DOCSLIB.ORG

Grade-Eight-Teacher-Notes

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Grade-Eight-Teacher-Notes One Stop Shop For Educators 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. SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures 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 begin to grasp some basic information related to the Prehistoric Native American cultures found in Georgia, the early explorers of the state and their treatment of the native peoples, and the rationale behind the major colonial powers who laid claims to the lands of the future state of Georgia. Native American Cultures a. Describe the evolution of Native In addition to being able to identify the correct chronological order of each Prehistoric Native American cultures (Paleo, Archaic, American culture, students should understand the technological and cultural changes for each Woodland, and Mississippian) prior society. In order to help students remember the chronological order of each group, use the to European contact. mnemonic device: “Paleo Ate Wild Mammoth.” For an interesting video clip about the archeological finds that have provided archeologists and historians with information about Georgia’s earliest people, see: GPB’s Georgia Stories “Archeology” http://www.gpb.org/georgiastories/story/archaeology Paleo Indians Students should know that the Paleo Indians were the first human beings in Georgia. There is evidence that they were in the state as early as 13,250 years ago, and they are often dated from 12,000-8,000 BCE. They were nomadic hunters and gatherers who followed large game such as mastodons and giant bison. Once these large animals (often called “Megafauna”) disappeared, the Paleo Indians began hunting smaller game, such as deer. The primary weapon they used was spears made of wood and stone or flint. These spear points are often called “Clovis” points after the town in New Mexico where they were initially discovered. Paleo homes were made out of animal skins, which allowed the Paleo Indians to easily move from place to place as they hunted. Artifacts produced by this group have been found throughout all five regions of Georgia. It should be noted that students often find it interesting that the word “Paleo” means “very old,” and this factoid often helps them remember that this group was the first Native American culture in Georgia. For more information about the Paleo Indian Period see: The New Georgia Encyclopedia: “Paleoindian Period: Overview” http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-810&hl=y Archaic Indians The next prehistoric culture who lived in the state was the Archaic Indians (8,000 BCE- 1,000 BCE). This group descended from of the Paleo Indians, and they developed new technological tools due to their rapidly changing environment. The Archaic Indians were also nomadic, but they made several technological advancements, including the atlatl that allowed spears to be thrown at a high rate of speed. In addition, they invented other tools such as the grooved axe and pottery. They also made hooks and nets for fishing. This group is often divided into three distinct periods: Early, Middle, and Late. Similarly to the word “Paleo,” “Archaic means “old.” For more information about the Archaic Indian Period see: The New Georgia Encyclopedia: “Archaic Period: Overview” http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-580 Georgia Department of Education Dr. John D. Barge, State School Superintendent SOCIAL STUDIES GRADE EIGHT TEACHER NOTES REVISED 10/16/2012 Page 1 of 144 Copyright 2012 © All Rights Reserved One Stop Shop For Educators Woodland Indians The third prehistoric Native American culture was the Woodland Indians (1000 BCE-750 CE). This culture is also credited for technological advancements, including the use of the bow and arrow for hunting, and pottery for storage. This group is credited for being the first to rely on horticulture and farming as a major source of food. The Woodland Indians began to live in small villages with homes made of wood, leaves, and bark. Students should be told that this group depended on corn and that it was they, not the Mississippian Indians, who were the first mound builders. For more information about the Woodland Indian Period see: The New Georgia Encyclopedia: “Woodland Period: Overview” http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-811&sug=y Mississippian Indians The last Prehistoric Native American culture was the Mississippian Indians (800 CE-1600 CE). This group is considered to be the most “complex” prehistoric culture in Georgia. They were large scale farmers and mound builders who traded extensively throughout North America. The Mississippian society was organized as a “chiefdom” society, or a structured hierarchical society with a small number of “elites” and the majority who were “commoners.” The “chief” held almost all of the power in the village. The people of the period lived in large “mound towns.” This group was the first to encounter Europeans, such as Spanish explorer Hernando de Soto, whose army starved thousands of Mississippian Indians, and killed many others outright. However, this culture ultimately ended due to the impact of diseases that were brought to the region by the Europeans. Some experts argue that another factor for the end of the Mississippian Indians was a desire by these peoples to be closer to European centers for trade which broke up large villages. Remnants of the Mississippian Indian tribes went on to form modern tribes such as the Creek and Cherokee. For more information about the Mississippian Indian Period see: The New Georgia Encyclopedia: “Mississippian Period: Overview” http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-707, GBP’s Georgia Stories “Green Corn, Native American Gold” http://www.gpb.org/georgiastories/story/green_corn_native_american_gold For more information about Native American technology see: GBP’s Georgia Stories “Primitive Technology” http://www.gpb.org/georgiastories/story/primitive_technology Additionally, the Georgia Council on Economic Education has created an economic lesson plan for this time period titled “'The Only Way to Discover the Unwritten Past…’ Before there was a Georgia.” To receive this lesson, along with 16 others, 8th grade teachers can attend the Georgia Council's Georgia Economic History workshop. See http://www.gcee.org/workshops/about_the_workshops.asp for more details. Hernando de Soto b. Evaluate the impact of European European contact had a dramatic impact on the Native American cultures in Georgia. Hernando de contact on Native American Soto, the first European explorer in Georgia, was directly responsible for starving and killing a large cultures; include Spanish missions number Native Americans in his quest for God, gold and glory (1539-1542). Later, the diseases he along the barrier islands, and the and his men carried with them, such as influenza and smallpox, caused massive population losses and the end of the Mississippian culture. Ironically, the Spanish who chronicled the Mississippian explorations of Hernando de Soto. chiefdoms provided us with the only written account of this culture. A few facts that students tend to find interesting about de Soto’s journey throughout the Southeast Georgia Department of Education Dr. John D. Barge, State School Superintendent SOCIAL STUDIES GRADE EIGHT TEACHER NOTES REVISED 10/16/2012 Page 2 of 144 Copyright 2012 © All Rights Reserved One Stop Shop For Educators is that de Soto is credited with introducing pigs to the Southeast, his body was “buried” in the Mississippi in order to prevent the Natives from finding out that he had actually died, since they believed he was a god, and that the only way we know about his expedition today is based on the journals of three of his soldiers. For an interesting video clip about Hernando De Soto’s expedition see: GPB’s Georgia Stories: “Hernando de Soto” http://www.gpb.org/georgiastories/story/hernando_de_soto For more information about Hernando de Soto and the impact that his and other Spanish explorations had on the Native American cultures of Georgia see: The New Georgia Encyclopedia: “Spanish Exploration” http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-1012 Spanish Missions After De Soto’s failed expedition (he did not find any gold and died on the journey), both the Spanish and the French explored the area that became Georgia, and both attempted to create colonies which failed nonetheless. However, the most successful Spanish colonization attempt was during the “Mission Period” from 1568-1684. During this period the Spanish set up several missions (churches) on both the Barrier Islands as well as in the interior of the state. Some of the sites included Cumberland Island, St. Catherine’s Island, and the Okefenokee Swamp. Many were also established near future Georgia cities, such as Lumber City and Valdosta. The primary reason for establishing these missions was to convert the natives to Christianity (Catholicism). Consequently, the mission system was used to bring Native American cultures into the Spanish political and economic system. For instance, unmarried Indian males were required to work for the Spanish in Saint Augustine for several months out of the year. Once again, the close contact with the Spanish brought disease and death to many Native American villages.
Load more

Recommended publications
  • 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 Causes Look at What Caused the Civil War: Slavery Is One of the Most Important Causes of the Remember North = Union
    The Treaty of Indian Springs removed the Creek from southern and middle Georgia. Andrew Jackson’s refusal to follow Worcester v. Georgia, coupled with the Indian Removal Act, sealed the fate of the Cherokee. The Trail of Tears was the forced removal of the Cherokee from Georgia . The Cherokee were roun ded up, forced into stockades (concentration camps), and then forced to march to Oklahoma in the wintertime. Some Cherokee were forced to make the journey by boat. This move devastated the Cherokee. It killed one third of their people, and remains one o f the most terrible events in Georgia’s history. The Civil War SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia. a. Explain the importance of key issues and events that led to the Civil War; include slavery, states’ rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia Platform, Kansas- Nebraska Act, Dred Scott case, election of 1860, the debate over secession in Georgia, and the role of Alexander Stephens. b. State the importa nce of key events of the Civil War; include Antietam, the Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and Andersonville. The Civil War quite possibly affected Georgia more than any other event in its history. This event left the state in complete ruins and killed thousands of its people. Let’s The Causes look at what caused the Civil War: Slavery is one of the most important causes of the Remember North = Union.
    [Show full text]
  • Southern Women and Their Families in the 19Th Century: Papers
    A Guide to the Microfilm Edition of Research Collections in Women’s Studies General Editors: Anne Firor Scott and William H. Chafe Southern Women and Their Families in the 19th Century: Papers and Diaries Consulting Editor: Anne Firor Scott Series A, Holdings of the Southern Historical Collection, University of North Carolina, Chapel Hill Parts 4–6: Nicholas Philip Trist Papers; Alabama, South Carolina, Georgia, and Florida Collections; Virginia Collections Associate Editor and Guide Compiled by Martin P. Schipper A microfilm project of UNIVERSITY PUBLICATIONS OF AMERICA An Imprint of CIS 4520 East-West Highway • Bethesda, MD 20814-3389 Library of Congress Cataloging-in-Publication Data Southern women and their families in the 19th century, papers, and diaries. Series A, Holdings of the Southern Historical Collection, University of North Carolina, Chapel Hill [microform] / consulting editor, Anne Firor Scott. microfilm reels. -- (Research collections in women’s studies) Accompanied by printed reel guide compiled by Martin P. Schipper. Contents: pt. 1. Mary Susan Ker Papers, 1785–1923 -- [etc.] -- pt. 5. Alabama, South Carolina, Georgia, and Florida collections -- pt. 6. Virginia collections. ISBN 1-55655-417-6 (pt. 4 : microfilm) ISBN 1-55655-418-4 (pt. 5 : microfilm) ISBN 1-55655-419-2 (pt. 6 : microfilm) 1. Women--Southern States--History--19th century. 2. Family-- Southern States--History 19th century. I. Scott, Anne Firor, 1921– . II. Schipper, Martin Paul. III. Ker, Mary Susan, 1839–1923. IV. University of North Carolina at Chapel Hill. Library. Southern Historical Collection. V. University Publications of America (Firm). VI. Series. [HQ1458] 305.4′0975--dc20 91-45750 CIP Copyright © 1991 by University Publications of America.
    [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]
  • Jenkins, Charles J
    K j s A History of KENNETH COLEMAN, GENERAL EDITOR NUMAN V. BARTLEY • WILLIAM F. HOLMES F. N. BONEY • PHINIZY SPALDING CHARLES E. WYNES THE UNIVERSITY OF GEORGIA PRESS ATHENS - ooo I YA L V aV l XIM \ e nit ir& r _ CD6?- THE POLITICS OF EXPANSION AND SECESSION 141 moderate Democrats and most former Whigs under the leadership of Stephens and Toombs. Cobb, Stephens, and Toombs, the Georgia Triumvirate, cham­ pioned the Compromise of 1850 that Congress passed and new Presi­ dent Millard Fillmore signed into law in September. The Union was savecj__if the South would accept this sectional deal. South Carolina was ready to secede but hesitated to go alone. The rest of the South wavered. Again Georgia was on center stage at the height of a sectional crisis. As soon as the compromise became law, Governor Towns ordered a November election for delegates to a state convention, as the legislature had directed in its last session. This was to be Georgia’s second crucial election in 1850, and both sides campaigned fiercely. The Southern Righters demanded “resistance,” denounced the Unionists as coward­ ly “ submissionists,” and frequently appealed to the racism of the voters. The Unionists condemned their opponents as “disunionists” as they fought back vigorously. In the last phases of the canvass the Southern Righters became more moderate and the Unionists emphasized that the compromise was acceptable but not ideal. Nevertheless on 25 Novem­ ber Georgians still had a clear choice, a chance to set the pace for the rest of the uncertain South. For the second time in 1850 the voters of Georgia rejected extremism, giving the Unionists an overwhelming 46,000-10-24,000 victory over the Southern Righters.
    [Show full text]
  • Identity, Dissent, and the Roots of Georgiaâ•Žs Middle Class, 1848
    University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2019 Identity, Dissent, and the Roots of Georgia’s Middle Class, 1848-1865 Thomas Robinson University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the History Commons Recommended Citation Robinson, Thomas, "Identity, Dissent, and the Roots of Georgia’s Middle Class, 1848-1865" (2019). Electronic Theses and Dissertations. 1674. https://egrove.olemiss.edu/etd/1674 This Dissertation is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. IDENTITY, DISSENT, AND THE ROOTS OF GEORGIA’S MIDDLE CLASS, 1848-1865 A Dissertation presented in partial fulfillment of requirements for the degree of Doctor of Philosophy in the Arch Dalrymple III Department of History The University of Mississippi by THOMAS W. ROBINSON December 2018 Copyright © 2018 by Thomas W. Robinson All rights reserved. ABSTRACT This dissertation, which focuses on Georgia from 1848 until 1865, argues that a middle class formed in the state during the antebellum period. By the time secession occurred, the class coalesced around an ideology based upon modernization, industrialization, reform, occupation, politics, and northern influence. These factors led the doctors, lawyers, merchants, ministers, shopkeepers, and artisans who made up Georgia’s middle class to view themselves as different than Georgians above or below them on the economic scale. The feeling was often mutual, as the rich viewed the middle class as a threat due to their income and education level while the poor were envious of the middle class.
    [Show full text]
  • 2Nd 9 Weeks Benchmark Study Guide 2019 Name: Georgia Standard Of
    2nd 9 weeks Benchmark Study Guide 2019 Name: Georgia Standard of Excellence Questions SS8H3c. Analyze the significance 1. Define loyalist. a colonist that was loyal to Great Britain of people and events in Georgia on the Revolutionary War, including 2. Define patriot. a colonist who wanted freedom from Great Loyalists, patriots, Battle of Kettle Britain Creek, siege of Savannah. 3. Know where the Battle of Kettle Creek took place, who won, and why it was significant. Wilkes County near Augusta; Patriots (GA militia); the Patriots took horses, ammunition, and weapons from the Loyalists & this boosted the morale for the patriot cause in GA; this victory increased support for the Revolution among Georgia’s settlers SS8H3d: Analyze the weaknesses 1. Why was the national government given few powers in the of the Articles of Confederation and Articles of Confederation? They didn’t want the new govt. to explain how those weaknesses led have too much power; they had just gotten rid of harsh rule to the writing of a new federal from Great Britain Constitution. 2. List the accomplishments of the Articles of Confederation. Kept the 13 colonies together so they could successfully wage war against Great Britain; served as the first government (constitution) through the Revolution 3. What was the purpose of the Constitutional Convention in 1787? To revise the Articles of Confederation (they wound up creating a whole new government called the US Constitution) SS8H4a: Explain the establishment 1. The University of Georgia is the nation’s first land grant of the University of Georgia, and university, where the government gave the land and the the movement of Georgia’s capital.
    [Show full text]
  • Violence and the Socio-Political Growth of Colonial South Carolina and Georgia, 1690-1776
    Georgia State University ScholarWorks @ Georgia State University History Dissertations Department of History 12-10-2018 Demons of Discord: Violence and the Socio-political Growth of Colonial South Carolina and Georgia, 1690-1776 Corrie N. Hand-Stephenson Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/history_diss Recommended Citation Hand-Stephenson, Corrie N., "Demons of Discord: Violence and the Socio-political Growth of Colonial South Carolina and Georgia, 1690-1776." Dissertation, Georgia State University, 2018. https://scholarworks.gsu.edu/history_diss/71 This Dissertation is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. DEMONS OF DISCORD: VIOLENCE AND THE SOCIO-POLITICAL GROWTH OF COLONIAL SOUTH CAROLINA AND GEORGIA, 1690-1776 by CORRIE HAND-STEPHENSON Under the Direction of Charles Steffen, PhD ABSTRACT Life in the colonial American south was filled with brutality and inequality. Whether it was the violence of slavery and colonial expansion or the inherent inequalities of gender relations, violence and oppression permeated nearly every facet of life. This dissertation will look critically at the development of what I am calling a culture of violence in the colonies of Georgia and South Carolina. By studying the ways in which violence effected family, social, and political interactions, my work argues that the crucible of social, racial, and political issues of these two colonies created a culture in which violence or the threat of violence permeated most human interactions.
    [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]
  • Georgia's 1332 Waiver to Be Approved, the State Must Demonstrate That the Waiver Complies with the Four "Guardrails” As Listed Below
    STATE OF GEORGIA OFFICE OF THE GOVERNOR ATLANTA 30334-0900 Brian P. Kemp GOVERNOR July 31, 2020 The Honorable Alex M. Azar II, Secretary U.S. Department of Health and Human Services The Honorable Steven T. Mnuchin, Secreta1y U.S. Department of the Treasury Ms. Seema Verma, Administrator Centers forMedicare & Medicaid Services Dear Secretary Azar, Secretary Mnuchin, and Administrator Verma: The State of Georgia is pleased to submit to the U.S. Depaitment of Health and Human Services (DHSS) the enclosed modifiedSection 1332 State Relief and Empowerment Waiver. The Georgia General Assembly authorized this waiver application with the passage of the Patients First Act, which I signed into law on March 27, 2019. On July 8, 2020, I requested the Departments pause their review of the State's previously submitted 1332 waiver application. Georgia, like most states across the country, had unanticipated budget constraints that emerged and will continue to develop as a result of the COVID-19 pandemic. The State took the opportunity to modify the original waiver application to begin the Reinsurance Program in Plan Year 2022, a shift fromthe originally proposed Plan Year 2021 start date, and to begin the modified Georgia Access Model in Plan Year 2022. The modified waiver also makes minor modificationsto the program design for the Georgia Access Model. Georgia provided the public an oppmtunity to comment on these minor modifications during an additional 15-day public comment period from July 9, 2020 through July 23, 2020. The comments received online, by mail, and from the two in-person/vhtual hearings and the State's responses are included within this waiver application.
    [Show full text]
  • Civil War and Reconstruction Era Cass/Bartow County
    CIVIL WAR AND RECONSTRUCTION ERA CASS/BARTOW COUNTY, GEORGIA Except where reference is made to the work of others, the work described in this dissertation is my own or was done in collaboration with my advisory committee. This dissertation does not include proprietary or classified information. _______________________________ Keith Scott Hébert Certificate of Approval: ____________________________ ____________________________ Anthony G. Carey Kenneth W. Noe, Chair Associate Professor Professor History History ____________________________ ____________________________ Kathryn H. Braund Keith S. Bohannon Professor Associate Professor History History University of West Georgia ____________________________ George T. Flowers Interim Dean Graduate School CIVIL WAR AND RECONSTRUCTION ERA CASS/BARTOW COUNTY, GEORGIA Keith Scott Hébert A Dissertation Submitted to the Graduate Faculty of Auburn University in Partial Fulfillment of the Requirements for the Degree of Doctorate of Philosophy Auburn, Alabama May 10, 2007 CIVIL WAR AND RECONSTRUCTION ERA CASS/BARTOW COUNTY, GEORGIA Keith Scott Hébert Permission is granted to Auburn University to make copies of this dissertation at its discretion, upon request of individuals or institutions and at their expense. The author reserves all publication rights. ________________________________ Signature of Author ________________________________ Date of Graduation iii DISSERTATION ABSTRACT CIVIL WAR AND RECONSTRUCTION ERA CASS/BARTOW COUNTY, GEORGIA Keith Scott Hébert Doctor of Philosophy, May, 10, 2007 (M.A.,
    [Show full text]
  • BORDERS and RUMORS: the GEORGIA FRONTIER in the ATLANTIC WORLD by SHANE ALAN RUNYON a DISSERTATION PRESENTED to the GRADUATE
    BORDERS AND RUMORS: THE GEORGIA FRONTIER IN THE ATLANTIC WORLD By SHANE ALAN RUNYON A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2005 Copyright 2005 by Shane Alan Runyon This dissertation is dedicated to Stacy and the gatitos. Thanks for the patience. ACKNOWLEDGMENTS When I began working on this project I knew the endeavor would take time, but I never imagined how much time it would take. Despite the additional hours, weeks, and months this project would not have been completed without the assistance of my committee and colleagues. First, I would like to thank Dr. Jon Sensbach (my supervisory committee chair) for the hours he spent on this dissertation. His support and calming reassurance made this process much easier than I ever imagined. I would also like to thank committee members Bertram Wyatt-Brown, Kathleen Deagan, Murdo Macleod, and Juliana Barr. Although Dr. Deagan is probably unaware of this, the inspiration for this dissertation began when I was 18 and took a part- time job as a site interpreter on one of her many archaeological excavations in St. Augustine, Florida. The pleasure I experienced in working on the Cubo Line excavation sparked my interest in Spanish Florida. For this, I will be forever grateful. Dr. Macleod offered extremely useful advice throughout my graduate career. I am honored to have been his student and I am truly impressed with his ability to spot the misplaced comma or missing accent mark; and his ability to point out the latest research on a particular topic.
    [Show full text]