8th Grade Social Studies Revolutionary Period Unit Information

Milestones Domain/Weight: History 47%

Purpose/Goal(s): The intent of this standard is for students to gain a better understanding of the events that led to the Revolutionary War and the significant people and events of the war in Georgia. The intent of this standard is for students to learn about the people and events that led to the United States discarding the troubled Articles of Confederation and creating the Constitution. This standard also requires that students learn about Georgia’s first state constitution and how the U.S. Constitution influenced its changes.

Content Map: Revolutionary Period Content Map

Revolutionary Period Teacher Notes and Government Teacher Notes (focus on similarities to US)

Prerequisites: Revolutionary Period Elementary Standards

Unit Length: Approximately 29 days

Click on the links below for resources by Essential Question:

EQ 1: How did the immediate and long-term causes of the American Revolution impact Georgia?

EQ 2: How did Georgia’s people and events influence the Revolutionary War?

EQ 3: What were the strengths and weaknesses of the Georgia Constitution of 1777?

EQ 4: Why was a revision of the Articles of Confederation necessary?

EQ 5: How did Georgia’s representatives influence the Constitutional Convention of 1787 and the writing of the new constitution?

EQ 6: How does Georgia’s government resemble the government established by the United States Constitution?

Reciprocal Learning Review: Player A | Player B

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Essential Question Vocabulary Resources [Back to Top] Assessment and Standard(s) . The Enduring Understanding for this lesson: Conflict & . SS8H3a. Sample Essential* 1. How did the immediate and Change Assessment Items Stamp Act long-term causes of the . Activator(s): Road to Revolution: Patriotism or Treason? Intolerable Acts American Revolution impact [“You Do” or “We Do”] – Students view an image of a tax Proclamation of 1763 Georgia? collector being tarred and feathered. The students answer Declaration of questions based on the image. Independence Standard(s): . Revolutionary War ppt | Georgia and the Revolutionary War French & Indian War prezi Either one of these can be used to deliver the content for (Seven Years War) SS8H3a. [Standard Breakdown] this unit. The power point is a little bit more in depth than the

Explain the immediate and prezi and has discussion points interspersed throughout. [“I Supplemental** long-term causes of the Do”, “We Do” and “You Do”] Debt American Revolution and their . American Revolution Guided Notes [“You Do”] Boycott impact on Georgia; include the . Supplemental Activities/Resources: Tariff (tax) French and Indian War (Seven o Causes of American Revolution Political Cartoons [“We Preamble Years War), Proclamation of Do” or “You Do”] – students analyze political cartoons Grievances 1763, Stamp Act, Intolerable and answer questions Liberty Boys Acts, and the Declaration of o Too Late to Apologize Declaration [3:21] video about Peter Tondee Independence. the Declaration of Independence to the tune of “Too James Wright Late to Apologize” Quartering Act o Understanding the Declaration of Independence Activity Sons of Liberty [“We Do” or “You Do”] – Activity starts with the teacher Noble W. Jones reading a “break-up” letter and comparing the letter to King George III the Declaration of Independence. Students then Boston Tea Party examine different components of the Declaration of Thomas Jefferson Independence. Appalachian o Declaration of Independence Analysis [“We Do” or “You Mountains Do”] First Continental o Get Off our Backs [“You Do” or “We Do”] – reading Congress passage with questions and other tasks “Taxation without o The Big Question – Georgia Stories video Representation” (approximately 8 minutes)

o To Sign or Not to Sign [“You Do” or “We Do”] *Essential Vocabulary Students view and/or read parts of the Declaration of listed in the Standards Independence and answer questions

o Revolutionary Tea [2:01] Video about tax on tea **Supplemental o Opinion Writing Example [“You Do” or “We Do”] Vocabulary listed in the o Liberty! The American Revolution state frameworks and/or o Students should imagine themselves living in the other state document TCSS 10/19/2015 2 th TCSS 8 SS Revolutionary Period Unit

Essential Question Vocabulary Resources [Back to Top] Assessment and Standard(s) American colonies in the 1770’s. Students should write a letter to either King George III or Parliament giving arguments why the laws and acts passed by Parliament violated the colonists’ rights. Exchange letters. Read and analyze the letter from their classmate. Then reverse roles. They are now members of Parliament or King George III. This time the student should respond to the colonist’s letter by giving reasons why the laws and taxes they imposed on the colonists were necessary and just. Follow with a class discussion.

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Essential Question and Vocabulary Resources [Back to Top] Assessment Standard(s) . The Enduring Understanding for this lesson: Conflict . SS8H3b. Sample Essential* 2. How did Georgia’s people & Change Assessment Items Nancy Hart and events influence the . Several ideas to deliver content for this portion of the Lyman Hall Revolutionary War? standard: Austin Dabney o Continue with the Revolutionary War ppt | Georgia George Walton Standard(s): and the Revolutionary War prezi Button Gwinnett [“I Do”, “We Do” and “You Do”] Elijah Clarke SS8H3b. [Standard Breakdown] o Jigsaw - Divide the students into groups and Siege of Savannah Analyze the significance of assign them a Georgia hero or leader. Students Battle of Kettle Creek people and events in Georgia create a poster to show the information. After the on the Revolutionary War; groups are finished, the students will walk around Supplemental** include Loyalists, patriots, Elijah the “gallery” to fill in the information on a graphic Tories Clarke, Austin Dabney, Nancy organizer. Militia Hart, Button Gwinnett, Lyman . Supplemental Resources James Wright Hall, George Walton, Battle of o Cause and Effect graphic organizer (Graphic John J. Zubly Kettle Creek, and siege of Organizers) – What effect did the Georgia Thomas Brown Savannah. heroes have on the Revolutionary War? Guerilla Fighting [“You Do”] Count Casimir Pulaski o The Nancy Hart Story – Georgia Stories video Continental Congress (approximately 6 minutes)

o Siege of Savannah – Georgia Stories video *Essential Vocabulary (approximately 8 minutes) listed in the GPS o Scavenger Hunt Review – QR code scavenger Standards hunt (The QRs are made but you will need to

scan them and attach to the answer **Supplemental document). Instructions for Scavenger Hunt Vocabulary listed in the [“You Do” or “We Do”] state frameworks and/or o Songs of the Revolution other state document

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Essential Question and Vocabulary Resources [Back to Top] Assessment Standard(s) . The Enduring Understanding for this lesson: . SS8H4a. Sample Essential* 3. What were the strengths and Governance Assessment Items Georgia Constitution of 1777 weaknesses of the Georgia . Sample lesson for the Georgia Constitution of 1777

Constitution of 1777? using a primary source document. If time or other Supplemental** constraints exist, A New Nation ppt can be used to Tariff Standard(s): present the content as well. The primary source Regulate resources may be used for differentiation. Currency SS8H4a. [Standard Breakdown] o Georgia Constitution of 1777 ppt Trial by Jury Analyze the strengths and [“I Do” and “We Do”] Levy/Impose weaknesses of both the o Georgia Constitution of 1777 Primary Judicial Branch Georgia Constitution of 1777 Document [“You Do” or “We Do”] Executive Branch and the Articles of o Georgia Constitution of 1777 Strengths and Freedom of the Press Confederation and explain how Weaknesses Graphic Organizer [“You Do”] Freedom of Religion weaknesses in the Articles of o Georgia Constitution of 1777 Questions Central Government Confederation led to a need to [“You Do” or “We Do”] Unicameral Legislative Branch revise the Articles. o Georgia Constitution of 1777 Copy & Continue

[“You Do”] *Essential Vocabulary listed in . A New Nation ppt [“I Do”, “We Do” or “You Do””] - The the GPS Standards first third is the Constitution of 1777

. Georgia's Constitution of 1777 prezi [“I Do”] - A **Supplemental Vocabulary different approach to teaching the constitution listed in the state frameworks . Supplemental Resource(s): and/or other state document o Georgia Constitution 1777 Mind Map o The Georgia Constitution of 1777 Summary and Questions [“You Do”; DOK 2]

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Essential Question and Vocabulary Resources [Back to Top] Assessment Standard(s) . The Enduring Understanding for this lesson: Governance . SS8H4a. Sample Essential* 4. Why was a revision of the . Articles of Confederation PPT [“I Do”, “We Do” and “You Assessment Items Revise Articles of Confederation Do”] - This is a sample lesson using primary source Articles of necessary? documents. If time or other constraints exist, A New Nation Confederation ppt can be used to present the content as well. The primary

Standard(s): source resources may be used for differentiation. Supplemental** o Articles of Confederation Graphic Organizer Tariff SS8H4a. [Standard Breakdown] [“You Do”] Regulate Analyze the strengths and o Articles of Confederation (AOC) Document Analysis Currency weaknesses of both the Tasks [“I Do” or “We Do”] Trial by Jury Georgia Constitution of 1777 . AOC Document Examination Questions Levy/Impose and the Articles of . AOC Document Analysis 1: Census of 1790 Judicial Branch Confederation and explain how . AOC Document Analysis 2: Colonial Executive Branch weaknesses in the Articles of Currency Freedom of the Press Confederation led to a need to . AOC Document Analysis 3: Legislature Freedom of Religion revise the Articles. Request Central Government . AOC Document Analysis 4: Commerce Unicameral Legislative o AOC Summarizer: Baggage Slips | Recipe | Recipe Branch Sample

. A New Nation PPT [“I Do”, “We Do” or “You Do”] - A portion *Essential Vocabulary listed deals with the Articles of Confederation. This is an overview in the GPS Standards of the Articles of Confederation. You can use one of the

supplemental activities below to help analyze why a **Supplemental Vocabulary revision of the Articles of Confederation was necessary. listed in the state . Supplemental Resources: frameworks and/or other o Articles of Confederation Study Through Incident state document Reports [“You Do” or “We Do”] o Articles of Confederation Comparison to the U.S. Constitution Graphic Organizer [“You Do”] o Forming a More Perfect Union [“You Do” or “We Do”] o Wanted: A Just Right Government PPT | Resources [“I Do”, “We Do” and “You Do”] o Use a Venn Diagram to compare the Ga. Constitution of 1777 to the Articles of Confederation Sample Key to Venn Diagram [“You Do”] o Government Frame Game [“You Do” or “We Do”]

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Essential Question and Vocabulary Resources [Back to Top] Assessment Standard(s) The Enduring Understanding for the lesson: . SS8H4b. Sample Essential* 5. How did Georgia’s Individuals, Groups and Institutions Assessment Items Ratify representatives influence the . A New Nation PPT [“I Do”, “We Do” or “You Do”] – William Few Constitutional Convention of The last portion addresses the Constitutional Abraham Baldwin 1787 and the writing of the new Convention and Georgia’s role in it. Constitutional Convention of 1787 constitution? . Georgia and the US Constitution – The video is

about the sending representatives to the Supplemental** Standard(s): Constitutional Convention and why Georgia would Virginia Plan want to ratify it. (approximately 4 minutes) Separation of Powers SS8H4b. [Standard Breakdown] Great Compromise Describe the role of Georgia at Three-fifths Compromise the Constitutional Convention of Bicameral legislature (Senate and 1787; include the role of House of Representatives) Abraham Baldwin and William

Few, and reasons why Georgia *Essential Vocabulary listed in ratified the new constitution. the GPS Standards

**Supplemental Vocabulary listed in the state frameworks and/or other state document

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Essential Question and Vocabulary Resources [Back to Top] Assessment Standard(s) The Enduring Understanding for the lesson: Governance . SS8CG1a. Sample Essential* 6. How does Georgia’s . Setting The Foundation PPT [“I Do”] Assessment Items Term government resemble the o Setting The Foundation Guided Notes [“You Do”] . SS8CG1b. Sample Duties government established by the o Setting The Foundation Quiz or Formative Assessment Items Election United States Constitution? Assessment [“You Do”] . SS8CG1c. Sample Governor . After the initial lesson taught by Setting The Foundation Assessment Items Interpreting Standard(s): PPT, additional content can be provided on the three . SS8CG1d. Sample Constitution branches of government using the resources below. Assessment Items Qualifications SS8CG1a. Explain the basic Possible instructional strategies to use with the resources . SS8CG2a. Sample Executive Branch structure of the Georgia state (see Instructional Strategies on the website): Traditional Assessment Items Judicial Branch constitution. Double Column Note-Taking; Jigsaw; Jigsaw with Gallery . SS8CG2c. Sample General Assembly Walk; K.I.M. Chart in collaborative groups: Assessment Items Lawmaking Body SS8CG1b. Explain the o The Executive Branch of State Government PPT [“I Do”] . SS8CG3a. Sample Lieutenant Governor concepts of separation of o Georgia’s Legislative Branch PPT [“I Do”] Assessment Items Separation of Powers powers and checks and o The Judicial Branch of State Government PPT [“I Do”] . SS8CG3c. Sample Checks and Balances balances. . The Judicial Branch Guided Notes [“You Do”] Assessment Items Responsibilities (citizens) . Georgia’s Court System Note-taking [“You Do”] . SS8CG4e. Sample

SS8CG1c. Describe the rights o Voter Scenarios ppt [“We Do” or “You Do”] – as a class, Assessment Items Supplemental** and responsibilities of citizens. in small groups as a rotation, or as a gallery walk Articles students read different scenarios and determine Federalism SS8CG1d. Explain voting whether the person could vote based on Georgia’s Bill of Rights qualifications and elections in voting requirements Senate Georgia. o Have students compare and contrast the Georgia and House of Representatives the U.S. Bill of Rights. Have students choose one of the

SS8CG2a. Explain the differing rights and explain what may have led to this *Essential Vocabulary qualifications, term, election, additional “right” that the Georgia constitution provides. listed in the Standards and duties of members of the Students should use historical, geographic, economic,

General Assembly. and/or social examples to defend their answers [see **Supplemental Vocabulary Teacher Notes for examples of differences]. listed in the state SS8CG2c. Evaluate how the o Research a state agency or department. Write a paper frameworks and/or other legislative branch fulfills its role explaining how the programs that are provided by the state document as the lawmaking body for the agency or department directly affect you and your state of Georgia. family. . Summarizer Ideas – The following ideas are found in the SS8CG3a. Explain the Instructional Strategies on the Secondary Curriculum qualifications, term, election, website. and duties of the governor and o It’s in the Bag!

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Essential Question and Vocabulary Resources [Back to Top] Assessment Standard(s) lieutenant governor. o Mix-Freeze-Group o My Favorite No SS8CG3c. Evaluate how the . Supplemental Resources executive branch fulfills its role o I Am a Georgia Citizen framed paragraph [“You Do”] through state agencies that o Checks and Balances System Chart [“We Do” or administer programs and “You Do”] – students identify which branch of the enforce laws. government has a power and which branch’s power is being checked. SS8CG4e. Evaluate how the o Branches of Power (iCivics.org) - This is a game judicial branch fulfills its role in online with supplemental activities to teach how the interpreting the laws of three branches work together to form our Georgia and ensuring justice in government. our legal system. o Georgia Senate Districts 2012 o Georgia House Districts 2012 o Mock Election Overview (iCivics.org) o Voting Matters Activity (iCivics.org) o Why House and Senate? (iCivics.org)

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SS8H3a: Explain the immediate and long term causes of the American Revolution and their impact on Georgia; include the French and Indian War (Seven Years War), Proclamation for 1763, Stamp Act, Intolerable Acts, and the Declaration of Independence. [Back to Resources] Know: Understand: Do: . French and Indian War . French and Indian War was fought over land and . Describe the different Acts passed by . Stamp Act power which led to England imposing taxes on the Parliament. . Proclamation of 1763 colonies. . Cause/Effect of Taxes leading to . Intolerable Acts . Colonist were upset with the taxes “no taxation Declaration of Independence. . Declaration of Independence without representation” eventually created the Declaration of Independence.

SS8H3b: Analyze the significance of people and events in Georgia on the Revolutionary War; include Loyalists, patriots, Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett, Lyman Hall, George Walton, Battle of Kettle Creek, and siege of Savannah. [Back to Resources] Know: Understand: Do: . Loyalists . How people/groups from Georgia played a role in the . Analyze how people from Georgia . Austin Dabney Revolutionary War. played roles in supporting the war. . Patriots . Battles of Savannah and Kettle Creek. . Describe reasons why people from . Elijah Clarke Georgia were so split with being for or . Nancy Hart against the war unlike many other . Button Gwinnett colonies. . Lyman Hall . Draw conclusions as to why it benefited . George Walton the colony to have a win at Kettle . Battle of Kettle Creek Creek and how the loss at Savannah . Siege of Savannah was detrimental.

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SS8H4a: Analyze the strengths and weaknesses of both the Georgia Constitution and explain how weaknesses in the Articles of Confederation led to a need to revise the Articles. [Back to Resources] Know: Understand: Do: . Articles of . Weaknesses in both the Articles of Confederation and . Analyze strengths and weakness in the Confederation Constitution of 1777 led to both documents being Articles of Confederation and the . Georgia Constitution addressed several years later. Over a decade later Constitution of 1777 for the state of Georgia. of 1777 leaders met and created the Constitution for the . Constitution Federal Government. In Georgia they met and . Georgia Constitution created a Constitution to mirror what was created at 1789 the Federal level.

SS8H4b: Describe the role of Georgia at the Constitutional Convention of 1787; include the role of Abraham Baldwin and William Few, and reasons why Georgia ratified the new Constitution. [Back to Resources] Know: Understand: Do: . Abraham Baldwin . Georgia representatives supported the issue of . Justify why reasons for approving the new . William Few slavery at the Constitutional Convention in turn Constitution were important to the people of creating the 3/5th compromise Georgia . Abraham Baldwin sided with small states which led to . Describe how the 3/5 compromise the Great Compromise leading to bicameral temporarily dealt with the issue of slavery legislation making both small states and large states. between the slave and free states . Reasoning behind Georgia being eager to approve . Predict how the Great Compromise effects new Constitution-trade and military Government today

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