Ss8h4a Explain Significant Factors That Affected Westward

Total Page:16

File Type:pdf, Size:1020Kb

Ss8h4a Explain Significant Factors That Affected Westward SS8H4a Explain significant factors that affected westward Expansion in Georgia between 1789 and 1840 & reasons for establishment of University of Georgia & westward movement of Georgia’s capitals – 1785, first STATE created school of higher – University of GA – Westward movement of education in U.S. by legislature GA capitals – Purpose was educate a public so they could maintain free democratic government. – U of GA remains unfunded for 16 years – 1801 first classes held – Law school opens in 1859 Explain reasons for establishing University of Georgia SS8H4a SS8H4a Explain significant factors that affected westward Expansion in Georgia between 1789 and 1840 & reasons for establishment of University of Georgia & westward movement of Georgia’s capitals – University changes over time – University of GA – Westward movement of GA – School closes during Civil War capitals – “land grant institution” adds ag & mechanical classes available – Pharmacy, education, business, journalism added early 20th century – 1918 women attending regularly – Hamilton Holmes & Charlayne Hunter were first black students in 1961 Explain reasons for establishing University of Georgia SS8H4a SS8H4a Explain significant factors that affected westward Expansion in Georgia between 1789 and 1840 & reasons for establishment of University of Georgia & westward movement of Georgia’s capitals – Westward movement of GA capitals – University of GA – Westward movement of – Displacement of American Indians & movement GA capitals westward for increasing GA population – 5 cities served as state capital – Savannah, Augusta, Louisville, Milledgeville, & Atlanta. Use pneumonic S.A.L.M.A. to recall Explain reasons for westward movement of Georgia’s capitals SS8H4a SS8H4a Explain significant factors that affected westward Expansion in Georgia between 1789 and 1840 & reasons for establishment of University of Georgia & westward movement of Georgia’s capitals – S.A.L.M.A. – Savannah, colonial capital. Because of Revolution, changed to – University of GA – Augusta, war caused “rotating capital” – Westward movement of GA – Louisville named after French King Louis XVI for help during capitals revolution, at the time center of population, but malaria prone and population shifts west – Milledgeville 1802 was formerly Creek lands, and remains capital through Civil War, but interrupted by Sherman – Atlanta, originally called Terminus, renamed Marthasville, then Atlanta, 1868 officially, growing population with transportation hub Explain reasons for westward movement of Georgia’s capitalsSS8H4a The Expansion of GEORGIA (1789-1840) SS8H4a Explain significant factors that affected westward Expansion in Georgia between 1789 and 1840 SS8H4a Explain significant factors that affected westward Expansion in Georgia between 1789 and 1840 After the American Revolution, Georgia began to turn its attention to growth and development, and expansion into its vast western frontier. SS8H4a Explain significant factors that affected westward Expansion in Georgia between 1789 and 1840 SS8H4a Explain reasons for establishment of University of Georgia & westward movement of Georgia’s capitals Georgia grew rapidly in several ways: 1. Education – Georgia was a pioneer in public education An educated population to run a free Government is needed. • In 1784, Georgia’s legislature, the General Assembly, set aside 40,000 acres of land for the University of Georgia. • The man selected to write the charter for the University was Abraham Baldwin, one of GA’s two signers of the Constitution! SS8H4a Explain significant factors that affected westward Expansion in Georgia between 1789 and 1840 SS8H4a Explain reasons for establishment of University of Georgia & westward movement of Georgia’s capitals Georgia grew rapidly in several ways: 1. Education – Georgia was a pioneer in public education • The University’s charter was approved in 1785, and Abraham Baldwin was named the school’s first President. • The original 40,000 acre land grant was sold, and the school was built in 1801, in Athens, on land donated by then Gov. John Milledge. • The first college in UGA was Franklin College SS8H4a Explain reasons for establishment of University of Georgia & westward movement of Georgia’s capitals SS8H4a Explain reasons for establishment of University of Georgia & westward movement of Georgia’s capitals Georgia grew rapidly in several ways: 2. Georgia’s Five Capital Cities • As Georgia’s population began to shift more and more to the west, Georgia’s capital cities moved westward as well • Throughout its history, Georgia has had five capital cities (remember the acronym S.A.L.M.A.) SS8H4a Explain reasons for establishment of University of Georgia & westward movement of Georgia’s capitals SS8H4a Explain reasons for establishment of University of Georgia & westward movement of Georgia’s capitals Georgia grew rapidly in several ways: 2. Georgia’s Five Capital Cities -Savannah (1732- 1784) -Augusta (1785- 1795) -Louisville (1796- 1806) -Milledgeville (1806- 1867) -Atlanta (1868-Present) SS8H4a Explain reasons for establishment of University of Georgia & westward movement of Georgia’s capitals SS8H4a Explain reasons for establishment of University of Georgia & westward movement of Georgia’s capitals What do you remember about… the growth of Georgia??? 1. The first public, land-grant institution of higher learning in U.S. history was . 2. Georgia’s second capital city was . 3. Georgia’s third capital city, named after the King of France, was . 4. The author of the charter for the University of Georgia was . 5. Prior to the Revolution, most Georgians were members of the Church of . 6. Anglican SS8H4a Explain reasons for establishment of University of Georgia & westward movement of Georgia’s capitals .
Recommended publications
  • Original Intent in the First Congress
    Missouri Law Review Volume 71 Issue 3 Summer 2006 Article 3 Summer 2006 Original Intent in the First Congress Louis J. Sirico Jr. Follow this and additional works at: https://scholarship.law.missouri.edu/mlr Part of the Law Commons Recommended Citation Louis J. Sirico Jr., Original Intent in the First Congress, 71 MO. L. REV. (2006) Available at: https://scholarship.law.missouri.edu/mlr/vol71/iss3/3 This Article is brought to you for free and open access by the Law Journals at University of Missouri School of Law Scholarship Repository. It has been accepted for inclusion in Missouri Law Review by an authorized editor of University of Missouri School of Law Scholarship Repository. For more information, please contact [email protected]. Sirico: Sirico: Original Intent Original Intent in the First Congress Louis J. Sirico, Jr.I I. INTRODUCTION A. Arguing OriginalIntent in Legislative Debate A significant body of literature has examined how the Framers and rati- fiers of the Constitution 2 subsequently viewed the role of original intent in construing the Constitution. The primary focus of these works is how those views should influence today's courts in deciding controversies. 3 A less de- veloped question, however, is how members of the First Congress employed originalist constitutional arguments in making and debating proposed stat- utes.4 This study seeks to contribute to that exploration, not by discussing what the Founders believed about using originalist arguments, but by examin- ing the record of the First Federalist Congress to determine what originalist 5 arguments its members actually made. 1. Professor of Law, Villanova University School of Law.
    [Show full text]
  • Georgia Historical Society Educator Web Guide
    Georgia Historical Society Educator Web Guide Guide to the educational resources available on the GHS website Theme driven guide to: Online exhibits Biographical Materials Primary sources Classroom activities Today in Georgia History Episodes New Georgia Encyclopedia Articles Archival Collections Historical Markers Updated: July 2014 Georgia Historical Society Educator Web Guide Table of Contents Pre-Colonial Native American Cultures 1 Early European Exploration 2-3 Colonial Establishing the Colony 3-4 Trustee Georgia 5-6 Royal Georgia 7-8 Revolutionary Georgia and the American Revolution 8-10 Early Republic 10-12 Expansion and Conflict in Georgia Creek and Cherokee Removal 12-13 Technology, Agriculture, & Expansion of Slavery 14-15 Civil War, Reconstruction, and the New South Secession 15-16 Civil War 17-19 Reconstruction 19-21 New South 21-23 Rise of Modern Georgia Great Depression and the New Deal 23-24 Culture, Society, and Politics 25-26 Global Conflict World War One 26-27 World War Two 27-28 Modern Georgia Modern Civil Rights Movement 28-30 Post-World War Two Georgia 31-32 Georgia Since 1970 33-34 Pre-Colonial Chapter by Chapter Primary Sources Chapter 2 The First Peoples of Georgia Pages from the rare book Etowah Papers: Exploration of the Etowah site in Georgia. Includes images of the site and artifacts found at the site. Native American Cultures Opening America’s Archives Primary Sources Set 1 (Early Georgia) SS8H1— The development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia. Illustration based on French descriptions of Florida Na- tive Americans.
    [Show full text]
  • The Constitution in Congress: Substantive Issues in the First Congress, 1789-1791 David P
    The University of Chicago Law Review VOLUME 61 NUMBER 3 SUMMER 1994 of Chicago © 1994 by The University The Constitution in Congress: Substantive Issues in the First Congress, 1789-1791 David P. Curriet Judicial review of legislative and executive action has been such a success in the United States that we tend to look exclu- sively to the courts for guidance in interpreting the Constitution. The stock of judicial precedents is rich, accessible, and familiar, but it does not exhaust the relevant materials. Members of Congress and executive officers, no less than judges, swear to uphold the Constitution, and they interpret it every day in making and applying the law.' Like judges, they often engage in t Edward H. Levi Distinguished Service Professor and Interim Dean, The University of Chicago Law School. The author wishes to thank the Kirkland & Ellis Faculty Research Fund, the Mayer, Brown & Platt Faculty Research Fund, the Morton C. Seeley Fund, the Raymond & Nancy Goodman Feldman Fund, and the Sonnenschein Faculty Research Fund for financial support; Charlene Bangs Bickford, Kenneth R. Bowling, and Helen E. Veit of the First Federal Congress Project for access to hitherto unpublished reports of the debates; Kenneth Bowling, Gerhard Casper, Richard Posner, and Richard Ross for invalu- able advice and encouragement; and Keith Garza for exemplary research assistance. ' "M[T]he whole business of Legislation," said Representative Theodore Sedgwick in 1791, "was a practical construction of the powers of the Legislature. ." Gales & Seaton, eds, 2 Annals of Congress 1960 (1791) ("Annals"). See generally Frank H. Easterbrook, PresidentialReview, 40 Case W Res L Rev 905 (1989-90); Jefferson Powell, ed, Languages of Power: A Source Book of Early American ConstitutionalHistory xi-xii (Carolina Aca- demic Press, 1991).
    [Show full text]
  • John Milledge Letter
    10/18/2014 John Milledge letter John Milledge letter Descriptive Summary Repository: Georgia Historical Society Creator: Milledge, John, 1757-1818. Title: John Milledge letter Dates: 1793 Extent: 0.05 cubic feet (1 folder) Identification: MS 1796 Biographical/Historical Note John Milledge, II (1757-1818) was born in Savannah, Georgia, the only son of John Milledge (1721-1781) and Ann (Smith) Milledge. A prominent lawyer, Milledge sided with the patriots and fought in the Revolutionary War, served as Attorney-General of Georgia in 1780, as a member of the Georgia House of Representatives (1782-1790), as a member of the United States Congress (1792-1801), as Governor of Georgia (1802- 1806), and as a United States Senator (1806- 1809). In 1801, Milledge purchased a 633 acre tract of land for $4,000 and named it "Athens" in honor of Greece's ancient center of culture and learning. He was a key figure in the establishment of the University of Georgia. Not only was he on the committee that decided the location of the institution, but he donated the 633 acre tract of land where the university and the city of Athens now stand. The Georgia state legislature called for the establishment of a town to be named after Milledge in 1803 and one year later Milledgeville became Georgia's fourth capital. Milledgville, located in Baldwin County, served as Georgia's state capital from 1804 until 1868. Milledge resigned his Senate seat in 1809 and returned to Georgia to be with his wife, Martha Galphin Milledge, who was very ill and later died.
    [Show full text]
  • Copy of Montserrat University
    MONTSERRAT GEORGIA SECRETARY OF STATE UNIVERSITY BRAD RAFFENSPERGER CLASS OF 2020 COMMENCEMENT EXERCISES MARCH • 20 • 2019 SEPTEMBER • 20 • 2019 Join the Conversation Follow us on Twitter, Facebook, Instagram, and LinkedIn to continue the conversation and use our hashtags to join the conversation #SheLeadsGA #GASOS #BradRaffensperger @SheLeadsGA She Leads @sheleadsga She Leads - Women's Investment and Financial Empowerment To our She Leads Attendees: Welcome to a day that is sure to be full of empowerment and education. I am excited to share this tremendous summit with so many distinguished speakers and panelists. I’d first like to thank the Investor Protection Trust and all of our distinguished sponsors. This day is a combined effort that would not have been possible without your endless support. As Secretary of State, my office has many avenues to move Georgia forward and bring better futures to our state’s voters, business owners, and families; however, it is clear that financial literacy should be a top priority. Building a better business climate – and making our state a cornerstone for economic development – starts at the individual level. That’s why my office is fully dedicated to partnering with Georgia’s communities and business-owners to offer every citizen free programs that will set the foundation for a lifetime of smart financial decisions and a better future for our state. Georgia has been named the number one state in which to do business for six years in a row, and with programs like She Leads, I know we can make it seven. It is my hope that this event gives you the resources and know-how to take back to your businesses and communities and make progress toward your personal and professional goals.
    [Show full text]
  • CRAWFORD, WILLIAM HARRIS, 1772-1834. William Harris Crawford Papers, 1815-1829
    CRAWFORD, WILLIAM HARRIS, 1772-1834. William Harris Crawford papers, 1815-1829 Emory University Stuart A. Rose Manuscript, Archives, and Rare Book Library Atlanta, GA 30322 404-727-6887 [email protected] Descriptive Summary Creator: Crawford, William Harris, 1772-1834. Title: William Harris Crawford papers, 1815-1829 Call Number: Manuscript Collection No. 307 Extent: .25 linear feet (1 box) Abstract: Mainly photocopies of letters of presidential candidate and Georgia politician William H. Crawford. Language: Materials entirely in English. Administrative Information Restrictions on Access Unrestricted access. Terms Governing Use and Reproduction All requests subject to limitations noted in departmental policies on reproduction. Special restrictions also apply: The collection contains some copies of original materials held by other institutions; these copies may not be reproduced without the permission of the owner of the originals Source Gift, date unknown. Citation [after identification of item(s)], William Harris Crawford, 1815-1829, Stuart A. Rose Manuscript, Archives, and Rare Book Library, Emory University. Processing Unknown. This finding aid may include language that is offensive or harmful. Please refer to the Rose Library's harmful language statement for more information about why such language may appear and ongoing efforts to remediate racist, ableist, sexist, homophobic, euphemistic and other Emory Libraries provides copies of its finding aids for use only in research and private study. Copies supplied may not be copied for others or otherwise distributed without prior consent of the holding repository. William Harris Crawford papers, 1815-1829 Manuscript Collection No. 307 oppressive language. If you are concerned about language used in this finding aid, please contact us at [email protected].
    [Show full text]
  • The Signers of the U.S. Constitution
    CONSTITUTIONFACTS.COM The U.S Constitution & Amendments: About the Signers (Continued) The Signers of the U.S. Constitution On September 17, 1787, the Constitutional Convention came to a close in the Assembly Room of Independence Hall in Philadelphia, Pennsylvania. There were seventy individuals chosen to attend the meetings with the initial purpose of amending the Articles of Confederation. Rhode Island opted to not send any delegates. Fifty-five men attended most of the meetings, there were never more than forty-six present at any one time, and ultimately only thirty-nine delegates actually signed the Constitution. (William Jackson, who was the secretary of the convention, but not a delegate, also signed the Constitution. John Delaware was absent but had another delegate sign for him.) While offering incredible contributions, George Mason of Virginia, Edmund Randolph of Virginia, and Elbridge Gerry of Massachusetts refused to sign the final document because of basic philosophical differences. Mainly, they were fearful of an all-powerful government and wanted a bill of rights added to protect the rights of the people. The following is a list of those individuals who signed the Constitution along with a brief bit of information concerning what happened to each person after 1787. Many of those who signed the Constitution went on to serve more years in public service under the new form of government. The states are listed in alphabetical order followed by each state’s signers. Connecticut William S. Johnson (1727-1819)—He became the president of Columbia College (formerly known as King’s College), and was then appointed as a United States Senator in 1789.
    [Show full text]
  • United States Constitution Draft Annotated by Abraham Baldwin
    United States Constitution draft annotated by Abraham Baldwin Descriptive Summary Repository: Georgia Historical Society Creator: Baldwin, Abraham, 1754-1807. Title: United States Constitution draft annotated by Abraham Baldwin Dates: 1787 Extent: 0.05 cubic feet (2 oversize folders) Identification: MS 1703 Biographical/Historical Note Abraham Baldwin was born on November 22, 1754, in North Guilford, Connecticut. Baldwin studied theology at Yale and graduated in 1772. Beginning in 1775, he served as a tutor at Yale until 1777 when he was appointed chaplain of the 2nd Connecticut Regiment and later brigade chaplain. After the Revolutionary War Baldwin studied law. In 1784, Baldwin was admitted to the Georgia bar and moved to Augusta, Georgia, where he practiced law and began his political career. He was a member of the Commons House of Assembly that passed an act for the establishment of the University of Georgia in 1785. Baldwin served as the first president of the institution from 1786-1801. Baldwin held a seat in the Georgia Assembly until 1789 and in 1785 he was elected to the Congress of the Confederation. In 1787, he served as one of four delegates from Georgia to the Constitutional Convention. The other delegates were William Few, Jr., William Houston, and William L. Pierce. Of the Georgia delegates, only Abraham Baldwin and William Few signed the United States Constitution. During the Constitutional Convention of 1787, Baldwin participated in two of the six "Grand Committees" that were assembled. The first committee was appointed on July 2 and was made up of one delegate from each state (known as the First Committee of Eleven).
    [Show full text]
  • Milledge Family Papers
    Milledge Family papers Descriptive Summary Repository: Georgia Historical Society Creator: Milledge, John, 1721-1781. Creator: Milledge, John, 1757-1818. Creator: Milledge, John, 1814-1872. Title: Milledge Family papers Dates: 1742-1851 Extent: 0.5 cubic feet (1 box, 1 microfilm roll) Identification: MS 0560 Biographical/Historical Note John Milledge I (ca. 1721-1781) came in the first group of settlers to Georgia in February, 1733, along with his parents, brothers, and sisters. His father died in July, 1733, and his mother died in June, 1734. John, being the oldest, took charge of the family. He went back to England for a short period, soon returned to Georgia. James Edward Oglethorpe took an interest in him and in 1741 had Milledge appointed as overseer for a "certain public work." In 1742, he was appointed Captain of Rangers by Oglethorpe, a position he held for many years. He was a member of the first Colonial Assembly of Georgia in 1751; for many years he represented Christ Church Parish in the Commons House of Assembly. He became a wealthy land and slave owner. He married Ann Skidaway Smith (born in Georgia, 1734); they had one son, John Milledge II. After losing his wife in 1763, Milledge I remarried to Ann Rasberry, the widow of Thomas Rasberry. John Milledge II (1757-1818) was the only son of John Milledge I and Ann (Smith) Milledge. A prominent lawyer, he sided with the patriots at the outbreak of the Revolutionary War and took an active military part. He was Attorney-General of Georgia in 1780 and a member of the Georgia House of Representatives from 1782 until 1790.
    [Show full text]
  • Teacher Notes for the Georgia Standards of Excellence in Social Studies
    Georgia Studies Teacher Notes for the Georgia Standards of Excellence in Social Studies The Teacher Notes were developed to help teachers understand the depth and breadth of the standards. In some cases, information provided in this document goes beyond the scope of the standards and can be used for background and enrichment information. Please remember that the goal of social studies is not to have students memorize laundry lists of facts, but rather to help them understand the world around them so they can analyze issues, solve problems, think critically, and become informed citizens. Children’s Literature: A list of book titles aligned to the 6th-12th Grade Social Studies GSE may be found at the Georgia Council for the Social Studies website: https://www.gcss.net/site/page/view/childrens-literature The glossary is a guide for teachers and not an expectation of terms to be memorized by students. In some cases, information provided in this document goes beyond the scope of the standards and can be used for background and enrichment information. Terms in Red are directly related to the standards. Terms in Black are provided as background and enrichment information. TEACHER NOTES GEORGIA STUDIES Historic Understandings SS8H1 Evaluate the impact of European exploration and settlement on American Indians in Georgia. People inhabited Georgia long before its official “founding” on February 12, 1733. The land that became our state was occupied by several different groups for over 12,000 years. The intent of this standard is for students to recognize the long-standing occupation of the region that became Georgia by American Indians and the ways in which their culture was impacted as the Europeans sought control of the region.
    [Show full text]
  • Presidents Pro Tempore of the United States Senate Since 1789
    PRO TEM Presidents Pro Tempore of the United States Senate since 1789 4 OIL Presidents Pro Tempore of the United States Senate since 1789 With a preface by Senator Robert C. Byrd, President pro tempore Prepared by the Senate Historical Office under the direction of Nancy Erickson, Secretary of the Senate U. S. Government Printing Office Washington, D.C. 110th Congress, 2d Session Senate Publication 110-18 U.S. Government Printing Office Washington: 2008 COPYRIGHTED MATERIALS Many of the photographs and images in this volume are protected by copyright. Those have been used here with the consent of their respective owners. No republication of copyrighted material may be made without permission in writing from the copyright holder. Library of Congress Cataloging-in-Publication Data United States. Congress. Senate. Pro tern : presidents pro tempore of the United States Senate since 1789 / prepared by the Senate Historical Office ; under the direction of Nancy Erickson, Secretary of the Senate. p. cm. Includes index. ISBN 978-0-16-079984-6 1. United States. Congress. Senate--Presiding officers. 2. United States. Congress. Senate--History. I. Erickson, Nancy. II. United States. Congress. Senate. Historical Office. III. Title. JK1226.U55 2008 328.73092'2--dc22 2008004722 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512-1800; DC area (202) 512-1800 Fax: (202) 512-2104 Mail: Stop IDCC, Washington, DC 20402-0001 ISBN 978-0-16-079984-6 Table of Contents Foreword ................... ................... 3 20. Samuel Smith (MD), 1805-1807, 1808, 1828, 1829-1831 21. John Milledge (GA), 1809 ..................
    [Show full text]
  • A Great Compromise
    A Great Compromise: The Sherman Plan Saves the Constitutional Convention of 1787 Lucy Phelan Junior Division Historical Paper Paper Length: 2,495 Words 2 INTRODUCTION In May 1787, delegates from twelve of the thirteen United States met in a federal Convention to “devise such further provisions as shall appear to them necessary to render the Constitution of the federal Government adequate to the exigencies of the Union.”1 Simply stated, there was an urgent need to fix the political system under the existing Articles of Confederation. However, differences over the structure of the legislative branch quickly led to conflict. Some, particularly delegates from larger-population states, envisioned a strong National legislature with representatives elected by the people (“proportional representation”). Others from smaller states disagreed, fearing a power grab by the larger states, and supported equal representation for each state. This conflict threatened to destroy the Convention. After large-state efforts to force proportional representation in both legislative houses, small-state delegates stopped cooperating altogether. The two sides became deadlocked. Roger Sherman’s Great Compromise of proportional representation in the lower house and equal representation in the upper broke the stalemate. The delegates resumed the Convention and finished writing a new Constitution to replace the Articles of Confederation and corresponding system of government. Ratified two years later, this Constitution has successfully weathered another 230 years of tension, conflict and even turmoil in American history and politics. The Constitution of 1787 continues to serve as the basis of the United States Government today.2 1 Pauline Maier, Ratification: The People Debate the Constitution, 1787 – 1788 (New York: Simon & Schuster, 2011), 3.
    [Show full text]