of the century. 7.2 identify the causes of these reform movements and their leaders. 7.3 compare reform at the turn of the century to reform efforts today.

8. Georgians Face Many Challenges

8.1 compare challenges faced by Georgians to those faced by citizens in the rest of the nation.
8.2 compare the dates and severity of Georgia's economic conditions with those in the rest of the nation.

9. Georgia and the World War 9.1 describe the economic and social impact of World Wars I and lIon the development of Georgia.

SUGGESTED TIME: 6 weeks

OCC CORRELATION

Content

Sk i 11 s

26,28,29,31

1-3,5,7,11,13-19, 24,29-33,39

28,30,31,39

I
1-3,5,7,8,11,12, 24-27,38,39

,I ,I

30

: 1,2,3,5,7,20-25,

: 27,33,35,41,48,51,

: 53,55

I I I I I I I
,I
I
I I I I I
,I
I

PRC OVERVIEW

TOPIC/CONCEPT F: MODERN GEORGIA (1945- Present)

SUGGESTED TIME: 3 weeks

LESSON TITLE I
1. Urban Growth in Georgia

LESSON OBJECTIVE(S)

QCC CORRELATION

Content

I I

Ski 11 s

I

I:

I

The student will be able to: 1.1 distinguish between the terms
rural, urban, suburban, and and metropolitan. 1.2 identify regions of economic

32,36

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3,7,12,20-25,27-

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31,34,38,39,41,

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48,52,55

I

growth in Georgia as measured by

population growth.

1.3 determine the type of area (urban/

rural/suburban) in which he or she

lives.

2. The Growth of Atlanta

12.1 describe the growth pattern in metropolitan Atlanta.
2.2 hypothesize about problems facing a growth area and suggest solutions to these problems.

33,36

: 5,7,13,-16,18, : 20-25,27-31,32, : 33,36,38,49,54

3. The Two Georgia1s

13.1 identify geographic patterns of quantitative data on a map of

I

Georgia.

3.2 discuss the influence of trans-

portation, education, and other

resources on local economics.

29,35,36

: 5,10,11,12,13,15, : 41,46,48,56

4. The Civil Rights Movement 14.1 identify and arrange in order the major events in the Civil Rights movement to establish cause and effect relationships.
4.2 determine the status of the visions of Martin Luther King .and Jimmy Carter regarding an end to
discrimination.

34,36,37

: 1-4,6-8,10,12,35,
,:I 36,39
I I I

5. Dr. Martin Luther King, Jr.

5.1 identify Dr. Martin Luther King, I
Jr. as the leader of the Civil Rights Movement in the United States.

34,37

: 1,2,5,6,7,8,10,12

bt.l

"~IUUJt.~

PROL ./ OVERVIEW

TOPIC/CONCEPT F: MODERN GEORGIA (1945 - Present)

SUGGESTED TIME: 3 weeks

LESSON TITLE

LESSON OBJECTIVE(S)

QCC CORRELATION

Content

Sk ills

5. Dr. Martin Luther King, Jr.

The student will be able to: 5.2 analyze King's efforts to achieve
social change through nonviolent civil disobedience.

6. Georgia1s Modern Governors 6.1 describe the characteristics of the of the "typical" Georgia governor.
6.2 describe unique situations which have arisen during Georgia
gubernatorial elections. 6.3 identify governors of Georgia
since 1931 and their contributions to the state.

36,37,46

1,2,3,5,35,38
I I I I I I

7. Jimmy Carter

7.1 analyze events which led to the

37

1-5,8,12,13-19,

election of Governor Jimmy Carter

20-24,27-33

to the Presidency.

7.2 identify Georgians who served

the nation in the White House

under the Carter administration.

7.3 describe major world events which

occurred during the Carter

administration (1977-1981).

I

'.

I I I I I I
I

GEOI STUDIES PROGR~ OVERVIEW

TOPIC/CONCEPT G: CULTURE

SUGGESTED TIME: Should be integrated with other topics.

LESSON TITLE I 1. International Festivals
2. Foreign Place Names in Georgia

LESSON OBJECTIVE(S)

QCC CORRELATION

Content

f-

-sKil 1s

I

I:

I

The student will be able to: 1.1 identify international festivals

I

I

38

: 1,2,3,5,9,24~25,

in Georgia.

,: 34,35,39

1.2 describe traditions (arts and

I

crafts, games, music, food, etc.),

I I

portrayed in other cultures and how

I I

they influence Georgians today.

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I

2.1 explain how many places in

38

1,12,39,41,42,43,

Georgia are named for people,

48,49,51,52,53,

events, and places in other

55,56

countries.

2.2 establish the relationship

between place names in Georgia

and in other parts of the world.

3. International Family Origins

3.1 gather information about his/her family origin and compile this
with similar data about other members of the class.

38

5,6,7,9,11,25-27,

33,35,36,39,41,43,

55

4. Cultural Achievements of Georgians

4.1 identify contributions Georgians have made to American culture through art and literature.

39

1-5,8,18,20,22,24,

25,29-33

UI:
PR(J

In ';)IUU~L';)
.4 OVERV lEW

TOPIC/CONCEPT H: STATE AND LOCAL GOVERNMENT

SUGGESTED TIME: 12 weeks

LESSON TITLE
I
1. The U.S. and Georgia Constitutions
2. The Three Branches of Government

LESSON OBJECTIVE(S)
I
The student will be able to: 1.1 compare elements of the U.S.
and Georgia Constitutions.

QCC CORRELATION

Content

:

Skills

I:

I

I

I

40

: 1,2,3,5,34~35,36,

: 39

2.1 identify the three branches of

41

government, their organization,

and primary purpose.

2.2 compare the three branches of U.S.

government and Georgia government.

1,2,3,5,9

3. City, County, State, and 3.1 define "citizen" and give examples

47

National Citizenship

of the rights and responsibilities

of cit i zensh i p.

3.2 identify the places where they

are citizens.

1,2,5

4. Federalism

4.1 identify reasons why a federal

48

system of government was adopted

in the United States.

4.2 identify examples of exclusive

powers given to the federal

government, powers reserved to the

state, and concurrent powers

(shared by both).

1,2,3

5. Who Are Georgia's

5.1 describe characteristics of

41

Legislators?

members of the Georgia General

Assembly.

5.2 explain the "one person, one vote"

principle of representation.

5,12,49,56

6. What a Legislator Does

6.1 identify day-to-day duties and responsibilities of a state
legislator. 6.2 identify the position of one
member of the General Assembly on a variety of issues.

41

2,8,11,12,13-19,

24-26,31

PRI MOVERVIEW

TOPIC/CONCEPT H:
LESSON TITLE I
7. Legislative Decision Making
8. Georgia's Legislative Process
9. The General Assembly

STATE AND lOCAL GOVERNMENT

SUGGESTED TIME: 12 weeks

LESSON OBJECTIVE(S)

QCC CORRELATION

Content

:

Sk ills

I

I:

I

The student will be able to: 7.1 identify the conflict legislators
face when deciding how to vote on a bill. 7.2 identify ways that citizens can participate in legislative decision making.

41,46

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1,2,3,4,7,8,10,

I I

11,12,13-19,22,

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23,25,27,29-33

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18.1 research, write and defend a bill I

41

for consideration as a public law.

8.2 analyze and evaluate bills written

by other students.

8.3 participate in group discussions

(committee meetings) as a contri-

buting participant.

8.4 simulate the role assigned (i.e.,

senator, presiding officer,

majority leader, etc.) during

the class simulation.

1,2,4,12,13-19, 20-33

9.1 identify the legislators from his

41

2

or her district.

9.2 compare and contrast the floor

activities of the General Assembly

with the floor activities of a

simulated General Assembly.

9.3 identify the topic being debated

on the floor.

9.4 evaluate the behavior of

legislators on the floor.

bU'

"~I UUl t.~

PROG.. OVERVIEW

TOPIC/CONCEPT H: STATE AND LOCAL GOVERNMENT"

SUGGESTED TIME: 12 weeks

LESSON TITLE

LESSON OBJECTIVE(S)

QCC CORRELATION

Content

!

Sk ill s

10. Georgia's Governor

The student will be able to: 10.1 distinguish executive from
legislative and judicial functions. 10.2 identify both formal and informal powers of the governor.
10.3 describe the system of check-and-ba1ances at the state level.

41

1,2,5,8,12,20,34

11. Georgia's Executive

11.1 identify the role of the

41

1,2,3,5,11,24,25,

Branch

executive department within the

26,32

executive branch.

11.2 identify the constitutional

officer as one of several major

department heads elected by

voters of the state.

11.3 discuss how at least one state

executive agency affects the lives

of average citizens.

11.4 identify the three major

functions is involved with in

terms of funding.

12. The Georgia Court System 112.1 identify state and federal courts

45

1,2,5,7,12,20-25,

and their jurisdictions.

29

12.2 identify which court a person

would go to for a specific offense

or problem.

13. Interrelationship of
State and Local . Government

13.1 compare the structure of government at the city, county, state and national levels .
13.2 identify the Constitutional
relationship between state and local governments in Georgia.

42,43

1,2,4,5,6

PRO I OVERVlEW

TOPIC/CONCEPT H:
LESSON TITLE 14. Local Government in
Georgia 15. Services Provided by
Local Governments
16. Georgia Taxes

STATE AND LOCAL GOVERNMENT

SUGGESTED TIME: 12 weeks

LESSON OBJECTIVE(S)

OCC CORRELATION

Content

Sk ills

The student will be able to:

14.1 discuss historic reasons for the

43

1,2,3,24-26,41,

origin and existence of cities

48-50,53

and counties.

15.1 list/classify services provided

43

2,11,13-19,24-26

by state and local governments.

15.2 identify the property tax as the

primary source of funds for

local governments.

15.3 explain the purpose of special

districts.

16.1 explain the purpose of taxation. 16.2 describe the major types and
sources of state and local taxes.

44

1,2,5,8

I

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TOPIC OVERVIEW

TOP IC/CONCEPT .~ SUGGESTED TIME: PURPOSE:

Geographic Environment
2 weeks
To help students describe the geography of Georgia - its relative location, topography, and cultural and natural features.

VOCABULARY:

piedmont coastal plain
swamp
Fall Line border legend

plateau boundary region population hemisphere scale

environment geography topography
latitude longitude Gulf Stream

TOPIC/CONCEPT ~:

GEOGRAPHIC ENVIRONMENT

LESSON 1

THE LOCATION OF GEORGIA

QCC CONTENT OBJECTIVE(S): 1,4

Qce SKILLS OBJECTIVE(S):

A2, 43, 44, 50

LESSON OBJECTIVE(S):

The student will be able to:

1.1 locate Georgia on a map and describe the state's relative location. 1.2 describe the influence of ocean and wind currents on the settlement of
Georgia and the southeast .

MATERIALS AND RESOURCES:

. Handout 1.1 "Where We Live" .Handout 1.2 "Map of the United States"
.Handout 1.3 "Ocean Currents Map" .Worksheet 1.1 "The Location of Georgia ll

ACTIVITI ES:

Activity 1 Distribute copies of Handouts 1.1, 1.2 and Worksheet 1.1 for each student to complete. Students should be encouraged to describe Georgia's location in a variety of ways. The teacher may also wish to share the following information with students:

.Georgia is the largest state east of the Mississippi River with an area of 58,876 square miles . . Georgia ranks 21st in size among the fifty states . .The greatest distance in Georgia is 315 miles from north to south and 250 miles from east to west.

Activity 2
Distribute copies of Handout 1.3 (or project the maps as a transparency). Using this map, discuss with students the influence of the Gulf Stream on
the exploration and settlement of Georgia and the Southeast. The teacher should note, for example, that Spanish and Portuguese explorers would have
been carried south to the Canaries and then west entering the New World in
the area of the West Indies. The English, on the other hand, would have been carried north by the Gulf Stream and then have sailed west to pick up currents flowing south along the coast of Greenland and Canada. Ask students such questions as: "Where were the earliest Spanish settlements? French settlements? English settlements?" "Was the timing of Georgia'~ settlement (due to its location) affected by ocean currents? In what way?"

WHERE WE LIVE

City

Geographic Environment Lesson 1
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Geographic Environment Lesson 1 Worksheet 1.1

THE LOCATION OF GEORGIA

Use Handouts 1.1, 1.2, a globe and your textbook to answer the following questions.

1. In which hemisphere is Georgia located?

northern or southern (circle one)

eastern or western (circle one)

2. Which nation in North America is closest to Georgia?

Mexico or Canada (Circle one)

3. In which part of the United States is Georgia located?

north or south (Circle one)

west or east (Circle one)

4. Which states share a border with Georgia?

a.

b.

c.

d.

e.

5.

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....I{".l ....

Georgia's southeastern boundary?

6. Between which lines of l~ngitude does Georgia lie? _____W and _ _ _ _W

7. Between which lines of latitude does Georgia lie? _____N and _____N

TOPIC/CONCEPT ~:

GEOGRAPHIC ENVIRONMENT

LESSON 2

IMPORTANT PLACES IN GEORGIA

QCC CONTENT OBJECTIVE(S):

2, 3. 5

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 20, 22, 41, 49

LESSON OBJECTIVE(S):

The student will be able to:

2.1 label important natural and cultural features of Georgia on a series of outline maps.
2.2 describe the relationship of natural and cultural features of Georgia by analyzing maps.

MATERIALS AND RESOURCES:

.Worksheets 2.1 and 2.2 "Maps 1 - 4" .Clear transparency sheets and markers .Teacher Resource 2.1 "Georgia Geography Project
Evaluation Sheet"

ACTIVITI ES:

Acti vity 1 Distribute Worksheets 2.1 and 2.2 to students and ask them to label the following on the appropriate map:

~
Fall Line Piedmont Coastal Plain Va 11 ey Regi on Appalachian Mountains Cumberland Plateau Okeefenokee Swamp

~
Atlanta Athens Rome Savannah Brunswick Columbus Augusta Valdosta Albany Macon

~
1-285 1-20 1-16 1-75 1-85 1-95 I-59

~.
Savannah River St. Mary's Chattahoochee Ocmulgee Ogeechee Coosa Oconee Suwanee Flint Altamaha

The teacher or students may wish to add other locations to these lists (maps).

Activity 2
After students complete the maps Activity 1, divide the class into groups of four students. Ask students to trace one of their maps onto a transparency to make a set of overlays. When finished, the maps should be projected and the teacher should ask such questions as:

1. Where are most major Georgia cities located? 2. In which topographic region do we live?
3. What cities are located along the Fall Line? Why? 4. Which rivers form part of Georgia's boundaries? 5. Which rivers flow from the Okeefenokee Swamp? 6. Which is the largest topographic region? 7. What generalizations can be drawn about the relationship between
Georgia's major highways and the location of her cities?

TOPIC/CONCEPT ~:

GEOGRAPHIC ENVIRONMENT

LESSON 2

IMPORTANT PLACES IN GEORGIA

QCC CONTENT OBJECTIVE(S): 2, 3, 5

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 20, 22, 41, 49

ACTIVITIES: (Conld ... )

Activity 3 Students may enjoy creating a Georgia Geography Booklet. Teacher Resource 2.1 is a sample grading sheet for a project in which students must draw/trace six maps (e.g. major rivers, cities, rainfall, natural resources) and write a short essay on the impact of geography on the development of cities and towns in Georgia.

The report should include an attractive cover, a table of contents, and a bibliography.








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Project Grade

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GEORGIA GEOGRAPHY PROJECT Evaluation Sheet

Category Requirement

Your Score

COVER (5 possible points)

TABLE OF CONTENTS (5 possible points)
MAPS (6 @ 15 points each = 90 possible points)
#1 Rivers #2 Topographical Regions #3 Major Cities #4 #5 #6 WRITTEN REPORT (50 possible points)
(Impact of Geography on the development of cities and towns)

BIBLIOGRAPHY (20 possible points)
NEATNESS/OVERALL APPEARANCE (30 possible points)

Lesson 2 Teacher Resou. _ 2.1

Student

_

Period -----------

Teacher's Comments

TOPIC/CONCEPT ~:

GEOGRAPHIC ENVIRONMENT

LESSON 3

GEORGIA TODAY - USING A ROAD MAP

QCC CONTENT OBJECTIVE(S): 5

QCC SKILLS OBJECTIVE(S):

48, 56

LESSON OBJECTIVE(S):

The student will be able to:

3.1 identify similarities and differences in the location of places in Georgia.

MATERIALS AND RESOURCES:

.Worksheet 3.1 "Georgia Highway Map Activity" .Worksheet 3.2 "Getting to an Out-of-Town Job Interview"
.Worksheet 3.3 "Which Doesn't Belong" .Georgia Highway Map (available free from the
Georgia Department of Transportation)

ACTIVITI ES:

Activity 1 Distribute Worksheet 3.1 to students to complete using the Georgia Highway Map. The goal of the activity is to have students use the components of a road map (e.g. symbols, mileage chart, letter/number grid, scale of
miles).

Activity 2 Distribute Worksheet 3.2 to students. The teacher should ask students to choose a city in Georgia outside their own county where they might like to work after graduation. Using the Highway Map, students should complete the worksheet.

Activity 3 Distribute Worksheet 3.3 and the Georgia Highway Map to students. Review the directions on the worksheet with the class. Ask students to work in pairs to determine which item in each set of four does not belong. Students must be able to defend their answer using the map. NOTE: There may be more than one correct answer in each set; the teacher must use the student's justification to make this determination.

Geographic Environment Lesson 3 Worksheet 3.1
GEORGIA HIGHWAY MAP ACTIVITY

1. This important Georgia river begins north of Helen, Georgia, and is a source of water for many Georgians. It is our longest river, and eventually travels through Florida and empties into the Gulf of Mexico.

2. There are eleven Georgia counties which contain no Interstate or U.S. Highways. Four of these are within an houris drive of the state Capitol. Identify any two.

3. Georgia's only ski lodge is located in the northeastern corner of

Georgia, about eight miles east of Dillard, on State Highway 246. In

fact, to get to the ski lodge, you have to briefly drive into another

state. What state is that?

___

4. If you live in Atlanta, and your automobile can travel a total of 250

miles on a full tank of gas, which of the following cities could you

visit on a weekend on which all gas stations outside Atlanta would be

closed: Albany, Athens, Augusta, Brunswick, Columbus, Dahlonega,

Macon, and Savannah?

__

5. This county is the home of a former President of the United States. Its largest city is named after this nation. What is the name of the county?
6. Georgia1s smallest county (in terms of size) is located about 65 miles east and slightly north of Atlanta. Here you will find Georgia's largest university. Name the county and its county seat.
7. If you wanted to build a large industry in Georgia, not in Atlanta but within 100 miles of Atlanta, and needed a location that offered: a river, a major airport, railroad connections, and direct Interstate Highway connections to Atlanta, central Florida, and Savannah's ports, what large Georgia city would fit this description?
8. Savannah is one of Georgia's two ocean port cities. Find the other ocean port with docks for loading and unloading ocean liners. __
9. The United States Government has a number of national seashores, recreation areas, wildlife areas, forests, historic sites, and military bases in Georgia. Identify any six.

10. Identify which of the following features are shown on Georgia's Official Highway Map. (check if shown) cities counties mountain ranges rivers city park-s- swamp-areas farm products camping-areas mileage between-cities
From: Fulton County Public Schools

Geographic Environment Lesson 3 Worksheet 3.2
GETTING TO AN OUT-OF-TOWN JOB INTERVIEW

INSTRUCTIONS: Assume that you recently applied for a position with an employer in __~ ~ ' Georgia. and you have been asked to come in for an interview. Plan your trip by using the official highway map of Georgia to answer the following questions.

1. In what county will your interview be held?

2. Assuming you could fly directly from your hometown to the interview, how far would your flight be?

3. If you drive using only highways which are part of the state system

(numbered highways in green. red. and black), what is the shortest

distance you would have to drive?

__

4. Sometimes, the shortest route is not necessarily the best. Look at the map and see if you could save time by driving for part of the trip on an Interstate or a state 4-lane highway (even though you may have to drive a little farther). If you see a better route, what is the distance to your
interview?---------------------------------------------------------------
5. Choose which route you will take and estimate how long the trip to the interview will take if you stay within the speed limit (55 miles per hour on most highways).

6. If you don't exceed the speed limit, your trip will most likely take

longer than your estimate to Question 5. Why?

_

7. How many roadside parks and rest areas will you pass on the way to your
de-stination? -------------------------------------------------------------
8. Will you pass through any towns of at least 5,000 population, and if so,
what are their names? --------------------------------------------------------
9. Name the counties you will pass through on the way to the interview.

10. According to the map's legend, what is the approximate population of the

town in which you are being interviewed for a job?

_

11. If your interview is at 10:30 a.m., what is the latest time you should leave home so that you have a half hour to find the employer's location?

12. If your car averages 30 miles per gallon on the highway, and the average cost of gasoline is $1.00 per gallon, how much money should you plan to bring just for gas?
Carl Vinson Institute of Government, University of Georgia

Geographic Environment Lesson 3 Worksheet 3.3

WHICH DOESN'T BELONG?

Directions:

In each set, circle the name that is different from the others. (Example - Lilburn, Dacula, Lawrenceville, Tucker; Tucker does not belong because it is a city in DeKalb County. The other three cities are in Gwinnett County.)

l. Rome

Dublin

2. Lake Lanier Lake Seminole

3. St. Mary's River

Chattahoochee River

4. 1-75

1-85

5. Waycross

Athens

6. Cumberland Island

Sapelo I5land

7. Gwinnett County

Ha 11
County

8. Richmond County

Muscogee County

9. Bibb County

Camden County

10. Covington

Lawrenceville

Paris

Bethlehem

Clark Hill Lake Lake Hartwell

Savannah River

Oconee River

1-95

1-20

Cordele

Valdosta

St. Simons Island

Ossabaw Island

Walton County

Cobb County

Gwinnett County

Bryan County

Dade County

Rabun County

Tifton

Dalton

TOPIC OVERVIEW

TOPIC/CONCEPT ~ SUGGESTED TIME: PURPOSE:
VOCABULARY:

Early Inhabitants of Georgia (Up to 1732)
2 weeks
To help students develop an understanding of the early inhabitants of Georgia - their culture, lifestyles, and relationship with European Settlers

plateau prehistoric explorer archaeology chronological order

Native American culture settlement environment

TOPIC/CONCEPT ~:

EARLY INHABITANTS OF GEORGIA

LESSON 1

INHABITANTS OF THE MACON PLATEAU

QCc CONTENT OBJECTIVE(S):

QCC SKILLS OBJECTIVE(S):

5, 7 l 11. 34, 35. 36, 37, 38, 39

LESSON OBJECTIVE(S):

The student will be able to:

1.1 describe characteristics of six cultures which lived on the Macon Plateau.

MATERIALS AND RESOURCES:

.Handout 1.1 "People of the Macon Plateau ll .Worksheet 1.1 IIPeople of the Macon Plateau"

ACTIVITI ES:

Distribute copies of Handout 1.1 IIPeople of the Macon Plateau ll and Worksheet 1.1 for students to complete. This activity will provide students an overview of the civilizations which p.xisted in what is today Georgia before the first Europeans arrived in the New World.

Date

Period

PEOPLE OF THE MACON PLATEAU

Pottery DesiQn

Mound TYoe Weapons

Economics

Early Inhabit~__ ~s of Georgia Lesson 1 Handout 1.1
Remarks

1716 OCMULGEE FIELDS

Red Filmed

None

Gun Pistol Sword Agriculture

Europeans infect with

1680- ("Bubbing Water") These Plain Incised

European Style Deer-Skin

measles &TB. Creeks

are the same people as Walnut-Roughened

Iron Tools

Trade

left those fields 1717

those of Lamar

Barter

1680 LAMAR - A village in

Plain

Paired-

Bow &Arrow

Agriculture

Spanish &English

1350- the swamp surrounded

Stamped

Pyramidel Spear

Tobacco, smoked explorers come on

by 109 palisade

Incised

Spiral Ramp

for pleasure scene

1350 MACON PLATEAU AREA CEASED TO BE AN IMPORTANT CENTER AT THIS TIME. CEREMONIAL CENTER MOVED TO ETOWAH .....

1100- THERE WAS A GOOD COPPER SOURCE AND 18 DIFFERENT TYPES OF SOIL FOR FARMING

1100 Macon Plateau

Plain

Platform Small

Full

These are MOUND BUILDERS

900-

900 AD

Small animals

Temple

Triangular

Agriculture, Women tend fields

Master Farmers

&human heads

Mounds

Arrowheads,

pumpkin, corn, Ditches

These people

decorated some

Spears

tobacco, beans, Pottery-shell tempered;

were ruled by

bowls &bottles

squash

Ceremonial Objects;

Chief-Priests

Body Paint

INVASION OF MACON PLATEAU . -- BY MASTER FARMERS FROM WEST OF MISSISSIPPI

900 Early Farmers

Some jars had

Small

Stemmed-

limited Agri- Pottery is

500-

small feet.

Burial

Triangular

culture, Tobac- Granular Tempered

Beautiful pottery,

Mounds

Arrowheads,

co smoked in Mexican influence

Plain, Stamped

Spears

rituals, Hunt- begins

ing - partly

500

Plain

None

ATLATL

sedentary

Eatonton is

300-

Simple Stamped

(Spear

related culture

Thrower)

Smoking pipes

300

Stamped

Spear

Hunting &

Pottery design w/fabric

100-

Check Stamped

Collecting

wrapped stick

100AD

Fabric Cord

nuts, seeds,

100BC

Marked

berries fruits

100BC Shellfish Eaters

Fiber Tempered

Burial

Points are

Exploit Shell- Non-Agri. but sedentary.

500BC

Mound

large, long,

fish

Shell beads - these

and heavy.

are net &line sinkers.

Axe &Spear

500- Evidence for occupation Beginning of

5000BC at this time may be

Pottery (2,500 BC)

buried under river

Grass &Moss

bottom silt

Tempered

pre- Hunters &

None

5,000 Gatherers

BC

None

Large Arrow-

Hunting

heads for

Spears

Hunted Mastodon in Ea. U.S. Thick forest - plenty of
game

From: Ocmulgee National Monument, National Park Service

Early Inhabitants of Georgia Lesson 1 Worksheet 1.1
PEOPLE OF THE MACON PLATEAU
Use Handout 1.1-"People of the Macon Plateau" to complete the following activities.
1. Who were the first people to live in what is today known as Georgia?

2. When were the first mounds built? Who built these mounds?
3. What type of weapon was used by the Lamar?

4. Place the following groups of people in the correct order beginning with those who lived on the Macon Plateau.

Archaic

Mississippian

Woodland Indians

Historic

Paleo Indians

5. Place an "x" in front of each question for which there is enough information in the table to reach an answer.

What did the people on the Macon Plateau eat?

Who was living on the Macon Plateau when the first Europeans arrived?
Why were the Paleo Indians the only group which did not create pottery?
When was the Macon Plateau invaded by Master Farmers from west of the Mississippi River?
What role did tobacco play in the society?

6. How many years were the Master Farmers ruled by Chief Priests? - - - - -

7. How did the Shellfish Eaters use their environment to improve their

1i festyl e?

_

TOPIC/CONCEPT ~:

EARLY INHABITANTS OF GEORGIA

LESSON f

THE OCMULGEE MOUNDS TODAY

QCC CONTENT OBJECTIVE(S): 8, 9

QCC SKILLS OBJECTIVE(S):

1,2, 10,34,35,36,37,38,39,41,48,49,55. 57

LESSON OBJECTIVE(S):

The student will be able to:

2.1 interpret a map showing change over time in the same location. 2.2 make inferences about the relationship between the environment and
people and between people of differing cultures .

MATERIALS AND RESOURCES:

. Handout 2.1 "Map of the Ocmulgee Mounds" .Handout 2.2 "A Tour of the Park"
.Worksheet 2.1 "The Ocmulgee Mounds"

ACTIVITY:

Distribute copies of Handout 2.1 "Map of the Ocmulgee Indian Mounds" to each student along with Worksheet 2.1 and ask students to answer the related questions. A class trip to the Ocmulgee Mounds near Macon would be an excellent way of examining how people1s lifestyles are influenced by their environments.

ELaesrslyon ln2hab"ltants of Georg'

Handout 2.1

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Early Inhabitants of Georgia Lesson 2 Handout 2.2
A TOUR OF THE PARK
Spring and fall are the best seasons to tour the park on foot. If the weather is hot or rainy, you may want to take Temple Mound Drive around to the large mounds. Another interesting walk is along the Opelofa Nature Trail, which takes off from the main walking trail and winds through the lowland of Walnut Creek.
The EARTHLODGE--is a reconstruction of a ceremonial building that stood on the north side of the Mississippian village. It was probably a meeting place for the town's political and religious leaders. The clay floor is about a thousand years old.
VILLAGE SITE--During Mississippian times (AD 900-1000) many other buildings stood here besides the earthlodge, among them several flat-topped mounds, a burial mound, and numerous huts.
CORNFIELD MOUND--was originally about 8 feet high. Under it archaeologists found signs of a cultivated field, which is something of a puzzle because Mississippian agricultural fields usually lay in bottomlands. The mound itself was probably a platform for a ceremonial building.
PREHISTORIC TRENCHES--Two lines of ditches varying in width and depths have been traced around the east side of the village. Some sections are parallel and lined with clay. The ditches may have been defensive or they may have been borrow pits-sources of fill for constructing mounds.
TRADING POST--English traders from Charleston, eager to do business with the Creeks, built the first trading post on this site about 1690. They swapped firearms, cloth, and trinkets for deerskins and furs. Excavations have turned up all sorts of goods, including axes, clay pipes, beads, knives, swords, bullets, flints, pistols and muskets.
GREAT AND LESSER TEMPLE MOUNDS-~Relatively little is known about these mounds except that they were topped by rectangular wooden structures that were probably used for important religious ceremonies. Great Temple Mound is by far the laigest Mississippian mound on the Macon Plateau. Lesser Temple Mound was partly destroyed by railroad construction in the 1840s.
FUNERAL MOUND--The mound was the burial place for village leaders. Over 100 burials have been uncovered, many with shell and copper ornaments. Like the temple mounds, this mound was built in successive stages--at least seven. The structures that stood on top at each stage may have been used in preparing the dead for burial. The present height corresponds to the third stage. Much of the mound was destroyed by a railroad cut in the 1870s.
From: Ocmulgee National Monument pamphlet, National Park Service

Early Inhabitants of Georgia Lesson 2 Worksheet 2.1
THE OCMUlGEE MOUNDS
Several different cultures have lived on the Macon Plateau since before 9000 B.C. - Paleo Indians, Archaic, Woodland, Mississippian, and Historic. Many elements of the early cultures were combined and adapted by later cultures that lived on the site.
Use Handout 2.1, "Map of the Ocmulgee Site, and Handout 2.2, "A Tour of the Park" to answer the following questions about the relationship between people and their environment.
1. What two creeks/rivers are located near the Ocmulgee Mounds?
and
2. What evidence is there that Europeans exchanged goods with the people of the Macon Plateau?
3. The Southern Railroad built a rail line through this site in the 1840s and again in the 1870's. Were the Creek Indians still living on the Plateau at this time?
What impact did building this railroad have on archaeologists learning about the people on the Macon Plateau?

4. Match the site in the column on the left with the description in the column on the right.

SITE Funeral Mound ---- Trading Post ---- Trenches
----. Ea rth lodge
==== Temple Mounds

a) platform for a ceremonial building
b) prehistoric ditches; used for either defense or storage
c) burial site for over 100 village leaders d) meeting place for village leaders
e) place where the English and Indians exchanged goods

5. The Woodland period lasted from about 1000 B.C. until 900 A.D. How long did the period last?

Which period was longest in duration? - - - - - - - -
6. How has use of the Macon Plateau today been affected by events of the past?

TOPIC/CONCEPT ~:

EARLY INHABITANTS OF GEORGIA

LESSON 3

HERNANDO DESOTO EXPLORES THE SOUTHEAST

QCC CONTENT OBJECTIVE(S): 7

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 5, 20-33, 34, 35, 36, 41, 42, 49, 51, 52, 53, 55, 57

LESSON OBJECTIVE(S):

The student will be able to:

3.1 locate and label selected physical and cultural sites on an outline map of the Southeast.
3.2 trace the route of Spanish explorer Hernando DeSoto. 3.3 research major events which occurred during DeSoto's journey .

MATERIALS AND RESOURCES:

. Worksheet 3.1 liThe Southeastern United States ll .Handout 3.1 IIHernando DeSoto Explores the Southeast ll .Media center reference tools

ACTIVITIES:

Activity 1 Divide students into small groups. Distribute Worksheet 3.1 to each group and have students work cooperatively to identify and label the following:

Natural Features Tampa Bay
Arkansas River
Coosa River Savannah River
Flint River Ocmulgee River A.labama River
Mississippi River

Cultura1 Features

Tallahassee, FL

Leesburg, GA

Arkansas

Hawkinsville, GA

Florida

Cordele, GA

Louisiana

Dublin, GA

Georgia

Augusta, GA

Mississippi

Cartersville, GA

North Carolina

Mabila, AL [Mavilla]

South Carolina

Tupelo, MI

Bainbridge, GA

Cuba

Students may need a variety of resources to complete this activity - e.g. textbook, wall map, history atlas, etc.

Activity 2 Distribute Handout 3.1 to each group. Ask students to read the descriptr
on of DeSoto's travels and use the information to trace his route on the outline map (Worksheet 3.1).

Activity 3
Many exciting stories and adventures occurred during Hernando DeSoto's three year journey. Escort students to the media center and have them use a variety of media to (1) develop a timeline of major events relating to DeSoto's travels and (2) prepare an oral or written report on one of the following events which occurred during DeSoto's travels:
a. The IILady of Cofitachequi ll b. IILittle Egypt ll in Murray County c. The Mabila Massacre
d. DeSoto's Death and Burial

Early Inhabitants of Georgia

, ... Lesson 3

'; r -

Worksheet 3.1 (Ie

,I



Early Inhabitants of Georgia Lesson 3 Handout 3.1
HERNANDO DESOTO EXPLORES THE SOUTHEAST In 1538, Hernando DeSoto began to assemble a group of men, ships, and supplies for his trip to explore the portion of the New World known today as the Southeastern United States. On May 18, 1539, DeSoto set sail from Cuba and landed at Tampa Bay on May 30, 1539. He traveled northward to a site near what is today Tallahassee, Florida and spent the winter. DeSoto and his men entered Georgia in the spring of 1540 near the site of Bainbridge. They continued through what is now Cordele, Dublin, and Augusta. After two months in what is today Georgia, the Spaniards crossed the Savannah River into the Carolinas and then headed northwest along the river to about the 35th line of latitude. There he turned west, traveling approximately 100 miles, and then turned south. DeSoto reentered Georgia passing near what is today Cartersville and then again headed west along the Coosa River into Alabama. He then pushed southwestward with his troops along the Alabama River as far south as Mabila. There he turned northwestward and spent the winter of 1540 - 1541 camping near what is today Tupelo, Mississippi. In the spring DeSoto traveled west discovering the Mississippi River and then went beyond it along the Arkansas River. He then marched south into Louisiana. DeSoto died and was buried in the Mississippi River by his men on May 21, 1542.

TOPIC/CONCEPT ~: EARLY INHABITANTS OF GEORGIA

LESSON i

EXPLORATION AND RIVALRY IN THE SOUTHEAST

QCC CONTENT OBJECTIVE(S): 7

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 5, 7 , 35, 38, 48, 55

LESSON OBJECTIVE(S):

The student will be able to:

4.1 explain how the Georgian territory was claimed jointly by three
European nations. 4.2 describe the importance of colonization to enforcing land claims .

MATERIALS AND RESOURCES:

. Worksheet 4.1 "European Exploration and Rivalry"

ACTIVITIES:
Provide students a copy of Worksheet 4.1 and ask them to follow the instructions for completing the chart. An enrichment activity for students involves listing the explorers who arrived in Georgia in chronological order, naming the country they represented, and identifying the explorer1s influence on the state. Students might also use this information to draw these areas on an outline map showing the regions of North America claimed by the three major European nations.

Early Inhabitants of Georgia

Lesson 4

,.

Worksheet 4.1

Directions:

EUROPEAN EXPLORATION AND RIVALRY
Use your textbook and other materials relating to the period of exploration to complete the chart. Use the terms and names listed below.

COUNTRY

EXPLORERS

LAND CLAIMS/SETTLEMENTS

Spain

France

England

. . . ("h .... ..; ,..~""'_""'I"\

r",..1 .. _'-',.,..

""1" l.,;,)wVtJ'l\i;;t

,,",\JIUIIIUU~

Juan Ponce de Leon

Hernando DeSoto

Jean Ri bau lt

John Cabot Pedro Mendez Sir Frances Drake Fort Caroline

St. Augustine Guale Missions Charleston Santa Catalina

Mobile Jamestown Bil oxi Fort King George

Based on your research and the completed chart, why do you think the land we now call Georgia was once referred to as "Debatable Land?"

TOPIC OVERVIEW

TOPIC/CONCEPT ~. SUGGESTED TIME: PURPOSE:

Colonial Georgia (1732 - 1776) 3 weeks To familiarize students with the early years of the

VOCABULARY:
mercantilism charter trustee colony

Colonist New World settler journa1

TOPIC/CONCEPT f: COLONIAL GEORGIA

LESSON 1

TYPES OF COLONIES

QCc CONTENT OBJECTIVE(S): 10 , 13

QCC SKILLS OBJECTIVE(S):

1, 2, 5

LESSON OBJECTIVE(S):

The student will be able to:

1.1 identify the four types of English colonies. 1.2 define mercantilism and describe the role of the Georgia colony in the
process.

MATERIALS AND RESOURCES:

.Textbook, film/filmstrip, or minilecture as source of background material .Worksheet 1.1 "Types of Colonies"

ACTIVITIES:

Activity 1

Give students background information on the concept of a colony, the four

basic types of colonial government and why European countries wanted to

colonize the New World. Students should understand the concepts of colony

and mercantilism. The background lesson should also explain why the

governments of Europe desired land in the New World and how these concepts

tie together. The background information could be provided in the form of

a minilecture, a textbook selection or filmstrip. To help students

organize the information for easy retrieval, have them complete Worksheet

1.1.

'

Sample questions to ask while working with the data retrieval chart:

.Describe the differences between the four types of English colonies . . Explain the reasons for colonization . .Why were trading companies organized? .What control did the people of the royal colonies have over their government?

Type of Colony Proprietary Trading Charter Colony Royal Colony

Colonial Georgia Lesson 1 Worksheet 1.1

TYPES OF COLONIES Description

Examples

TOPIC/CONCEPT f: COLONIAL GEORGIA

LESSON f

THE CHARTER OF GEORGIA

QCC CONTENT OBJECTIVE(S):

11, 14

QCC SKILLS OBJECTIVE(S):

1, 2, 6, 41, 42, 43, 44, 47, 55, 57

LESSON OBJECTIVE(S):

The student will be able to:

2.1 list the three reasons for the founding of Georgia. 2.2 identify the function of the trustees. 2.3 construct an outline map of the original Georgia land grant .

MATERIALS AND RESOURCES:

. Handout 1.1 "Excerpts from Georgia1s Charter of 1732" .Worksheet 1.1 "Primary Source Acti vi ty Sheet II .Worksheet 1.2 "Outline Map of the United States"

ACTIVITI ES:
Activity 1 Distribute copies of the Georgia Charter (Handout 1.1) to each member of the class. Point out that the original charter contained no punctuation marks. To insure that they read the document in a meaningful manner, ask them to work individually or in pairs to add proper punctuation marks. When the students have read the document, ask them to list the three basic reasons given for the founding of Georgia. Worksheet 1.1 provides an overview of the major points of the, charter. Other questions to ask might include:
.Which of the three reasons do you think was the most important to the king? Why? .Which reason do you think was the most important to the people in the other English colonies? Why? .What type of colony was Georgia - trading company, charter, proprietary, royal? Justify your answer using information from the document . . Who were the trustees and what was their responsibility? .Was religious freedom guaranteed to all residents of the colony?

Activity 2 Using the description of the land King George gave to the trustees, draw how Georgia looked on a map. Ask the students:
.What states now exist where Georgia originally was to be located? .Why do you think the king gave such a large amount of land to the trustees? .Why was England interested in seeing that Georgia was settled? .Towns in Georgia are granted charters which allow them to set up governments. Who grants these charters? Compare this type of charter to the type granted to the trustees. How are they alike? Different?

Colonial Georgia Lesson 2 Handout 1.1
Excerpts from Georgia's Charter of 1732
George the Second by the Grace of God To all to whom these Presents shall come Greeting wheras we are Credibly Informed that many of our Poor Subjects are through misfortunes and want of Employment reduced to great necessities insomuch as by their labour they are not able to provide a maintenance for themselves and Families and if they had means to defray the Charge of Passage and other Expenses incident to new Settlements they would be Glad to be Settled in any of our Provinces in America whereby Cultivating the lands at present wast and desolate they might not only gain a Comfortable Subsistence for themselves and families but also Strengthen our Colonies and Encrease the trade Navigation and wealth of these our Realms And whereas our Provinces in North America have been frequently Ravaged by Indian Enemies more Especially that of South Carolina which in the late was by the neighbouring Savages was laid wast with Fire and Sword and great numbers of the English Inhabitants miserably Massacred And our Loving Subjects who now Inhabit these by reason of the Smallness of their numbers will in case of any new war be Exposed to the like Calamities in as much as their whole Southern Frontier continueth unsettled and lieth open to the said Savages And whereas wee think it highly becoming Our Crown and Royal Dignity to protect all our Loving Subjects be they never so distant from us to Extend our Fatherly Compassion even to the meanest and most unfortunate of our people and to relieve the wants of our above mentioned poor Subjects And that it will be highly Conductive for accomplishing those Ends that a Regular Colony of the said poor people be Settled and Established in the Southern Frontiers of Carolina and whereas wee have been well Assured that if wee would be Graciously pleased to Erect and Settle a Corporation for the receiving managing and Disposing of the contributions of our Loving Subjects divers persons would be Induced to Contribute to the uses and purposes aforesaid know yes therefore that wee have for the Considerations aforesaid and for the better and more Orderly Carrying on the said good purposes of our Especial Grace certain Knowledge and meet Motion Willed Ordained Constituted and Appointed And by these Presents for us our heir and Successors Do Will Ordain Constitute Declare and Grant That our right Trusty and Wellbeloved John Lord Viscount Percival of our Kingdom of Ireland Our trusty and Wellbeloved Edward Digby George Carpenter James Oglethorpe George Heathcote Thomas Tower Robert More Robert Huchs Rogers Holland William Sloper Francis Eyles Joh Laroche James Vernon William Belitha Esquires Stephen Hales Master of Arts John Burton Batchelor in Divinity Richard Bundy Master of Arts Arthur Bedford Master of Arts Samuel Smith Master of Arts Adam Anderson and Thomas Coran Gentlemen and Such other perso~s as shall be elected in the manner hereinafter mentioned and their Successors to be Elected in manner as hereinafter is directed be and shall be one Body Politick and Corporate in Deed and in name by the Name of The Trustees for _Establishing the Colony of Georgia in American ..

Colonial Georgia Lesson 2 Handout 1.1 (Page 2)
... all those 1ands Countries and Territories Situate lying and being in that part of south Carolina in America which lies from the most Northern Stream of a River there commonly called the Savannah all along the Sea Coast to the Southward unto the most Southern Stream of a certain other great water or River called the Altamaha and Westward from the heads of the said Rivers respectively in Direct Lines to the South Seas ..
... there shall be a liberty of conscience allowed in the Worship of God to all persons inhabiting or which shall inhabit or be Resident within our said Province And that all such persons Except Papists shall have a Free Exercise of their Religion ..
Albert B. Saye, ed., Georgia Charter of 1732, Athens: University of Georgia Press, 1942, pages 19-21, 39, 49.

GROUP MEMBERS:

Colonial Georgia Lesson 2 Worksheet 1.1
CHARTER OF 1732 Primary Source Activity
__

Read the Charter and supply the proper punctuation to allow for easier comprehension. When you finish, answer the following questions by quoting the appropriate sections of the document. 1. Who was the king who granted the Charter? 2. What were the three reasons for the founding of the colony?
a)
b)
c)
3. Who were the 21 trustees? (Name them)
4. What was the official title given to the trustees? 5. How were "replacement" trustees to be chosen? (elected/appointed) 6. What religious group (if any) was not allowed in the colony of Georgia? 7. On the map, draw in the boundaries of Georgia as.described in the Charter.
Label all the present states that Georgia would have included had these original boundaries remained.

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TOPIC/CONCEPT ~: COLONIAL GEORGIA

LESSON ~

SELECTING THE COLONISTS

QCC CONTENTOBJECTIVE(S):

12 , 14

QCC SKILLS OBJECTIVE(S):

4, 5, 6, 9, 11, 12, 15, 18, 20-31, 33

LESSON OBJECTIVE(S):

The student will be able to:

3.1 develop hypotheses from raw data concerning the type of person who colonized Georgia.
3.2 express a point of view concerning the quality of life in the New
World. 3.3 develop a list of criteria for selecting qualified colonists .

MATERIALS AND RESOURCES:

. Handout 3.1 "List of Passengers on the Ann ll

ACTIVITIES:
Activity 1 Distribute copies of IIList of Passengers on the Ann" to each student and have them examine the list and tally items such as
.number of families who made the voyage .number of children who made the voyage .average age of the adult colonists .number of people who had died .number of people who left the colony .the variety of jobs represented .any other appropriate tally
Tallying can be divided among students. Group members can divide the list and each be responsible for one particular item.
Have the students display their findings graphically to make it easier to interpret. Help them to determine the most effective means of display circle graph, bar graph, line graph, etc.
Acti vity 2 After the students have completed the above, have them formulate hypotheses based on their findings. The following questions may aid them.
1. Why do you think entire families were encouraged to become colonists rather than just unmarried adults?
2. Who was more likely to leave Europe, a young, middle-aged or older person? Why?
3. Were there more men or women among the first colonists? Why? 4. What generalization could be made about the quality of life in Georgia?

TOPIC/CONCEPT ~: COLONIAL GEORGIA

LESSON l

SELECTING THE COLONISTS

QCC CONTENT OBJECTIVE(S): 12, 14

QCC SKILLS OBJECTIVE(S):

4, 5, 6, 9, 11, 12, 15, 18, 20-31, 33

ACTIVITIES:

Activity 2 (Conld ... ) 5. What occupations seem over-represented? Under-represented? 6. Do you feel any occupations listed were unnecessary? Are there any not
listed that you feel should be?

Make a list of jobs parents in this class hold. Compare this list of occupations to that of the first colonists. Which are the oldest methods of earning a living still present in the community? Which jobs appear to
no longer exist?

Activity 3 Based on what you have learned about life in the colony, conduct a
role-play activity in which you are trying to convince

.your parents to move your family to Georgia. (Your parents want to stay in England.) .your husband/wife to go to the New World. (He/she would rather stay in England.) .General Oglethorpe to take you on the Ann with him. Convince him you would be of value to the colony. (He does not want to take you.)

Be sure to list arguments in your favor before you begin. After you have completed the activity once, reverse roles with your partner. Are you able to see their point of view?

Activity 4
Prepare a recruitment advertisement to place in n~wspapers in England. Describe the type of person you, as a trustee, are looking for - the benefits of being one of the first colonists, the responsibilities expected of a colonist, etc. Include any other information you think may convince people to sign up for the voyage.

For those people who respond to your ad, have an application form for them
to completa. Decide what information would be useful to you as a trustee in choosing the best applicants and put those questions on the application.

LIST OF PASSENGERS ON THE ANN

Colonial Georgia
Lesson 3 Handout 3.1

Name

Occupation and Family Age Connection

Savannah Official Position Lot No. in Georgia

Disposition by 1754

Amatis, Paul

Italian silk man

Bowling, Timothy Calvert. Mary Calvert. WiJliam Cameron. John
(Richard) Cannon. Clementine
Cannon. James

38 Potash maker 42 Wife of William 44 Trader in goods 35 Servant to Francis
Scott 3 Daughter to
Richard 7 mo. Son to Richard

Cannon, Mannaduke Cannon, Mary Cannon. Richard
Carwell, James Carwell. Margaret Causton, Thomas

9 Son to Richard 33 Wife to Richard 36 Calendar &
carpenter 35 Peruke maker 32 Wife to James 40 Calico printer

Christie, Thomas Clark. Charles Clark, James

32 Merchant 11 Son to Robert 9 mo. Son to Robert

Clark. John Clark. Judith Clark. Peter Clark. Robert Close. Ann
Close, Hanna

4 Son to Robert 24 Wife to Robert
3 Son to Robert 37 Tailor
2 Daughter to Henry
32 Wife to Henry

CJose. Henry Coles, Anna Coles, Anna
Coles. Joseph Cooper. Joseph Cormack. Mary
Cox, Eunice
Cox. Frances Cox. William Cox. William EJlis. Thomas
Fitzwalter, Joseph

42 CJothworker . 32 Wife to Joseph
13 Daughter to Joseph
28 Miller and baker 37 Writer 11 Servant to Noble
Jones 3 Daughter to
William 35 Wife to William 41 Surgeon 12 Son to William 17 Servant to Noble
Jones 31 Gardener

Fox, Walter

35 Turner

Goddard. Elizabeth 42 Wife to James

Gardener and silk Dead, Dec., 1736

care

35

Dead. Nov. 5. 1733

Dead. July 4. 1733

77

No record after 1738

To S.C.

Supposedly

murdered (?)

Dead, on Ann, Nov.

26, 1732

No record after 1741

Dead. July 22, 1733

Dead, 1735

5

4 Keeper of workhouse No record after 1741

Dead, Sept. 7, 1733

24 Bailiff, public

Dead, 1746

storekeeper

19 Bailiff. recorder

In S.C. (?)

Dead, no date

Dead on Ann, Dec.

22. 1732

No record after 1740

Perhaps in Georgia

No record after 1740

37

Dead. April 18, 1734

Dead. April 2. 1734

To Scotland, May.

1740

40

Dead. Dec. 14. 1733

Apparently still in Ga.

n ""

27

Dead. Mar. 4, 1734/5

20

Dead. March 29, 1735

No record

To England. 1734

6
55 8 Constable, public
gardener 2 Port gunner.
tything man

To Englana. 1734 Dead. April 6, 1733 To England, 1734 No record after 1738
Dead. Oct. 28. 1742
Dead, Dec. 30, 1741
Dead. July 28, 1733

Name

Occupation and Family Age Connection

Savannah Official Position Lot No. in Georgia

Colonial Georgia Lesson 3 Handout 3- .1
Disposition by 1754

Goddard. Elizabeth

5 Daughter to

No record after 1735

I

Goddard. James

James 35 Carpenter and
joiner

1

Dead. July, 1733

Goddard. John

9 Son to James

No record after 1743

Gordon. Katherine 28 Wife to Peter

To England

Gordon. Peter

34 Upholsterer

23 Bailiff

To England. April.

1738

Gready. John

22 Farmer

3

Apparently in S. C.

Greenfield. Charles 16 Nephew to Wm,

No record after 1738

Calvert

Greenfield. Sarah

16 Niece to Wm.

Apparently to S. C.

Calvert

Greenfield. William 19 Nephew to Wm.

No record after 1738

Calvert

Hicks. Mary

Servant to Richard

No record after 1733

Cannon

Hodges. Elizabeth

16 Daughter to

Dead. Aug. 4. 1735

Richard

Hodges. Mary

42 Wife to Richard

17

Apparently in Georgia

Hodges. Mary

18 Daughter to

Dead, March 24. 1738

Richard

Hodges. Richard

50 Basketmaker

17 Bailiff

Dead. July 20, 1733

Hodges. Sarah

5 Daughter to

Apparently in Georgia

Richard

Hugh~s, Elizabeth

22 Wife to Joseph

Dead, June 5, 1740

Hughes. Joseph

28 Cider trade. under-

Storekeeper to Trust Dead. Sept. 30. 1733

stands writing

and accounts

16

Johnson. Robert

17 Servant to Thos.

Dead. July 23, 1734

Christie

Jones. Mary

3 Daughter to Noble

In Georgia

Jones. Noble

32 Carpenter

41 Surveyor. constable. In Georgia

guard boat com

mander. register.

capt. of militia

Jones. Nnhlp W

10 Son to Noble

46

In Georgia

Jones. Sarah

32 Wife to Noble

Probably dead. 1752

Little. Elizabeth

31 Wife to William

Dead, Sept. 26. 1733

Little, Mary

5 Daughter to

Dead, July 12. 1733

William

Little. William

31 Understands flax

Dead. July 12. 1733

and hemp

37

Little. William

2 Son to William

In Georgia

Uoyd. Henry

21 Servant to

No record after 1739

William Cox 171

Mackay. John

25 Servant to

Dead. July 25. 1733

Joseph Stanley

Milledge. Elizabeth 40 Wife to Thomas

Dead. June 2. 1734

Milledge. Frances

5 Daughter to

Probably in Georgia

Thomas

Milledge. James

2 Son to Thomas

Dead. Nov. 4. 1734

Milledge. John

11 Son to Thomas

91 Tythingman. com- Still in Georgia

mander at Fort

Argyle

Name Milledge. Richard Milledge. Sarah
Milledge. Thomas
Mugridge. Francis Muir. Ellen Muir. James

OccupCJtion and Family Age Connection
8 Son to Thomas 9 Daughter to
Thomas 42 Carpenter and
joiner 39 Sawyer 38 Wife to James 38 Peruke maker

Savannah Official Position Lot No. in Georgia
36 12 18

Muir. John Overend. Joshua Parker. Jane Parker. Samuel
Parker. Samuel. Jr. Parker. Thomas Penrose. Elizabeth Penrose. John Pratt, Thomas

2 Son to James 40 Mercer 36 Wife to Samuel 33 Heelmaker. under-
stands carpentering 16 Son to Samuel 9 Son to Samuel 46 Wife to John 35 Husbandman 21

11 38
Constable
38 93 Blacksmith
15 Pilot at Tybee 33

Sarnmes. John Satchfield, Elizabeth
Scott, Francis
Stanley, Elizabeth

42 Cordwainer 24 Servant to James
Muir 40 Reduced military
officer 35 Wife to Joseph

9 Public midwife

Stanley. Joseph
Symes, Ann
Symes, George Symes, Sarah Thibaut, Daniel Thibat..'t, Diana
Thibaut, James Thibaut. Mary Wallis, Elizabeth
Wanen. Elizabeth

45 Stockingmaker, can draw and reel silk
21 Daughter to George
55 Apothecary 52 Wife to George 50 Understands vines
7 Daughter to Daniel
12 Son to Daniel 40 Wife to Daniel 19 Servant to Wm.
Calvert 27 Wife to John

, Sexton
7 Magistrate (?) 39 39

Wanen, Elizabeth Wanen, Georgius
Marinus Wanen, John
Wanen. John Wanen, Richard Wanen. William Waterland. William

3 Daughter to John Son to John
3 wks. 34 Aax and hemp dresser 2 Son to John 4 Son to John 6 Son to John 44 Mercer

10 34 Bailiff

Colonial Georgia Lesson 3 Handout 3.1
Disposition by 1754
No record after 1740 In Georgia
Dead. July 29. 1733
Dead. July 1. 1735 Dead. July 10. 1733 To S.c.. 1739. died
there To S.c. Dead. June. 1733 Dead. 1742 (?) Dead. July 20. 1733
Dead. 1741 In Georgia Apparently in Georgia In Georgia To England, April.
1735 Dead. Aug. 21. 1733 No record
Dead, Jan. 2, 1734
To England, Oct., 1736
Apparently still in Georgia
Dead. 1739
Dead, by 1740 Dead. July 21, 1733 Dead. Oct. 24. 1733 Dead. no date
In Georgia Apparently in Georgia Dead. no date
Dead, March 30, 1737, in England
No record after 1746 No record. Appar-
ently dead. Dead, Aug. 11,1733
Dead. June 12. 1733 In Georgia Dead. Sept. 5, 1733 To S.C., 1734

Name

Occupation and Family Age Connection

Savannah Official Position Lot No. in Georgia

Colonial Georgia Lesson 3 Handout 3.1
Disposition by 1754

Wellen. Elias Ann

18 Servant to Joseph

To England

f

Coles

I

West. Elizabeth

33 Wife to John

,;

West. John

33 Smith

31 Bailiff

Dead. July 1, 1733 Dead. 1739

West. Richard

5 Son to John

Dead. July 31, 1733

Wilson. James

21 Sawyer

32

No record after 1740

Wright. Elizabeth

11 ' Daughter to John

Dead. May 8. 1743

Wright. John

33 Vintner

30

Dead. Dec. 1737

Wright. John

Son to John

Tythingman. jailor. No record after 1742

Norton

13

messenger to Presi-

dent and Assistants

Wright. Penelope

33 Wife to John

Wharfinger

In Georgia

Young. Thomas

45 Wheelwright

26

Dead. by 1750

All pOS$engers
DeadNo record To S.C To Britain Alive in Ga Probably in Ga. .
Total

. 60 . 19 .7 . 10 . 11 .9
114

Date of Deaths

1732. . . . . . . . . . . . . . . . . . .. 2

1733

" 26

1734. . . . . . . . . . . . . . . . . . .. 6

1735. . . . . . . . . . . . . . . . . . .. 5

1736

1

1737. . . . . . . . . . . . . . . . . . .. 2

1738

,

"1

1739

"3

1740. . . . . . . . . . . . . . . . . . .. 2

No date. . . . . . . .. . . . . . . .. 4

Recapitulation

Heads of Families

Dead-

27

No record

,3

To S.C

3

In Georgia

,2

Probably in Ga. . . . . . . . . . . .. 2

To Britain . . . . . . . . . . . . . . .. 2

*1 to S.C. and died there 1 to Britain and died there 1 no record. apparently dead

Total

39

Wives of Heads of Families

Dead-

13

To Britain

"5

In Georgia .. . .. .. .. ..

1

Probably in Ga.

5

No wife came with. . . . . . . .. 15

Total

39

*1 dead in England

Temple. S. B. and Coleman. Kenneth. GeorgiaJoumeys. Athens: University ofGeorgia Press. 1961. pp. 295-299.

TOPIC/CONCEPT ~: COLONIAL GEORGIA

LESSON 1.

EARLY DAYS OF THE SAVANNAH SETTLEMENT

QCC CONTENT OBJECTIVE(S):

11, 12, 13, 14

QCC SKILLS OBJECTIVE(S):

1,2. 11 .6.7,8,12,34,36.37,41,48,49. 53, 55, 56

LESSON OBJECTIVE(S):

The student will be able to:

4.1 describe the activities of the first Georgia colonists. 4.2 write an interpretation of the events of the first days of the
settlement. 4.3 identify the components of a planned city .

MATERIALS AND RESOURCES:

. Handout 4.1 "The Journal of Peter Gordon" .Worksheet 4.1 "Peter Gordon's Map Savannah, A Planned City (1734)"

ACTIVITIES:

Activity 1 Distribute copies of the Journal of Peter Gordon (Handout 4.1) to each student. Have them read the journal and summarize the major events of each day's entry.

When students have finished, discuss the major happenings of that first week in Savannah. Include the following:

.The role Native Americans played . .The role the South Carolinians played . .The reason for the difference in the dates (adjustment in the calendar during the mid 1700s) . .Other events of interest.

Activitv 2
Have the students create their own journal entry based on some events mentioned by Gordon in his journal. For example, they might pretend they were one of the children sent below deck during the near pirate attack.
What was it like down there? What were they thinking? Have them perform "they were there" skits of some event they find interesting and describe it from a different point of view.

Acti'vi ty 3
Distribute copies of Peter Gordon's Map of Savannah (Worksheet 4.1) to each student. Have the students speculate as to what each of the 15 items on the map represent. Guide them to discovering the identity of, need for and purpose each of the items. Some possible questions to ask include:

1. Why did Gordon call Savannah a planned city? 2. What did the South Carolinians do to help the Georgia colonists?

TOPIC/CONCEPT f: COLONIAL GEORGIA

LESSON ~

EARLY DAYS OF THE SAVANNAH SETTLEMENT

QCC CONTENT OBJECTIVE(S): 11, 12, 13, 14

QCC SKILLS OBJECTIVE(S):

1, 2, 4, 6, 7, 8, 12, 34, 36, 37, 41, 48, 49, 53,
55, 56

ACTIVITI ES:

Activity 3 (Conld ... ) 3. Why was the palisade needed only on one side of the city?
4. Why was the fort located at the rear of the city? 5. Why was there a community oven, mill and well?

The items on the map are:

1. The Sta irs 2. Mr. Oglethorpe's Tent 3. The Crane and Bell 4. The Tabernacle and Court House 5. The Publick Mill 6. The House for Strangers 7. The Publick Oven 8. The Draw Well 9. The Lott for the Church 10. The Publick Stores 11. The Fort 12. The Parsonage House
13. The Palisades 14. The Guard House and Battery of Cannon 15. Hutchinson's Island

Activity 4 Ask students to select one of the following to complete:

Write a short paragraph which describes how you can be of help to your parents in the new colony of Georgia.

or

Write a short paragraph which discusses how you would have liked to live in colonial days. Give reasons why you feel the way you do.

or Imagine that you are preparing to leave England to come to Georgia. If you were told you could only bring 10 things with you due to limited space on the ship, what would you bring?

Colonial Georgia Lesson 4
Handout 4.1

The Journal of Peter Gordon

~

The 17th about two in the afternoon, we were alarmed by a sloop who as soon as

~~

he perceived us standing along shore, emediately changed his course and bore

8

down upon us, which looking very suspitious made us conclude that he must

either be a pirate or Spanish Guard de Costa and that his intention was to

plunder us, upon which Mr. Oglethorp order'd all our men upon deck, and the

small arms too be brought up, and all the women and children to keep below and

not appear upon deck. In the mean time, while we were drawing our men up, and

getting our arms loaded, and ready for our defence, Captain Thomas who

commanded the shipp order'd his great guns to be charged, and all things ready

on his part, continuing still our courss. And the sloop bearing still down

upon us and who by this time hade gott so near us that we could perseive he had

Jack Ensigne and pennant flying which appear'd to us to be Spanish Colours, but

being by this time pretty well provided for him, the Captain ordered the courss

to be hauled up in order to waite for him. As soon as he came within gun shott

of us, the captain order's a gun to fired across the stem, and we could

perceive the ball to fall about a hundred yards a head of him, but that not

bringing him too, as we expected it would; he ordered another to be fired,

still nearer to him, which fell within a very small distance of him, upon which

and fearing the next shott would be aborad him he thought proper to lower his

top sails, and upon viewing us and finding we were so well provided for him

both sides of the shipp being compleatly lined with armed men, he though proper

to gett upon a wind, and stand away the same courss he was in when we perceived

him first. The pilote whome we hade on board said he hade some knowledge of

him that he hade been a pirate, and that he certainly would have plundered us

hade he not found we were too strong for him.

Arrival at Yamacraw Bluff: Development of Savannah

Next morning being the first of February, we sailed from Jones's Island with a fair wind and arrived the same day at Yamacra Bluff in Georgia, the place
which Mr. Oglethorp hade pitched upon for our intended settlement. As soon as we came near the Bluff, we were saluted by Captain Scott and his party, with
their small arms, which we returned. And as soon as we landed, we sett
emediately about getting our tents fixed, and our goods brought ashore, and carryed up the Bluff, which is fourty foot perpendicular height above by water
mark. This by rc~:cn of the loss sand, and great height, would have been extremly troublesome hade not Captain Scott and his party built stairs for us
before our arrival, which we found of very great use to use in bringing up our goods.

About an hour after our landing, the Indians came with their King, Queen, and Mr. Musgrave, the Indian trader and interpreter, along with him to pay their complements to Mr. Oglethorpe and to welcome us to Yamacraw. The manner of
their approach was thus, at a litle distance they saluted us a voly of their small arms, which was returned by our guard and thane the King, Queen, and
Chiefs and other Indians advanced and before them walked one of their
generally, with his head adorned with white feathers, with rattles in his hands (something like our castenutts) to which he danced, observing just time, singing and throwing his body into a thousand different and antline postures.

Colonial Georgia Lesson 4 Handout 4.1 (Page 2)
In this manner they advanced to pay their obedience to Mr. Oglethorp, who stood at a small distance from his tent, to receive them. And thane conducted them into his tent, seating Tomo Chachi upon his right hand Mr. Musgrace, the interpreter~standingbetweek them. They continued on conference about a quarter of an hour. and thane, returned to their town, which was about a quarter of a mile distant from the place where we pitched our camp, in the same order as they came.
Next being able to compleate the pitching of our tents this night and I being but lately recover'd from my illness, went to ly at the Indian town, at Mr. Musgrove, the interpreters house, with Doctor Cox and his family and Lieutenant Farrington belonging to Captain Massy's Company, who hade order's a handsome supper to be provided for us at Mr. Musgraves house.
As soon as the Indians were informed that we were come to Musgroves house, they begane to entertaine us with dancing round a large fire which they made upon the ground, opposite to the Kings house. Their manner of dancing is in a circle, round the fire, following each other close, with any antick gestures, singing and beating time, with their feet and hands to admiration. One of the oldest of our people, Doctor Lyons, having slept away from our camo and gott a little in drink, found his way up to the Indian town and joyned with the Indians in their dance indeavouring to mimick and ape them in their antick gestures, which I being informed of, sent for him and desired that he would emediately repair home to our camp. Otherwise I assured him I would acquaint Mr. Oglethorp with his folly. He promised me that he would. But being so much in liquor he returned again to the Indians and danced with them as before, which being told to me I ordered severall white men who were there to carry him home by force, it being of a very bad consequence that the Indians should see any follies or indescretion sin owr old men, by which they judge that our young men must be still guilty of greater, for they measure mens understanding and judgement according to their years.
Friday, the 2d we finished our tents, and gott some of our stores on shore. The 3d we gott the petiagores unloaded and all the goods brought up to the Bluff. Sunday the fourth we had Divine Service per formed in Mr. Oglethorps tent, by Reverd: Doctor Herbert with thanksgiving for our safe arrival. Mr. Musgrove, the Indian trader, and his wife were present, and Tomo Chachi, the Indian king. desired to be admitted which Mr. Oglethorp readily consented to and he with his Queen were seated in the tent. During the time of Divine Service, severall of the Indian warriors and others sat at a small distance from the tent, upon trees and behaved very decently.
Munday, the 5th Coll. Bull, being a gentlemen of great experience in making of settlements, was appoynted by the Governour and Council of Carolina to come to use to be assisting with his advise, arrived in his own periagore from Charles Tawn and brought severall letters for Mr. Oglethorp from the Governour and Councill.
Wednesday the 7th we bagane to digg trenches for fixing palisadoes round the place of our intended settlement as a fence in case we should be attacked by Indians, while others of us wee imployed in clearing the lines, and cutting trees to the proper lengths, which was the 14 foot for the palisades. About noon a fire broke out in the guard room, which instantly consumed the same, and burnt severall chests that were in it belonging to owr people and likewise a hutt adjoyning to it belonging to Mr. Warren, whose things were likewise

Colonial Georgia Lesson 4 HandolJt 4.1 (Page 3)

burned. It was with much difficulty we gott the powder out of Mr. Oglethorps

t.ent, which stood almost joyning to the fire, and which we preserved by taking

it emediately down. After we hade gott the fire pretty near extinguished, one

~
:'II,
~
r1

of the large pine trees near 100 feet high took fire and to prevent further damage we wer~obliged to cutt it down and in the fall it broke too barrells of

beef and one barrell of strong bear (beer) in pieces and damaged the end of one

or owr tents. The whole damage amount to about twenty pounds sterling.

Thursday the 8th each family hade given out of the stores on iron pott, frying pan, and three wooden bowls, a Bible, Common Pryer Book, and Whole Duty of Man. This day we were taken of (off) from the palisadoes and sett about sawing and splitting boards eight foot long in order to build clapp board
houses, to gett us under better cover till our framed houses could be built. This evening Mr. st. Julien, Mr. Whitaker, Major Barnwell. and Mr. Woodward arrived from Charles Town.

From: The Journal of Peter Gordon 1732 - 1735, ed. E. Merton Coulter, Wormsloe Foundation Publications, No.6 (Athens: University of Georgia Press, 1963.)

PETER GORDON'S MAP-SAVANNAII, A PLANNED CITY

I.

9.

13.

2.

10.

14.

3

II.

15.

4

12.

--------hlllll 'I1,e Jouma/ ol/'l'IeT (;ordu" /7.12'/7.15, ed. 1:. Me.hlll Cuuhe., WlItlllsluc Fuu/llialillll I'uhlicalill/ls, Nil to {Alhc/IS: lInivclsily III (;cUlg.a ... css. I""]). p. ii.

;,
o lD
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~
.....

TOPIC OVERVIEW

TOPIC/CONCEPT Q

The First Century of Statehood (1776-1876)

SUGGESTED TIME:

8 weeks

PURPOSE:

To provide students an overview of the beginnings of Georgia as a state from her birth through her growth, development and collapse during the Civil
War.

VOCABULARY:

hypothesis revolution resolution provincial independence census secession

Constitution Articles of Confederation delegates ratify .unicameral/bicameral boundary delegate

fraud speculator rescind lottery cession antebellum

TOPIC/CONCEPT Q:

THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON 1

EVENTS LEADING TO SEPARATION - THE ACTIONS OF ENGLAND

QCC CONTENT OBJECTIVE(S): 15 , 16

QCC SKILLS OBJECTIVE(S):

7, 8, 10, 12, 20-23, 27, 29-31, 33, 38, 39

LESSON OBJECTIVE(S):

The student will be able to:

1.1 compare reactions of Georgians to those of other colonists regarding the policies of England between 1754 and 1783.
1.2 support or negate a hypothesis .

MATERIALS AND RESOURCES:

. Handout 1.1 IIComparing Reactions of Georgia With
the Other Colonies Over the Policies of England, 1754-1783"

ACTIVITIES:

Discuss the meaning of "hypothesis" with students. Propose to students the following hypothesis about the American Revolution:

.The same event can have a different impact on people in different regions of the same country.

Distribute copies of Handout 1.1 to students. Divide the class into small groups to examine the events and prove or disprove this hypothesis. Students should explain and defend their position to others. Student activities are highlighted in boxes in the text of Handout 1.1.

The First Century of Statehood Lesson 1 Handout 1.1
COMPARING REACTIONS OF GEORGIA WITH THE OTHER COLONIES OVER THE POLICIES OF ENGLAND 1754-1783
Hypothesis: Happenings could have their origins from different times and places. You will notice that the settlers of Georgi q did not agree with the other colonists on all the issues of the Revolution. Use examples of these differences to prove or disprove this hypothesis. Keep in mind that many settlers of Georgia were born in England under English culture.
1754-63 - FRENCH AND INDIAN WAR A war between the French and their Indian allies and the English as a result of the colonial rivalry for land and trade in Canada and the Ohio Valley.
EFFECTS ON COLONIES: Colonial soldiers and leaders such as George Washington rally to defend their land and families, and extend colonial territory.
EFFECTS ON GEORGIA: Georgia took little active part except to defend her coast from the the French to prevent the French in the West from getting supplies, and to send letters protesting scout support in defense of Georgia.
1763 - THE TREATY OF PARIS France gave England all of Canada and all land east of the Mississippi River except New Orleans. Spain, France's ally, gave up her claim to Florida.
EFFECTS ON COLONIES: The French threat to North America was removed. Indian raids ceased. A colonial desire for more rights grew. The colonists felt they had bravely defended their land and should be rewarded. England, needing money after the costly war, was determined to collect taxes from the colonists to pay for the protection from the mother country.
EFFECTS ON GEORGIA: The French and Spanish threat to her borders were removed. Georgia's territory was expanded by new boundaries.
1763 - THE PROCLAMATION ACT This act temporarily prohibited further colonial settlement in lands west of the Allegheny Mountains.
Imagine that you are a colonist who purchased land in the West just before the Proclamation of 1763. Write a letter to an English relative complaining about the Proclamation.
EFFECTS ON COLONIES: Farmers, land speculators, and fur traders were angered. They felt the colonies had helped win this land and deserved a share of it. Many colonists ignored the Proclamation.
EFFECTS ON GEORGIA: Georgia's settlement has not stretched far enough west to be affected.

1764 - THE SUGAR ACT This Act provided that molasses from the British West Indies would enter the colonies tax-free. Molasses from other areas would be taxed. The actual tax rate was reduced from the Molasses Act of 1763, but the Sugar Act was enforced.
EFFECTS ON COLONIES: The colonists were angered because the Act was strictly enforced and they felt the British had no right to tax the colonies for revenue.
EFFECTS ON GEORGIA: Georgians were angered because this Act posed a threat to her lumbering industry. Cypress trees were used for making barrels.
Pretend that you are a Georgia lumberman. Write a letter to a friend in England explaining why you are opposed to the Sugar Act.
1765 - THE QUARTERING ACT Required the colonists to furnish English troops with certain supplies, living quarters and the cost of transportation when needed. Also designed to reduce the cost of maintaining an Army for colonial defense.
EFFECTS ON COLONIES: The colonies were angered because they felt this Act was another method of taxing them without their consent and because a large Army was a threat to their liberty.
EFFECTS ON GEORGIA: Generally the same as the rest of the colonies.
1765 - THE STAMP ACT This Act required that a stamp purchased from the British government be placed on all legal documents, newspapers, etc. It was designated as a direct means of raising money.
EFFECTS ON COLONIES: Causes greater anger and resentment, especially among colonial leaders, than any previous Act. Patrick Henry argued that only the colonists had the right to tax themselves through their colonial assemblies.
EFFECTS ON GEORGIA: The Act was met with open resentment by Georgians although Governor Wright tried to oppose the colonists. There were rallies by the IILiberty Boysll and the colonists prevented the stamps from being used in Georgia.
1765 - STAMP ACT CONGRESS The congress issued a IIDeclaration of Rights and Grievances. 1I They expressed their loyalty to the crown, but asserted the right to govern themselves.
EFFECTS ON COLONIES: Movement toward unity among colonists.
EFFECTS ON GEORGIA: Governor Wright opposed sending delegates but those selected backed the action of the Congress.

1966 - STAMP ACT REPEALED Colonial resistance caused Eastern merchants to lose money from trade and forced repeal of this Act.
Work with a committee to write a skit entitled liThe Georgia Sons of Liberty Learn of the Stamp Act." Choose members of the class to act in the skit.
EFFECTS ON COLONIES: The colonists renewed their support to the King.
EFFECTS ON GEORGIA: Similar to other colonies.
1767 - TOWNSEND ACTS This Act placed an external tax on paint, paper, glass, lead and tea imported by the colonies. The money raised by this Act was used to pay British officers in America to eliminate the control of these officials by the colonial assemblies who paid them. Special search warrants called Writs of Assistance allowed officials to search any house or building; even attempts to control smuggling were included.
EFFECTS ON COLONIES: 1. It was taxation without consent. 2. It took away the colonial "power of the pocket book." 3. The Writs of Assistance were a violation of personal liberties. The colonists began a boycott of British goods.
EFFECTS ON GEORGIA: The colonial Assembly objected because they felt only the colonies had the right to impose such a tax. Although Georgia agreed with the attempted boycott proposed by Massachusetts, the agreement had little effect on Georgia imports.
1770 - THE BOSTON MASSACRE Clash between "Redcoats" and the colonists resulting in several colonists death.
EFFECTS ON COLONIES: The colonists believed the British government was plotting to destroy colonial liberty.
EFFECTS ON GEORGIA: The reaction here was not as violent as in the other colonies.
Pretend that you are Samuel Adams. Explain your reasons for wanting Committees of Correspondence to be organized.
1770 - TOWNSEND ACTS REPEALED Although these Acts were repealed, the tax on tea was left to show the colonists Parliament had the right to tax the colonies.
EFFECTS ON COLONIES: This action calmed the conservatives who felt the radicals had stirred up too much trouble. The radicals continued to organize opposition.
EFFECTS ON GEORGIA: Similar to other colonies.

1773 - BOSTON TEA PARTY A group of Bostonians disguised as Indians dumped a shipload of tea into the harbor as a protest against the Tea Act, which was ruining colonial trade.
EFFECTS ON COLONIES: Many colonists rejoiced at the bold action. Others felt the colonists could protest the law but not take the law into their own hands or destroy property.
EFFECTS ON GEORGIA: Similar to other colonies.
1774 - INTOLERABLE ACTS These acts were designed to punish the colonies. 1. The Port of Boston was closed until the tea was paid for. 2. Self-government in Massachusetts was limited. 3. Soldiers were Quartered in private homes to enforce laws. 4. Massachusetts officials accused of crimes were to be tried in England.
EFFECTS ON COLONIES: Colonists sympathized with them and tried to help Massachusetts. They turned their wrath on the British Government. The colonists felt their personal liberties were being interfered with.
EFFECTS ON GEORGIA: Similar to other colonies.
1774 - FIRST CONTINENTAL CONGRESS An inter-colonial meeting to consider English interference with colonial rights.
EFFECTS ON COLONIES: The Congress petitioned the King for a change in British policy while affirming allegiance to the crown. The Congress was divided. The conservatives hoped a settlement could be reached without force. The non-conservatives wanted more freedom within the Empire not outright independence. The Congress issued the Declaration of Rights denouncing all British revenue acts since 1763 and stating the colonies had the right to tax themselves. The Congress formed a non-trading pact called the Continental Association.
EFFECTS ON GEORGIA: Georgia was not represented because of Governor Wright's objections, but she was becoming more determined to gain control of her own affairs.
Write an imaginary conversation between Dr. Lyman Hall and Governor James Wright. Let Governor Wright give his reasons for being opposed to the First Continental Congress.
1775 - LEXINGTON AND CONCORD Clash between a small band of British soldiers and armed colonial "minutemen. 1I The first fighting of the Revolutionary War.
EFFECTS ON COLONIES: The bloodshed made it necessary to decide between loyalty to Britain and America. EFFECTS ON GEORGIA: Similar reaction. Many joined the IILiberty Boys."

1775 - SECOND CONTINENTAL CONGRESS

Issued a IIDeclaration of the Causes and Necessity of Taking Up Arms ll which

stated that the 1I0live

BtrhaenchcoPloentiitsitosnw. 1eI re

willing

to

die

for

their

freedom.

Adopted

EFFECTS ON COLONIES:
Few Americans wanted full Independence but hoped their actions would bring about the changes they wanted.

EFFECTS ON GEORGIA: Choose a delegation to speak and act for them at Congress.

1776 - DECLARATION OF INDEPENDENCE Contained a formal declaration by which the colonies were proclaimed IIfree
and independent ll states.

EFFECTS ON COLONIES: Declaration made the issue in America clear. American allegiance was divided:
1/3 were for outright independence 1/3 were loyalists or Tories 1/3 remained neutral, seeing what would happen.

EFFECTS ON GEORGIA: There was a similar division in Georgia.

Look back and review the things which the colonists objected to. How many objections had to do with work, or government, or worship, or homelife?

1781 - ARTICLES OF .CONFEDERATION Provided a government which kept the states united during the war.

EFFECTS ON COLONIES: Many people began to think of themselves as Americans, part of a nation.

EFFECTS ON GEORGIA: Georgia also developed a strong sense of being part of a nation.

1783 - TREATY OF PARIS
England recognized the independence of the thirteen colonies. The
boundaries of the colonies would extend from Canada and the Great Lakes to the border of Florida, and from the Atlantic Ocean to the Mississippi
River. Arrangements were made for the colonists to pay money owed British merchants.

EFFECTS ON THE UNITED STATES:
Americans realized the new nation faced many problems, and there developed a growing feeling that a united effort was needed to solve them.

EFFECTS ON GEORGIA: Similar to other colonies.

From: Changing Culture - Georgia History, Atlanta Public Schools, 1971, pp. 66 - 71.

TOPIC/CONCEPT Q: THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON f

RESOLUTION OF THE PROVINCIAL CONGRESS

QCC CONTENT OBJECTIVE(S): 15

QCC SKILLS OBJECTIVE(S):

1, 6, 8. 10

LESSON OBJECTIVE(S):

The student will be able to:

2.1 explain attitudes in Georgia toward independence from England. 2.2 identify alternatives to strong rule by the crown .

MATERIALS AND RESOURCES:

.Worksheet 2.1 "Resolution of the Provincial Congress II

ACTIVITI ES:

Distribute copies of the Worksheet 2.1 for students to complete. Explain to students that Governor Wright had been successful in preventing Georgia from sending delegates to the First Continental Congress, 1774. As a result the Continental Congress placed Georgia under a ban of colonial non-intercourse. Georgia responded by calling a conference, electing Archibald Bulloch President and drawing up a set of resolutions.

Discuss student responses to the questions.

"

The First Century of Statehood

Lesson 2

Worksheet 2.1

RESOLUTION OF THE PROVINCIAL CONGRESS, JULY 4, 1775
Resolved. That we were born free, have all the feelings of men, and are entitled to all the natural rights of mankind. Resolved. That by birth or incorporation we are all Britons, and whatsoever Britons many claim as their birthright is ours also ... Resolved. That, that part of the American continent which we inhabit was originally granted by the Crown, and the charter expressly from Charles the 2nd, makes its constitution dependent on the Crown only ... Resolved. That the Acts of the British Parliament, for raising a perpetual revenue on the Americans, by laying a tax on them without their consent, and contrary to their protestations, are diametrically opposite to every idea of property, to the spirit of the constitution, and at one stroke deprive this vast continent of all liberty and prosperity, and as such must be detested by every well wisher of Great Britain and America. Resolved. That the subsequent laws made witb a view to enforce these acts, viz: the Boston Port Bill, and Alteration of their Charter, the Act to carry beyond Sea for Trial, and what refines upon every species of cruelty, the Fishery Bill, are of such a complexion that we can say nothing about them for want of words to express our abhorrence and detestation ... Resolved. That this province bears all true allegiance to our rightful Sovereign, King George III, and always will, and ought to bear it agreeable to the constitution of Great Britain, by virtue of which only the King is now our Sovereign, and which equally binds Majesty and Subjects ... Resolved. That in case his Majesty, or his successors, shall at any time hereafter, make any requisition to the good people of this province, by his Representatives, it will be just and right that such sums should be granted as the nature of the service may require, and the ability and situation of this province will admit of. Resolved. That this province join with the provinces of America now met by delegates in Continental Congress, and that John Houston, and Archibald Bulloch, Esq., The Rev. Dr. Subly, Lyman Hall and Noble Wimberly Jones, Esqs. be delegates from this province for that purpose ... Provincial Congress Resolutions, July 4, 1775, in Collections of the Georgia Historical Society, V, pt. 1, 10-12.
Discussion Questions: 1. What rights did the members of the convention state were theirs? Why were they due these rights? 2. What actions by the British Parliament did they resent? 3. What position did they take toward King George? 4. What position did they take toward the Continental Congress?

From: Changing Cultures - Georgia History, Atlanta Public Schools, 1971, p. 79.

TOPIC/CONCEPT Q: THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON 3

THE DECLARATION OF INDEPENDENCE

QCC CONTENT OBJECTIVE(S):

15. 16, 24

QCC SKILLS OBJECTIVE{S):

1. 6, 8

LESSON OBJECTIVE(S):

The student will be able to:

3.1 read and paraphrase the Declaration of Independence. 3.2 identify the signers of the Declaration of Independence reoresenting
Georgia.

MATERIALS AND RESOURCES:

.Worksheet 3.1 liThe Declaration of Independence"
.Copies of the complete text of the Declaration of Independence

ACTIVITI ES:

Students should complete the worksheet by reading the Declaration of Independence and providing the information requested.

The First Century of Statehood Lesson 3
Worksheet 3.1

DECLARATION OF INDEPENDENCE

When, in the course of human events, it becomes necessary for one people to

the

which have connected them

with one another, and to assume, among the powers of the earth, the

and equal station to which the laws of nature and of nature's God entitle them, -.,.-:--:-:-~-:--- a decent respect to the opinion of mankind requires that they

should

the

which impel them to the separation.

This means

WE hold these truths to be self-evident; That all men are

that they are endowed by their

with certain--u~n:a-l-ie-n-a:b-le

pursuit of

that

among

these are ; That

~to--s-e-c-u-r-e-:th-:es~e-'rights,

and the

are instituted among men, deriving their just powers

from the consent of the

Thi s means

_

That, whenever any form of government becomes destructive of these ends, it is

the right of the people to alter or to

it,

This means ------------------------------

and to institute a new government, laying its foundation on such and organizing its powers in such form as to them shall seem most likely to ~-:-:--~--:---

effect their

and -----------

What does the middle portion of the Declaration contain?

THE COLONIES DECLARE THEIR INDEPENDENCE

We, therefore, the representatives of the

of

America, in General congress assembled, appealing to the

~

of the world for the rectitude (rightness) of our intention, do, in

the name and by the authority of the

of

these colonies, solemnly publish and declare that these untied colonies are,

and of right ought to be

and independent states; and that they

are absolved from all allegiance to the British crown, and that all political

connections between them and the state of

is, and ought to

be, totally dissolved; and that, as free and independent states, they have full

power to

, conclude

, contract

alliances, establish

and do all other acts and things which

independent states may of right do. And, for the support of this declaration,

with a firm reliance on the protection of

, we

mutually pledge to each other our __________ , and our sacred

, our _

GEORGIA SIGNERS: George Walton, Lyman Hall, Button Gwinnett

TOPIC/CONCEPT Q: THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON 4

GEORGIA IN THE REVOLUTION - AN OVERVIEW

QCC CONTENT OBJECTIVE(S):

~15~,~24~

___

QCC SKILLS OBJECTIVE(S):

1, 2, 7, 35, 41, 48, 49, 55

LESSON OBJECTIVE(S):

The student will be able to:

4.1 identify reasons for Georgia's limited involvement in the Revolution. 4.2 describe major activities and battles which took place in Georgia
during the Revolution .

MATERIALS AND RESOURCES:

. Handout 4.1 "Georgia in the Revolution" .Worksheet 4.1 liThe Revolution in Georgia"
.Handout 4.2 liThe American Revolutionary War: Battles in Georgia"

ACTIVITI ES:

Activity 1 Provide students with Handouts 4.1, 4.2 and Worksheet 4.1 to complete. This activity will provide a general overview of events in Georgia during the Revolution.

The First Century of Statehood Lesson 4 Handout 4.1

GEORGIA IN THE REVOLUTION

Georgia was the colony to leave

youngest of the British

the English colonies, and was Empire. Many Georgians of the

th1e770mlosstwreereluscttailnlt

first generation settlers and tended to hold strong loyalty to England.

However, areas of native-born colonists, especially St. Johns Parish near

Midway and the frontier areas around Wilkes County, tended to identify with the

other colonies. In addition, the younger generation became more anti-British.

The patriotic leadership came from small artisans and businessmen.

Although Georgia was the only colony which did not send representatives to the First Continental Congress, the radicals were gaining power in the state. In January 1775, the First Provincial Congress, led by Archibald Bulloch, met in
Savannah and openly defied the colonial authorities. A Georgia battalion of 236 rebel troops, with Lachlan McIntosh as colonel, was formed. On February 11, 1776, colonial Governor James Wright escaped to keep from being captured. Later that year Georgia approved the Declaration of Independence. The signers from the state were Lyman Hall and Button Gwinnett from St. John's Parish, and George Walton from Augusta. The provisional state government adopted a democratic constitution, with power vested in a unicameral assembly.

Although the early battles of the Revolutionary War were being fought in
the northern colonies, the British decided in 1778 to transfer their main operations to the South. On December 29, the redcoats seized Savannah and the
patriots transferred their capital to Augusta. The royal forces moved quickly
to control the rest of the state. Sunbury and Fort Morris, with a large amount of supplies, were captured. The British advance was delayed by defeat in March
at Brier Creek. In late summer 1779, with the help of Count d'Estaingls French naval fleet, the Georgians were finally ready to lay siege to Savannah. But an
unsuccessful attack on the British defenses in October left the patriots weak and disunified.

The Revolution in Georgia reached a low point in 1780. Warfare was reduced to guerrilla operations on the frontier by such men as Elijah Clarke, Patrick Carr, and John Twiggs. The British again occupied Augusta and the state capital was evacuated to Fort Heard in Wilkes County. In 1781, the tide turned and the patriots retook Augusta. With great difficulty, General Anthony Wayne managed to bottle up the British in Savannah. In 1782, the British, having suffered defeat at Yorkto~n, Virginia, evacuated Savannah and the war was over in Georgia.

From: Georgia Secretary of State's Office, n.d.

The First Century of Statehood Lesson 4 Worksheet 4.1
THE REVOLUTION IN GEORGIA
Use Handouts 4.1 and 4.2 to complete the activities and answer the questions. 1. Why was Georgia the most reluctant colony to participate in the
revolution?

2. Draw XiS to show the two areas in Georgia where there ~ many colonists in favor of leaving the British Empire.

3. Name the three signers of the Declaration of Independence who represented Georgia.
a)

b)

c)

4. Savannah was the capital of Georgia until it was captured by the British in 1778. The capital was moved several times during the Revolution. Number the cities in the order which they served as the capital.

Savannah

Heard's Fort

_ _Augusta

5. Place the following Georgia Revolutionary War battles in chronological order:

Kettle Creek

Sunburry

Savannah

Brier Creek

The First Century of Statehood Lesson 4 Handout 4.2

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TOPIC/CONCEPT Q: THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON 5

GEORGIA AND THE CONSTITUTIONAL CONVENTION

QCC CONTENT OBJECTIVE(S): 17, 24

QCC SKILLS OBJECTIVE(S):

1,2,5,6,7,12,35,39

LESSON OBJECTIVE(S):

The student will be able to:

5.1 explain the role of Georgians at the Constitutional Convention in Phil adel phi a.

MATERIALS AND RESOURCES:

.Handout 5.1 IIGeorgia and the New Nation ll .Worksheet 5.1 IIGeorgia's Constitutions ll .Copies of the Georgia Constitution of 1982 (available from the Secretary of State's Office)

ACTIVITI ES:

Explain to students that the national government had been ineffective under the Articles of Confederation. Like the other states (except Rhode Island) Georgians also recognized these weaknesses. Delegates met in Philadelphia during the summer of 1787 with the intention of amending the Articles of Confederation. What the fifty-five delegates gave the young nation was a new Constitution.

Distribute Handout 5.1 for students to read. Discuss the following questions:

1. Were the Georgia delegates in favor of a strong or weak federal government? Why?

2. What Georgian is credited with holding the Convention together? How did he do this?

3. When did Georgia ratify the Constitution? What was significant about this event?

4. Is this reading a primary or secondary resource?

Have students use Handout 5.1 to complete Worksheet 5.1 showing how Georgia's Constitutions have changed.

The First Century of Statehood Lesson 5 Handout 5.1
GEORGIA AND THE NEW NATION
Georgia's delegates at the Constitutional Convention favored the strong union plan of the large states. However, they did not want the central government to have complete power over the states or the people. Georgia had threatened to leave the Convention if Congress were given control of the slave trade. Georgia had a shortage of labor and vast amounts of uncultivated land, and, if Congress restricted the foreign slave trade, the problem would become even more serious.
Abraham Baldwin is said to have held the Convention together and perhaps saved the Constitution by voting with the small states. This created a tie in the vote dealing with how the small and large states should be represented in Congress. Because of the tie vote, further debate was necessary and the Great Compromise was passed.
In October, 1787, a copy of the Constitution reached Georgia. The General Assembly called a state convention to ratify (adopt) or reject the constitution. The convention met in Augusta and voted unanimously to adopt it. On January 2, 1788, the act of ratification was signed by delegates from Georgia's ten counties and Georgia became the first state in the South and fourth in the nation to ratify the Constitution. To celebrate the occasion a cannon shot was fired for each of the thirteen states.
After the Declaration of Independence declared that the American colonies were free from the British Empire, Archibald Bulloch, President of the Council of Safety in Georgia, called a State constitutional convention which drew up the State of Georgia Constitution of 1777. This Constitution, which gave most of the power to the legislature, was the one that Georgia followed until she entered the federal union. Georgians felt then that they needed a constitution which was more nearly like the new Federal constitution. A new State constitution was adopted in 1789.
Georgia's constitution of 1789 was modeled on the Constitution of the United States. A two-house legislature was set up. However, Georgia had more qualifications for membership in the legislature than were required for membership in Congress. Members of the House of Representatives were required to own at least 200 acres of land or other property worth from 150 to 250 pounds. A person must live in the state for two years before he could be a representative. He must be at least twenty-one years old and would serve a term of one year. All religious qualifications were removed. The Senate was made up of one senator from each county. Senators served for three years and were required to be at least twenty-eight years old. They had to own at least 250 acres of land or 250 pounds of property.
The powers of the governor were increased from what they had been during the Revolution. His term was lengthened from one year to two; and, he could now veto bills. He had to be at least thirty years old and must own 500 acres of land or other property worth 1,000 pounds. He had to reside in the state six years before he could be elected. He was elected by the Senate from three names sent to it by the House.
From: Changing Culture - Georgia History, Atlanta City Schools, 1971, pp. 107-108.

The First Century of Statehood Lesson 5
Worksheet 5.1

GEORGIA'S CONSTITUTIONS

CHARACTERISTICS
Type of Legislature
(bicameral/ unicameral)

Georgia
Constitution of 1777

Georgia Constitution of
1789

Georgia Constitution of
1982

Qualifications for Senate

Powers of the Governor

TOPIC/CONCEPT Q: THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON

WESTWARD EXPANSION - THE YAZOO FRAUD

QCC CONTENT OBJECTIVE(S): 18, 19

QCC SKILLS OBJECTIVE(S):

2,3,4,8,24,25,39,47,55, 57

LESSON OBJECTIVE(S):

The student will be able to:

6.1 describe ways in which settlement was encouraged and land was distributed
6.2 identify the Yazoo Lands on different maps

MATERIALS AND RESOURCES:

.Handout 6.1 IIMap of Georgia in 1764 11 .Handout 6.2 IIGrants Made Under the Yazoo Act 1795 11 .Worksheet 6.1 liThe Yazoo Land Fraud ll .Worksheet 6.2 IINewspaper Headlines of the
Yazoo Land Fraud ll

ACTIVITI ES:

Activity 1 Using Handouts 6.1, 6.2 and material in the textbook, review with students Georgia's Land Act of 1777 as a tool to promote immigration. This Act established the Headright System which entitled the head of a family 200 acres for himself and 50 additional acres for each member of his family, including slaves. No family could receive more than 1,000 acres. Settlers poured into Georgia!

In 1794, the General Assembly passed the Yazoo Act authorizing four land companies to buy Georgia's land west of the Chattahoochee. By bribing the members of the legislature, the companies were authorized to purchase over 30 million acres of land for about 1 1/2 cents per acre. As the citizens of Georgia learned of this fraud, they grew angry and elected new members to the legislature who promised to repeal the act. The Legislature repealed the Act by passing the Rescinding Act of 1796 and regaining the land. Controversy still swirled around the Yazoo Land, so in 1802 an agreement was worked out between the state of Georgia and the United States government. This agreement stated that Georgia would cede to the United States its land west of the Chattahoochee in exchange for $1.25 million and removal of the Indians remaining in the boundaries of Georgia.

Activity 2 After giving students a background to the Yazoo Act, have students complete Worksheet 6.1 to identify the major people and events involved.

Activity 3
Students should write a series of newspaper headlines (Worksheet 6.2) describing major people and events relating to the Yazoo Act. Some will reflect facts and some opinion. Help students classify these. Follow up by using today's newspaper to identify current issues and classify the headlines as fact or opinion.

The First Century of Statehood Lesson 6 Handout 6.1

THE YAZOO LAND FRAUD

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From: Changing Culture - Georgia History, Atlanta Public Schools, 1971, p. 105.

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The First Century of Statehood Lesson 6 Worksheet 6.1

Directions:

THE YAZOO LAND FRAUD
Using your textbook, the maps, and your notes from the class discussion, briefly describe the importance of the following in relation to the Yazoo Land Fraud.
1. Treaty of Paris 1763

2. The Land Act of 1777

3. Speculators

4. The Georgia Company

5. The Yazoo Act

6. Louisville

7. The Rescinding Act

8. President Adams

9. 1802 Agreement

10. Senator James Gunn

The First Century of Statehood Lesson 6 Worksheet 6.2
NEWSPAPER HEADLINES OF THE YAZOO LAND FRAUD
Assume that you are the editor of a major newspaper in Georgia in 1802 and that you are writing articles concerning the Land Fraud. Print ten headlines that would help you tell the story.
l.
2.
3.
,
4.
5.
6.
7.
8.
9.
10.
When you finish, exchange papers with another student. Read each headline and tell whether it is a fact or an opinion.

TOPIC/CONCEPT Q: THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON 7

THE LAND LOTTERY SYSTEM

QCC CONTENT OBJECTIVE(S): 18 , 19

QCC SKILLS OBJECTIVE(S):

1, 5, 14, 48, 49, 57

LESSON OBJECTIVE(S):

The student will be able to:

7.1 explain the land lottery system for distributing Georgia's western
land. 7.2 draw conclusions and make generalizations about expansion patterns
in Georgia.

MATERIALS AND RESOURCES:

.Worksheet 7.1 .Handout 7.1 .Handout 7.2 .Handout 7.3 .Handout 7.4

"Georgia's Population 1790-1840" "Methods for Distributing Land" "Map of Georgia Land Lotteries" "Map of Indian Cessions" "Simulation"

ACTIVITI ES:

Acti vity 1

Provide students the information in Handout 7.1 through a lecture or as a handout. Distribute copies of Worksheet 7.1 and Handouts 7.2 and 7.3 for students to complete. When reviewing student responses, stress that (a) Georgia was growing at a faster rate than the United States as a whole; (b) as land was obtained from the Creeks it was quickly distributed to settlers. To find out when your county was involved, use Teacher Resource 7.1 as a transparency overlay to Handouts 7.2 and 7.3.

Activity 2

Using the materials on Handout 7.4, conduct a simulated land lottery with students. Have students register for the lottery by placing their names on
a slip of paper, and place them in a "barrel" for the drawing. In a second "barrel," place the slips of paper containing descriptions of land
lots. Mix in an equal number of blank slips of paper.

Proceed with the lottery by simultaneously drawing a name from one container and a lot from the second container. Announce the result, and
if the student "won " a piece of land, discuss the following:

.What is your lot like? How do you plan to use this land? Would you prefer another location? Why?

.What are the advantages of the lottery system? Disadvantages?

The First Century of Statehood Lesson 7 Handout 7.1
METHODS FOR DISTRIBUTING THE LAND
Headright System
Georgia1s offer of free land to early settlers was generous and fair. The head of a family was granted two hundred acres of land, together with fifty additional acres for each member of his family and for each slave up to ten. However, no family would be granted more than a thousand acres of farm land. This system of distributing farm land in Georgia was known as the Headright system.
During the Revolutionary War, Georgia also offered farm land to men who would come to the defense of the struggling state. In 1776 the offer was one hundred acres for each soldier who enlisted for three years. To those who should remain in the service until the end of the war, two hundred and fifty acres more were granted.
After Georgia was rid of its foreign enemies in 1783, it also granted land as rewards to many men who had fought during the Revolutionary War. Some of these men were prominent leaders. They received grants ranging in size from a thousand to twenty thousand acres. Elijah Clarke, Count dlEstaing, Nathaniel Greene, Anthony Wayne, and many others were given such grants.
Land Lottery System
In 1802 land-hungry men pushed the Indians out of the land west of the Oconee River. The state wanted good citizens to settle the western lands and gave tracts away freely. The land was laid out in lots of 202 acres each.
A new system of granting farm lands called the land lottery was begun. Each piece of land was given a number. Each lot number was placed on a piece of paper. These pieces of paper, all of the same size, were put in a box. Other pieces of paper without numbers were added to the box since there were always more citizens desiring free land than there were tracts of land available. All pieces of paper were thoroughly mixed. Then the drawing began. Some men drew blank pieces of paper and got no land at that drawing. A man who drew a paper with a lot number received as a farm the piece of land bearing that number. This lottery system proved to be a good means of dividing Georgia1s land among those who wanted to start farm homes.
The land lines of many farms in Georgia today still show marks of the two systems af granting farm lands to the original settlers. Going north or west from Savannah where the Headright system was used, land lines often are irregular and difficult to follow. On the other hand, the land lines of farms where the lottery system was used are straight and farm corners have right angles.
it is evident that Georgia started out to convert its vast areas of land into farms as rapidly and as fairly as possible. Because of bad use of the land laws in some cases, however, dishonesty prevailed for some years. Some state officials ignored the farm limit of a thousand acres as set by law. Certain families were granted ten-thousand acre tracts. Land speculation became common.

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Lesson 7 Handout 7. 1 (Page 2)
Land speculation was an easy means by which those who had money could buy a large quantity of land when the price was low, and hold it until the price rose.. They could resell it later for extravagant prices and thereby increased their own bank accounts at the expense of the poor. The worst political scandal in Georgia1s history occurred as a result of this type of evil doing. It was called the Yazoo Fraud because the lands involved extended to the Yazoo River.
Nevertheless, even with some corruption in the distribution of Georgia's lands, the tracts of land sold rapidly. One reason was that the cotton gin increased land value by giving the people an important money-making crop, cotton. As a result, the state's population increased tremendously during this period, rising from 162,686 in 1800 to 516,812 in 1830.
From: Changing Culture - Georgia History, Atlanta Public Schools, 1971, pp. 104 - 105.

The First Century of Statehood Lesson 7
Worksheet 7.1

GEORGIA AND THE U.S. POPULATION 1790 - 1840*

Georgia

Total Increase Per Sq. Mi.

Population (%)

of Land

Year

1790 82,548

.6

1800 162,686 97.1

1.5

1810 252,433 55.2

4.3

1820 340,989 35.1

5.8

1830 516,823 51.6

8.8

1840 691,392 33.8 11.8

*Source: U.S. Census

United States

Total

Increase

Population

(%)

Per Sq. Mi. of Land

3,929,214

4.5

5,308,483 35.1

6.1

7,239,881 36.4

4.3

9,638,453 33.1

5.5

12,866,020 33.5

7.4

17,069,453 32.7

9.8

Use the tables and maps (Handouts 7.2 and 7.3) to answer the following questions.
1. During which decade did the number of people in Georgia increase the most?
2. During which decade did the number of people in the United States as a
whole increase?
3. Overall, from 1790 - 1840, which population increased at a greater rate, that of Georgia or that of the United States?
4. What percentage of Georgia's population was white in 1840?
5. What year was our county opened to settlement by lottery?
6. What year was Floyd County opened to settlement by lottery?
7. What year was Pike County opened to settlement by land lottery?
8. What year was the greatest amount of land opened to settlement by lottery?

From: Lawrence Hepburn, The Georgia History Book, Institute of Government, 1982, p. 62.

The First Century of Statehood Lesson 7 Handout 7.2
MAP OF INDIAN LAND CESSIONS
1835

1825 1814

1818

The First Century of Statehood Lesson 7 Handout 7.3
MAP OF GEORGIA LAND LOTTERIES
1832
1827
1820
Map from Lawrence R. Hepburn, Ed., Contemporary Georgia (Athens: Carl Vinson Institute of Government, University of Georgia, 1987) p. 10.

The First Century of Statehood Lesson 7 Teacher Resource 7.1
TRANSPARENCY OVERLAY MASTER

The First Century of Statehood Lesson 7 Handout 7.4

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Good Farm Land
Lot #3

The First Century of Statehood Lesson 7
Handout 7.4

140 acres Swamp, Poor Soil
Lot #2

100 acres Some Swamp Good Farm Land
Lot #1

210 acres Hilly, River Border, Some Good Farm Land, Creeks
Lot #6

150 acres Good Farm Land
Lot #5

200 acres Some Desert Poor Farm Land
Lot #4

145 acres Swamp,
Poor Farm Land
Lot #9

120 acres Hi 11 y, Creek Good Farm Land
Lot #8

120 acres River Frontage,
Hi 11y Good Farm Land
Lot #7

120 acres Hilly, River,
Ri chSoi 1
Lot #12

The First Century of Statehood Lesson 7
Handout 7.4

105 acres River, Creeks, Poor Farm Soil

100 acres River,
Good Farm Soil

Lot #11

Lot #10

120 acres Rich Soil, Lake Frontage
Lot #15

100 acres Rich Soil, Lake Frontage,
River
Lot #14

75 acres Dense Forest, Poor Soil for Farming
Lot #13

150 acres Steeply Sloping, Poor Soil on a
River
Lot #18

105 acres Ri ch Soil, Level Land
Lot 17

100 acres Swamp, Low Land,
Poor Soil
Lot #16

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Lot #21

The First Century of Statehood Lesson 7
Handout 7.4

140 acres River Frontage, Rich Soil

160 acres Lake Frontage, Some Mountains. Rich Soil

Lot #20

Lot #19

100 acres Dense Forest, Indian Buildings, Plentiful Game
Lot #24

160 acres Mountains, Steeply Sloping Land, poor Soi 1
Lot #23

240 acres River Frontage, Rocky Soil
Lot #22
,

120 acres Ocean Frontage, Several Good Natural Harbors, Good Road System
Lot #27

100 acres Rocky Shoreline, Steeply Sloping
Lot #26

90 acres Ocean Frontage, Deep Harbor
Lot #25

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The First Century of Statehood Lesson 7 Handout 7.4

90 acres Swamp, Low Lying,
Poor Soil
Lot #30

95 acres Level Land, Rich So i 1, Bay Frontage
Lot #29

110 acres Level Land Rich Soil
Lot #28

75 acres Ocean Frontage,
Good Soi 1
Lot #33

105 acres Swampy, Poor Soil, Alligator Problem
Lot #32

95 acres Ocean, Peninsular, Bay Frontage, One
Good Harbor
Lot #31

105 acres River,
Steeply Sloping Land, Fair Soil
Lot #36

115 acres Ocean Frontage,
No Harbors, Rocky Poor Soil
Lot #35

75 acres Rich Soil, Level Land, Creeks, Good Roads
Lot #34

TOPIC/CONCEPT Q: THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON 8

REMOVAL OF THE CREEKS

QCC CONTENT OBJECTIVE(S): 19, 24

QCC SKILLS OBJECTIVE(S):

1,6,7, 12, 15

LESSON OBJECTIVE(S):

The student will be able to:

8.1 describe efforts of the Creek Nation to hold their lands in Georgia. 8.2 identify the source of conflict between Indians and settlers .

MATERIALS AND RESOURCES:

. Handout 8.1 "Who Were the Creeks?" .Worksheet 8.1 "Laws of the Creek Nation"

ACTIVITIES:

Activity 1 Share with students the information in Handout 8.1 and discuss the
questions which follow.

Acti vity 2 Distribute copies of Worksheet 8.1 "Laws of the Creek Nation" (1824), and ask students to study them and be prepared to discuss the following:

a. Which laws are similar to laws in the United States today? b. Which laws were created because of contact with the settlers? c. Which laws were created to solve problems with the lifestyle of the
Creeks?

The First Century of Statehood Lesson 8 Handout 8.1
WHO WERE THE CREEKS?
In 1812 when the United States went to war again with England, many of the Creeks sided with the British against the Georgia settlers. After the war, General Andrew Jackson came to the South and defeated the Creeks in battle and forced them to sign a treaty giving up much of their land in payment for the many settlers they had murdered during the War of 1812.
The Creeks in Georgia, known as the Lower Creeks, were led by William McIntosh. He was part white, as his father was a Scotsman. He saw that the whites were too strong for the Indians and that fighting would not help matters. He finally persuaded his people to sell their lands for money and for other western lands. They signed a treaty agreeing to this deal at Indian Springs, Georgia in 1825. The Upper Creeks who lived in Alabama, however, were so angered at McIntosh for this act that they murdered him.
Because the Upper Creeks refused to sign the treaty, the federal government decided not to carry out the agreement it had previously made with the state of Georgia to move the Indians west of the Chattahoochee River. Georgia, however, under the leadership of Governor George M. Troup did not agree with the federal government. An agreement was an agreement to him. The Indians had to go. In defiance of the federal government, the governor sent surveyors into the Creek territory to layout the lands according to the original agreement of 1802.
President John Quincy Adams said that he would send federal troops to arrest the surveyors, and the Indians promised that they would kill them. Governor Troup replied that he felt that it was his duty to resist any attack which the United States government might make against the citizens the or the rights of the state of Georgia. President Adams backed down because he didn1t want to risk a military showdown. The dispute was finally settled when the President called another treaty conference and persuaded most of the Creeks to leave. He gave them more money and some good land on the western side of the Mississippi River. In 1832 the Upper Creeks who had resisted the treaties were defeated in battle, and those who were left were sent west.
1. What was the main issue over which the Indians and settlers differed? 2. Who was the leader of the Lower Creeks in Georgia? 3. Was Governor Troup right in defying President Adams and forcing the
Indians off their land?
From: Changing Culture - Georgia History, Atlanta City Schools, 1971 pp. 120 - 121

~.

The First Century of Statehood

Lesson 8

Worksheet 8.1

~~

Study the following laws of the Creek Nation to see if you can discover

how the Creeks took laws used by the colonial society, modified those laws,

and adopted them as their own.

LAWS OF THE CREEK NATION - DOCUMENT A

Law 8

If a man should kill another in a rum drinking and it can be proven to the satisfaction of the Chiefs that when he committed the act he was out of his senses, and that he and all his people were friendly to the person killed previous to his death, then he shall not be punished but forgiven -

Law 11

When a man dies and has children, they shall have the property and his other relatives shall not take the property to the injury of his children -

Law 14 Friendly Indians must pay all debt due to each other -

Law 14

Should two persons swap horses, the bargain shall be considered good unless one of the parties proves that he was drunk at the time he swapped, and in case he makes these facts known in five days after the swap, his horse shall be returned to him, but if he does not claim within five days the bargain shall be considered good, and he cannot get his horse back -

Law 16

Should any person set fire to the woods where he knew that there were sows or pigs or cal$s and any of them should be injured thereby he shall pay all damages to the owner, but if he can prove that he did not know of such stock being there, he shall not pay damages -

Law 18

If a man has a dog and the dog should run away and kill property belonging to another person, the owner shall not pay but if it can be proven that the owner set the dog on in the case he shall pay -

Law 19

Should a white man take an Indian woman as a wife and have children
by her and he goes out of the Nation he shall leave all his property with his children for their support -

Law 32

No person belonging to the Creek Nation shall go into any of the United States territories or Cherokee Nation and procure goods or
anything else upon a credit, and should any citizens of the United States territories or Cherokee Nation sell goods on a credit to any person residing in the Nation they do it upon their own
responsibility, as the chief and warriors will not interfere between the parties~ when any claim is brought before them.

Law 45 If any person or persons should blow for rain or poison they shall not be interrupted.

Law 53 If a person should get drunk and want to fight he shall be roped until he gets sober.

From Laws of the Creek Nations, edited by Antonio J. Waring, Published by University of Georgia Press, Athens, 1960, pp. 17-27.

TOPIC/CONCEPT Q: THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON 9

THE CHEROKEE IN GEORGIA

QCC CONTENT OBJECTIVE(S): 19, 24

QCC SKILLS OBJECTIVE(S):

1, 2, 5, 6, 7, 8, 12, 20 - 22, 36, 39, 47, 48, 51, 52, 53, 55, 57

LESSON OBJECTIVE(S):

The student will be able to:

9.1 describe efforts of the Cherokee Nation to hold their lands in Georgia.
9.2 identify the source of conflict between the Cherokee and the settlers.

MATERIALS AND RESOURCES:

Worksheet 9.1 IICherokee Census: A Puzzle ll Worksheet 9.2 IITesting a Generalization ll Handout 9.1 IICensus of Cherokees in the Limits of
Georgia in 1835 11

ACTIVITI ES:

Activity 1 Provide students with the IICensus of Cherokees in the Limits of Georgia" . (Handout 9.1) and have them work in groups to answer the questions in Worksheet 9.1 using the information in the Census. The answers are: (1) 292, (2) 3, (3) 876, (4) 16, (5) 892, (6) 2, (7) 1784, (8) 41, (9) 1,825, (10) 10, (11) 1,835, (12); the final answer is 1835.

Activity 2 Worksheet 9.2 lists ten generalizations relating to Cherokee Indians in 1835. Students are directed to decide how valid are the generalizations by using the I'Census of the Cherokee" document. Reproduce and distribute a copy of the document and worksheet for each student. Once the worksheets are completed, review student responses.

Activity 3
Direct students to an atlas of the United States and ask them to locate the Cherokee tribe in 1835 by using the geographical information provided in the census. Ask students to answer the following questions:
a. In what area of Georgia did the Cherokee in this census reside? b. What major city is in this area today? c. Estimate the number of miles that the Cherokee had to travel to
reach the Mississippi River.

Activity 4
Provide students with background information about the events surrounding the Treaty of New Echota. Direct students to assume the role of one of the Cherokee recorded on the census list. Ask them to compose a letter to the federal government or to a fellow Cherokee that describes their feelings after learning of the Treaty of New Echota. Ask students to include in their letters how they think life would be different and what they would miss most.

NOTE: This activitv adaoted from "Docum~nt nf the Mnnth II ~n~4~'

The First Century of Statehood

Lesson 9

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The First Century of Statehood Lesson 9 Worksheet 9.1

CHEROKEE CENSUS: A PUZZLE

DIRECTIONS: Use Handout 9.1 IICensus of Cherokee in the Limits of Georgia ll to find the information requested below.

(1)

Find the total number of Cherokee recorded in this

census.

Indicate this number on the line to the left.

(2)

Locate the number of Indians connected by marriage

to whites.

(3)

Multiply answer #1 by answer #2.

(4)

How many Cherokee lived near Beach Creek?

(5)

Add answer #4 to answer #3.

(6 )

How many persons owned 10 or more slaves?

(7)

Multiply answer #5 by answer #6.

(8)

What is the total number of slaves owned by all the

Cherokee?

(9)

Add answer #8 to answer #7.

(10)

How many bushels of corn did Roasting Fox raise?

D (11 )

Add answer #10 to answer #9.

(12)

Enter your final answer here.

The First Century of Statehood Lesson 9 Worksheet 9.2
TESTING A GENERALIZATION
Instructions for Students: Below are ten statements about the Cherokee Indians in 1835. Using the census page, decide whether or not the document supports the statement and mark your answer in one of the columns to the left. If you are uncertain, mark the "Need More Information" column.
Need More InforYes No mation
1. Most Cherokee were farmers.
2. The Cherokee tribe was nomadic.
3. The Cherokee sold most of the corn they raised.
4. The federal government only recognized males as the heads of households.
5. The government identified Cherokee residences by the closest body of water.
6. The Cherokee were slaveholders.
7. Floyd County, Georgia, was a good place to grow corn.
8. Very few Cherokee intermarried with whites.
9. Animals were important to the Cherokee.
10. Some Cherokee could read English.

TOPIC/CONCEPT Q: THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON 10

NEW ECHOTA AND THE TRAIL OF TEARS

QCC CONTENT OBJECTIVE(S):

19

QCC SKILLS OBJECTIVE(S):

7, 42. 44, 45, 47. 48, 49. 53, 55

LESSON OBJECTIVE(S):

The student will be able to:

10.1 interpret maps relating to the Cherokee Indians to draw conclusions and make generalizations about the relationships between the Cherokee
and the settlers.

MATERIALS AND RESOURCES:

.Handout 10.1 "Map of The Cherokee Nation" .Handout 10.2 liThe Trail of Tears" .Worksheet 10.1 "Indian Removal"

ACTIVITIES:

Distribute Worksheet 10.1 for students to complete using Handouts 10.1 and 10.2 as resources. Remind students of the different scale of the two maps. Discuss content information from these maps in light of the Land Lottery, the efforts of the Cherokee to adopt the ways of the settlers, the leaders of the Cherokee, and the hardships encountered during the removal to Oklahoma.

The First Century of Statehood Lesson 10 Worksheet 10.1
INDIAN REMOVAL Map of the Cherokee Nation (Handout 10.1) 1. Name the states in the United States which border the Cherokee Nation.
2. Into what type of political subdivision was the Cherokee Nation divided? How many subdivisions were there?
3. What rivers formed the northwestern and southeastern boundaries of the Cherokee Nation?
4. In which state was New Echota located?
5. Which state contained the greatest amount of Cherokee land?
Map of the Trail of Tears (Handout 10.2) 6. Name the states that the Cherokees passed through on the northern most
route taken from a starting point at Ross's landing.
7. Name the three major rivers that were used to transport the Cherokee west.
8. Name the cities the Cherokee passed through after leaving Ross's landing on the southern most route.

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TOPIC/CONCEPT Q:

THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON 11

ANTEBELLUM GEORGIA 1840 - 1860

QCC CONTENT OBJECTIVE(S): 20, 24

QCC SKILLS OBJECTIVE(S):

1,2,3,5,7,8,9, 10, 11, 12,20 - 33, 51, 52, 53, 54, 55, 57

LESSON OBJECTIVE(S):

The student will be able to:

11.1 compare some of the political, economic, and social characteristics of Georgia and the South with those of the Northern United States .

MATERIALS AND RESOURCES:

. Textbook, media center resources

ACTIVITIES:

Develop a research project from which students can develop and refine their research and writing skills. Students should be divided into groups
of 4 to 6 members and assigned the task of developing a period newspaper
to reflect the ~olitical, economic, and social life of the two decades preceding the Civil War. Students should write straight news articles,
editorials, features, news analyses and advertisements. The articles should be accompanied by charts, tables, editorial cartoons, and/or maps
which support the theme of the article. Groups should choose an "editor" to work cooperatively with the "reporters" to assign a beat.

The completed newspaper should answer the following questions, among others:

.Which level of government should be more powerful - state or national? .Who are the leaders of the day? .Where is the "best" place to live, the urban north or the rural south? .What is the role of the slave in the south? Of free Blacks? .How is technology (e.g. factories, the cotton gin) bringing about change? .How are people in each region investing their money? .How could the typical Georgia farm and farmer be described? .What are the-myths and realities of plantation life? .What is slavery like in antebellum Georgia? .What encouraged the rise of slavery and the trouble between North and South? .What events are occuring that could cause a Civil War? .What is social life like in each region? .Other questions determined by the class.

Before students begin their research, the teacher should discuss these questions with students. The purpose of this activity is to collect enough information about antebellum life for the newspaper to formulate a hypothesis about causes of the Civil War.

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TOPIC/CONCEPT Q:

THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON 12

GEORGIA SECEDES FROM THE UNION

QCC CONTENT OBJECTIVE(S): 21, 24

QCC SKILLS OBJECTIVE(S):

1, 2, 6, 11 - 19, 23 - 27, 29, 30, 31. 33

LESSON OBJECTIVE(S):

The student will be able to:

12.1 apply arguments for and against secession to the problem solving format to determine how he/she would have voted .

MATERIALS AND RESOURCES:

.Worksheet 12.1 "Decision Making Chart" .Handout 12.1 "Secession Speeches ll .Handout 12.2 IISecession Ordinance ll

ACTIVITI ES:

Activity 1 Provide students with the following background information:

On November 17, 1860, the legislature directed the Governor to call a convention of the people to consider the grievances affecting the state as a member of the Federal Union and the proper mode and time of redress. Four days after the legislative authorization, Governor Joseph E. Brown issued the call for the convention.

In the election of delegates to the convention, the foremost citizens stood as candidates. People voted with little regard to party lines. In most counties there were candidates in favor of immediate secession and others opposed to hasty action. Realizing the seriousness of the occasion, the people sought to elect their best man. The gathering of delegates has been described as the most distinguished body of men which had ever assembled in Georgia.

The convention was brought directly to the questions of immediate secession from the Union. The following resolution was offered by Eugenius A Nisbet: IIResolved, that in the opinion of this Convention, it is the right and duty of Georgia to secede from the present Union and to cooperate with such of their states as have or shall do the same, for the purpose of forming a Southern Confederacy upon the basis of the Constitution of the United States. 1I

In an effort to forestall immediate secession and to secure united action
by the southern states, a substitute for Nisbet's motion was offered by Herschel V. Johnson. It proclaimed Georgia's attachment to the Union and
its desire to preserve the Union if this could be done consistent with its rights and safety.

An elaborate discussion followed. Nisbet, Toombs, T.R.R. Cobb, Reese, and Bartow, advocates of immediate secession, were opposed by Stephens, Johnson, Hill and Means. Unfortunately, their speeches have not been
preserved. Stephens later states that the keynote of the secessionists was, "We can make better terms out of the union than in it."

TOPIC/CONCEPT Q: THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON 12

GEORGIA SECEDES FROM THE UNION

QCC CONTENT OBJECTIVE(S): 21, 24

QCC SKILLS OBJECTIVE(S):

1,2,6,11 - 19,23 - 27,29,30,31,33

ACTIVITI ES:

Activity 1 (Conld ... )

After these speeches, a vote was taken on the motion of Nisbet. The result was 166 to 130 in favor of immediate secession. The closeness of the vote on so important a matter as withdrawing from the Union is worthy to r.ote. A motion to submit the Secession Ordinance to a vote of the people for ratification was defeated; so it was impossible to ascertain precisely what percentage of the people in Georgia favored immediate
secession in January, 1861.

From: Changing Culture - Georgia History, Atlanta City Schools, 1971, pp. 142 - 143.

Activity 2 Provide students with Handout 12.1, a series of secession documents
chronicling the debate between Robert Toombs (for secession) and Alexander H. Stephens (against secession) and Worksheet 12.1 "Decision
Making Chart." Instruct students to use the information in Handout 12.1 to formulate a question, determine consequences (both positive and
negative) of remaining with or leaving the Union, and making a decision as to how he/she would have voted as a delegate in 1860.

The teacher should then tally the votes and have students on each side participate in a debate on the topic:

"Resolved, that in the opinion of this Convention, it is the right and duty of Georgia to secede from the present Union and to cooperate with such of their states as have or shall do the same, for the purpose of forming a Southern Confederacy upon the basis of the Constitution of the United States."

The First Century of Statehood Lesson 12 Handout 12.1
SECESSION SPEECHES
November 13, 1860 - Robert Toombs' speech to the Georgia Legislature:
The door of conciliation and compromise is finally closed by our adversaries, and it remains only to us to meet the conflict with the dignity and firmness of men worthy of freedom. We need no declaration of Independence. Above eighty-four years ago, our fathers won that by the sword from Great Britain ...
The basis- the corner stone of this Government was the perfect equality of the free, sovereign and independent State which made it ...
Withdraw yourselves from such a confederacy; it is your right to do so; your duty to do so. I know not why the abolitionists should object to it, unless they want to Torture you and plunder you. If they resist this great sovereign right, make another war of independence, for that then will be the question, fight its battles over again; reconquer liberty and independence ... - Speech of Hon. Robert Toombs, delivered in Milledgeville on Tuesday Evening, November 13, 1860, before the Legislature of Georgia (n. p., n.d.).
November 14, 1860 - Stephens answers
In my judgment, the election of no man, constitutionally chosen to that high office, is sufficient cause to justify any State to separate from the Union. It ought to stand by and aid still in maintaining the Constitution of the country ...
I am for exhausting all that patriotism demands, before taking the last step, I would ask the same of all the other Southern States, so that if evil has got beyond our control ... we may not be divided among ourselves, (cheers) but if possible, secure the united cooperation of all the Southern States, and then in the fa~e of the civilized world, we may justify our action, and with the wrong all on the other side, we can appeal to the God of Battles, if it comes to that, to aid us in our cause (loud applause.) - Confederate Records of Georgia, I, 184, 203.

The First Century of Statehood Lesson 12 Handout 12.1 (Page 2)
November 20 - Resolutions entered in the Journal of the House
Banks County - Resolved, That there can be no union of Government without a union of sentiment. That the Northern States have frequently violated both the letter and spirit of our social compact, upon which the union of these is based, it is our opinion, deliberately formed; that without a speedy reform in the policy of our Government the sovereign State of Georgia can not remain longer in the judgment resistance before the fourth day of March, next, is the only possible remedy, and to attempt to remain in the Union under a Black Republican administration, is Civil War. - Confederate Records of Georgia, I, 60.
Part of Stephens last plea
It is well known that my judgment is against Secession for existing causes, I have not lost hope of securing our right in the Union and under the Constitution. My judgment on this point is as unshaken as it was when the convention was called ... I do further feel confident, if Georgia would stand firm, and unite with the Border States, as they are called, in an effort to obtain a redress of these grievances on the part of some of their Northern Confederates, whereof they have such just cause to complain, that complete success would attend their efforts; our just and reasonable demands would be granted . [Secession] cannot receive the sanction of my vote; but if a majority of the delegates in this Convention shall, by their votes dissolve the Compact of Union which has connected her so long with her Confederate States, and to which I have been so ardently attached, and have made such efforts to continue and perpetuate upon the principle on which it was founded, I shall bow in submission to that decision. - Alexander H. Stephens, A Constitutional View of the Late War Between the States: Its Causes, Character, Conduct, and Results (Chicago, 1868), II, 305-307.

The First Century of Statehood Lesson 12 Handout 12.2
SECESSION ORDINANCE
The ordinance, as adopted, reads as follows:
We, the people of the State of Georgia, in Convention assembled, do declare and ordain, and it is hereby declared and ordained:
That the ordinance adopted by the people of the State of Georgia in Convention on the second day of January in the year of our Lord seventeen hundred and eighty-eight, whereby the Constitution of the United States of America was assented to, ratified and adopted; and also all acts and parts of acts of the General Assembly of this State ratifying and adopting amendments of the said Constitution are hereby repealed, rescinded and abrogated.
WE do further declare and ordain, That the Union now subsisting between the State of Georgia and other States, under the name of the "United States of America," is hereby dissolved, and that the State of Georgia is in full possession and exercise of all those rights of sovereignty - which belong and appertain to the free and independent . State - II Journal of Secession Convention," in Confederate Records of Georgia, I, 251.

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TOPIC/CONCEPT Q: THE FIRST CENTURY OF STATEHOOD (1776-1876)

LESSON 13

THE MARCH TO THE SEA

Q~C CONTENT OBJECTIVE(S):

22

QCC SKILLS OBJECTIVE(S):

1,2,6,7,8,20-23,41-44,48,55,57

LESSON OBJECTIVE(S):

The student will be able to:

13.1 analyze a message from Sherman to the Atlanta City Council 13.2 transfer information about Sherman1s March to the Sea from written
text to map form

MATERIALS AND RESOURCES:

.Handout 13.1 liThe March to the Sea"

.Georgia Highway .Worksheet 13.1

Map "Sherman

1s

Letter"

ACTIVITIES:

Activity 1 Read Sherman's letter (Worksheet 13.1) to the class and discuss the following questions:

.How does Sherman describe war? How does he feel about people who start wars? .What was Sherman1s plea to the Atlanta City Council? What would his response be if they accepted his plea? Rejected his plea?
.What similarities are there between the way Sherman said he would treat his enemies during peace time and the way the U.S. government has acted toward its former enemies after other wars?

Activity 2
Divide students into teams of five members. Distribute a copy of Handout 13.1, liThe March to the Sea," a Georgia Highway map, and a set of color markers to each group. Students should read Handout 13.1 and use the color markers to trace the route of Sherman's troops through Georgia.

The First Century of Statehood Lesson 13 Worksheet 13.1
SHERMAN'S LETTER TO THE ATLANTA CITY COUNCIL
Sherman left Chattanooga, Tennessee, in May, 1864 and arrived in Atlanta in July. All along the way he met resistance from Southerners. When Sherman did arrive in Atlanta, he told everyone to get out of the city and ordered the burning of all public buildings.
Atlanta's City Council protested Sherman's harsh orders. Sherman answered the Council with this letter.
War is cruelty, and you cannot refine it; and those who brought war into our country deserve all the curses and maledictions a people can pour out. I know I had no hand in making this war, and I know I will make more sacrifices today than any of you to secure peace. But you cannot have peace and division of our country ....
Once more admit the Union. Once more acknowledge the authority of the national government, and instead of devoting your houses and streets and roads to the dread uses of war, I and this army become at once your prctectors and supporters ....
You might as well appeal against the thunder-storm as against these terrible hardships of war ....
But, my dear sirs, when peace does come, you may call on me for anyth1ng. Then will I share with you the last cracker, and-watch with you to shield your homes and families from any quarter (enemy).11

The First Century of Statehood Lesson 13 Handout 13.1
THE MARCH TO THE SEA
After Atlanta fell, General Sherman proposed to General Grant that he send his excess artillery and stores, his sick and wounded, and all noncombatants to the rear; destroy the railroad as far back as the Etowah River; eliminate Atlanta for all military purposes; and set our across Georgia to the sea. General Grant approved this plan and preliminary work was begun. By November 14, 1864, the army was concentrated at Atlanta. The work of destroying the railway facilities, machine-shops, foundries, mills, factories and other facilities of possible use to the Confederacy in Atlanta had already begun. When Sherman's army marched out, it left a ruined city behind.
General Sherman divided his army -- 60,000 infantry and artillery, 5,500 cavalry and 68 guns -- into two wings. The Right Wing was commanded by Major General 0.0. Howard. It consisted of the 15th Corps and the 17th Corps. This Wing left Atlanta on November 15 via Stockbridge, McDonough and Jackson (US 23) to create the impression that its first objective was Macon. At Jackson, however, the column turned southeast and crossed the Ocmulgee River on pontoons at Planters Factory, or Seven Islands, nine miles from Jackson. Once across the river, the route of march continued through Hillsboro (GA 11) and Clinton (near Gray) to Gordon (Ga 57) where the Right Wing had been ordered to concentrate in seven days and where the commander was to receive orders for the next movement.
The Left Wing was commanded by Major General H.W. Slocum and consisted of the 14th Corps and the 20th Corps. The 205th Corps left Atlanta on the 15th via Decatur, Stone Mountain, and Social Circle (Ga 11) and marched to Madison (US 278) to create the impression that Augusta was the objective. After destroying the railway facilities in and near Madison, this Wing turned south toward Milledgeville. The 14th Corps, accompanied by General Sherman and his staff members, left Atlanta on the 16th and marched via Covington (US 278), Shady Dale (Ga 142) and roads west to Eatonton to rendezvous with the 20th Corps at Milledgeville. From Milledgeville the Left Wing moved on Sandersville (Ga 24) which it occupied after a sharp fight with Wheeler's cavalry in the town. The courthouse and jail were burned as a warning since Wheeler had used them for his defense.
The Right Wing, which General Sherman had joined at Tennille, marched on roads south of the railroad and the Ogeechee River. The 15th Corps remained on the west side of the Ogeechee River until it neared Savannah, its march uneventful except for a skirmish with cavalry at Statesboro (US 80). The 17th Corps, with General Sherman, crossed the Ogeechee at Burton (Midville) (Ga 56) and marched east to Millen (Ga 17), thence southeast through Guyton (Ga 17) to Pooler (US 80) where it came into contact with the troops defending Savannah. While the 17th Corps pressed forward on the direct road to Savannah; the 15th Corps moved down the Ogeechee to approach Savannah from the south.
The Left Wing moved east from Louisville, crossed the Savannah and Augusta railroad between Waynesboro (US 25) and Millen, and marched southeastward between the Savannah and the Ogeechee Rivers. The 14th Corps took the road

The First Century of Statehood Lesson 13 Handout 13.1 (~age 2)
along the Savannah River, the 20th Corps took the road through Springfield (Ga 21) and then reunited at Monteith. The Left Wing moved forward and established a line facing the confederate defenses, about four miles from the city, the 20th Corps on the left with its left resting on the Savannah River, the 14th Corps on the right with its right protected by swamp. With he arrival of the 14th Corps, the 17th Corps moved to its right and formed on the left of the 15th Corps which was facing Savannah from the south along the line of Salt Creek and its marshes, seven miles from Savannah. The Confederate front was heavily entrenched and protected by wide belts of water where rice fields had been flooded by the defenders. Guns of all calibers were mounted in the works and theses commanded every possible approach. The defenses were commanded by Lt. General William J. Hardee whose entire forces numbered about 10,000 men.
Although Sherman's army had reached Savannah with no real difficulty, it was badly in need of supplies. Off the coast, a supply fleet was ready by pre-arrangement to land clothing, subsistence, forage, ammunition, etc. The Ogeechee River offered the only route of approach to the rear of the army, out passage up the Ogeechee was blocked by Fort McAllister, a strong earthwork with heavy guns which, earlier, had repulsed seven attempts by the Union Navy to reduce it. Hours of shelling by 15-inch guns did little damage to the earthen p,arapets.
Learning this, Sherman sent Hazen's division of the 15th Corps - his own old division at Shiloh - down the right bank of the Ogeechee to carry Fort McAllister from the rear. Hazen's brigades soon captured the fort by attacking from the landward side. The fort taken, ships began moving up the river to King's Bridge (US 17) where wagons were being assembled to receive supplies.
On the night of the 20th, Hardee moved his force to the South Carolina shore. On the morning of th 21st, Sherman's men found the trenches empty, and moved into the city. Sherman reached the city on the 22nd and established he~dqtJ~rters in the Green-Meldrim house (Parish House, St. John's Episcopal Church). To announce his victory, he sent President Lincoln this message: III beg to present you, as a Christmas gift, the city of Savannah, with 150 heavy guns and plenty of ammunition. and also about 25,000 bales of cotton. 1I
The March to the Sea had ended.
'" Compiled by the Georgia Historical Commission'

LESSON 14 THE IMPACT OF THE CIVIL WAR AND RECONSTRUCTION

TOPIC/CONCEPT Q:

The First Century of Statehood (1776-1876)

QCC CONTENT OBJECTIVE(S): 23

QCC SKILLS OBJECTIVE(S):

2,3,4,7,8,10,12

LESSON OBJECTIVE(S):

The student will be able to:

14.1 identify changes in the political, social, and economic fabric of Georgia after the Civil War .

MATERIALS AND RESOURCES:

. Handout 14.1 IISummary of Civil War and Reconstruct ion Confl i ct II

ACTIVITI ES:

Review the contents of Handout 14.1 with students. Using their textbook and other resources available in the classroom or media center, have students find evidence to support or negate these statements. For example, the Grandfather Clause restricted voting by Blacks (Political Life, #8); Fifteenth Amendment to the U.S. Constitution passed giving Blacks the right to vote (Political Life, #2). Discuss apparent inconsistencies and how they were ultimately addressed. Are any of these statements valid today? Why or why not?

The First Century of Statehood Lesson 14 Handout 14.1
SUMMARY OF CIVIL WAR AND RECONSTRUCTION CONFLICT
POLITICAL LIFE 1. Federal Government placed defeated South under military rule.
Southern people resented occupation and influence of the Federal Government. 2. Suffrage extended to Negroes. 3. Federal Government gave financial help to Negroes. 4. White men lost political control in state. 5. New state constitution; Negro participation. 6. White opposition to situation expressed by organizing special groups outside the law. 7. Political control regained by the white man. 8. Limited the right to vote. 9. Solid Squth1s One Party System developed -- Democratic Party.
SOCIAL LIFE 1. Breakdown of plantation type of living. 2. Both the Negro and the whites suffered extensive poverty. 3. Much resentment toward members of other groups. 4. Limited advancement in public education. 5. Large groups from both races unprepared to work together. 6. Basically remained a rural or agricultural society. 7. Poor people victims of unfair financial treatment. 8. Established idea of separate but equal social organization.
ECONOMIC LIFE 1. Large majority of plantation owners in bankruptcy. 2. Plantation system changed to tenant or share-crop farming, absentee
ownership. 3. Continued to be dependent on cotton and corn crops. 4. South lacked capital to rebuild or extend manufactur.ing and trade. 5. Railroads and lines of communications had to be rebuilt. 6. Poor people who had been dependent on plantation for work were
untrained for jobs in trade. 7. Poverty encouraged poor use of resources. 8. Some leaders promoted expanding industry.
From: Changing Culture: - Georgia History, Atlanta Public Schools, 1971, p. 163.

TOPIC OVERVIEW

TOPIC/CONCEPT ~ The Rise of Modern Georgia (1877-1945)

SUGGESTED TIME: 6 Weeks

PURPOSE:

To provide students with an appreciation of the rebirth of the South at the end of Reconstruction and the role Georgia played in industrialization,
political! economic and social reform and participation in the World Wars.

VOCABULARY:

New South agrarian
urban rural civil rights

Ku Klux Klan Reconstruction emigration
industrial political party

Jim Crow laws Niagara Movement
agriculture philosophy
Georgia Cracker

Depression reform Triumverate sharecropping

TOPIC/CONCEPT ~:

THE RISE OF MODERN GEORGIA (1877 - 1945)

LESSON 1

ONE-PARTY POLITICAL SYSTEM : THE SOLID SOUTH

QCC CONTENT OBJECTIVE(S): 25

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 5, 7

LESSON OBJECTIVE(S):

The student will be able to:

1.1 identify causes and effects of a one-party political system in Georgia

MATERIALS AND RESOURCES:

.Textbook, media center resources
.Worksheet 1.1 "0ne-Party Political System in Georgia"

ACTIVITIES:

Distribute Worksheet 1.1 for students to complete. The teacher may need to provide supplemental resources to the textbook or schedule time in the
media center for students to work on this activity.

The Rise of Modern Georgia Lesson 1 Worksheet 1.1
ONE-PARTY POLITICAL SYSTEM IN GEORGIA
Directions: Use your textbook and resources in the media center to find reasons (the cause and subsequent effects) that Georgia developed and has maintained a strong one-party system. The chart has been started for you.

CAUSE 1a. Corruption in the
administration of Republican Gov. Rufus Bullock. 2a. Blacks elected to public office.
3a.
4a.

EFFECT lb. Facing impeachment,
Bullock resigns; Democrat James M. Smith elected; all governors since that time have been Democrats. 2b.
I
I
3b.
I
4b.

5a.

5b.

I

TOPIC/CONCEPT f:

THE RISE OF MODERN GEORGIA (1877 - 1945)

LESSON 2

THE ATTEMPTED ASSASSINATION OF THOMAS ALLEN

QCC CONTENT OBJECTIVE(S): 27

QCC SKILLS OBJECTIVE(S):

1, 2 , 3 , 7 , 38

LESSON OBJECTIVE(S):

The student will be able to:

2.1 describe the experiences of a black state legislator as a case study of the treatment of blacks during Reconstruction .

MATERIALS AND RESOURCES:

. Handout 2.1 "The Attempted Assassination of Thomas Allen"
.Worksheet 2.1 "The Attempted Assassination of Thomas Allen ll

ACTIVITI ES:

Acti vity 1 Provide students with a copy of Handout 2.1 liThe Attempted Assassination
of Thomas Allen ll to read. Ask students to complete Worksheet 2.1. The teacher should discuss the answers to the questions with students and establish this event as an example of a case study.
[NOTE: This reading will also be referred to in Lesson 3.J

Activity 2
Ask interested students to locate information about and pictures of the monument honoring black members of the Reconstruction legislature which was erected on the grounds of the State Capitol in Atlanta in 1978.

The Rise of Modern Georgia Lesson 2 Reading 2.1
THE ATTEMPTED ASSASSINATION OF THOMAS ALLEN
Thomas Allen must have been uneasy when he went to bed on the night of October 15, 1868. War-ravaged Georgia was a hotbed of political and racial tensions, and the black politician from Jasper County knew that his people were losing in their struggle for equality.
Not long before, it had seemed that the newly freed black men would be allowed a fair voice in state politics. With the U.S. Congress in charge of Reconstruction, Georgia had been made part of the 3rd Military District, in which federal troops under General George Meade were to protect black men who wanted to register and vote.
At the state constitutional convention of December 1867, blacks had won a sixth of the 169 seats. The document then produced, which insured suffrage for black men, was approved in the general election of April 20, 1868. Inthat same election, Allen and 31 other blacks were elected to the legislature. And the new General Assembly on July 21 ratified the 14th Amendment to the U.S. constitution, which set guidelines for Reconstruction, while also securing civil rights and equal protection under the law for all citizens.
When General Meade disbanded the 3rd Military District the following week, Georgia seemed to be accepting the peaceful transition of blacks from slaves to citizens. But by the middle of October, when Allen awoke to the sound of men approaching his home at 2 a.m. he had good reason to fear.
The days when General Meade's troops would protect black political rights were over. After Meade released Georgia from his military control, old-line Democrats in the Georgia House of Representatives acted quickly. Arguing that nothing in the state constitution granted blacks the right to hold office, they voted on September 3 to expel all members who fit the legal definition of IINegro. 1I The Senate followed suite on September 21.
Removed from office, Allen left Atlanta and returned to Jasper County. Allen must have realized he was now a marked man. His wife, Silla, knew; when the men outside knocked on their door in the middle of that October night, she warned Allen not to get up.
As political campaigns had heated up for the November general election, violence against blacks and their allies had escalated. The Ku Klux Klan had been organized in Georgia as early as the previous March just before the murder of G.W. Ashburn, a white delegate to the constitutional convention who had supported black rights. When the legislature considered expelling its black members, death threats apparently prevented many Republicans from voting against the measure. Two weeks after Allen lost his seat, a confrontation in Camilla between a group of armed black Republicans and hastily called sheriff's IIposse" ended with nine blacks being hunted down and shot.

The Rise of Modern Georgia Lesson 2 Handout 2.1

THE ATTEMPTED ASSASSINATION OF THOMAS ALLEN (Conld)

At the knock on his door, Allen asked the men who they were and what they wanted at that hour. According to the deposition he filed at the Bureau of Reconstruction in Atlanta five days later, they said they were friends of his and needed a light, as their dogs had treed an opossum. Allen checked his fireplace but had to tell them his fire had gone out. They then asked for matches. Allen said his brother-in-law, Emanuel Tripp, who was sleeping in an adjoining room, might have some. Having asked Tripp to give the men a light,
Allen returned to bed.

As soon as Tripp opened the door, the men outside gunned him down.

A Jasper County grand jury investigated Tripp's murder, but returned no

~

indictments. Within a few years thereafter, terrorism and Jim Crow laws would

deprive blacks of virtually all political participation. Yet, for a brief

period, during the second phase of Congressional Reconstruction, the black

legislators were returned to the General Assembly. Governor Bullock called

them back to Atlanta in January 1870. Thomas Allen, despite the murder of his

brother-in-law. did not hesitate to reclaim his seat in the House of

Representatives.

FROM: Georgia Archives Newsletter, Secretary of State's Office

The Rise of Modern Georgia Lesson 2 Worksheet 2.1
THE ATTEMPTED ASSASSINATION OF THOMAS ALLEN 1. What dates (years) are mentioned in this article? During what period of
Georgia History do the events take place? Locate Jasper County on a Georgia map. What is its county seat? In which geographical region is it located?
2. Read the article and identify the following people or groups and how they interrelate: Thomas Allen General George Meade Ku Klux Klan -Emanuel Tripp --
3. The events in this article mainly took place during what this article implies were the first and second phases of Congressional Reconstruction. What was the first phase (see paragraphs 2 and 3)? What was the second phase (see the last paragraph)?
4. The article notes, "Within a few years thereafter, terrorism and Jim Crow laws would deprive blacks of virtually all political participation." What were Jim Crow Laws?
5. Write summary leads (newspaper style including the 5 Ws) on one of the following topics for a northern newspaper: a. Thirty-two Blacks Elected to Georgia State Legislature b. Georgia Legislature Expels Black Legislators c. Ku Klux Klan Activities on the Increase in Georgia d. Emanuel Tripp is Murdered in the Night e. Thomas Allen Reclaims Seat in Georgia House

TOPIC/CONCEPT ~:

THE RISE OF MODERN GEORGIA (1877 - 1945)

LESSON ~

BLACK LEADERSHIP AT THE TURN OF THE CENTURY

QCC CONTENT OBJECTIVE(S):

27, 31, 38

QCC SKILLS OBJECTIVE(S):

1, 2. 4. 6, 8, 10, 12, 14, 20-22, 24, 25, 27

38, 39

LESSON OBJECTIVE(S):

The student will be able to:

3.1 compare and contrast two philosophies of methods for promoting black
progress. 3.2 analyze the stated aims of the Niagara Movement to actual progress made
by blacks in Georgia society .

MATERIALS AND RESOURCES:

. Reading 3.1 "Up From Slavery" .Worksheet 3.1 IIBooker T. Washington ll .Reading 3.2 IIWhy Not Equality" .Worksheet 3.2 IIJohn Hope ll .Worksheet 3.3 "The Niagara Movement"

ACTIVITI ES:

Activity 1 Divide the class into two groups. Distribute one of the primary source readings by two prominent blacks of the Reconstruction period - Booker T. Washington and John Hope - to each group. Ask students to read the document and answer the questions on the associated worksheet. After each group completes its task, ask students to state the philosophy of that person toward promoting progress for blacks. Students should generalize that Washington advocated technical and agricultural training, believing that possessing marketable skills would bring economic success and social acceptance to blacks. Hope rejected what he called Washington1s "compromise ll philosophy urging instead that blacks pursue classical educations in order to achieve civil and social equality.

Activity 2
William E. B. DuBois organized the first major effort to end Jim Crow laws
in 1905. Known as the Niagara Movement, the event led to the founding of the National Association for the Advancement of Colored People (NAACP) in
1909. Distribute copies of Worksheet 3.3 to students. Review the aims of the Niagara Movement envisioned by DuBois with students (see column 1). Have students complete the chart.

The Rise of Modern Georgia Lesson 3 Reading 3.1
Up From Slavery
[Excerpt from a speech by Booker T. Washington delivered at the 1868 Cotton States Exposition in Atlanta.J
[The Cotton States ExpositionJ will awaken among us a new era of industrial progress. Ignorant and inexperienced, it is not strange that in the first years of our new life we began at the top instead ~f at the bottom; that a seat in Congress or the State Legislature was more sought than real estate or industrial skill; that the political convention or stump-speaking had more attraction than starting a dairy farm or truck garden ...
Our greatest danger is that in the great leap from slavery to freedom we may overlook the fact that the masses of us are to live by the productions of our hands, and fail to keep in mind that we shall prosper in proportion as we learn to dignify and glorify common labor, and put brains and skill into the common occupations of life ...
No race can prosper till it learns that there is as much dignity in tilling a field as writing a poem. It is at the bottom of life we must begin, and not at the top. Nor should we permit our grievances to overshadow our opportunities ...
The wisest among my race understand that the agitation of questions of social equality is the extremist folly, and that progress in the enjoyment of all privileges that will come to use must be the result of severe and constant struggle rather than of artificial forcing ...
It is important and right that all privileges of the law be ours, but it is vastly more important that we be prepared for the exercises of these privileges. The opportunity to earn a dollar in a factory just now is worth infinitely more than the opportunity to spend a dollar in an opera house ...
[Booker T. Washington. Up From Slavery, An Autobiography (New York:
Doubleday, Page, & Co., 1901), pp. 218-25J

The Rise of Modern Georgia Lesson 3 Worksheet 3.1
BOOKER T. WASHINGTON - Up from Slavery
1. Categorize Washington's ideas under the following general headings: Mistakes made by blacks in early years of freedom. a. b. Recommendations for achieving black progress. a.
b.
Reasons for foolishness of seeking social equality. a. b.
2. What was the exposition to which Washington referred? Through research, find out how Washington related to this exposition.
3. Washington's views as stated in this excerpt were known as "The Atlanta Compromise." Why was this theory for the advancement of the black race called a compromise?
4. Washington's position was popular among whites. Why do you th~nk it would be popular?

The Rise of Modern Georgia Lesson 3 Reading 3.2
WHY NOT EQUALITY?
[Dr. John Hope was one of the natiDnls leading educators, president of Morehouse College, and later president of Atlanta University.J
If we are not striving for equality, in heaven1s name for what are we living? I regard it as cowardly and dishonest for any of our colored men to tell white people or colored people that we are not struggling for equality.
If money, education, and honesty will not bring to me as much privilege, as much equality as they bring to any American citizen, then they are to me a curse, and not a blessing. God forbid that we should get the implements with which to fashion our freedom, and then be too lazy to fashion it. Let us not fool ourselves or be fooled by others. If we cannot do what other freemen do, then we are not free.
Yes, my friends, I want equality - nothing less. I want all that my God-given powers will enable me to get - then why not equality? Now catch your breath, for I am going to use an adjective: I am going to demand social equality. In this Republic we shall be less than freemen, if we have a whit less that that which thrift, education, and honor afford other freemen. If equality - political, economic, and social-is the boon (reward) of other men in this great country of ours, then equality - political, economic, and social is what we demand.
[Quoted in Ridgely Torrance, The Story of John Hope (New York: The Macmillan Company, 1948), pp. 114-15.J

The Rise of Modern Georgia Lesson 3 Worksheet 3.2
JOHN HOPE - WHY NOT EQUALITY?
1. To whom was Hope referring in paragraph 1? What "emotional words" (bias) indicate that Hope strongly disagreed with this person?

2. What three specific types of freedom does Hope demand for blacks? Define each term and give an example of each, especially as it relates to blacks
at the time.

3. In the article about black Republican Representative Thomas Allen, he

proved that he was willing to risk his life and the lives of his family

for political freedom. Why is having a voice in the government so

important for minorities? Would you be willing to risk your life in such

a manner?

'

NIAGARA MOVEMENT AIMS - These are the things we as black men must do: Stop the curtailment of our political rights.
Urge Negroes to vote intelligently and effectively.
Push the matter of civil rights.
Organize business cooperation.
Open up new avenues of employment ...
Distribute ... information in regard to laws on health.
Bring Negroes and labor unions into mutual understanding.
Study Negro history.
Increase the circulation of honest newspapers and periodicals.
Attack crime among us by all civilized methods.

EXAMPLES OF ACHIEVING THESE AIMS TODAY

~/orksheet 3.3

-'~~-?:.::'~~'-~~::'

PROBLEMS WITH ACHIEVING THESE AIMS IN THE 1870's

"1

TOPIC/CONCEPT ~: THE RISE OF MODERN GEORGIA (1877 - 1945)

~
I. LESSON 4
QCC CONTENT OBJECTIVE(S):

BLACK AMERICAN ACHIEVERS
26, 31, 39

QCC SKILLS OBJECTIVE(S):

8,11,12,13,14,15,16,17, 18, 19

LESSON OBJECTIVE(S):

The student will be able to:

4.1 identify black achievers at the turn of the Century. 4.2 apply two philosophies of how to promote black progress to
speci fi c cases. 4.3 debate the points of view of Washington and Hope .

MATERIALS AND RESOURCES:

. Worksheet 4.1 "Some Famous Black American Achievers"
.Worksheet 4.2 "Decision Making Chart ll

ACTIVITI ES:

Activity 1 Black leaders at the turn of the century had differing views on how to promote black progress. Booker T. Washington1s philosophy promoted vocational
training, whereas W.E.B. DuBois, John Hope and others advocated classical education. Distribute copies of Worksheet 4.1 to ~tudents and have them associate the achievements of various successful blacks to one of the
philosophies.

Activity 2 Distribute copies of the Decision Making Chart (Worksheet 4.2) and have
students state in their own words the problem of how to effectively promote black progress. Students should then list the two alternatives
promoted by Washington and Hope and describe the positive and negative
consequences of each. Are there other alternatives? What are the consequences? Which alternative or combination of alternatives would be the best route to follow? Why? What other areas should be examined?

The Rise of Modern Georgia Lesson 4 Worksheet 4.1
SOME FAMOUS BLACK AMERICAN ACHIEVERS
Two differing viewpoints on how black Americans could best improve their lives and gain acceptance were those of Booker T. Washington and John Hope. Washington advocated technical training and agriculture, believing that possessing marketable skills would bring economical success and social acceptance to blacks. Hope rejected what he called Washington's "compromise" philosophy, urging blacks to pursue classical educations and to expect civil and social equality.
These are a few of the many black achievers in American history. Based on the information given, with which philosophy does the person's achievement seem to fit that of Booker T. Washington, or that of John Hope? Are there some individuals who seem to have combined aspects of both? Indicate your choice by writing a "Washington," "Hope," or "Both" to the left of each number.
1. Dr. Ralph Bunche - earned Ph.D. degree from Harvard University; Nobel Peace Prize for United Nations work
2. Dr. Daniel Hale Williams - organized the first training center for black nurses
3. Dr. Martin Luther King, Jr. - received doctorate from Boston University; led black civil rights movement in the 1960s
4. Dr. John Hope Franklin - American historian and scholar; professor at University of Chicago
5. James Beckwourth - Indian fighter and guide in the 1800s
6. Paul Cuffe - Massachusetts merchant and shipbuilder of the early 19th Century
7. Paul Laurence Dunbar - 19th century American poet
8. W. C. Handy - band leader who became known as "The Father of the Blues"
9. Thurgood Marshall - Supreme Court justice
10. Benjamin O. Davis, Jr. - first black to graduate from West Point; commanded all-black 99th fighter squadron during World War II
11. Archibald H. Grimke - graduate of Harvard Law School; author of biography of William Lloyd Garrison
12. Norbert Rillieux - in 1846, patented a process which revolutionized the sugar-refining industry
13. Joe Louis - held the heavyweight boxing championship for 11 years
14. Jan Matzeliger - in 1883, patented a shoe-lasting machine which revolutionized the shoe manufacturing business
15. George Washington Carver - agricultural chemist and teacher who showed southern farmers how to grow better crops; developed useful products from common crops like the peanut and the sweet potato

The Rise of Modern Georgia
Lesson 4 Worksheet 4.1
KEY

SOME FAMOUS BLACK AMERICAN ACHIEVERS

Two differing viewpoints on how black Americans could best improve their lives and gain acceptance were those of Booker T. Washington and John Hope. Washington advocated technical training and agriculture, believing that possessing marketable skills would bring economical success and social acceptance to blacks. Hope rejected what he called Washington's IIcompromisell philosophy, urging blacks to pursue classical educations and to expect civil and social equality.
These are a few of the many black achievers in American history. Based on the information given, with which philosophy does the person's achievement seem to fit that of Booker T. Washington, or that of John Hope? Are there some individuals who seem to have combined aspects of both?

Hope Both Hope
~ope
Washington Washington Both? Washington Hope Washington
Hope Washington Washington Washington Washington

I. Dr. Ralph Bunche - earned PhD degree from Harvard University; Nobel Peace Prize for United Nations work
2. Dr. Daniel Hale Williams - organized the first training center for black nurses
3. Dr. Martin Luther King, Jr. - received doctorate from Boston University; led black civil rights movement in the
1960s
4. Dr. John Hope Franklin - American historian and scholar;
professor at University of Chicago
5. James Beckwourth - Indian fighter and guide in the 1800

6. Paul Cuffe - Massachusetts merchant and shipbuilder of the early 19th Century
7. Paul Laurence Dunbar - 19th century American poet

8.

W. C. Blues

ll

Handy

-

band

leader

who

became

known

as

liThe

Father

of

the

9. Thurgood Marshall - Supreme Court justice

10. Benjamin O. Davis, Jr. - first black to graduate from West
Point; commanded all-black 99th fighter squadron during World War II II. Archibald H. Grimke - graduate of Harvard Law School; author of biography of William Lloyd Garrison 12. Norbert Rillieux - in 1846, patented a process which
revolutionized the sugar-refining industry 13. Joe Louis - held the heavyweight boxing championship for 11
years
14. Jan Matzeliger - in 1883, patented a shoe-lasting machine which revolutionized the shoe manufacturing business
15. George Washington Carver - agricultural chemist and teacher who
showed southern farmers how to grow better crops; developed useful products from common crops like the peanut and the sweet potato

Problem

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Decision-Making

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TOPIC/CONCEPT ;: THE RISE OF MODERN GEORGIA '(1877 - 1945)

LESSON ~

AGRARIAN REFORM OR INDUSTRIAL DEVELOPMENT?

QCC CONTENT OBJECTIVE(S): 26, 31

QCC SKILLS OBJECTIVE(S):

1. 2, 4, 6, 8, 10, 39

LESSON OBJECTIVE(S):

The student will be able to:

5.1 compare and contrast two views of the future for the post civil war
south. 5.2 relate the beliefs of Grady and Lanier to the "Two Georgias"
discussions of present day Georgia .

MATERIALS AND RESOURCES:

. Reading 5.1 "The New South" .Worksheet 5.1 "Henry Grady and the New South" .Reading 5.2 "Thar's More in. the Man than Thar is in the Land"
.Worksheet 5.2 "Sydney Lanier - The Agrarian Ideal" .Reading 5.3 "Opposite Views on Two Georgias"

ACTIVITIES:

Activity 1
Ask students to analyze Readings 5.1 and 5.2 by completing Worksheets 5.1 and 5.2. Students should be able to recognize that Grady supported industrialization of the South, while Lanier believed in agricultural revitalization.

Acti vity 2
Have students analyze the three articles from THE ATLANTA JOURNAL CONSTITUTION in Reading 5.3. If one grants that there is a vast difference between the industrialized northern part of Georgia, especially Atlanta, and the agricultural southern part of Georgia, in what ways can you see its roots in the views represented by Henry Grady and Sidney Lanier? With which of these three 1986 views do you think Sidney Lanier would most likely have agreed? Why?

The Rise of Modern Georgia Lesson 5 Reading 5.1
THE NEW SOUTH
A few years ago I told, in a speech, of a burial in Pickens County, Georgia. The grave was dug through solid marble, but the marble headstone came from Vermont. It was in a pine wilderness, but the pine coffin came from Cincinnati. An iron mountain overshadowed it, but the coffin nails and screws and the shovels came from Pittsburgh. With hard woods and metals abounding, the corpse was hauled on a wagon from South Bend, Indiana. A hickory grove grew near by, but the pick and shovel handles came form New York. The cotton shirt on the dead man came from Cincinnati, the coat and breeches from Chicago, the shoes from Boston; the folded hands were encased in white gloves from New York, and round the poor neck, that had worn all its living days the bondage of lost opportunity, was twisted a cheap cravat from Philadelphia. That county, so rich in undeveloped resources, furnished nothing for the funeral except the corpse and the hold in the ground, and would probably have imported both of these if it could have done so. And as the poor fellow was lowered to his rest, on coffin bands from Lowell (Massachusetts), he carried nothing into the next world as a reminder of his home in this, save the halted blood in his veins, the chilled marrow in his bones, and the echo of the dull clods that fell on his coffin lid.
There are now more than $3,000.000 invested in marble quarries and machinery around that grave. Its pitiful loneliness is broken with the rumble of ponderous machines, and a strange tumult pervades the wilderness. Twenty miles away, the largest marble-cutting works in the world put to shame in a thousand shapes its modest headstone. Forty miles away four coffin factories, with their exquisite work, tempt the world to die. The iron hills are gashed and swarm with workmen. Forty cotton mills in a near radius weave infinite cloth that neighboring shops make into countless shirts. There are shoe factories, nail factories, shovel and pick factories, and carriage factories to supply the other wants, and that county can now get up as nice a funeral. native and home-made, as you would wish to have.
Henry W. Grady, The New South, (New York: Robert Bonner's Sons, 1890), pp. 188-91.

The Rise of Modern Georgia Lesson 5 Worksheet 5.1
HENRY GRADY - THE NEW SOUTH
In the 1870's and 1880's Henry Grady traveled allover the United States promoting the New South philosophy and encouraging industries to come to Georgia. This example of his writing is a parable of this philosophy. 1. Compare and contrast the first and second paragraphs.
2. Does Grady mention land reform, crop reform, or any specific ideas for improving the lot of farmers? What conclusion can you draw from this stress on industry?
3. List some of Georgia1s natural resources to which Grady refers.

The Rise of Modern Georgia Lesson 5 Reading 5.2
THAR 1 S MORE IN THE MAN THAN THAR IS IN THE LAND
I knowed a man, which he lived in Jones Which Jones is a county of red hills and stones, And he lived pretty much by gittin ' of loans, And his mules was nuthin' but skin and bones, And his hogs was flat as his corn-bread pones, And he had 'bout a thousand acres o'land.
This man - which his name it was also Jones He swore that held leave them old red hills and stones, Fur he couldn't make nuthin' but yallerish cotton, And little olthat, and his fences was rotten, And what little corn he had, hit was boughten And dinged ef a livin' was in the land.
And the longer he swore the madder he got, And he riz and he walked to the stable lot, And he hollered to Tom to come thar and hitch Fur to emigrate somewhar whar land was rich, And to quit raisin' cock-burrs, thistles and sich, And a wastin' ther time on the cussed land.
So him and Tom they hitched up the mules, Pertestin' that folks was mighty big fools That Iud stay in Georgy ther lifetime out, Jest scratchin' a livin' when all of'em mought Git places in Texas what cotton would sprout By the time you could plant it in the land.
And he driv by a house what a man named Brown Was a livin ' , not fur from the edge o'town, And he bantered Brown fur to buy his place, And said that bein' as money was skace, And bein' as sheriffs was hard to face, Two dollars an acre would git the land.
They closed at a dollar and fifty cents, And Jones he bought him a waggin and tents, And loaded his corn, and his wimmin, and truck, And moved to Texas, which it tuck His entire pile, with the best of luck, To git that and git him a little land.
But Brown moved out on the old Jones' farm And he rolled up his breeches and bared his arm, And he picked all the rocks from off'n the groun', And he rooted it up and he plowed it down, Then he sowed his corn and his wheat in the land.

The Rise of Modern Georgia Lesson 5 Reading 5.2 (Page 2)
THAR'S MORE IN THE MAN THAN THAR IS IN THE LAND
Five years glid by, and Brown, one day (Which he'd got so fat that he wouldn't weigh), Was a settin ' down, sorter lazily, To the bulliest dinner you ever see, When one o'the children jumped on his knee And says, "Yan's Jones, which you bought his land."
And thar was Jones, standin' out at the fence, And he hadn't no waggin, nor mules, nor tents, Fur he had left Texas afoot and cum To Georgy to see if he couldn't git sum Employment, and he was lookin ' as humBle as ef he had never owned any land.
But Brown he axed him in, and he sot Him down to his vittles smokin' hot, And when he had filled hisself and the floor Brown looked at him sharp and riz and swore That, "whether men's land was rich or poor That was more in the man than that was in the land."
Macon, Georgia, 1869.
[Sidney Lanier, Poems (New York: Charles Scribner's Sons, 1901), pp. 180-82.J

The Rise of Modern Georgia Lesson 5 Worksheet 5.2
SIDNEY LANIER - THE AGRARIAN IDEAL
Sidney Lanier is remembered as one of Georgia's most able poets, leaving us liThe Marshes of Glynn" and "Song of the Chatahoochee." However, Lanier also expressed his opinion about how the South could "rise again" in both poetry and essay form. Like Henry Grady, he died at age 39, but his philosophy of improving the South was based on land and the integrity of the small farmers that he believed to be a resource in itself. This self-reliance is demonstrated in his poem IIThar l s More in the Man than There Is in the Land. 1I
1. Divide the class into three groups, each of which should practice reading parts of the poem aloud: Group 1 Stanzas 1 thru 3 Group 2 Stanzas 4 thru 6 Group 3 Stanzas 7 thru 10
2. What does the title of Sidney Lanier's poem mean? How does it relate to the lIagrarian ideal?"
3. Compare and contrast the philosophies of Sidney Lanier and Henry Grady.

_._,~,
... ~ .I. . . . AND U)N!i1Tl1JTIC;N

....... ::)0~' . AiiGUS (24:"'1'9'86

Opposite views on 'two Georgias'

Lack of a university an example of how
2 niinlon people continue to be neglected
WAYCROSS - Rader T.W. Jones' letter ("Board eoaUn. . to lpore people who live In Georla. rural lnu." Au,.0) plnpoln" one of the more Importlint realOlll the economy of rural South Georla I. flllln,
farther and futher behind that of the northern third of the ltate. Tblt reuon II the limost total ne,leet by
the Board of Re,en" of the hl,her. educIUon needs of the people of South Gecqla.
The ItaO populaUon of the Geor"a counUea Iyln, on or below the Fall Une wa. 2.131 a Ifeater popalatlun than thlt of 17 ltates. In tho!e lllla. there are 10 .tate-.upported .nlveralUes to aene a com blned populaUon of 1',011,'1'. That'. an averle of one ulyeralty for eaclt 531.2.t Inhlbltan... If that
lime ratio were applied. South Georlla would hive four ....venIUet. AI It II. South Georlla hi. noM.
It II now Widely recoplzecl that prollmlt, to a ulvenlt, II one of the more Importlint Iocatlonal de--
termlnln" COIIIldered bJ thoee who mike decllions on
wben to loclte mljor new Indultrlal flcllltiel. II It any wonder then that more th.n half the Investmenll e.ch year for new Industrial Ind dlstrlbuUon f.clllties In Geor.11 are within 75 miles of AtI.nta .nd Athens, the .Ila of the three .t.te unlveraltles~
TbedlJcrlmlnatioa a.alnst South Georll. by .tate Ioyemment In the alloclUon of hllher edUCltion funds I. OIly one way In which the state II Ihortchln,ln, the l'ellon. There I. ample evidence In offlclll .tate records to prove the lime sort of discrimination In the aUocation of It.te and federal motor fuel reve
nuea. And now with the bandW'lon formln for devel opmental hllhw',I, we c.n ellped to pay addltlon.1 tillea Ind be leverely Ihorlch.nled Iiain I. the bulk of the propoaed .pendln, Is used to build yet another clrcumferentlll route Iround Atlanta.
DoeI any rltlonll penon believe thlt South Geor III hiS Iny relsonable chlnce to compete for prlv.te
Investment doll.ra when the state lovernment I. shov ellnl out most of the .tate c.pital invettment dollara which serve to make .n Irettractlve to Industry) to the !KK'them one-third of the stlte~
Can anyone be surprised at the scorn with which South Georgl.ns Irett claims by politicians that there re not "two Georlll!"~
The FoIl tine should tw renamed "Georll.s Ma

tod., 1OQ-lJillon Line." We In South Ceor.11 are recelvlnl

the same tre.tment from North Geor.l.na

IS

the lOuthern .t.les received from the northern .tates

In the .1501.

ED BODENlllMER

Harris' point: Nothing is gained by pitting
one section of the state against another
DECATUR - In our opinion, lOme editorial writ era and membera of the public have missed completely the point of Go,. Joe Fr.nk Harris' recent remlrks to the Geor.la Municipal Assocl.Uon In which he decried use of the tenn "two Geor.la."
It seems cle.r to us that what the IOvernor wu .aylnl was th.t preachln. the "two Geor.I.... theory I. divisive, will pit one secUon of the ltate 1lnat an other .nd threaten whit Is belnl accomplished by all
Georilins worklnl to,ether. It I. apparent. however. that othera have Inferred
that because he consldera use of the tenn to be c0unterproductive. H.rrll believes that ever,thln, II .11 rllht with everybody. everywhere.
We are hard-pressed to un~entand the reason for thl. Inference when an enmln.tlon of the record provldet abundant evidence that the H.rrll admlnlltra tlon not onl, recolnlltl th.t different parla of the .tate and different segmenll of the popul.Uon face dllferent chillenges but II deeply committed to work In. to ensure th.t these cbaUenles are met.
Inltlallves th.t come to ",Ind are formation of the
'''0Economic Development Council. education reform. mUllon for developmental hlghw.,.. establish ment of Employment Incentive Pro.ram Ir.nll. provision of lowlnterest home mortgages for low to mod erate Income Georll.ns, prolr.m. to uplrade Geor.I.'. tourist attr.ctlons. prolrams to aid Georlll Industries hard-hit by foreign competition, and the All Georll. Community PrOiram.
In fact. It appear. to us th.t many of the recommendation. In the highly publicized report, "Sh.do.. In the Sunbell." .Iready have been Implemented In Georgia.
WILMA G. IIIPPS Elte.lIve dlredor Georlla for Beller
Tra.lperlllllo.

._.?~

.:~'"

Th~ Rise of Model .. Georgia
Lesson 5 Reading 5.3

The Atlanca Journal W~~KEN!l_!h. Atlanta ConllltuUon
SATURDA ~f_OCTOBER_~,_~!J~
F.coIogiRI ....)'8 rural, urban merger would hUrl Georgia
SAVANNAH - Eugene Odum, pioneer In modem ecology, said he thinks the state'. urban and rural .Idehould not be homogenized, even If It meana keepln, tbe ltate divided Into two parla.
"We need two Geor.I..... he aid in an Interview. "We need In dustry that'. appropriate to e.ch re.Ion Oon't build those developmen
'0 tal hllhwl". Why spend our money
to m.ke Indultry where It doesn't .Ire.dy w.nt to 10~"
Tryln. to merle thf' two cultur .1 .nd economic side. of the state, one baslc.lly rural Ind the other ur ban, would hurt Georgia bolb economically and environmentally, s.ld Odum, a professor emeritus at the Unlvenlty of Geor.la.
The concept of "two Georgi.," bas been espoused by .t.te le.den who w.nt developmentll highways to promote growth in the state'. ru ral re.lons. Gov Joe Frank Harris h.s said he doesn't believe there are two Georgias bul .cknowledges that lOme parts of the state do not twnefit from .rowth a. do the larger citIes.

TOPIC/CONCEPT ;: THE RISE OF MODERN GEORGIA (1877 - 1945)

LESSON 6

A COMPARISON OF TWO MILLS

QCC CO~TENT OBJECTIVE(S):

26, 29

QCC SKILLS OBJECTIVE(S):

1, 2, 5, 6, 8, 10, 20-22, 24, 27-31, 34, 36,

38, 39

LESSON OBJECTIVE(S):

The student will be able to:

6.1 identify characteristics of mill towns at two points in time. 6.2 describe reform efforts from Georgia's early industrial development .

MATERIALS AND RESOURCES:

. Reading 6.1 "The Georgia Cracker in the Cotton Mills - 1891" .Reading 6.2 "Georgias First Cotton Mill 1917" .Worksheet 6.1 "A Comparison of Two Mills ll

ACTIVITI ES:

Activity 1 Divide the class into groups of four students. Have two students in the
group analyze Reading 6.1 "The Georgia Cracker in the Cotton Mill 1891 11 and the other two students analyze Reading 6.2 IIGeorgia's First
Cotton Mill - 1917." The four students should then work together to
complete Worksheet 6.1 and prepare for a class discussion of the "Points To Ponder II at the bottom of the worksheet.

Activity 2 Relate the "company store" to the lines in Tennessee Ernie Ford's classic song IISixteen Tons."

You load sixteen tons and whadda ya get? Another day older and deeper in debt.
Saint Peter, don't you call me cause I can't go; I owe my soul to the company sto.

Activity 3
Two students prepare dialogue to read in front of the class based on the
dialogue in this article. For greatest effect use props such as a bonnet, old dress, snuff can. Ask questions to help students imagine Georgy Alabamy Mississippy Kicklighter as a real person.

The Rise of Modern Georgia
Lesson 6 Reading 6.1

THE GEORGIA CRACKER IN THE COTTON MILLS

and

The town

name is -

coined to IICrackers.

s1I peTchiefy

the term

native folk that spin or weave embraces hundreds of thousands

in of

the

villages

non-slaveholding whites in antebellum days and their present descendants.

No colored people are employed in textile industries. Their labor market is limited to the cotton fields and farms of the county.

The operatives (mill workers) live to some extent in houses belonging to the corporations. Only a small proportion own their homes ....

Around country mills the provision for housing the wage-earners is often inadequate. It is at serious risk to life and health that the operatives in remote settlements are forced to lodge in rotting, neglected habitations, even though they
be rent free.

The choicest of these rickety abodes was described by a girl whose only hoe it had been for fourteen years: III reckin hit '11 set up thar a right smart while yit, but hit IS pow'ful cold en leaky ... 11

... Not a clock or watch is owned in the settlement. Life is regulated by the
sun and the factory bell, which rings for rising, breakfast, and work. The hours of labor vary from seventy to seventy-two a week.

The workers were IIborned in the countrY,1I and seldom visit even the neighboring town. In complete isolation and ignorance their lives run out. Now and then a traveling minister enlivens the little church on the hilltop. At intervals a Sunday-school furnished the only religious instruction. There is no regular school.
All purchases are made on the order system at the "company's store. 1I Though it not compulsory to deal there, there ;s no competition. The wages of each member of the household are put together. Women often work a lifetime without touching a cent of their pay. One forlorn old maid lamented: III hain't seed er dollar sence confed money gave out. Hit 'u'd be good fur sore eyes ter see er genewine dollar ... 11

The hardships everywhere disastrous to textile workers fail to account
for the wrecked health of so many of the Southern workers fail to account for the wrecked health of so many of the Southern workers. Malaria, lurking about
the stream, invades the houses close to the bank. Drainage is neglected and epidemics are common.

The use of snuff is a withering curse. Habitual users smoke and chew tobacco, and dip sn~ff and IIli pll the powder. The weed is applied with a softened twig dipped into the snuff and rubbed on the teeth. All down the alleys of the factories are women and little girls with the inevitable stick in their mouths. Excessive use of this stimulant often creates the desire for a stronger one, and among the older
women drunkenness is not uncommon.

The Rise of Modern Georgia Lesson 6 Reading 6.1 (Page 2)

THE GEORGIA CRACKER IN THE COTTON MILLS (Conld.)

The weakness and sickness of the operatives also stems from the early age at which work in the mills is begun. When five or six years old the juveniles follow the mothers to the mills, where they are incarcerated till premature old age. Unmarried women of thirty are wrinkled, bent, and haggard. Mothers seem to carry the weight of a century on their bowed backs.

Take a little maid whose face is buried in her sunbonnet, and who, when asked her age, responds, uI'm er-gwine on ten. 11 Push back her bonnet, hoping to find a face of vigor and joy. A sad spectacle reveals itself. Out of unkempt hair look glassy eyes ringed with black circles reaching far down her yellow cheeks. Her nose is pinched, the yellow lips furrowed with snuff stains. The skin is cadaverous.

IIWhen do you go to school, my child?1I

IIHain l t never been thar,1I she responds.

IINever at school? IINo, 1 m; but Lizy

kCina.n1Ilt

you

read?U

IIWho uMe

is In

Lizy?U Lizyls

sist

ers.

1I

IIWhere is IIHim done

your dade.

fuather?U

IIAnd your mother?U

A backward motion of the thumb toward the mill is the only response.

uWhat is your name?1I IIGeorgy Alybamy Missippy

Kicklighter. u

IIWhat IIWuks.

duo

you The

do all day, Georgy?U same backward turn of

the

thumb.

IIHow long have you been working?U IIEv l ry sence I was mighty nigh er kitten. 1I

Asked IIS even

toyesatra. tue

at

what

age

work

began,

she

guessed:

IIWhat do IIPieces helpen

ayinoudsd. o1I

in the mi ll? U Then she recollects,

maw sence I was five year ole.

UuBut

I

hain1t been

nowhar

Icep'n l

in mill

lI'And were you never put at school? U

IITeacher done sont fur us, but me Inl Lizy nary one didn't git thar, fur hit

broke (qui t) . II

IIYou III be

look sallow. powlful weak.

D1I oes

anything

ail

yoU?1I

IIIIdDWoohncaltttodrgolseivsetrtuhmceekd.n1ooI cthtoinr 1g. iveMaywo,U?s1hIe gimme groun l pease. She 'low themls better'n

This is the product of three generations of mill workers, the grandmother, mother, and child drudging side by side. None of them could read or write, none had ever been four miles from their shanty and the factory. IlLi zy ll was the freak of nature, the genius of the family, having learned her letters at Sunday-school.

The Rise of Modern Georgia Lesson 6 Reading 6.1 (Page 3)
THE GEORGIA CRACKER IN THE COTTON MILLS (Con1d.)
Though the public are indifferent, mill officials as a rule oppose child labor as utilized in the South. Often a wholesale dismissal takes place, quickened by protests of labor unions. But, under various pretexts, the gnome-like toilers creep back, especially into the country and suburban mills because of the scarcity of hands. A most powerful factor in this abuse is that the fathers will not work and the little ones must. Year after year bills to prevent the employment of children under ten and twelve are defeated in the legislature.
[From Clare de Graffenried, "The Georgia Cracker in the Cotton Mills," Century Magazine, Vol. XLI, No.4 (February 1891), pp. 483-98.J

The Rise of Modern Georgia Lesson 6 Reading 6.2
GEORGIAIS FIRST COTTON MIll IS DOING UPLIFT WORK ON A MAGNIFICENT SCALE
The Millis Employees. There are one hundred and twenty operatives employed in the mill, seventy-five of this number being males and only forty-five women and young ladies. As is the rule, in instances of this kind, and they are numerous among the cotton mills of Georgia, the large number of men and the few women is an indication that the heads of the families make a sufficient wage to support their homes, without the wives and mothers having to leave their children and go into the mill to aid in the support of the family ....
There are probably half the number of operatives working in the Georgia Factory who have been with the mill since they were little children. Many of them were born and raised in the village, taking their places in the mill as they became old enough to do the work. And practically all people of the village have been with the mill for many years.
There is a reason for these mill operatives' loyalty to their factory, and it is that reason which will form the most interesting feature of this article. When 500 people continuously, year after year, remain in the employ of one corporation, there is a compelling force back of their service which is unusual. And when that force is love, the love of the entire population of five hundred souls or the spirit back of the organization, the story of it is interesting as well as unusual.
The Mill Village. The mill village of the Georgia Factory and the village of the White Hall Yarn Mill .... from the little town of White Hall on the Central of Georgia Railroad, five miles from Athens ...
The houses which the mill furnishes for its operatives are good-they are better buildings, in fact, than one will find in most country communities, and they are comfortable. They range in size from two to five rooms, and are ceiled, (have ceilings), newly painted, and are set away in the groves that stud the hills rolling back from the Oconee ...
A garden is furnished with every home, and every family is planting, that garden this year ... The rich river bottom on which these gardens are laid off produce vegetable enough and to spare ...
The Mill School. The mill has built a school house, adequate for the needs of the children of the operatives. And, this school is in charge of a competent young lady teacher. She has an enrollment of fifty young boys and girls, ranging in ages from 6 to 16 years.
Church and Sunday School Work. There are two churches at White Hall. The mill built the Baptist church and turned it over to the people of the village for their use. The Methodist church, while built by the members, was aided by the mill when it was built.
There is a fine Union Sunday school at White Hall, the members of the Methodist and Baptist denominations coming together in a hall built by the mill. There is an average attendance of more than 125 each Sunday, and the interest which the people of the village take in the Sunday school work is an indication of the high morals of its people.

The Rise of Modern Georgia Lesson 6 Reading 6.2 (Page 2)
Sports among the Operatives. A good baseball diamond has been provided for the operatives, and the young men of the village have an excellent baseball team. The entire population takes an active interest in the sport.
In addition ... there is fine fishing in the Oconee river that runs through the village and everyone has the privilege of catching all the fish that he may have the time and patience to get ...
The Mill Store and Low Prices. The mill operates a big general merchandise store, where everything that comes under the head of necessities is kept, and it sells these things to the operatives at much less cost than the same things could be bought for elsewhere ... The store is not run for the purpose of making money off the operatives and their families, but is conducted for the convenience of the village and its people.
No Sickness at White Hall. The little town of White Hall is one of the healthiest places in the state of Georgia, there being, always, very little sickness among the five hundred people who make up its population. In fact, there has only been one case of typhoid fever in the village during the last seven years! And that case ... was brought to the mill from another town in the state.
This is a remarkable record ... The cleanliness of the place is, I presume, in large measure, responsible for the small amount of sickness to be found here.
FROM: J. Archie Willis, advertisement in Atlanta Journal, April 22, 1917, pp. 6-7.

The Rise of Modern Georgia Lesson 6 Worksheet 6.1
A COMPARISON OF TWO MILLS

CHARACTERISTI CS Beginning Age Reasons for Working in Mi 11
Education Buildings Stores Health Recreation

Mill 1891

Mi 11 1917

Points to ponder: Which article seems tocast the mill in a favorable light? Why?
Which article seems to be aimed at reform in the cotton mill? Why?

TOPIC/CONCEPT ;:

THE RISE OF MODERN GEORGIA (1877 - 1945)

LESSON 7

REFORM MOVEMENTS AT THE TURN OF THE CENTURY

QCC CONTENT OBJECTIVE(S): 26, 28, 29, 31

QCC SKILLS OBJECTIVE(S):

1,2,3,5,7, 11, 13-19,24,29-33,39

LESSON OBJECTIVE(S):

The student will be able to:

7.1 describe social reform efforts occurring in Georgia at the turn of the
century. 7.2 identify the causes of these movements and their leaders. 7.3 compare reform at the turn of the century to reform efforts today .

MATERIALS AND RESOURCES:

.Worksheet 7.1 "Reform Movements at the Turn of the Century" .Worksheet 7.2 "Decision Making Chart" .Textbook and Resource materials in the media center

ACTIVITIES:

Activity 1 Explain to students that during the 1870's, 1880's and 1890's, the state of Georgia was politically dominated by three men: Joseph E. Brown, John B. Gordon, and Alfred Colquitt. These men were known as the Bourbon Triumverate (or the Bourbon Redeemers). These men worked to bring industry to Ge~rgia. Although the Bourbons were popular with Georgians and were successful in bringing industry to Georgia, they did little to help the poor or support
social reform programs.

Other Georgians stepped in to bring about reforms during the late Nineteenth and early Twentieth Century. Provide students copies of Worksheet 7.1 and ask them to complete the chart using relevant portions of their textbook and resource materials in the media center.

Activity 2 After students complete the worksheet, lead a discussion of social reform in Georgia as reflected in the chart. The teacher should ask such questions as:

1. What caused these conditions to come about?

2. What caused these Georgians to call for social reform in so many problem areas at about the same time?

3. Which area of reform probably had the most impact on improving the economy? Human rights?

TOPIC/CONCEPT ;:

THE RISE OF MODERN GEORGIA (1877 - 1945)

LESSON 7 QCC CONTENT OBJECTIVE(S): QCC SKILLS OBJECTIVE(S): ACTIVITIES: (Conld ... )

REFORM MOVEMENTS AT THE TURN OF THE CENTURY 26, 28, 29, 31 1, 2, 3, 5, 7, 11, 13-19, 24, 29-33, 39

Activity 3 Ask students to identify an area in today's society which they feel needs reform. Distribute copies of the Decision Making Chart to students and have them state the problem in the form of a research question.
Students should then complete the chart using the problem solving process. Have students with similar topics work together to strengthen their proposals and then share these ideas with others outside the classroom.

,

The Rise of Modern Georgia Lesson 7 Worksheet 7.1

REFORM MOVEMENTS AT THE TURN OF THE CENTURY
DIRECTIONS: Use your textbook and materials in the school media center to complete this chart.

Problem
Public Education

Description of Problem and Reform Efforts Movement Leaders

Child Labor

Prison Reform

Prohibition
.
Womenls Suffrage

Agriculture

v-. Decision-Making

, AItemathes

- ~DCeI
r

Problem

Oedslon
~

.

--

,

DecIsion

PIaa ofAdIoa

Ad 011 Dec&Ion

Enlar,e "lag,.. If ........... alterullwa or co~ ue . . . . .

.,

I

--J

I~r a /l) ""1 III '

. a l' III III ::r::J

/l)

I

/l) -.I I

rt

-.I
~

Evaluate DedIIoiI

~

,

~

Improving Citizenship Education Implementation Handbook,

(

Fulton County Board of Education, 1981, p. 45

-I(

II

TOPIC/CONCEPT ~:

THE RISE OF MODERN GEORGIA (1877 - 1945)

LESSON ~

GEORGIANS FACE MANY CHALLENGES

QCC CONTENT OBJECTIVE(S): 28 , 30 , 31 , 39

QCC SKILLS OBJECTIVE(S):

1,2,3,5,7,8,11, 12,24,25,26,27,38,39

LESSON OBJECTIVE(S):

The student will be able to:

8.1 Compare challenges faced by Georgians to those faced by citizens in the rest of the nation.
8.2 describe economic conditions in Georgia as being more severe and occurring earlier than in the rest of the nation .

MATERIALS AND RESOURCES:

.Worksheet 8.1 "Georgi an Is Face Many Chall enges"
.Textbook and/or resource materials in the Media Center

ACTIVITIES:

Activity 1 Provide students with a copy of Worksheet 8.1 to complete. As students conduct research to complete this comparison chart, they should come to the conclusion that although many events during the period of the 1920's - 1940 l s in Georgia parallel those of the United States during this same time period, the events in Georgia occurred earlier and were more severe.

Acti vity 2 Arrange opportunities for students to interview Georgians who remember what
Georgia was like during the Depression. Students should be carefully guided
through the preparation stage of the interview process. Formulation of appropriate interview questions about predetermined topics is crucial to an
effective "ora l history" project. Be certain that students include questions about such topics as: prices andwages, entertainment activities, politicians such as Gene Talmadge and Franklin Roosevelt, examples of I'the hard
times," schools of the period, World War I and II, etc.

Be certain that students recognize the importance of asking questions which are appropriately matched to the persons age and background.

The Rise of Modern Georgia Worksheet 8.1 Lesson 8

GEORGIANS FACE MANY CHALLENGES
DIRECTIONS: During the 1920's, 1930s, and 1940's, Georgians faced many economic, political and social challenges. Use the chart below to compare events occurring in Georgia to events taking place at the same time in the rest of the nation. The chart has been partially completed for you.

Event Stock Market Boom of 1920's
The Great Depression

Impact on Georgia
None ~ boll weevil attacks cotton bring depression to Georgia. Major drought causes crops to die. Mills in Georgia close due to poor cotton crop.

Impact on the Rest of the United States
Stock Market crash of October 1929 throws entire nation into Depression similar to one which began in Georgia years earlier.

The New Deal

Roosevelt elected President; visits to his home at Warm Springs gives impetus for programs from the national government.

Politics and Elections

FOR reelected 4 times; American people supported
policies and efforts to end the Depression.

TOPIC/CONCEPT ~:

THE RISE OF MODERN GEORGIA (1877 - 1945)

LESSON 9

GEORGIA AND THE WORLD WARS

QCC CONTENT OBJECTIVE(S): 30

QCC SKILLS OBJECTIVE(S):

1,2,3,5,7,20-25,27,33,35,41,48,51,

53, 55

LESSON OBJECTIVE(S):

The student will be able to:

9.1 describe the economic and social impact of World Wars I and lIon the development of Georgia .

MATERIALS AND RESOURCES:

.Worksheet 8.1 "Georgi ans Face Many Cha11 enges II .Handout 9.1 "0utline Map of Georgia Counties"

ACTIVITI ES:

Activity 1 Ask students to add World War I and World War II to the charts they completed
in Lesson 7 (Worksheet 7.1).

World War I

Help students recognize that England's involvement in WWI decreased the demand for cotton because most factory workers were now soldiers. In addition, German submarines attacked ships delivering cotton to England. These events contributed to growing sentiment for the U.S. to enter the War. Georgia sent about 85,000 troops to the war, of which almost 3,000 were killed. Proportionately, more Georgia citizens died than did citizens of any other state.

Worl d War II

Also ask students to add information to their charts concerning WWII. Many new factories were built in Georgia to produce war goods such as textiles. After the war, these were converted to civilian use. Also, the mild climate in
Georgia made the state an excellent location for military training centers such as Fort Gillem, Fort Benning, Fort McPherson, and others. As
technology improved, there was less need for farmers and farm workers and increase need for factory workers in cities. World War II greatly
accelerated Georgia's shift from rural to a more urbanized state.

TOPIC/CONCEPT ;:

THE RISE OF MODERN GEORGIA (1877 - 1945)

LESSON ~

GEORGIA AND THE WORLD WARS

QCC CONTENT OBJECTIVE(S): 30

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 5, 7, 20-25, 27, 33. 35, 41, 48, 51,

53 , 55

ACTIVITIES: (Con'd ... )

Activity 2 Using the textbook and/or resources in the media center, ask students to work
cooperatively to complete one of the following activities:

(a) oral report on Tom Watson's attitude toward U.S. involvement in World
War I (b) map showing the location of active military training centers in
Georgia during the World Wars and new training center(s) being built
today

Military Facilities
Dobbins Air Force Base Ft. Benning Ft. Gordon Ft. Gi 11 em Ft. McPherson Ft. Stewart Hu~ter Army Air Field Kings Bay Submarine Base Marine Corps Logistics Base Moody Air Force Base Naval Air Station Navy Supply Corps School Robins Air Force Base

County
Cobb Chattahoochee-Muscogee Richmond Clayton Fulton Liberty-Bryan Chatham
Camden Dougherty Lowndes Cobb Clarke Houston

(c) timeline showing war generated events and their effect on Georgia's economy
(d) research paper about the effect of German submarine patrols along Georgia's coastal islands

The Rise of Modern Georgia Lesson 9 Handout 9.1
GEORGIA COUNTIES
THOMAS

TOPIC/CONCEPT.ESUGGESTED TIME: PURPOSE:

TOPIC OVERVIEW
Modern Georgia (1945 - Present) 3 Weeks To provide students i~formation about contemporary

VOCABULARY:

civil rights
urban rura1 metropolitan suburban boycott

Metropolitan Standard Area (MSA) per capita income developmental highway discrimination Nobel Peace Prize integration/segregation

TOPIC/CONCEPT f MODERN GEORGIA (1945 - PRESENT)

LESSON 1

URBAN GROWTH IN GEORGIA

QCc CONTENT OBJECTIVE(S): 32, 36

QCC SKILLS OBJECTIVE(S):

3, 7, 12, 20-25, 27-31, 34, 38, 39, 41, 48, 52,

55

LESSON OBJECTIVE(S):

The student will be able to:

1.1 distinguish between the terms rural, urban, suburban, and
metropo 1i t a n . 1.2 identify regions of economic growth in Georgia as measured by
population growth. 1.3 determine the type of area (urban/rural/suburban) in which he or she
lives.

MATERIALS AND RESOURCES:

. Handout 1.1 "Georgi a Popul ati on 1950" .Handout 1.2 "Georgia Population 1960" .Handout 1.3 "Georgia Population 1970" .Worksheet 1.1 "County Outline Map of Georgia" .Resource 1.1 "Georgia Metropolitan Statistical Areas"

ACTIVITIES:

Activity 1 Ask students to use the glossary or index of the textbook, and/or a dictionary to define the following terms: rural, urban, suburban and
metropolitan. The teacher should give specific examples of each of these
types of communities.

Activity 2 Distribute Handouts 1.1, 1.2, and 1.3 (the population distribution maps) to students. Ask students to work in groups and analyze the maps by examining the key and locating major population centers. Using Worksheet 1.1, Outline Map of Georgia Counties, have students draw a heavy line to mark off what they consider to be metropolitan areas in 1980 for the following cities: Albany, Atlanta, Athens, Augusta, Columbus, Macon, Savannah, and Chattanooga, Tennessee (portion in Georgia).

When students complete the activity, distribute copies of Resource 1.1 to
each group as a "check" of their map. Using Resource 1.1 as a reference, ask students such questions as:

.Which metropolitan area is the largest? .Is our county part of a MSA? If so, which one?
.Which two MSA are likely to be considered one area by the year 2000?
.. Which MSAs have gained this title since 1950?

Based on Handouts 1.1, 1.2, and 1.3, which city will probably become Georgia's next MSA - Valdosta? Waycross? Rome?

Modern Georgia Lesson 1
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GEORGIA

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GEORGIA COUNTIES
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Modern Georgia Lesson 1 Resource 1.1
m MSA counties 1950
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Map from Lawrence R. Hepburn, Ed., Contemporary Georgia (Athens: Carl Vinson Institute of Government, University of Georgia, 1987) p. Ill.

TOPIC/CONCEPT f MODERN GEORGIA (1945 - PRESENT)

LESSON 2

..:.;TH:.:.:E:.....=.;GR:.:.:O:.:.:W~TH~O.:.-F....:.A.:..:.T.::;LA;.;;.N.:..:.T.:..:.A

_

QCC CONTENT OBJECTIVE (S) : =.;33::.J,t.......=.36=--

_

QCC SKILLS OBJECTIVE(S):

5, 7, 13-16, 18, 20-25, 27-31, 32, 33, 36, 38

49, 54

LESSON OBJECTIVE(S):

The student will be able to:

2.1 describe the growth pattern in metropolitan Atlanta. 2.2 hypothesize about problems facing a growth area and suggest solutions
to these problems.

MATERIALS AND RESOURCES:

.Handout 2.1 "Metropolitan Atlanta Population Increase 1970-1980" .Handout 2.2 "Metropolitan Atlanta Population Increase 1980-1986" .Handout 2.3 "Population Growth in Georgia
1980-1986" .Worksheet 2.1 "The Impact of Growth on Atlanta"

ACTIVITIES:

Activity 1 Distribute the'maps of metropolitan Atlanta (Handout 2.1 and 2.2) and for Georgia (Handout 2.3) for students to examine in small groups. The teacher should ask such questions as:

.Which county is growing at the fastest rate? .Which part of the Atlanta area is growing fastest - the northern crescent
or southern crescent? .Which part of the city is growing fastest - the central city or the
suburbs? .How does the growth rate of the metropolitan Atlanta area compare to the other parts of Georgia? To the county where we live?

Have students construct a bar graph showing the rate of growth of each of the metropolitan counties.

Activity 2 Given a rapid population increase, many problems face government leaders. Using Worksheet 2.1, ask students to identify problems .associated with growth, suggest solutions which government leaders might implement to
address these problems and describe the short term and long range consequences of each of these solutions.

TOPIC/CONCEPT F MODERN GEORGIA (1945 - PRESENT)

LESSON f

_TH.....;E"---"G.;.;.RO~W;..;.T.;..;.H.....;O'-F-'-AT....;;L;.;..,;A.;..;.NT.;..;.A"'--

_

QGC CONTENT OBJ ECTI VE (S) : .;;.33.;..,0,'---"-36"'--

_

QCC SKILLS OBJECTIVE(S):

5, 7, 13-16, 18, 20-25, 27-31, 32, 33, 36. 38

49, 54

ACTIVITIES: (Conld ... )

Acti vity 3 After students have identified real problems pnd realistic solutions, ask them to identify the problem and proposed solution they believe to be most
feasible to address and solve. Have students write letters to the editor of the Atlanta newspapers or to the Atlanta mayor or City Council explaining their suggestion.

Modern Georgia Lesson 2 Worksheet 2.1
THE IMPACT OF GROWTH ON ATLANTA
DIRECTIONS: For each growth problem listed in the first column, describe some possible solutions that government leaders could implement. Space is provided for you to add additional problems.

PROBLEM l. traffic
2. housing

POSSIBLE SOLUTION(S)
.continue to expand MARTA system .widen p.xisting highways .build new highways (e.g. new perimeter, extend GA 400, build Presidential Parkway)

SHORT/LONG TERM CONSEQUENCES

3. waste disposal
4. water and uti 1ity distribution
5. crime

6.
I
7.

Modern Georgia Lesson 2 Handout 2.1
Population Growth
1970-80

Modern Georgia Lesson 2 Handout 2.2
Estimated Population Growth 1980-86
(% Change)

Modern Georgia
Lesson 2 Handout 2.3

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r
Carl Vinson Institute ot Government

TOPIC/CONCEPT f MODERN GEORGIA (1945 - PRESENT)

LESSON 3

* ..;.;TH:.:.::E::.....:..;TW:.:.::O:......=.GE::.::O:;.:..;R~G:.:.IA.:.=S

_

QCC CONTENT OBJECTIVE(S):

~29~,~35~,~36~

_

QCC SKILLS OBJECTIVE(S):

5, 10, 11, 12, 13, 15, 41, 46, 48,56

LESSON OBJECTIVE(S):

The student will be able to:

3.1 identify geographic patterns of quantitative data on a map of Georgia. 3.2 discuss the influence of transportation, education, and other
resources on local economies .

MATERIALS AND RESOURCES:

. Reading 3.1 "The Two Georgias" .Handout 3.1 IIPer Capita Personal Income, 1983" .Handout 3.2 "Georgia's Interstate Highway System" .Handout 3.3 "Senior Colleges and Universities, and Military Facilities ll .Handout 3.4 "Georgia SMSA, 1981" .Handout 3.5 "Population Growth, 1980"

ACTIVITI ES:

Acti vity 1 Distribute Reading 3.1. This reading is designed to acquaint students
with the two Georgias concept.

Activity 2 Distribute Handout 3.1. Note: per capita income is defined as the total personal income for an area divided by the population of the area. In 1983, per capita personal income for the United States was $11,687 and for
Georgia it was $10,389.

Have students classify counties according to their average per capita income using the following 1983 income levels: a. Greater than 112 percent of the state average (Greater than the U.S.
average) b. Greater than 100 percent of the state average (Greater than the U.S.
average) c. 81 percent to 100 percent of the state average d. Less than 81 percent of the state average An easy way to mark the classifications of Handout 3.1 is to use different colored check marks for each of the four classifications.

Activity 3 Distribute Handout 3.2. Have students color each county according to its per capita income classification. (If colored pencils are not available,
devise a key of diagonal lines, dots, etc., for the classifications.)

This lesson, including handouts, is taken from Lawrence
R. Hepburn, The Georgia History Book Teacher's Manual (Athens: Carl Vinson Institute of Government, University of Georgia, 1986) pp. 65-71.

TOPIC/CONCEPT f MODERN GEORGIA (1945 - PRESENT)

LESSON 3

..;.;TH..;.;E;...;.TW;.;.;O;...;;.GE=O;.;.;R=G,;.;,IA.;.;;S

_

QCC CONTENT OBJECTIVE(S):

~29~,~35~,~36~

__

QCC SKILLS OBJECTIVES(S): 5, 10, 11, 12, 13, 15, 41, 46, 48,56

ACTIVITIES: (Conld .. )

Discuss the pattern that has emerged on the interstate highway map. What generalizations can be made about the location of the counties in each income classification? a. Does there seem to be a relationship between per capita income and the
availability of interstate highway transportation? b. Have students compare their per capita income pattern with Handouts 3.4
and 3.5. What seems to be the relationship between per capita income and population growth? Between per capita income and the location of metropolitan areas?
Activity 4 Distribute Handout 3.3. Have students plot the locations of military installations and higher education institutions on their per capita income maps. Discuss the relationship between the location of these government facilities and per capita income.
At this point remind students that there are many factors - too many to discuss here - that influence economic development. For example, in addition to highways and government installations, community cohesiveness, local leadership, education levels of the workforce, the community's attitude toward change, natural resources, and a host of historical factors may come into play in economic development.
Also, students should understand that while super highways and other resources may influence economic activity in an area, they do not determine that an activity will or will not take place. The low per capita income of several counties between Macon and Savannah reflects the near absence of economic development in those counties since 1-16 was constructed through them.
Acti vity 5 For the future: Have students scan the Atlanta Constitution and Atlanta Journal, local newspapers, and Georgia Trend and Atlanta magazines for articles on the two Georgias, the building of developmental highways, and other activities related to economic development in the less prosperous Georgia. The concept of the two Georgias may not be acceptable to everyone, but it is a concept that is likely to be around for many years.

Modern Georgia Lesson 3 Reading 3.1
THE TWO GEORGIAS
During the past two decades Georgia achieved a new image in the nation. The new image was one of economic prosperity. Signs of that prosperity included population growth from sunbelt migration and new subdivisions, super highways, shopping malls, office and industrial parks, schools and colleges, churches, and the towering skyscrapers of Atlanta. Quantitative data showed that the average income of Georgians in the 1980s compared far better with the average of all Americans than it did a few decades earlier.
However, a closer look at the picture of modern Georgia revealed other details that were disturbing to some leaders in business and government. These leaders pointed out that many counties had no super highways, no industrial parks, and no new subdivisions. There was little evidence of sunbelt migration to these counties. Furthermore, the data showed that while average incomes in a few counties in Georgia were far above the national average, in many more counties average income was far below the national average. In sum, these observers said, there were two Georgias. One was growing in people, in jobs, in income, and in standard of living; the other was not.
The existence of two Georgias raised controversy in business and government. Some citizens in the less prosperous counties asked that state government do something to direct the new industries, the new jobs, and the new highway construction towards them. However, not everyone agreed that the state should assume responsibility for such efforts. Still others suggested that there was no way to balance prosperity across the state.
By 1986, state government had begun a major effort to direct economic development toward the poorer areas of Georgia. The biggest part of that effort would be the construction of Iidevelopmental highways" - four-lane highways that would link up with the existing interstate system in Georgia and bring better transportation to the poorer areas. Better transportation, it was hoped, would attract new industries that would provide more and better jobs for people living in those areas.
If there are two Georgias, where are they? There is no definite answer to that question. (Indeed, some state leaders reject the notion that there are two Georgias.) This lesson is designed to let you find out for yourself if there are two Georgias and, if so, where they are.
Your teacher will distribute more handouts and give directions to help you discover whether "two Georgias" really do exist.

Modern Georgia Lesson 3 Handout 3.1
PER CAPITA PERSONAL INCOME, 1983

Area

Per Capita

;

i

I Percent of I

Personal Income i State

(Dollars)

I Average I Area

I

I

Georgia

$10,389

Appling Atkinson 8acon Baker Baldwin Banks Barrow Bartow Ben Hill Berrien Bibb Bleckley Brantley Brooks Bryan Bulloch Burke Butts Calhoun Camden Candler Carroll Catoosa Charlton Chatham Chattahoochee Chattooga Cherokee Clarke Clay Clayton Clinch Cobb Coffee Colquitt Columbia Cook Coweta Crawford Crisp Dade Dawson Decatur DeKalb Dodge

8,307 7.458 6,835 6,830 8,649 8,010 9,158 8,827 8,020 8,015 10,202 8,540 6.744 6,389 7,739 8,073 7,761 7,928 7,985 9,547 7,033 9,216 8.227 7,130 10,653 7,177 7.492 9,637 10,183 5.467 10,987 7,633 13,913 7,534 8.002 10,698 6,628 9.991 8.446 7,779 7.015 8,885 8.317 13,750 7,614

80

Dooly

72

Dougherty

66

Douglas

66

Early

83

Echols

77

Effingham

88

Elbert

85

Emanuel

77

Evans

77

Fannin

98

Fayette

82

Floyd

65

Forsyth

61

Franklin

74

Fulton

78

Gilmer

75

Glascock

76

Glynn

77

Gordon

92

Grady

68

Greene

89

Gwinnett

79

Habersham

69

Hall

103

Hancock

69

Haralson

72

Harris

93

Hart

98 I Heard

53

Henry

106

Houston

73

Irwin

134

Jackson

73

Jasper

77 . Jeff Davis

103

Jefferson

64

Jenkins

96

Johnson

81

Jones

75

Lamar

68

Lanier

86

Laurens

80

Lee

132

Liberty

73

Lincoln

Per Capita

Percent of

Personal Income State

(Dollars)

i Average

8,795

85

9,355

90

9,943

96

7,756

75

6,521

63

8,524

82

9,031

87

7,002

67

7,867

76

7,331

71

13.455

130

10,258

99

10,645

102

8,860

85

13,012

125

8,396

81

9,325

90

10,719

103

9,302

90

7,873

76

7,321

70

12,799

123

7,946

76

10,613

102

6,487

62

9,290

89

8,112

78

8.419

81

8,576

83

10,569

102

10,~07

102

7,760

75

8:503

82

9,292

89

8,674

83

7,606

73

6.433

62

7.252

70

8,899

86

8,209

79

6,876

66

8,806

85

8.246

79

7,932

76

7,706

74

Area
Long Lowndes Lumpkin Macon Madison Marion McDuffie Mcintosh Meriwether Miller Mitchell Monroe Montgomery Morgan Murray Muscogee Newton Oconee Oglethorpe Paulding Peach Pickens Pierce Pike Polk Pulaski Putnam Quitman Rabun Randolph Richmond Rockdale Schley Screven Seminole

IP';r Cap;t.

I I Percent of

Personal Income State

! (Dollars)

Average! Area

6.986 8.728 7.717 8.315 6.200 6,499 8.267 7,339
7.233 7.389 7.419 8.803 7,428 8.711 7,982 10.002 9.088 9.896 8,062 8.667 9.645 8.995 7,261 8.922 8.691 8.792 8.240 6.329 7,258 6.297 10.042 11,253 7.886 7.398 8.088

67

Spalding

84

Stephens

74

Stewart

80

Sumter

60

Talbot

63

Taliaferro

80

Tattnall

71 I Taylor

70

Telfair

71

Terrell

71

Thomas

85

Tift

71

Toombs

84

Towns

77

Treutlen

96

Troup

87

Turner

95

Twiggs

78

Union

83

Upson

93

Walker

87

Walton

70

Ware

86

Warren

84

Washington

85

Wayne

79

Webster

61

Wheeler

70

White

61

Whitfield

97

Wilcox

108

Wilkes

76

Wilkinson

71

Worth

78

Per Capita

Percent of

Personal Income State

(Dollars)

: Average

9.207

89

8.479

82

6.614

64

8.800

85

6.416

62

8.145

78

7,012

67

7,824

75

8,209

79

6.752

65

9,199

89

9.069

87

7.563

73

6,452

62

6.606

64

9,822

95

8.177

79

6.875

66

5.945

57

8.236

79

8,416

81

8.764

84

9.398

90

6.977

67

8.143

78

8,044

77

7,549

73

6.711

65

6,950

67

10.390

100

7.220

69

8.595

83

8.391

81

7,662

74

Modern Georgia Lesson 3 Handout 3.2
'.
Georgia's Interstate Highway System
. ~ Insterstate highway
8 State limited-acess. four-lane highway
Source: Georgia Department of Transportation, 1986 Carl Vinson Institute of Government The University of Georgia

<I

Modern Georgia Lesson 3 Handout 3.3

SENIOR COLLEGES AND UNIVERSITIES, AND MILITARY FACILITIES

Educational Institutions
Albany State College Armstrong State College Augusta College Clayton State College Columbus College Ft. Valley State College Georgia College Georgia Institute of Technology Georgia Southern College Georgia Southwestern College Georgia State Univerity Kennesaw College Medical College of Georgia North Georgia College Savannah State College Southern Technical Institute University of Georgia Valdosta State College West Georgia College

County
Dougherty Chatham Richmond Clayton Muscogee Peach Baldwin Fulton Statesboro Sumter Fulton Cobb Richmond Lumpkin Chatham Cobb Clarke Lowndes Carroll

Military Facilities
Dobbins Air Force Base Ft. Benning Ft. Gordon Ft. Gillem Ft. McPherson Ft. Stewart Hunter Army Air Field Kings Bay Submarine Base Marine Corps Logistics Base Moody Air Force Base Naval Air Station Navy Supply Corps School Robins Air Force Base

County
Cobb Chattahoochee-Musco gee Richmond Clayton Fulton Liberty-Bryan Chatham Camden Dougherty Lowndes Cobb Clarke Houston

Modern Georgia Lesson 3 Handout 3.4 STANDARD METROPOLITAN STATISTICAL AREAS
1981
.
7/81

Modern Georgia Lesson 3 Handout 3.5
1980 Population of
Georgia Counties

..
Source, U. S. Censua Bureau

7i81 Inst. ot GO\/!.

TOPIC/CONCEPT f MODERN GEORGIA (1945 - PRESENT)

".

LESSON 4

THE CIVIL RIGHTS MOVEMENT

QCC CONTENT OBJECTIVE(S): 34, 36, 37

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 4, 6, 7, 8, 10, 12, 35, 36, 39

LESSON OBJECTIVE(S):

The student will be able to:

4.1 identify and arrange in order the major events in the Civil Rights movement to establish cause and effect relationships.
4.2 determine the status of the visions of Martin Luther King and Jimmy Carter regarding an end to discrimination .

MATERIALS AND RESOURCES:

.Worksheet 4.1 liThe Civil Rights Movement ll .Worksheet 4.2 IIVisions ll

ACTIVITIES:

Activity 1 Provide students an overview of the civil rights struggle by asking students to complete Worksheet 4.1 liThe Civil Rights Movement. 1I Students may need to use their textbook and/or resources in the media center to complete the timeline.

Acti vity 2
The abolition of racial discrimination has not totally disappeared, but
great progress has been and continues to be made. Worksheet 4.2 contains
statements form two Georgians explaining their visions of the end of
racial discrimination. After reading these statements and discussing them with the class, ask students to write a short essay giving their
personal response to the vision of Martin Luther King and Jimmy Carter.
To what extent have these visions been fulfilled in Georgia today? What personal responsibility do we have to resist bigotry and discrimination? Students may want to begin their essay: IIIf Martin Luther King were alive today, he woul d say .... II

Modern Georgia Lesson 4 Worksheet 4.1
THE CIVIL RIGHTS MOVEMENT DIRECTIONS: Place the letter of the event at the correct place on the timeline. You may need to use your textbook and/or resources in the media center to help you find the correct dates.
1950 A. Brown vs. Board of Education, Topeka B. III Have a Dreamll speech, Dr. Martin Luther King C. IINobel Peace Prize ll award to Dr. Martin Luther King D. Montgomery bus boycott E. Dr. Martin Luther King assassinated
1960 F. Andrew Young elected to Congress G. Julian Bond elected to General Assembly H. Maynard Jackson elected mayor of Atlanta I. Southern Christian Leadership Conference (SCLC) formed J. Civil Rights Act of 1964
1970 K. Voting Rights Act of 1965 L. First federal holiday honoring Dr. Martin Luther King
1980

Modern Georgia Lesson 4 Worksheet 4.2
VISIONS
Directions: Read the quotes below from Jimmy Carter and Dr. Martin Luther King. In the space provided, write a short essay describing your interpretation of how far the U.S. has come in meeting the dreams of these two men. Use additional paper if needed .
.. .. 1 have a dream that one day this nation will rise up and live out the true meaning of its creed, "We hold these truths to be self-evident, that all men are created equal." I have a dream that one day on the red hills of Georgia, sons of former slaves and slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a desert state sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character .....
Martin Luther King August 28, 1963
At the end of a long campaign, I believe I know our our people as well as anyone. Based on this knowledge of Georgians - north and south, rural and urban, liberal and conservative ~ I say to you quite frankly that the time for racial discrimination is over. Our people have already made this major and difficult decision .....
No poor, rural, weak, or black person should ever again have t~ bear the additional burden of being deprived of the opportunity for an education, a job, or simple justice .
Governor Jimmy Carter, Inaugural Address, January 12, 1971

TOPIC/CONCEPT f MODERN GEORGIA (1945 - PRESENT)

LESSON 5

DR. MARTIN LUTHER KING, JR

QCC CONTENT OBJECTIVE(S):

~34~,~37~

__

QCC SKILLS OBJECTIVE(S):

1, 2, 5, 6, 7, 8, 10, 12

LESSON OBJECTIVE(S):

The student will be able to:

5.1 identity Dr. Martin Luther King, Jr. as the leader of the Civil Rights movement in the United States.
5.2 analyze Dr. Martin Luther King, Jr. 's efforts to achieve social change through nonviolent civil disobedience .

MATERIALS AND RESOURCES:

. Reading 5.1 IILetter from Birmingham Jail ll .Reading 5.2 liThe Time Has Cornell

ACTIVITI ES:

Activity 1

Dr. Martin Luther King, Jr. was propelled into the national spotlight

during the Montgomery, Alabama bus boycott of 1955. Almost a century

after the end of the Civil War, blacks were still denied many of their

civil rights. By 1963, Dr. King's activities toward securing these rights

for blacks became more and more visible. Some people accused him of

moving too fast from Birmingham

and Jail

ell ncisouDrarg. edKihnigm's

to be patient. Reading 5.1 response to these requests.

"Letter Ask

students Dr. King

to read this excerpt and then be prepared gives as to why it was hard for blacks to

to describe continue to

e"xwaamitplllesfor

their civil rights.

Activity 2
Dr. King's letter was written in April, 1963. Reading 5.2 shows an
editorial which ran during July 1963 in the Augusta Chronicle and Herald.
Ask students to read this excerpt from the editorial and then make a chart showing Dr. King's examples of discrimination in one column and the City of Augusta's performance in that area. A follow-up discussion should identify points of agreement of the two documents and points of disagreement.

Activity 3

Conclude this lesson by pointing out to students that the March on

WHaavsehiangDtorneamtollokspepelcahce

in August 1963 when from the steps of the

Dr. King Lincoln

delivered Memorial.

his famous The March

III on

Washington accelerated Congressional passage of the Civil Rights Act of

1964. That year King won the Nobel Peace Prize.

Modern Georgia Lesson 5 Reading 5.1
LETTER FROM BIRMINGHAM JAIL
..... For years now I have heard the word "wait." It rings in the ear of every Negro with piercing familiarity. This "wait" has always meant "never." We must come to see .... that "justice too long delayed is justice denied."
We have waited for more than 340 years for our constitutional and God-given rights ... but we still creep at a horse-and-buggy pace toward galnlng a cup of coffee at a lunch counter. Perhaps it is easy for those who have never felt the stinging darts of segregation to say, "wait." But, when you have seen vicious mobs lynch your mother and father ... when you see the vast majority of your twenty million Negro brothers smothering in an air-tight cage of poverty in the midst of an affluent society; when you suddenly find your tongue twisted and your speech stammering as you seek to explain to your six-year old daughter why she can't go to the public amusement park that has just been advertised on television, and see tears welling up in her eyes when she is told Funtown is closed to colored children; .'. when you take a cross-country drive and find it necessary to sleep night after night in the uncomfortable corners of your automobile because no motel will accept you; when you are humiliated day in and day out by nagging signs reading "white l' and "colored." ... then you will understand why it is difficult to wait ....
April 16, 1963
[Martin Luther King, Jr., Why We Can't Wait, (New York: Harper & Row
Publishers, Inc., 1963), pp. 83-84.J

Modern Georgia Lesson 5 Reading 5.2
THE TIME HAS COME
Augusta is blessed with an abundance of sensible people, men and women of both races ...
It is because Augusta has such a healthy atmosphere that this newspaper makes bold to suggest today that the time has come for a reappraisal of our race relations with the view to extending to the responsible Negroes of this community a more equitable share of citizenship.
We see it as a step to be taken in our common interest.
We see it as a step in keeping with the trend of the times.
We see it as being the right thing to do.
Augusta already has witnessed an integration of its buses, its library, its Municipal Auditorium, its variety store lunch counters and at least one of its public parks. The city and county together also have taken steps to remove signs over public facilities in the Municipal Building that have proved offensive to Negroes.
We see integration as being feasible in the field of education, voting, and in job opportunities with either the city or county. In other words, we believe that the Negro should be given equality of opportunity in those areas in which he participates as a taxpayer ...
The Chronicle and Herald historically have defended many forms of segregation on the basis of constitutionality and tradition. We still hold that the Supreme Court desegregation decision have contravened (contradicted) the Tenth Amendment to the Constitution. But we recognize the Court's authority, and we see no event short of congressional action as being capable of reversing the current judicial trend.
Insofar as tradition is concerned, this newspaper has maintained that full equality for the Negro can best be achieyed by evolutionary rather than revolutionary processes. We see the moves we now suggest as being in harmony with this position.
[Adapted from Augusta Chronicle and Herald, July 14, 1963, p. 1.J

TOPIC/CONCEPT f MODERN GEORGIA (1945 - PRESENT)

LESSON

~GE~O:.:.:R..=.,GI:.:.A.:.,. '. =.,S...::G::.=::O.:..VE::.:.R.:.;.:N.:..OR:.:.:S~

_

QCC CONTENT OBJ ECTI VE (S) :

.::.;36:. z,. . . ::. ;37;..z,,_4..:..:6~

_

QCC SKILLS OBJECTIVE(S):

~1~,~2~,~3~,...::5~,~3~5~,~3~8~

_

LESSON OBJECTIVE(S):

The student will be able to:

6.1 describe the characteristics of the "typical" Georgia governor. 6.2 describe unique situations which have arisen during Georgia
gubernatorial elections. 6.3 identify governors of Georgia since 1931 and their contributions to
the state.

MATERIALS AND RESOURCES:

.Handout 6.1 "Georgia1s Governors" .Worksheet 6.1 "Administration Highlights" .Textbook and/or media center resources

ACTIVITI ES:

Activity 1 Provide students with a copy of Handout 6.1 "Georgia's Governors." Ask students to summarize the information to form generalizations about the "typical" governor. Students shou-ld describe Georgia governors as relatively young, white males who graduated from college (usually the University of Georgia) as attorneys. The governors generally have come from rural areas of the state and have prior political experience in state government. There are of course, exceptions to these generalizations (e.g. Lester Maddox).

NOTE: Point out to students that all of Georgia's governors since the end of Reconstruction have been members-Df the Democratic party. [At the
presidential level, however, Georgia has voted Republican in every presidential election since 1964 except when native son Jimmy Carter was a candidate in 1976 and 1980.J Only in the gubernatorial election of 1966
d1d the state come close to electing a Republican governor.

Activity 2 Since the election of Richard B. Russell in 1930 as Georgia's youngest governor, there have been several exciting and controversial elections. Have students select one of the following elections to investigate:

.The Election of 1946 (the Three Governors Episode) .The Election of 1962 (the first after the county unit system was established)
.The Election of 1966 (election by the General Assembly)

Activity 3
Provide students with copies of Worksheet 6.1 "Administration Highlights." Students will need to use their textbooks and/or resources in the media center to identify major contributions of each Governor's administration to the state.

GEORGIA'S GOVERNORS 1931 - Present

GOVERNOR Richard B. Russell, Jr. Eugene Talmadge Eurith D. Rivers
Ell is G. Arnall M. E. Thompson Herman Talmadge S. Marvin Griffin S. Ernest Vandiver, Jr. Car1 E. Sanders Lester G. Maddox Jimmy Carter
George Busbee Joe Frank Harris

TERM IN OFFICE 1931-1933 1933-1937 1941-1943 1937-1941
1943-1947 1947-1948* 1948-1955* 1955-1959 1959-1963 1963-1967 1967-1971 1971-1975
1975-1983 1983-

AGE AT ELECTION
33 48 41
35 43 35 47

EDUCATION
University of Georgia
University of Georgia
Young Harris Col. LaSalle Extension University
Univ. of the South Univ. of Georgia
Emory University Univ. of Georgia
University of Georgia
The Citadel

40

University of

Georgia

37

University of

Georgia

51

Atlanta, Public

Schools

46

United States

Naval Academy

47

University of

Georgia

46

University of

Georgia

OCCUPATION Attorney
Attorney Farmer Attorney
Attorney
Educator
Attorney
Newspaper Editor Attorney
Attorney
Businessman
Navy Offi cer Farmer Businessman Attorney
Attorney

POLITICAL OFFICE PRIOR TO ELECTION Speaker, Ga. House of Representatives Ga. Commissioner of Agriculture Speaker, Ga. House of Representatives
Attorney General of Georgia State Revenue Commissioner None
Lt. Governor
Lt. Governor
President Pro Tem. Georgia Senate None
Member, Georgia Senate
Majority Leader, Ga. House of Rep. Ga. House of Rep.

RESIDENCE
Winder Barrow Co.
McRae, Telfair Co.
Lakeland Lanier Co.
Newnan, Coweta Co.
Valdosta, Lowndes Co.
Lovejoy, Henry Co.
8ainbridge, Decatur Co.
Lavonia, Franklin Co.
Augusta, Ri ctlmond Co.
Atlanta, Fulton Co.
Plains, Sumter Co.
Albany Dougherty Co.
Cartersville

*In the election of 1946, Eugene Talmadge was elected to a fourth term as governor but died before taking office. The Ga.
Supreme Court ruled that Thompson, elected as Lt. Gov., would be acting Governor until the next general election which Herman Talmadge, son of Eugene Talmadge, won in 1948.

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en

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Modern Georgia
Lesson 6 Worksheet 6.1

ADMINISTRATION HIGHLIGHTS

Directions: For each governor listed below, identify major contributions of that administration to the state. Statements to get you started are found on the next page.

GOVERNOR

CONTR IBUTIONS

Richard B. Russell

Eugene Talmadge

Eurith D. Rivers

Ell is Arnall

Melvin E. Thompson

Herman Talmadge

S. Marvin Griffin

Ernest Vandiver

Carl Sanders

Lester Maddox

Jimmy Carter

George Busbee

Joe Frank Harris

Modern Georgia Lesson 6 Worksheet 6.1 Page 2
Write the following statements next to the appropriate governor's name. Some statements may be used more than once.
-reorganized state government -Quality Basic Education (QBE) Act passed -"Little New Deal" programs for Georgia -lowered voting age to 18 -traveled to other nations to attract foreign business to Georgia -reduced powers of the governor -abolished the chain gangs and implemented prison reform -improved education by increasing school year to seven months and providing free textbooks for the first time -abolished the poll tax -began prison furlough program -kept taxes low, lowered utility rates, cut government spending

TOPIC/CONCEPT f MODERN GEORGIA (1945 - PRESENT)

LESSON I

.; .J; .;.IM.; . M.; . Y_C; .;. A;.;. ;R.; . TE; .;.R"--

_

QCC CONTENT OBJECTIVE(S):

.;;.37~

_

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 4, 5, 8, 12, 13-19, 20-24, 27-33

LESSON OBJECTIVE(S):

The student will be able to:

7.1 analyze events which 1ed to the election of Governor Jimmy Carter to the Presidency.
7.2 identify Georgians who served the nation in the White House under the Carter administration.
7.3 describe major world events which occurred during the Carter administration.

MATERIALS AND RESOURCES:

.Reading 7.1 "Why Not The Best" .Worksheet 7.1 "The Carter Presidency 1977-1981"

ACTIVITI ES:

Activity 1 Jimmy Carter began his quest for the Presidency in the wake of the Watergate crisis, emphasizing the fact that he was a Washington outsider. Provide students with a copy of Reading 7.1 and ask them to explain how Carter used the times in which he lived to win the White House. Also ask students to make a list of the personal qualities a person should have to hold the office of president.

Activity 2 Upon his election, Carter selected many Georgians, as well as people from other states, to serve with him in Washington. These Georgians were called the "Georgia Mafia" by some people. Assign groups of students one of the following names (or any other member of the staff the teacher may identify) to research:

.Andrew Young, Ambassador to the United Nations
.Burt Lance, Director of the Office of Management and Budget .Max Cleland, Head of the Veterans Administration .Hamilton Jordan, Jody Powell, Jack Watson, etc.

For each person., students should find out the Georgia connections, how these people's performance in office may have contributed to the label "Georgia Mafia," and what jobs this people have held since leaving Washington.

Activity 3
Distribute Worksheet 7.1 liThe Carter Presidency" to students. Ask them to describe how the Carter administration dealt with the problems/issues listed in the first column as well as how the current White House administration is dealing with these issues.

Ask students to make comparisons about how the issues were handled by the two administrations. Students might write editorials, draw political cartoons, or prepare an oral presentation giving their opinions about how these problems/issues should be addressed and/or solved.

Modern Georgia Lesson 7 Reading 7.1
WHY NOT THE BEST?
I intend to win. Being elected president is very important to me. But it is not the most important thing in my life. I don1t have to be president. There are a lot of things that I would not do to be elected. I would never tell a lie, I would never make a misleading statement, I would never betray your trust in me, and I will never avoid a controversial issue ...
If I should ever do any of those things, don1t support me. Because I would not be worthy to be president of the country. But I don't intend to do any of them, because ... people like you ... want us to have once again a nation with a government that is as honest and decent and fair and competent and truthful and idealistic as are the American people. If we could just have a government once again as good as our people are, thatlll be a great achievement.
From a 1976 campaign speech.

Modern Georgia Lesson 7 Worksheet 7.1

THE CARTER PRESIDENCY
1977-1981

Problem/Issue l. Inflation

How Dealt With by Carter Administration

2. Middle East

3. Human Rights

4. Iranian Hostages

5. USSR Invasion of Afghanistan
6. Energy and the Environment
7. Panama Canal Zone
8. The Nuclear Threat

How Dealt With by Current Administration

TOPIC OVERVIEW

TOPIC/CONCEPT ~ SUGGESTED TIME: PURPOSE:
VOCABULARY:

Culture
Integrate with other topics
To make students aware of the contributions of various cultural groups to Georgia's growth and development.

culture ethnic group
fine arts foreign

interdependence international
heritage origin

TOPIC/CONCEPT CULTURE

LESSON 1

INTERNATIONAL FESTIVALS IN GEORGIA

QCc CONTENT OBJECTIVE(S): 38

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 5, 9, 24, 25, 34, 35, 39

LESSON OBJECTIVE(S):

The student will be able to:

1.1 identify international festivals held each year in Georgia.
1.2 describe traditions (arts and crafts, games, music, food, etc.), portrayed in other cultures and how they influence Georgians today .

MATERIALS AND RESOURCES:

. Newspapers, magazines, travel guides, promotional brochures, etc.

ACTIVITIES:

Have students compile a year-long calendar of events in Georgia, by month, that reflect an international flavor.

Examples: .Oktoberfest in Helen .Greek Festival at the Cathedral of the Annunciation in Atlanta .The Highland Games at Stone Mountain .The Latin-American Festival at Northlake Mall, Atlanta .The Jewish Festival at the Jewish Community Center, Atlanta .St. Patrick1s Day celebration, Savannah

For each festival, have a group of students prepare a class presentation.

Students will prepare a bulletin board with a calendar/timeline listing international festivals in Georgia.

Groups will make presentations which might include collages, music or dance demonstrations, how-to-do arts or crafts projects, and artifacts:

This activity adapted from: Georgia and the World, p. 55, a book of lessons developed by participants in Emory Universitys 1985 Institute on
International Education, Dr. Carole Hahn, Project Director

TOPIC/CONCEPT CULTURE

LESSON f

FOREIGN PLACE NAMES IN GEORGIA

QCC CONTENT OBJECTIVE(S): 38

QCC SKILLS OBJECTIVE(S):

1, 12, 39, 41, 42, 43, 48, 49, 51-53, 55, 56

LESSON OBJECTIVE(S):

The student will be able to:

2.1 explain how many places in Georgia are named for people, events, and places in other countries.
2.2 establish the relationship between place names in Georgia and in other parts of the world.

MATERIALS AND RESOURCES:

.Georgia Highway Map (available free from the Georgia Department of Transportation)

ACTIVITIES:

Activity 1 Using a Georgia highway map, the students should find places in Georgia which can be placed in anyone of the following categories: a. places with names of cities in other countries b. places named after foreign people c. places with names from foreign languages d. places with names of historical places in foreign countries e. places other than cities with names of foreign places (rivers~ lakes,
etc.)

By using an atlas or geographical dictionary, students may check names of places to assure that they are foreign places.

Using the map index, students should be able to locate each place using the reference system to find the location of each city, lake, river, or
other geographic feature.

Activity 2 Have a discussion based on the following: a. Explain how you used the reference system on the Georgia highway map to
find various locations. b. How were the names of cities and other places in Georgia affected by
other countries in the world? c. Why do you think these names were chosen for places in Georgia? d. Which of these Georgia place names do we pronounce as they are
pronounced in the country of origin? Which do we pronounce differently? Why do you think changes in pronunciation occur? e. Can you think of any examples of when American names have been used in other places?

This activity adapted from: Georgia and the World, p. 40, a book of
lessons developed by participants in Emory University's 1985 Institute on International Education, Dr. Carole Hahn, Project Director

TOPIC/CONCEPT CULTURE

LESSON ~

INTERNATIONAL FAMILY ORIGINS

QCC CONTENT OBJECTIVE(S): 38

QCC SKILLS OBJECTIVE(S):

5, 6, 7, 9, 11, 25-27, 33, 35, 36, 39, 41, 43, 55

LESSON OBJECTIVE(S):

The student will be able to:

3.1 gather information about his/her family origin and compile this with similar data about other member of the class .

MATERIALS AND RESOURCES:

. Survey questions

ACTIVITIES:

Activity 1 Have students ask their parents the following questions and record the
answers: a. From what country did family members come to the United States? b. When did they come to the United States? c. Where did they settle in the United States? d. When did they move to Georgia? e. Why did the earliest immigrants come?
(religious, political, economic reasons?) f. Why did they move from their first residence to Georgia? g. What present-day attempts are made to maintain ties with relatives in
the country of origin? h. Does the family maintain ties with any organizations which encourage
the maintenance of the cultural identity of the family? i. Has the family made any organized attempt to trace family origin or to
visit the areas of origin?

Have students report their finding to the class and a. mark their family place of origin on map . .
b. mark their family's date of origin in Georgia on a timeline.

Activity 2
Discuss the following questions with the class. 1. What family traditions or ceremonies reflect the family1s area of
origin?
2. How does the profile of this class compare with the profile of Georgia
as a whole? U.S. Census reports available in many county libraries would be necessary for determining this answer. 3. How does the profile of the class compare with the profile of the
United States? Again, U.S. census statistics would provide this answer.

This activity adapted from: Georgia and the World, p. 37, a book of lessons developed by participants in Emory University's 1985 Institute on International Education, Dr. Carole Hahn, Project Director

TOPIC/CONCEPT CULTURE

LESSON i

CULTURAL ACHIEVEMENTS OF GEORGIANS

QCC CONTENT OBJECTIVE(S): 39

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 4, 5, 8, 18, 20, 22, 24, 25, 29, 30, 31

32, 33

LESSON OBJECTIVE(S):

The student will be able to:

4.1 identify contributions Georgians have made to American culture through art and literature .

MATERIALS AND RESOURCES:

.Worksheet 4.1 "Cultural Achievements of Georgians"
.Textbook and/or resources from the media center

ACTIVITI ES:

Activity 1 Distribute copies of Worksheet 4.1 to students to complete. There are fifteen Georgians listed who are representative of the many sons and daughters of the state who have made significant contributions to the arts. Students should identify each person on the list and add a minimum of five additional Georgians.

Activity 2 Ask students to select the Georgians who have made significant
contributions to the arts to nominate for a "Hall of Fame. 11 Groups of students could prepare promotional materials for a favorite candidate to
encourage inclusion of that person in the "Hall." Parents could be invited to attend informative presentations and then vote for the top
candidates.

Culture
Worksheet 4.1 Lesson 4

CULTURAL ACHIEVEMENTS OF GEORGIANS

Directions: For each Georgian, provide the information requested. Add at least five more Georgians to the list that you feel have contributed to the culture of Georgia through art, music, literature, theater, motion pictures, sports or television.

NAME

FIELD (Sports, Music

CONTRIBUn ON

Literature, etc.)

1. Ali ce McCl e11 an Birney

2. Sidney Lanier

3. Joel Chandler Harri s

4. Juliette Gordon Low

5. Robert Woodruff

6. Robert Shaw

7. Margaret Mitchell

Fl ann'ery O'Connor

9. Ty Cobb

10. Bobby Jones

11. Hank Aaron

12. Paul Anderson

13. Ted Turner

14. Ray Charles

15. Rebecca Latimore Felton

16.

17.

18.

19.

20.

TOPIC OVERVIEW

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

SUGGESTED TIME: .=.1=.2..;;W;.;;.e=ek=s;..-.

_

PURPOSE:

To provide students an overview of the structure and operation

of state and local governments and their impact on the daily

life of Georgians.

VOCABULARY:

executive
legislative judicial bicameral
federalism
citizenship constitution
amendment preamble
taxation

senator
representative General Assembly lI one person, one vote ll
district
bi 11
veto
debate committee special district

presiding officer
checks and balances agency
organizational chart jurisdiction municipal charter home rule incorporated/unincorporated revenue

TOPIC/CONCEPT tl STATE AND LOCAL GOVERNMENT

LESSON 1

THE U.S. AND GEORGIA CONSTITUTIONS

QCC CONTENT OBJE~TIVE(S):

40

QCC SKILLS OBJECTIVE(S):

1, 2 , 3 , 5, 34 , 35 , 36 , 39

LESSON OBJECTIVE(S):

The student will be able to:

1.1 compare elements of the U.S. and Georgia Constitutions

MATERIALS AND RESOURCES:

.Handout 1.1 "Comparing the United States and
Georgia Constitutions" .Worksheet 1.1 "Comparing the United States and
Georgia Constitutions" .Handout 1.2. "Adoption of Georgia's Constitutions"

ACTIVITIES:

Acti vity 1 Distribute the timeline showing the adoption of Georgia's Constitutions
(Handout 1.2) to students. Ask students to study the document and be able to answer the following questions:

.How many Constitutions has Georgia had since becoming a state? .Under which Constitution were Georgians governed for the longest period of time? .How long have Georgians had a written Constitution?

Point out to students that only the state of Louisiana has had more Constitutions (total of 11) than Georgia. Like Georgia, Massachusetts,
New Hampshire and Vermont have also had ten Constitutions.

Activity 2
In order to provide students an overview of the two constitutions under
which their state and national governments operate, distribute Handout 1.1 and Worksheet 1.1 "Comparing the U.S. and G~orgia Constitutions" for students to complete.

A follow-up discussion should contain the following points:

.both the state and national governments have written constitutions which describe the structure, powers, obligation, and duties of government . . both governments have divided powers among three branches of government: executive, legislative, judicial.

Lesson 1 Handout 1.1
COMPARING THE UNITED STATES AND GEORGIA CONSTITUTIONS

UNITED STATES CONSTITUTION

(Adopted 1789)

I , PREAMBLE

GEORGIA CONSTITUTION
(Adopted 1983)

We tne people of the United States, in order to form a more perfect Union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution.

To perpetuate the principles of free
government, insure justice to all, preserve peace, promote the interest and happiness of the citizen and of the family, and transmit to posterity the enjoyment of liberty, we the people of Georgia, relying on the protection and guidance of almighty God, do ordain and establish this Constitution.

I t ARTICLES

Article I. The Legislative Branch (10 Sections)
Article II. The Executive Branch (4 Sections)
Article III. Judicial Branch (3 Sections)
Article IV. Relations Among States (4 Sections)
Article V. The Amending Process (1 Section)
Article VI. National Supremacy (l Secti on)
Article VI I. Ratification Procedure (l Section)
Amendments 1-10 The Bill of Rights Amendments 11-26 Other Amendments

Article I. The Bill of Rights (3 Sections)
Article II. Voting and Elections (2 Sections)
Article I I I. Legislative Branch (10 Sections)
Article IV. Constitutional Boards &
Commissions (7 Sections)
Article V. Executive Branch
(4 Sections) Article VI. Judicial Branch
(10 Sections) Article VI I. Taxations and Finance
(4 Sections) ArJ:icle VI I I. Education
(7 Sections)
Article IX. Counties &Municipal
Corporations (6 Sections) Article X. Amendments to the
Constitution (1 Section) Article XI. Miscellaneous Provisions

I I AMENDMENT PROCESS

Amendments may be proposed by a vote of two-thirds of the members of both Houses of Congress or by a constitutional convention.
Amendments must be ratified by threefourths of the State Legislatures or or by special state conventions.

Amendments may be proposed by a vote of two-thirds of both Houses of the Georgia Legislatures.
Amendments must be ratified by a majority vote of the general electorate in a state-wide referendum.

State and Local Government Lesson 1 Worksheet 1.1
COMPARING THE UNITED STATES AND GEORGIA CONSTITUTIONS

Directions: Use Handout 1.1 to help you answer these questions.

Preamble

1. Which preamble refers to liberty as a reason for writing the Constitution? (Circle one.)

GEORGIA

UNITED STATES

BOTH

NEITHER

2. Which Constitution refers to religion? (Circle one.)

GEORGIA

UNITED STATES

BOTH

NEITHER

3. HCoownsmt iatnuy tireoans?ons does the U.S. Preamble list for establishing th_e

the Georgia Preamble?

____

Articles
4. The Bill of Rights was added to the U.S. Constitution after the Constitution was ratified. When was the Georgia Bill of Rights written?

5. The U.S. Constitution has seven articles; the Georgia Constitution has eleven. Four of the articles deal with similar topics. List these four
articles:

l.

3.

2.

4.

Amendment Process

6. How many times has the U.S. Constitution been amended?

the Georgia Constitution?

7. Which Constitution must have approval of the voters before the constitution can be changed? (Circle one.)

GEORGIA

UNITED STATES

BOTH

NEITHER

8. Which branch of government may propose Constitutional amendments by a vote

of two-thirds of its members? (Circle one.)

LEGISLATIVE

EXECUTIVE

JUDICIAL

State and Local Government Lesson 1 Handout 1.2
ADOPTION OF GEORGIA1S CONSTITUTIONS

1770 1-1777 I- 1789
1790 I- 1798

replaced Charter of 1732 after Declaration of Independence rewritten to be more like the new u.S. Constitution which was writter to replace the Articles of Confederation
rewritten to correct problems with powerful, corrupt legislature brought to light by the Yazoo Fraud

1810

1830

1850 I- 1861 Civil War constitution to bring Georgia in line with the Confederacy I- 1865 New Constitution after the Civil War I- 1868 Reconstruction Constitution to meet mandates from u.S. government
1870 I- 1877 Post-Reconstruction Constitution
1890

1910

1930
I- 1945 New Constitution to replace the 1877 "Patchwork" Constitution which had been amended more than 300 times

1970 I- 1976 an attempt to "clean up" language of 1945 Constitution; no major char
I- 1983 Georgia's current Constitution 1990

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 2

THE THREE BRANCHES OF GOVERNMENT

QCC CONTENT OBJECTIVE(S): 41

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 5, 9

LESSON OBJECTIVE(S):

The student will be able to:

2.1 identify the three branches of government, their organization, and primary purpose.
2.2 compare the three branches of U.S. government and Georgia government .

MATERIALS AND RESOURCES:

. Handout 2.1 IIUnited States Government Organizational Chart II .Handout 2.2 IIGeorgia State Government Organizational Chart II
.Copies of the Constitution of the State of Georgia [available free from the Secretary of State1s Office]

ACTIVITI ES:

Activity 1
Distribute Handouts 2.1 and 2.2 to students. Ask students to locate and circle the judicial branch and the legislative branch on each chart. The portion left uncircled is the executive branch. Ask students to compare each branch by telling how the branches are alike and different. For example:

Branch Judicial

United States
justices and judges appointed

Georgia justices and judges elected

Legislative

Congress
bicameral; Senate and House

General Assembly bicameral; Senate and House

Executive

largest branch; President and Vice President elected; department heads
(Cabinet) are appointed

largest branch; Governor and Lt.
Governor elected; major department heads
also elected

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON

THE THREE BRANCHES OF GOVERNMENT

QCC CONTENT OBJECTIVE(S): 41

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 5, 9

ACTIVITIES: (Conld.)

Activity 2 Using copies of the constitution of the State of Georgia or their textbook and resources in the media center, have students develop and complete a chart showing the primary role of the three branches of government and information about how the branch is organized. The chart may be similar
to this:

BRANCH

TITLE OF PRIMARY OFFICIAL/GROUP

PRIMARY ROLE

SUPPORT ORGANIZATION

EXECUTIVE Governor and Lt. Governor

LEGI SLATIVE

General Assembly .Speaker of the House .President of the Senate

JUDICIAL

Supreme Court 7 justices

enforce laws
make laws interpret laws

l. Lt. Governor 2. Superintendent of Schools 3. Secretary of State 4. Attorney General 5. Commissioner of
Agri culture 6. Commissioner of
Insurance 7. Commissioner of Labor
l. Senate 56 members
2. House of Representatives 180 members
l. Court of Appeals 9 judges
2. Superior Courts

UNITED STATES GOVERNMENT ORGANIZATIONAL CHAin
PREPA lED BY THE CARL VIN ON INSTITUTE
OF GO 'ERNMENT' UNIVERSIT Y ,OF GEORGIA
989

UNITED STATES GOVERNMENT'
I I UNITED STATES ELECTORATE

Stat. and local Government
lesson Z

~ONGRES;-

I~-----------------
U.S. SUPREME COURT --of

PRESIDENT

VICE PRESIDENT

~TE HOU~ REPRESENTATIVES

I
I I

U.S. COURTSOF APPEAL 1--'1

I

I
I
I
U.S.DISTRICTCOURTS I---f

I

OTHER U ,So COURTS

__ JI

NDJUDICI ALAGENCIES
.

OFFICE OF MANAGEMENT AND BUDGET

I
DEPARTMENT OF
STATE

I

I

OFFICE OF THE WHITE HOUSE
I
DEPARTMENT OF
DEFENSE
I

I

GENERAL

ACCOUNTING

,

OFFICE

CONGRESSIONAL

AGENCIES

DEPARTMENT OF
JUSTiCE

I

I

DEPARTMENT OF
INTERIOR

DEPARTMENT OF
TREAS4,RY

DEPARTMENT OF
AGRICULTURE

DEPARTMENT OF HOUSING AND URBAN
DEVELOPMENT

DEPARTMENT OF
VETERANS AFFAIRS

I'
DEPARTMENT OF
TRANSPORTATION

I
DEPARTMENT OF
COMMERCE

I
DEPARTMENT OF
LABOR

I
DEPARTMENT OF
ENERGY

I
DEPARTMENT OF
EDUCATION

r------------r-------L-------r----------,

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Iii

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REGULATORY AGENCIES

ADVISORY BOARDS AND COMMISSIONS

FOUNDATIONS AND SPECIAL AGENCIES

OTHER AGENCIES

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DEPARTMENT OF HEALTH AND HUMAN
SERVICES
o ELECTED
D APPOINTED

C~ !~~ COURT

APPALS

--L

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IG~~a ICSU~RlOR) COURTS

ATTORNEYS

JUDICIAL AGENCIES

1-
PIJ8lIC SfIMCE COMMISSION
-

1
STATE SUPERINTENDENT
-Of SCHOOlS

GEORGIA STATE GOVERNMENT
GEORGIA ELECTORATE

1
SECRElARV Of STATE

1
COMMISSIONER OF
INSURANCE

GOVERNOR

1
ATTORNEY GENERAL

~
COMMISSIONE OF
-AGRICULTURE

OFFICE OF PlANNiNG AND BUDGET

I- ~

GOVERNOR'S OFFICE

State and Local G :nment Lesson 2 Handout 2.2

.1
COMMISSIONER
-OF LABOR

1
LIEUTENANT
-GOVERNOR

I

ASSE~ 0NERAl

v "::TE

HOU REPRESE . . TAnvES

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DEPARTMENT OF AUDITS AND ACCOUNTS

I
DEA\ATMENT OF TECHNICAL ANO ADUl.J EDUCATION

I
DEA\RTMENT OF ADMINISTRATII/
SEIMCES

I
DEPARTMENT Of REVENUE

I
DEPARTMENT OF BANKING AND FINANCE

I
DEPARTMENT Of DEFENSE

I
STATE BOARD Of
WORKERS'
COM~NSAnON

I

LEGISlATIVE AGENCIES

,I DEA\RTMENT OF PUBliC SAFETY

I
GEORGIA IlUAEAU Of INVESTIGATION

I
S'fIIITI FOMSTIlY COMMISSION

I
DEA\RTMENT Of CORREcnONS

I lIOAllO OF A\ROONS ANO PAROlES

I
DEA\ATMENT Of MEDICAL
ASSISTANCE

I
DEPARTMENT OF HUMAN RESOURCES

I
DEPARTMENT OF NATURAL RESOURCES

I
DEPARTMENT OF COMMUNITY AFFAIRS

II STATE DEPARTMENT OF
VETERANS SERVICE

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I DEPARTMENT Of T"""SPORTAnO'



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DEPARTMENT OF

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INDUSTR'lANO TRADE

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GEOIIGIA STUOENT FINANCE
COMMISSION

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STATE MERIT
SYSTEM OF
~RSONNEL
AOMINlSTRATlON.

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EXAMINING AND LICENSING BOAROS

I
ATTACHED AGENCIES

I
UNII/RSlTY SYSTEM OF
GEORGIA
I
NONATTACHEO AGENCIES

I
DEPARTMENT Of EDUCATION

I
TEACI<ERS RElIR"MENT SYSTEM
OF GEORGIA

I
STATE EMPlOYEES' RETIREMENT SYSTEM
OF GEORGIA

I
INTERSTATE AGENCIES

I
AUTHORITIES

GEORGIA GOVERNMENT ORGANIZATION CHART
PREPAREO BY TI<E CARL VINSON INSTITUTE OF GO'l"RNMI
THE UNIVERSITY OF GEORGIA
1988
c O ELECTED
APPOINTEDD

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 3

CITY, COUNTY, STATE, AND NATIONAL CITIZENSHIP

QCC CONTENT OBJECTIVE(S): 47

QCC SKILLS OBJECTIVE(S):

1, 2, 5, 9

LESSON OBJECTIVE(S):

The student will be able to:

3.1 define "citizen" and give examples of the rights and responsibilities of citizenship.
3.2 identify the places where they are citizens .

MATERIALS AND RESOURCES:

.Worksheet 3.1 "I am a Citizen of. .. "

ACTIVITI ES:

Acti vity 1 Write the word "citizen" on the chalkboard. Explain that the term comes from the Latin (civis, civitas) and is defined by Webster as 1) an inhabitant of a city or town; 2a) member of a state; 2b) a native or naturalized person of either sex who owes allegiance to a government and is entitled to reciprocal protection from it ... "

Based on this definition, ask students to identify the places where they are citizens. Students may record their answers on Worksheet 3.1.

Activity 2 Using the definition in Activity 1, ask students to compile a list of ways
in which citizens can demonstrate "allegiance" to a government. Is there
a different type of alle~iance to the different levels of government or is there a common list?

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LESSON

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT FEDERALISM

QCC CONTENT OBJECTIVE(S): 48

QCC SKILLS OBJECTIVE(S):

1, 2, 3

LESSON OBJECTIVE(S):

The student will be able to:

4.1 identify reasons why a federal system of government was adopted in the
United States. 4.2 identify examples of exclusive powers given to the federal government,
powers reserved to the states, and concurrent powers (shared by both) .

MATERIALS AND RESOURCES: ACTIVITI ES:

. Copies of the U.S. Constitution .Handout 4.1 "Federalism"
.Handout 4.2 "Federalism Today"

Activity 1 Discuss with students: 1) the transformation of American colonies into states in 1776; 2) attempts at creating a central government during the
Revolution; 3) attempts to form a central government under the Articles of Confederation after the Revolution; and 4) the establishment of a federal system of government in 1787.

Acti vity 2 To understand the constitutional framework of federalism, have students turn to the following provisions of the U.S. Constitution and summarize their context:

Article I, Sec. 8 - Exclusive powers of the national government - in particular, paragraph 18, the I'necessary and proper" clause.

Article I, Sec. 9 - Prohibitions on the national government.

Article I, Sec. 10 - Prohibitions on state governments.

Article I, Sec. 2 - "Supremacy" clause.

Amendment X - "Reserved powers" clause.

Activity 3
Give students the handouts "Federalism" and "Federalism Today" and discuss examples of powers which belong exclusively to the federal government, powers which are reserved to the states, and powers which are shared.

Federalism

State and Local Government Lesson 4 Handout 4.1

FEDERAL POWERS
Dedare war; protect natioaaJ defeme; coDduct foreip reJatioaa; iwue moaey; !It nataraJizatioo and iauaip'atioa p0licies;!It up pOIt offices; replate inter state COIlllll.-ce.
SHARED POWERS
Ta citizeDa: borrow money; p.- c:ml aDd c:riDliul1awl; !It up courts: build
IDd maiatlia mpways IDd pGU: protect Datunl raoan:es: promote energy
CODiea ..000; promote aad protect the haith, safety, edw:atioo, aDd welfare of citizeaa.
STATE POWERS
Orpaize ita own gotaammt; establish local JO",*ameab: coaduct electioas; operate public school system; determine
1DaIriaae, diYon:e, aDd other family law;
replate busiaess aDd trade withia state; exercise powers '"lese! ,ed" to states by U. S. Coastitutioa.

From: Improving Citizenship Education, Secondary Handbook, Fulton County Schools, 1982.

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U.S. DEPARTMENT OF TRANSPORTATION

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U.S. DEPARTMENT OF AGRICULTURE

U.S. CONGRESS

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I I Federalism Today

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SERVICES

U.S. DEPARTMENT OF
LABOR

U.S. DEPARTMENT OF
INTERIOR

OTHER . FEDERAL AGENCIES

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STATE rDt"ERPAANRSTPMOERNTTATOIO~~

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STATE OEPARTMENT OF AGRICULTURE

STATE LEGISLATURE

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STATE DEPARTMENT OF HUMAN SERVICES

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STATE DEPARTMENT OF
LABOR

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STATE DEPT. ORFESNOAUTRUCREASL

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OTHER STATE AGENCIES

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COUNTY ROAD DE PARH1E NT

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COUNTY EXTENSION
AGENT

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COUNTY
HEALTH &WEL-
FARE DEPT.

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COUNTY COMMISSION

CITY COUNCil

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OTHER COUNTY DEPARTMENTS

CITY DEPARTMENTS

CITY DEPARTMENTS

Carl Vinson Institute of C;overnroont, (/lIivtu"sity uf Georgia.

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TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 5

WHO ARE GEORGIA'S LEGISLATORS?

QCC CONTENT OBJECTIVE(S): 41

QCC ?KILLS OBJECTIVE(S):

5, 12, 49, 56

LESSON OBJECTIVE(S):

The student will be able to:

5.1 describe characteristics of members of the Georgia General Assembly. 5.2 explain the 1I 0ne person, one vote II principle of representation .

MATERIALS AND RESOURCES:

. Handout 5.1 IIStatistics - Members of the
Georgi a General Assemb 1i '
.Handout 5.2 IIS ena torial Districts of Georgia ll .Handout 5.3 IIRepresentative Districts of Georgia ll .Handout 5.4 111980 Population of Georgia
Counties ll

ACTIVITI ES:

Acti vity 1 Distribute the statistics chart on Georgia legislators (Handout 5.1) to each student in the class. Have the students create a list of generalizations about the General Assembly using the data in the chart. Sample questions might include:

.How many senators are serving their first term?
.00 incumbent legislators have a good chance of being reelected? .What percentage~f legislators went to college? .00 you have to go to college to be elected to the General Assembly? .Which house has the most members?
.How many Democrats are in the General Assembly? .Does a Republican have a good change of being elected?

Activity 2
Distribute maps of the Georgia Senate and Representative (Handouts 5.2 and
5.3). Also distribute the population map of Georgia (Handout 5.4) to each student in the class. Using the maps, explain the concept, equal representation or the one person-one vote principle .

. Have the students count the number of districts in DeKalb County (5) . . Divide the population of DeKalb County by the number of Senators (483,024
+ 5 = 96,604 people) .
.Ask students how many people are represented by a senator (approximately 96,000) .
. Repeat the process for another district with multiple counties (e.g. Senate district 49, 45, or 25.) The students should come to the conclusion that each senator represents approximately 100,000 Georgians . . This process can be repeated for House districts. Students can discover that Senatorial districts are larger in terms of population. Be sure the students are aware that representation is based on population of a district, not on the size of a district.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 5

WHO ARE GEORGIAIS LEGISLATORS?

QCC CONTENT OBJECTIVE(S): 41

QCC SKILLS OBJECTIVE(S):

5 , 12 , 49, 56

ACTIVITIES: (Conld ... )

Activity 3 To extend this lesson, the teacher may lead a class discussion of the
following questions:

.Should the size of the General Assembly be increase? Decreased?

.Why are the district boundaries for the U.S. House of Representatives and the Georgia General Assembly based on population instead of land area?

.Does the fact that most members of the General Assembly are men mean that women are not represented by the legislature?

.Most members are over 30 years old. Who represents the young people of Georgia?

.In a brief paragraph, describe the typical legislator.

State and Local Government Lesson 5 Handout 5.1

STATISTICS GEORGIA GENERAL ASSEMBLY

6-Number of Senators with no prior service in the General Assembly. 23-Number of Representatives with no prior service in the General Assembly.

EDUCATION: Business College College-University High School
Total

SENATE
52 4
5'6

HOUSE
5 155 20 180

TOTAL
5 207 24 236

MILITARY SERVICE: With Without Total

38

114

152

18

66

84

56

180

236

SEX: Men Women

54

158

212

2

22

24

56

180

236

RACE: White Black
,
PARTY: Democrat Republican Total

49

148

197

7

32

39

56

180

236

51

159

210

5

20

25

56

180

236

RELIGION: Baptist Catholic Christian Church of Christ Church of God Congregational Episcopalian
Jewish Lutheran Methodist
A.M.E. United Mormon Non-Denominational Presbyterian Protestant TOTAL

26

81

107

1

1

2

1

1

1

1

2

1

1

2

1

1

5

11

16

3

3

1

1

11

48

59

1

1

1

2

3

1

1

1

1

8

13

21

1

9

10

56

180

236

State and Local Government Lesson 5 Handout 5.2
SENATORIAL DISTRICTS OF GEORGIA 1982
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INSTITUTE OF GOvERNMENT

State and Local Government Lesson 5 Handout 5.3
REPRESENTAliVE DISTRICTS OF GEORGIA
1982
Number of Representatives eleeted from district.

INSTITUTE OF GOVERNMENT

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State and Local Gdvernment Lesson 5 Handout 5.4
1980 Population of Georgia Counties
State Population- 5,464,265

Source: u. s. Census Bureau

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TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 6

WHAT A LEGISLATOR DOES

QCC CONTENT OBJECTIVE(S): 41

QCC SKILLS OBJECTIVE(S):

2, 8, 11, 12, 13-19, 24-26, 31

LESSON OBJECTIVE(S):

The student will be able to:

6.1 identify day-to-day duties and responsibilities of a state legislator. 6.2 identify the position of our member of the General Assembly on a
variety of issues.

MATERIALS AND RESOURCES:

.guest speaker (State Senator or Representative) .newspapers

ACTIVITIES:

Use resource speakers as sources of information to give an added personal dimension to learning. They are excellent sources of information and can serve as consultants for discussion groups, student projects and general knowledge .

. Invite a member of the General Assembly from your district to speak to
the class. Choose a member and check to find out what you can about the speaker .

. Brief the legislator on the topic and purpose of the talk, the types of classes, and the time and place of the presentation. Agree about the length of the talk, a question and answer period, the use of audiovisual equipment and other information. Be sure to confirm these agreements in a letter .

. Prepare the students for the speaker. Have students research and develop questions on issues of concern to the district or the state as a whole to question the legislator about. Before the speaker arrives, ample class time should be devoted to preparing questions and discussion of the issues in class. Students should have enough background knowledge to be able to follow the line of discussion while the legislator speaks. The questions should reflect:
.understanding of the background of the issue . . relevance to topic of concern to the public or the individual asking the question . . a willingness by the student to ask questions.

Have students compose a letter to the editor or write a news article for the local newspaper reporting the speaker1s visit .

. On the day of the speaking engagement, have a student introduce and give
some background about the speaker. Thank the speaker at the end of the period and again by letter.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 7

LEGISLATIVE DECISION MAKING

QCC CONTENT OBJECTIVE(S):

41, 46

QCC SKILLS OBJECTIVE(S):

1,2,3,4,7,8, 10, 11, 12, 13-19, 22, 23,

25, 27, 29-33

LESSON OBJECTIVE(S):

The student will be able to:

7.1 identify the conflict legislators face when deciding how to vote on a bi 11 .
7.2 identify ways that citizens can participate in legislative decision making.

MATERIALS AND RESOURCES:

. Handout 7.1 "Deci di ng How to Vote on a Bi 11" .Worksheet 7.1 "Decision Making" .Reading 7.1 "Deciding How to Vote on a Bill"

ACTIVITI ES:

Activity 1 Explain to students that throughout the legislative process, legislators are constantly having to make decisions; whether to introduce a bill,
whether to support someone else's bill, whether to follow a particular
political strategy, etc. With several thousand bills before the legislature, and only forty days for the session, and with limited staff and incomplete information on many bills, it is difficult to apply a
rational decision-making model each time a decision must be made.
However, at any time, countless questions are at the back of a legislator's mind affecting the decision that he must make.

Distribute Handout 7.1 and Reading 7.1, "Deciding How to Vote on a Bill" to students. This lists some of the major considerations that go through a
legislator's mind, though the importance of any single consideration will vary from bill to bill, and from legislator to legislator.

Give students an example of a bill (e.g., to allow pari-mutual betting on horse racing), and show how each consideration listed on the handout can be important to the legislator.

Also, have students identify other forces which might impact on a legislator's decision. For example, some students may mention political party. At the state level, party plays only a limited role in explaining legislative decision-making, except for the party caucus prior to the convening of the legislature, at which officers for each house are nominated. At the national level, party plays a greater role, though even here, the impact is limited.

Another force a student might mention could be money. Explain that money has historically played a role in influencing votes. When money or
something of value is accepted in return for a vote, the crime of bribery has been committed. While bribery is still a fact of life today - and probably will never be eliminated - it happens to a far less degree than was true in the past.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 1.

LEGISLATIVE DECISION MAKING

QCC CONTENT OBJECTIVE(S): 41 , 46

QCC SKILLS OBJECTIVE(S):

1,2,3,4,7,8, 10, 11, 12, 13-19,22,23,

25, 27, 29-33

ACTIVITIES (Conld ... ):

Activity 2 Present the students with the following hypothetical problem:

Senator Smith, a member of the General Assembly, faces a tough problem. A factory which employes almost one-fourth of the people in his district has a problem with continued operation because it is polluting a nearby river. The pollution is killing all life in the river and is threatening the water supply of people who live 40 miles downstream in another district.

A bill was introduced in the General Assembly that would require the owners of the factory to make expensive changes to the plant to stop the pollution. The factory owners says that if they have to make the required changes, they will have to close the factory due to lack of funds. If the factory closes a large number of people in the district will be out of work. Senator Smith's constituents want the factory kept open. The Senator from the district downstream wanted the factory repaired or closed to stop pollution. Senator Smith must decide how he will vote on the
bi 11 .

. How would you vote if you were Senator Smith?

.Which is more important, the availability of pure drinking water or the availability of a source of income?

.Which is more important, the supporting of your constituency or voting according to your conscience?

.Might there be some other solution to this problem?

Additional questions should be asked to help clarify the students' values. They should be aware of the beliefs and behaviors they hold and be able to
state reasons for those beliefs. Students should be given alternative actions and should learn to weigh the pros and cons of each alternative.
More importantly, students should learn to choose a solution to a problem that is consistent with their stated beliefs.

Activity 3 The student will write a brief essay that should include the following:

.a concise description of the problem or the basic question

.a clearly stated solution to the problem .a logically developed rationale for the solution

.a statement of the pros and cons of the solution.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON I

LEGISLATIVE DECISION MAKING

QCC CONTENT OBJECTIVE(S):

41, 46

QCC SKILLS OBJECTIVE(S):

1,2,3,4,7,8, 10, 11, 12, 13-19,22,23,

25, 27, 29-33

ACTIVITIES (Conld ... ):

Activity 4 Ask students to identify specific ways that citizens, including students, can impact on the legislative decision-making process. For example:

a. Calling, writing, or personally visiting their legislator.

b. Calling, writing or personally visiting other legislators, particularly

the chairman of the committee studying the bill or issue they are

interest in.

c. Requesting to testify at a committee hearing.

d. Writing a letter to the editor of the local newspaper.

',to:.

e. Working with interest groups or organizations interested in the issue

or bill.

f. Organizing a letter writing campaign to legislators.

g. Attempting to get the county or precinct organization of your political

party to take a stand on the issue.

h. Working to support legislators - or challengers - who support positions

you believe in.

State and Local Government Lesson 7 Handout 7.1
Deciding How to Vote on a Bill

HOW DO THE

PEOPLE BACK HOME WHO I

REPRESENT FEEL ABOUT

THIS BILL?

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SHOULD I GO ALONG WITH

CERTAIN LEGISLATORS ON

THIS BILL IN RETURN FOR

THEIR SUPPORT ON ONE OF MY

BILLS IN THE FUTURE?

From: Improving Citizenship Education, Secondary Handbook, Fulton County Schools, 1982.

Problem

Decision-Making

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Alternatives
'

- Consequences
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DecIsion f---+

DecIsion

Plan ofActIon

Ad 011 DedsIon

Enl ..,e dlanat If acIdlfloa" deraaflw. or conaeqUftlCa are needed.

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Evaluate DecIsion

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Improving Citizenship Education Implementation Handbook, Fulton County Board of Education, 1981, p. 45 '

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State and Local Government Lesson 7 Reading 7.1

DECIDING HOW TO VOTE ON A BILL

. Consideration How do the people back home whom I represent feel about this bill?

Importance If a legislator is a IIdelegate ll it is
important to vote as constituents want. Also, legislators must go back home and interact with constituents at home work, church, social organizations, etc.

Do I want to be reelected?

Legislators who are lIincumbents ll (i.e., current office holders) and want to be reelected may find it difficult if the voice of constituents is not listened to. On the other hand, if legislator has no desire for reelection, he may be freer to use his own conscience.

How are the other legislators from my city and county going to
vote?

The legislators from a city and/or
county to the General Assembly are known as a IIl oca l delegation. 1I They typically work together closely (except
in the largest cities), and confer frequently. This relationship can be
important, particularly regarding local legislation.

Has the Governor taken a strong position on this bill?

The Governor has a close interest in the legislative process, and usually takes a stand on important legislation. Either directly, or through the
Governor's administration floor leader, this position is often made known to individual legislators.

How are those legislators I consider close friends and political allies going to vote?

Political allies and friends are
important in the legislative process. To the degree this group operates as a
cohesive group, it may exercise power and influence in the legislative process.

What are the newspaper and TV editorials saying?

Although no one wants to feel that news
editors are influencing how they vote, editorials and news coverage can be important in influencing a legislator,
especially where this is a widespread editorial position throughout the state on a bill.

State and Local Government
Lesson 7 Reading 7.1 (page 2)

Consideration What do I think is right on this bi ll?
What are the merits of this bill? Is it constitutional? Fair? Enforceable? The best approach to solving the problem? What will be the cost? Where will the money come from? Has the presiding officer of my house taken a strong stand on this bi ll?
What do the groups who will be directly affected by this bill say about it?
Should I go along with certain legislators on this bill in return for their support on one of my bills in the future?

Importance If a legislator is a IITrustee,1I he will often feel an obligation to vote according to personal conscience or conviction.
These are "nu ts and bolts" questions, many dealing with the mechanics and practicality of the bill.
From time to time, the presiding officer will put his weight and support behind a certain bill. The political realities of strong opposition to the presiding officer should at least be considered.
With only limited legislative staff, legislators must turn to interest . groups and lobbyists for information about many of the bills. Where a lobbyist has a good track record of providing reliable information, the voice of the lobbyist may be respected. Also, many legislators feel greater weight should be accorded testimony by those people or groups who will be directly affected by a proposed bill.
The political realities of the legislative process sometime involve building - and collecting - political I.O.U. 's

From: Improving Citizenship Education, Secondary Handbook, Fulton County Schools, 1982.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 8

GEORGIA'S LEGISLATIVE PROCESS

QCC CONTENT OBJECTIVE(S): 41

QCC SKILLS OBJECTIVE(S):

1, 2, 4, 12, 13-19, 20-33

LESSON OBJECTIVE(S):

The student will be able to:

8.1 research, write and defend a bill for consideration as a public law. 8.2 analyze and evaluate bills written by other students. 8.3 participate in group discussions (committee meetings) as a
contributing participant.
8.4 simulate the role assigned (i.e. senator, presiding officer, majority leaders, etc.) during the class simulation .

MATERIALS AND RESOURCES:

. Copies of the Atlanta Journal-Constitution or local newspapers . . Handout 8.1 IIHow A Bi 11 Becomes Law ll .Handout 8.2 IIExample of a Bill 11 .Handout 8.3 IIComparison Between a Perfected and Unperfected Bill ll

ACTIVITI ES:

Simulations provide learners with a first-hand understanding of a process or activity by placing them in an environment designed to resemble that of the process under study. They help students learn concepts, skills, critical thinking and more in an exciting format.

Acti vity 1
Provide background information from a text, filmstrip or other source on the process of how a bill becomes a law (see Handout 8.1 as one example).

Activity 2
Distribute the copy of the bill on handgun registration (Handout 8.2). Explain that this is what a bill essentially looks like while it is being studied in the legislature.

To give students a better idea of what the legislative process is about, and how committees II perfect" legislation (that is, improve a bill), have
students break up into groups of five or six students each with a task of looking at the language ~f the bill, determining if any changes or new provisions are needed, and then rewriting the bill if necessary. After
five to ten minutes, have each group report of the changes they made, and record these final versions on the board.

Next, with a copy of Handout 8.3, IIComparison Between An 'Unperfected' and 'Perfected' Bill ll to refer to, ask students such questions as: IIWhat does the term 'handgun' include?1I IIHow would you define 'handgun' and why
would there need to be a definition in the law?1I Ills the penalty fair?1I
(You cannot have an open-ended fine like that provided: 1I ... no t less than $5,000. 11 ) Then, go over the bill in its II perfected ll form, explaining why each of these changes or additions can be important.

TOPIC/CONCEPT H STATE AND LOCAL GOVERNMENT

LESSON ~

GEORGIA1S LEGISLATIVE PROCESS

QCC CONTENT OBJECTIVE{S): 41

QCC SKILLS OBJECTIVE{S):

1, 2, 4, 12, 13-19, 20-33

ACTIVITIES: (Conld ... )

Activity 3 Have the students choose a topic for a bill they would like to see become a law. Using a variety of sources (newspapers, television news reports, interviews with their legislators, the students attitudes and beliefs, etc.), lead the students through the proper steps in writing a bill on a topic of his or her own choosing.

Acti vity 4 Assign students roles (presiding officer; committee chairmen; etc.) and begin the legislative session. The first step should be committee meetings. The chairmen should set the tone and be responsible for running the committee and seeing that the work is completed.

Also, have the students simulate a session of the legislature by having a presiding officer call bills that have been released from committee for floor debate, amendment and passage. Bills which are approved by your mock legislature might be shared with actual members of the legislature or with the local newspaper.

Activity 5 If this lesson is used during January, February or March, have students review the newspaper for articles about the General Assembly and important issues facing the legislature. Keep a file or bulletin board on these articles.

NOTE:
A detailed, easy to implement simulation for conducting a mock General Assembly called "The Model Legislature" is available. Copies of the "Model Leqislature" are available from the Institute of Government,
Terrell Hall, University of Georgia, Athens, GA 30602 (student copies, 50; teacher edition, $1.00.)

State and Local Government Lesson 8 Handout 8.1
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E1 The bill is studied in
a committee. If the committee thinks the bill is needed,
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II All legislators vote
whether to pass the bill. If passed, the bill is then sent to the
Governor, who...

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State and Local Government Lesson 8 Handout 8.2 EXAMPLE OF A BILL
House Bill 312 By: Representative Lane of the 14th
A BILL TO BE ENTITLED AN ACT
To require the registration and licensing of all handguns; to provide penalties; and to provide for an effective date.
BE IT ENACTED BY THE GENERAL ASSEMBLY OF GEORGIA: Section 1. Any and all handguns of any size shall be registered and licensed. Section 2. Registering and licensing will be controlled by the Department of Public Safety. Section 3. Failure to comply with this law will result in imprisonment and a fine. Imprisonment will be not more than 90 days and the fine shall not be less than $5,000. Section 4. All laws in conflict with this Act are hereby repealed. Section 5. This Act shall become effective sixty days following approval by the Governor.
From: Improving Citizenship Education, Secondary Handbook, Fulton County Schools, 1982.

State and Local Government Lesson 8 Handout 8.3
COMPARISON BETWEEN AN uUNPERFECTEDu AND uPERFECTEDu BILL

"Unperfected Bi 11 11

"Perfected Bill"

House Bi 11 312

House Bi 11 312

By: Representative Lane of the 14th By: Representative Lane of the 14th

A BILL TO BE ENTITLED AN ACT

A BILL TO BE ENTITLED AN ACT

To require the registration and licensing of handguns.

To provide for the registration and licensing of all handguns; to provide definitions; to provide for powers of the Department of Public Safety; to provide for fees; to provide penalties; and to provide for an effective date.

BE IT ENACTED BY THE GENERAL ASSEMBLY OF GEORGIA:

BE IT ENACTED BY THE GENERAL ASSEMBLY OF GEORGIA:

Section 1. Any and all handguns of any size shall be registered and licensed.

Section 1. Definitions. As used in this Act, the term dhandgun"
shall mean any caliber pistol, re-
volver, or short barreled firearm
of less than 15 inches in length, except that it shall not include
(a) inoperative antique firearms; (b) firearms on display in any bona fide state, county, municipal, or
private museum; (c) firearms subject
to wholesaler resale by manufacturers, wholesalers, or dealers
licensed under the laws of this
state; and (d) target pistols which fire a projectile .177 caliber or less by means of compressed air or gas.

Section 2. Registering and licensing will be controlled by the Department of Public Safety.

Section 2. Any persons who
shall own, possess, purchase, or receive a handgun shall make appli-
cation for a license for that handgun from the Department of Public
Safety. Applications for a license
must be accompanied by an affidavit of the applicant under oath stating that the applicant is a citizen of
the United States, has reached the age of 21, and has not been convicted ofa felony.

State and Local Government Lesson 8 Handout 8.3 (Page 2)

COMPARISON BETWEEN AN "UNPERFECTED1' AND "PERFECTED1' BILL

IIUnperfected Bill ll

IIPerfected Bi 11 11

Section 3. Each license shall
indicate the registration or serial number of the handgun.

Section 4. The annual license fee for each handgun licensed under provisions of this Act shall be $3.00.

Section 5. The Department of Public Safety shall have the power to revoke any license granted by it, after proper hearing, for fraud or willful misrepresentation of facts upon application for license, or for conviction of any felony under the laws of the State of Georgia.

Section 3. Failure to comply wlth this law will result in imprisonment and a fine. Imprisonment will be not more than 90 days and the fine shall not be less than $5,000.

Section 6. Failure to comply with Sections 2 or 3 of this Act shall be subject to confiscation of each unlicensed handgun, and a fine of not more than $500 for a first offense, and/or imprisonment of not more than 90 days. Subsequent conviction of a second offense under this Act shall be treated as a felony.

Section 7. The Department of
Public Safety shall have the
authority to adopt reasonable rules and regulations to carry out the provisions of this Act.

Section 4. All laws in conflict with this Act are hereby repealed.

Section 8. All laws and parts of laws in conflict with this Act
are hereby repealed. This Act
shall be cumulative to any city or county ordinances regulating the
carrying or use of handguns in public places.

Section 5. This Act shall become effective sixty days following approval by the Governor.

Section 9 This Act shall become effective one year following approval by the Governor.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON ~

THE GENERAL ASSEMBLY IN ACTION

QCC CONTENT OBJECTIVE(S): 41

QCC SKILLS OBJECTIVE(S):

2

LESSON OBJECTIVE(S):

The student will be able to:

9.1 identify the legislators from his or her district. 9.2 compare and contrast the floor activities of the General Assembly with
the floor activities of a simulated General Assembly. 9.3 identify the topic being debated on the floor. 9.4 evaluate the behavior of legislators on the floor .

MATERIALS AND RESOURCES:

. school bus or other form of transportation .itinerary for the trip .student activity/record book (see Document 9.1)

ACTIVITIES:

Activity 1 Of all instructional activities field trips must be the most carefully planned. They are also the most rewarding in terms of student interest. In the course of planning for a field trip the teacher should:

.take the trip to determine its productiveness and to make arrangements for bringing a large group of students .
. discuss the details of the trip with those at the place to be visited. Include a schedule; briefing the tour personnel on what you want to see,
what type of group you will be bringing, provisions for eating and rest
rooms; etc. Also, get clear information about fees . . arrange for permission from administrators, parents, and other teachers for the students to be absent from classes . . arrange for transportation, 'the collection of funds, payments, etc. Be
sure no one is left out because of a lack of funds .
. arrange the itinerary, including all stops. Do not plan to rush - figure anything that can happen will happen .
. establish rules of conduct for the trip. Brief the students on what to
do if lost or left behind; what to take along; ~hat they are going to do; what they should look for; what notes they should take; etc.

Activity 2
Debrief the students upon return to the school. Comment on student observation of:

.activities on the floor of the Senate compared to the House;
.personalities the students might recognize; .debates occurring on the floor during the class visit; .activities of lobbyists.

Collect student activity/record book for students (see Document 9.1).

State and Local Government Lesson 9
Document 9.1

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GEORGIA CAPITOL TRIP 8th Grade Social Studies

8:30 9: 15
9:50
10:30 11: 30 12:00
1:30 2:00 2: ~5

Leave Renfroe MIddle School to board MAWrA for the Capitol

Arrive at Georgia Capitol

Attend Georgia Birthday Ceremony (In attendance: Governor Harris British Consulate Secretary of State other state officials)

Observe General Assembly Sessions (Senate and House of Representatives) Students to record observations

Tour of State Museum Students to complete activities in booklet

Luncheon at Garden Room, Capital Plaza Decatur Representatives and Senators to attend and make presentations/answer questions

Menu:

Fried Chicken Two Vegetables Rolls Beverage Dessert

Tour of Georgia Supreme Court Building

Leave for return trip to Decatur on MARTA

Arrive at Renfroe Middle School 1

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THE GEORGIA GENERAL ASSEMBLY

HOUSE OF REPRESENTATIVES
THOMAS 8. MURPHY Speaker
JACK CONNELL Speaker Pro Tempore
GLENN W. ELLARD Clerk
AL8URRUSS Majorlly leader
81LLLEE Majority Caucus Chairman
WARD EDWARDS Majority Caucus Secretary
JOHN RUSSELL Majorlly Whip
JOHNNY ISAKSON Minority leader
..EAN AUTEN Mlnorily Caucus Chairman
8ETTY JO WILLIAMS Minority Caucus Secretary
LUTHER COL8ERT Minority Whip

SENATE
lElL B. MILLER President
JOSEPH E. KENNEDY President Pro Tempore
HAMILTON McWHORTER, JR. Secretary of the senate
THOMAS F. ALLGOOD Majority Leader
RENDER HILL Majority Caucus Chairman
BILL ENGLISH Majority Whip
ROY BARNES Administration Floor Leader
NATHAN DEAN Asst. Administration Floor Leader
PAUL TRULOCK Ass!. Administration Floor Leader
PAUL D. COVERDELL Minority Leader
JAMES W. TYSINGER Minority Caucus Chairman & Secretary
HASKEW BRANTLEY Minority Whip

2

ZELL MILLER
Lt. Governor
President 01 the Senate
The principal duty assigned by the State Constitution to the Lieutenant Governor is to serve as President 01 the State Senate and to preside over its sessions.
Zell Miller has achieved several firsts in this position. He is the first Lieutenant Governor to have served previously as a State Senator. He is the first Lieutenant Governor to be elected to a second lour-year term. He is the first Lieutenant Governor to surrender the authority to appoint Committees and their Chairmen and other major powers to the Senators themselves.
A lormer coUege prolessor of history and political science, Miller also has served as Mayor 01 his hometown 01 Young Hams, as Executive Director 01 the Democratic Party 01 Georgia and as a Member 01 the Stale Board 01 Pardons and Paroles. He is married 10 the lormer Shirley Ann Carver and they have two sons. Murphy and Manhew.

THOMAS B. MURPHY
Thomas O. Murphy \ll Orelllt'n IS lilt' hllh Speaker \ll the H\luse of Represent..loves In January, 19/11, he b"gan IllS "'ghth yeM "5 pH" siding officer of Ihe House.
Born March 10. 1924, in Harals\ln Counly. Tum Murphy graduated from Br.. m ..n HIgh Sl:hool. North Georgi.. Cullege (1943) ..nL! re ceived his law degree frum Ihe Universltv \ll Georgia (1949).
A Navy veteran, he 'saw combat aclion III Ihe Pacific theater in World War II.
Tom Murphy has been a member of th.. Iiouse of Representativ..s since 1961. s..rving as Spe..k..r Pro Tem 1971-73. He was ..lected Speaker for the first time on January 14, 1974. r....leded Speaker for the 1975-76 term. re..l..cted for the 1977-78 term, reelected for the 197<J-/IO term ..nL! reelected for the 1981-82 tenn.

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STANDING COMMITTEES OF THE OEOROIA OENERAL ASSEMBLY

Senate

Acrleulture Appropriations Banklnl and Finance Children and Youth Consumer Arralra Derense ~nd Veteran. Afralra Gcnnomle D~velopment and
Tourla", Education F~deraJ. State and Co_unity
Affairs Gov~rnmental Operations IIlllher Education Huntan Resources
SENATOR PIERRE HOWARD (01 District 02

rndultry and Labor Insurance Inter.tate Cooperation Judiciary Judiciary and Conltltutlonal
La .. Natural Reaouree. and
Envlron.ental Quallty Offender Rehabilitation Public Safety PUblic Utilltiea Retirement Rulee Tranllportatton
SENATOR BUD STUMBAUOH (D) District 55

Appropriations; Chairman. Hum~n Resources; Judiciary;
Rules

Approprlattons; Oovernlilental Operattons; ChairMan, Insurance; Rules

House
A~rteulture and Consumer Arralre
Approprlatlona Banka and Banking Defenee and Veterane Affalra Education Ga , 'ilh and Recreation Health and Ecology Hlgh ..a y a HUMan Relatlona and Aging Induatrlal Relatlona Induatry In.urane. ~er.tate Cooperation Journal. Judiciary
REPRESENTATIVE PEGOY CHILDS (D) Dlatrlct 53
Appropr lat lana i Judie tal'Y; Vice-ChairMan. Retirellient

Lellislativa and Consrelalonal Reapporttonllent
Motor Vehlclea Natural Reaource. Publ1c Safety Rettre.ent Rulea Special Judlclar1 State In.tltutton. and Property State Plannlns and COmMunity
Arralra State of Republic Tellper.nee Unlverllty SylteM of Oeorgla Ways and Means
REPRESENTATIVE ELEANOR RICHARDSON (01 District 52
Appropriations; Health and EcolollY; State Planntna and Colftlllunity Affairs

4

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OBSERVATIONJ OF TilE LEGISLATURE IN SESSION

Answer each of the follOWing questions as you observe the legislature from the gallery of each house.

1. List the bill/s being debated (t it Ie and number'). House

Senate 2. Who are the legislators that are discllssing the LJ iII':
House Senate
3. How are the other legislators reacting to the debate?
House Senate

q. Do you expect the bill to pass or fail? (Give the
results of the voting.)
House
Senate

5. Who is the official presiding over the meeting?

House Senate
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HOUSE OF REPRESENTATIVES

MEMBERS

CLERk or THE HOUSE

COMMlfTE[S or IjOUSE

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SECRETARY or SENATE

COMMITTEES or SENA TE

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TOUR QUESTIONS
Capitol Building 1. Name two prominent blacks from Georgia's past and
tell why their portraits hang in the capitol.
2. List and identify busts of six famous Georgians honored in the Hall of Fame.
Capitol Grounds
3. What is the famous quote on the Eugene Talmadge
statue on the capitol grounds? q. Add the location of Atlanta City Hall to the map
on the back page of this booklet.
5. Add the location of the Twin Towers to the map on
the back page of this booklet.
Museum 6. Name th~ type of two-headed snake that was found
in Georgia and give the date and place it was discovered. 7. Li~~three birds that are native to Georgia. 8. What is unusual about the display of squirrels?
9. List the location of two Georgia historic sites
that are displayed in diorama form.
10. What object in the museum's geology section was a gift to the state from NASA?
8

WHERE TO FIND IT

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QUESTIONS FOR THE LEGISLATORS 10

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LEGISLATIVE GLOSSARY

RILL: cJ proposal presented to the legislature for consideration as a state 1.1101.

CAI.ENOAR: daily lists Issued by hoth houaes ..,hh:h show legislation that \01111 be Mtt'd "I'0n that day olt the discretion of the presidlnR office ....

"CAtUNG TIlE QUESTION": a method of cutttng off debate and calling for an Imm..dLlte votr 1111 "'hatever is being considered.

CAUCUS: -1 ",eetlo of all the ..eMhers of political party of either house to .... ke pL1ns. ,11 ... cuss procedure or elect offtcers.

rLooR OEBATE: discussion conducted 1n either houae advialnlJ support of. or opposltlpn In ,. proposed piece of lett.latton.

LOCAL LEGISLATION: proposall on 10cll . .tterl luch a. !I.tarles. chanses tn chaterg. or resolutions catHng for local referend~s.

HAJORITY: nulaber of votes required by the Conltttutton to pas. leRlslatlon. usually h.-llf the vote plus one. Special type. of leltllaUon Ny require MOre.

MAJORI" Lf.ADER: spokesperson of the pollttcal part, which ha. the laq,est nlJlwber of I,~I .. LItors In that house.

HAJORln WHIP: the lelislator, elected by parry caucus, who Is responsible for s ..plnR, th.H IftaJority party -e_era are pre lent and votinl on Iisues dee_d i_portaot to that pinty.

HtNORln LEADER: .poke.person of the political party which hoi' fewer yates In a body. EIe-Itl>,1 by that party's caucu

HINORITY"HIP: lellslator elected by the .tnorlt, deleatlon in either house. Whip Is f(-"SIHHlsible for seetns that mellbera of that party Yote on 'Iaues deetaed viral to the minority party.

"PUT IN THE HOPPER": the act of sub.ttttn. proposed lesblatlon tn either house.

QUORUH: n_ber of _ _erl who ""st be pr.sent In either house before any le8tslat Ion ran he considered

RESOLUTION: proposals concemtnl non-It.tutory . .tters luch aa executive appolntMPnts ..-rp.1tton of Interi. co_it tee. or co_ta.tons. or a proposed a_end_fOnt to r he Const I tut Ion 01 Ceorlla. EYen If pa.sed by both houle., relolutton has no If"RRl status unlf'sCI It Is acted upon.
n PES OF RESOLUTI OIlS:
Jotnt: resolution p.s.ed by both housel for a special purpose. Stich as joint mt"et InkS of --of House and Senate or ad journ-ent. Prlvlled~: co.-endatlon for a parttcular person or ,roup be-Inll: honorpd by thtt 1.t'~lsl."1
ture. Pas~ed by courtesy and does not rf"qul reo the C:nverno r'!I s I Rn:,t urf". A.end-ent: a proposed chan~e to the Constitution. Requires a 2/1 majority In buth
houses before being sub.ttted to the electorate at a reRular elect lon.
STAniS SHEET: dally Iisto showln. all of the p.oposed le_lslatlon belo.e .he ro"",, 1 AS"'mhly by the nu_er of the hill or resolution. the co_tttee '195lgn...nt and the rtate of .lUY act tons taken.

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QUE:>TION;, A130UT TilE GEORGIA SUPREME COURT
1. What are the five division of the Geor~ta court system?

2. What kinds of cases does the Supreme Court or Georgia accept?

3. What is the Latin quotation behind the Justices

bench?

What does it mean?

~. What are the names of the four chief Justices whose marble busts are in the foyer of the Judicial Building?

5. Describe the bronze carvings on the doors of the
building and tell what the figures symbolize.

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State and Local Government Lesson 9 Document 9.1
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LESSON 10

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT
GEORGIA'S GOVERNOR*

QCC CONTENT OBJECTIVE(S): 41

QCC. SKILLS OBJECTIVE(S):

1, 2, 5, 8, 12, 20, 34

LESSON OBJECTIVE(S):

The student will be able to:

10.1 distinguish executive from legislative and judicial functions. 10.2 identify both formal and informal powers of the governor. 10.3 describe the system of checks and balances at the state level .

MATERIALS AND RESOURCES: ACTIVITI ES:

. Handout .Handout .Handout .Handout

10.1 10.2 10.3 10.4

IIFormal Powers of the Governor ll
IIInformal Powers of the Governor 1III0NregwanspiazpaetrioAnratlicClehsallrt of Georgia

ll ll

Acti vity 1

Discuss the term "executive,1I g1vlng students an opportunity to identify

various definitions of the term. Explain the root word lIexecutell is

sometimes use in definition means

lrietolatciaornrytooutth. e1I

death

penalty,

but

that

its

real

Explain that the executive function involves the management of state

government the term lI

- including i administration

tlls

personnel, property, and resources. is used instead of executive, and in

Sometimes, fact, when

used as liThe Administration,1I refers to the chief executive and his major

department heads and staff.

Ask students to identify who performs the lIexecutive" function within their family .. at school .. in city government .. in the national government.

Explain that historically, the executive power has generally been very
strong (e.g., Caesar, Napoleon, the kings and queens of nations, etc.). Beginning with the Magna Charta, however, an inroad was made which paved
the way for a separate legislative function. Eventually, this led to division of power in America with separate executive, legislative, and judicial branches.

Activity 2
Identify some of the checks in Georgia state government that the legislative and judicial branches have over the governor, and checks the governor has over these two branches.

Legislative checks on the governor: can override governor's veto; must fund all state programs and salaries through appropriation act; approves most of governor's appointments to government offices, boards, and commissions; broad power to change the organization and powers of the executive branch.
*This lesson taken from Improving Citizenship Education, Secondary Handbook,
Fulton County Schools, 1982.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 10

GEORGIA'S GOVERNOR

QCC CONTENT OBJECTIVE(S): 41

QCC SKILLS OBJECTIVE(S):

1, 2, 5, 8, 12, 20, 34

ACTIVITIES: (Conld ... )

Activity 2 Judicial checks on the governor: can declare acts of the governor unconstitutional; final judge of meaning of laws if legislature and governor are in disagreement.

Governor1s checks on the legislature: can veto legislation; call
legislature into special session; important source of legislation; tells legislature each year how much money will be available to the legislature to spend.

Governor1s checks on the judiciary: appoints vacancies occurring in trial and appellate courts; supports or opposes changes in the organization and powers of state courts.

Activity 3 Provide students a copy of the Organization Chart of Georgia State
Government (Handout 10.3). In terms of comparative size, what can be observed about the executive branch in contrast to the other two branches? (99% of the employees in state government, and 99% of the money in the
state budget, are found in the executive branch). Ask students why the executive branch is so much larger in terms of people and funding than the
legislative or judicial branch. (It is the only branch of government that
can carry out programs.) The legislature makes the laws, and the courts interpret the laws and administer justice, but it is the executive branch
that must carry out all the laws and programs.)

Activity 4 Have students read Article 5 of the Georgia constitution and list five powers or responsibilities of the governor. Ask students whether these
powers in themselves make the governor an important leader of the state.

Show as a transparency Handout 10.1 "Formal Powers of the Governor." Discuss each of the powers briefly with students.

Hand out or show as a transparency Handout 10.2 "Informal Powers of the Governor. II Again discuss each of the powers briefly. Ask students whether a governor's formal or informal powers are more important in making the governor the leader of the state.

Divide the class into groups of 4-6 students. Provide each group one of the newspaper articles about one of Georgia's former governors (or a current newspaper article). Ask students to read the article and identify the power and function being described in the article.

Georgia1s Governor Lesson 10 Handout 10.1
FORMAL POWERS AND FUNCTIONS OF THE GOVERNOR
CHIEF EXECUTIVE
1. Insures that laws are carried out. 2. Appoints executive officials and fills vacancies (unless otherwise provided
by law). 3. Appoints advisory boards and commissions, special study committees, etc. 4. Requires information from executive officers and employees. 5. Directs that audits and investigations be conducted of state agencies. 6. Reviews and revised budget requests from state agencies each year before
they can go to the General Assembly. 7. Issues lIexecutive orders ll in areas under authority of the Governor.
CHIEF LEGISLATOR
1. Proposes new laws or changes in existing laws (submitted through Administration Floor Leader in each house, or through other legislators).
2. Signs legislation. 3. Vetoes legislation (including lIitem veto II of appropriation acts). 4. Addresses General Assembly in joint session each year with IIState of the
State II address and budget message. 5. Calls special sessions of the General Assembly. 6. Adjourns sessions when two houses are in disagreement on a time to
adjourn.
JUDICIAL OFFICER
1. Decides on extradition requests from other states for suspects or escapees from those states found in Georgia. Also requests return of suspects or escapees wanted in Georgia who have fled to other states.
2. Suspends death sentence until Board of Pardons and Paroles can hear appeals.
3. Appoints vacancies that arise in elected judicial offices due to death, resignation, or disability.
4. Directs Attorney General to represent state in civil and criminal cases.
LAW ENFORCEMENT
1. Heads state army and air national guard (except when they are called into federal service).
2. Heads state1s civil defense. 3. Serves as IIconservator of peace II throughout state; sends state patrol or
national guard into cities or trouble spots when needed.

Georgia's Governor Lesson 10 Handout 10.2
INFORMAL POWERS AND FUNCTIONS OF THE GOVERNOR
STATE-AT-LARGE 1. Speaks throughout state on important issues. 2. Appears at special events, holiday occasions, commencements, dedications.
etc. 3. Issues executive proclamations commemorating events, honoring people,
etc. 4. Serves on boards of directors of charities, projects, etc. 5. Spouse meets with organizations and groups; gives speeches; and works with
charities, etc. 6. Calls on prominent citizens to testify on important issues facing state,
or to serve on special boards and commissions, study committees, etc.
PRESS 1. Calls press conferences, states administration positions, responds to
major issues. 2. Through press office, issues press releases and responses on issues.
STATE BUREAUCRACY 1. Participates, directly or indirectly, in appointment of many department
heads appointed by department boards. 2. Supports, or opposes, changes in laws sought by state agencies. 3. Advises or directs agencies on administration and management of programs. 4. Serves as a central location where citizens with complaints against state
agencies can call or write, and contacts agencies regarding these complaints. 5. Calls in department heads, board members, and other officials for consultations. 6. Attempts to mediate inter-agency and intra-agency conflicts.
GENERAL ASSEMBLY 1. Gives legislative addresses and special messages. 2. Meets with legislative leaders and members on bills, funding and other
policy matters. 3. Attempts to negotiate conflicts among legislators and leaders, and between
the House and Senate from time to time. 4. Pushes bills through administration floor leaders in each house. 5. Publicly endorses legislation. 6. Consults with legislators regarding appointments of constituents to
boards, commissions, etc. from their districts. 7. Requests department heads, and other agency officials, to personally lobby
for administration measures.
POLITICAL PARTY 1. Serves as honorary head of political party. 2. Heads state's delegation to national party convention. 3. Attends major party events.

Georgia's Governor Lesson 10 Handout 10.2 (Page 2)
INFORMAL POWERS AND FUNCTIONS OF THE GOVERNOR
INTEREST GROUPS 1. Meets with interest group leaders and lobbyists. 2. Keynotes speeches to annual conferences of interest groups and
associations. 3. consults with interest groups and professional associations about
nominations to examining boards and other agencies that affect those interest groups. 4. Reviews legislative priorities of interest groups.
FEDERAL GOVERNMENT 1. Serves on National Governors' Association, Appalachian Regional
Commission, Coastal Plains Regional Commission, and other regional and interstate organizations. 2. Meets with other governors on issues of regional and national concern (e.g. energy).
FOREIGN COUNTRIES 1. Visits foreign countries meets with government and business leaders,
establishes trade missions, seeks markets for Georgia products, and seeks foreign businesses to come to Georgia. 2. Recruits foreign businesses to open factories in Georgia. 3. Contacts federal officials to expedite trade relations abroad.

-.

II

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State and Local Government Lesson 10 Handout 10.4

Atlanta Journal-Constitution Aug. 23, 19ff.A

Busbee Headed For Europe

To Woo Industries For State

-1(:.:~~;,
~;;.
POlJK.COUNTRY TRIP Cd Geeqe Bubee

'Nt,. By Fru HesMr
C_iIUIlon $I-"

Gov. George Busbee will go 011 a EuropeaD safari Dtxt

week to bunt for foreip iDdustry be bopei to attract to Georgia

011 t!Ie secoacI of bis two aDIIuaJ busiDess tripl abroad.

Busbee will spelld two weeks talkiDl to iDdustria1 pr0s-

pects ill EDglaDd. Hol1aJld. GermaDy aDd SpaiD wtliclI haft be-
come illterested ill locatiDI ill Geor&ia througll the efforts of

the illtematiODal offices of the state Departmea\ of IJIdustzy

aDd Trade aDd the Gqia Port Authority.

The govemor will haft private appoiDtmeIIts with the
beads of U foreign corporatioal aDd will see otber busiDesa

prospeets ill P'OUP meetiDp.

Busbee will leaft for Europe 011 Avc. %I. aecompaDied by his wife, Mary BetII: Milt Fold, the c:ommiIsioDer of iDciuItry aDd trade. aDd Fold's assiItaDt, RoD RobI-.

arae Busbee traditioaally takes two tripI abroad to woo foreip
IDdastrial efforts aDd to foreip parc:baIe of Gecqia a-

1'0''''''' porU.

Daue peraor is

sReeiDkeiDr.I

tile bigII-tecJmology

pr-. secretary, busiDeaes

said

the

S1Dce Busbee became pernor ill 1975. 817 new mamafae-

luriDI plants haft located ia Georgia. Approximately 30 perc:eDt of t!Ie firms were from foreip !lations, RiDer said. The

DeW fmns have resulted ill SO.510 DeW jobs for the state.

ID the same time period, 1,403 firms haft upaDded.

Busbee to Go to Orient to Seek Trade
det Robert Scllerer; AtlaDta ardliteet JoU PartmaD; s.D. Coler, JeIIior vtee presideDt 01 Soathwire Co. ill Carrolltoa; Railei'd Drew, presidem of Lummus lDdustries, IDe., ill Columba aDd Joe HatfJe1d, presideDt 01 FleldaJe Corp. ill BaldwiIL
Busbee is also ta.tiq aJoDc bis wife, Mary Beth. bis aecuUft assistaDt Cecil
~pI, aDd Miltoa Folds, state comm.issiclIIer 01 IJIdastry aDd Trade.
The basiDesI aecutives traft11D1 with the pvemor will pay their 0W1l travel aDd lodgiDl upe!lSeI 011 the trip, wbidl bqiDs May II aDd eDds JUDe 1.
Atlanta Journal
May 13, 1980

State and Local Government
Busbee Orders"dout ..-------------------- lesson 10 10.4 Medicaid's Asset Rules Stiffened
....r ria. 1GIft. lim., ria. public r..."'. Jootm, ria. bill Jor
rite .ld.rly citb.... lao.. r.lariN' or GIIOCiat are
."joyiA, tla. Jruit. oj tla.
mNII.II UHt.'
-ColI. Ceor,. Babe.

State and Local Government Lesson 10 Handout 10.4
Floor leaders in Legislature serve a$ Busbee foot soldiers
Terrel Starr
'.. hanar, but wcrk'
Atlanta Journal-Constitution
January 18. 1981

Governor's Prestige

~r~ ~elln ~ III ~
o~1Il~
0 ell

c: ~

Takes Upward Swing .... ~

II

~

.o... 0 Q..

sen. An.ANTA. Ga. (API - Gov. But faciJW the proIPeCt ~ a minded '"

Smith and Gil-

Jimmy Carter bas emerRed
from the 1m lepslalive ses-

divisi.... voce OIl ODe secment ~ reorpmzatioa. Smith seeminI-

lis' participation reportedly
wu not invited.

sion with his prestiRe on the I, forced Carter to ac:c:ept a

C)
o
e.<.l,l

rile and lis s&oc:k ~ leciIIative COIOC11onliJe.

Carter allo suffered a partial

~

tactics CDllliderably refmed.

A Department of Human setbac:It 011 lis Early Cbildbood

!be results of the session Resources combinin. the de- 0eYeIapment Pracram. a COD-

3
It) ~

lDIly Dll& auarantee him smoodl partments of health aDd wel- troversial i.-e ncb br\lutdIl

~

sailiDI for the nat two IBIiclnI fare. but not corrections as forth charlet of communism

~ lis term. but iii poIitioa for Carter bad wanted. aDd COIl- and soaalisn.

the ~ is lood.

taiDiIII aD expanded ~ 11Ie J)I"llII'aI1l wu not pasted

Ke ~ snere CIPI boud. wu the resulL

esad1y II be wanted iL but still

sitiOD from speciai interest

simi1ar eDllUIb to attract three-

lfCMq)s aDd a block of bostile It pu.t the Haase witb the to-oae federal ma~ l1mds. _ton to pus a pr'OII'aID that help ~ Ha.e IeadIrs and pu-

Gov. Jimmy Carter

will Rive Gecqia's pemrneat
ita first overiIall1iJll in 40 years.
PallaIe of the reorlanizatioa procram booIted iii JllW" tile aDd lowered tllat of his IDllIt voc:al SeDate oppoaetltl. primarily SelL Stanley Smitb.

sed the seDate after Carter

forces applied aU ~ the mude

_ c:aaId 1DIIItS'. 11Ie Senate

__ vote was

the euct

. m . ~ vateI . . . . to PIlI

.......abCiDairntetrhed~ id sucflfaemr b.e.r.. ..a.

I>Perry. c:bairmaD ~ lbe SeD-. ate Committee oa Economy. Recquizatioa and Effic:iency
in Gowrnmeat.

A 5eDate foree led by Sen.
Halll GUlli. D-SotMrtoa.
blocked emer's efforts to
me,.e the State Forestry

CammiIIioD iJItD a DeW 0epIrt.

11Ie suc:a!II came tIIroaIb a meat ~ Nablral Resourc:a
refmement 11 tae:tics partially It was a sweet victory for

initiated bv Carter and partial- Gillis. wbose father. former

ly forced upon him by the HilbwaY Director .run GiDia.

Houle.

remc-t last year UDder JllW"

Carter. reticent to employ 11ft from Carter.

aU the powers of his office in GilUs- perbaps the most
major figbts laIt year. broucbt powerfal man in the seDate-

tbem into full play to pus reo YOted for. bat did Dll& actively

%pJIization.

~te ill. the auae:lt 011 the

Hilbwa, Director Bert HamaD ReIaurces d~

Lance. Rewuue Qlmmiaioner HIs pusivity OIl tbat issue pr0bJobn Blackmon. Game aDd ably wu a key fad in Cart-

Fbb Director Joe Tamer and er's victorY.

State Parks Director Georle The attack was master-

8qby haunted the halls 01 the

Capitol for . . . . to help Cart

er pus bia pr'ClI1"aIIl.

From daily stratelY meet-

- . in Carter's oIflc:e. a tadic:

evolved to brin. pressure to

bear oa reluctant lawmakers

from tbeir home crounda.

CouDty offic:ials friendly to

Carter acrou the state were

enlisted in the campailn to

eDcourale lqislators to vote

for the procram.

The bruDt of the effort was

directed toward the Senate

whicb has been hostile fre-

quently to adrniIUtratioa ~

srams.

The House. under the str'c:q
1eIdenbip ~ Speaker Gecrae
1.. Smith D. bas beea frieadlv to Carter 011 many occasiOllL .

Athens Banner Herald-Daily News
March 12, 1972

LESSON 11

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT
GEORGIA'S EXECUTIVE BRANCH*

QCC CONTENJOBJECTIVE(S): 41

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 5, 11, 24, 25, 26, 32

LESSON OBJECTIVE(S):

The student will be able to:

11.1 identify the role of the executive department within the executive
branch. 11.2 identify the constitutional officer as one of the several major
department heads elected by the voters of the state. 11.3 discuss how at least one state executive agency affects the lives of
average citizens. 11.4 identify the three major functions state government is involved with
in terms of state funding (education, assistance to persons, and
transportation).

MATERIALS AND RESOURCES:

.Handout 11.1 "Georgia State Government Organizational Chart" .Handout 11.2 "United States Government Organizational Chart"

ACTIVITIES:

Activity 1 List on the board the following terms: agency, board, bureau, commission, committee, council, and department. Explain that these are all terms used to refer to governmental bodies, though there is some difference in their meanings.

Identify I'agency" as a general term used to refer to any governmental body. Identify "department" as the major governmental agency within the executive branch and explain that Georgia's government is currently composed of thirty major departments (refer to Georgia Organizational Chart). It is to departments that most money is authorized, that most state employees are hired, and most state programs carried out.

Activity 2 Have students refer to the top of the Georgia Organization Chart to identify the following officials: State Superintendent of Schools, Secretary of state, Comptroller General, Governor, Attorney General, Commissioner of Agriculture, Commissioner of Labor, and Lieutenant Governor. These officials are provided for in the state's constitution, to be elected by the voters of the state every four years, and are designated "Constitutional Officers." Because they are elected, and not appointed by the voters, the Governor's power over these officials is less than other state agencies. See how many of the constitutional officers can be identified by name by students. Discuss possible implications to democracy where citizens vote for offices when they are unaware of the person currently filling the office.
*This lesson adapted from Improving Citizenship Education, Secondary Handbook,
Fulton County Schools, 1982.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 11

GEORGIA'S EXECUTIVE BRANCH

QCC CONTENT, OBJECTIVE(S): 41

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 5, 11, 24, 25, 26, 32

ACTIVITIES: (Con'd ... )

Activity 3 Refer students to the organization chart of the United States Government. Explain that all department heads there are appointed by, and responsible to, the President. Contrast this with the organization chart of Georgia State Government. Here, voters, not the Governor, select six department heads and five Public Service Commissioners. Most of the other department heads are appointed by departmental governing boards (with input from the Governor). Have students discuss the implication of this practice on the role of the Governor. For instance, can the Governor truly be II chief executive" or accountable to the people for the operation of the executive branch when he has no voice in the selection of many of the executive department heads. On the other hand, are there functions of government such as education, which should be out of the hands of the Governor?

Activity 4 Assign each student a major department or agency as the topic for a short
oral report. Students should attempt to find out: .when the agency was started .highlights of its history .what the agency does .how the agency's work affects the lives of average citizens .the name of the department head, director of commissioner

As references for research, students can use the Georgia Official and Statistical Register, issued every other year by the Office of the Secretary of Sate and available in many high school libraries or in the county probate judge's office. Or, The Handbook of Georgia State Agencies, published by the Institute of Government, is a good source of information. Students may also call the local district office of the agency or write to the agency at the State Capitol, Atlanta, GA 30334.

Activity 5 Have students become "media monitors" for two weeks. Their task is to
skim daily newspapers and watch the evening news, keeping a record of agencies mentioned and highlights of the stories. Other information that
should be recorded includes date and amount of coverage, the importance of the news story, and how often it is repeated.

Activity 6
Have students look in the telephone book, under "Government ll in the Yellow Pages or "Georgia - State Government" in the white pages, for state agencies with district or local offices in their community. List three agencies and discuss why they might have local offices in that community.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 11

GEORGIA'S EXECUTIVE BRANCH

QCC CONTENT OBJECTIVE(S): 41

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 5, 11, 24, 25, 26, 32

ACTIVITIES:

Activity 7 Invite someone from a local state agency to speak to the class about the work of that agency. Before the speaker arrives, have the students make a list of questions such as:
.What does your agency do? Describe some of its programs . . Describe your job and any experience or training required for it . . How does this agency affect the lives of citizens? .Are there federal or local counterparts to this agency, and what contact does your agency maintain with them?

Acti vity 8
Have students work in groups to reorganize state government. Their goal is to combine all of the departments into five broad categories. These five new department should include all of the functions of existing departments and they should be named to reflect their function or purpose. Each group should be prepared to explain why existing functions should logically be grouped into their new departments.

(-~ COURT

....L. IGOURT OF
APPfALS

i

.l

!(UPERI~) IG~STRICT

COURTS

AnoRNEYS

JU~CIAL
AGENCIES

1-
I'UIlt.IC SIMCE COMMISSION

1
STATE
-SUPENNTENOENT OF SCHOOlS

H'.iii1lF.l.o.,,-"!'lr.....~
State and Local Gl nment lesson 11 Handout 11.1

GEORGIA STATE GOVERNMENT

1
SECRETARY
-OF STATE

GEORGIA ELECTORATE

1
COMMISSIONER OF
-INSURANCE

GOVERNOR
-

1
ATTORNEY GENERAL
-

-l
COMMISSIONER
-Of
AGRICULTURE

I
COMMISSIONER OF LABOR

~
LIEUTENANT
-GOVERNOR

-. ASSE~ 0NERAL

~TE

H REPRoESU EN? f j TATIVES

OFFICE Of PlANNiNG AND BUDGET

~H

GOVERNOR'S OFFICE

I
OEPARTMENT OF AUlllTS AND ACCOUNTS

I
OEPARTMENT Of TECHNICAL AND AOUlJ' EDUCATION

I
OEPARTMENT Of ADMINISTRATIVE
SIMCES

I
OEPARTMENT Of REVENUE

I
DEPARTMENT OF BANKING AND FINANCE

I
OEPARTMENT OF OEFENSE

1
STATE BOARD OF
WORKERS' COMPENSATION

I

LEGISlATIVE AGENCIES

r
I OEPARTMENT Of PUBLIC SAFETY

I
GEORGIA lIUIlEAU OF INVESTIGATION

I
STATE FOfIESTIl'I COMMISSION

I
OEPARTMENT Of CORRECTIONS

I_110 OF PARDONS AND PAIIOlES

I
OEPARTMENT OF
ME~CAl
ASSISTANCE

I
OEPARTMENT OF HUMAN RESOURCES

I
OEPARTMENT OF NATURAL RESOURCES

I
OEPARTMENT OF COMMUNITY AFFAIRS

I
STATE DEPARTMENT OF
VETERANS SERVICE

I
OEPARTMENT OF TRANSPORTATION



I

DEPARTMENT Of

INOUSTRY AND

TRADE
-

t f ~ p ~~ .....

?'''
,..0

I,,. '!'Pl:
0 -J ...

rPU' :. I~! J'>r.,<~-~

""~

'"

,



0

,,:iTl&.,p' ~.

II GEORGIA STUDENT FINANCE COMMISSION

I
STATE MERIT
I SYSTEM OF PERSONNEL ADMINISTRATION

I
I EXAMINING AND LICENSING BOAROS

I
ATTACHED AGENCIES

I
UNIVERSITY SYSTEM Of
GEORGIA
I
NONATTACHED AGENCIES

I
DEPARTMENT Of EDUCATION

I
TEACHERS RETIREMENT SYSTEM
OF GEORGIA

I
STATE EMPlOYEES' RETIREMENT SYSTEM
OF GEORGIA

I
INTERSTATE AGENCIES

I
AUTHORITIES

GEORGIA GOVERNMENT ORGANIZATION CHART
PREPARED BY THE CARl VINSON INSTITUTE OF GOVERNMENT
THE UNIVERSITY OF GEORGIA
1988
ELECTED-Q
0 APPOINTED -

.'ic'i-l2.,Jlli;;

UNITED STATES GOVERNMENT ORGAN IZATIONAL CHART
PREPA lEO BY THE CARL VIN ON INSTITUTE
OF GO 'ERNMENT . UNIVERSITY OF GEORGIA
1989

UNITED STATES GOVERNMENT
I I UNITED STATES ELECTORATE

State and Local Government Lesson 11 Handout 11. 2

I~-----------------
r---I U. S. SUPREME COURT

PRESIDENT

VICE PRESIDENT

~CONGRES;- ,
\::T' HOU~ REPRESEN~ TATIVES

I I I I I U.S. COURTSOF APPEAL r--'1
I I
I
I
U.S.DISTRICTCOURTS ---I I
I

OFFICE OF MANAGE MENT AND BUDGET
I
DEPARTMENT OF
STATE

OFFICE OF THE WHITE HOUSE
I
DEPARTMENT OF
DEFENSE

I

GENERAL

ACCOUNTING

,

OFFICE

CONGRESSIONAL

AGENCIES

DEPARTMENT OF
JUSTICE

I

I

OTHER U NDJUDICI

S. COURTS ALAGENCIES

I

-

-J

I

I

I

I

I

DEPARTMENT OF
INTERIOR

DEPARTMENT OF
TREASURY

DEPARTMENT OF
AGRICULTURE

DEPARTMENT OF HOUSING AND URBAN
DEVELOPMENT

DEPARTMENT OF
VETERANS AFFAIRS

I
DEPARTMENT OF
TRANSPORTATION

I
DEPARTMENT OF
COMMERCE

I
DEPARTMENT OF
LABOR

I
DEPARTMENT OF
ENERGY

I
DEPARTMENT OF
EDUCATION

Ir------------I ~-------L------I-r----------I,

Iii

I

i

I

I

I

I

I

REGULATORY AGENCIES

ADVISORY BOARDS AND COMMISSIONS

FOUNDATIONS AND SPECIAL AGENCIES

OTHER AGENCIES

I
DEPARTMENT OF HEALTH AND HUMAN
SERVICES
o ELECTED -
o APPOINTED -

TOPIC/CONCEPT tl STATE AND LOCAL GOVERNMENT

LESSON 12

THE GEORGIA COURT SYSTEM

QCC CONTENTOBJECTIVE(S): 45

QCC SKILLS OBJECTIVE(S):

1, 2, 5, 7, 12, 20, 21, 22, 23, 24, 25, 29

LESSON OBJECTIVE(S):

The student will be able to:

12.1 identify state and federal courts and their jurisdictions. 12.2 identify which court a person would go for a specific offense or
problem.

MATERIALS AND RESOURCES:

.Worksheet 12.1 "Courts and Their Jurisdiction" .Handout 12.1 "Fact Sheet - Georgia Court System" .Handout 12.2 "Fact Sheet - U.S. Court System" .Handout 12.3 "Chart - Georgia Court System" .Handout 12.4 "Chart - U.S. Court System" .Worksheet 12.2 "Situation - Which Courtll

ACTIVITIES:

Acti vity 1 As a preparation for and introduction to this lesson, have students do the following homework assignment. Using a telephone book, have students list on Worksheet 12.1 IICourts and Their Jurisdiction ll all of the courts available to a county resident in the Georgia Court System and in the U.S. Court System. Based only on the information found in the telephone directory also have students include what they think is the jurisdiction of each court (the kinds of cases the court has the power to deal with). Handout 12.1 IIFact Sheet - Georgia Court System,1I and IIFact Sheet - U.S. Court System ll provide this information. Although hey should not be given to the student at this time, they may be helpful to the teacher now.

Activity 2

In class using completed Worksheet 12.1, "Courts and their Jurisdiction"

students should be asked for the names of courts found by looking in the

telephone book. On the Court System ll and IIU.S.

Cchoaulrkt bSoyasrdte,mt. h1I e

teacher should For each court

write IIGeorgia named, the student

should indicate which system it should be listed under and what types of

cases are dealt completed, show

with in Handout

this 12.3

court liThe

Ge(ojurgrii~sdCicotuiortnS).ysteWmh.en1I

this has been After students

have looked at the diagram, noting where each court is located, discuss

(starting at the lower
on handout IICourts and Handout 12.2 liThe U.S.

levels working up)

their Court

JSuysrtiesmd.ic1I tioBne

.

e1I achThec osuarmt e

using the should be

information done with

sure students understand the

difference between original and appellate jurisdiction. Students should

understand that most judicial opinions in appellate cases are based on

prior court decisions. At the conclusion to this part of the lesson, the

teacher could distribute Handouts 12.1 and 12.2 IIFact Sheet - Georgia

Court System,1I and IIFact Sheet - U.S. Court Systemll to be reviewed that

night.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 12

THE GEORGIA COURT SYSTEM

QCC CONTENT' OBJECTIVE(S): 45

QCC SKILLS OBJECTIVE(S):

1, 2, 5, 7, 12, 20, 21, 22, 23, 24, 25, 29

ACTIVITIES: (Con1d ... )

Activity 3 The next day, students could play the game "Situation - Which Court?" Have students divide into groups of two or three. Pass out Worksheet 12.2 "Situation - Which Court?" Tell the students that only one handout may be turned in per group. For each situation on the sheet, the students should write the name of the court to which the individual would go. No notes can be used. When an appropriate amount of time is up, as designated by the teacher, all sheets must be turned in. After sheets have been collected, go over the situation and have students discuss their answers. The teacher could determine which group completed the handout most accurate, (this team could win a prize).

The Georgia Court System Lesson 12 Worksheet 12.1
COURTS AND THEIR JURISDICTION

Georqia Court SYstem

Court

Jurisdiction

Court

U. S. Court System Jurisdiction

The Georgia Court System Lesson 12 Handout 12.1
FACT SHEET - GEORGIA COURT SYSTEM
1. Supreme Court
a. Court of last resort (highest court in the state)
b. Has only appellate jurisdiction
c. Jurisdiction encompasses the review and correction of error of law from specified trial courts in cases that involve the construction of the Georgia or U.S. Constitutions or treaties between the U.S. and foreign governments, questions dealing with the constitutionality of any Georgia or U.S. statue, case involving title to land, equity cases, validity of or construction of wills, cases of capital felony convictions, habeas corpus cases, cases involving extraordinary remedies, divorce and alimony cases, all cases certified to it by the court of Appeals for review and decision, and cases the court has the power to require by certiorari to be certified to it from the Court of Appeals for review and determination.
d. Seven justices who elect one member as chief justice and one as presiding justice (serves as chief justice when the chief justice is absent or disqualified.)
2. Court of Appeals
a. Jurisdiction for the review and correction of errors of law in all cases in which jurisdiction has not been conferred by the constitution on the Supreme Court.
b. Has greater work load than Supreme Court.
c. Nine judges who elect one member as chief judge.
3. Superior Court
a. Highest ranking courts in the State with original and general jurisdiction.
b. Has exclusive jurisdiction in cases of divorce, felonies, cases respecting title to land, and equity cases, also adoption cases except when such 'authority is grahted to juvenile courts.
c. Has appellate jurisdiction from certain inferior tribunals, (e.g., probate courts and justice of peace courts.)

The Georgia Court System Lesson 12 Handout 12.1 (Page 2)
FACT SHEET - GEORGIA COURT SYSTEM
4. State Court
a. Has county-wide jurisdiction.
b. Jurisdiction over misdemeanor criminal cases and concurrent jurisdiction with superior courts in civil cases of unlimited amounts.
c. Uses a six person jury.
d. Examples of cases simple assault, traffic offenses in unincorporated part of county, prostitution.
5. Juvenile Court
a. Exclusive original jurisdiction over juvenile matters except where the act alleged is a capital offense.
b. Special handling of delinquent (criminal cases), deprived (being mistreated or deprived by parents), or unruly children (parents cannot control) below the age of 17.
c. Rules are generally more relaxed; the assumption is that juveniles do not have the mature judgment of adults and therefore should be given special consideration.
6. Probate Court
a. Original and exclusive jurisdiction of probate of wills, administration of estates, appointment of guardians, issue of marriage licenses and weapons permits.
b. Maintains records and vital statistics.
c. Conducts elections in counties with no election board.
7. Magistrate Court
a. Jurisdiction is civil cases where the sum does not exceed $3000 and in criminal cases the power to issue warrants and sit as a court of inquiry binding the accused over to a higher court-or discharging him.

The Georgia Court System Lesson 12 Handout 12.1 (Page 3)
FACT SHEET - GEORGIA COURT SYSTEM
8. Municipal Court
a. Power to try offenses against the ordinances of the municipality in which they are located and impose fines or sentences.
b. Atlanta Municipal Court has a separate court to deal with traffic cases.
c. Judges conduct probable cause hearings for misdemeanors and felonies that take place in the municipality.
d. No jury trials.
e. Examples of Atlanta ordinances - disorderly conduct, loud noise at night, public drunkenness.

The Georgia Court System Lesson 12 Handout 12.2
FACT SHEET - U.S. COURT SYSTEM
1. Supreme Court of the U.S.
a. Highest court in the land
b. Nine justices appointed for life by the President with the advise and consent of the Senate.
c. One of the justices is designated the Chief Justice; when there is a vacancy in this position the President can fill it with either one of the eight associate justices or a person who is not a member of the Court.
d. The court meets on the first Monday of October and continues until June.
e. Corrects errors which have been made in decisions in trial courts.
f. Can bring uniformity when two or more lower courts have reached different results.
g. Usually has appellate jurisdiction; has original jurisdiction in cases affecting diplomatic representatives of other nations, suits between states, and cases involving a state and the federal government.
2. U.S. Courts of Appeals
a. Twelve intermediate appellate court circuits (including one for the District of Columbia)
b. The eleventh circuit includes the following states: Alabama, Florida, Georgia, and temporarily the Canal Zone.
c. The eleventh circuit court reviews cases in Atlanta.
d. Judges usually sit in panel of three; only a few times a year for very important issues will the whole court meet to review a case (en banc).
e. Hears appeals from District Courts in the circuit where parties seek review of legal matters they thought were erroneous.
f. Most judicial opinions are based on prior court decisions.
g. Hears appeals from the U.S. Tax court as well as government agencies such as the Federal Trade commission, etc.

The Georgia Court System Lesson 12 Handout 12.2 (Page 2)
FACT SHEET - u.S. COURT SYSTEM
3. U.S.District Courts
a. Federal cases are originally tried and decided here.
b. Each state has at least one court; Georgia has three district (Atlanta is in the Northern District of Georgia); a district can be divided into divisions with several locations where cases can be heard.
c. Has jurisdiction in disputes involving the constitution, federal laws, and treaties, controversies where the U.S. is a party, between citizens of different States (in civil cases greater than $10,000), between citizens of the same State claiming lands under grants of different states, between a State or the citizens of a state and foreign states or its citizens, and admiralty and maritime cases.
4. Courts of Claims
a. Has nationwide jurisdiction.
b. Citizen or corporation may sue the federal government for money damages where the sovereign immunity of the U.S. has been waived by Congress.
c. Claim must be made within six years.
5. U.S. Court of Customs and Patent Appeals
a. Hears appeals from Customs Court, the Tariff Commission, and the Patent Office.
b. Usually meets in Washington, D.C. with all six judges hearing each case.
6. U.S. Court of International Trade
a. Determines controversies concerning the classification and valuation of imported merchandise (customs taxes or tariffs).
b. Sits at New York City and from time to time at other major port cites.

The Georgia Court System Lesson 12 Handout 12.2 (Page 2)
FACT SHEET - U.S. COURT SYSTEM
7. U.S. Tax Court
a. Decides controversies between taxpayers and the Internal Revenue Service involving the underpayment of federal income, gift, and estate taxes.
b. Conducts trials in numerous cities.
8. Territorial Courts
a. In Guam, the Virgin Island, the Panama Canal Zone, and Puerto Rico these courts serve the same function as U.S. District courts.
b. In all except Puerto Rico these courts also handle local matters.

Georgia \Jourt System

APPEAL
APPEAL
JUVENILE COURTS 159 Courts Cone 'or each county). In 100 counties, juvenile court is presidttd over by the superior court judge. In 69 counties, a separate juvenile court judye is provided. Exclusive original jurisdiction over juvenile mailers.

SUPREME COURT 7 Justices-sits en bane Cas. whole body). No orlg inal jurisdiction. Exclusivppellate jurisdiction In casas involving: interpret.tion of the languege of
0' U.S. or Georgia Constitutions or treaties, constitu
tionality laws, title to land, equity, wills, capital felonies, habeas corpus, extraordinary remedies, and divorce. The Court .Iso prescribes a code of
0' judicial conduct 'or state judges and rllllulates the
admission attorneys to practice In Georgi.
Certiorari or I Certified Ouestions
COURT Of APPEALS 9 Judges-sitl in 3 divisions of 3 Judgel each. No original jurisdiction. Appell.te jurisdiction for all casas on .ppe.1 from lower courtl for which the Supreme Court does not have exclulive jurisdic tion.
APPEAL
SUPERIOR COURTS 169 Courts Cone for each county), with 110 judgel, organized into 42 circuitl. Exclulive original jurisdiction in caiel involving divorce, equity, title to land, and all 'elonies. Superior Court can hear .11 CIl8I not specifical Iy reierved for other courtl. Also, exerciiel appell.t.
0' jurisdiction 'or all tri.1 courts limited jurisdiction 0' which have not been provided. right direct review of 0' the Court Appeals or the Supreme Court.
APPEALS ffl .... '. INfERIOR COURTS

APPEAL

APPEAL

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STATE COURTS 60 courtl, organized within 81 coun, tiel, with 79 judges. Actually, speci.1
0' court established 'or speci'ic countiel
Ce.g., St.te Court fullon County) with concurrent jurisdiction with superior court for misdt:meanon and mOlt civil cases in county. No exclusive jurisdiction, and generallv no appellate jurisdiction.

cu. S. Court System

_~"~!..S>:'~'3.I.J'

.:&

(---C-E-R-T-I-O-R-A-R-I------
APPEAL

U.S. SUPREME COURT
9 Justices-sits en bane. Exercisel appellat. jurisdiction by certiorari. Original jurisdiction In casel involving diplomats. suits between stat.l. alld lUitl between a ltat. and the federal government.

------C-ER-T-I-O-R-A-R-I -----,
COURT OF CUSTOMS AND PATENT APPEALS 6 Judge.. H.ar. appeals from Cultoms Court and Pat.nt Md Trademark Office.

COURT OF CLAIMS
1 Judges. Origlnaljursidictlon for any claim auains~ U.S.

COURTS OF APPEAL 12 circuits. with 1 court in .ach circuit, Mel 416 or more judges per court. Usually h.ars casel in 3-judge divilloos. Appellate jurisdiction only.
JlPPEAL

TAX COURT
16 Judges separalely try cases involving lalC matten.

feDERAL DISTRICT COURTS
90 District Courts in U.S. with 1-21 judges per count. Original jurisdiction to try most feiteral cases. With a 'IIW elCceptiom, appeals go to Court of Appuls.

COURT OF INTERNATIONAL TRADE
9 Judgel h.arcasesseparately. Exclullv. jurisdiction in civil IUltl under tariff law.

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The Georgia Court System Lesson 12 Worksheet 12.2
SITUATION - WHICH COURT?
Instructions: For each situation described below, write the name of the appropriate court in the Georgia Court System to which the individual would go. Choices include: Supreme Court, Court of Appeals, Superior Court, State Court, Juvenile Court, Probate Court, Magistrate Court, Municipal Court.
1. Sue, age fourteen, is described by her parents as totally unmanageable. She has habitually disobeyed reasonable and lawful commands of her parents.
2. Bob was found guilty of murder and given a sentence of death by the trial court. He felt that the judge admitted evidence in the trial that should have been ruled inadmissible.
Sue's father was caught shoplifting a $150 item.
Phyllis sued Dr. Jones for malpractice.
Jane and Paul went to get a marriage license.
Celina pleaded nOL guilty to the offense of prostitution.
The middle school filed a complaint for truancy on Linda.
Kelly accused Kim of abandoning her and their five-month old baby, leaving them with no financial support.
Brenda is picked up in downtown Atlanta for disorderly conduct.
Judy and Marvin get married.
Sandra and John went to settle their divorce. Sandra felt that the judge had not ruled fairly.
Julie and Peter wanted to get a divorce.
Adam felt that he was improperly declared a delinquent by the Juvenile Court.
Sylvia sued Mr. Landers for $15,000 for physical problems resulting from their automobile accident.
15. Joe was found guilty of burglary. The judge owned the store that Joe broke into.

The Georgia Court System Lesson 12 Worksheet 12.2 (Page 2)
16. The court ruled that the property at the corner of Elm Street and Market Street belonged to Jim rather than Paul. Paul knew he had legal ground to appeal the decision.
Mr. Allen died leaving a will.
Sally Sanders wanted to become the guardian for little Katie.
Jane, fifteen years old, was picked up by the police for shoplifting.
Stan hits Bill with his fist causing him to fall to the floor in great pain.
A group of friends celebrating their college graduation are picked up by the police at 2:00 a.m. for violating the city noise ordinance.
It is 3:30 a.m. and the police need to get a warrant for Paul's arrest.
Jason killed Bob as he had planned to do.
Pam was charged with the sale and possession of large quantities of illegal drugs.
Jennifer was picked up by the police in Central City Park for public drunkenness.
Susan, in the eighth grade, breaks into a neighbor's house and steals jewelry.
Barbara was involved in an automobile accident. Her attorney felt that the judge made erroneous legal decisions in her trial.
28. David's parents were killed in a car accident, and David has no relatives. He is in the third grade.
29. In an unincorporated part of the county, Gerald commits four traffic offenses while a policeman waits on a side street watching him.
30. Lance, standing in front of the Omni, carries around a knife with a four inch blade.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 13

INTERRELATIONSHIP OF STATE AND LOCAL GOVERNMENT

QCC CONTENT OBJECTIVE(S): 42, 43

QCC SKILLS OBJECTIVE(S):

1, 2, 4, 5, 6

LESSON OBJECTIVE(S):

The student will be able to:

13.1 compare the structure of government at the city, county, state and national levels.
13.2 identify the Constitutional relationship between state and local governments in Georgia .

MATERIALS AND RESOURCES:

. Reading 13.1 "Georgia's Constitution: Counties and Municipal Corporations"
.Worksheet 13.1 "0rgan ization and Powers of Local Governments"
. Worksheet 13.2 "Leve 1s of Government'~

ACTIVITI ES:

Activity 1 To give students an overview of the structure of county and city government, distribute copies of Worksheet 5.1 for students to complete. Explain to students that local governments (counties and cities) are extensions of the state, and cities exist at the pleasure of the state. Powers of local governments are generally divided into three branches similar to state and national governments.

Activity 2 Distribute Reading 5.1 and Worksheet 5.2 to students to complete. This activity will give students an overview of what powers counties and cities are given under the state Constitution of 1982. After students complete the worksheet, review the correct answers and then share the following information:

.Local government includes counties and cities. Georgia has 159 counties (more than any state except Texas) and approximately 600 cities .
. Counties were created by the state legislature as an administrative arm of the state to handle law enforcement; courts; and record keeping .
. Every person in Georgia lives in a county" but not necessarily in a city. Fifty-two percent of the Georgia population live in cities .
. Cities must apply to the legislature for a charter to start a city. There must be at least 200 residents; the location must be at least three
miles from the nearest city; and at least 60% of the land must be developed in order to qualify. The local legislative delegation must approve the proposal and it must be adopted by the entire General
Assembly. The General Assembly can revoke charters at any time if the city does not adhere to state guidelines and policies.

Acti vity 3 Obtain copies of your City Charter and have the students examine the document for such information as 1) when the city was incorporated;
2) the form of government established; and 3) the powers of the city.

State and Local Government Lesson 13 Worksheet 13.2
LEVELS OF GOVERNMENT

Instructions: For each level of government listed below, indicate the title of the official, legislative body,
or courts.

Chief Executive

Legislative Body

NATION

Courts

STATE

COUNTY

CITY

State and Local Government Lesson 13 Reading 13.1
GEORGIA'S CONSTITUTION Article IX Counties and Municipal Corporations"
SECTION I. COUNTIES
Paragraph I. Counties are a body corporate and politic. Each county shall be a body corporate and politic with such governing authority and with such powers and limitations as are provided in this constitution and as provided by law.
Paragraph II. Number of counties limited; county boundaries and county sites; county consolidation. (a) There shall not be more than 159 counties in this state.
(b) The metes and bounds of the several counties and the county sites shall remain as prescribed by law on June 30, 1983, unless changed under the operation of a general law.
(c) The General Assembly may provide by law for the consolidation of two or more counties into one or the division of a county and the merger of portions thereof into other counties under such terms and conditions as it may prescribe, but no such consolidation, division, or merger shall become effective unless approved by a majority of the qualified voters voting thereon in each of the counties proposed to be consolidated, divided, or merged.
SECTION II. HOME RULE FOR COUNTIES AND MUNICIPALITIES
Paragraph I. Home rule for counties. (a) The governing authority of each county shall have legislative power to adopt clearly reasonable ordinances, resolutions, or regulations relating to its property, affairs, and local government for which no provision has been made by general law and which is not inconsistent with this Constitution or any local law applicable thereto.
Paragraph II. Home rule for municipalities. The General Assembly may provide by law for the' self-government of municipalities and to that end is expressly given the authority to delegate its power so that matters pertaining to municipalities may be dealt with without the necessity of action by the General Assembly.
Paragraph III. Supplementary powers. (a) In addition to and supplementary of all powers possess by or conferred upon any county, municipality, or any combination thereof, any county municipality, or any combination thereof may exercise the following powers and provide the following services:
(1) Police and fire protection. (2) Garbage and solid waste collection and disposal. (3) Public health facilities and services, including hospitals, ambulance' and emergency rescue services, and animal control.

State and Local Government Lesson 13 Reading 13.1 (Page 2)
(4) Street and road construction and maintenance, including curbs, sidewalks, street lights, and devices to control the flow of traffic on streets and roads constructed by counties and municipalities or any combination thereof.
(5 ) Parks, recreational areas, programs, and facilities. (6 ) Storm water and sewage collection and disposal systems. (7) Development, storage, treatment, purification, and distribution of water. (8) Public housing. (9) Public transportation. (10) Libraries, archives, and arts and sciences programs and facilities. (11) Terminal and dock facilities and parking facilities. (12) Codes, including building, housing, plumbing, and electrical codes. (13) Air quality control (14) The power to maintain and modify heretofore existing retirement or pension systems.
Paragraph IV. Planning and zoning. The governing authority of each county and of each municipality may adopt plans and may exercise the power of zoning. This authorization shall not prohibit the General Assembly from enacting general laws establishing procedures for the exercise of such power.
SECTION II I. INTERGOVERNMENTAL RELATIONS
Paragraph I. Intergovernmental contracts. (a) The state, or any institution, department, or other agency thereof, and any county, municipality, school district, or other political subdivision of the state may contract for any period not exceeding 50 years with each other or with any other public agency, public corporation, or public authority for joint services, for the provision of services, or for the joint or separate use of facilities or equipment; but such contracts must deal with activities, services, or facilities which the contracting parties are authorized by law to undertake or provide.
(c) Nothing in this Paragraph shall be construed to limit the authority of the General Assembly to repeal municipal charters without a referendum.
SECTION IV. TAXATION POWER OF COUNTY AND MUNICIPAL GOVERNMENTS
Paragraph I. Power of taxation. (a) Except as otherwise provided in this Paragraph, the. governing authority of any county, municipality, or combination thereof may exercise the power of taxation as authorized by this Constitution or by general law.

State and Local Government Lesson 13 Worksheet 13.1

GEORGIA'S CONSTITUTION

ARTICLE IX "COUNTIES AND MUNICIPAL CORPORATIONS"

Directions: Use Reading 13.1 to determine whether each of the following statements is True or False according to Georgia's Constitution. Cite the appropriate Section, Paragraph, and Subsection of the Constitution to support
your answer.

1. The Constitution allows cities and counties to adopt ordinances
(laws) without state approval as long as they are not in conflict with the Constitution.

Section

Paragraph_, Subsection

2. Georgia can not have more than 159 counties.

Section

Paragraph_, Subsection

3. The General Assembly can combine two or more counties into one county, subject to approval of the voters in those counties.

Section

Paragraph_, Subsection

4. The General Assembly can abolish cities without approval of the voters.

Section

Paragraph_, Subsection

5. Cities and counties may individually and/or jointly build and operate a hospital.

Section

Paragraph_, Subsection

6. Only counties are allowed to collect taxes.

Section

Paragraph_, Subsection

7. Only the General Assembly has the power to adopt zoning plans to be carried out by cities and counties in Georgia.

Section

Paragraph_, Subsection

LESSON 14

TOPIC/CONCEPT tl STATE AND LOCAL GOVERNMENT LOCAL GOVERNMENTS IN GEORGIA*

QCC CONTENf ~BJECTIVE(S):

43

QCC SKILLS OBJECTIVE(S):

1, 2, 3, 24, 25, 26, 41, 48, 49, 50, 53

LESSON OBJECTIVE(S):

The student will be able to:

14.1 discuss historic reasons for the origin and existence of cities and counties.

MATERIALS AND RESOURCES:

.Maps of Georgia rivers and railroads .Maps of your county with cities identified
.Telephone Directory

ACTIVITI ES:

Activity 1 Using a world history textbook or encyclopedia, discuss the conditions which led to the formation of cities in ancient times, as well as the development of counties in England. Discuss what needs these cities met, and whether they still meet those needs today. Discuss also the factors which influenced the location of communities (such as nearness to natural
resources and avenues of transportation).

With a map showing Georgia1s rivers and railroads, have itudents identify how many of Georgia1s major cities are located near or on a river, seaport, or railroad, and discuss reasons why this is the case.

With a map of Georgia1s natural resources, identify how many cities are located near these resources, and whether it is more important to be near a natural resource or near a transportation avenue (i.e. highway, railroad, harbor, or airport.

Activity 2

Explain that in Georgia, the term II cityll may refer to a IItown,1I II village,1I

or II mun icipality.1I Explain that the legal term for city under Georgia

law is II mun icipalitY,1I but that the other terms are commonly used. Also

explain that a community can officially become a city if its inhabitants

get a II charter ll passed by the s~ate legislature. A II charter ll is an act

that gives the community the right to have a government, pass local laws,

collect charter

local taxes, and perform and officially becomes a

services. city, it

When a community gets a is said to be lIincorporated.

1I

Without a charter, taxes, and is said

a to

cobme mlIuunniitnyccoarnpnoorat tesde.t1I

up

a

government

or

collect

With a map of your county, identify the official cities in the county. Discuss unofficial cities or communities within the county.

Activity 3

Discuss with students the different, we often refer

fact that though to them together

cities as IIlo

caanldgcooveurnntmieesnta. r1Ie

This

is

done and

IItfoeddeirsatlinggouviesrhnmtehnets. e1I

two

levels

of

government

from

II state

government ll

*This lesson adapted from Improving Citizenship Education, Secondary Handbook,
Fulton County Schools, 1982.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 14

LOCAL GOVERNMENTS IN GEORGIA

QCC CONTENT OBJECTIVE(S): 43

QCC SKILLS OBJECTIVE(S):

1, 2, 3 , 24 , 25 , 26 , 41 , 48 , 49 , 50 , 53

ACTIVITIES:

Activity 3 (Con'd ... ) Explain the basic governmental system of a city and county by identifying the "city council" as the group of people who make the laws for the city.
Additionally, most cities have a "mayor" as its chief official and leader. The mayor does not "ma ke" the laws, but is supposed to see that the laws are carried out and that city agencies do their jobs. Contrast the city government with that of the county. Unlike the city, the county does not have an elected chief or leader. Rather, its lawmaking body, called the "coun ty commission" may appoint a "coun ty manager" to make sure county agencies are doing their job. However, the "county manager" is not the same as a mayor.

Explain that governments at all levels--including city and county--are
primarily created to serve people, and not to build products. Unlike many
businesses which make cars, television sets, and other "consumer goods," governments provide "pu blic services" to help people. Identify examples of services (e.g. education, sanitation facilities, police and fire
protection, recreation, etc.) and contrast them with consumer goods.

Using an annual report of your county, or the telephone directory's Yellow
Pages (e.g. under "Government-County-Fulton County), have students identify important services provided by the county government. Discuss
what life would be like if, one morning, the county closed down all of its
programs. Ask students whether they would agree with the statement "County government affects the life of the average citizen in many more ways than the national government."

Repeat the preceding activity if your school is located within a city, using a copy of the annual report your city, or the telephone directory's
Yellow Pages (e.g. under "Government - City - Village & Township Atlanta").'

Activity 4
During a period of several days to several weeks, have students look at the local newspaper for news articles about problems in their community or county. From these articles, compile a list of some of the major problems which seem to be confronting the city or county. (Because some long, outstanding problems may be missed using this activity, you might invite a community leader or local office to discuss the important problems which now and in the future will confront the local community.

Activity 5
Ask students to name ways in which the average citizen can influence his/her local governments (e.g., voting, speaking at hearing, organizing a local committee, calling friends, writing letter to officials, writing
letters to the newspaper, etc.) Discuss which of these they as students could do.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 15

SERVICES PROVIDED BY LOCAL GOVERNMENTS

QCC CONTENT OBJECTIVE(S): 43

QCC SKILLS OBJECTIVE(S):

2, 11, 13-19, 24-26

LESSON OBJECTIVE(S):

The student will be able to:

15.1 list and classify services provided by state and local governments. 15.2 identify the property tax as the primary source of funds for local
governments.
15.3 explain the purpose of special districts .

MATERIALS AND RESOURCES:

. Handout 15.1 "Decision Making Chart"

ACTIVITIES:

Activity 1 Share the following information with students:

.Local governments provide a large number of services to their citizens .

.There are seven general categories into which these services may be categorized: Public Works, Public Safety, Public Health and General Welfare, Planning and Development, Public Assistance, Public Utilities,
General Services .

.These services are paid for mostly from property taxes. Fees for public utilities, business license fees, beer and wine taxes, and local option sales taxes also supplement the treasury .

. Local governments are at a disadvantage when collecting revenue. Their funds are not protected against inflation in the manner that revenue sources of the state and national governments .

. Homes in Georgia are taxed at 40% of their fair market value. The rate of taxation (mills) varies from county to county and city to city. Those
who own the homes they live in are allowed $2,000 homestead exemption if they apply for it. The elderly receive an additional $1,000.

Generalization:

Local governments provide a large number of services
that affect citizens in their daily life. These services are paid for mainly with property taxes.

Activity 2
As a class, have students brainstorm as many local government services as they can and place them in the correct service category. Ask the students what would happen if the county and city closed down? How would life be different?

Activity 3
Invite the city manager or mayor to come to the school to speak to the students about the budget, where the money comes from, and where the money
is spent. Students should have questions prepared in advance that they would like to ask.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 15

SERVICES PROVIDED BY LOCAL GOVERNMENTS

QCC CONTENT OBJECTIVE(S): 43

QCC SKILLS OBJECTIVE(S):

2, 11, 13-19, 24-26

ACTIVITIES: (Conld ... )

Activity 4 Have students examine MARTA or some other special district (e.g., consolidation of school districts) as a case study of a form of local government other than a county or city. Using the decision making format (Worksheet 14.3), have students consider the positive and negative consequences of creating a special district (i.e., consolidating two or more school systems) or expanding an existing system (i.e., adding more
counties to the MARTA system). If you were in a position to make final decisions on such an issue, how would you vote? Why?

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Problem

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- Consequences
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Improving Citizenship Education Implementation Handbook, Fulton County Board of Education, 1981, p. 45

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LESSON 16

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT
GEORGIA TAXES*

QCC CONTENT OBJECTIVE(S): 44

QCC SKILLS OBJECTIVE(S):

1 , 2, 5, 8

LESSON OBJECTIVE(S):

The student will be able to:

16.1 explain the purpose of taxation. 16.2 identify the major types and sources of state and local taxes .

MATERIALS AND RESOURCES:

.Transparency .Handout 16.1

Series IITypes

1o6f .1TaxIIeLsilfle

Without

Taxes ll

.Handout 16.2 IIMajor State Taxes in Georgia ll

.Handout 16.3 IIMajor .Worksheet 16.1 lIyou

Local Taxes in and Your Taxes

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Georgia

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.Handout 16.4 IIGeorgia State Tax Dollar ll

.Handout 16.5 IIFulton County Tax Dollar ll

ACTIVITIES:

Activity 1 Explain that all governments (cites, counties, states, and nations) in the
United States and the rest of the world have to raise money - called IIrevenuell - to pay the salaries of all the workers who provide services to
the people (such as teachers, police, solders, etc.), as well as pay for
the cost of building highways, schools, hospitals, and other facilities.
While there are a few countries that have great natural resources which they can sell to raise revenue (such as some of the oil producing
countries of the Middle East), the great majority of nations have to rely on taxes of some sort to raise most of their revenue.

Discuss what our society would be like without taxes. For instance,

without taxes, either (1) services such as schools, police and fire

protection, sanitation disposal, highways, etc. would have to be eliminated,

or (2) if these services were maintained, every time a person used a

service, he or she would have to pay a fee to cover the full cost. For

example, to call the police to come stop a burglar from entering your

home, you might have to agree to pay a $50 fee to cover the cost of their

salaries, gasoline 16.1 IILife Without

Tfoarxesthlle

car, and other costs. Use Transparency to introduce this concept to students.

Series (For

advanced students, you might look at another alternative for Life Without

Taxes; that is, to continue to exist, government would have to take over

all businesses in America, eliminating the private enterprise system, with

all profits from every business going to pay the cost of government. You

might discuss the consequences of this action on our economic system.)

Activity 2 Us i ng Handout 16.1 IITypes of Taxes, II illustrate the four maj or categori es of taxes citizens pay in America to support their federal, state, and local governments; the property tax, the sales tax, the income tax, and miscellaneous taxes. Identify which levels of government primarily rely on which tax (i.e., city and counties primarily rely on the property tax, and federal government most heavily on the income tax.)
*This lesson adapted from Improving Citizenship Education, Secondary Handbook,
Fulton County Schools, 1982.

TOPIC/CONCEPT ~ STATE AND LOCAL GOVERNMENT

LESSON 16

GEORGIA TAXES

QCC CONTENTOBJECTIVE(S): 44

QCC SKILLS OBJECTIVE(S):

1, 2, 5, 8

ACTIV ITI ES:

Activity 2 (Con'd ... ) Explain that if the voters of a city or county approve, a city or county may also have a local option 1 cent sales tax on each dollar spent in that city or county.

Using Handout 16.2 and 16.3 on state and local taxes, explain how these taxes are applied. Then using Worksheet 16.1, have students compute the
taxes that would be owed in each instance.

Activity 3
In addition to taxes, discuss other ways state and local governments receive money to operate. For instance, both state and local governments receive money from the federal government called "revenue sharing." Revenue sharing is a system of dividing up some of the money the federal government receives from the income tax and sending it back to cities, counties, and states. This helps these governments provide services they might not otherwise be able to support, and also helps keep taxes from
being increased. States and local governments also receive "grants" from the federal government. Grant programs almost always require the state or local government to match (in part or whole) the money being sent by the federal government. Finally, other sources of revenue for state and local governments include license fees (e.g., for driving, operating certain businesses, and performing certain activities as hunting and fishing) and
fees charged for visiting places like Stone Mountain Park using a local city swimming pool, or tuition for college.

Using Handout 16.4, show where Georgia1s tax money comes from, and with the second pie graph, show sources of local tax revenue.

LIFE WITHOUT TAXES
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State and Local Government Lesson 16 Handout 16.2
MAJOR STATE TAXES IN GEORGIA (In Order of Revenue Produced)
SALES AND USE TAX
The Sales and Use tax was begun in March, 1951, in Georgia at the present 3% statewide rate. Georgia was the 30th state to use this tax source, and there are presently 45 states using it. This tax has been the largest state revenue source since it was adopted and presently produces one-third of the state generated revenue. An additional 1% was added in Fulton and DeKalb counties as a dedicated revenue for the construction and operation of the Metropolitan Atlanta Rapid Transit Authority.
The Sales and Use tax has been a consistent revenue source with only minor changes in the law since its inception. About 80% of the Georgia Personal Income is represented in the collections of this tax each year. Although this is an overall proportional tax, most people agree that it is slightly regressive in that lower income households spend a larger percentage of their income on items subject to the sales tax than do higher income households.
INDIVIDUAL INCOME TAX
The individual income tax was initiated in 1929 and for two years was assessed at one third of the federal rate. A graduated system was begun in 1931 and revised in 1937 to essentially the present graduated scale used by the Geo~ia joint filer today. Several refinements such as withholding, estimated tax, and new graduated schedules for certain types of filers have been introduced over the years.
This tax, unlike sales and motor fuel, was handicapped at creation and only allowed to tax the affluent incomes. The basic allowance (exemptions and deductions) relieved all but a small percentage of the Georgia families from paying state income taxes. With the inflationary rise of income, the basic non-taxable income allowances has become a smaller percentage of this income so that today two-thirds ofthe Georgia families pay state income taxes.
Families with incomes below $6,000 do not owe personal income taxes and those above this level are subject to the 1% to 6% graduated tax scale. The 1977 returns show that 43% of the average Georgian's income was subject to an average 4.1% rate of income taxation for an effective tax rate of 1.8% of total personal income. The 1964 effective tax rate was less than 0.7% with only 25% of the average Georgian's income being subject to a 2.7% average rate of taxation.

State and Local Government Lesson 16 Handout 16.2 (Page 2)
MOTOR FUEL TAX
The Motor Fuel tax is the oldest major tax presently in use. Georgia was one of ten states that adopted this tax source in 1921. Five states had initiated the use of Motor Fuel taxation in 1919 and 1920. All states (48 back then) began motor fuel taxation by 1929, and this was the largest state tax in Georgia and most other states until after World War II.
The motor fuel tax rate was increased one cent per gallon in June 1971 to 7t cents for the first change in 16 years. A rate of 7 cents per gallon was in effect in January 1950 so that in 24 years the rate has increased less than 8%.
After being the state's top revenue source for three decades, the new 3% sales tax pushed motor fuel back to number two during the 1950's and 1960's. The individual income tax with its graduated scale and aided by an inflationary rise of incomes finally relegated motor fuel to the number three position in the 1970's. In spite of its less lofty position on the team, this hard-working motor fuel tax generates as much state revenue today as the whole tax system could produce in the early 1950's.
CORPORATE INCOME TAX
The corporation income tax was initiated in 1929 and for two years was assessed at one third of the federal rate. The rate was changed to: 4% in 1931, 5t% in 1937; 7t% in 1949 - 50 (temporarily); 5t% in 1951; 4% in 1955 with Federal taxes no longer deductible; 5% in 1964; and the present 6% went into effect in 1969.
The corporation income tax has been a major tax source since its inception by the state. It has been the fourth largest state revenue producer for over two decades. A corporation license [or franchise] tax is administered in conjunction with the income tax program.
TOBACCO TAXES
The taxation of cigars and cigarettes was begun in 1923 by Georgia. The rate had gradually increased to 5 cents per pack by 1955, in 1964 it was raised to 8 cents, and in March 1971 to the present 12 cents per pack. Most states have increased cigarette taxes very fast in the last fifteen years so the Georgia rate has remained approximately average. The revenue from this tax is over 1 1/2% of the Department's collections and almost equals the combined state collections of liquor, beer and wine (2%).

State and Local Government Lesson 16 Handout 16.2 (Page 3)
LIQUOR BEER AND WINE TAXES
The sale of alcoholic beverages was begun in the mid 1930's after Prohibition was repealed nationally. The local option concept prevails in Georgia regarding licensing and sale of alcoholic beverages. This means that any city or county which wants to provide for the licensing of distilled spirits can do so only after holding a public election to determine whether the citizens want it. If they don't, then the question is dropped for two years at which time another election may be held. If the vote indicates that the citizens do want to license the sale of spirits in their area, then sale and manufacture in the area is permitted, provided the manufacturer, wholesaler, or retailer has obtained a current valid license from the State Revenue Department, after obtaining all necessary licenses from the city or county in which the licenses will have his place of business.
MOTOR VEHICLE TAGS AND TITLES
The motor vehicle license law began in 1910 and title law was added in 1963. A title is to a motor vehicle what a deed is to a piece of real estate. The law requires you to secure a title at the time your vehicle is purchased.
Non-residents who move to Georgia permanently, as opposed to those who are merely sojourning, must purchase a Georgia tag within seven (7) days after establishing their residence in Georgia. Persons employed on a temporary basis in Georgia or just passing through are not required to register their vehicles if they remain in the state for less than 30 consecutive days. Military personnel are not required to register vehicles in Georgia as long as they display valid licenses from their home states. However they may purchase Georgia plates if they wish. Out-of-state students may use vehicles in Georgia without having to purchase a tag, provided they display valid licenses from their home states.

State and Local Government Lesson 16 Handout 16.3
MAJOR LOCAL TAXES IN GEORGIA
PROPERTY TAX
The ad valorem property tax is the primary source of revenue for local governmental units in Georgia. including cities, counties, and school districts. In addition, a small amount of property tax revenue goes into the State Treasury. County and city tax officials collect and administer the tax, but the State Revenue Commissioner exercises some supervisory authority to assure that the tax is administered uniformly throughout the state and in accordance with the law.
The ad valorem tax is based upon the "value" of the real and personal property which is subject to the tax. By law, all property is valued, or "assessed", at 40 percent of its fai r market value. The tax rate, or "mi 11 age" , in each county is set annually by the Board of County Commissioners or other governing authority of the taxing jurisdiction. A tax rate of "one mill" represents a tax liability of $1 per $1,000 of assessed value. The average county millage rate in 1978 was under 30 mills; the amount collected by the State in each county was only 1/4 of a mill.
LOCAL OPTION SALES TAX
A county and any incorporated cities within that county, may jointly impose a 1% local option sales tax within the county and city, if approved by local voters in a referendum. Proceeds of the tax are distributed to the county and city. As of January 1981, 86 counties in Georgia had adopted the tax.
MARTA SALES TAX
In each county participating in the Metropolitan Atlanta Rapid Transit Authority (MARTA) - currently Fulton and DeKalb counties - a 1% local sales tax is administered, with revenue from the tax dedicated to construction and operation of MARTA.
BUSINESS AND OCCUPATION TAX
Cities and counties may tax businesses and occupations operating within their jurisdiction to raise revenue. This tax, which is addition to local licenses to conduct business, may be applied in one of several ways, or in a combination of these ways. A flat fee may be assessed for each type of business, regardless of size. The tax may be based on the number of employees a business has, the number of square feet of business space, major fixtures (e.g., barber chairs), value of a business' inventory, or total sales.

State and Local Government Lesson 16 Handout 16.3 (Page 2)
ALCOHOLIC BEVERAGE EXCISE TAX
Cities and counties may establish an excise tax on beer, wine and liquor, in addition to that levied by the state. Currently, liquor and wine may be taxed by local governments at a rate of 80 per gallon, or at a proportionate rate for fractional parts. Beer and malt beverages are taxed at a rate of 5 per 12 ounces, or at a proportionate rate for other size containers. Draft beer is taxed at a rate of $6 for 151 gallons when sold in a bulk container.
LOCAL OPTION MIXED DRINK TAX
In cities and counties where alcoholic beverages are sold by the drink, the governing authority may impose an excise tax of 3% to the price of each mixed drink.
HOTEL-MOTEL TAX
Cities and counties may levy an excise tax of up to 3% on hotel and motel room charges where rooms are rented for 10 days or less.

State and Local Government Lesson 16
Worksheet 16.1

YOU AND YOUR TAXES

1. You have exactly $8.23, and want to purchase a new cassette tape that sells

for 7.99. If the record store is located in Gwinnett County (4% sales tax)

will you have enough money to buy the record (including the

tax)?

_

2. You get your first full-time job working in a hamburger shop during the summer. Which of the following taxes will be taken out of your salary?
Federal income tax Federal Social Security tax Federal sales tax State property tax State income tax State excise tax State sales tax County school tax

3. Your parents home is valued at $90,OQO. For tax purposes, it will be

assessed at 40% of its fair market value. Now, what is its value for tax

purposes? ~_ _~~_ _~~_~

Next, $2,000 is deducted from its tax

value as a homestead exemption deduction. Now, what is the taxable value of

your home?

Gwinnett Countys 1988 millage rate

was 33.05 (a II mill ll amounts to a $1'.00 tax on each $1,000 of assessed value on

property). What is the property tax owed on your home?

4. You move into an apartment, and your monthly rent is $375. What tax, if any, must be paid on this rent?

5. Your carls gas tank holds 22 gallons. With the state's 7t per gallon motor fuel tax, how much state tax do you pay each time you completely fill the gas tank?

State and Local Government Lesson 16 Handout 16.4
georgia State Tax Dollar
OTHER TAXES (Atc:oholic: Beverages,
TObKC:O, etc.)
13
SALES TAX
33
BREAKDOWN OF GEORGIA'S TAX DOLLAR BY SOURCE
SOURCE: Georgia Department of Revenue FY 1988

State and Local Government Lesson 16 Handout 16.5
CRIlton County Thx Dollar

OTHER *

8~

17~

PROPERTY TAX Homes
24~

BREAKDOWN OF FULTON COUNTY'S TAX DOLLAR BY SOURCE
1988

'"Other:

Intergovernmental Grants 6.5%

Motor Vehichles

3.3

Intangeable

2.2

Public Utilities

1.9

Rents and Interest

1.0

Miscellaneous

1.9

Author Georgia Department of
Education Grishman, Naomi and
Cason, Robert M.
Hepburn, Lawrence R. (Ed.) Hi 11, James L. (Ed.)
Institute of Government

Bibliography of Teacher Resources
Title
Georgia Mediagraphy (Georgia Department of Education)
Georgia Studies Program, (Graphic Learning Corporation, 1982)
Hands-on map skills program which includes a set of sixty lessons with blackline masters, teacher's guide, and 30 laminated desk maps.
Contemporary Georgia, (Carl Vinson Institute of Government, University of Georgia, 1987)
A Sourcebook for Teachers of Georgia History (Brentwood University Press. 1986)
Presents a series of articles on history, geography, government and culture of Georgia. Part II deals with ways to organize a Georgia history program in the schools including course outlines, suggested activities, and sites for field trips.
Conversations with Great Georgians: Dean Rusk, (Institute of Government, 1987)
The first in a series of videotape interviews with Georgians who have become important figures on the national scene. Rusk responds with wit and wisdom to questions about his youth in Georgia, his involvement in such historic events as the Cuban missile crisis, and his hopes for future generations.
Teacher resource packet included with each videotape order.

QCC Topic ConceE! A, B, C, D, E, F, G, H A, B, C, D, E, F, G
A, B, C, D, E, F, G, H A, B, C, D, E, F, G, H
F

Format Bibliography Kit
Book Book
Video Tape

Author Jackson, Edwin L.
Jackson, Edwin L. Jackson, Edwin L.

Ti tle
The Founding of Georgia, (Carl Vinson Institute of Government, University of Georgia, 1988)
This videotape shows how Georgia came into existence. It is a story that takes place on both sides of the Atlantic, beginning with Spanish claims to North America. The Engli~h ultimately stake a counterclaim, and eventually are able to back up their claim to Georgia after the victory of Oglethorpe's forr.es over the Spanish at Bloody Marsh.
Geography Supplement for the Georgia History Book, (Carl Vinson Institute of Government, University of Georgia, 1988)
Series of lessons emphasizing the impact geography on the development of Georgia. Students apply geographic concepts and skills to historic periods.
Georgia Lawmakers in Action, (Carl Vinson Institute of Government University of Georgia, 1985)
Offers students a step-by-step journey

QCC Topic Concept
C
A, B, C, D, E, F
H

Format Video Tape
Duplicating Mast Filmstrip

Author Jackson, Edwin L.
Jackson, Edwin L.
Jackson, Edwin L., and Lovett, David

Ti tl e

QCC Topic Concept

How to Hold a Model Legislature, (Carl Vinson

H

Institute of Government, University of

Georgia, 1978)

Assuming the roles of legislators, students

learn to draft bills and work for their

passage. Provides guidelines for conducting

the activity and procedures for floor debate.

Includes a bill-drafting guide with sample

bills and suggested topics, guidelines for

committee action, and rules and regulations for

assembly.

Under Georgia's Gold Dome, (Carl Vinson Institute of Government, University of
Georgia, 1987) Illustrates Georgia's rich history by tracing the path of the state capitol from its beginnings at Savannah westward to its current location in Atlanta. Shows what ties have served as the capital, how the present capitol
complex developed, how the dome was originally covered with gold, and then restored in 1981. The unique memorials of famous Georgians and the chambers of the General Assembly are also shown. Script included.

A, S, C, D, E, F, G, H

Georgia State Government Chart, 12th Edition

H

(Carl Vinson Institute of Government,

University of Georgia)

At-a-glance resource poster to Georgia state

government, including all elective and appointed

officials. Provides facts for each major

department, including number of employees,

budget, number of board members, qualifications,

and terms of office.

Format Kit
Filmstrip
Picture

Author Jackson, Edwin L. and
Whittle, Inge (Eds.)
McGrath, Maureen
Spalding, Phinizy and Jackson, Edwin L.

Title
Teaching Georgia Government Newsletter, Carl Vinson Institute of Government,
University of Georgia) Presents news of current developments and issues in Georgia government and provides a forum for teachers to share ideas about teaching citizenship and government. Issued four times a year. Free to Georgia educators upon request.

QCC Topic Concept
A, B, C, D, E, F, G, H

Georgia Studies (Nystrom, 1986) Hands-on map skills program which includes laminated two-sided maps with markers, teacher's guide with lesson plans, and activitysheet copymasters.

A,B,C,D,E,F,G

James Edward Oglethorpe: A New Look at

C

Georgia's Founder, (Carl Vinson Institute

of Government, University of Georgia, 1988)

Booklet which traces Oglethorpe's life from

his youth through the founding of the colony

and follows him back to England for the last

half of his life. Contains numerous pictures,

maps, and drawings.

Format Periodical
Kit Booklet