Transcript Slide 1

By Dale J. Zaboroskie EDUC 601.1 Media and
Technology for Educators
An Interactive Study in Georgia Studies
Final UBD Lesson Plan Complete
Understanding by Design Lesson Plan with
Integrated Technology
Overview:
Title: Unit Three-Colonial Georgia
Grade Level: 8th Grade
Course Area: Social Studies-Georgia Studies
Time Frame: Approximately 7 days
Introduction to UBD Stage OneOne Day:
(clear page holders will be provided for students to hold
information)
• Identifying the Content Standards:
• Identifying the Understandings and
Essential Questions:
• Identifying the Knowledge and Skills:
Identify Desired Results (Stage 1)
Content Standards
• The Georgia Performance Standards as reported on Georgia
Department of Education Website for eighth grade Social
Studies/Georgia Studies:
• Historical Understandings:
• SS8H2(a,b,c): The student will analyze the colonial period of
Georgia’s history
•
a) Explain the importance of James Oglethorpe, the Charter of
1732, reasons for settlement (charity, economics, and defense),
Tomochichi, Mary Musgrove, and the city of Savannah.
•
b) Evaluate the Trustee Period of Georgia’s colonial history,
emphasizing the role of the Salzburgers, Highland Scots,
malcontents, and the Spanish threat from Florida.
•
c) Explain the development of Georgia as a royal colony with
regard to land ownership, slavery, government, and the impact of
the royal governors.
Identify Desired Results (Stage 1)
Cont
• Geographical Understandings:
• SS8G1(d): The student will describe Georgia with
regard to physical features and location.
•
d) Evaluate the impact of climate on Georgia’s
development.
•
• Economic Understandings:
• SS8E2 (a): The student will explain the benefits of
free trade.
•
a) Describe how Georgians have engaged in
trade in different historical time periods.
Understandings
Overarching Understanding
Students will understand that…
• General reasons why England was interested in
American colonies.
• Geographical factors & explain how they
influenced Georgia’s exploration, settlement, &
economic development emphasizing location,
climate, mountains, rivers, & soil & natural
resources.
Understandings
Overarching Understanding Contd.
• Cultural impact of Indian nations & tribes living
in Georgia & their relationship with English
colonist.
• Factors in both England & North America that led
Great Britain to create the colonies of North
America & indentify & describe settlement
patterns of the early colonist.
• The major reasons for the founding of Georgia in
comparison with development of other colonies.
Understandings
Overarching Understanding Contd.
• There were well-known and influential Georgians
from the colonial era (men, women, & minorities)
• The change in principle purpose for the
establishing the Georgia colony after its founding.
• James Oglethorpe’s importance in Georgia history.
• The Trustee’s form of government was not
successful and the ways Georgia changed after it
became a royal colony.
Essential Questions
Overarching
• Why did colonies established by
England eventually break away from
parliamentary styles of government?
• Is it possible to establish a new colony
today in the world and not be under
the constant watchful eye of the
parent government?
Essential Questions
Topical
• What are the mandates given of government that are
hard to control?
• How do countries first establish a new colony?
• What prevents a new colony from succeeding and why
do some fail?
• How can we use modern day weather patterns to find
viable land for settlement?
• How can computer software be integrated into the
study of countries and their historical patterns of
development?
• Why do countries want to establish new areas of
development?
Related Misconceptions
Misconceptions:
• The colonist came into contact with
many various Native Americans that
helped rather than hindered their
development.
• The lives of the colonist were not
filled with great anticipation or
wonderment when they encountered
the New World
Knowledge. . . .Students will know…
• The terminology of charter, colony, royal colony,
trustee, parliament, founding, backcountry,
upcountry, settlement plantation, indentured
servant, Triangular Trade routes, slave code, and
artisan.
• The work involved in settling a new area and how
a governmental law basis helps guide each of its
inhabitants.
• Facts pertaining to the area of Georgia that was
first settled and the expansion of trade that
influenced other settlements.
• The important people that established the colony
of Georgia and the groups that assisted or stood in
the way of development
Skills. . .. Students will be able to…
Use atlases, computer programs, globes, and old and new maps to:
• 1. clarify concepts
• 2. analyze and use a variety of maps for information about an
area.
• 3. explain historical events in Georgia and Southeast United
States.
• 4. explain geographical settings of historical and current events
• 5. classify ideas according to frame of reference, ideology, or bias
of different writers or speakers.
• 6. interpret graphic aids relating to Georgia Studies.
• 7. use a grid system to find exact locations.
• 8. participate in planning for effective action in civic affairs.
• 9. The use of primary sources rather than secondary sources to
gather information accurately.
Introduction to UBD Stage Two:
Students are introduced to Unit Three Colonial
Georgia. (two to three days)
•
1. Students will be distributed into equal
groups.
•
2. Each group will read together Chapter 6Colonial Georgia pages
•
3. Groups will identify important people,
places,
and events by taking notes on a
separate sheet of paper divided into three
sections. Each section is to be labeled People,
Places, and
Events.
UBD Two
• People:
a) John Percival b) James Oglethorpe c) John & Mary
Musgrove d) Tomochichi
e) King George II
• Places:
a) England b) Georgia Colony c) Savannah d) Atlantic
Ocean
e) Climate/Geography
• Events:
a) Georgia Colony Charter b) Sailing of the Anne to
Georgia
Colony c) Landing on the Georgia coast
d) successes/Failures in establishing the Georgia
colony
e) Getting acquainted with people of other cultures.
UBD Two (Contd.)
4. Groups
will exchange their research
from the chapter regarding the above.
Groups will revise their
identifications as necessary in order
to have all facets of information
needed.
Exercise:
Introducation to Learning by
Technology: (UBD Three)
• Students groups will be introduced to the PowerPoint presentation
for Unit Three-Colonial Georgia
• Directions:
The student groups will be directed to the following website
http://dalezaboroskie.wordpress.com/assignments/
• and click on Assignments then click on connecting link below
Powerpoint Assignment Presentation.
• Students will then read and answer the questions on the
presentation including writing an individual reflection
essay on the information gathered. (If using the PowerPoint
Presentation only or SmartBoard keep going)
James Oglethorpe-the founder of Georgia




King George of England grants Georgia Charter 1732
The Anne lands on Yamacraw Bluff near Savannah 1733
Meets Tomochici
Oglethorpe and colonist start to plan the city of Savannah on February
12, 1733

(Title page & Oglethorpe Pics from http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-1058)
A. King George
B. Queen Elisabeth
C. Tomochichi
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Where did James Ogelthorpe
decide to start his first settlement
A. Beauford, South Carolina
B. Yamacra Bluff, Near Savannah
C. St. Augustine, Florida
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Tomochichi
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-689&hl=y
 prominent character of early Georgia history
 principal mediator between the native population and the
new English settlers
 created his own tribe of the Yamacraws from an assortment
of Creek and Yamasee Indians
 gave them permission to establish Savannah in order to
take advantage of trading and diplomatic connections.
 met with other Lower Creek chieftains to reassure them of
the honest intentions of these new Englishmen and
convinced them to ally with the English despite previous
deceitful encounters with their northern neighbors in
South Carolina.
Tomochichi
Who was he?
A. He really hated English Colonist
B. Principal mediator between the native
population and the new English settlers
C. gave them permission to establish Savannah
in order to take advantage of trading and
diplomatic connections
Both A and B
Both B and C
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about it!
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Mary Musgrove
 daughter of the English trader Edward Griffin and a
Creek Indian mother
 served as a cultural liaison between colonial Georgia
and her Native American community
 married English trader John Musgrove, and together
they set up a trading post near the Savannah River
 was instrumental in the peaceful founding of
Savannah, and by extension, the Georgia colony

John and Mary Musgrove pic- http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-688&hl=y
Mary Musgrove
Who was she?
A. daughter of the English trader Edward Griffin and a
Creek Indian mother
B. was instrumental in the peaceful founding
of Savannah, and by extension, the Georgia
colony
C. served as a cultural liaison between colonial
Georgia and her Native American community
married English trader John Musgrove
D. All of the above
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about it!
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Go on to the next Question by hitting the button below
Georgia Colony
 Prison reform in England led to the charter of the
colony; England’s jailed debtors would be sent to the
new colony to work off debts
 Oglethorpe as one of twenty-one Trustees to govern
the new colony chosen by King George of England
 Georgia's being a haven for debtors in English prisons
had long vanished—and not one formerly jailed
debtor was among the first colonists selected.
 In November 1732 a total of 114 men, women, and
children gathered at Gravesend on the River Thames
to set sail for the new colony of Georgia
Georgia Colony contd.
 The colonists were entitled to all the rights of
Englishmen, yet there was
 no provision for the essential right of local
government.
 Religious liberty was guaranteed, except for Roman
Catholicism and Judaism.
 The charter created a corporate body called a Trust and
provided for an unspecified number of Trustees who
would govern the colony from England
Georgia Colony Question
A. Prison reform was the initial idea for
starting the Georgia Colony
B. There were many debtors that came from
England to help settle the colony of Georgia
C. The future colonist to settle Georgia left
England in September 1732
D. There were no women on the ship that left
England to make the voyage to America.
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Georgia Colony Question
A. Georgia allowed all religions to worship
as they pleased
B. The Colony of Georgia was self-governed
C. The charter created a corporate body called a
Trust
D. The colonist were entitled to all the rights of an
Englishmen
E. Both C and D
F. Both A and D
Sorry Wrong Answer
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about it!
You are Correct!
Go on to the next Question by hitting the button below
Georgia Colony – The First Settlement
 Started in winter; Early colonist lived in tents near the
Savannah River
 Clearing the pine forest on Yamacraw Bluff with hand
tools.
 Hand sawed logs for houses, pulled stumps and roots
 Savannah laid out using a special plan designed in
London, with open spaces called squares as the main
feature.
Georgia Colony-Hardship
 Clearing the land hard-colonist were not prepared
 Drinking water from the Savannah River caused
dysentery and other diseases.
 In April of 1733, the only doctor died
 During a ten month period, death came to one out of
every four colonist
 Summertime brought frequent and heavy rains
 Insects, humidity, and heat of the coastal region
Battle of Bloody Marsh
•Spanish forces regroup and were
determined to stand their ground
•Oglethorpe’s army hid in the
bushes waiting for Spanish troops
•Bloody, but brief battle ensued, and
Spanish forces were in complete
retreat.
•Georgia colony was saved
•Oglethorpe promoted by King
George II to General
•Background Photo http://www.flickr.com/photos/bcostin/15579095/
The French and Indian War
 1752-Georgia becomes a Royal colony – now subects
under direct control of Britain
 1754-Great Britain and France go to war over their
world empires
 Again, spillover to Georgia-Colonist called it the
French and Indian War, but really it was the French
and Indians on one side and Great Britain and the
colonist on the other
 Frontier fighting was savage, with scalpings and other
cruelties.
The French and Indian War
 1762-Both France and Spain wanted peace
 1763-The Treaty of Paris is signed bringing peace and
Britain demands both countries to give up great
portions of their claims to land in North America
 Georgia is extended westward to the Mississippi
boundary
 Proclamation of 1763-King George III announces
Britain is creating four new North American colonies
Quebec (Canada), Grenada (Caribbean), East & West
Florida
The Colony of Georgia
Grows and Prospers
 Proclamation extends Georgia’s boundary to include
all land north of West & East Florida
 France & Spain no longer a viable threat
 Creeks ceded 2 million acres of land to Georgia
 Georgia quickly surveys new land
 Develops Headright System-Head of each family
receives a given right to 100 acres
 New settlers rush to Georgia for free land
What do you know?
Write a six to ten sentence reflection essay on
how the Georgia colony started. Be sure to
include:
 The original reason the colony of Georgia was
started
 At least one major character from the colony
of Georgia
 How do you think the colony of Georgia
affected those that already lived there.
UBD Lesson Plan Template – Stage
2 - Evidence of Learning
• Estimated time for this lesson: 4 days
• Introduction: Students will be distributed into
equal groups for the following investigative
learning experience. The following performance
task will be performed:
UBD Lesson Plan Template – Stage 2 Evidence of Learning
Performance Task: Day One
Assign each student in a group a role from the
TeacherWeb format to search and give information on
the character they have assumed. Once each student
finds the information they are to synthesis the
information with the other students in the group. In
other words, if a student is James Oglethorpe, they are
to compare their viewpoints with Tomochichi and Mary
Musgrove. Students will incorporate how each one
helped the other in the development of a new colony.
Groupings will be at least three students so that each
can assume one of the three roles. Students will go to
the computer lab to do their research and may use a
word format to record information. Once at the lab the
students will then:
Go to the following TeacherWeb Site
• http://teacherweb.com/WQ/HighSchool/ColonialGe
orgia1/
• Once you open the web site follow the directions
Group Work
Day 2:
• 1. Instruct the students to sit with their groups
and distribute information they each have
gathered.
• 2. Conduct a mini-lesson on formulating a
thesis/position statement and having at least five
supporting facts.
• 3. Distribute copies of the “TeacherWeb Outline”
and instruct students to fill in the outline with
their group using their notes from yesterday’s
work. Students may revisit the sites if necessary.
Group Work
• Day 3:
• 1. Direct the students to the process section of the
TeacherWeb.
• 2. Instruct the students to decide as a group which
presentation mode they will se to present their
position to the class. Remind them to use the
outline they created yesterday to guide their
presentation.
• 3. Direct the students to the rubric in the
evaluation section and read through together.
Answer any questions that the students may have.
• 4. Allow time for the groups to work on their
presentations.
Group Work
Day 4:
• 1. Each group will make their presentation to the class.
• 2. After the presentations allow time for the groups to have a
friendly debate based on their findings. Set guidelines to
proper debate etiquette before beginning.
• 3. After a set time, debrief with the class as a whole. Read
the conclusion together and lead the class in a brief
discussion. Ask anyone if they were persuaded to the
difficulty of organizing a new colony. Did their viewpoint of
cooperation change and did they anticipate the difficulty of
establishing a new colony? Also, were any of them surprised
at how each role came together for a common good? How
was Oglethorpe’s original idea of establishing a new colony
compromised?
(Rubric & GPS Included in Teacher’s Edition)
Learning Plan (UBD Stage 3):
Compare/Contrast &
Analyze/Synthesis
Introduction: Students will analyze
the following Mind Maps: 3 days
Go to SmartBoard Presentation and do the exercises.
Lesson Plan Colonial Georgia
MindMap UBD Stage Three
Introduction:
• Phase One: During this stage of the lesson plan the students will be
able to identify the important people that initiated and implemented
the start of the Georgia colony. They will also look at the first stage of
development that started in England and then progressed to the
establishment of the new colonial site including the three motivating
factors for its start.
• Phase Two: In addition the students will be contrasting and
comparing the first year of development of the colony and
synthesizing the information into logical sequence of events. They will
analyze the initial problems and then progress to initial successes and
incorporate this information with thoughts of “What they would do
and think about being a part of a new colony”.
Lesson Plan: UBD Stage Three-MindMap
Georgia Performance Standards: The following
GPS will be followed in this lesson.
Historical Understandings:
• SS8H2: The student will analyze the colonial period of Georgia’s
history
a) Explain the importance of James Oglethorpe, the Charter of
1732, reasons for settlement (charity, economics, and defense),
Tomochichi, Mary Musgrove, and the city of Savannah.
• Geographical Understandings:
SS8G1(d): The student will describe Georgia with regard to
physical features and location.
d) Evaluate the impact of climate on Georgia’s development.
Lesson Plan: Tools UBD Stage
Three
Tools: Two MindMaps will initiate and conclude the
students experience in the research of the Georgia
colony. The first MindMap will help the students
find the important people and the reasons for the
establishment of a new colony. The second
MindMap will guide the students through critical
thinking skills of a higher order to engage them in
analysis of the information and compare/contrast
as well as synthesizing the information to apply
the knowledge that was gained with their own
thoughts of how they would achieve success in
establishing a new colony.
Lesson Plan: UBD Three
Introduction
Introduction of the material:
Students will read together in equal groups pages of
their textbook.
They will take notes as necessary and
report to the other groups the information they have
gathered.
Lesson Plan: MindMap #1
• #1: Students will receive the MindMap in their
groups.
• Each group will fill in the bubbles with the correct
information from the selections below.
• They then will compare their reasons and choices
with the other groups and by consensus vote
choose the most logical answer for each bubble.
• The teacher will then show the students the
correct answers and inform them of logical
connections of the MindMap and how they overlap.
Lesson Plan: MindMap UBD #3
Alternative Teaching Strategy for MindMap #1:
MindMap #1 will be used via a SmartBoard.
Students will be able to move their choices by
dragging them to the bubble of their choice.
Feedback from the audience will be allowed as
well as their books. Students will then discuss
how each event is interrelated and how none of
them could have occurred without the other
factors involved.
Lesson Plan: MindMap UBD #3
Alternative Teaching Strategy for MindMap #1:
For Inclusion Students: Low achieving students
may be assisted in this process of SmartBoard
Technology or if a SmartBoard is not available
they will be assisted by higher achieving students
or by the teacher.
Lesson Plan: MindMap UBD #3
MindMap #2: After reviewing the information from
MindMap #1 and their textbook they will then be
initiated with MindMap #2. Again each group will
choose the most logical answer for each numbered
diagram and discuss in their group why each event
had either positive or negative effects on the
establishment of Georgia’s first settlement. They will
also discuss the advantages and disadvantages of the
interconnecting mapping strategies and investigate
the circumstances of hardships that were eventually
overcome. Groups will also look at the factors and
people that influenced the various stages of the
Savannah settlement. The end of the lesson will be
peer review by the other groups as to the answers
each group agreed upon.
Lesson Plan: MindMap UBD #3
• Alternative Teaching Strategy for MindMap
#2:
• MindMap #2 will be used via a SmartBoard.
Students will be able to move their choices by
dragging them to the appropriate bubble of their
choice. Feedback from the audience will be allowed
as well as their books. Students will then discuss
how each event is interrelated and how none of
them could have occurred without the other
factors involved.
• High Achieving Students: MindMap #2 will benefit
these students by allowing them to critically think
about the topics and issues.
Summary
Photo http://www.nndb.com/people/948/000068744
 Georgia’s original vision to help the debtors of England
fails
 Colonist experience the hardship of establishing a new
colony
 Friends were made and lost
 Bitter battles encased the history of the Georgia colony
 Rebirth of original vision of Oglethorpe’s seen in land
ownership opportunities after King George the III’s
Proclamation of 1763
References:
 Jackson, E.L., Stakes, M.E. Hepburn, L.R., & Hepburn, M.A. (2001) The Georgia studies
book: Our state and the nation. Carl Vinson Institute of Government, The
University of Georgia 5th Ed. Pages 72-84
 Dixie Rising presents
http://dixierising.com/Holidays/state/georgia_settlement.phtml
 The New Georgia Enclyclopedia
http://www.georgiaencyclopedia.org/nge/SearchResult.jsp
Author Information
 Dale J. Zaboroskie
Georgia Mountains Christian Academy
Mount Airy, Georgia
Contact
[email protected]