Name: ______

Georgia Studies Unit Plan Topic: Westward Expansion Essential Questions: What events led to the removal of the Native Americans from Georgia?

Standards: SS8H5 The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840. a. Explain the establishment of the University of Georgia, Louisville, and the spread of Baptist and Methodist churches. b. Evaluate the impact of land policies pursued by Georgia; include the headright system, land lotteries, and the Yazoo land fraud. c. Explain how technological developments, including the cotton gin and railroads, had an impact on Georgia's growth. d. Analyze the events that led to the removal of Creeks and Cherokees; include the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlonega Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.

SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods.

SS8E2 The student will explain the benefits of free trade. a. Describe how Georgians have engaged in trade in different historical time periods.

“I can...” Demonstration of mastery of standard Learning Targets I can define: Headright system Land Lottery system Knowledge Yazoo Land Fraud Land Grant University Targets: Circuit Riders Louisville What do I need to Cotton Gin/Eli Whitney Rail Roads know? Creeks Cherokees Alexander McGillvray William McIntosh I can define.. Sequoyah Syllabary New Echota John Ross Andrew Jackson John Marshall Worchester Dahlonega Trail of Tears Treaty of New York Treaty of Indian Springs Indian Removal Act Treaty of Washington Conflict and Change: The student will understand that when there is a Reasoning conflict between or within societies, change is the result. Target:  I can explain how the Creeks and Cherokees try to avoid conflict I can … with the settlers? (H5d) Describe Compare/contras  I can discuss what roles Alexander McGillivray, William McIntosh, t Sequoyah, John Ross, the Dahlonega Gold Rush, Worcester v. Discuss Georgia, Andrew Jackson, and John Marshall play in the events Evaluate leading to the Trail of Tears? (H5d)

Technological Innovation: The student will understand that technological innovations have consequences, both intended and unintended, for a society.

 I can explain how the invention of the Cotton Gin impact Georgia’s economy and population? (H5c, E1,2)

 I can analyze how the growth of railroads influenced Georgia’s growth? (H5c, E1,2)

Individuals, Groups, Institutions: The student will understand that the actions of individuals groups, and/or institutions affect society through intended and unintended consequences.  I can explain what role the establishment of the University of Georgia, Louisville, the spread of Baptist and Methodist churches play in Georgia’s growth? (H5a)

 I can compare and analyze what the differences are between the headright system and the land lottery system of land distribution and how did each impact the growth of Georgia? (H5b)

 I can explain what the Yazoo Land Fraud was and how it changed Georgia’s boundaries? (H5b)

 I can place events leading up to the trail of tears in chronological order. Skill Target: “What can I  I can complete a chart that compares the three land distribution demonstrate?” systems.

I can use specific  I can map out the changing boundaries of Georgia using the skills to information from the three land distribution systems. demonstrate understanding of  I can prepare for a debate on the positive and negative aspects of this standard. improvements in technology in early Georgia.

 I can complete a vocabulary chart to study for a vocabulary quiz.

 I can study my class notes to show understanding on a quiz.

 I can use notes, vocabulary, and other material to help study for unit test.  I can create a poem or song that summarizes/explains the events that led up to the Trail of Tears. Product Target:  I can create a collage that summarizes/ explains the events that led up to the Trail of Tears. I can create…  I can create a movie trailer that explains the cause and the effect of the events that led to the Trail of Tears.

 I can write a letter to a loved one explaining westward expansion in Georgia.

 I can create an advertisement, commemorative coin, evidence sheet, and text message assignments to demonstrate understanding of the standard.

What is my academic goal for this unit?

1 2 3 4 Just starting, Yes, but … Yes, Wow! Excellent. Insufficient Minimal I am proficient and I am the expert in understanding of this understand the understanding this standard standard standard. Less than 60% Between 60 to 74 % Between 75 to 89% 90% or greater accurate in my accurate in my accurate in my accurate in my understanding. understanding. understanding. understanding. I am not able to I am able to show I am able to both I am able to explain, explain or define key some understanding explain and define define, and describe concepts to the of key concepts to the most of the key the key concepts to events that led to the events that led to the concepts to the the events that led to removal of the Native removal of the Native events that led to the the removal of the Americans in Georgia. Americans in Georgia. removal of the Native Native Americans in Americans in Georgia. Georgia.