8th Grade Year Long Plan

8th Grade Georgia Studies Year Long Plan
Time Frame
Unit
Standards
Concepts
Trull 1
2 Weeks
Unit 1: Georgia Geography and the Pre-historic Period
3 Weeks
Unit 2: Exploration and Colonization
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.
--Describe the evolution of Native American cultures
(Paleo, Archaic, Woodland, and Mississippian) prior to
European contact.
SS8G1 The student will describe Georgia with regard to
physical features and location.
--Locate Georgia in relation to region, nation, continent, and
hemispheres.
--Describe the five geographic regions of Georgia; include
the Blue Ridge Mountains, Valley and Ridge, Appalachian
Plateau, Piedmont, and Coastal Plain.
--Locate and evaluate the importance of key physical
features on the development of Georgia; include the Fall
Line, Okefenokee Swamp, Appalachian Mountains,
Chattahoochee and Savannah Rivers, and barrier islands.
--Evaluate the impact of climate on Georgia's development.
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.
--Evaluate the impact of European contact on
Native American cultures; include Spanish missions
along the barrier islands, and the explorations of
Hernando DeSoto.
--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.
Culture and Cultural Diversity: understand how human

beings create, learn, share, and adapt to culture, and
appreciate the role of culture in shaping their lives and
Culture and Cultural Diversity: understand how

human beings create, learn, share, and adapt to
culture, and appreciate the role of culture in shaping
SS8H2 The student will analyze the colonial period

of Georgia's history.
--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.
--Evaluate the Trustee Period of Georgia's colonial
history, emphasizing the role of the Salzburgers,
Highland Scots, malcontents, and the Spanish threat
from Florida.
--Explain the development of Georgia as a royal
colony with regard to land ownership, slavery,
government, and the impact of the royal governors.

society, as well as the lives and societies of others.
Time, Continuity, and Change: the historical experiences
of societies, peoples, and nations reveal patterns of
continuity and change. Knowledge and understanding of the
past enables us to analyze the cause and consequences of
events and developments.
People, Places, and Environments: Develop spatial views
and perspectives of the world, to understand where people,
places, and resources are located and why they are there,
and to explore the relationship between human beings and
the environment.
Literature
Pryor, B. (1987). The house on Maple Street. New

York: Mulberry Books.
Bredeson, C. (2002). Rookie read-about geography:

Georgia. New York: Childrens Press.
Gleiter, J. and Thompson, K. (1995). Sacagawea.

New York: Houghton Mifflin Company.
Hahn, E. (1992). The Creek. Vero beach Florida:

Rourke Publications, Inc.
Heinrichs, A. (2003). Georgia. Minnesota: Compass
Trull 2
their lives and society, as well as the lives and
societies of others.
Time, Continuity, and Change: the historical
experiences of societies, peoples, and nations reveal
patterns of continuity and change. Knowledge and
understanding of the past enables us to analyze the
cause and consequences of events and
developments.
People, Places, and Environments: Develop
spatial views and perspectives of the world, to
understand where people, places, and resources are
located and why they are there, and to explore the
relationship between human beings and the
environment.
Global Connections: Understand the increasing
importance of diverse global connections among
world societies.
Conflict and Change: Understand that when there
is conflict between or within societies change can
be the result
Adler, David. (2003). A picture book of
Lewis and Clark. New York: Holiday
House.
Blackburn, J. (1970). James Edward

Oglethorpe. New York: J.B. Lippincott
Company.
Harrell, Sara. (1977). Tomo chi chi. New

York: Dillon Press.
Lester, Julius. (1999). From slave ship to
Trull 3
Point Books.
Literacy Activities
freedom road. New York: Puffin Books.
Kent, Zachary. (1993). America the beautiful:

Georgia. Canada: Regensteiner Publishing
Enterprises, Inc.
Fox, P., & Keith, E. (1973). The slave

dancer: A novel. Scarsdale, NY: Bradbury
Press.
Maynard, Charles. (2004). The Appalachians. New

York: The Rosen Publishing Press.
Carbone, E. L. (2006). Blood on the river:

James Town 1607. New York: Viking.
Keehn, S. M. (1991). I am Regina. New York:

Philomel Books.
Speare, E. G. (1958). The witch of Blackbird

Pond. Boston: Houghton Mifflin.
Wood, A., & Florczak, R. (1995). The rainbow

bridge: Inspired by a Chumash tale. San Diego:
Harcourt Brace Jovanovich
Stone, M. (2006). On their own: A journey

to Jamestown. Shippensburg, PA: White
Mane Kids.
DePaola, T., Van, L. N., & Cohen, C. L. (1988). The

Legend of the Indian paintbrush. Lincoln, NE: GNP
Bowen, G. (1994). Stranded at Plimoth

Plantation, 1626. New York: HarperCollins.
DePaola, T. (1991). The Legend of the bluebonnet.

Irwindale, CA: Barr Films.
George, J. C. (2002). Tree castle island. New York:

HarperCollins.
Write a poem that celebrates a geographic feature of

Georgia.
Write a journal/diary entry as if you were a

soldier on de Sotos expedition.
Write a news article about either a change in

climate, geographic feature, or geographic region.
Write a page about the connection between

Mercantilism in the past and today.
Create a brochure featuring one of Georgias
Write a newspaper article that will attract
Trull 4
geographic regions or physical features.
Research pottery designs of the Woodland period.
Research myths and legends of the Creek and

Cherokee.
Write and perform a skit of a Creek or Cherokee

myth.
people to help you explore the New Word.
Research an early American Explorer

through the use of primary and secondary
sources.
Analyze the primary document- The Charter

of 1732
Historical perspective journal prompts daily
Research the idea of a utopian society and

write a persuasive page for the
establishment of a new utopian colony.
Write a short narrative explaining Georgias location

as if one was a tour guide of the Georgia.
Analyze newspapers and magazines from across

Georgia
Write a journal entry as if you were a early

Georgia colonist
Create a comic strip of the evolution of Native

Americans
Frequent read alouds
Write a formal essay on the three main

reasons for the establishment of Georgia.
Make a brochure for the new colony of

Georgia in order to recruit new colonists.
Create an advertisement that will attract

sailors and soldiers to join a voyage to
explore the New World.
Write a monologue for a character in a play
Create a website highlighting the Appalachian Trailmake sure to include primary and secondary
resources, information about the trail, graphics, and
maps.
Find an artifact from the early Native American

cultures- write a caption to support the artifact
The student will pretend they are archeologists

working in central Georgia and they found a piece
from the Woodland period. They will write a
submission of their findings to their supervisor.
Trull 5
on colonial Georgia.
Pretend that you are James Oglethorpe and

write an apology letter to the colonists
explaining your mistake about the colony of
Georgia.
Write a transcript that transcribes an

interaction between James Oglethorpe,
Tomochichi and Mary Musgrove

Time Frame
Unit
Standards
Trull 6
4 Weeks (End of first 9 weeks)

Unit 3: Statehood
4 Weeks
Unit 4: The Civil War
SS8H3 The student will analyze the role of Georgia in the

American Revolution.
--Explain the immediate and long-term causes of the
American Revolution and their impact on Georgia; include
the French and Indian War (i.e., Seven Years War),
Proclamation of 1763, Stamp Act, Intolerable Acts, and the
Declaration of Independence.
--Analyze the significance of people and events in Georgia
on the Revolutionary War; include Loyalists, patriots, Elijah
Clarke, Austin Dabney, Nancy Hart, Button Gwinnett,
Lyman Hall, George Walton, Battle of Kettle Creek, and
siege of Savannah.
SS8H6 The student will analyze the impact of the

Civil War and Reconstruction on Georgia.
--Explain the importance of key issues and events
that led to the Civil War; include slavery, states'
rights, nullification, Missouri Compromise,
Compromise of 1850 and the Georgia Platform,
Kansas-Nebraska Act, Dred Scott case, election of
1860, the debate over secession in Georgia, and the
role of Alexander Stephens.
--State the importance of key events of the Civil
War; include Antietam, Emancipation Proclamation,
Gettysburg, Chickamauga, the Union blockade of
Georgia's coast, Sherman's Atlanta Campaign,
Sherman's March to the Sea, and Andersonville.
--Analyze the impact of Reconstruction on Georgia
and other southern states, emphasizing Freedmen's
Bureau; sharecropping and tenant farming;
Reconstruction plans; 13th, 14th, and 15th
amendments to the constitution; Henry McNeal
Turner and black legislators; and the Ku Klux Klan.
SS8H4 The student will describe the impact of events that

led to the ratification of the United States Constitution and
the Bill of Rights.
--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.
--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.
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.
--Explain the establishment of the University of Georgia,
Louisville, and the spread of Baptist and Methodist
SS8E1: The student will give examples of the kinds

of goods and services produced in Georgia in
different historical periods
Trull 7
churches.
--Evaluate the impact of land policies pursued by Georgia;
include the head right system, land lotteries, and the Yazoo
land fraud.
--Explain how technological developments, including the
cotton gin and railroads, had an impact on Georgia's growth.
--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.
SS8CG1 The student will describe the role of citizens under
Georgia's constitution.
--Explain the basic structure of the Georgia state
constitution.
--Explain the concepts of separation of powers and checks
and balances.
--Describe the rights and responsibilities of citizens.
--Explain voting qualifications and elections in Georgia.
--Explain the role of political parties in government.
SS8E1: The student will give examples of the kinds of
goods and services produced in Georgia in different
historical periods
Concepts
Culture and Cultural Diversity: 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.


Individual Development and Identity: factors that
influence the development of an individuals personal
identity
Individuals, Groups, and Institutions: how institutions
are formed, what controls and influences them, how they
control and influence individuals and culture, and how
institutions can be maintained or changed.
Power, Authority, and Governance: An understanding
historical development and contemporary forms of power,
authority, and governance.
Science, Technology, and Society: Develop an
understanding of past and present advances in science and
technology and their impact.
Global Connections: Understand the increasing importance
of diverse global connections among world societies.
Conflict and Change: Understand that when there is
conflict between or within societies change can be the result
Literature
Wheatley, P., & Carretta, V. (2001). Complete

writings. New York: Penguin Books
Freedman, F. (1971). Two tickets to freedom. New

York: Scholastic, Inc.
Fritz, J. (1977). Cant you make them behave, king

George? New York: Scholastic Inc.
Dalgliesh, A. (1995). The 4of July story. New York:
Trull 8

developments.
environment.
Individuals, Groups, and Institutions: how
institutions are formed, what controls and
influences them, how they control and influence
individuals and culture, and how institutions can be
maintained or changed.
Power, Authority, and Governance: An
understanding historical development and
contemporary forms of power, authority, and
governance.
be the result
Andrews, E. F., University of North
Carolina at Chapel Hill., & University of
North Carolina at Chapel Hill. (1997). The
war-time journal of a Georgia girl, 18641865. Chapel Hill, N.C.: Academic Affairs
Library, University of North Carolina at
Chapel Hill.
Adler, D. (1998). Honest Abe. New York:
Harper Trophy.
Meadows, J. (2002). Slavery: the struggle
Trull 9
Aladdin Paperbacks.
Lee, J. and Lee, J. (1974). George Washington

(Heroes of the Revolution). Chicago: Childrens
Press.
for freedom. Chanhassen, Minnesota: The

Childs World, Inc.
Polacco, P. ( 1994). Pink and Say. NewYork:

Babushka Inc.
Adler, D.A. (1992). A picture book of Harriet

Tubman. New York: Holiday House.
Murphy, J. (1990). The boys war. New

York: Scholastic Inc
Giblin, J.C. (1994). Thomas Jefferson, a picture

book biography. New York: Scholastic Inc.
Paulsen, G. (1993). Nightjohn. New York:

Bantam Doubleday Dell Books for Young
Readers
Hansen, Joyce. (2003). Freedom roads: Searching

for the underground railroad. Illinois: Cricket
Books.
Carter, A. R. (1992). The American Revolution: War

for independence. New York: F. Watts.
Levine, E., Dixon, J., Mansfield, D.,

Nelson, K., Weston Woods Studios., &
Scholastic Inc. (2009). Henry's freedom box.
Norwalk, CT: Weston Woods
Studios/Scholastic.
Fitzgerald, S. (2013). The split history of the
Civil War.
Kemble, F., & Clinton, C. (2000). Fanny
Kemble's journals. Cambridge, MA:
Harvard University Press.
Wells, R. (2007). Red moon at
Sharpsburg: A novel. New York: Viking.
Hopkinson, D., & Ransome, J. (2002).
Under the quilt of night. New York:
Atheneum Books for Young Readers
Lucas, E. (1993). The Cherokees. Brookfield: The

Millbrook Press.
Shumate, J. (1994). Sequoyah: inventor of the

Cherokee alphabet. New York: Chelsea House
Publishers.
Sobel, S. (1999). How the U.S. government works.

New York: Barrons Educational series.
Sherrow, Victoria. (1997). Cherokee nation v.

Georgia. New Jersey: Enslow Publishers Inc.
Literacy Activities
Trull 10
Longfellow, H.W, & Rand, T. (1996). Paul Revere's

ride. East Rutherford, NJ: Penguin Putnam Books
for Young Readers.
Spier, P. (1997). We the people: the constitution of

the United States of America. New York: Houghton
Mifflin Company.
Trent, J. (2000). Freedom fire. New York:

Scholastic Inc.
Garrett, S., & Feather, R. (1993). Only the names

remain. Spavinaw, OK: Cherokee Woman Pub.
Collier, J. L., & Collier, C. (1974). My brother

Sam is dead. New York: Four Winds.
Write and give a speech exposing the dangers of one

of the taxes imposed on Georgians
Write a biography about an abolitionist

leader.
Read and analyze a newspaper article about the

Boston Massacre
Create an annotated map of the

Underground railroad- the main routes and
notations about people, songs, and research.
Compare and contrast quotes on loyalist and patriot

views
Research the Dred Scott Case and present a

mock trial.
As a delegate of the First Continental Congress

write and give a speech to the other delegates about
what colonists should do in response to British
actions
Write a song that expresses Northern or

Southern attitudes at the beginning of the
War.
Read and analyze different parts of the Olive Branch
Create a recruiting poster that will
Trull 11
Petition
encourage men to enlist in the army.
Read and analyze different parts of Thomas Paines

Common Sense
Read, analyze, and interpret letters from

civil war soldiers
Create a US Constitution acrostic poem
Write a letter home as if you were fighting

in the Civil War
Read and analyze the Declaration of Independence
Research and create a Facebook page of Nancy Hart
Pretend TV existed during this time period,

write a transcript for a televised report on a
major battle of the Civil War.
Write a song celebrating a victorious battle fought

on Georgia soil
Write a biography of Clara Barton
Create a descriptive trading card on Thomas

Jefferson
Read and analyze parts of the Gettysburg

Address
Research the diseases that killed a lot of the soldiers

(smallpox) and create a public health poster to
inform people about the disease.
Read and analyze Lincolns first inaugural

address
Write a letter as if you were a woman on the

home front to your soldier fighting in the
war
Write about and analyze political cartoons

from the time of disunion to reconstruction
Write a letter to Sherman persuading him
Write an argumentative paper on whether or not to

keep the three fifths compromise or get rid of it.
Read, interpret, and analyze the Articles of

Confederation, the US Constitution, and The Bill of
Rights
Trull 12
not to burn Atlanta
Act as if you work for a large public relations firm,

create a brochure that will help the company sell its
land to settlers
Research and give a presentation on

Andersonville Prison
Compare and contrast the written language for the

Cherokee to our written language
Read, interpret, and analyze the Cherokee

Constitution, the Treaty of New Echota, and articles
form the Cherokee Phoenix
Write a newspaper article of Shermans

march through Georgia as if one was an
eyewitness
Write the eulogy of Abraham Lincoln
Write a speech that will motivate others to

join either the Union or the Confederacy
Write a letter to President Johnson

explaining why land should be given to
newly freed African Americans.
Create a diary entry for the following: a

member of the old Southern upper class, a
newly freed African American, and a white
Northern carpetbagger.
Plan and write a proposal outlining a solution to the

problems between white settlers and Native
Americans in Georgia.
Create an edition of the Cherokee Phoenix
Research the process of producing a new cotton

sweater- make a diagram and write about the
complete process.
Write an eye-witness statement of the Trail of Tears
Research what slavery was like on cotton plantations

and use the research to conduct an oral presentation
Research the Ku Klux Klan and write a law

that will protect African Americans
Read and analyze Georgias constitution today.

Write a formal essay on how it is different today
from the one in 1777. Make sure to include the
rights you have a citizens of Georgia and the
importance of the current constitution.
Write a formal essay taking the role of a

Union citizen or Confederate during the
Civil War and from their perspective, write
an argumentative essay of the reasons of the
war.
Trull 13
Time Frame
Unit
Standards
2 Weeks
Unit 5: The New South
SS8H7 The student will evaluate key political, social, and
economic changes that occurred in Georgia between 1877
and 1918.
--Evaluate the impact the Bourbon Triumvirate, Henry
Grady, International Cotton Exposition, Tom Watson and
the Populists, Rebecca Latimer Felton, the 1906 Atlanta
Riot, the Leo Frank Case, and the county unit system had on
Georgia during this period.
--Analyze how rights were denied to African-Americans
through Jim Crow laws, Plessy v. Ferguson,
disenfranchisement, and racial violence.
--Explain the roles of Booker T. Washington, W. E. B.
DuBois, John and Lugenia Burns Hope, and Alonzo
Herndon.
--Give reasons for World War I and describe Georgia's
contributions.
historical periods
Trull 14
3 Weeks (end of second 9 weeks) (end of first

semester)
Unit 6: The 20th Century
SS8H8 The student will analyze the important
events that occurred after World War I and their
impact on Georgia.
--Describe the impact of the boll weevil and
drought on Georgia.
--Explain economic factors that resulted in the
Great Depression.
--Discuss the impact of the political career of
Eugene Talmadge.
--Discuss the effect of the New Deal in terms of the
impact of the Civilian Conservation Corps,
Agricultural Adjustment Act, rural electrification,
and Social Security.
SS8H9 The student will describe the impact of
World War II on Georgia's development
economically, socially, and politically.
--Describe the impact of events leading up to
American involvement in World War II; include
Lend-Lease and the bombing of Pearl Harbor.
--Evaluate the importance of Bell Aircraft, military
bases, the Savannah and Brunswick shipyards,
Richard Russell, and Carl Vinson.
--Explain the impact of the Holocaust on
Georgians.
--Discuss the ties to Georgia that President
Roosevelt had and his impact on the state.
SS8E1: The student will give examples of the kinds
Trull 15
of goods and services produced in Georgia in

different historical periods
Global Connections: Understand the increasing importance
of diverse global connections among world societies.
Concepts
Literature
Grimes, N. (2002). Talkin about Bessie: the story of

developments.
environment.
world societies.
be the result
Volavkov, H., & United States Holocaust
Trull 16
aviator Elizabeth Coleman. New York: Orchard

Books.
Hesse, K. (2001). Witness. New York: Scholastic

Press.
Collier, J. L. (1994). The jazz kid. New York, NY:

Holt.
Bartoletti, S. (n.d.). They Called Themselves the

K.K.K.: The Birth of an American Terrorist Group .
HMH Books for Young Readers.
Krisher, T., Forbes, K., & Recorded Books, Inc.

(2005). Spite fences. Prince Frederick, MD:
Recorded Books.
Ramsey, C. A., Strauss, G., & Boothe, C. (2011).

Ruth and the Green Book. Prince Frederick [Md.:
Recorded Books.
Abbott, T. (2013). Lunchbox Dream. Square Fish.
Lee, H. (1960). To kill a mockingbird.

Philadelphia: Lippincott.
Beals, M. (1994). Warriors don't cry: A searing

memoir of the battle to integrate Little Rock's
Central High. New York: Pocket Books
Memorial Museum. (1993). I never saw

another butterfly: Children's drawings and
poems from Terezn Concentration Camp,
1942-1944. New York: Schocken Books
Greenfield, Howard. (2001). After the
Holocaust. New York: Greenwillow Books.
Hughes, Dean. (2003). Soldier boys.
Riverside, New Jersey: Simon Pulse.
Lowry, Lois. (1998). Number the stars. New
York: Laurel-Leaf.
Taylor, M. (1976). Roll of thunder hear my
cry. New York: Penguin Books USA Inc.
Hesse, K. (1997). Out of the dust. New
York: Scholastic Inc
Curtis, C.P. (1999). Bud, not buddy. New
York: Delacorte Press.
Swift, M. (2001). Christmas after all. New
York: Scholastic, Inc.
Curtis, C. P. (2012). The mighty Miss
Malone. New York: Wendy Lamb Books.
Means, F. C., & MacPherson, V. B. (1945).
The moved outers. Boston: Houghton
Mifflin.
Lied, K., & Ernst, L. C. (2002). Potato: A
tale from the Great Depression. Washington,
D.C: National Geographic Society.
Salisbury, G. (2001). Under the blood-red
sun. New York: Yearling/Random House.
Hill, L. C. (2003). A Cultural History of the
Harlem Renaissance. New York, NY: Little,
Brown and Company.
Trull 17
Literacy Activities
Read, interpret, and analyze Henry Gradys speech

The New South
Research and discover bias in the media- look at

internet ads, newspaper articles, billboards, and
magazines.
Read, interpret, analyze Booker T. Washingtons

speech at the Cotton States Exposition
Write a persuasive paper convincing people to bring

an end to Jim Crow Laws and violence against
African Americans.
Deedy, C. A., & Srensen, H. (2000). The

yellow star: The legend of King Christian X
of Denmark. Atlanta, Ga: Peachtree.
Read, interpret, and analyze the front page
article of the New York Times Black
Tuesday
Chose one aspect of the New Deal and write

a journal entry expressing ones opinion
Ask older relatives what they know of the

Depression and the New Deal and then
capture their responses in a written
interview.
Act as a progressive party member and write a

proposal outlining a solution for a problem in the
school
Imagine your country has been invaded by

Germany, write a journal entry describing
the invasion
Analyze poems written by children in the

concentration camps
Write a song or poem about the Roaring Twenties
Analyze the lyrics of a wartime song.
Act as a woman who found a job in a

Georgia aircraft factory. Write about how
your life has changed since the war.
Write a script for a 10 minute documentary on any

of the following people: Booker T. Washington, W.
E. B. DuBois, John and Lugenia Burns Hope, or
Write a paper describing how the role of

government changed as a result of the Great
Trull 18
Alonzo Herndon.
Time Frame
Unit
Standards
Write a political campaign speech to potential voters

about Populism
Read and analyze the Leo Frank Case
Create a magazine explaining the changes in the

culture, arts, music, lifestyle, politics, and economy
of the New South
Write an eye-witness statement to the 1906 Atlanta

Riot
Research the county unit system. Write a formal

essay of its strengths and weaknesses.
Read and analyze the Plessey v. Ferguson case
Depression and the programs that the New

Deal implemented.
Write a letter to a wealthy family member

asking for help during the Great Depression
Write a magazine article of WWIIs affect

on Georgia.
Write a radio advertisement for a product

that made life easier during the 1920s such
as a car, refrigerator, toaster, vacuum, etc.
3 Weeks
Unit 7: Post WWII Georgia
4 Weeks
Unit 8: Civil Rights
SS8H10 The student will evaluate key post-World War II

developments of Georgia from 1945 to 1970.
--Analyze the impact of the transformation of agriculture on
Georgia's growth.
--Explain how the development of Atlanta, including the
roles of mayors William Hartsfield and Ivan Allen, Jr., and
SS8H11 The student will evaluate the role of

Georgia in the modern civil rights movement.
--Describe major developments in civil rights and
Georgia's role during the 1940s and 1950s; include
the roles of Herman Talmadge, Benjamin Mays, the
1946 governor's race and the end of the white

major league sports, contributed to the growth of Georgia.
--Discuss the impact of Ellis Arnall.
historical periods
SS8G2: The student will explain how the Interstate
Highway System, Hartsfield-Jackson International Airport,
and Georgias deep water ports, and the railroads help drive
the states economy
--Explain how the four transportation systems interact to
provide domestic and international goods to people of
Georgia.
--Explain how the four transportation systems interact to
provide producers and service providers in Georgia with
national and international markets.
--Explain how the four transportation systems provide jobs
for Georgians
Concepts

People, Places, and Environments: Develop spatial views
and perspectives of the world, to understand where people,
places, and resources are located and why they are there,
and to explore the relationship between human beings and
the environment.
Trull 19
primary, Brown v. Board of Education, Martin

Luther King, Jr., and the 1956 state flag.
--Analyze the role Georgia and prominent
Georgians played in the Civil Rights Movement of
the 1960s and 1970s; include such events as the
founding of the Student Non-Violent Coordinating
Committee (SNCC), Sibley Commission, admission
of Hamilton Holmes and Charlayne Hunter to the
University of Georgia, Albany Movement, March
on Washington, Civil Rights Act, the election of
Maynard Jackson as mayor of Atlanta, and the role
of Lester Maddox.
--Discuss the impact of Andrew Young on Georgia.

developments.
Literature
Trull 20
influence the development of an individuals

personal identity
governance.
be the result
Schaefer, L. (1999). Martin Luther King.
Minnesota: Capstone Press.
De Marco, Tony. (2002). Jackie Robinson: Journey

to freedom. MN: The Childs World
Robinson, S., & Lewis, E. B. (2010). Jackie's gift.

New York: Viking.
Adler, D. (1990). A picture book of Martin

Luther king jr.. New York: Holiday House.
Mochizuki, K. (1993). Baseball saved us. New

York: Lee & Low Books.
Raatma, L. (2000). Character education

respect. Minnesota: Bridgestone Books.
Gorman, C., & Findley, R. J. (2005). Stumptown

kid. Atlanta, GA: Peachtree.
Bridges, R. (1999). Through my eyes. New

York: Scholastic Press.
Weatherford, C. B. (2005). A Negro league

scrapbook. Honesdale, Pa: Boyds Mills Press.
Levine, K., & Whelan, J. (2012). The

lions of Little Rock. New York: Random
House/Listening Library.
Curtis, C.P. (1995). The Watsons go to Birmingham.

New York: Random House Childrens Book.
Bausum, A., & Lawson, J. (2012).

Marching to the mountain top: How
Trull 21
poverty, labor fights, and civil rights set the
stage for Martin Luther King, Jr.'s final
hours.
Literacy Activities
Research one aspect of music in the 1950s and then

write a song that fits this time period
Write a front page newspaper headline of JFKs

assassination
Write a magazine article focusing on Atlantas

growth between 1950-1970
Create a brochure to attract tourists to Atlanta
Read and analyze work from Flannery OConnor
Write a speech that argues for or against nuclear war
Read and analyze newspapers, magazines, and

books from the 1950s
Evans, S. (2012). We March. New York,

NY: Roaring Brook Press.
Rappaport, D., & Collier, B. (2001).

Martin's big words: The life of Dr. Martin
Luther King, Jr. New York: Hyperion Books
for Children.
Make a pamphlet for the NAACP
Read, interpret, and analyze the Brown. Vs.

Board of Education court case
Write a biography of Martin Luther King Jr.
Read, interpret, and analyze MLK Jr.s I

Have a Dream speech
Imagine that you are taking part in the

March on Washington. Design a poster/sign
you might carry
Read and analyze books, articles, speeches,

and poetry that were published during the
Civil Rights Movement.
Write an eye-witness statement about the
Write a biography on Ellis Arnall
Trull 22
sit-in movement
Write a song that expresses the feelings

during the Civil Rights Movement
Create a Facebook page for either Martin

Luther King Jr., Malcolm X, or Rosa Parks
Close read of Civil Rights Act
Write a poem about the Civil Rights

Movement from the view point of Lester
Maddox
Write a mock trial for Brown v. Board of

Education
Write a sensory description for the 1956

Georgia state flag
Pretend you are either Hamilton Holmes or

Charlayne Hunter and write a letter to the
University of Georgias president
convincing him to grant you admission to
the university
Write a front page newspaper article on the
Trull 23
Albany Movement
Prepare a speech as if you were Herman

Talmadage explaining your beliefs and
policies
Write a biography of Benjamin Mays for the

local Morehouse College newspaper

Time Frame
Unit
Trull 24
2 Weeks (end of third 9 weeks)

Unit 9: Modern Georgia
3 Weeks
Unit 10: Georgias State Government
SS8H12 The student will explain the importance of

significant social, economic, and political developments in
Georgia since 1970.
--Evaluate the consequences of the end of the county unit
system and reapportionment.
--Describe the role of Jimmy Carter in Georgia as state
senator, governor, president, and past president.
--Analyze the impact of the rise of the two-party system in
Georgia.
--Evaluate the effect of the 1996 Olympic Games on
Georgia.
--Evaluate the importance of new immigrant communities
to the growth and economy of Georgia.
SS8CG2: The student will analyze the role of the

legislative branch in Georgia state government.
--Explain the qualifications, term, election, and
duties of members of the General Assembly.
--Describe the organization of the General
Assembly, with emphasis on leadership and the
committee system.
--Evaluate how the legislative branch fulfills its role
as the lawmaking body of the state of Georgia.
Standards

executive branch in Georgia state government.
--Explain the qualifications, term, election, and
duties of the governor and lieutenant governor.
--Describe the organization of the executive branch,
with emphasis on major policy areas of state
programs.
judicial branch in Georgia state government. a.
Explain the structure of the court system in
Georgia, to include trial and appellate procedures,
and how judges are selected.
--Explain the difference between criminal law and
civil law.
Concepts



Science, Technology, and Society: Develop an
understanding of past and present advances in science and
technology and their impact.
Pedersen, Anne. (1989). Atlanta: A young persons
guide to the city. Santa Fe, New Mexico: John Muir
Publications.
Literature
Literacy Activities
Carrigan, Mellonee. (1995). Jimmy Carter: Beyond

the presidency. Chicago: Childrens Press Inc
Garlake, T. (2003). Global debt; the impact on our
lives. New York: Raintree Steck/Vaughn Publishing
Trull 25

governance.
De Capua, Sarah. (2003). Being a Governor.

New York: Childrens Press.
Firestone, Mary. (2004). The state governor.

Mankato, Minnesota: Capstone Press.
Harris, N. (2007). What's the State

Legislative Branch?. Heinemann.
Luthringer, C. (2000). A students guide to

American civics; So what is justice anyway.
New York: The Rosen Publishing Group.
Jacobs, W. J. (1992). World government.

New York: Scribner.
Compare and contrast Georgias
Constitution to the US constitution
Read, interpret, and analyze Jimmy Carters

inaugural address
Write a report on the life and contributions of

President Carter
Write a letter to a state representative

expressing an opinion or concern about a
state issue
Produce a Bring the Olympics to Atlanta
Trull 26
campaign
Interview someone who remembers the Watergate

Scandal and write an editorial on the information
found
Create a bill to be considered by Georgias

General Assembly
Write a formal essay comparing and

contrasting Georgias legislative, judicial,
and executive branch
Write a one-act play about an incident from Nixons

Presidential career.
Read and analyze tape transcripts of the Watergate

Scandal
Write a campaign speech as if you were

running to be the governor of Georgia
Write a persuasive speech to either keep the county

unit system or to get rid of it all together
Attend/watch a trial that takes place in

Georgia and write a reelection on what you
saw and learned
Invite a Georgia lawyer to come speak to

the students. Before he/she comes, have
students write to them about their questions
and concerns
Research the current governor and write a

biography on him
Research the two party system in Georgia, write a

formal essay on which party you identify with and
why
Watch the Olympic games when it took place in

Atlanta and write a reflection
Write a creative story on what you think the Georgia

and the United States will be like in 20 years
Trull 27
Time Frame
Unit
Standards
3 Weeks
Unit 11: Georgias Local Government
SS8CG5: The student will analyze the role of local
governments in the state of Georgia.
--Explain the origins, functions, purposes, and differences
of county and city governments in Georgia.
--Compare and contrast the weak mayor-council, the strong
mayor-council, and the council- manager form of city
government.
--Describe the functions of special-purpose governments.
SS8CG6 The student will explain how the Georgia court
system treats juvenile offenders.
--Explain the difference between delinquent behavior and
unruly behavior and the consequences of each.
--Describe the rights of juveniles when taken into custody.
--Describe the juvenile justice system, emphasizing the
different jurisdictions, terminology, and steps in the juvenile
justice process.
--Explain the seven delinquent behaviors that can subject
juvenile offenders to the adult criminal justice process, how
the decision to transfer to adult court is made, and the
possible consequences.
Trull 28
3 Weeks (end of fourth nine weeks) (end of second

semester)
Unit 12: Economics and Georgia
SS8E2: The student will explain the benefits of free
trade.
--Describe how Georgians have engaged in trade in
different historical time periods.
--Explain how the four transportation systems from
SS8G2 contribute to Georgias role in trade.
SS8E3: The student will evaluate the influence of
Georgias economic growth and development.
--Define profit and describe how profit is an
incentive for entrepreneurs
--Explain how entrepreneurs take risks to develop
new goods and services to start a business.
--Evaluate the importance of entrepreneurs in
Georgia who developed such enterprises as CocaCola, Delta Airlines, Georgia-Pacific, and Home
Depot.
SS8E4: The student will identify revenue sources
for and services provided by state and local
governments.
--Trace sources of state revenue such as sales taxes,
federal grants, personal income taxes, and property
taxes.
--Explain the distribution of state revenue to
provide services.
--Evaluate how choices are made given the limited
revenues of state and local governments.
Trull 29
SS8E5: The student will explain personal money

management choices in terms of income, spending,
credit, saving, and investing.
Individuals, Groups, and Institutions: how institutions
are formed, what controls and influences them, how they
control and influence individuals and culture, and how
institutions can be maintained or changed.
Power, Authority, and Governance: An understanding
historical development and contemporary forms of power,
authority, and governance.
Concepts
Literature
Avi, (2005). The mayor of Central Park. New York:

HarperCollins Childrens Books.
Christelon, E. (2003). Vote. New York: Clarion

Books.
Heath, D. (1999). Elections in the United States.

Mankato, MN: Capstone High/Low Books

environment.
influence the development of an individuals
personal identity
world societies.
Schwartz, D. (1989). If you made a million.
New York: Lothrop, Lee, & Shepard Books.
Trull 30
Create a bulletin board display about teenagers and

the lawmake sure to include how the juvenile
system works
Prepare a speech that persuades others to support

your idea of the best type of local government for
your city
Literacy Activities
Using a Venn Diagram compare and contrast

juvenile delinquent behavior and juvenile unruly
behavior. Using this information write an essay
comparing and contrasting juvenile delinquent and
juvenile unruly behavior.
Create a poster that creatively lists the rights of

Juveniles
Conduct a research project on the countys

government in which you live
Have students research and analyze any of

the following in order to determine the
history of the company and its impact on the
state and nation: Coca-Cola, Delta Airlines,
Georgia-Pacific, or Home Depot. Then
create a poster describing the importance
and impact.
Draw a political cartoon on free trade and

write about its benefits to both consumers
and producers
Trull 31
Critical Discipline & Literacy Skills

Developed through the Incorporation of the Above Literature and Literacy Activities
Identify and use primary and secondary resources
Draw conclusions and make generalizations
Identify issues and/or problems and alternative solutions
Determine adequacy and/or relevancy of information
Distinguish between fact and opinion
Cite specific textual evidence to support analysis of primary and

secondary sources.
Identify main idea, detail, sequence of events, and cause and

effect in a social studies context
Determine the meaning of words and phrases as they are used in a

text, including vocabulary specific to domains related to
history/social studies.
Interpret timelines
Identify aspects of a text that reveal an authors point of view or

purpose
Identify social studies reference resources to use for a specific

purpose
Distinguish among fact, opinion, and reasoned judgment in a text
Analyze charts, graphs and diagrams
Analyze the relationship between a primary and secondary source

on the same topic.
Write informative/explanatory texts, including the narration of

historical events, scientific procedures/ experiments, or technical
processes.
Write arguments focused on discipline-specific content.
Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and
audience.
Identify and explain multiple causation and multiple effects
Evaluate multiple points of view/biases and attribute the

perspectives to the influences of individual experiences, societal
values, and cultural traditions.
Appropriately integrate information from a variety of media

sources with print or digital text.
Trull 32
Identify the central questions addressed in historical narrative
Possess and activate relevant background knowledge from

previous readings, viewings, or conversations about topics
Use strategies throughout the reading process to construct

meaning.
Possess and apply a variety of decoding skills, such as context

clues and structural analysis
Continually question a writer's ideas, assumptions, background,

and biases
Use facts and opinions expressed by the author to draw

conclusions about the author's views
Construct maps to represent and explain the spatial patterns of

cultural and environmental characteristics.
Use maps, satellite images, photographs, and other

representations to explain relationships between the locations of
places and regions, and changes in their environmental
characteristics.
Analyze how peoples perspectives influenced what information

is available in the historical sources they created.
Evaluate the relevancy and utility of a historical source based on

information such as maker, date, place of origin, intended
audience, and purpose.
Construct explanations using reasoning, correct sequence,

examples, details with relevant information and data, while
acknowledging the strengths and weaknesses of those
explanations.
Present adaptations of arguments and explanations on topics of

interest to others to reach audiences and venues outside of the
classroom using print and oral technologies (posters, essays,
letters, debates, speeches, reports, maps)
Use context clues and appropriate sources such as glossaries,

texts, and dictionaries to gain meaning
Create written, oral, musical, visual, and theatrical presentations

of social studies information
Utilize community-related resources such as field trips, guest

speakers, and interviews
Interpret history through artifacts, arts, and media
Interpret social and political messages of cartoons
Predict possible outcomes
Ability to think analytically, rationally, logically, and reflectively
Use different forms of written exposition: investigative,
Question beyond the who, what, when, where and include the
Apply conflict resolutions
Trull 33
informative, interpretive, argumentative
how and why
Evaluate evidence, develop comparative and causal analyses,

interpret the historical record, and construct sound historical
arguments and perspectives on which informed decisions in
contemporary life can be based
Formulate historical questions, obtain historical data, question

historical data, identify the gaps in available records, place
records in context, and construct sound historical interpretations
Analyze how physical systems affect human systems
Demonstrate social compassion, fairness, and justice
Recognize and appreciate a diversity of view points and

perspectives
Make informed decisions using their processing skills
Not quick to accept suggestions and facts at their face value

Analyze how a modern work of fiction draws on themes, patterns
of events, or character types from myths, traditional stories,
historical events, or religious works.

8th Grade Year Long Plan

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

8th Grade Year Long Plan

Uploaded by

Copyright:

Available Formats

8th Grade Georgia Studies Year Long Plan

SS8H1: The student will evaluate the development of

SS8H1 The student will evaluate the development

Culture and Cultural Diversity: understand how human

Culture and Cultural Diversity: understand how

SS8H2 The student will analyze the colonial period

8th Grade Georgia Studies Year Long Plan

Pryor, B. (1987). The house on Maple Street. New

Bredeson, C. (2002). Rookie read-about geography:

Gleiter, J. and Thompson, K. (1995). Sacagawea.

Hahn, E. (1992). The Creek. Vero beach Florida:

Blackburn, J. (1970). James Edward

Harrell, Sara. (1977). Tomo chi chi. New

Lester, Julius. (1999). From slave ship to

8th Grade Georgia Studies Year Long Plan

freedom road. New York: Puffin Books.

Kent, Zachary. (1993). America the beautiful:

Fox, P., & Keith, E. (1973). The slave

Maynard, Charles. (2004). The Appalachians. New

Carbone, E. L. (2006). Blood on the river:

Keehn, S. M. (1991). I am Regina. New York:

Speare, E. G. (1958). The witch of Blackbird

Wood, A., & Florczak, R. (1995). The rainbow

Stone, M. (2006). On their own: A journey

DePaola, T., Van, L. N., & Cohen, C. L. (1988). The

Bowen, G. (1994). Stranded at Plimoth

DePaola, T. (1991). The Legend of the bluebonnet.

George, J. C. (2002). Tree castle island. New York:

Write a poem that celebrates a geographic feature of

Write a journal/diary entry as if you were a

Write a news article about either a change in

Write a page about the connection between

Create a brochure featuring one of Georgias

Write a newspaper article that will attract

8th Grade Georgia Studies Year Long Plan

geographic regions or physical features.

Research pottery designs of the Woodland period.

Research myths and legends of the Creek and

Write and perform a skit of a Creek or Cherokee

people to help you explore the New Word.

Research an early American Explorer

Analyze the primary document- The Charter

Historical perspective journal prompts daily

Research the idea of a utopian society and

Historical perspective journal prompts daily

Write a short narrative explaining Georgias location

Analyze newspapers and magazines from across

Write a journal entry as if you were a early

Create a comic strip of the evolution of Native

Frequent read alouds

Write a formal essay on the three main

Make a brochure for the new colony of

Create an advertisement that will attract

Write a monologue for a character in a play

Frequent read alouds

Find an artifact from the early Native American

8th Grade Georgia Studies Year Long Plan

Pretend that you are James Oglethorpe and

Write a transcript that transcribes an

8th Grade Georgia Studies Year Long Plan

4 Weeks (End of first 9 weeks)

SS8H3 The student will analyze the role of Georgia in the