What S It All About?

Activity #1 – The Development of Atlanta: What’s it all about?

Objective: Analyze Atlanta’s influential leaders and explain their influence on the economic development of Atlanta from 1945 to 1970.

Background: Between 1940 and 1970 Atlanta’s metropolitan area saw an increase in population from approximately 440,000 to 1.4 million. Interestingly, politics and sports combined to help make the Atlanta Metropolitan Area an attractive place to live. Tasks: 1. Take out your Post-War Guided Reading Questions and answer question #17 on William Hartsfield and Ivan Allen, Jr. using your textbook and the attached Coach workbook pages.

2. On your own paper, write the title, “Activity #1 – The Development of Atlanta: What’s it all about? Write two paragraphs, one on William Hartsfield and one on Ivan Allen – two of Atlanta’s most influential leaders. Read over the objective and background above to construct a claim statement (topic sentence) making an overall statement about who this person is and how/why they are considered to be an important leader in the area of economic growth in Atlanta. Be sure to include evidence to support this claim in the area of transportation, civil rights, and/or the introduction of sporting teams to Atlanta.

3. Work on Anchor Activity: Post-War Guided Reading. Activity #2 – The Three Governor’s Episode: “Who’s the Governor?”

Objective: Describe the situation where three men were claiming to be the governor of the state of Georgia at the same time.

Task: 1. Take out your Post-War Guided Reading Questions and answer question #4 on the Three Governor’s Episode. Make sure you clearly understand what happened before moving onto the next task. (pgs. 430-432)

2. Using the provided cartoon panel template -- draw an 8 to 10-panel cartoon showing the events of the Three Governors Episode as it unfolded and yes…you can use stick figures. Use labeling and add captions to help explain the situation. Include a title for the cartoon, Activity #2 - The Three Governor’s Episode: “Who’s the Governor?”

3. Work on Anchor Activity: Post-War Guided Reading.

Activity #3 – The Civil Rights Movement The Fight for Equality

Objective: Create a timeline identifying key dates of major developments or events during Civil Rights Movement.

Task: 1. Read handout titled, 1954: The Civil Rights Movement begins. Also, look over the timeline in your textbook on page 423 as an example.

2. Using the provided paper, give the timeline the title, Activity #3 – The Civil Rights Movement – The Fight for Equality. Next create a timeline of key events and/or people of the Civil Rights Movement spanning from the 1950s to 1975. There is a list of events included in this packet that must be on your timeline. You will need to locate the dates of some of these events on your own and you can add any extra events you feel are important during this time period. As you place each event on the timeline, learn about each event through critical reading. Do not just place some information on your timeline without knowing what it is about. For example, when you place key legislation such as the Civil Rights Act or the Fair Housing Act – be able to explain them. On the back of your timeline, take notes on each event. Illustrate 5 of these events and give your timeline a title.

3. Work on Anchor Activity: Post-War Guided Reading. Activity #4 – The Civil Rights Movement: Non-Violent Social Change

Objective: Develop an understanding of the effectiveness of non-violent social change.

Task: 1. Read the handout titled, “The Sit-In Movement.”

2. Take out a sheet of notebook paper, and title it, Activity #4 – The Civil Rights Movement: Non-Violent Social Change. Copy the questions below and answer each.  What happened during a sit-in?  How were participants to act and dress?  What was the SNCC and what impact did they have upon the desegregation of restaurants in the South?  What is your opinion regarding the effectiveness of a sit-in as a method of peaceful protest?

3. Next, read the handout titled, “March on Washington.”

4. Write notes on your paper about this event.

5. Dr. Benjamin Mays was the president of Morehouse College in Atlanta and teacher and mentor to Martin Luther King, Jr. Dr. King was heavily influenced by Dr. Mays and formed his belief that social change could best be made through a nonviolent approach. Next, read below and write as directed on your same sheet of paper.

. Imagine you are Dr. Benjamin Mays and you are having a conversation with a young Martin Luther King, Jr. when he was a student at Morehouse College in Atlanta. Write at least a one page narrative (dialogue) of the conversation you were having about his future role as a leader in the deeply segregated South and how he could affect change during these turbulent times. Include some of the methods of non-violent protest in the conversation.

6. Work on Anchor Activity: Post-War Guided Reading. Activity #5 – Political Leadership: Atlanta Mayors – Maynard Jackson and Andrew Young Governor Lester Maddox

Objective: describe the contributions of some key political figures from Georgia history.

Task: 1. In this activity, you will learn about the contributions and sometimes “quirky nature” of three important political leaders in Georgia during the Civil Rights Movement. Take out a sheet of notebook paper and label it with Activity #5 – Political Leadership. Using your textbook, the additional resources provided in this packet, and your Post-War Guided Reading Questions, take notes on each person focusing on the contributions each made as political leaders.

 Lester Maddox (Question #7)  Maynard Jackson (Question #18)  Andrew Young (Question #20)

2. After the notetaking session, select one of these men and create a political cartoon characterizing this person. You can draw your cartoon on the same paper as your notes. The cartoon might show important accomplishments they made for Atlanta or Georgia, something controversial or colorful, or anything you feel best depicts who this leader was or what makes this person interesting. Your cartoon should not just be a drawing of contributions, for example, but rather, it should get the point across in a clever way and include some elements of what makes a political cartoon different from a regular drawing. Read the handout provided to help you construct an idea for the cartoon.

3. Work on Anchor Activity: Post-War Guided Reading. Political Cartooning

What is the purpose of a political cartoon?  to entertain  offer opinion or convey a message on a current topic  present a particular point of view about an issue or problem in the news

What elements does a political cartoonist use?  symbolism: using objects that stand for something else; such as a dove to represent peace.  exaggeration and distortion: changes in size or shape to add to the cartoon’s point.  caricature: a portrayal of an individual’s features in an exaggerated or distorted way  stereotypes: a simplistic view of some group.  humor and irony: a viewpoint expressed in an odd way as to make that view seem ridiculous  captions or labeling: words used to reinforce the cartoon’s nonverbal features; using famous sayings, slogans, song lyrics, and well-known phrases can be used as captions to make a point.  political cartoons are not always funny – sometimes they convey a very serious point or message.

Examples of political cartoons: Activity 6 – “We Finally Won Something! The 1996 Olympic Games

Objective: evaluate the effect of the 1996 Olympic Games on Georgia’s economic growth.

Task: 1. For this activity, you will examine the impact of the 1996 Atlanta Olympics on the state’s economy. Read below:

Atlanta became a “major league” city in 1966 when the Atlanta Braves moved here from Milwaukee. In the same year, the Atlanta Falcons began playing and became one of the first NFL teams in the Deep South. The Atlanta Hawks followed in 1968 and finally, the Southeast’s first professional hockey team, the Atlanta Flames, arrived in 1970. Since the arrival of major league sports, Atlanta has hosted several Super Bowls, several All-Star Games, NCAA Final Fours, 40 Peach Bowls, 15 SEC Championship games, and the 1996 Summer Olympic Games. Each of these special events brought in millions of dollars to the state’s economy.

2. Using the handout, the 1996 Summer Olympics graphic organizer (the one with the rings), write Activity #6 on the top. Label each ring with the headings on the other handout titled, 1996 Olympic Notes – fill in with the appropriate information.

3. Now read the following: The Olympic Games were beneficial to Georgia’s economy in many ways. Benefits may include: revenue for television, radio, ticket sales, concessions, parking, hotels, restaurants, retail sales, and so forth; job creation at all of the venues; increased tax revenues; new facilities to be used for other events; and increased publicity and community spirit. While the 1996 Olympic Games were beneficial to Georgia’s economy, there were also many expenses that the city of Atlanta and the state of Georgia had to incur in order to host the Olympics. Land had to be cleared, roads improved, streets repaired, sidewalks widened, new lighting installed, additional resources devoted to clean-up and crime control, and over $500 million had to be spent to construct new dormitories, arenas, and stadiums. Overall, the Atlanta Committee for the Olympic Games (ACOG) established an operating budget of $1.5 billion.

4. Scenario: Imagine it is the year 2046 and the Atlanta City Council is considering competing to host the Olympic Games again, in honor of the 50th anniversary of the 1996 Games. Pretend you are a member of the city council and you have been given the assignment of creating a poster the city council could use to gain public support for the Olympic Games a second time around. Remember to SELL IT to the public through you use of convincing language – play up the positives aspects of having the games. *Use the back of the Olympic ring handout to design your poster.

5. Work on Anchor Activity: Post-War Guided Reading. Activity 7 – Flags of Georgia Tracing Their History

Objective: analyze the history and controversies surrounding Georgia’s last three state flag(s).

Task: 1. Turn to pgs. 486-487 in your textbook to use as a source of information about Georgia’s last three flags.

2. On the handout provided, write a description of each flag including the following:  the years they were flying over Georgia  controversies surrounding them  the governors who were associated with signing them into law  reasons for keeping or changing them and any other information you feel is important to know.

3. On the back of the handout – copy and answer the following questions:  Was the 1956 flag an overt message that political leaders did not support the 1954 Brown v. Board of Education ruling? Explain your answer.  In your opinion, did the adoption of the 2001 flag cost Governor Roy Barnes his political career? Explain your answer.  What do you think about our current flag?

4. Also, on the back of the handout -- design your own Georgia state flag, including a brief description and why you think it represents the state of Georgia effectively.

5. Work on Anchor Activity: Post-War Guided Reading. Activity #8 – The Georgia-based Company Economic Project

Objective: Evaluate the importance of entrepreneurs in Georgia who developed such enterprises as Coca-Cola, Delta Airlines, Georgia-Pacific, and Home Depot.

Task: 1. In this activity, you are going to learn about important Georgia-based companies Note: a “Georgia-based company” is one whose corporate headquarters is located in the state. For example, Home Depot is a Georgia-based company, while Lowe’s hardware is a company doing business in Georgia but based in North Carolina 2. Read the following: Many Georgia-based companies have been started from scratch by entrepreneurs who identified untapped markets and took risks in order to gain a profit. Other entrepreneurs took existing Georgia-based companies and made necessary improvements which led to greater success. An example of this type of entrepreneur is Robert Woodruff of Coca-Cola. He took a product initially created by “Doc” Jon Pemberton – sold next to Asa Candler who successfully marketed the product – next sold to the Robert Woodruff who continued to market Coca-Cola into a successful international business.

Georgia is home to numerous well-known companies. Some are extremely large and often associated with the state, including Coca-Cola, Delta Air Lines, and Home Depot. Others include restaurants that began with one location, went on to franchise, and are now operating in all parts of the state and throughout many parts of the country. Examples include Waffle-House, Chick-Fil-A, and Zaxby’s. In some way all of these companies have helped spur economic growth in Georgia.

3. For this activity, you need to be familiar with the following economic terms in your packet – read through each of these terms and make sure your understand these words before you begin researching companies and completing the chart.

4. Use the handout titled, The “Big Four” Georgia-based businesses.” Research each company, using the provided resources, and complete the handout.

5. Work on Anchor Activity: Post-War Guided Reading. Economic Terms

Founder: the person or people who founded the company

Entrepreneur: the person took a risk to bring together the factors of production in search of a profit (this may or may not be the founder of the company).

Private: the company is owned by individuals, not shareholders, and it does not sell stock to the public.

Public: The company is owned by shareholders, and stock is sold to the public.

Stock Price: The amount of money a share of the company is selling for today (if public).

Profits: The amount of money made by a company after paying their costs (public companies are required to disclose their profits; private companies do not have to).

Innovations: Changes to services or products in order to increase profits and improve good or service.

Employment numbers: How many people does the company employ?