Exploration and Colonization



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UNIT #4 – “Exploration and Colonization”

Elaborated Unit Focus

This unit will focus on the geographical, political, social and economic factors that contributed to Georgia’s colonization. Students will learn about the economic motivation behind European quests for new land and how their presence impacted the Native American culture and people. Students will understand that conflict within the European countries resulted in the establishment of the colonies. Students will learn that various groups and individuals had unintended negative consequences on the Native American culture.

Standards/Elements

History

SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.

a. Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact.

b. Evaluate the impact of European contact on Native American cultures; include Spanish missions along the barrier islands, and the explorations of Hernando DeSoto.

c. Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the French, Spanish, and British in the southeastern area.

SS8H2 The student will analyze the colonial period of Georgia's 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 Georgia's 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.

Geography:

SS8G1 The student will describe Georgia with regard to physical features and location.

d. Evaluate the impact of climate on Georgia's development.

Economics:

SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods.

SS8E2 The student will explain the benefits of free trade.

a. Describe how Georgians have engaged in trade in different historical time periods.

Enduring Understandings/Essential Questions

Conflict and Change: The student will understand that when there is conflict between or within societies, change is the result.

• How did early European contact affect the culture of the Mississippian Indians? (H1b)

• Why were the Spanish missions built and where were they located in Georgia? (H1b)

• Why and how did Georgia become a royal colony and what effect did this event have on the colonists? (H2c)

Movement/Migration: The student will understand that the movement or

migration of people and ideas affects all societies involved.

• How did climate impact settlement in Georgia? (G1d)

Individuals, Groups, Institutions: The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.

• How did individuals influence Georgia colonial society? (H2ab)

• How did cultural groups impact the Georgia Colony and what were their contributions? (H2b)

Production, Distribution, Consumption: The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society.

• Which European countries competed for settlement in the Southeastern US? (H1c)

• Why did these countries explore, claim and settle these new lands? (H1c)

• What goods/services did the early colony of Georgia attempt to produce? (E1)

• Why did the English king and the Georgia trustees feel that the Georgia colony could provide certain goods/services and materials for England?(G1d)

Balanced Assessment Plan

Description of Assessment Standard/

Element Type of Assessment

Using a graphic organizer, the student will identify and describe: the three main reasons for the founding of Georgia (defense, economy, and charity), and the qualifications or requirements needed to be come a colonist, the subsequent expectations of the colonists, and the restrictions imposed on them.

.

H2a


Selected response

Given a chart to complete, students should demonstrate their understanding of the differences between Georgia as a Trustee Colony and Georgia as a Royal Colony. The chart should include items such as governance, land ownership, slavery, and trade.

H2b,c

Constructed response



With the teacher as interviewer, the students the students will be interviewed as to their qualifications to be a Georgia colonist. Their answers will show what they know about the reasons for and needs of the new colony.

H1c


Dialogue

Enduring Understandings for Task 1:

Production, Distribution, Consumption: The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society.

Movement/Migration: The student will understand that the movement or migration of people and ideas affects all societies involved.

Sample Performance Tasks

Task 1


You have been appointed as trustee for the colony of Georgia. It is your job to recruit colonists for the new colony. Using the charter, research the reasons the colony was established and who would be accepted to go. Design a brochure or poster using this information to help recruit new members. Then, again using the information gathered regarding the qualifications of colonists, create an application which you will use to screen applicants. Your classmates will complete an application to go. In groups you will then review the applications and accept or decline applicants.

Task 2


The economic situation in England in the early 1700’s was such that colonies were seen as a way to relieve unemployment and poverty in the cities. The Trustees, in looking for settlers for Georgia, sought hardworking skilled people who were unemployed. Thomas Christie was one of the original charity colonists to come to Georgia in 1733. By 1754, he was thought to be living in South Carolina. In groups of 3 or 4 brainstorm some ideas as to what life might have been like in England under these circumstances. Include problems encountered. Describe how his life might have been different in the Georgia Colony based on the Trustee’s rules and regulations, and give reasons as to why Christie might have left Georgia for South Carolina.

(adapted from Teaching Economics in Georgia Studies)

Map and Globe Skills:1, 3, 8, 9, 11, 12

Information Processing Skills:

2, 3, 4, 5, 6, 7, 8, 9, 11, 12, 15,

Content Rubric for Performance Task 1

Standard

Not Met (1) Needs

Improvement (2) Meets

Standard (3)

Exceeds

Standard (4)

Reasons for the Colony Does NOT clearly give 2 at least 2 of the 3 reasons for the founding of the Georgia Colony States 2 of the 3 reasons for the founding of the Georgia Colony or is unclear Clearly states each of the 3 reasons for the founding of the Georgia Colony Clearly states each of the 3 reasons for the founding of the Georgia Colony and explains o gives examples

Qualifications of Colonists Does not clearly explain the qualifications required for colonists to be considered Partially explains the qualifications required to be considered as a Georgia Colonist. Clearly explains the qualifications sought in applicants to go to the Georgia Colony Clearly explains the qualifications sought in applicants to go to the Georgia colony and gives examples or reasoning for these

Requirements of Colonists Fails to explain the requirements of each of the Georgia Colonists who were selected Partially explains the requirements of each of the Georgia Colonists who were selected Clearly states the requirements of each of the colonists who were selected Clearly states the requirements of each of the colonists who are selected and gives examples or reasons or relates it to present day.

Restrictions Imposed Fails to explain the restrictions imposed on the colonists Partially explains the restrictions imposed on the colonists Clearly states each of the restrictions imposed on the colonists Clearly states each of the restrictions imposed on the colonists and gives examples and or reasons for these restrictions

Product Rubric for Performance Task 1

Unsatisfactory Satisfactory Excels

Grammar There are many grammatical mistakes even after feedback from an adult There are few grammatical mistakes after feedback from an adult There are no grammatical mistakes in the brochure

Neat/legible The brochure is not neat , unorganized, and hard to read Almost all of the sections in the brochure are neat, well organized, and easy to read Each section in the brochure is neat, well organized, and easy to read

Graphics/

Pictures Graphics or pictures are missing or do not show an understanding of the subject Most of the graphics or pictures go with the text and some show understanding of the subject Graphics or pictures go well with the text and show an understanding of the subject

Vocabulary The authors did not use vocabulary specific to this subject The authors used some new vocabulary words specific to this subject The authors accurately used many new vocabulary words specific to this subject

Originality/creativity The brochure shows little if any creativity and is unattractive

Most of the brochure is creative and attractive The brochure is exceptionally creative and attractive

Resources for Unit 4

• http://sos.georgia.gov/archives/menu/search/default.htm

Charter of 1732

Outline maps of Georgia

• www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=84CB9EC1-32F7-45F7-A1E5-947BD432AFCF Conditions in England: Religious Persecution and Intolerance (02:34

• www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=23F0BD84-63BB-4AA6-8406-1DE2764898B4 An Introduction to Colonization, Spanish Colonization, 1492-1565 (01:00), The English Colonies: Why They Were Started and Why People Came (01:40)

• www.socialstudiesresources.com Eighth Grade Social Studies Program for Georgia: Georgia and the American Experience: History Highlights ( Lessons 12,13 )

• www.gpb.org/GeorgiaStories/searchResults :”Georgia: Expectations vs. Reality”, “Ebenezer: The Stone of Help”, “Georgia’s Oldest Business”, “Georgia’s Major Export: Rice”, “Daily Life in Early Georgia” “Colonial surgeon” “Pirates” , “The Scottish Highlanders” “Georgia’s Oldest Congregation” “Georgia’s African Heritage” “Mercantilism” “Back County Settlers”

• www.cviog.uga.edu/Projects/gainfo/gahist.htm: “James Edward Oglethorpe” “When is Georgia’s Birthday?”, “History of Frederica”, “Battle of Bloody Marsh”, “Children in Colonial Times”, “Georgia Salzburgers”,

• Georgia Economic History Project: Georgia Council on Economic Education

(Topic 2 Lessons 1,2

Eighth Grade Social Studies Program for Georgia: Georgia and the American Experience

History Highlights ( Lesson 9, 10,)



Georgia Economic History Project: Georgia Council on Economics.

Text Book

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