Colonial Georgia-The Founding of Georgia

1
Colonial Georgia-The Founding of Georgia

• By Dale J. Zaboroskie EDUC 601.1 Media and
  Technology for Educators
• An Interactive Study in Georgia Studies

Final UBD Lesson Plan Complete
2

• Understanding by Design Lesson Plan with
  Integrated Technology

Overview Title Unit
Three-Colonial Georgia Grade Level 8th
Grade Course Area Social Studies-Georgia
Studies Time Frame Approximately 7 days
3
Introduction to UBD Stage One-One Day (clear
page holders will be provided for students to
hold information)

• Identifying the Content Standards
• Identifying the Understandings and Essential
  Questions
• Identifying the Knowledge and Skills

4
Identify Desired Results (Stage 1)

• Content Standards
• The Georgia Performance Standards as reported on
  Georgia Department of Education Website for
  eighth grade Social Studies/Georgia Studies
• Historical Understandings
• SS8H2(a,b,c) The student will analyze the
  colonial period of Georgias history
• a) Explain the importance of James
  Oglethorpe, the Charter of 1732, reasons for
  settlement (charity, economics, and defense),
  Tomochichi, Mary Musgrove, and the city of
  Savannah.
• b) Evaluate the Trustee Period of Georgias
  colonial history, emphasizing the role of the
  Salzburgers, Highland Scots, malcontents, and the
  Spanish threat from Florida.
• c) Explain the development of Georgia as a
  royal colony with regard to land ownership,
  slavery, government, and the impact of the royal
  governors.

5
Identify Desired Results (Stage 1) Cont

• Geographical Understandings
• SS8G1(d) The student will describe Georgia with
  regard to physical features and location.
• d) Evaluate the impact of climate on
  Georgias development.
•  
• Economic Understandings
• SS8E2 (a) The student will explain the benefits
  of free trade.
• a) Describe how Georgians have engaged in
  trade in different historical time periods.

6
Understandings

• Overarching Understanding
• Students will understand that
• General reasons why England was interested in
  American colonies.
• Geographical factors explain how they
  influenced Georgias exploration, settlement,
  economic development emphasizing location,
  climate, mountains, rivers, soil natural
  resources.

7
Understandings

• Overarching Understanding Contd.
• Cultural impact of Indian nations tribes living
  in Georgia their relationship with English
  colonist.
• Factors in both England North America that led
  Great Britain to create the colonies of North
  America indentify describe settlement
  patterns of the early colonist.
• The major reasons for the founding of Georgia in
  comparison with development of other colonies.

8
Understandings

• Overarching Understanding Contd.
• There were well-known and influential Georgians
  from the colonial era (men, women, minorities)
• The change in principle purpose for the
  establishing the Georgia colony after its
  founding.
• James Oglethorpes importance in Georgia history.
• The Trustees form of government was not
  successful and the ways Georgia changed after it
  became a royal colony.

9
Essential Questions

• Overarching
• Why did colonies established by England
  eventually break away from parliamentary styles
  of government?
• Is it possible to establish a new colony today in
  the world and not be under the constant watchful
  eye of the parent government?

10
Essential Questions

• Topical
• What are the mandates given of government that
  are hard to control?
• How do countries first establish a new colony?
• What prevents a new colony from succeeding and
  why do some fail?
• How can we use modern day weather patterns to
  find viable land for settlement?
• How can computer software be integrated into the
  study of countries and their historical patterns
  of development?
• Why do countries want to establish new areas of
  development?

11
Related Misconceptions

• Misconceptions
• The colonist came into contact with many various
  Native Americans that helped rather than hindered
  their development.
• The lives of the colonist were not filled with
  great anticipation or wonderment when they
  encountered the New World

12
Knowledge. . . .Students will know

• The terminology of charter, colony, royal colony,
  trustee, parliament, founding, backcountry,
  upcountry, settlement plantation, indentured
  servant, Triangular Trade routes, slave code, and
  artisan.
• The work involved in settling a new area and how
  a governmental law basis helps guide each of its
  inhabitants.
• Facts pertaining to the area of Georgia that was
  first settled and the expansion of trade that
  influenced other settlements.
• The important people that established the colony
  of Georgia and the groups that assisted or stood
  in the way of development

13
Skills. . .. Students will be able to

• Use atlases, computer programs, globes, and old
  and new maps to
• 1. clarify concepts
• 2. analyze and use a variety of maps for
  information about an area.
• 3. explain historical events in Georgia and
  Southeast United States.
• 4. explain geographical settings of historical
  and current events
• 5. classify ideas according to frame of
  reference, ideology, or bias of different writers
  or speakers.
• 6. interpret graphic aids relating to Georgia
  Studies.
• 7. use a grid system to find exact locations.
• 8. participate in planning for effective action
  in civic affairs.
• 9. The use of primary sources rather than
  secondary sources to gather information
  accurately.

14
Introduction to UBD Stage Two

• Students are introduced to Unit Three Colonial
  Georgia. (two to three days)
• 1. Students will be distributed into equal
  groups.
• 2. Each group will read together Chapter
  6- Colonial Georgia pages
• 3. Groups will identify important people,
  places, and events by taking notes on a separate
  sheet of paper divided into three sections.
  Each section is to be labeled People, Places,
  and Events.

15
UBD Two

• People
• a) John Percival b) James Oglethorpe c) John
  Mary Musgrove d) Tomochichi
• e) King George II
• Places
• a) England b) Georgia Colony c) Savannah d)
  Atlantic Ocean e) Climate/Geography
• Events
• a) Georgia Colony Charter b) Sailing of the
  Anne to Georgia Colony c) Landing on the Georgia
  coast
• d) successes/Failures in establishing the
  Georgia colony
• e) Getting acquainted with people of other
  cultures.

16
UBD Two (Contd.)

• 4. Groups will exchange their research from the
  chapter regarding the above. Groups will revise
  their identifications as necessary in order to
  have all facets of information needed.

17
Exercise Introducation to Learning by
Technology (UBD Three)

• Students groups will be introduced to the
  PowerPoint presentation for Unit Three-Colonial
  Georgia 
• Directions
• The student groups will be directed to the
  following website
• http//dalezaboroskie.wordpress.com/assignments/
• and click on Assignments then click on connecting
  link below Powerpoint Assignment Presentation.
• Students will then read and answer the questions
  on the presentation including writing an
  individual reflection essay on the information
  gathered. (If using the PowerPoint Presentation
  only or SmartBoard keep going)

18
James Oglethorpe-the founder of Georgia

• King George of England grants Georgia Charter
  1732
• The Anne lands on Yamacraw Bluff near Savannah
  1733
• Meets Tomochici
• Oglethorpe and colonist start to plan the city of
  Savannah on February 12, 1733
• (Title page Oglethorpe Pics from
  http//www.georgiaencyclopedia.org/nge/Article.jsp
  ?idh-1058)

19
James OglethorpeAnswer these QuestionsWho gave
Oglethorpe the charter for Georgia
A. King George
B. Queen Elisabeth
C. Tomochichi
20
Sorry Wrong Answer
Hit Back Button Below
21
You are Correct!

• Go on to the next Question by hitting the button
  below

22
Where did James Ogelthorpe decide to start his
first settlement
A. Beauford, South Carolina
B. Yamacra Bluff, Near Savannah
C. St. Augustine, Florida
23
Sorry Wrong Answer
Hit Back Button Below
24
You are Correct!

• Go on to the next Question by hitting the button
  below

25
Tomochichi http//www.georgiaencyclopedia.org/nge/
Article.jsp?idh-689hly

• prominent character of early Georgia history
• principal mediator between the native population
  and the new English settlers
• created his own tribe of the Yamacraws from an
  assortment of Creek and Yamasee Indians
• gave them permission to establish Savannah in
  order to take advantage of trading and diplomatic
  connections.
• met with other Lower Creek chieftains to reassure
  them of the honest intentions of these new
  Englishmen and convinced them to ally with the
  English despite previous deceitful encounters
  with their northern neighbors in South Carolina.

26
Tomochichi Who was he?
A. He really hated English Colonist
B. Principal mediator between the native
population and the new English settlers
C. gave them permission to establish Savannah in
order to take advantage of trading and diplomatic
connections
Both A and B
Both B and C
27
Sorry Wrong Answer
Hit Back Button Below
28
Not Completely Correct

• Try Again and really think about it!

29
You are Correct!

• Go on to the next Question by hitting the button
  below

30
Mary Musgrove

• daughter of the English trader Edward Griffin and
  a Creek Indian mother
• served as a cultural liaison between colonial
  Georgia and her Native American community
• married English trader John Musgrove, and
  together they set up a trading post near the
  Savannah River
• was instrumental in the peaceful founding of
  Savannah, and by extension, the Georgia colony
• John and Mary Musgrove pic- http//www.georgiaency
  clopedia.org/nge/Article.jsp?idh-688hly

31
Mary Musgrove Who was she?

• A. daughter of the English trader Edward Griffin
  and a Creek Indian mother

B. was instrumental in the peaceful founding of
Savannah, and by extension, the Georgia colony
C. served as a cultural liaison between colonial
Georgia and her Native American community
married English trader John Musgrove
D. All of the above
32
Not Completely Correct

• Try Again and really think about it!

33
You are Correct!

• Go on to the next Question by hitting the button
  below

34
Georgia Colony

• Prison reform in England led to the charter of
  the colony Englands jailed debtors would be
  sent to the new colony to work off debts
• Oglethorpe as one of twenty-one Trustees to
  govern the new colony chosen by King George of
  England
• Georgia's being a haven for debtors in English
  prisons had long vanishedand not one formerly
  jailed debtor was among the first colonists
  selected.
• In November 1732 a total of 114 men, women, and
  children gathered at Gravesend on the River
  Thames to set sail for the new colony of Georgia

35
Georgia Colony contd.

• The colonists were entitled to all the rights of
  Englishmen, yet there was
• no provision for the essential right of local
  government.
• Religious liberty was guaranteed, except for
  Roman Catholicism and Judaism.
• The charter created a corporate body called a
  Trust and provided for an unspecified number of
  Trustees who would govern the colony from England

36
Georgia Colony Question
A. Prison reform was the initial idea for
starting the Georgia Colony
B. There were many debtors that came from
England to help settle the colony of Georgia
C. The future colonist to settle Georgia left
England in September 1732
D. There were no women on the ship that left
England to make the voyage to America.
37
Sorry Wrong Answer
Hit Back Button Below
38
You are Correct!

• Go on to the next Question by hitting the button
  below

39
Georgia Colony Question
A. Georgia allowed all religions to worship as
they pleased

B. The Colony of Georgia was self-governed
C. The charter created a corporate body called a
Trust
D. The colonist were entitled to all the rights
of an Englishmen
E. Both C and D
F. Both A and D
40
Sorry Wrong Answer
Hit Back Button Below
41
Not Completely Correct

• Try Again and really think about it!

42
You are Correct!

• Go on to the next Question by hitting the button
  below

43
Georgia Colony The First Settlement

• Started in winter Early colonist lived in tents
  near the Savannah River
• Clearing the pine forest on Yamacraw Bluff with
  hand tools.
• Hand sawed logs for houses, pulled stumps and
  roots
• Savannah laid out using a special plan designed
  in London, with open spaces called squares as the
  main feature.

44
Georgia Colony-Hardship

• Clearing the land hard-colonist were not prepared
  
• Drinking water from the Savannah River caused
  dysentery and other diseases.
• In April of 1733, the only doctor died
• During a ten month period, death came to one out
  of every four colonist
• Summertime brought frequent and heavy rains
• Insects, humidity, and heat of the coastal region

45
Battle of Bloody Marsh

• Spanish forces regroup and were determined to
  stand their ground
• Oglethorpes army hid in the bushes waiting for
  Spanish troops
• Bloody, but brief battle ensued, and Spanish
  forces were in complete retreat.
• Georgia colony was saved
• Oglethorpe promoted by King George II to General
  
• Background Photo http//www.flickr.com/photos/bcos
  tin/15579095/

46
The French and Indian War

• 1752-Georgia becomes a Royal colony now subects
  under direct control of Britain
• 1754-Great Britain and France go to war over
  their world empires
• Again, spillover to Georgia-Colonist called it
  the French and Indian War, but really it was the
  French and Indians on one side and Great Britain
  and the colonist on the other
• Frontier fighting was savage, with scalpings and
  other cruelties.

47
The French and Indian War

• 1762-Both France and Spain wanted peace
• 1763-The Treaty of Paris is signed bringing peace
  and Britain demands both countries to give up
  great portions of their claims to land in North
  America
• Georgia is extended westward to the Mississippi
  boundary
• Proclamation of 1763-King George III announces
  Britain is creating four new North American
  colonies Quebec (Canada), Grenada (Caribbean),
  East West Florida

48
The Colony of Georgia Grows and Prospers

• Proclamation extends Georgias boundary to
  include all land north of West East Florida
• France Spain no longer a viable threat
• Creeks ceded 2 million acres of land to Georgia
• Georgia quickly surveys new land
• Develops Headright System-Head of each family
  receives a given right to 100 acres
• New settlers rush to Georgia for free land

49
What do you know?

• Write a six to ten sentence reflection essay on
  how the Georgia colony started. Be sure to
  include
• The original reason the colony of Georgia was
  started
• At least one major character from the colony of
  Georgia
• How do you think the colony of Georgia affected
  those that already lived there.

50
UBD Lesson Plan Template Stage 2 - Evidence of
Learning

• Estimated time for this lesson 4 days
• Introduction Students will be distributed into
  equal groups for the following investigative
  learning experience. The following performance
  task will be performed

51
UBD Lesson Plan Template Stage 2 - Evidence of
Learning

• Performance Task Day One
• Assign each student in a group a role from the
  TeacherWeb format to search and give information
  on the character they have assumed. Once each
  student finds the information they are to
  synthesis the information with the other students
  in the group. In other words, if a student is
  James Oglethorpe, they are to compare their
  viewpoints with Tomochichi and Mary Musgrove.
  Students will incorporate how each one helped the
  other in the development of a new colony.
  Groupings will be at least three students so that
  each can assume one of the three roles. Students
  will go to the computer lab to do their research
  and may use a word format to record information.
  Once at the lab the students will then

52
Go to the following TeacherWeb Site

• http//teacherweb.com/WQ/HighSchool/ColonialGeorgi
  a1/
• Once you open the web site follow the directions

53
Group Work

• Day 2
• 1. Instruct the students to sit with their groups
  and distribute information they each have
  gathered.
• 2. Conduct a mini-lesson on formulating a
  thesis/position statement and having at least
  five supporting facts.
• 3. Distribute copies of the TeacherWeb Outline
  and instruct students to fill in the outline with
  their group using their notes from yesterdays
  work. Students may revisit the sites if
  necessary.

54
Group Work

• Day 3
• 1. Direct the students to the process section of
  the TeacherWeb.
• 2. Instruct the students to decide as a group
  which presentation mode they will se to present
  their position to the class. Remind them to use
  the outline they created yesterday to guide their
  presentation.
• 3. Direct the students to the rubric in the
  evaluation section and read through together.
  Answer any questions that the students may have.
• 4. Allow time for the groups to work on their
  presentations.

55
Group Work

• Day 4
• 1. Each group will make their presentation to the
  class.
• 2. After the presentations allow time for the
  groups to have a friendly debate based on their
  findings. Set guidelines to proper debate
  etiquette before beginning.
• 3. After a set time, debrief with the class as a
  whole. Read the conclusion together and lead the
  class in a brief discussion. Ask anyone if they
  were persuaded to the difficulty of organizing a
  new colony. Did their viewpoint of cooperation
  change and did they anticipate the difficulty of
  establishing a new colony? Also, were any of
  them surprised at how each role came together for
  a common good? How was Oglethorpes original
  idea of establishing a new colony compromised?
• (Rubric GPS Included in Teachers Edition)
•  

56
Learning Plan (UBD Stage 3) Compare/Contrast
Analyze/SynthesisIntroduction Students will
analyze the following Mind Maps 3 days

• Go to SmartBoard Presentation and do the
  exercises.

57

Lesson Plan Colonial
Georgia MindMap UBD Stage Three 

• Introduction
• Phase One During this stage of the lesson plan
  the students will be able to identify the
  important people that initiated and implemented
  the start of the Georgia colony. They will also
  look at the first stage of development that
  started in England and then progressed to the
  establishment of the new colonial site including
  the three motivating factors for its start.
•  
• Phase Two In addition the students will be
  contrasting and comparing the first year of
  development of the colony and synthesizing the
  information into logical sequence of events. They
  will analyze the initial problems and then
  progress to initial successes and incorporate
  this information with thoughts of What they
  would do and think about being a part of a new
  colony.

58
Lesson Plan UBD Stage Three-MindMap

•  Georgia Performance Standards The following GPS
  will be followed in this lesson.
•  
• Historical Understandings
• SS8H2 The student will analyze the colonial
  period of Georgias history
• a) Explain the importance of James Oglethorpe,
  the Charter of 1732, reasons for settlement
  (charity, economics, and defense), Tomochichi,
  Mary Musgrove, and the city of Savannah.
•  
• Geographical Understandings
• SS8G1(d) The student will describe Georgia with
  regard to physical features and location.
• d) Evaluate the impact of climate on
  Georgias development.

59
Lesson Plan Tools UBD Stage Three

• Tools Two MindMaps will initiate and conclude
  the students experience in the research of the
  Georgia colony. The first MindMap will help the
  students find the important people and the
  reasons for the establishment of a new colony.
  The second MindMap will guide the students
  through critical thinking skills of a higher
  order to engage them in analysis of the
  information and compare/contrast as well as
  synthesizing the information to apply the
  knowledge that was gained with their own thoughts
  of how they would achieve success in establishing
  a new colony.

60
Lesson Plan UBD Three Introduction

• Introduction of the material
• Students will read together in equal groups pages
  of their textbook.
• They will take notes as necessary and
• report to the other groups the information they
  have gathered.

61
Lesson Plan MindMap 1

• 1 Students will receive the MindMap in their
  groups.
• Each group will fill in the bubbles with the
  correct information from the selections below.
• They then will compare their reasons and choices
  with the other groups and by consensus vote
  choose the most logical answer for each bubble.
• The teacher will then show the students the
  correct answers and inform them of logical
  connections of the MindMap and how they overlap.
  

62
Lesson Plan MindMap UBD 3

• Alternative Teaching Strategy for MindMap 1
• MindMap 1 will be used via a SmartBoard.
  Students will be able to move their choices by
  dragging them to the bubble of their choice.
  Feedback from the audience will be allowed as
  well as their books. Students will then discuss
  how each event is interrelated and how none of
  them could have occurred without the other
  factors involved.

63
Lesson Plan MindMap UBD 3

• Alternative Teaching Strategy for MindMap 1
• For Inclusion Students Low achieving students
  may be assisted in this process of SmartBoard
  Technology or if a SmartBoard is not available
  they will be assisted by higher achieving
  students or by the teacher.

64
Lesson Plan MindMap UBD 3

• MindMap 2 After reviewing the information from
  MindMap 1 and their textbook they will then be
  initiated with MindMap 2. Again each group will
  choose the most logical answer for each numbered
  diagram and discuss in their group why each event
  had either positive or negative effects on the
  establishment of Georgias first settlement.
  They will also discuss the advantages and
  disadvantages of the interconnecting mapping
  strategies and investigate the circumstances of
  hardships that were eventually overcome. Groups
  will also look at the factors and people that
  influenced the various stages of the Savannah
  settlement. The end of the lesson will be peer
  review by the other groups as to the answers each
  group agreed upon.

65
Lesson Plan MindMap UBD 3

• Alternative Teaching Strategy for MindMap 2
• MindMap 2 will be used via a SmartBoard.
  Students will be able to move their choices by
  dragging them to the appropriate bubble of their
  choice. Feedback from the audience will be
  allowed as well as their books. Students will
  then discuss how each event is interrelated and
  how none of them could have occurred without the
  other factors involved.
• High Achieving Students MindMap 2 will benefit
  these students by allowing them to critically
  think about the topics and issues.

66
Summary Photo http//www.nndb.com/people/948/00006
8744

• Georgias original vision to help the debtors of
  England fails
• Colonist experience the hardship of establishing
  a new colony
• Friends were made and lost
• Bitter battles encased the history of the Georgia
  colony
• Rebirth of original vision of Oglethorpes seen
  in land ownership opportunities after King George
  the IIIs Proclamation of 1763

67
References

• Jackson, E.L., Stakes, M.E. Hepburn, L.R.,
  Hepburn, M.A. (2001) The Georgia studies book
  Our state and the nation. Carl Vinson Institute
  of Government, The University of Georgia 5th
  Ed. Pages 72-84
• Dixie Rising presents
• http//dixierising.com/Holidays/state/georgia_s
  ettlement.phtml
• The New Georgia Enclyclopedia http//www.georgiae
  ncyclopedia.org/nge/SearchResult.jsp

68
Author Information

• Dale J. Zaboroskie
• Georgia Mountains Christian Academy
• Mount Airy, Georgia
• Contact
• zabby46_at_yahoo.com