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Service Learning Part BNicole BullardGeorgia College Early CollegeMrs. Wood’s and Mrs. Grimes’ 8th Grade GA History Class

Giving Tours at the Old Governor’s MansionThe focus of this project is to have students actively engaging and experiencing the

eighth grade Georgia history standards of pre-Civil War Georgia and Civil War Georgia (SS8H5 and SS8H6). This will be done through experiencing a tour, researching the historical and cultural context of the time period, making connections of what they experienced to what they have researched and learned, and finally synthesizing this knowledge to create a tour of one of the rooms in the mansion for family and community members to experience. The reason for this project is to provide the opportunity for families and other members of the community to be informed with the history of the Old Governor’s Mansion and Milledgeville. Many of my students mentioned how they, nor their families, have had the opportunity to visit the Old Governor’s Mansion, and do not know much of its or Milledgeville’s historical significance. This project is designed to have the students not only learn about why this building is important to Georgia’s history but also be teachers to those in the community who come to visit this historic site.

Project Plan: February 6, 2014 – Meeting with Director Matt Davis to discuss the possibility of

students being tour guides at the Old Governor’s Mansion March 6 - 17, 2014 – Georgia from 1789-1840 learning experiences in class and how it

may be able to contribute to their service learning project March 13-14, 2014 – Introduction to service learning to students and determining what

the project will be; students will vote for their choice (Figure 1) March 17, 2014 – Service Learning project is chosen; they chose giving tours at the Old

Governor’s Mansion, so invitation letters to parents and community members were sent out this day (Figure 2)

March 18, 2014 – Students will tour the mansion and learn about museum etiquette from 1p.m. to 2p.m.

March 19-21, 2014 – Students will prepare for giving their tours by doing research, discussing ideas with partners, and working together to plan what they will share with the attendees

March 24, 2014 – Students will give their tours at the Old Governor’s Mansion from 11a.m.-12p.m.

RationaleIn Part A, I included the learning targets for this project (Figure 3). These goals were

created from the eighth grade Georgia performance standards SS8H5 and SS8H6 (Figure 4). The

Old Governor’s Mansion can be used to tell the many different stories of Georgia’s history. A few of the standards I will go in depth to explain how many concepts can be directly be related to the mansion and the focus of the project. My beginning standard for this project states that the students must be able to explain the significant factors that affected the development of Georgia as a part of the growth of the United States from the years 1789 and 1840 (SS8H5). We discussed the Second Great Awakening and the spread of Baptist and Methodist churches in one of our class periods (SS8H5a). This excitement and revival caused settlers to keep moving westward. The Georgia government wanted settlers to have their own land and farms to help improve the economy, so land policies like the headright system and land lotteries were created in order to keep people coming to Georgia (SS8H5b). Because of this westward expansion, the capital was moved from Augusta to Louisville in order to be in the geographical center of the population. But Louisville was beginning to have a transportation problem on its only water way the Ogeechee River as well as malaria outbreaks causing people to consider moving the capital. The driving argument to move the capital again was that settlers were still moving farther westward, and the Ogeechee River had no way of reaching those settlers. So in 1804, the capital was moved again from Louisville to Milledgeville to once again be in the geographical center of the population as well as have the Oconee River to transport goods. By understanding how the city of Milledgeville became the capital of Georgia relates to both the standard and this project. Students are able to learn how the spread of Baptist and Methodist churches and land policies effected the population growth in Georgia. Understanding this population growth, students can effectively explain why Georgia’s capital continued to change due to the need for it to be located in the geographical center of the population as well as have reliable river transportation for trade and communication.

In addition to the population growth, students are also able to look at how the removal of the Creek and Cherokee Indians is relatable to the history of the mansion (SS8H5e). Many events led to the Indian removal such as the need and greed for land, even if it meant uprooting the natives. Two key individuals when discussing the Cherokee Indian removal whose pictures hang inside the mansion are John Ross and Major Ridge. Since the arrival of the white settlers, the Cherokees did everything they could to adapt to their demands so that they could live in peace on their land. The U.S. government viewed that the Cherokees could keep their land if they lived more like the white settlers, but Georgians wanted their land. Tensions continued to grow between Georgia settlers and the Cherokee over the issue of land. Georgians continued to pressure the federal government to remove them. John Ross represented the majority of the Cherokee nation and supported their efforts to keep their land. But Major Ridge saw an opportunity to find a new home for the Cherokee where they would not be persecuted by Georgia settlers or need to live like whites. He created a treaty for President Andrew Jackson that gave away all of the Cherokee land in Georgia in exchange for land out west in modern day Oklahoma. Although John Ross tried to convince Andrew Jackson that the treaty was not the majority opinion of the tribe and invalid, Andrew Jackson would not listen, ordering the Indians to leave Georgia with the Indian Removal Act. But many Cherokee, including John Ross, remained in Georgia refusing to leave. The federal government then sent troops of the U.S. Army

to gather them together and force them out of Georgia. They were abused along their journey to the land in Oklahoma set aside for them. It became known as the Trail of Tears because of the tremendous hardships and loss of life during their removal. The pictures inside the mansion of the two Cherokee leaders are there to tell the story of what was happening during the time the mansion was being constructed. The students will be able to learn about the history of the Cherokee Indian removal and be able to share in their own words the story of the two pictured men, the Cherokee nation, and the Trail of Tears.

Another important standard that involves this historical building and city is the impact of the Civil War (SS8H6). The students can investigate the issue of slavery, explaining why the South depended upon it and why the North condemned it. Since the invention of Eli Whitney’s cotton gin, the South’s economy had boomed: cotton became king (SS8H5c). Large plantations soon emerged that needed the free labor that slaves provided. Without slavery, the South’s economy would collapse. But the North was more industrial rather than agricultural. They did not really need slaves; for ethical reasons, the northerners started to condemn the idea of enslaving another. This issue was one of the multiple factors that led to the Civil War (SS8H6a). Students can relate this to the mansion since during its time as the governor’s home there were as many as seventeen slaves that did the chores. They can talk about the chores these slaves did as well as the reasons why slavery was a divided issue between the North and the South. The Georgia governors during the time whose portraits hang in the mansion were supporters of slavery; Governor Towns being a little more extreme believed that the North wanted to ruin and control the South. Whether this was true of the North or not, slavery was still an issue as well as the growing federal control that was stealing power from the states. The students can talk about these governors that lived in the mansion and their approaches to confronting the issues leading to the Civil War, like slavery and states’ rights, during their terms.

But one of the most important points in how the Old Governor’s Mansion and the Civil War can be aligned to the Georgia standards is discussing the Atlanta and Savannah campaigns of General Sherman (SS8H6b). The Civil War was predicted by many to be a short war, lasting only a few months. But after four years of the North and South fighting, Abraham Lincoln sat down with General Grant and General Sherman to brainstorm a plan to end the war and bring peace and unity to the nation. It was here that General Sherman introduced a new type of warfare that would cripple the South’s economy and morale. He convinced President Lincoln and General Grant to allow his troops to begin a campaign to Atlanta destroying everything in their path. This was seen as barbaric to the ways of war since at this time wars were fought between two armies and civilians would not be part of the conflict. But Sherman was marching through cities, ordering buildings to be destroyed, and allowing his soldiers to steal from Georgians’ homes food and supplies. When he came to Atlanta, he burned the city and destroyed the railroad to keep supplies from transporting to the South. After Sherman burned Atlanta, he continued to his destructive march through Georgia, heading to Savannah. On his way, he stopped in Milledgeville ransacking the mansion and destroying almost all of the surrounding land. It is rumored that General Sherman planned the siege of Savannah in the family dining room of the mansion, promising it to President Lincoln as a Christmas present. The story of General Sherman

and his Atlanta and Savannah campaign can directly relate to the project because of his stay at the Old Governor’s mansion; the students walked into the very room that was his headquarters while he resided in Milledgeville and listened to the Director tell the story. Students can use this to inform their audience not only of the purpose of the family dining room but also this key event of the Civil War and its contribution to the Union victory.

There were other subjects that students researched to include in their presentation that were not part of the academic standards but still relevant in understanding the culture of the time period. Some of the students explored the social classes of the time to explain to their audience the types of guests invited to the parties the governors would have during the year. Also speaking to the culture of the time, some students researched gender roles during the time period. They spoke about the expected qualities of each gender as well as the interactions between the genders such as the meaning of touch. Through experiencing a tour at the mansion and additional research, one of the groups explained how a couple holding hands was seen in society’s eyes like marriage. A final investigation some students researched to enrich their presentations was everyday living during that time period. They shared information about candle making, common chores, and what life was like without electricity, including popular hobbies. These topics should be noted because they provide a cultural perspective in addition to the historical perspective. The students thought of these ideas on their own, and they are also relevant to their learning.

Figure 1 – Evidence of choice/voice: Evidence that student voice is incorporated in determining the project (lesson, votes)

Figure 2 –Evidence of Community Outreach

Dear Family and Community Members,

The eighth grade Early College students will be giving tours at the Old Governor’s Mansion on Monday, March 24, 2014 at 11AM. The tour will last approximately 1 hour. This event is free and open to family and community members. The students will be sharing what they have and are learning in their Georgia history class as a part of a service learning project. We would really appreciate your participation, so come and listen to these students share the some of the history of Milledgeville! The students will be grateful for your support. The Old Governor’s Mansion is located at the corner of Greene Street and Clark Street, a block over from the Georgia College and State University campus. If you have any questions, feel free to contact me by phone or email: 770-316-2708, [email protected].

Hope you will be able to attend,Ms. Nicole Bullard

Student Teacher Georgia College Early College

mailto:[email protected]

Figure 3 – Learning Targets from Part A

Learning Target Accomplished Emerging Understanding

Need Instruction

1. I can explain the significant factors that affected the development of Georgia as a part of the growth of the United States between 1789 and 1840.

2. I can explain the establishment of the University System of Georgia.

3. I can explain the establishment of Louisville.

4. I can explain the spread of Baptist and Methodist churches between 1789 and 1840.

5. I can evaluate the impact of land policies pursued by Georgia.

6. I understand the concepts of the headright system, land lotteries, and the Yazoo land fraud.

7. I can explain how technological developments had an impact on Georgia’s growth.

8. I can analyze the events that led to the removal of the Creeks and Cherokees.

Figure 4 – Eighth Grade Georgia Performance Standards Applicable to Project

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.

SS8H6. The student will analyze the impact of the Civil War and Reconstruction on

Georgia.

a. 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.

b. State the importance of key events of the Civil War; include Antietam, the

Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of

Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and

Andersonville.

Figure 5 – Classroom Learning Experiences

March 7, 2014 – Establishment of the University of Georgia, Louisville, and the Spread of Baptist and Methodist Churches

Eighth Grade Georgia HistoryGeorgia College Early CollegeMrs. Wood, Mrs. Grimes, Ms. Bullard65 Minutes

Standards: 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.

SS8H6. The student will analyze the impact of the Civil War and Reconstruction on Georgia.

a. 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.

b. State the importance of key events of the Civil War; include Antietam, the Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and Andersonville.

Summary:In this lesson students, will review the sheet given the previous day after their formal assessment on the juvenile justice system. We will re-read together as a class; volunteers will read aloud. As we read we will answer the discussion questions for that section. The students should know at the end of this lesson that the University of Georgia was the first chartered public university in the United States, the capital of Georgia was moved to Louisville because it was the center of Georgia’s growing population, and that the Second Great Awakening and the spread of Baptist and Methodist churches aided in the westward expansion of Georgia.

Timeline Activities

5 minutes

Getting Adjusted: Students will use this time to use the restroom, get water, take their seats, and find their sheet from the previous day where they were supposed to have read the information and answer the discussion questions. If a student has not finished his/hers, they may use this time to work on it. During this time, I will pass out grades so students can record them in their notebooks.

15 minutes Reading aloud and discussing the key points of the establishment of the University of Georgia and how it affected Georgia’s growth as a part of the U.S.

15 minutes Reading aloud and discussing the key points of Louisville and how it was a part of the growth of Georgia.

15 minutes Reading aloud and discussing the key points about the spread of Baptist and Methodist churches and how it was a part of the growth of Georgia

15 minutes

Summing it Up: We will review as a class all of the key points of the establishment of the University of Georgia, Louisville, and the spread of Baptist and Methodist churches. If we finish early, students can use the time to ask any other questions they have about these topics or work on homework they may have.

March 10-11, 2014 – Introduction to Service Learning and Georgia Land Policies









a. 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.b. State the importance of key events of the Civil War; include Antietam, the

Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and Andersonville.

Summary:This is a two day lesson in which the class will be divided so that half of the students will be learning about the Georgia’s land policies between 1789 and 1840 with Mrs. Wood, and the other half will be introduced to the concept of service learning by me. The next day, the classes will switch so that those who were with Mrs. Wood will come to me, and those with me will go to Mrs. Wood. Those with Mrs. Wood will be using their books and other resources to fill in a graphic organizer about the headright system, land lotteries, and the Yazoo Land Fraud. Those with me will be introduced to the idea of service learning by determining the components of service learning through examples of service learning videos. We will work together to create a definition of service learning that includes the major concept that it meets the needs of the community as well as it being a form of learning and applying the classroom curriculum. Students will then brainstorm how the new unit about pre-civil war Georgia and the Civil War can be incorporated into a service learning project. I will also share my ideas about the students becoming tour guides at the Old Governor’s Mansion for family and community members to see if that is an idea that they would like to pursue. Students will then select three projects they can vote from as to what project we will work together on in the coming weeks. Their ticket out the door is to write on a piece of paper which project they would like to use as a service learning project, and how it is the best project to maximize their learning about pre-civil war Georgia and the Civil War. Students’ votes that do not relate how the project can best to help the class learn about pre-civil war Georgia or the Civil War beyond just fun or getting to go outside the classroom will not be counted.

Timeline Activity

5 minutesHook: Ask the students if they have ever heard about service learning? If so, what do they believe it is, and what are some examples? Here we are just brainstorming ideas to have the students thinking about what service learning is.

10 minutes

Begin Popplet presentation and provide students with video examples of service learning projects that other schools have participated in. While students are watching the videos, they will be writing down what they believe are components of service learning.

10 minutes

Discuss as a class the components they believe are a part of service learning, and then create together the definition of service learning. Here I will make sure that our final definition is similar to this: student learning through active participation in organized service that is conducted in, and meets the needs of, a community; it is not just community service, rather it is designed to be a part of learning the curriculum of the class while providing a service to the community.

15 minutes I will ask the students how they believe we can incorporate a service learning project while learning about pre-civil war Georgia and the Civil War while I

hand them their learning targets for this unit. They will glue their learning targets into their interactive notebook on page TBD. Once they have glued this in, they will spend time brainstorming in their groups how they may could use service learning. Towards the end of the 15 minutes, I will share my idea of what they could do for their service learning project.

15 minutes

Synthesis of ideas of students about what they could possibly do for their service learning project. They will also have to provide evidence as to how it ties into the curriculum. By the end of the 15 minutes, we should have three options for projects they can vote on.

5 minutes

The students’ ticket out the door is to write on a piece of paper the project they would like to do, and why they believe it would be the best service learning experience to maximize what they are learning about pre-civil war Georgia and the Civil War. If their answers on their vote is because it will be fun, or is not specific about what they are learning in Georgia history, their vote will not be counted.

March 12, 2014 – About the Cherokee Indians










b. State the importance of key events of the Civil War; include Antietam, the Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and

Andersonville.

Summary:In this lesson, students will learn about the tensions between the Georgia settlers and the Indians native to the land. The students will understand that the Cherokee Indians would do anything to keep their land. They changed their government, part of their lifestyle, learned English, Sequoyah created an alphabet for the Cherokee language, printed their first newspaper The Cherokee Phoenix, wrote laws and a constitution, and some even became successful businessmen and planters. But the U.S. Government saw the Cherokee as conquered enemies. They wanted to remove them from Georgia for two reasons: to see the end of Indian warfare and to have their land for farming. There were two major leaders of the Cherokee tribe John Ross and Major Ridge.

Timeline Activity

5 minutesGetting Adjusted: Students will use this time to use the restroom, get water, take their seats, and prepare for taking notes. During this time, I will pass out grades so students can record them in their notebooks.

55 minutes

Students will take notes as I explain the tensions between the Cherokee Indians and Georgians. In their notes, they should write the ways that the Cherokee adapted in order to keep their land: they changed their government, part of their lifestyle, learned English, Sequoyah created an alphabet for the Cherokee language, printed their first newspaper The Cherokee Phoenix, wrote laws and a constitution, and some even became successful businessmen and planters. They also need to write in their notes how the U.S. Government viewed the Cherokees: they were like conquered enemies. Students need to write the two reasons the white settlers wanted to remove the Cherokees from Georgia: to end Indian warfare and to have their land for farming. Finally students need in their notes the names of the two famous Cherokee leaders: Major Ridge and John Ross.

5 minutesWe will review the main points that the students should have in their notes from the PowerPoint. We will also start trying to brainstorm ways that this could connect to our service learning project.

March 13, 2014 – The Cherokee Indian Removal











Summary:This lesson is focused on explaining the key points of the Cherokee Indian Removal. John Ross and Major Ridge were advocates for the Cherokee nation in Washington D.C. fighting for their rights for their land. But President Jackson refused to repeal the Compact of 1802 stating that the U.S. government will remove the Indians from Georgia when it became practical and issued the Indian Removal Act to speed the process. But the Cherokees refused to leave their land, and in response Georgia ordered all missionaries to leave the Cherokee land. The Georgia Guard was also created to enact this new law. The supreme court case Worcester v. Georgia ruled that the Cherokee Nation was a distinct nation with its own laws. But removal of the Cherokee Indians was imminent and John Ross and Major Ridge disagreed about how to handle the situation. Major Ridge wanted to take the opportunity to have land out west instead of being persecuted about white settlers and having to change their lifestyle. John Ross supported the majority of the Cherokee and wanted to continue fighting for the rights of their land. Behind the majority’s back, Major Ridge created a treaty with the U.S. government that gave all away all of the Cherokee land for monetary compensation and land in the western U.S. When John Ross found out, he pleaded to the government that this was not a real treaty since it did not represent the whole tribe; but they would not listen. The Cherokees were ordered to move out of the land in two years, but many of them continued to stay. The federal government sent in troops to round up the Cherokees who had not left and forced them to leave the land. This event became known as the Trail of Tears because of the many hardships that the Cherokee faced in their travels to the land that was promised to them.

Timeline Activity

5 minutes Getting Adjusted: Students will use this time to use the restroom, get water, take their seats, and get ready to take notes for the class period. During this time, I will pass out grades so students can record them in their notebooks.

55 minutes Students will take notes about the Cherokee Indian removal. They will learn that John Ross and Major Ridge were both leaders of the Cherokee but had different views on the future of their nation. The Compact of 1802 stated that the Indians would be removed from the land as soon as it became practical. After John Ross and Major Ridges attempt to have President Andrew Jackson to repeal this, Andrew Jackson passed the Indian Removal Act which set a time limit for when the Cherokees would be removed. Georgians also wanted to speed the process and created a law that ordered missionaries to leave Cherokee land. The police force that enforced this law was known as the Georgia Guard. Samuel Worcester was a missionary that was arrested for not following this law. His court case went to the Supreme court where chief justice John Marshall ruled that the Cherokee nation was its own nation with its own laws and that the Georgia’s laws did not apply. But the Cherokee were still going to be forced to leave. Major Ridge created the Treaty of New Echota which gave the U.S. government all Cherokee land. John Ross tried to explain to President Jackson that the treaty was not the majority opinion of the Cherokee nation; the majority wanted to stay and keep their land. But Andrew Jackson did not listen and told him that the Cherokee had two years to move west. Most of the Cherokee stayed and were then forced out by U.S. troops. This forceful removal of the Cherokee was called the Trail of Tears.

5 minutes We will review the main points that the students should have in their notes from the PowerPoint. We will also brainstorm ways that this could connect to our service learning project.

March 14, 2014 – Group Investigations and Presentations











Summary:In this lesson students will work in small groups to research about an event that led to the removal of the Creeks and the Indians. The topics are Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlonega Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears. Students will determine key points about the individuals or events and use them to create a “who am I?” presentation to present to the class.

Time Activity

5 minutes Two students will present a “who am I?” presentation to the class to provide an example of the activity the students will be completing during the class period.

30 minutes Students will work in small groups to investigate a topic or individual about the Cherokee Indian Removal. The different topics to investigate are Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlonega Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.

15 minutes Students will present their “who am I?” presentations to the class. While a group is presenting, the rest of the class will be taking notes on the important points of the presentation.

15 minutes After the presentations, we will review as a class the important points to not about each of these individuals and events. Students need to know that Alexander McGillivray was a leader of the Creeks and fought to protect their land. William McIntosh was a spokesperson and leader of the Creeks who compromised with the federal government by giving away some land so that they could live peacefully. But because of this, a small angry group of Creeks killed him. Sequoyah created the Cherokee alphabet. John Ross was a famous leader of the Cherokee Indians and fought for them to keep their land until they were forced by U.S. troops to move west. The Dahlonega Gold Rush is significant because it increased the desire of Georgia settlers to move into the Cherokee land. Worcester v. Georgia was a Supreme court case where a missionary sued Georgia for arresting him because he refused to leave the Cherokee territory. John Marshall was the chief justice who ruled that the Cherokee nation was its own independent nation inside of the state of Georgia. It

had its own laws, and did not have to follow the laws of Georgia. Andrew Jackson was the president of the United States who pushed Congress to pass the Indian Removal Act. The Trail of Tears was the forceful removal of the Cherokee Indians by U.S. troops from Georgia.

March 17, 2014 – Technological Developments Between 1789 and 1840











Summary:In this lesson, students will be learning about the cotton gin, railroad, and how they impacted the economy of Georgia. Students will first write down the question: How did the invention of the cotton gin contribute to the development of Georgia? Students will then watch a video, taking notes to answer this question. The major points that students should know is that the invention of the cotton gin by Eli Whitney made seeding cotton much quicker thereby increasing cotton production. But the increase in this production caused a higher demand for slave labor. After a discussion about the cotton gin, students will write down the question: How did the invention of the railroad affect the development of Georgia? We will then watch a video and students will

take notes answering this question. The key point to note about the invention of the railroad is that it improved the transportation of goods. This also increased cotton production since the producers were able to sell and transport their cotton more reliably. Atlanta became the first successful land locked city because of the development of the railroad which also made it a prime target during the Civil War.

Timeline Activity

5 minutes Getting Adjusted: Students will use this time to use the restroom, get water, take their seats, and get ready to take notes for the class period. During this time, I will pass out grades so students can record them in their notebooks.

45 minutes Students will learn about the two major technological developments that contributed to the growth of Georgia as a part of the United States: the cotton gin and the railroad. Students will take notes of how the cotton gin impacted Georgia’s growth while watching a video. We will then discuss these key notes ensuring that they understand that the cotton gin increased the production of cotton in the South which also increased the need for slavery to work the large cotton fields. During the video about the invention of the railroad, students will take notes on how this affected Georgia’s development. We will then discuss the students’ notes ensuring that they realize that the railroad made transportation easier which also increased the production of cotton. The increase in cotton production from these technological developments caused the South’s economy to boom.

15 minutes Students will complete a writing activity where they will choose an invention or technological development and explain why it should be in the “Invention Hall of Fame.” The students will provide evidence to show how it transformed the world and is worth being in our “Invention Hall of Fame.”

March 18, 2014 – Students Tour the Mansion











Summary:Students will be taking a tour of the Old Governor’s Mansion in order to learn about the different rooms and the mansion’s history. They will be divided into teams that I have determined so that they will be able to work effectively to make this project a success. Each person on the team has either been told to focus on taking notes on the history surrounding the mansion and rooms or to focus on writing notes about the characteristics of the rooms (what they are used for, special stories, portraits of individuals in the room, etc.). The students will also take notes in the beginning about museum etiquette so that they can inform their patrons on the day that they give the tours the rules of the mansion. Once we have completed the entire tour, we will head back to the classroom and take nine pieces of giant paper to write down our notes and thoughts about each of the rooms, one room on each sheet of paper. All of the students will write the notes that they can contribute to the different rooms. I will explain to the students that the reason for this activity is that some may have missed an interesting fact that another was able to write down. This is so that we have as many facts as possible about all of the rooms.

Timeline Activity

5 minutes Students will be divided into their teams and given a focus for their notes during their tour of the mansion: they will either focus their notes on the historical events surrounding the room or on the room itself noting special features that should be mentioned.

60 minutes Students will tour the Old Governor’s Mansion and take notes on the rooms of the mansion.

20 minutes Students transfer their notes onto the specific room’s paper so that all of the students notes on each room are on its own sheet.

March 19-21, 2014 – Planning for Presenting Tours

Eighth Grade Georgia HistoryGeorgia College Early CollegeMrs. Wood, Mrs. Grimes, Ms. Bullard3 Days - 65 Minutes Each










Summary:On day one students will be assigned their rooms through a random draw. The groups will then research their rooms and the history of the time period in order to create their presentations. They will use their textbooks and technology as well as have myself and Mrs. Grimes to help give them ideas. On day two students will be shown the rubric that will be used for their assessment (Figure 7) so that they know the expectations for a successful tour. On day three, students will have the opportunity to practice their presentations in front of their peers. Those who are listening to presentations will provide advice for those sharing their tour so that the students can make adjustments as needed.

Timeline Activity

Day 1 Students will be assigned their rooms from a random draw and then research information in order to find facts that they will use for their tour.

Day 2 Students will continue researching and finding information to use for their tour as well as start planning how they will present.

Day 3 Students will continue planning for their tours as well as practice giving their

tours in front of their peers for extra practice and advice.

March 24, 2014 – Giving Tours at the Old Governor’s Mansion











Summary:Today students are giving their tours at the Old Governor’s Mansion. They will have thirty minutes to meet with their group to practice and make any last minute additions or changes to their presentation before we leave to arrive at the mansion. Students can also use this time to practice in front of their peers in order for us to find ways to improve each group’s presentation. At 10:15AM, we will leave the Early College to arrive at the mansion by 10:30AM. When we arrive, the students will walk through the house, but when a group has entered the room they will be presenting, they will remain there but know how to lead the crowd to the next room for the tour. One group will explain the rules and museum etiquette of the mansion before the tour begins, and then they will be directed to the nine rooms that the students will be giving their tour. I will be walking through the tour myself assessing the individuals and the group as they present (Figure 7). At the end of the tour, a group will thank the attendees and I will ask them to

complete a survey of their experience. Then, we will head back to the Early College for lunch and regular classes.

Timeline Activity

30 minutes Last Minute Practice: students will use this time to do any last adjustments or practice for their tours.

60 minutes Giving Tours: students will give their tours at the mansion for family and community members. At the end of the tour, attendees will be thanked and asked to complete a short survey about their experience.

March 25, 2014 – Reflections











Summary:Students will complete a self assessment and an assessment for each of their group members

(Figure 6). They will answer the following questions in their self assessments: What specific things did I contribute to the group? How did I participate in the group? How did I interact with my group members? Based upon my answers in the previous questions, what grade do I deserve? For each of their group members, they will answer the following questions: What specific things did (group member) contribute to the group? How did (group member) participate in the group? How did (group member) interact with the other group members? Based upon these answers, what grade does (group member) deserve? Once the students have completed this, they will meet with their groups to begin drafting a thank you letter to Director Matt Davis who made this entire event possible. Posted on the board will be a template of how to write a thank you note that the students can follow. Once I have reviewed their drafts, they will take a card and neatly write their letters. They will then turn them back into me so that I can give them to Mr. Davis.

Timeline Activity45 minutes Students will complete a self assessment and an assessment for each of their

group members answering the following questions.20 minutes After completing the self and group assessments, the group members will work

together in creating a thank you letter for Director Matt Davis. They will be provided with a template and card to complete this.

Figure 6 – Student Reflections

Figure 7 – Assessment of Tour

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