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Lesson 1: Unit Introduction & GA Constitution 1777

Duration: 1 full class period (66 minutes)
GPS/NCSS/CCGPS Standards:
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Date: Monday October 27th, 2014 (tentative)
Unit Theme: The Struggle for Equality
SS8H4 The student will describe the impact of events that led to the ratification of the United States Constitution and the Bill of Rights.
a. Analyze the strengths and weaknesses of both the Georgia Constitution of 1777 and the Articles of Confederation and explain how
weaknesses in the Articles of Confederation led to a need to revise the Articles.
b. 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.
ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics and texts, building on others ideas and expressing their own clearly.
ELACC6-8WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
NCSS:
Time, Continuity, and Change: Through the study of the past and its legacy, learners examine the institutions, values, and beliefs of people
in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how important historical events and
developments have shaped the modern world.
Power, Authority, and Governance: Students become familiar with the purposes and functions of government, the scope and limits of
authority, and the differences between democratic and non-democratic political systems.
Civic Ideals and Practices: Students learn about the rights and responsibilities of citizens of a democracy, and to appreciate the importance
of active citizenship.
Enduring Understandings:
- Students will know the contents, strengths, and weaknesses of the Georgia Constitution of 1777
- Value democracy
- The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society.
- The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended
consequences
- The purpose in engaging in effective and collaborative discussions with other individuals
- The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government
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also increases
- Understand the importance taking on a the role of a historian and analyzing and synthesizing historical information
Skills:
- Analyze the strengths and weaknesses of the Georgia Constitution of 1777
- Compare similarities and differences
-Demonstrate and analyze how peoples feelings and ideas influence their decisions
-Examine the foundations of the institutions that affect their lives, and determine how they can contribute to the shared goals and desires of
society.
- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics
and texts, building on others ideas and expressing their own clearly.
-Make use of their problem solving skills in and outside of school
-Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views and understanding in light of the
evidence presented.
-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Non-academic or Character Traits:
- Demonstrate social compassion, fairness, and justice.
-Demonstrate responsibility
-Be leaders in the classroom, in their community, and in society
-Contributing citizen
-Accepts others points of view
-Logical thinkers
-Open-minded
-Be aware of situations that might cause conflict
Essential Questions:
1. What were the strengths and weaknesses of the Georgia Constitution of 1777 and how were these weaknesses addressed?
2. What laws, declarations, and rules made up the Georgia Constitution of 1777?
3. How would have Georgias Constitution affected you in 1777 and how does it affect you now?
4. Why do we need constitutions?
Resources:
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Primary source document: Georgia Constitution of 1777 ----Myers, C.C. (2008). The Empire State of the South. Macon, GA: Mercer
University Press.
Chart paper & markers
Sticky notes
PowerPoint will include:
o The creation of the Constitution through Georgias constitutional convention
o The contents of the Constitution
o The strengths of the Constitution
o The weaknesses of the Constitution
o Why the Constitution needed to be amended
Connections to
Family
Community
Technology
In order to incorporate students knowledge
NA
and experiences into the activity students will NA
use their knowledge and experiences to
create a constitution for their county.
Students will use what they know about their
community- its rules, what needs to be
changed, what works, etc.- to create a
constitution.
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Hook: 5 minutes
As students walk into the classroom, have students remain standing behind their chairs. Ask the following students to come to the front of the
classroom:
-If you are 21 years or older come to the front of the room
-If you are white come to the front of the room
-If you have at least $100 dollars come to the front of the room
-If you are a male come to the front of the room
(student must meet all requirements)
Inform that that the students in the front of the room would be the only people allowed to vote under the Georgia Constitution of 1777
Make sure to say that if you dont vote you owe the government $50
Introduction: 30 minutes
Historical Perspective Journal (10 minutes):
1. Ask students to retrieve their historical perspective journals, copy down the date, and the following prompt: Imagine you and your
fellow classmates were summoned to create a constitution for your county (Baldwin or Putnam). What would you make sure to
include? What would you make sure not to include? What is the purpose of making the constitution?
2. If time permits, ask students if they would like to share what they have written.
Instruction (20 minutes):
1. Pass around a copy of the Georgia Constitution of 1777. Ask students to read some of it and to see if they notice words they have
never seen before.
2. Class discussion with aid of PowerPoint: Discuss the content of the Georgia Constitution (refer back to the hook activity), ask
students what they think the strengths and the weaknesses of the document were, as a class consider the perspective of Georgias
citizens during that time period after learning what they thought the strengths and weaknesses of the Constitution were.
Body: 30 minutes
1. Break students into small groups: have multiple groups of Baldwin county students and multiple groups of Putnam County students
2. Give each group one piece of chart paper and some markers.
3. Ask the groups to use what they wrote in their historical perspective journal, what they learned about the Georgia Constitution of
1777, and what they know about their county to make a constitution for their county.
4. After they have made their constitution, hang up all group constitutions on the wall and discuss each one.
5. Ask students to reconvene in their small groups and on the back of their chart paper to make a vinn diagram comparing the strengths
and weaknesses of the Georgia Constitution to their newly made county constitutions strengths and weaknesses.
6. Come back together as whole group and discuss how the Constitutions were similar and how they were different.
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Closure: 3 minutes
1. Before students leave for the day pass out a sticky note to each student
2. Ask the student to write their name on the back of the sticky note
3. Ask the student to write down three things they learned today
4. Ask students to write down two things they want to know more about
5. Ask students to write down one thing they find confusing
6. Collect the sticky notes as tickets out the door
Assessment of Progress & Criteria used to evaluate success:

Observation of small group discussions: Are the students referring to the strengths and weaknesses of the Georgia Constitution while they
are making their constitution? Are they aware of the purpose of a constitution? Are students mentioning the content of the Georgia
Constitution in order to determine what will be in their constitution?
Observations of small group work on constitution and vinn diagram: To obtain general class progress look to see what each group
included in their constitution and vinn diagram. Do they understand the purpose of a constitution? Does it reflect Georgias constitution? Does
it reflect their knowledge of the constitutions strengths and weaknesses?
Journal Entry: Are students exhibiting the character traits intended for this lesson? Reference the non-academic character traits mentioned
above. Are they showing their possession of these traits through their independent creation of their countys constitution? Are they producing
clear and coherent writing?
3,2,1 Ticket out the Door: Look at individual student responses to gauge their understanding of the lesson. Did they learn about the
constitutions strengths and weaknesses? Did they learn what was contained in the document? Did they learn why the document needed to be
changed? Look at what students are confused about. Is it is something that individual needs to work on or did you not address it thoroughly
enough?
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Differentiation
Balance between whole group discussion, individual work, and small group work (FS: Derrick & Justin)
Activity allows for student voice and choice (FS: Justin)
EncouragesthinkingathigherlevelsofBloom'staxonomy.(FS:Justin)
Makesuseofavarietyofinstructionaldeliverymethodstoaddressdifferentlearningstyles.
Theactivitytargetsauditory,visual,andkinestheticlearners.(FS:Derrick)
Historicalperspectivejournalallowsforstudentvoice
Collaboration
Host Teacher: Mr. Puckett and I will both facilitate student learning during small group instruction
Team of Teachers: Mrs. Little, Mrs. Grimes, and Mrs. Harris (all three teachers now teach Georgia studies): we will be working with the same
curriculum to encourage student collaboration and increased student success
Learning Theories:
This lesson possesses traits from the following learning theories:
Banduras Social Learning Theory
Burners Discovery Learning Theory
Homework: Begin to study for the upcoming quiz on Thursday
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Lesson 2: Articles of Confederation
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Date: Tuesday October 28th 2014 (tentative)
ELACC6-8WHST2: Write informative/explanatory texts, including the narration of historical events.
and audience.
NCSS:
developments have shaped the modern world.
- Students will know the contents, strengths, and weaknesses of the Articles of Confederation
- Value the importance of primary documents in the field of Social Science.
- Students will value diverse perspectives
- Understand the importance of analyzing and synthesizing historical content
- The student will know how to write about informatively about historical events as well as analytically.
Skills:
-Analyze the strengths and weaknesses of the Articles of Confederation and explain how the weaknesses in the Articles of Confederation led
to a need to revise the Articles.
-Draw conclusions and make generalizations
-Develop a civic competence that requires an understanding of the foundations of political thought, and the historical development of various
structures of power, authority, and governance
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-Able to read critically and analytically

-Determine the central ideas or information of a primary source
evidence presented.
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
-Analytical
-Civically competent
-Inferring
-Curious
-Critical and reflective thinkers
-Not quick to accept facts and suggests at their face value
-Value multiple perspectives
-Values the importance of primary documents in the field of Social Science.
-Inquisitive and investigative
-Resourceful investigator
-Open minded toward others beliefs and attitudes
-Respectful of power and authority while being aware of individual right s
1. What are the strengths and weaknesses of the Articles of Confederation and why was the decision made to write a new document
rather than revise them?
2. What was the perspective of the people who wanted to keep the Articles of Confederation?
3. How does primary source documents help us in understanding our historys past?
Resources:
Primary Source Analysis worksheet: Defending the Articles of Confederation (see attachment) (download form Teachers Pay
Teachers)
Sticky notes
The Primary Source document of the Articles of Confederation
Articles of Confederation rap: https://www.youtube.com/watch?v=54frRVRv1Mw
o Division of powers
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o
o
o
o
o
Congress and state roles

Acceptance of the Articles
The Northwest Ordinance
Weakness of the Articles
Shays Rebellion
Connections to
Family
Community
NA
NA
Technology
After students have successfully completed
the primary document analysis, the analysis
will be pulled up on the promethean board.
Students will be asked dot come to the board
and fill in the correct answers and provide
their interpretations of the content presented
and questions asked.
Hook (6 minutes)
Once students have come into the classroom play the Articles of Confederation Rap. The first time students will just listen. Play it a second
time and have students write down what the song actually says about the Articles.
Introduction: (35 minutes)
1. Ask students to retrieve their historical perspective journals, copy down the date, and the following prompt: What is a primary
document? Why are primary documents important? How can a primary document provide us with historical perspective?
2. If time permits, allow students to share their journal entries.
Instruction: (25 minutes)
1. Create a graphic organizer either on the Promethean board or the white bored and have students fill in the strengths and weaknesses of
the Articles of Confederation throughout the whole group discussion aided by the PowerPoint.
2. Ask them why they think people wanted the document revised or rewritten? Ask them why they think some people didnt want the
document revised or rewritten? Make sure to include in the discussion the ramifications of the Articles of Confederation.
Body: (20 minutes)
1. Students will complete a Primary Source Analysis defending the Articles of Confederation
2. Students should be given a coy of a simplified version of the Articles of Confederation to aid their completion and understanding of
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the Primary Source Analysis

3. Allow students to work with their peers around them; however, make sure to emphasize that they each need to complete their own
Primary Source Analysis
Closure: (3 minutes)
Assessment of Progress & Criteria to evaluate success:
Collection of Primary Source Analysis: Look to see if students understand how to read a primary source document and locate the necessary
information within that document (questions 1 & 2). Do they know how to locate the main idea of a primary source document? (question 2)
Do they understand how to determine multiple perspectives? (question 3). Do they know what the weakness of the Articles were and
understand why they needed to be revised? (question 3).
3,2,1 Ticket out the Door: Look at individual student responses to gauge their understanding of the lesson. Did they learn about the Articles
of Confederations strengths and weaknesses? Did they learn what was contained in the document? Did they learn why the document needed
to be changed? Look at what students are confused about. Is it is something that individual needs to work on or did you not address it
thoroughly enough?
Journal Entry: Do students understand what a primary source is? Do they understand how it is helpful in the area of Social Science? Can
they use primary source documents to value multiple perspectives? Are they producing clear and coherent writing?
Differentiation
Provides students with additional resources that will match their level of understanding. (FS: Justin)
Useofgraphicorganizers
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Teacher and students work together to ensure continual engagement and challenge for each student.
Historical perspective journal allows for student voice
Collaboration
Host Teacher: Mr. Puckett and I will both facilitate and monitor student learning during Primary Source Analysis activity
Learning Theories:
Burners Discovery Learning Theory
Homework:
Continue to study for upcoming quiz on Thursday
Discussion post: Who are Abraham Baldwin and William Few?
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Lesson 3: Georgia at the Constitutional Convention & The US
Constitution and Bill of Rights
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Date: Wednesday October 29th, 2014 (tentative)
ELACC6-8WHST2: Write informative/explanatory texts, including the narration of historical events.
and audience.
NCSS:
Power, Authority and Governance: Students become familiar with the purposes and functions of government, the scope and limits of
Civic Ideals and Practices: Students learn about the rights and responsibilities of citizens of a democracy, and to appreciate the importance
of active citizenship.
Individuals, Groups, and Institutions: Students understand how institutions are formed, maintained, and changed while examining their
influence.
-Students will value and understand the importance of our nations beginning while becoming civilly competent and engaged citizens
-The student will know the impact of events that led to the ratification of the United States Constitution and the Bill of Rights.
-The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended
consequences
- The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government
also increases
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Skills:
-Describe the role of Georgia at the Constitutional Convention of 1787; include the role of Abraham Baldwin and William Few, and reasons
-Explain the importance of the US Constitution and Bill of Rights
-Explain the reasons why Georgia ratified the US Constitution.
-Write informatively about historical events: Constitution Convention of 1787, framing the US Constitution and Bill of Rights
-Analyze and demonstrate how institutions are the formal and informal political, economic, and social organizations that help us carry out,
organize, and manage our daily affairs.
-Makes inferences
-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
-Reflective thinkers
-Civically competent
-Engaged citizens
-Value democracy
-Creative
-Informative
-Analytical of other points of view
-Authentic
-Develop the ability to appreciate multiple perspectives
-Respectful of power and authority while being aware of individual rights
1. What role did Georgia play at the Constitutional Convention of 1787 and how did Abraham Baldwin and William Few influence
Georgias role?
2. What went in to the framing of the Constitution and what is its basic structure?
3. What were the purposes of the Bill of Rights?
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Resources:
Library of Congress to retrieve the primary source documents: The US Constitution and Bill of Rights
Instagram and Facebook templates
US Constitution Acrostic Poem
Sticky notes
Markers, colored pencils, crayons
Picture of the Constitutional Convention of 1787
PowerPoint will include
o The purpose of the Constitutional Convention
o Framing of the Constitution
o A Democratic Republic
o The Three-Fifths Compromise
o Division of Power: Federalism
o The Bill of Rights
US Constitution Schoolhouse Rock: https://www.youtube.com/watch?v=FzAJyK0ovo8
Connections to
Family
Community
Technology
N/A
N/A
The use of technology is implemented in the
activity because it asks students to use their
knowledge of technology and social
networking to create a Facebook page or
Instagram post for either Abraham Baldwin
or William Few. Technology will be used to
show students examples of the activity.
Students will also be allowed to use their
technological devices to find information
about the two historical figures.
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Hook (2 minutes)
Sing the following Acrostic Poem
Created as an instructional manual to the US of A
On the 17th of September in 1787 it paved the way
No doubt it made an impact on our lives
Starting with the bill of rights
Ten amendments added its way
I now have rights that are here to stay
Ten to one, its understood, that they
Unite our country for the greater good
Things that will not deny me my rights
I have them all, even when things are tight
Open your ears and eyes and you will soon see
Nothing but greatness and liberty
1. Ask students to retrieve their historical perspective journals, copy down the date, and the following prompt: Write a creative story
about this picture. What is happening? Who are all of those people? Why are they all together?
2.
3. If time permits, students can share their entry.
1. Class discussion with aid of PowerPoint: Briefly talk about the Constitutional Convention and the role of Abraham Baldwin and
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William Few---students will be doing the rest of the research during the Facebook and Instagram activity.
2. Discuss the US Constitution and Bill of Rights. Ask students the aforementioned essential questions.
3. If time permits, show the US Constitution Schoolhouse Rock video.
Body: (22 minutes)
1. Give students the option of completing the following activities:
a. If Abraham Baldwin or William Few had a Facebook page, what would it look like before, during, or after they attended the
Constitutional Convention of 1787
b. If Abraham Baldwin or William Few posted on Instagram, what would it look like before, during, or after they attended the
Constitutional Convention of 1787
2. Allow students to conference with each other during their Artful Adventure
3. Students can use their books, iPads, kindles, cellphones, etc. to find information about the two historical figures
4. If time permits, allow students to share their Facebook page or Instagram post under the Elmo
****Remind students of quiz tomorrow
Collection of Instagram post or Facebook profile: Look at each students social networking of the historical figures. Do they understand
the background of these men? Do they understand why they are important? Do they understand their role in the creation of our government?
Do they understand what the purpose of the Constitutional Convention was?
3,2,1 Ticket out the Door: Look at individual student responses to gauge their understanding of the lesson. Do they understand the purpose
and the role of the Constitutional Convention? Do they understand why the US Constitution and Bill of Rights were created? Do they know
what is contained within those documents? Look at what students are confused about. Is it is something that individual needs to work on or
did you not address it thoroughly enough?
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Journal Entry: Are students exhibiting the character traits intended for this lesson? Reference the non-academic character traits mentioned
above. Are students exhibiting the skills intended for the lesson? Are they able to make inferences and generalizations? Are they able to write
informatively about historical events? Are they producing clear and coherent writing?
Quiz (tomorrow): Do students know and understand the information presented to them over the past four days? Do they know the impact of
events that led to the ratification of the United States Constitution and the Bill of Rights? Can they explain the strengths and weaknesses of
both the Georgia Constitution of 1777 and the Articles of Confederation?
Differentiation
Theactivitytargetsvisualandkinestheticlearners.(FS:Derrick)
Instructiontargetsbothvisualandauditorylearners.
Historicalperspectivejournalallowsforstudentvoice
Collaboration
Host Teacher: Mr. Puckett and I will both facilitate and monitor student learning during the Facebook and Instagram Activity.
Learning Theories:
Bruners Discovery Learning Theory
Weiners Attribution Learning Theory
Vygotskys Social Development Learning Theory
Homework: Study for quiz tomorrow!
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Example
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Template
Example
Lesson 4: Economic and Technological Growth of Georgia

Duration: One full class period (66 minutes)
Date: Thursday October 30th 2014 (tentative)

SS8H5 The student will explain significant factors that affected the development of Georgia as part of the growth of the United States
between 1789 and 1840.
a. Explain the establishment of the University of Georgia, Louisville, and the spread of Baptist and Methodist churches.
b. Evaluate the impact of land policies pursued by Georgia; include the headright system, land lotteries, and the Yazoo land fraud.
c. Explain how technological developments, including the cotton gin and railroads, had an impact on Georgia's growth.
d. Analyze the events that led to the removal of Creeks and Cherokees; include the roles of Alexander McGillivray, William McIntosh,
Sequoyah, John Ross, Dahlonega Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.
ELACC6-8RH2: Determine the central ideas or information of a primary or secondary source
S8CS9. Students will understand the features of the process of scientific inquiry.
a. Investigations in Science usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make
sense of collected evidence- students will use these skills when interpreting and analyzing historical documents and information
b. Records investigations clearly and accurately
c. Uses scientific tools
d. Interprets graphs, tables, and charts
e. Writes clearly
NCSS:
developments have shaped the modern world
People, Places, and Environments: Enables students to understand the relationship between human populations and the physical world.
Students develop their spatial views and perspectives of the world, to understand where people, places, and resources are located and why
they are there.
-The student will understand significant factors that affected the development of Georgia as a part of the growth of the United States between
1789 and 1840
-How to conquer conflict and embrace change
- The student will know how to locate, analyze, and synthesize information related to social studies topics
- Students will know and understand different strategies for reading primary and secondary documents in the discipline of Social Science
-Understand the importance taking on a the role of a historian and analyzing and synthesizing historical information
-Understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences
-Understand the features and process of inquiry and evaluation
Skills:
-Explain the establishment of the University of Georgia, Louisville, and the spread of Baptists and Methodist churches.
-Explain how technological developments, including the cotton gin and railroads, had an impact on Georgias growth.
-Interpret timelines
-Compare similarities and differences
-Identify and use primary and secondary sources
-Determine the central ideas or information of a primary or secondary source
-Use evidence, reasoning, hypotheses, and explanations when interpreting and analyzing historical documents and information
-Determine that conflict resolution can involve aggression, compromise, cooperation, and change.
-Knowledgeable of different words and their meanings
-Accepting of change
-Understand the value of hard work and hard working individuals
-Questions the validity of statements
-Appreciative of the documentation of our history
1. What role did the establishment of the University of Georgia, Louisville, the spread of Baptist and Methodist churches play in
Georgias growth?
2. How did the invention of the Cotton Gin impact Georgias economy and population?
3. How did the growth of railroads influence Georgias growth?
Resources:
History Detective Worksheet
Web quest: www.georgiawebquest.weebly.com
Sticky notes
Connections to
Family
Community
N/A
N/A
Technology
Students will be making use of the
technology provided to them, the MAC lab,
to research the information and concepts
presented in the web quest. They will be
reading documents online, playing games,
looking at pictures, and navigating the web.
Hook (7 minutes)
1. As students are entering the classroom, ask them to write down any questions they have about Georgias Constitution, The Articles of
Confederation, The Constitutional Convention, The US Constitution, and the Bill of Rights. Students will put their questions in a hat
at the front of the room. Teacher will draw three questions and answer them to help review for the quiz.
1. Students will, independently, complete a formative quiz over the information covered in the past four days.
Body: (30 minutes)
1. Students will navigate the web quest and learn about the growth of Georgia between 1789 and 1840
2. While students are doing the web quest, they will be completing a history detective guide to keep track of their learning
3. Facilitate a group discussion on what students are finding and learning about through the web quest

Collection of History Detective: Did they use their detective skills to figure out why cotton was so important and how it led to both the
growth of Georgia and the growth of slavery? Do they understand how railroads affected the growth of Georgia? Did they learn about
University of Georgia and its significance to the beginning of higher education? Do they understand the transition of capitals and the
progression of religion?
3,2,1 Ticket out the door: Same criteria as the history detective and also what are the three things they took away from the web quest? Was
the web quest effective? What are the students still confused about that may need to be addressed?
Whole group discussion: The comments, conversations, and debates between students during whole group discussion. Did the web quest add
to their knowledge of Georgia and its growth during 1789 to 1840?
Differentiation
Balance between whole group discussion and individual investigation and inquiry
Theactivitytargetsvisual,auditory,andkinestheticlearners.(FS:Derrick)
Active student involvement
The activity gives students control over their learning while providing them with an way to organize their thinking and learning (FS:
Justin & Derrick)

Collaboration
Host Teacher: In order to maximize student learning, Mr. Puckett will monitor the students while taking their quiz. When they are done with
their quiz, the student will be sent to the computer lab, where I will be, to get started on their web quest.
Learning Theories:
Deweys Experimental Learning Theory
Homework: On Schoology, read and look overt he prompt, the directions, and the rubric for your upcoming essay
Lesson 5: The Dahlonega Gold Rush, Headright system, land

lotteries, and Yazoo Land Fraud
Duration: Full class period (66 minutes)
Date: Friday October 31st, 2014 (tentative)

e. Writes clearly
NCSS:
People, Places, and Environments: Enables students to understand the relationship between human populations and the physical world.
Students develop their spatial views and perspectives of the world, to understand where people, places, and resources are located and why
they are there.
authority, and the differences between democratic and non-democratic political systems
- The student will understand significant factors that affected the development of Georgia as a part of the growth of the United States between
1789 and 1840

- The student will understand that when there is conflict between or within societies, change is the result
consequences
- Understand the importance of analyzing and synthesizing historical content
-The purpose in engaging in effective and collaborative discussions with other individuals
Skills:
-Evaluate the impact of land policies pursued by Georgia; include the headright system, land lotteries, and the Yazoo land fraud.
-Identify issues and/or problems and alternative solutions
-Determine that conflict resolution can involve aggression, compromise, cooperation, and change.
-Analyze how people respond to and resolve conflicts in various different ways.
- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics
and texts, building on others ideas and expressing their own clearly.
- Records investigations clearly and accurately
-Use a map to explain impact of geography on historical events
evidence presented.

Aware of the past struggle for equality and the continuation of the struggle today
Able to recognize a diversity of view points and perspectives
Ethical
Analytical
Not quick to accept facts and suggestions at their face value
Critical, reflective, and logical thinkers
Able to make informed decisions using their processing skills
Inquisitive and investigative
Curious
Inferring
Be aware of the situations that might cause conflict
Exemplify how to resolve conflict
1. What are the differences between the headright system and the land lottery system of land distribution and how did each impact the
growth of Georgia?
2. What was the Yazoo Land Fraud and how did it change Georgias boundaries?
3. What was the Dahlonega Gold rush? How did it lead to land issues?
Resources:
Colored strips of paper
The Georgia Story: Americas First Gold Rush: http://www.gpb.org/georgiastories/story/americas_first_gold_rush
Markers, crayons, colored pencils
Scissors
Computer paper
Land Lottery article: http://www.georgiaencyclopedia.org/articles/history-archaeology/land-lottery-system
Yazoo Land Fraud article: http://www.georgiaencyclopedia.org/articles/history-archaeology/yazoo-land-fraud
Headright system: pages 154-155
Yazoo Land Fraud map

Sticky notes
Klein, P., & Pascoe, C. (2005). Georgia in the American Experience. Evanston, IL: McDougal Littell.
Connections to
Family
Community
Technology
In station one, the students will be using
N/A
N/A
technology to watch the Georgia Story.
An online animated rocket timer will be used
to allow students to see how much time they
have left at each station. The rocket will blast
when it is time for the small groups to switch
stations.
Hook (3 minutes)
Give each student a colored strip of paper (there will be four different colors). The teacher can either give the student the strip or the student
can draw the strip out of a hat. Whatever color they pull is what group they will be in for their stations.
1. Take the time to briefly explain each station
2. Talk about the rules and behaviors expected while they are working at the stations and transitioning between stations
3. Let them know they will receive 12 minutes for each station and that a rocker timer will be on the Promethean bored for their
reference.
4. Assign colors to different stations
5. Inform the students that once the timer goes off they will move clockwise to the next station.
Body: (55 minutes)
Stations
1. The Dahlonega Gold Rush Station: Students will watch the Georgia Story: Americans First Gold Rush. While they are watching the
video they will jot down notes and questions about the information within the video. If time permits, students will discuss what they
saw in the video.
2. The Headright system Station: Students will read the information from their textbook (Georgia and the American Experience) about
the headright system. Students will then make inferences about why they called it the headright system. Can they think of a better
name for it? Students will need to make sure to write down their notes and questions from the textbook.
3. The Land Lotteries Station: Students will read the information from New Georgia Encyclopedia provided to them about Georgias
land lotteries. Students will need to make sure to write down their notes and questions from the article. Students will then make their
own land lottery ticket to sell.
4. The Yazoo Land Fraud Station: Students will read the information form New Georgia Encyclopedia provided to them about the Yazoo
Land Fraud in Georgia. Students will need to make sure to write down their notes and questions from the article. Students will then
analyze a map of Georgia to determine why it was fraud and how much land there really was.
Closure:
Give students a piece of candy- Happy Halloween
Observations: Observe students as the work collaboratively in various stations. Do they seem to be engaging in effective academic
conversations? Are they able to work effectively in small groups? Do they understand the content of each station? Observe what they are
writing down. Are they taking away the most important aspects of the lesson?
3,2,1 Ticket out the Door: Look at individual student responses. Do they understand the importance of the Dahlonega Gold Rush and its
effects on land distribution? Do they know the difference between the Headright system and land lotteries? Do they understand why the
Yazoo Land Fraud was, in fact, a fraud? What are students confused about? Does it seem to be something the individual needs to work on or
do you need to address the confusion as a whole class?
Differentiation
Establish stations for inquiry-based, independent learning activities. (FS: Justin & Derrick)
Encourages thinking at higher levels of Blooms Taxonomy (FS: Justin)
Makes use of a variety of instructional delivery methods to address different learning styles
The activity targets visual, auditory, and kinesthetic learners (FS: Derrick)
Teacher and students work together to ensure continual engagement and challenge for each student.
Gives student control over their own learning (FS: Justin & Derrick)
Allows for movement (FS: Derrick)
Collaboration
Host Teacher: Mr. Puckett and I will facilitate and monitor student learning during small group stations
Learning Theories:
The lesson possesses traits from the following learning theories:
Homework:
Begin to work on your essay: reference Schoology for guidelines and rubric
Tomorrow we are doing a concept map, if you would like to bring in a poster you may, however you will also be allowed to create one
using computer paper or the computer
Lesson 6 & 7: The Growth of Slavery

Duration: Two full class periods (132 minutes)
Date: Monday & Tuesday November 3 & 4, 2014 (tentative)

ELACC8RL9: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories,
or religious works such as the Bible, including describing how the material is rendered new.
and audience.
e. Writes clearly
S8CS1. Students will know the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own
efforts to understand how the world works.
a. Students will exhibit the traits of curiosity, honesty, openness, and skepticism in their efforts to understand how the world works
b. Demonstrate the proper ethics of science by using special care for human subjects and animals in scientific research. Students will
adhere to the appropriate rules and guidelines when conducting research.
NCSS:
Culture: Students understand how human beings create, learn, share, and adapt to culture, and appreciate the role of culture in shaping their
lives and society, as well the lives and societies of others.
Individual Development and Identity: Students examine the factors that influence an individuals personal identity, development, and
actions.
-The student will understand significant factors that affected the development of Georgia as a part of the growth of the United States between
1789 and 1840
- Value the role that culture plays in the shaping of their lives and society
- Understand the importance of past and present inequalities
- Understand the importance of learning about the mistakes in the past
-Exhibit social compassion, fairness, and justice
-Understand ones responsibility to oneself, his/her peers, society, and the world.
-Understand and value the plight experienced by African Americans
Skills:
- Analyze the growth of slavery and its implications
- Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious
works such as the Bible, including describing how the material is rendered new.
-Collect, provide evidence, develop reasoning, create hypothesis, and formulate explanations when making sense of collected evidence
-Students will exhibit the traits of curiosity, honesty, openness, and skepticism in their efforts to understand how the world works.
-Distinguish among fact, opinion, and reasoned judgment
evidence presented
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
-Aware of the past struggle for equality and the continuation of the struggle today
-Value diversity while respecting and supporting the equality of all human beings
-Become more sensitive to the plight of African Americans
-Be aware of the mistakes of the past

-Culturally sensitive and culturally aware
-Analytical, critical, and logical thinkers
-Makes inferences
-Creative
-Informative
-Open-minded
Appreciative of the role culture plays in the shaping of their lives and society
-Be aware of their personal identity
1. How and why did slavery grow during 1749-1840?
2. What was slave life like on a Georgia plantation?
3. How do religion, language, literature, the arts, architecture and traditions contribute to the development and transmission of slave
culture?
4. What were the implications of the growth of slavery on Georgia?
Resources:
Hamilton, V. (1985). The People Could Fly: American Black Folktales. New York, NY: Scholastic.
Example of a concept map
Myers, C.C. (2008). The Empire State of the South. Macon, GA: Mercer University Press. ---Slave Songs
Georgia Story: Fanny Kembles Diary: http://www.gpb.org/georgiastories/stories/fanny_kembles_diary
Sticky notes
Paper
Markers, colored pencils, crayons
o Slave culture
o Georgia slave distribution map
o Life on a plantation
o Fanny Kembles diary

o Slave resistance
o Underground railroad
Connections to
Family
Students will be asked to share with their
families what they are currently learning and
ask their families for their insight and
understanding.
Community
N/A
Technology
Students will have the option of creating their
concept map on the computer.
Hook (16 minutes)

Day 1: Read aloud: He Lion, Bruh Bear, and Bruh Rabbit p. 5-12
Day 2: Read aloud: Slave Songs of the Georgia Sea Islands p. 116-117
Day 1:
1. Ask students to retrieve their historical perspective journals, copy down the date, and the following prompt: Why do you think slaves
told folktales about Bruh Rabbit? Did the stories have any special meaning?
2. If time permits, allow students to share.
Day 2:
1. Ask students to retrieve their historical perspective journals, copy down the date, and the following prompt: Write your own Georgia
Sea Island Slave Song.
Instruction (40 minutes)
Day 1:
1. Involve students in a group discussion with the aid of a PowerPoint. Encourage students to ask questions, make connections to their
own lives, and relate the information to the theme of the unit.
2. If time permits, allow students to begin working on their concept map. Before they begin working, make sure to explain what a
concept map is, how they are to make connections, and also show them an example of a concept map online.
Body: (50 minutes)
Day 2:
1. Individually, students will complete a concept map about the growth of slavery in Georgia between 1789 and 1840, its implications,
and how the growth relates to the other topics studied (such as the cotton gin, the US Constitution, the GA Constitution, etc.)
2. On day 1, make sure to tell students they can do their concept map on the paper provided, however, they can also bring in a poster or
make one using their technology.
3. While constructing their concept map students will be allowed to use all resources that will aid them in their construction.
4. Encourage peer collaboration
5. 13 minutes before class is over, ask students to put away their concept maps and finish them at home to bring in Thursday for a grade.
Engage in a whole group discussion about how the concept map has helped them to develop new understandings and connections.
Journal Entry: Look at individual student responses. Do they understand the importance of slave culture to the concept of slavery in the
south? Are they able to write creatively about past culture? Are they producing clear and coherent writing?
Concept Map: Look at individual student concept maps. What is their thinking? Can they make the connection between the technological
and economic growth of Georgia to the growth of slavery? Can they connect slave culture and life on a plantation to their lives today? Do
they understand the implications of the growth of slavery? Are they able to accurately synthesize historical information? Does their use of
reflective and critical thinking show?
3,2,1 Ticket out the door: Look at individual student responses. Do they know and understand the growth of slavery? Slave culture? Life on
a plantation? The Underground Railroad? The implications of the growth of slavery? What do they still find confusing? Is it something they
need to work on individually or something the teacher did not fully address?
Differentiation
Balance between whole group discussion and individual work (FS: Justin & Derrick)
Activity allows for student voice (FS: Justin & Derrick)
Gives students control over their learning (FS: Justin & Derrick)
Encourages the use of prior knowledge, connections to family and community, and connections among isolated facts of knowledge
Collaboration
Host Teacher: Mr. Puckett and I will facilitate and monitor student learning during the construction of their concept map. Both will work with
students to encourage reflective and critical thinking.
Learning Theories:
Homework:
Continue to work on concept map- due Thursday
Continue to work on essay
Lesson 8: The Cherokee Nation and Change

Duration: 1 class period (66 minutes)
Date: Wednesday, November 5th 2014 (tentative)

and audience.
NCSS
Culture: Students understand how human beings create, learn, share, and adapt to culture, and appreciate the role of culture in shaping their
lives and society, as well as the lives and societies of others.
Time,Continuity,andChange:Throughthestudyofthepastanditslegacy,learnersexaminetheinstitutions,values,andbeliefsofpeople
inthepast,acquireskillsinhistoricalinquiryandinterpretation,andgainanunderstandingofhowimportanthistoricaleventsand
developmentshaveshapedthemodernworld.
1789 and 1840
- Students will value diversity while respecting and supporting the equality of all human beings
Skills:
evidence presented.
-Analyze the events that led to the removal of the Creeks and Cherokees
-Analyze how culture is both a unifying and divisive force in human relations.
-Identify key people involved in the Cherokee Nation and Indian removal
-Demonstrate that conflict resolution can involve aggression, compromise, cooperation, and change.
-Analyze how people respond to and resolve conflicts in various different ways.
-Engage effectively in small group collaboration
-Compare similarities and differences
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Value diversity while respecting and supporting the equality of all human beings
Be more sensitive to the plight of Native Americans
Be aware of the mistakes of the past
Reflective, critical, and logical thinkers
Problem solvers
Creative
Informative
Understand the value of hard work and hard working individuals
Demonstrate social compassion, fairness, and justice
Culturally sensitive and culturally aware
Logical thinkers
1. What was the purpose of the civilization policy?

2. What did Sequoyah invent and how did it help his people?
3. What political structures of the Cherokee Nation closely resembled the US Government?
4. How did Cherokee culture influence their decisions?
Resources:
The Cherokee Nation and Removal 1800-1840 graphic organizer in Klein, P., & Pascoe, C. (2005). Georgia in the American
Experience. Evanston, IL: McDougal Littell.
Chart paper
Sticky notes
Markers
Georgia Story: Tough Choices: http://www.gpb.org/georgiastories/story/tough_choices
Georgia Story: Sequoyahs Biography: http://www.gpb.org/georgiastories/stories/sequoyah
o The Cherokee Adapt to Changes
o Removal of the Creek: Alexander McGillivray and William McIntosh
o Civilizing the Cherokee
o Sequoyah: The Georgia Story: Sequoyahs biography
o The Cherokee Phoenix
o The Cherokee Constitution
Connections to
Family
Community
Technology
Technology will be used to show students
N/A
N/A
primary documents of the Cherokee Phoenix
as well as the Cherokee Constitution
Hook (7 minutes)
Watch The Georgia Story: Tough Choices
1. Ask students to retrieve their historical perspective journals, copy down the date, and the following prompt: Recall a time when
something important to you was taken away. Write about this event in detail.
1. Engage in whole group discussion with the aid of a PowerPoint over Cherokee culture and how their nation had to adapt to change.
How did Alexander McGillivray and William McIntosh affect the Creek removal? Talk about the civilization policy. Reference back
to anticipation guide taken as a pre-test. Have they changed their minds about forcing someone to be civilized? Discuss how important
Sequoyah was to the Cherokee Nation; reference the Cherokee Phoenix and the Cherokee Constitution.
2. Students will be asked to take notes during the discussion.
3. Inform them that they will be using notes for the upcoming activity
Body: (26 minutes)
1. Students will be divided into small groups.
2. Students will create the below graphic organizer on chart paper describing the changes in Cherokee Life.
3. With the aid of their notes, the book, and their peers, students will fill in the corresponding bubbles.
4. Each group will come to the front of the class and share what they have written in their graphic organizer. If students do not have what
one group has, the student should write down the information in their personal notes.

Small group graphic organizers & presentations: Look at each groups graphic organizers. Do they understand that the Cherokee resisted
Christianity? Do they know of the technological advancements of the Cherokee introduced to them by the Americans? Do they understand the
process of civilization through the aspects of language and government? Finally, do they understand the implications of these changes? Were
they successful? Are students confident when they are presenting? Do they seem to know all of the information, rather than just what they
looked up?
Discussions: Listen to small group discussions. Are they able to differentiate between religion, food, language, and government? Do they
understand the reasons for change in the Cherokee Nation? Do they have conversations about the inequality and unfairness of the situation?
Are they exhibiting the desired non-academic character traits intended for this lesson?
3,2,1 ticket out the door: Look at each students exit tickets. Did they learn about Cherokee culture, the Civilization Policy and its positive
and negative implications? Do they understand why Georgians were forcing the Cherokee nation to change? Look at what confused them the
most. Is it what confused the entire class the most or is something they need to work on individually?
Journal Entry: Reference the non-academic character traits intended for this unit. Are students exhibiting these characteristics through their
writing? Are they producing clear and coherent writing?
Differentiation
Balance between whole group and small group work (FS: Justin & Derrick)
Use of graphic organizers
Teacher and students work together to ensure continual engagement and challenge for each student
Instruction targets visual and auditory learners (FS: Derrick)
Activity targets visual and kinesthetic learners (FS: Justin)
Collaboration
Host Teacher: Mr. Puckett and I will facilitate and monitor student learning during the construction of their graphic organizer.
Learning Theories:
Homework:
Finish concept map due tomorrow
Answer the discussion question on Schoology: What was the Indian Removal Act? Think about multiple perspectives when
answering. What do you think the Cherokee think of the Indian Removal Act? What do you think the Georgians and the government
thinks about it?
Continue to work on essay
Lesson 9: Removal of the Creek and Cherokees

Duration: Full class period (66 minutes)
Date: Thursday November 6th, 2014 (tentative)

NCSS:
1789 and 1840
consequences
- Develop unbiased views and be able to leave personal judgments aside
-Understand the importance of past and present inequalities
-Understand the importance of questioning and a curious mind

Skills:
evidence presented.
-Identify issues and/or problems and alternative solutions
-Analyze how people respond to and resolve conflicts in various different ways
-Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics while building on each others ideas and
expressing their own clearly
evidence presented
Be leaders in the classroom, in their community, and in society
Be more sensitive to the plight of Native Americans
Culturally sensitive and culturally aware
Willing to accept others that are different than themselves
Accepts others points of view
Analytical
Reflective, critical, and logical thinkers
Patient
Analytical of other points of view
Independent in forming decisions
Exemplify how to solve conflict
Mature about sensitive topics
Develop an unbiased view and leave personal judgments aside
Active listeners
1. How did Supreme Court rulings in two Georgia cases affect Cherokee rights?
2. What was the Indian Removal Act? What promises did it make? What is its importance in leading to the Trail of Tears?
3. What is the purpose of engaging in collaborative and engaging debates and discussions with individuals?
4. What roles did Andrew Jackson and John Marshall play in the events leading to the Trail of Tears?
Resources:
History Channel video: http://www.history.com/topics/native-american-history/trail-of-tears
Sticky notes
o Cherokee Nation v. Georgia
o Worcester v. Georgia
o Andrew Jackson
o The Indian Removal Act
Connections to
Family
Community
Technology
Students will use technology to research their
N/A
N/A
argument and position on the Indian Removal
in preparation for their debate
Hook (4 minutes)
History Channel video of the Indian Removal Act: Andrew Jacksons Controversial Decisions
1. Whole group discussion about Cherokee Nation v. Georgia and Worcester v. Georgia, the Indian Removal Act, and Andrew Jacksons
controversial decision with aid of PowerPoint.
2. Divide the class in half, one half will be for the Indian Removal Act and the other will be against the Indian Removal Act. Give the
groups 15 minutes to prepare their arguments.
Body: (30 minutes)
1. Students will sit in the conference style chair set up

2. Inform students of their expectations when participating in the debate
3. Students will participate in the debate arguing for and against the Indian Removal Act
Debate: Are students able to recognize multiple view points and perspectives? Are students able to engage effectively and collaboratively
during the debate? Do they understand why the Cherokees were against the Indian Removal Act? Do they understand Jacksons and Georgias
reasoning behind forcing the Indian Removal Act?
3,2,1 Ticket out the door: Look at individual student response tickets. Do they understand how the two court cases ultimately led to the
Indian Removal Act and the Trail of Tears? Do they know what was laid out in the Indian Removal Act and do they understand its lead to the
Trail of Tears?
Differentiation
Gives student control over their learning (FS: Justin & Derrick)
Makes use of a variety of instructional delivery methods to address different learning styles
Instruction targets visual and auditory learners (FS: Derrick)
Collaboration
Host Teacher: Mr. Puckett and I will facilitate and monitor student learning during the debate.
Learning Theories:
Problem based learning
Deweys Experimental Learning Theory
Homework: Continue to work on essay due Tuesday 11/11 Begin to study for Unit test Thursday 11/13
Lesson 10: Unit Closure: Removal of the Creek and Cherokees and Date: Friday November 7th, 2014 (tentative)
The Trail or Tears
Duration: One class period (66 minutes)
ELACC6-8RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies
ELACC6-8RH2: Determine the central ideas or information of a primary or secondary source
and audience.
NCSS:
1789 and 1840
-Values the importance of primary documents in the field of Social Science.
- Students will know and understand different strategies for reading primary and secondary documents in the discipline of Social Science
- Understand the importance of past and present inequalities
- Understand the importance of learning about the mistakes in the past
-Understand and value the plight experienced by Native Americans
Skills:
-Identify and use primary resources
-Determine the meaning of words and phrases as they are used in a text
-Determine the central ideas or information of a primary or secondary source
-Develop a civic competence that requires an understanding of the foundations of political thought, and the historical development of various
structures of power, authority, and governance
-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
-Determine that conflict resolution can involve aggression, compromise, cooperation, and change
-Aware of the past struggle for equality and the continuation of the struggle today
-Able to recognize a diversity of view points and perspectives
-Be more sensitive to the plight of Native Americans
-Be aware of the mistakes of the past
-Reflective, critical, and logical thinkers
-Empathic
-Appreciative of the documentation of our history
-Respectful of power and authority while being aware of individual rights
What were the terms of the Treaty of New Echota?
What was the Trail of Tears and how did it affect the Cherokee Nation?
Who were John Ross and Major John Ridge and how did they impact the Cherokee Nation?
Resources:
John Brunetts eye witness account of the Trail of Tears
Sticky notes
Treaty of New Echota from Meyers, C.C. (2008). The Empire State of the South. Macon, GA: Mercer University Press.
PBS Trail of Tears video: http://www.pbslearningmedia.org/resource/akh10.socst.ush.exp.trail/trail-of-tears/
o The Treaty of New Echota
o John Ross
o Major John Ridge
o The Trail of Tears
Connections to
Family
Community
Technology
Students will be asked to do a quick Google
N/A
N/A
search on John Brunett in order to obtain the
necessary background information for the
eyewitness journal. Students can use iPads,
kindles, phones, or computers
Hook (7 minutes)
Read Aloud: John Brunetts eye witness account of the Trail of Tears
1. Ask students to retrieve their historical perspective journals, copy down the date, and the following prompt: How does John Brunetts
perspective of the Trail of Tears change your understanding of the event? Did you learn anything you havent already known? How
did his account make you feel?
2. If time permits, allow students to share
Instruction
1. Class discussion of The Treaty of New Echota, John Ross, and Major John Ridge with the aid of a PowerPoint
Body: (26 minutes)
1. Primary document scavenger hunt-The Treaty of New Echota: students will be allowed to work with partners to complete the
scavenger hunt. The scavenger hunt is attached to the lesson.
2. PBS Trail of Tears video
Collection of Treaty of New Echota Scavenger Hunt: Look at each persons scavenger hunt. Do they know the content of the Treaty? Do
they know what was offered in exchange for the Cherokee land? Do they know that these offers were not followed through?
3,2,1 Ticket out the Door: Look at each students ticket out the door. Did they learn about the Treaty of Echota and how it led to the Trail of
Tears? Do they understand the devastation the Trail of Tears caused? Do they know how John Ross and Major Ridge affected the Cherokee
Nation?
Journal Entry: Look at individual students responses. Have they developed the characteristic traits intended for this unit? Do they
understand the inequality that the Trail of Tears represents? Are they able to understand the importance of a non-Cherokees point of view?
Are they producing clear and coherent writing?
Differentiation
Balance between whole group discussion, individual work, and small group work (FS: Justin & Derrick)
Makes use of a variety of instructional delivery methods to address different learning styles (FS: Justin & Derrick)
Gives students control over their learning
Collaboration
Host Teacher: Mr. Puckett and I will facilitate and monitor student learning during their primary document scavenger hunt.
Learning Theories:
Lesson possesses traits from the following learning theories:
Homework
Continue to work on essay- due Tuesday 11/11
Study for unit test Thursday 11/13
Birthday Story of Private John G. Burnett, Captain Abraham McClellans Company, 2nd Regiment, 2nd Brigade, Mounted Infantry,
Cherokee Indian Removal, 1838-39.
"Children: This is my birthday, December 11, 1890, I am eighty years old today. I was born at Kings Iron Works in Sulllivan County,
Tennessee, December the 11th, 1810. I grew into manhood fishing in Beaver Creek and roaming through the forest hunting the deer
and the wild boar and the timber wolf. Often spending weeks at a time in the solitary wilderness with no companions but my rifle,
hunting knife, and a small hatchet that I carried in my belt in all of my wilderness wanderings.
On these long hunting trips I met and became familiar with many of the Cherokee Indians, hunting with them by day and sleeping
around their campfires by night. I learned to speak their language, and they taught me the arts of trailing and building traps and snares.
On one of my long hunts in the fall of 1829, I found a young Cherokee who had been shot by a traveling band of hunters and who had
escaped his pursuers and covered himself under a shelving rock. Weak from loss of blood, the poor creature was unable to walk and
almost famished for water. I carried him to a spring, bathed and bandaged the bullet wound, and built a shelter out of bark peeled from
a dead chestnut tree. I nursed and protected him feeding him on chestnuts and toasted deer meat. When he was able to travel I
accompanied him to the home of his people and remained so long that I was given up for lost. By this time I had become an expert
rifleman and fairly good archer and a good trapper and spent most of my time in the forest in search of game.
The removal of Cherokee Indians from their lifelong homes in the year of 1838 found me a young man in the prime of life and a
Private soldier in the American Army. Being acquainted with many of the Indians and able to fluently speak their language, I was sent
as interpreter into the Smoky Mountain Country in May, 1838, and witnessed the execution of the most brutal order in the History of
American Warfare. I saw the helpless Cherokees arrested and dragged from their homes, and driven at the bayonet point into the
stockades. And in the chill of a drizzling rain on an October morning I saw them loaded like cattle or sheep into six hundred and fortyfive wagons and started toward the west.
One can never forget the sadness and soberness of that morning. Chief John Ross led in prayer and when the bugle sounded and the
wagons started rolling many of the children rose to their feet and waved their little hands good-by to their mountain homes, knowing
they were leaving them forever. Many of these helpless people did not have blankets and many of them had been driven from home
barefooted.
On the morning of November the 17th we encountered a terrific sleet and snow storm with freezing temperatures and from that day
until we reached the end of the fateful journey on March the 26th, 1839, the sufferings of the Cherokees were awful. The trail of the
exiles was a trail of death. They had to sleep in the wagons and on the ground without fire. And I have known as many as twenty-two
of them to die in one night of pneumonia due to ill treatment, cold, and exposure. Among this number was the beautiful Christian wife
of Chief John Ross. This noble hearted woman died a martyr to childhood, giving her only blanket for the protection of a sick child.
She rode thinly dressed through a blinding sleet and snowstorm, developed pneumonia and died in the still hours of a miserable winter
night, with her head resting on Lieutenant Greggs saddle blanket.
I made the long journey to the west with the Cherokees and did all that a Private soldier could do to ease their sufferings. When on
guard duty at night I have many times walked my beat in my blouse in order that some sick child might have the warmth of my
overcoat. I was on guard duty the night Mrs. Ross died. When relieved at midnight I did not retire, but remained around the wagon out
of sympathy for Chief Ross, and at daylight was detailed by Captain McClellan to assist in the burial like the other unfortunates who
died on the way. Her unconfined body was buried in a shallow grave by the roadside far from her native home, and the sorrowing
Cavalcade moved on.
Being a young man, I socialized freely with the young women and girls. I have spent many pleasant hours with them when I was
supposed to be under my blanket, and they have many times sung their mountain songs for me, this being all that they could do to
repay my kindness. And with all my association with Indian girls from October 1829 to March 26th 1839, I did not meet one who was
a moral prostitute. They are kind and tender hearted and many of them are beautiful.
The only trouble that I had with anybody on the entire journey to the west was a brutal teamster by the name of Ben McDonal, who
was using his whip on an old feeble Cherokee to hasten him into the wagon. The sight of that old and nearly blind creature quivering
under the lashes of a bull whip was too much for me. I attempted to stop McDonal and it ended in a personal encounter. He lashed me
across the face, the wire tip on his whip cutting a bad gash in my cheek. The little hatchet that I had carried in my hunting days was in
my belt and McDonal was carried unconscious from the scene.
The long painful journey to the west ended March 26th, 1839, with four-thousand silent graves reaching from the foothills of the
Smoky Mountains to what is known as Indian territory in the West. And greediness on the part of the white race was the cause of all
that the Cherokees had to suffer. Ever since DeSoto made his journey through the Indian country in the year 1540, there had been a
tradition of a rich gold mine somewhere in the Smoky Mountain Country, and I think the tradition was true. At a festival at Echota on
Christmas night 1829, I danced and played with Indian girls who were wearing ornaments around their neck that looked like gold.
Men working in the fields were arrested and driven to the stockades. Women were dragged from their homes by soldiers whose
language they could not understand. Children were often separated from their parents and driven into the stockades with the sky for a
blanket and the earth for a pillow. And often the old and infirm were prodded with bayonets to hasten them to the stockades.
At this time, 1890, we are too near the removal of the Cherokees for our young people to fully understand the enormity of the crime
that was committed against a helpless race. Truth is, the facts are being concealed from the young people of today. School children of
today do not know that we are living on lands that were taken from a helpless race at the bayonet point to satisfy the white mans
greed.
Future generations will read and condemn the act and I do hope posterity will remember that private soldiers like myself, and like the
four Cherokees who were forced by General Scott to shoot an Indian Chief and his children, had to execute the orders of our superiors.
We had no choice in the matter.
Twenty-five years after the removal it was my privilege to meet a large company of the Cherokees in uniform of the Confederate
Army under command of Colonel Thomas. They were encamped at Zollicoffer and I went to see them. Most of them were just boys at
the time of the removal but they instantly recognized me as "the soldier that was good to us". Being able to talk to them in their native
language I had an enjoyable day with them. From them I learned that Chief John Ross was still ruler in the nation in 1863. And I
wonder if he is still living? He was a noble-hearted fellow and suffered a lot for his race.
At one time, he was arrested and thrown into a dirty jail in an effort to break his spirit, but he remained true to his people and led them
in prayer when they started on their exile. And his Christian wife sacrificed her life for a little girl who had pneumonia. The AngloSaxon race would build a towering monument to perpetuate her noble act in giving her only blanket for comfort of a sick child.
Incidentally the child recovered, but Mrs. Ross is sleeping in a unmarked grave far from her native Smoky Mountain home.
When Scott invaded the Indian country some of the Cherokees fled to caves and dens in the mountains and were never captured and
they are there today. I have long intended going there and trying to find them but I have put off going from year to year and now I am
too feeble to ride that far. The fleeing years have come and gone and old age has overtaken me. I can truthfully say that neither my
rifle nor my knife were stained with Cherokee blood.
I can truthfully say that I did my best for them when they certainly did need a friend. Twenty-five years after the removal I still lived
in their memory as "the soldier that was good to us".
However, murder is murder whether committed by the villain skulking in the dark or by uniformed men stepping to the strains of
martial music.
Murder is murder, and somebody must answer. Somebody must explain the streams of blood that flowed in the Indian country in the
summer of 1838. Somebody must explain the 4000 silent graves that mark the trail of the Cherokees to their exile. I wish I could
forget it all, but the picture of 645 wagons lumbering over the frozen ground with their cargo of suffering humanity still lingers in my
memory.
Let the historian of a future day tell the sad story with its sighs, its tears and dying groans. Let the great Judge of all the earth weigh
our actions and reward us according to our work.
Children - Thus ends my promised birthday story. This December the 11th 1890."
Primary Document: Treaty of New Echota Scavenger Hunt

1. When was the document signed?
2. Who agreed to the treaty?
3. What land did the Cherokees have to give up?
4. How many acres did the treaty give to the Cherokees out west?
5. In your own words, what does Article 6 say?
6.
In article 8, how does it say they will be removed?

Tws 8

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Lesson 1: Unit Introduction & GA Constitution 1777

Assessment of Progress & Criteria used to evaluate success:

-Able to read critically and analytically

Congress and state roles

the Primary Source Analysis

Lesson 4: Economic and Technological Growth of Georgia

Date: Thursday October 30th 2014 (tentative)

Assessment of Progress & Criteria used to evaluate success:

Justin & Derrick)

Lesson 5: The Dahlonega Gold Rush, Headright system, land

Date: Friday October 31st, 2014 (tentative)

1789 and 1840

Non-academic or Character Traits:

Yazoo Land Fraud map

Lesson 6 & 7: The Growth of Slavery

Date: Monday & Tuesday November 3 & 4, 2014 (tentative)

-Be aware of the mistakes of the past

o Fanny Kembles diary

Hook (16 minutes)

Lesson 8: The Cherokee Nation and Change

Date: Wednesday, November 5th 2014 (tentative)

1. What was the purpose of the civilization policy?

Assessment of Progress & Criteria used to evaluate success:

Lesson 9: Removal of the Creek and Cherokees

Date: Thursday November 6th, 2014 (tentative)

-Understand the importance of questioning and a curious mind

1. Students will sit in the conference style chair set up

Primary Document: Treaty of New Echota Scavenger Hunt

3. What land did the Cherokees have to give up?

5. In your own words, what does Article 6 say?

In article 8, how does it say they will be removed?

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