Georgia Milestones Readiness Assessment GEOGRAPHY 1

Total Page:16

File Type:pdf, Size:1020Kb

Georgia Milestones Readiness Assessment GEOGRAPHY 1 Georgia Milestones Readiness Assessment GEOGRAPHY 1. Where is Georgia in relation to South America? A. Georgia is located in South America. B. Georgia is located north of South America. C. Georgia is located west of South America. D. Georgia is located south of South America. 2. On what continent is Georgia located? A. North America B. South America C. Europe D. Asia 3. What region of the United States is Georgia located in? A. Northeast B. Southeast C. Midwest D. Southwest 4. Which state borders Georgia? A. Florida B. Louisiana C. Virginia D. Mississippi 5. What two hemispheres is Georgia located in? A. Northern and Eastern B. Western and Southern C. Western and Eastern D. Northern and Western 6. Which of the following forms Georgia’s western border? A. North Carolina and Tennessee B. Florida and Tennessee C. Alabama and Florida D. South Carolina and the Atlantic Ocean 7. How many officially recognized geographic regions does Georgia have? A. 3 B. 4 C. 5 D. 6 8. In which of the following geographic regions do most Georgians live? A. Appalachian Plateau B. Blue Ridge Mountains C. Coastal Plain D. Piedmont 9. In which region could you begin hiking the Appalachian Trail or visit Tallulah Gorge? A. Appalachian Plateau B. Blue Ridge C. Valley and Ridge D. Piedmont 10. Which region receives the most rainfall? A. Appalachian Plateau B. Blue Ridge C. Coastal Plain D. Valley and Ridge 11. Which region covers the most territory in the state? A. Appalachian Plateau B. Blue Ridge Mountains C. Coastal Plain D. Piedmont 12. In which region is a rich red soil found? A. Appalachian Plateau B. Blue Ridge Mountains C. Coastal Plain D. Piedmont 13. What is true about the Coastal Plain region? A. It has rich soil for growing crops, like peanuts. B. It has many major cities. C. It is known for carpet manufacturing. D. Its main source of power comes from hydroelectric dams. 14. What is the area called where the Piedmont and Coastal Plain meet that features a drop in elevation and beautiful waterfalls? A. Barrier islands B. Brasstown Bald C. Tallulah Gorge D. Fall Line 15. Why do most of Georgia’s people live along the fall line? A. Because of its rivers and waterfalls B. Because it is near the coast C. Because of the rich sandy soil D. Because of its milder climate 16. Which feature flows along Georgia’s eastern border? A. Savannah River B. Barrier islands C. Appalachian Mountains D. Chattahoochee River 17. Which feature is now protected by the federal government? A. Okefenokee Swamp B. Fall Line C. Appalachian Mountains D. Chattahoochee River 18. In the Appalachian Mountains, there are A. Long, cold winters. B. Hot, tropical summers. C. Some areas of snow. D. Many varieties of crops. 19. What is true about Georgia’s barrier islands? A. They protect the mainland from erosion. B. They feature most of the state’s waterfalls. C. They receive more snow than the other regions. D. They are all wildlife reserves and off-limits to people. 20. Which feature forms Georgia’s western border? A. Savannah River B. Barrier islands C. Appalachian Mountains D. Chattahoochee River 21. Forts were built here to defend the early settlement of Georgia: A. Savannah River B. Barrier islands C. Appalachian Mountains D. Chattahoochee River 22. One reason people might want to live in Georgia is that A. The climate is the same through the entire state. B. The winters are mild. C. The summers are cold. D. There is little rainfall. 23. Georgia’s location has made it a center of ____________ in the South. A. Culture B. Transportation C. Museums D. Boating 24. Hartsfield-Jackson International Airport is A. Home to four busy runways. B. Named for two former governors of Georgia. C. The state’s largest employer. D. An airport for passengers, not cargo. 25. Georgia’s interstate highway system was built to A. Move goods throughout the state. B. Bring tourism to the state. C. Help move the military through the state. D. Make it the state’s transportation leader. 26. Georgia has traditionally relied on Brunswick and Savannah to serve as what? A. Major airports B. Important deep-water ports C. Intersections of major highways D. Major railroad hubs 27. Which major north-south highway is Georgia’s commercial link to New England and the east coast? A. I-20 B. I-75 C. I-25 D. I-95 28. Georgia’s deep-water ports A. Are mainly for cars. B. Are only for goods coming into the state, not leaving. C. Open the state for trade with the world. D. Might close because air travel is more efficient. 29. Which major interstate highway connects Georgia with the Midwest? A. I-20 B. I-75 C. I-85 D. I-95 30. Airplane traffic through Hartsfield-Jackson International Airport A. Is for human passengers, not cargo. B. Goes to every continent in the world. C. Has been slowing over the past decade. D. Numbers more than 1,000 planes daily. 31. Which industry is experiencing a steady growth in employment, as represented by the Interstate Highway Systems and Hartsfield-Jackson International Airport? A. Tourism B. Transportation C. Agriculture D. Technology 32. Hartsfield-Jackson International Airport is important to Georgia’s economy because A. It is the busiest deep-water port in the state. B. It makes Georgia accessible to visitors, business travelers, and trade. C. It makes sure that products produced in Atlanta reach the other parts of the state. D. It is the only airport in the state. 33. In what ways do Hartsfield-Jackson International Airport, I-85, and the port at Savannah impact Georgia’s economy? A. They provide jobs for Georgians while discouraging foreign economic competition. B. They make Georgia accessible to people from all over the world, help provide jobs for state citizens, and allow the state to import and export products efficiently. C. They allow imports to arrive and reach Georgia while keeping domestic products at home. D. They have very little impact on the state’s economy. PREHISTORIC GEORGIA AND EUROPEAN CONTACT 1. The Paleo, Archaic, Woodland, and Mississippian people were: A. Southern groups who fought during the Civil War. B. Native Americans who lived in Georgia prior to European arrival. C. Settlers who lived in the Yazoo territory. D. Native American groups relocated during the Trail of Tears. 2. Who were the earliest known people to live in what is today Georgia? A. Paleo B. Archaic C. Woodland D. Mississippian 3. Which Native American group was the first to build permanent settlements? A. Paleo B. Archaic C. Woodland D. Mississippian 4. Which statement best describes the Paleo Indians? A. They built religious mounds. B. They created long-lasting pottery. C. They were a migratory people who hunted and gathered food. D. They participated in large-scale farming. 5. Which Native American group first began to plant crops and make pottery? A. Paleo B. Archaic C. Woodland D. Mississippian 6. Who were the last Native Americans to live in Georgia before the arrival of European explorers? A. Archaic B. Paleo C. Woodland D. Mississippian 7. Which Native American group lived in towns governed by chiefs? A. Paleo B. Archaic C. Woodland D. Mississippian 8. The first Europeans to explore Georgia were from which country? A. Great Britain B. Spain C. France D. Germany 9. Why did European nations explore the Americas? A. They wanted to experience new cultures. B. They wanted to find new spices. C. They needed new farmland. D. They wanted to discover gold and riches. 10. Which Spanish explorer crossed Georgia hoping to find cities of gold? A. Henry Hudson B. Ponce de Leon C. John Cabot D. Hernando DeSoto 11. Who was Hernando DeSoto? A. He was a Spanish conquistador who defeated the Aztecs. B. He was a Spanish missionary who wanted to spread Christianity to the New World. C. He was the first Spanish explorer to enter Georgia. D. He was a Spanish soldier who established military forts on Georgia’s barrier islands. 12. What was the purpose of the Spanish missions? A. Discover gold B. Fight Native Americans C. Launch military raids against British colonies D. Convert Native Americans to Christianity 13. Hernando DeSoto’s expedition to Georgia had what effect on Native Americans? A. DeSoto built lasting alliances with Native Americans. B. DeSoto’s men killed many Native Americans with weapons and diseases. C. DeSoto stayed away from Native American lands and didn’t interact with them. D. DeSoto did not meet any Native Americans because they had already left the region. 14. Spain’s first settlements in Georgia were A. Large cities along the Chattahoochee River. B. Small communities surrounding modern-day Milledgeville. C. Forts built along the Georgia-Alabama border. D. Catholic missions on the barrier islands. 15. As a direct result of contact with European explorers, the Native American population A. Tripled. B. Declined. C. Moved away. D. Prospered. 16. What was the most devastating effect of European exploration on Native Americans? A. The spread of disease B. The introduction of weapons like guns and cannons C. The introduction of new crops and animals D. The spread of Christianity 17. Which explorer was most responsible for introducing the diseases that devastated the Native American populations in Georgia? A. Hernando DeSoto B. Hernan Cortes C. Francisco Pizarro D. Prince Henry the Navigator 18. Why did Spanish concentrate their initial colonization of Georgia along the barrier islands? A. Fear of Native Americans kept them on the islands. B. Rumors of malaria kept them close to sea.
Recommended publications
  • The Granite Mansion: Georgia's Governor's Mansion 1924-1967
    The Granite Mansion: Georgia’s Governor’s Mansion 1924-1967 Documentation for the proposed Georgia Historical Marker to be installed on the north side of the road by the site of the former 205 The Prado, Ansley Park, Atlanta, Georgia June 2, 2016 Atlanta Preservation & Planning Services, LLC Georgia Historical Marker Documentation Page 1. Proposed marker text 3 2. History 4 3. Appendices 10 4. Bibliography 25 5. Supporting images 29 6. Atlanta map section and photos of proposed marker site 31 2 Proposed marker text: The Granite Governor’s Mansion The Granite Mansion served as Georgia’s third Executive Mansion from 1924-1967. Designed by architect A. Ten Eyck Brown, the house at 205 The Prado was built in 1910 from locally- quarried granite in the Italian Renaissance Revival style. It was first home to real estate developer Edwin P. Ansley, founder of Ansley Park, Atlanta’s first automobile suburb. Ellis Arnall, one of the state’s most progressive governors, resided there (1943-47). He was a disputant in the infamous “three governors controversy.” For forty-three years, the mansion was home to twelve governors, until poor maintenance made it nearly uninhabitable. A new governor’s mansion was constructed on West Paces Ferry Road. The granite mansion was razed in 1969, but its garage was converted to a residence. 3 Historical Documentation of the Granite Mansion Edwin P. Ansley Edwin Percival Ansley (see Appendix 1) was born in Augusta, GA, on March 30, 1866. In 1871, the family moved to the Atlanta area. Edwin studied law at the University of Georgia, and was an attorney in the Atlanta law firm Calhoun, King & Spalding.
    [Show full text]
  • Study Guide for the Georgia History Exemption Exam Below Are 99 Entries in the New Georgia Encyclopedia (Available At
    Study guide for the Georgia History exemption exam Below are 99 entries in the New Georgia Encyclopedia (available at www.georgiaencyclopedia.org. Students who become familiar with these entries should be able to pass the Georgia history exam: 1. Georgia History: Overview 2. Mississippian Period: Overview 3. Hernando de Soto in Georgia 4. Spanish Missions 5. James Oglethorpe (1696-1785) 6. Yamacraw Indians 7. Malcontents 8. Tomochichi (ca. 1644-1739) 9. Royal Georgia, 1752-1776 10. Battle of Bloody Marsh 11. James Wright (1716-1785) 12. Salzburgers 13. Rice 14. Revolutionary War in Georgia 15. Button Gwinnett (1735-1777) 16. Lachlan McIntosh (1727-1806) 17. Mary Musgrove (ca. 1700-ca. 1763) 18. Yazoo Land Fraud 19. Major Ridge (ca. 1771-1839) 20. Eli Whitney in Georgia 21. Nancy Hart (ca. 1735-1830) 22. Slavery in Revolutionary Georgia 23. War of 1812 and Georgia 24. Cherokee Removal 25. Gold Rush 26. Cotton 27. William Harris Crawford (1772-1834) 28. John Ross (1790-1866) 29. Wilson Lumpkin (1783-1870) 30. Sequoyah (ca. 1770-ca. 1840) 31. Howell Cobb (1815-1868) 32. Robert Toombs (1810-1885) 33. Alexander Stephens (1812-1883) 34. Crawford Long (1815-1878) 35. William and Ellen Craft (1824-1900; 1826-1891) 36. Mark Anthony Cooper (1800-1885) 37. Roswell King (1765-1844) 38. Land Lottery System 39. Cherokee Removal 40. Worcester v. Georgia (1832) 41. Georgia in 1860 42. Georgia and the Sectional Crisis 43. Battle of Kennesaw Mountain 44. Sherman's March to the Sea 45. Deportation of Roswell Mill Women 46. Atlanta Campaign 47. Unionists 48. Joseph E.
    [Show full text]
  • WOODWARD, EMILY, 1885-1970. Emily Woodward Papers, 1918-1968
    WOODWARD, EMILY, 1885-1970. Emily Woodward papers, 1918-1968 Emory University Stuart A. Rose Manuscript, Archives, and Rare Book Library Atlanta, GA 30322 404-727-6887 [email protected] Descriptive Summary Creator: Woodward, Emily, 1885-1970. Title: Emily Woodward papers, 1918-1968 Call Number: Manuscript Collection No. 424 Extent: 5 linear ft. (10 boxes), 1 oversized papers folder (OP), and 2 oversized bound volumes (OBV) Abstract: Papers of author and educator Emily Woodward, including biographical materials, correspondence, writings, printed material, photographs, materials concerned with public and private forums and radio forums, and memorabilia. 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. Source Gift, 1966. Citation [after identification of item(s)], Emily Woodward papers, Stuart A. Rose Manuscript, Archives, and Rare Book Library, Emory University. Processing 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. Emily Woodward papers, 1918-1968 Manuscript Collection No. 424 oppressive language. If you are concerned about language used in this finding aid, please contact us at [email protected]. Collection Description Biographical Note Emily Barnelia Woodward (May 2, 1885- March 21, 1970) was born in Vienna, Georgia, the daughter of John Hartwell and Nancy Barnelia (McCormick) Woodward, the youngest of eight children, John M.
    [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]
  • Signers of the United States Declaration of Independence Table of Contents
    SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE 56 Men Who Risked It All Life, Family, Fortune, Health, Future Compiled by Bob Hampton First Edition - 2014 1 SIGNERS OF THE UNITED STATES DECLARATION OF INDEPENDENCE TABLE OF CONTENTS INTRODUCTON Page Table of Contents………………………………………………………………...………………2 Overview………………………………………………………………………………...………..5 Painting by John Trumbull……………………………………………………………………...7 Summary of Aftermath……………………………………………….………………...……….8 Independence Day Quiz…………………………………………………….……...………...…11 NEW HAMPSHIRE Josiah Bartlett………………………………………………………………………………..…12 William Whipple..........................................................................................................................15 Matthew Thornton……………………………………………………………………...…........18 MASSACHUSETTS Samuel Adams………………………………………………………………………………..…21 John Adams………………………………………………………………………………..……25 John Hancock………………………………………………………………………………..….29 Robert Treat Paine………………………………………………………………………….….32 Elbridge Gerry……………………………………………………………………....…….……35 RHODE ISLAND Stephen Hopkins………………………………………………………………………….…….38 William Ellery……………………………………………………………………………….….41 CONNECTICUT Roger Sherman…………………………………………………………………………..……...45 Samuel Huntington…………………………………………………………………….……….48 William Williams……………………………………………………………………………….51 Oliver Wolcott…………………………………………………………………………….…….54 NEW YORK William Floyd………………………………………………………………………….………..57 Philip Livingston…………………………………………………………………………….….60 Francis Lewis…………………………………………………………………………....…..…..64 Lewis Morris………………………………………………………………………………….…67
    [Show full text]
  • Harold Paulk Henderson, Sr
    Harold Paulk (Hal) Henderson, Sr. Oral History Collection Series I: Ellis Arnall OH ARN 06 Carl Sanders Interviewed by Harold Paulk (Hal) Henderson, Sr. Date: June 11, 1981 CD: OH ARN 06, Tracks 1-4; 0:37:46 minutes Cassette: OH ARN 06, 0:37:21 minutes, Side One [CD: Track 1] [Cassette: Side 1] HENDERSON: Governor, if I could begin with a very obvious question. The state constitution prohibited you from succeeding yourself in ’66 [1966]. Would you have liked to succeeded yourself? SANDERS: Yes, I would have. I had a lot of programs that were underway, and I had some others that I would have liked to have inaugurated. Four years, which seems and sounds like a long time, passes very quickly when you are working as governor of the state and before you know it, your time is up. Programs that you are heavily involved with and all, you just never seem to have enough time to finish up everything you’d like to do. HENDERSON: While you were governor, did you make any efforts to have the constitution changed, where you could succeed yourself? SANDERS: No, I did not. I didn’t think at that time that the political climate would have permitted that and frankly, I was so involved with so many things, I tried to spend all the time that I could, all the time that I had, in pushing for positive accomplishments, which I think we had a great number of. And if I had gotten involved into the political thicket of trying to amend 2 the constitution to succeed myself, I probably would have cost the state a lot of time and effort and would not have been able to accomplish as much in my administration.
    [Show full text]
  • Westward Expansion and Indian Removal
    Unit 6: The New South SS8H7 Griffith-Georgia Studies THE BIG IDEA SS8H7: The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918. Evaluate- to make a judgment as to the worth or value of something; judge, assess Griffith-Georgia Studies SS8H7a SS8H7a: Evaluate the impact the Bourbon Triumvirate, Henry Grady, International Cotton Expositions, Tom Watson and the Populists, Rebecca Latimer Felton, The 1906 Race Riot, the Leo Frank Case, and the county unit system had on Georgia between 1877 and 1918 Evaluate- to make a judgment as to the worth or value of something; judge, assess Griffith-Georgia Studies Bourbon Triumvirate SS8H7a Bourbon Triumvirate- GA’s 3 most powerful politicians during the Post-Reconstruction Era. Brown They were… John B. Gordon Joseph E. Brown Alfred H. Colquitt Shared power between Colquitt the governor and senate seats from 1872-1890 Gordon Griffith-Georgia Studies John B. Gordon SS8H7a Father owned a coal mine and he worked there when the Civil war broke out. Gained notoriety in the war as a distinguished Confederate officer. Wounded 5 times Political leader Generally acknowledged as head of the Ku Klux Klan in GA Member of the Bourbon Triumvirate Served multiple terms in the U.S. Senate Governor of GA from 1886 to 1890 Griffith-Georgia Studies Joseph E. Brown SS8H7a Born in SC moved to GA Briefly attended Yale Became lawyer and businessman The Civil War governor of GA One of the most successful politicians in GA’s history. Member of the Bourbon Triumvirate Brown served as a U.S.
    [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]
  • Black Entrepreneurship: Contradictions, Class, and Capitalism‡
    Black Entrepreneurship: Contradictions, Class, and Capitalism‡ Alisha R. Winn Abstract Page 1 of 30 This article examines philosophical contradictions faced by black JBA 3(1): 79-108 business owners who benefited from racial segregation, yet were often Spring 2014 active participants in the civil rights movement. The research provides a © The Author(s) 2014 critical analysis of the Atlanta Life Insurance Company, examining and ISSN 2245-4217 revealing conflicting ideas of class and color during Jim Crow, as well as www.cbs.dk/jba the contradictions of gender, the company’s program to “uplift” the community, and hierarchies within the company. This case provides a unique perspective for examining black entrepreneurship, its history, and complexity in the African American community. Keywords African Americans, entrepreneurship, community, contradictions, civil rights, segregation, Black elite ‡ I would like to thank JBA’s anonymous reviews and the editors, Brian Moeran, Elizabeth Briody, and Christina Garsten, for their assistance and support. I would also like to thank Mychele Conway for her insight and taking the time to review this article. Journal of Business Anthropology, 3(1), Spring 2014 This article examines the late nineteenth and early twentieth century history of the Atlanta Life Insurance Company, a black- owned insurance company that serviced exclusively the needs of African-Americans, first in Atlanta, and later in the southeastern region of the United States.1 Its particular concern is with the philosophical contradictions faced by black business owners during the Jim Crow period of racial segregation (1876-1965).2 Atlanta is a city known for its established African American community and elite.
    [Show full text]
  • Answer Key SS8H1 – SS8H12
    Georgia Milestones Grade 8 Assessments: Social Studies Web Quest Answer Key SS8H1 – SS8H12 Introduction: Answers will vary. TheseAnswer are suggested Key exemplary answers. Students should be encouraged to take their time to read or watch every resource included in the web quest. Simply scanning and grabbing the answers to the questions will not go far to help them digest the material in order to perform well on the EOG assessment. SS8H1 1. They came for wealth and glory. They had heard rumors of wealth equaling the Aztecs. 2. Hernando DeSoto or Hernando de Soto. 3. Exposure to disease and attack from Spanish soldiers was devastating to the Native American populations. 4. The Franciscan monks wanted to establish control over the Native Americans by converting them to Christianity. The monks taught the Native Americans the Spanish language and had them do farming and other labor to support the missions. 5. The Mississippian era was characterized by chiefdoms. This is also the period of mound building. SS8H2 1. The video specifically lists relief for poor, welfare, and defense. The colony was established to give the “worthy poor” a fresh start in the new colony and provide a military buffer between Spanish Florida and the English colonies. 2. James Edward Oglethorpe was the founder of the Georgia colony. He gave the inspiration for the Georgia colony as a haven for poor British citizens. He helped get a charter approved from King George II. He sailed with the first settlers and acted as the unofficial governor of the colony for 10 years. He led in the defense against the Spanish and negotiated with the Yamacraw Indians.
    [Show full text]
  • H. Doc. 108-222
    34 Biographical Directory DELEGATES IN THE CONTINENTAL CONGRESS CONNECTICUT Dates of Attendance Andrew Adams............................ 1778 Benjamin Huntington................ 1780, Joseph Spencer ........................... 1779 Joseph P. Cooke ............... 1784–1785, 1782–1783, 1788 Jonathan Sturges........................ 1786 1787–1788 Samuel Huntington ................... 1776, James Wadsworth....................... 1784 Silas Deane ....................... 1774–1776 1778–1781, 1783 Jeremiah Wadsworth.................. 1788 Eliphalet Dyer.................. 1774–1779, William S. Johnson........... 1785–1787 William Williams .............. 1776–1777 1782–1783 Richard Law............ 1777, 1781–1782 Oliver Wolcott .................. 1776–1778, Pierpont Edwards ....................... 1788 Stephen M. Mitchell ......... 1785–1788 1780–1783 Oliver Ellsworth................ 1778–1783 Jesse Root.......................... 1778–1782 Titus Hosmer .............................. 1778 Roger Sherman ....... 1774–1781, 1784 Delegates Who Did Not Attend and Dates of Election John Canfield .............................. 1786 William Hillhouse............. 1783, 1785 Joseph Trumbull......................... 1774 Charles C. Chandler................... 1784 William Pitkin............................. 1784 Erastus Wolcott ...... 1774, 1787, 1788 John Chester..................... 1787, 1788 Jedediah Strong...... 1782, 1783, 1784 James Hillhouse ............... 1786, 1788 John Treadwell ....... 1784, 1785, 1787 DELAWARE Dates of Attendance Gunning Bedford,
    [Show full text]
  • Milestones Review
    Georgia Studies Milestones Review Study Presentation © 2005 Clairmont Press Unit 1: Geography of Georgia/Georgia’s Beginnings Standards and Elements: • SS8G1 • SS8H1 Geography of Georgia • Georgia is located in the following areas: -Region: South, Southeast, etc. -Nation (Country): U.S.A. -Continent: North America -Hemispheres: Northern and Western • Georgia is divided into 5 Physiographic Regions: Coastal Plain, Piedmont, Blue Ridge, Valley and Ridge, and Appalachian Plateau. • Georgia’s warm and humid temperate climate help to make GA both a good farming area and a good tourist spot. Geography of Georgia • Key Physical Features: • Fall Line – Divides Coastal Plain and Piedmont Regions. The best farm land in GA is located just north and south of the Fall Line. • Okefenokee – Largest freshwater wetland in GA. • Appalachian Mountains – Highest peak in GA is here (Brasstown Bald is 4,786 feet above sea level). Highest and wettest part of GA. This rain leads to rivers that provide drinking water for most of GA. • Chattahoochee and Savannah Rivers – Provide drinking water for GA. Also assists in transportation and electricity (hydroelectric power) • Barrier Islands – Important to the tourism of GA. Also houses industries such as paper production and fishing. Georgia’s Beginnings • 4 Early periods of Native American cultures: • Paleo Indians – Period lasted about 10,000 (approximately 18,000 BC to 8,000 BC) years. Nomadic hunters. Used the atlatl to hunt large animals. • Archaic Indians – Period lasted from 8,000 to 1,000 BC. Moved with each season to find food. Used tools to assist with hunting and with work tasks. • Woodland Indians – Period lasted from 1,000 BC to 1,000 AD.
    [Show full text]