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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. -
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 -
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. -
Universiv Miaorilms International
INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to phofegraph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation o f techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target’’ for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication o f either blurred copy because o f movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. For blurred pages, a good image o f the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method o f “sectioning” the material has been followed. It is customary to begin filming at the upper left hand comer o f a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again-beginning below the first row and continuing on until complete. -
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. -
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, -
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. -
The Hornet's Nest
Page 1 The Hornet’s Nest Jan— Mar 2020 Newsletter of The Georgia Society Sons of the American Revolution The January - March 2020 What does the Society’s Insignia Represent? The SAR insignia consists of a Maltese Cross surrounded by a garland, with a relief of George Washington in a center circle. The cross's vertical bar represents the commandment "You Shall Love Your God"; the horizontal bar represents the commandment "You Shall Love Your Neighbor as Yourself." The four limbs are a reminder of the four cardinal virtues; Prudence, Temperance, Fortitude, and Justice. Its eight points represent eight spiritual injunctions: The President’s Dispatch To have spiritual contentment Dear Compatriot, To live without malice To weep over your sins Welcome to the Georgia Society of the Sons of To humble yourself at insults the American Revolution! Your membership in To love justice the Sons of the American Revolution not only To be merciful strengthens our National Society but will play To be sincere and open-hearted an integral part in growing your Georgia To suffer persecution Society. We currently have 35 Chapters across this great state and a membership very close to Surrounding the relief of Washington in 2000 compatriots. the center are the words "LIBERTAS ET PATRIA," a reminder of As you continue your patriotic journey the United States Declaration of honoring your forefathers, who sacrificed so Independence and the United States very much to give us this great nation, you will Constitution. find that your new Chapter will provide many In The Nest opportunities to grow your knowledge of The insignia is normally worn American History and to serve a major role in suspended by a ribbon of blue, white President’s Dispatch………...…..1 promoting patriotism. -
Migration, Freedom and Enslavement in the Revolutionary Atlantic: the Bahamas, 1783–C
Migration, Freedom and Enslavement in the Revolutionary Atlantic: The Bahamas, 1783–c. 1800 Paul Daniel Shirley October 2011 UCL PhD thesis 1 I, Paul Daniel Shirley, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. Signed: _____________________________ (Paul Daniel Shirley) 2 Abstract This thesis examines the impact of revolution upon slavery in the Atlantic world, focusing upon the period of profound and unprecedented change and conflict in the Bahamas during the final decades of the eighteenth century. It argues that the Bahamian experience can only be satisfactorily understood with reference to the revolutionary upheavals that were transforming the larger Atlantic world in those years. From 1783, the arrival of black and white migrants displaced by the American Revolution resulted in quantitative and qualitative social, economic and political transformation in the Bahamas. The thesis assesses the nature and significance of the sudden demographic shift to a non-white majority in the archipelago, the development of many hitherto unsettled islands, and efforts to construct a cotton-based plantation economy. It also traces the trajectory and dynamics of the complex struggles that ensued from these changes. During the 1780s, émigré Loyalist slaveholders from the American South, intent on establishing a Bahamian plantocracy, confronted not only non-white Bahamians exploring enlarged possibilities for greater control over their own lives, but also an existing white population determined to defend their own interests, and a belligerent governor with a penchant for idiosyncratic antislavery initiatives. In the 1790s, a potentially explosive situation was inflamed still further as a new wave of war and revolution engulfed the Atlantic. -
Florida Historical Quarterly
COVER British East Florida reached from the St. Marys River on the north to the Apalachicola River on the west and its capital stood at St. Augustine. The province of West Florida extended westward to the Mississippi River and to the thirty-first parallel on the north (and after 1764 to thirty-two degrees twenty-eight minutes). Pensacola served as its capital. Guillaume Delisle published his “Carte du Mexique et de la Floride des Terres Angloises et des Isles Antilles du Cours et des Environs de la Rivière de Mississippi,” in his Atlas Nouveau, vol. 2, no. 29 (Amsterdam, 1741[?]). The map first appeared in Paris in 1703. This portion of the map is repro- duced from a copy (1722 PKY 76) in the P. K. Yonge Library of Florida His- tory, University of Florida, Gainesville. THE FLORIDA HISTORICAL SOCIETY Volume LIV, Number 4 April 1976 THE FLORIDA HISTORICAL QUARTERLY SAMUEL PROCTOR, Editor STEPHEN KERBER, Editorial Assistant EDITORIAL ADVISORY BOARD LUIS R. ARANA Castillo de San Marcos, St. Augustine HERBERT J. DOHERTY, JR. University of Florida JOHN K. MAHON University of Florida WILLIAM W. ROGERS Florida State University JERRELL H. SHOFNER Florida Technological University CHARLTON W. TEBEAU University of Miami Correspondence concerning contributions, books for review, and all editorial matters should be addressed to the Editor, Florida Historical Quarterly, Box 14045, University Station, Gainesville, Florida 32604. The Quarterly is interested in articles and documents pertaining to the history of Florida. Sources, style, footnote form, original- ity of material and interpretation, clarity of thought, and interest of readers are considered. All copy, including footnotes, should be double-spaced. -
Biographies 1169
Biographies 1169 also engaged in agricultural pursuits; during the First World at Chapel Hill in 1887; studied law; was admitted to the War served as a second lieutenant in the Three Hundred bar in 1888 and commenced practice in Wilkesboro, N.C.; and Thirteenth Trench Mortar Battery, Eighty-eighth Divi- chairman of the Wilkes County Democratic executive com- sion, United States Army, 1917-1919; judge of the municipal mittee 1890-1923; member of the Democratic State executive court of Waterloo, Iowa, 1920-1926; county attorney of Black committee 1890-1923; mayor of Wilkesboro 1894-1896; rep- Hawk County, Iowa, 1929-1934; elected as a Republican to resented North Carolina at the centennial of Washington’s the Seventy-fourth and to the six succeeding Congresses inauguration in New York in 1889; unsuccessful candidate (January 3, 1935-January 3, 1949); unsuccessful candidate for election in 1896 to the Fifty-fifth Congress; elected as for renomination in 1948 to the Eighty-first Congress; mem- a Democrat to the Sixtieth Congress (March 4, 1907-March ber of the Federal Trade Commission, 1953-1959, serving 3, 1909); unsuccessful candidate for reelection in 1908 to as chairman 1955-1959; retired to Waterloo, Iowa, where the Sixty-first Congress; resumed the practice of law in he died July 5, 1972; interment in Memorial Park Cemetery. North Wilkesboro, N.C.; died in Statesville, N.C., November 22, 1923; interment in the St. Paul’s Episcopal Churchyard, Wilkesboro, N.C. H HACKETT, Thomas C., a Representative from Georgia; HABERSHAM, John (brother of Joseph Habersham and born in Georgia, birth date unknown; attended the common uncle of Richard Wylly Habersham), a Delegate from Geor- schools; solicitor general of the Cherokee circuit, 1841-1843; gia; born at ‘‘Beverly,’’ near Savannah, Ga., December 23, served in the State senate in 1845; elected as a Democrat 1754; completed preparatory studies and later attended to the Thirty-first Congress (March 4, 1849-March 3, 1851); Princeton College; engaged in mercantile pursuits; served died in Marietta, Ga., October 8, 1851. -
Guide to Canadian Sources Related to Southern Revolutionary War
Research Project for Southern Revolutionary War National Parks National Parks Service Solicitation Number: 500010388 GUIDE TO CANADIAN SOURCES RELATED TO SOUTHERN REVOLUTIONARY WAR NATIONAL PARKS by Donald E. Graves Ensign Heritage Consulting PO Box 282 Carleton Place, Ontario Canada, K7C 3P4 in conjunction with REEP INC. PO Box 2524 Leesburg, VA 20177 TABLE OF CONTENTS PART 1: INTRODUCTION AND GUIDE TO CONTENTS OF STUDY 1A: Object of Study 1 1B: Summary of Survey of Relevant Primary Sources in Canada 1 1C: Expanding the Scope of the Study 3 1D: Criteria for the Inclusion of Material 3 1E: Special Interest Groups (1): The Southern Loyalists 4 1F: Special Interest Groups (2): Native Americans 7 1G: Special Interest Groups (3): African-American Loyalists 7 1H: Special Interest Groups (4): Women Loyalists 8 1I: Military Units that Fought in the South 9 1J: A Guide to the Component Parts of this Study 9 PART 2: SURVEY OF ARCHIVAL SOURCES IN CANADA Introduction 11 Ontario Queen's University Archives, Kingston 11 University of Western Ontario, London 11 National Archives of Canada, Ottawa 11 National Library of Canada, Ottawa 27 Archives of Ontario, Toronto 28 Metropolitan Toronto Reference Library 29 Quebec Archives Nationales de Quebec, Montreal 30 McCord Museum / McGill University Archives, Montreal 30 Archives de l'Universite de Montreal 30 New Brunswick 32 Provincial Archives of New Brunswick, Fredericton 32 Harriet Irving Memorial Library, Fredericton 32 University of New Brunswick Archives, Fredericton 32 New Brunswick Museum Archives,