Monday, April 26th, 2010
Note: If you need copies of handouts or any other assistance please email me and I’ll try to send you what you need. Keep in mind I may not check my school e-mail until the next day so don’t wait until the last moment. (My email address is at the bottom of each post.)
Standards:
SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918.
a. 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.
b. Analyze how rights were denied to African-Americans through Jim Crow laws, Plessy v. Ferguson, disenfranchisement, and racial violence.
c. Explain the roles of Booker T. Washington, W. E. B. DuBois, John and Lugenia Burns Hope, and Alonzo Herndon.
d. Give reasons for World War I and describe Georgia’s contributions.
Essential Question (EQ):
How did World War I impact Georgia? (H7d, E1)
Learning Goal(s):
Students will identify the causes of WW I and Georgia’s role in that war.
Warmup:
What was one of the long-term causes of WW I?
A: Alliances, Militarism, Imperialism, Nationalism
Today In Class:
Today we continued Unit 9 looking at the causes of WWI. We will finish by reviewing those causes and the rest of Unit 9 Tomorrow. The Test will be Wednesday, April 28th. We will than begin our final Unit of the Year Unit 10 Depression and World Conflict.
Text book Log-in Information:
Select Georgia
Type in ga11hist
Homework:
Review the Georgia’s Redemption Years guided reading.
Finish the Unit 9 study guide.
Long-term Assignments:
Unit 9 Test April 28th.
Today in Georgia History:
April 26,1943 The U.S. Army Air Corps officially dedicated Robins Field in Houston County.
Link-O the Day:
My Email Address:
Friday, April 23rd, 2010
Note: If you need copies of handouts or any other assistance please email me and I’ll try to send you what you need. Keep in mind I may not check my school e-mail until the next day so don’t wait until the last moment. (My email address is at the bottom of each post.)
Standards:
SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918.
a. 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.
b. Analyze how rights were denied to African-Americans through Jim Crow laws, Plessy v. Ferguson, disenfranchisement, and racial violence.
c. Explain the roles of Booker T. Washington, W. E. B. DuBois, John and Lugenia Burns Hope, and Alonzo Herndon.
d. Give reasons for World War I and describe Georgia’s contributions.
Essential Question (EQ):
How did politics, public discourse, and social reaction lead to divisions in Georgia after Reconstruction? (H7a)
How did influential African-Americans influence social, political and economic change? (H7c, E3a, b)
How did World War I impact Georgia? (H7d, E1)
Learning Goal(s):
Students will identify and analyze the impact of the Bourbon Triumvirate.
Warmup:
Who gave the famous “Atlanta Compromise” speech in 1895?
A: Booker T. Washington
Today In Class:
Today we resumed Unit 9. Students began work on their Unit 9 Study Guide. The study guide is designed to help them review what they have already learned and introduce them to the rest of the unit. The Unit 9 Test shoul be given approximately Wednesday June 5th. We will them begin work on Unit 10 our final Unit for the year.
Power Points:
None
Homework:
Review the Georgia’s Redemption Years guided reading.
Finish the Unit 9 study guide.
Long-term Assignments:
Unit 9 Test April 28th.
Today in Georgia History:
April 23, 1898 Future U.S. Army general Lucius D. Clay was born in Marietta. Clay was the son of Georgia U.S. Senator Alexander Stephens Clay, who served in the Senate from 1896 until his death in 1910. After lying about his age, Clay entered West Point in 1915, graduating a year early in 1918. He was then assigned to the U.S. Army’s Corps of Engineers and sent them to Fort Belvoir for basic engineer officer training. During World War II, Clay was in charge of all military procurement. By the end of the war he was Supreme Allied Commander Gen. Dwight Eisenhower’s deputy for military government.
From 1945 to 1949, Clay served as military governor of the U.S. zone of occupied Germany. He distinguished himself with his fairness and administrative skills in rebuilding the war-torn country. In 1948, the Soviet Union closed the routes through East Germany to land-locked West Berlin, and in June Clay launched the Berlin Airlift (officially known as “Operation Vittles”). Joined by British planes, American fleets of C-47s and C-54s kept West Berlin supplied by air for almost a year.
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Wednesday, April 14th, 2010
Tuesday, March 30th, 2010
Note: If you need copies of handouts or any other assistance please email me and I’ll try to send you what you need. Keep in mind I may not check my school e-mail until the next day so don’t wait until the last moment. (My email address is at the bottom of each post.)
Standards:
SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918.
a. 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.
b. Analyze how rights were denied to African-Americans through Jim Crow laws, Plessy v. Ferguson, disenfranchisement, and racial violence.
c. Explain the roles of Booker T. Washington, W. E. B. DuBois, John and Lugenia Burns Hope, and Alonzo Herndon.
d. Give reasons for World War I and describe Georgia’s contributions.
Essential Question (EQ):
How did politics, public discourse, and social reaction lead to divisions in Georgia after Reconstruction? (H7a)
How did influential African-Americans influence social, political and economic change? (H7c, E3a, b)
How did World War I impact Georgia? (H7d, E1)
Learning Goal(s):
Students will identify and analyze the impact of the Bourbon Triumvirate.
Warmup:
What does the redemption years mean?
A: It refers to the time period after reconstruction in which the Bourbon Triumvirate tried to return the south to the ways of the “old south.”
Today In Class:
I checked the “Georgia’s Redemption Years” guided reading activity in class and then students reviewed the “Georgia’s Redemption Years” guided reading via power point.
Power Points:
None
Homework:
Review the Georgia’s Redemption Years guided reading.
Finish the Unit 9 Vocabulary.
Long-term Assignments:
Unit 9 Vocabulary Quiz 2 April, 2010.
Unit 9 Test TBA (mid April time frame)
Today in Georgia History:
March 30, 1870 The U.S. Secretary of State proclaimed that the 15th Amendment to the U.S. Constitution – which prohibited denial of the right to vote on account of race – as having been ratified by the 29 of the 37 states then in existence. As this meant that three-fourths of the states had ratified the 15th Amendment, it was proclaimed as officially part of the Constitution. [Georgia had ratified the 15th Amendment on Feb. 2, 1870.]
Link-O the Day:
My Email Address:
Monday, March 29th, 2010
Note: If you need copies of handouts or any other assistance please email me and I’ll try to send you what you need. Keep in mind I may not check my school e-mail until the next day so don’t wait until the last moment. (My email address is at the bottom of each post.)
Standards:
SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918.
a. 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.
b. Analyze how rights were denied to African-Americans through Jim Crow laws, Plessy v. Ferguson, disenfranchisement, and racial violence.
c. Explain the roles of Booker T. Washington, W. E. B. DuBois, John and Lugenia Burns Hope, and Alonzo Herndon.
d. Give reasons for World War I and describe Georgia’s contributions.
Essential Question (EQ):
How did politics, public discourse, and social reaction lead to divisions in Georgia after Reconstruction? (H7a)
How did influential African-Americans influence social, political and economic change? (H7c, E3a, b)
How did World War I impact Georgia? (H7d, E1)
Learning Goal(s):
Students will identify and analyze the impact of the Bourbon Triumvirate.
Warmup:
What was the Bourbon Triumvirate?
A: The powerful political trio of Alfred E. Colquit, Joseph E. Brown, and John B. Gordon.
Today In Class:
Students will review the Unit 8 Test results from Friday’s test. Students will begin Unit 9 by discuss powerful people they know and what makes them powerful. We will then begin looking at the redemption years in Georgia.
Power Points:
None
Homewor:
Finish the “Georgia Redemption Years” guided reading.
Finish the Unit 9 Vocabulary.
Long-term Assignments:
Unit 9 Vocabulary Quiz 2 April, 2010.
Unit 9 Test TBA (mid April time frame)
Today in Georgia History:
March 29, 1937Gov. Eugene Talmadge signed legislation [see text] imposing the first excise tax on alcohol and distilled spirits. If made in another state and imported into Georgia, distilled spirits were taxed at 80 cents per gallon and alcohol at $1.60 per gallon – or at fractional amounts for smaller containers. If made in Georgia, distilled spirits were taxed at 40 cents per gallon and alcohol at 80 cents per gallon. The State Revenue Commission administered the tax and supplied manufacturers and wholesalers with adhesive stamps to be applied to each container before sale to indicate that the tax had been paid.
Link-O the Day:
My Email Address:
Tuesday, March 23rd, 2010
Note: If you need copies of handouts or any other assistance please email me and I’ll try to send you what you need. Keep in mind I may not check my school e-mail until the next day so don’t wait until the last moment. (My email address is at the bottom of each post.)
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.
c. 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.
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
Essential Question (EQ):
How did political actions and social reactions change Southern culture after the Civil War? (H6c)
How did life change for southerners after the Civil War?
How were southerners and their state reintegrated into the nation?
Learning Goal(s):
Students will identify and analyze Georgia’s response to reconstruction.
Warmup:
What group was organized to terrorize the former slaves and attemted to control them socially, economically and politically?
A: The Ku Klux Klan.
Today In Class:
Students will continue learning about Georgia’s response to reconstruction. Students will finish yesterday’s guided reading activity and then peer review with another classmates. We will then review as a class.
Power Points:
None
Homework:
Finish the Unit 8 Vocabulary
Long-term Assignments:
Unit 8 Vocabulary Quiz 24 March, 2010.
Unit 8 Test 26 March, 2010.
Today in Georgia History:
March 23, 1861 Meeting in Savannah, Georgia’s Secession Convention adopted a proposed new state constitution for Georgia – the Constitution of 1861. The convention voted to submit the constitution to the public for ratification on the first Tuesday in July (which marked the first time Georgia voters were allowed to vote on the state constitution). Following this action, the convention adjourned.
Link-O the Day:
My Email Address:
Wednesday, March 17th, 2010
Note: If you need copies of handouts or anyother assistance please email me and I’ll try to send you what you need. Keep in mind I may not check my school e-mail until the next day so don’t wait until the last moment. (My e-mail address is at the bottom of each post.)
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.
b. 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 AtlantaCampaign, Sherman’s March to the Sea, and Andersonville.
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
Essential Question (EQ):
How did political actions and social reactions change Southern culture after the Civil War? (H6c)
How did life change for southerners after the Civil War?
How were southerners and their state reintegrated into the nation?
Learning Goal(s):
Students will identify what life was like for slaves, ex confederates, and plantation owners before the civil war and how life changed for them after Civil war.
Warmup:
Which agency was created to help poor whites and the newly freed slaves after the war?
A: The Freedman’s Bureau.
Today In Class:
Today students began learning about life after the American Civil War, the class looked three groups of people Slaves (freed slaves), Ex Confederate soldiers (poor whites), and plantation owners. Students identified what life was like before the Civil War and after the Civil War for all three groups of people.
Power Points:
Homework:
Finish the Unit 8 Vocabulary
Long-term Assignments:
Unit 8 Vocabulary Quiz 24 March, 2010.
Today in Georgia History:
March 17, 1866 Gov. Charles Jenkins signed legislation declaring “persons of color” to be defined as “all negroes, mulattoes, mestizoes, and their descendants, having one-eight negro, or African blood, in their veins.” The act also authorized persons of color in Georgia the same rights as whites with respect to contracts,suits, inheritance, property, and punishments for violation of the law.
Link-O the Day:
Reconstruction:
My Email Address:
Tuesday, March 16th, 2010
Standards:
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.
b. 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 AtlantaCampaign, Sherman’s March to the Sea, and Andersonville.
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
Essential Question (EQ):
Learning Goal(s):
Warmup:
None
A: None.
Today In Class:
Yesterday students took the 3rd 9 Weeks post test. Today students took the Unit 7 test, and then began work on the Unit 8 vocabulary sheet. They will be quizzed over this vocabulary next week.
Power Points:
Homework:
Finish the Unit 8 Vocabulary
Long-term Assignments:
Unit 8 vocabulary quiz March, TBA.
Today in Georgia History:
March 16, 1861 In Savannah, delegates to Georgia’s secession convention unanimously ratified the proposed Confederate Constitution adopted five days earlier by the Confederate Congress. One of the delegates, Thomas R.R. Cobb, had been the principal author of the Confederate Constitution. On the same day, convention delegates voted to instruct the Committee on Constitution and Laws, chaired by Cobb, to revise Georgia’s state constitution. Cobb, however, already had drafted a new state constitution.
Link-O the Day:
Civil War Battlefields:
My Email Address:
Wednesday, March 10th, 2010
Standards:
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.
b. 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.
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
Essential Question (EQ):
How did key military, political and economic strategies influence the outcome of the Civil War? (H6b, E1, E2a)
How did political actions and social reactions change Southern culture after the Civil War? (H6c)
Learning Goal(s):
Students will identify the military, political and economic strategies employed by both the North and the South.
Warmup:
What was the South’s economic policy called?
A: King Cotton Diplomacy.
Today In Class:
Today students began exploring key battles of the American Civil war. Students worked in pairs to identify key battles, their results and their effect on the wars outcome.
Power Points:
Homework:
Finish the Key battles hand out.
Finish and study your Unit 7 vocabulary.
Study for Unit 7 vocabulary quiz March, 12.
Long-term Assignments:
3rd 9 Weeks post-test March, 15th.
Unit 7 vocabulary quiz March, 12.
Today in Georgia History:
March 10, 1866 Gov. Charles Jenkins signed legislation making it lawful for married women to maintain bank accounts independent of their husbands so long as the total balance was less than $2,000. This act doubled the amount a wife could maintain separately — first set at a limit of under $1,000 by an act of 1861.
Link-O the Day:
Civil War Battlefields:
My Email Address:
Tuesday, March 9th, 2010
Standards:
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.
b. 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.
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
Essential Question (EQ):
How did key military, political and economic strategies influence the outcome of the Civil War? (H6b, E1, E2a)
How did political actions and social reactions change Southern culture after the Civil War? (H6c)
Learning Goal(s):
Students will identify the military, political and economic strategies employed by both the North and the South.
Warmup:
What was the South’s economic policy called?
A: King Cotton Diplomacy.
Today In Class:
Today we reviewed the graphic organizer about the military, political, and economic strategies employed by the North and South during the Civil War. Students viewed a power point on the strategies and on the Civil War in general.
Power Points:
Homework:
Finish and study your Unit 7 vocabulary.
Study for Unit 7 vocabulary quiz March, 12.
Long-term Assignments:
3rd 9 Weeks post-test March, 15th.
Unit 7 vocabulary quiz March, 12.
Today in Georgia History:
March 9, 1866 Gov. Charles Jenkins signed two acts of the General Assembly relative to “persons of color.”
One act granted the legal status of marriage to persons of color living together as husband and wife. In the event, either the man or woman had two or more reputed spouses, such person immediately was to select one of such reputed spouses–and with their permission undertake the ceremony of marriage. Failure to do so could lead to charges of adultery or fornication.
The second act provided that among persons of color, the parent of child be required to maintain his or her children — whether legitimate or not — to the same extent as white persons. The act also such child born prior to passage of the act be declared the legitimate child of his or her mother — and also of his or her father, if acknowledged by the father.
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