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1 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Concise Curriculum Georgia Studies & ELA 8th grade Student Text

2 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Table of Contents Historical Understandings SS8H1 Evaluate the impact of European exploration and settlement on American Indians in Georgia. pages 7–21 SS8H2 Analyze the colonial period of Georgia’s history. pages 22-47 SS8H3 Analyze the role of Georgia in the American Revolutionary Era. pages 48-72 SS8H4 Explain significant factors that affected westward expansion in Georgia between 1789 and 1840. pages 73-99 SS8H5 Analyze the impact of the Civil War on Georgia. pages 100-115 SS8H6 Analyze the impact of Reconstruction on Georgia. pages 116-141

3 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H7 Evaluate key political, social, and economic changes that occurred in Georgia during the New South Era. pages 142-161 SS8H8 Analyze Georgia’s participation in important events that occurred from World War I through the Great Depression. pages 162-186 SS8H9 Describe the role of Georgia in World War II. pages 187-201 SS8H10 Evaluate key post-World War II developments in Georgia. pages 202-215 SS8H11 Evaluate the role of Georgia in the modern civil rights movement. pages 216-234 SS8H12 Explain the importance of developments in Georgia since the late 21st century. pages 235-256

4 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Geographic Understandings SS8G1 Describe Georgia’s geography and climate. pages 257-274 Government & Civic Understandings SS8CG1 Describe the foundations of Georgia’s government. pages 279-294 SS8CG2 Analyze the role of the legislative branch in Georgia. pages 296-304 SS8CG3 Analyze the role of the executive branch in Georgia state government. pages 306-311 SS8CG4 Analyze the role of the judicial branch in Georgia state government. pages 313-321

5 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG5 Explain how the Georgia court system treats juvenile offenders. pages 323-328 SS8CG6 Analyze the role of local governments in the state of Georgia. pages 330-337 Economic Understandings SS8E1 Explain how the four transportation systems (road, air, water, and rail) of Georgia contribute to the development and growth of the state’s economy. pages 340-344 SS8E2 Evaluate the influence of Georgia-based businesses on the state’s economic growth and development. pages 346-355 SS8E3 Explain the principles of effective personal money management. pages 357-367

6 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Historical Understandings SS8H1-SS8H12

7 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H1 Evaluate the impact of European exploration and settlement on American Indians in Georgia. a. Describe the characteristics of American Indians living in Georgia at the time of European contact to include culture, food, weapons/tools and shelter. b. Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the Spanish and British in the Southeastern area. c. Evaluate the impact of Spanish contact on American Indians, including the explorations of Hernando DeSoto and the establishment of Spanish missions along the barrier islands.

8 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H1.a 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. descendants ___ 2. resided ___ 3. thatched ___ 4. respite ___ Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning as another word. Read each list of words below. Write a word from above that is a synonym for that list of words. 5. relief, reprieve: ___________ 6. children or grandchildren: ___________ A. lived in a place B. offspring or progenies C. a break or a breather D. covered with straw

9 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H1.a Characteristics of American Indians A As Europeans began exploring Georgia, they found two major tribes of American Indians: the Cherokee and the Muscogee Creek. Both tribes, originally descendants of another tribe called the Mississippians, were native to Georgia. While the Cherokee mainly lived in the Southern Appalachian and Blue Ridge region, the Creek generally resided in the southern region of the state. a What tribe were BOTH the Cherokee and Muscogee Creek descendants of? a. Cherokee b. Creek c. Mississippians s Which tribe lived in the Southern Appalachian and Blue Ridge region of the state? a. Cherokee b. Creek c. Mississippians S Both tribes shared similar cultures. They made their homes in small villages near rivers. The villages were usually closer to larger towns where they were able to have a central meeting house for meetings and gatherings. Too ls and weapons were crafted from what was found in the local environment. Fishing spears, bows, and arrows used for hunting and protection were made from stone, wood, or bone. Artistic weavers wove baskets using pine needles from the local longleaf pine trees and sculpted both useful and beautiful pottery from regional clay. Inference d Why do you think the tribes settled in villages near the rivers? _________________________________________________ _________________________________________________

10 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D In most cases, both the Cherokee and Muscogee Creek settled in two different homes throughout the year. In the summer months, long rectangular homes with clay walls and thatched roofs provided respite from the heat for the Cherokee. The Muscogee Creek, who generally lived further south, built their summer homes with no walls so that air was able to circulate through the home. Winter homes for both groups were often small e r. Cherokee homes were constructed over a fire pit with a cone-shaped roof to allow heat to remain inside. The Muscogee Creek built winter homes with walls made of clay and roofs of bark to insulate from the outside elements. f Make a chart comparing the lives of the Muscogee Creek Indians and the Cherokee Indians. Use the chart on the following page to help you write your constructed response. Mississippians characteristics Creek Cherokee culture food weapons/tools shelter

11 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H1.a Describe the characteristics of American Indians living in Georgia at the time of European contact to include culture, food, weapons/tools, and shelter. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

12 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H1.b & c 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. significant ___ 2. integrate ___ 3. vision ___ 4. initial ___ 5. colonization ___ 6. futile ____ 7. relocate ___ 8. susceptible ___ 9. declined ___ A. decreased B. a plan for the future C. vulnerable D. original E. bring people into equal participation F. move G. pointless; unsuccessful H. establishment I. very important

13 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H1.b European Settlement & Exploration A European explorers had numerous motives for exploring and desiring to settle in North America to include: discovery of wealth, personal fame, expanding territories, and the opportunity to be able to spread Christianity to the American Indians living in the area. Georgia was also located between Florida, a Spanish colony, and South Carolina which was British. This made Georgia significant as a “buffer” between the two-each country wanting to maintain control over the lands that they had claimed as their own. a Which answer below is NOT a reason for European explorers wanting to explore and settle in North America? a. expanding territories b. levying taxes c. wealth s How could Georgia act as a “buffer” between the states of Florida and South Carolina? __________________________________________________ __________________________________________________ S The Spanish traveled throughout Southeast Georgia establishing outposts or missions, teaching Christianity to the American Indians in those areas. Along with the teaching of Christianity, the missionaries also taught the people skills such as shoemaking, carpentry, he rding, and masonry. The Spanish believed this would help integrate American Indians into the political and economic system of Florida, which was a Spanish colony. d What was the main purpose of establishing Spanish missions throughout Southeast Georgia? a. teach shoemaking to the indigenous people b. teach herding to the indigenous people c. integrate American Indians into the ways of the Spanish

14 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. f Inference Why do you think the Spanish wanted to integrate the American Indians into their culture and religion? _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ D England, led by James Oglethorpe, wanted to establish a colony in Georgia. Debtors were overcrowding the city streets of London and being placed in what England called debtor’s prison. Oglethorpe had a vision of making Georgia a new home for these people who seemed to have no hope. However, it turned out that prisoners weren’t among the initial settlers. It was also thought that Georgia would be a territory that would “buffer” England’s colony of South Carolina from Spanish Florida and other enemies nearby such as the French in Louisiana and others along the Mississippi River. g What was Oglethorpe’s vision for Georgia? _______________ _________________________________________________ _________________________________________________ h Explain the TWO main reasons discussed as to why England sought to establish a colony in the area which is now Georgia. _________________________________________________ _________________________________________________

15 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H1.b Explain reasons for European exploration and settlement of North America (NA), with emphasis on the interests of the Spanish and British in the Southeastern area. Make an Outline Explain reasons for European exploration in NA: Spanish:_________________________________ ________________________________________ ________________________________________ British: _________________________________ ________________________________________ ________________________________________ Explain reasons for European settlement in NA: Spanish:_________________________________ ________________________________________ ________________________________________ British:__________________________________ ________________________________________ ________________________________________

16 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H1.b Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the Spanish and British in the Southeastern area. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ____________________________________________________________________________________

17 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H1.c Spanish Exploration Impact A The Spanish exploration of Georgia led by Hernando DeSoto was established to control the Georgia coastline by protecting trade routes, spread religion, and prevent colonization by other countries. By all accounts, DeSoto’s exploration was futile, or pointless. a All of the following were reasons for the Spanish exploration of Georgia by DeSoto EXCEPT: a. colonize Canada b. spread religion c. protect trade routes S The Spanish exploration through Georgia, led by DeSoto, was both a great failure and tragedy for several reasons. American Indians were forced to relocate from their homes. The Spanish brought with them diseases to which American Indians were susceptible. The American Indians had no natural immunities against the new diseases that were introduced to their community. Many came down with the diseases introduced to them by the Spanish and perished. Over the course of time, the American Indian population in Georgia declined. s All of the following are reasons why the exploration of Georgia by the Spanish was a failure EXCEPT: a. The American Indians were forced to relocate. b. The American Indian population in the area declined. c. The American Indians had no immunities for the diseases they were exposed to by the Europeans. d. The Spanish wanted to spread their religion.

18 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D The Guale Indians lived along the coastal region of Georgia on St. Catherine’s Island. Here, one of the most important Spanish missions was established in the late 1500s. The purpose of the mission was to convert American Indians to Christianity. Along with the desire to bring peace to the area for colonization purposes, the Spanish also hoped to assimilate the Indians into Spanish cultural norms. This would convert the Indians into full members of the Catholic faith. d Who lived along the coastal region of Georgia? ____________ __________________________________________________ f Explain the purpose behind establishing a Spanish mission on St. Catherine’s Island during the late 1500s. __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ g All of the following are reasons for the establishment of Spanish missions along the coast of Georgia EXCEPT: a. assimilate the American Indians into Spanish culture b. bring peace to the area c. bring American Indians into the Church of England d. bring the American Indians into the Catholic faith

19 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H1.c Evaluate the impact of Spanish contact on American Indians, including the explorations of Hernando DeSoto and the establishment of Spanish missions along the barrier islands. Evaluate the impact means “judge the effects” Make an Outline Explain the effect of Spanish contact on American Indians: A. Explorations of Hernando DeSoto: ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ B. Establishment of Spanish missions along the barrier islands: ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

20 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H1.c Evaluate the impact of Spanish contact on American Indians, including the explorations of Hernando DeSoto and the establishment of Spanish missions along the barrier islands. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

21 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. ELA Connection SS8H1 A Multiple Meaning Words: Some words have more than one meaning. Read the sentences below and choose the definition that matches the context of each sentence. 8.L.V.3.b vision a. the state or being able to see b. the ability to think and plan for the future 1. Oglethorpe’s vision for the future of Georgia was to plan for a successful colony. ____ 2. Mallory’s vision was suffering without the use of her contacts. ____ 3. Every year the school nurse will have a vision screening for the 8th grade students. ____ initial a. the first letter of a name or word b. existing or occurring at the beginning 1. Tanisha’s initial is a “T” for her first name. ____ 2. Mrs. Cortez’s initial reaction was one of shock when the snake appeared in her classroom. ____ S Research Research the Guale Indians and the establishment of Spanish missions along the coast of Georgia. Share your research with your class or write a research report.

22 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H2 Analyze the colonial period of Georgia’s history. a. Explain the importance of the Charter of 1732, including the reasons for settlement (philanthropy, economics, and defense). b. Analyze the relationship between James Oglethorpe, Tomochichi, and Mary Musgrove in establishing the city of Savannah at Yamacraw Bluff. c. Evaluate the role of diverse groups (Jews, Salzburgers, Highland Scots, and Malcontents) in settling Georgia during the Trustee Period. d. Explain the transition of Georgia into a royal colony with regard to land ownership, slavery, alcohol, and government. e. Give examples of the kinds of goods and services produced and traded in colonial Georgia.

23 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H2.a & b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. charter ___ 2. disturbed ___ 3. stable ___ 4. futilely ___ 5. negotiations ___ 6. interpreter ___ Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning as another word. Read each list of words below. Write a word from above that is a synonym for that list of words. 7. troubled, distressed: ______________ 8. constant, firm: _____________ 9. fruitless, useless, pointless: ___________ A. steady; unchanging B. unsuccessfully C. bothered; concerned D. contract E. someone who translates speech F. discussions

24 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H2.a The Charter of 1732 A In June of 1732, King George of England officially granted James Oglethorpe, along with twenty trustees, a charter to establish and govern the new colony of Georgia. Oglethorpe had been disturbed by what he saw in London’s prisons. Citizens who were unable to pay their debts were imprisoned and forced to live under difficult conditions. Disease, suffering, and death were common. In fact, Oglethorpe’s friend, Robert Casteel, died of smallpox in a debtor’s prison in London. This is what caused him to investigate the conditions of the prison. Oglethorpe thought that if those same people were given an opportunity to start over by owning a small piece of land, then they would become productive as farmers, merchants, and artisans. a What disturbing conditions did Oglethorpe see in London’s prisons? a. lack of security and safety b. disease and suffering S However, no debtor that was released from debtor’s prison was known to live in the new colony of Georgia. The Charter of 1732 provided incentives for people to move and live in Georgia. Through the generosity and philanthropy of the King of England, free land was offered to the new colonists; fifty acres up to 500 acres were offered to those who would move to Georgia and settle there. Free seed, supplies to start farming (agriculture), and free food for a year were also offered by the Charter of 1732 to those willing to embark on a journey to start their life in the New World. s What were some of the incentives offered to people that would travel to Georgia and settle there? a. free land and free food b. money and transportation

25 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D King George saw the possibility to utilize Georgia to help protect England’s more stable colony of South Carolina. Protection of South Carolina from Spain was the king’s goal in colonizing Georgia. Spain had an established colony in Florida and threatened Britain’s hold on South Carolina. Georgia would provide a military “buffer” between Florida and South Carolina. In late 1739, the War of Jenkin’s Ear was a war between Britain and Spain. This was a minor episode but was significant for Colonial Georgia. Britain and Spain fought over the land between Florida and South Carolina – British Captain Jenkins ear was severed by a Spanish seaman as a punishment for raiding Spanish ships – Georgia remained in British possession largely in part due to Oglethorpe’s efforts during the War of Jenkin’s Ear. s What was King George’s primary reason for desiring to start the colony of Georgia? a. to protect England b. to protect South Carolina D Economically, Georgia would benefit England because of a climate and soil that could grow crops that were only futilely attempted in England. Grapes for wine, indigo for blue dye, and mulberry trees for silkworms for silk production would help support England economically. Later other crops such as rice, tobacco, and cotton would become profitable. W.R.I.S.T. crops as they were commonly called – (wine, rice, indigo, silk, and tobacco). d How would Georgia benefit the economy of England? ______ ___________________________________________________ f What were the W.R.I.S.T crops? _______________________ ____________________________________________________

26 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H2.a Explain the importance of the Charter of 1732, including the reasons for settlement (philanthropy, economics, and defense). Make an Outline Importance of the Charter of 1732 Reasons for settlement: philanthropy (generosity and compassion) ____________________________________ ____________________________________ ____________________________________ economics (financial impact) ____________________________________ ____________________________________ ____________________________________ defense (protection and security) ____________________________________ ____________________________________ ____________________________________

27 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H2.a Explain the importance of the Charter of 1732, including the reasons for settlement (philanthropy, economics, and defense). _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

28 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H2.b The Relationships of Oglethorpe A Shortly after James Oglethorpe and the colonists left England, they arrived in Georgia at Yamacraw Bluff. This area would later become known as Savannah. Tomochichi, the head of the Yamacraw tribe, met Oglethorpe along with Mary Musgrove. Musgrove’s heritage was part Creek Indian and English and understood both cultures. a Who did Oglethorpe meet with shortly after arriving in the area now known as Georgia? __________________________________________________ Inference s What was significant about the fact that Mary Musgrove was part Creek Indian and English? __________________________________________________ __________________________________________________ S Together the three worked for peaceful negotiations and cooperation between the Yamacraw and the new settlers to Georgia. Mary Musgrove acted as an interpreter as Oglethorpe and Tomochichi came to an agreement which allowed Oglethorpe to establish the city of Savannah. d Who was instrumental in aiding Oglethorpe to establish the city of Savannah? __________________________________________________ f What did the partnership of Oglethorpe, Musgrove, and Tomochichi ultimately accomplish? __________________________________________________ __________________________________________________

29 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Tomochichi and Oglethorpe became good friends and worked together to reinforce good relations between the English and the Indians. Tomochichi helped the colonists plan and lay out roads in Savannah. In 1734, Tomochichi, his wife, and other Creek tribesmen traveled with Oglethorpe to England to receive assurance from the king that his people would receive fair trade and benefit from education from the British. When Tomochichi died in 1739, he was celebrated with an English military funeral in honor of his contributions to the establishment of the colony of Georgia. g Why did Tomochichi travel to England with Oglethorpe? _____ _________________________________________________ _________________________________________________ h What benefits did the Yamacraw receive from England in exchange for “giving up” land in Georgia to England? a. money and more land b. fair trade and education c. education and goods from England j Why did Tomochichi receive an English military funeral upon his death? _________________________________________________ _________________________________________________ F Vocabulary in Context Which word in paragraph D means strengthen? a. receive b. contributions c. reinforce Which word in paragraph D means guarantee or pledge? a. receive b. assurance c. reinforce

30 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H2.b Analyze the relationship between James Oglethorpe, Tomochichi, and Mary Musgrove in establishing the city of Savannah at Yamacraw Bluff. Tell more about/examine the relationship/connection between Oglethorpe, Tomochichi, and Mary Musgrove in establishing the city of Savannah at Yamacraw Bluff. Make an Outline James Oglethorpe ____________________________ _______________________________________________ _______________________________________________ _______________________________________________ Tomochichi __________________________________ _______________________________________________ _______________________________________________ _______________________________________________ Mary Musgrove ________________________________ _______________________________________________ _______________________________________________ _______________________________________________

31 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H2.b Analyze the relationship between James Oglethorpe Tomochichi, and Mary Musgrove in establishing the city of Savannah at Yamacraw Bluff. _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

32 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H2.c 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. diverse ___ 2. refuge ___ 3. instrumental ___ 4. malcontents ___ 5. perishing ___ 6. rampant ___ Greek and Latin Roots Write the vocabulary word from above that matches the correct Latin root below. 7. mal bad, wretched _______________ 8. fug flee ______________ A. dying B. in abundance C. vital D. varied E. agitators F. shelter; protection

33 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H2.c Trustee Period of Georgia A The first twenty years of Georgia’s history are often referred to as Trustee Georgia. During that period in history, a Board of Trustees governed the colony. Several diverse groups of people were instrumental in settling, expanding, and defending the new Georgia colony. a Why are the first twenty years of Georgia’s history referred to as Trustee Georgia? _________________________________________________ _________________________________________________ S One of the largest groups that settled in Georgia were the Salzburgers. The Salzburgers were German-speaking Protestant refugees who were no longer allowed to stay in their homeland (present-day Austria) because of their religious beliefs. The Catholic monarch issued an Edict of Expulsion and the Salzburgers were given three months to leave Austria. King George, a Protestant, offered refuge, or sanctuary, to the Salzburgers in the new Georgia colony. s Who were the Salzburgers? ___________________________ _________________________________________________ d Why did the Salzburgers need refuge in the new Georgia colony? __________________________________________________ __________________________________________________ D The Salzburgers were instrumental in the development and success of the colony of Georgia. They were credited with constructing the first sawmill, which was important for lumber

34 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. production. The Salzburgers experienced great success in agriculture and in the science of breeding and caring for farm animals. The first church in the colony was attributed to the Salzburgers. Overall, this group of immigrants was highly respected by the English authorities for their industriousness and commitment to the community. f Explain how the Salzburgers were instrumental in the development and success of the colony of Georgia. _________________________________________________ _________________________________________________ F A small group of forty-two Jewish men and women arrived in Georgia soon after James Oglethorpe arrived in 1733. In the group was Samuel Nunes, a skilled and knowledgeable physician. Dr. Nunes was able to cure and save the lives of many colonists. Up to this point, colonists were perishing from yellow fever, which was rampant in the colony. Important and productive members in the new settlement, this group of Jewish men and women became successful planters, store owners, tavern keepers, and shipping merchants. g Explain Samual Nunes’ role in the success of the colony of Georgia. _________________________________________________ _________________________________________________ G The Malcontents were largely a group of Scottish immigrants who were financially independent enough that they required little help to settle in Georgia. They came with hopes of acquiring large amounts of land and slave labor. Outspoken in their complaints to the British regarding units of landownership, the prohibitions on slavery and rum earned them the name Malcontents. The Malcontents felt as if the restrictions that were in place in Trustee

35 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Georgia prevented them from realizing their full economic potential. In the end, the complaints made by the Malcontents were a large part of the Trustee period ending a year before the charter was set to expire. H Read each statement below and circle TRUE or FALSE. h The Malcontents were not financially independent when they came to Georgia. TRUE or FALSE j The Malcontents’ complaints were a large part of the reason Trustee Georgia ended a year before the charter was set to expire. TRUE or FALSE J The Highland Scots were settlers who came to the colony of Georgia from the highlands of Scotland. The Scots had been recruited by James Oglethorpe and the Trustees to help defend the colony against the Spanish. Familiar with hardships, the Highland Scots were militaristic by nature. Willing to live in unsettled territories while protecting and farming the land made this group a perfect fit for the new colony of Georgia. k Where were the Highland Scots from? _________________ __________________________________________________ Inference l Give a valid explanation for why Oglethorpe and the Trustees recruited the Highland Scots. __________________________________________________ __________________________________________________ __________________________________________________

36 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H2.c Evaluate the role of diverse groups (Jews, Salzburgers, Highland Scots, and Malcontents) in settling Georgia during the Trustee Period. Make an Outline Evaluate (judge the effects of) the role of each group in settling Georgia during the Trustee Period. Jewish population: ____________________________ _______________________________________________ _______________________________________________ Salzburgers: _________________________________ _______________________________________________ _______________________________________________ Highland Scots: ________________________________ _______________________________________________ _______________________________________________ Malcontents: __________________________________ _______________________________________________ _______________________________________________

37 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H2.c Evaluate the role of diverse groups (Jews, Salzburgers, Highland Scots, and Malcontents) in settling Georgia during the Trustee Period. _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

38 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H2.d & e 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. transitioned ___ 2. input ___ 3. prohibited ___ 4. parcels ___ 5. consumption ___ Greek and Latin Roots Write the vocabulary word from above that matches the correct Latin root below. 6. trans means across _________________ 7. sumpt means take _________________ A. banned B. ingesting C. packages D. participation, involvement E. the process of changing from one state to another

39 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H2.d Transition to Royal Colony A As Georgia transitioned from a Trustee Colony into a Royal Colony, most of the authority that had been in the control of the Trustees was lost. As a Royal Colony, Georgia was now directly governed by the British Crown. Significant changes took place within the colony when controlled by the Crown: government control, slave labor, legalization of alcohol, and the ability of the colonists to own land. a Who governed Georgia after the colony transitioned from a Trustee Colony to a Royal Colony? _________________________________________________ s What four areas of significant change took place when Georgia transitioned to a Royal Colony? __________________________________________________ __________________________________________________ S Georgia, as a Royal Colony, was now directly governed and controlled by the British Crown. In 1754, John Reynolds was appointed as Georgia’s first Royal Governor. Oglethorpe had functioned as the first governor, but he was in fact a de facto leader. The governor had an appointed council of advisors. The colonists were granted the right to elect an assembly, but they were only allowed to act with limited input in government affairs. d Who was the first Governor of Georgia? a. King George b. Queen Elizabeth c. John Reynolds f What right did the colonists gain after the appointment of a governor in Georgia? _________________________________________________

40 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Under the Trustees, slavery was prohibited. The fear of creating a society where wealth and power could be held by few was a driving factor in the Trustees’ decision to ban slavery. By 1752, as a Royal Colony, the ban on slavery was lifted. With the ability to acquire large parcels of land, a plantation-based economy grew. The British Crown thought slavery would be a necessary factor in encouraging the growth of agriculture in Georgia. g Why was slavery prohibited under the Trustees of Georgia? __________________________________________________ __________________________________________________ h Did the British Crown promote slavery? __________________ __________________________________________________ Explain: ___________________________________________ __________________________________________________ __________________________________________________ F TRUE or FALSE Read each statement below and decide if that statement is TRUE or FALSE. a The British Crown believed slavery was necessary because it would encourage plantation economies in Georgia. TRUE or FALSE s The Trustees believed in power and wealth held by a few wealthy land owners in Georgia. TRUE or FALSE

41 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. G Georgia established strict regulations regarding land ownership under the Trustees. Large farms, or plantations, were not allowed under the trustees. As a Royal Colony these restrictions were lifted. The British saw the potential and profit that would come with large land holdings. Individuals could buy and sell land. As a result, Georgia began to see the beginnings of a plantation-based economy as a Royal Colony. j What events resulted in the beginning of a plantation-based economy in Georgia? _________________________________________________ _________________________________________________ _________________________________________________ G Alcohol was forbidden under the Trustees. Even though the colonists grew grapes to produce wine as a supplement to poor water supplies, very strict restrictions were in place regarding its consumption. As a Royal Colony, colonists were now allowed to import and consume alcohol. The Crown recognized the possible favorable economic impact to Georgia’s economy and its ability to please the colonists by allowing the importing and consumption of alcohol. H TRUE or FALSE Read each statement below and decide if that statement is TRUE or FALSE. a Alcohol was allowed under the Trustees of Georgia. TRUE or FALSE s Colonists grew grapes to produce wine in order to supplement a poor water supply. TRUE or FALSE

42 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H2.d Explain the transition of Georgia into a Royal Colony with regard to land ownership, slavery, alcohol, and government. Make an Outline: Write about what changed when Georgia transitioned from a Trustee Colony into a Royal Colony. Georgia Transitions into a Royal Colony land ownership _______________________________ _______________________________________________ _______________________________________________ slavery ______________________________________ _______________________________________________ _______________________________________________ alcohol ______________________________________ _______________________________________________ _______________________________________________ government __________________________________ _______________________________________________ _______________________________________________

43 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H2.d Explain the transition of Georgia into a Royal Colony with regard to land ownership, slavery, alcohol, and government. _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

44 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H2.e Examples of Goods and Services A A variety of goods and services were produced and traded in colonial Georgia. The Trustees hoped the colonists in the colony of Georgia would produce crops that were especially in high demand in England. Originally the Trustees believed that grapes for the wine industry and Mulberry trees for the silk industry would be successful crops in Georgia. However, neither crop produced enough quantities for export to England or for Colonial Georgia to profit. a The Trustees originally thought all the following goods would be in high demand back in England EXCEPT for: a. peanuts b. grapes c. Mulberry trees (support for silk) S Rice and indigo (used for dyeing textiles) were much more successful and profitable. The timber industry also played an important role in the economy of Georgia. Because of the extensive forests, the colonists were able to export and trade timber such as pine, cypress, and oak with other colonies. The pine forest of Georgia produced naval stores (tar, pitch, turpentine). These products of the pine tree were necessary in the building of wooden ships. By 1733, Savannah, a port city, became the hub for trade and commerce in Georgia. s How did the timber industry play an important role in the economy of Georgia? _____________________________________________________________ _____________________________________________________________ ______________________________________________________________

45 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Services were available in colonial Georgia, including apothecaries, blacksmiths, cabinet makers, chandlers, and cobblers. A colonial apothecary practiced as a doctor, made house calls to treat patients, and made and prescribed medicines. An apothecary was basically a doctor and a pharmacist combined. d What types of services were available in the Georgia colony? _________________________________________________ _________________________________________________ f Do we still have some/or all these services today? ________ g Explain which services we still have or do not have today. __________________________________________________ __________________________________________________ F A blacksmith was an essential tradesman when settling a new colony. A blacksmith could make items of metal such as pots, pans, sewing needles, and tools such as hammers, nails, axes, and shovels. Cabinet makers, cobblers, and coopers all used wood for their careers. Coopers made wooden barrels, vats, buckets, and containers from timber. These containers were used in shipping goods and for storage. A gunsmith repaired guns, axes, and other metal tools. The chandler was a candle make r. In that time, people used candles in their homes since electricity was not yet invented. Many services were needed to ensure the success of a new colony. h Give your opinion as to which type of service was the most essential in the colony of Georgia. __________________________________________________ __________________________________________________

46 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H2.e Give examples of the kinds of goods and services produced and traded in colonial Georgia. Make a Chart Colonial Georgia goods services ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________

47 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H2.e Give examples of the kinds of goods and services produced and traded in colonial Georgia. _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

48 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. ELA Connection SS8H2 A Multiple Meaning Words: Some words have more than one meaning. Read the sentence below and choose the definition that matches the context of each sentence. 8.L.V.3.b crop noun: a. a plant that is grown for food; b. a group of people or things occurring at one time; verb: c. cut something 1. Mrs. Landers realized that her newspaper staff would not be of the same caliber as last year’s staff. The crop of students she had to choose from this year was less than stellar. _____ 2. When Xavier decided to crop the picture of his favorite vacation spot, he inadvertently ruined the picture. _____ 3. The founders of Georgia were interested in the type of crop that could be grown and sent back to England for profit. _____ factor noun: a. a circumstance that contributes to an outcome; b. a number that, when multiplied by another number, produces a product 1. When looking at the product 24, Martin realized that 6 was a factor of the number 24. ____ 2. Asking the colonists to help pay for the French and Indian War was a factor leading to the Revolutionary War. ____ 3. The Stamp Act was another factor that led to the Revolutionary War. ____

49 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H3 Analyze the role of Georgia in the American Revolutionary Era. a. Explain the causes of the American Revolution as they impacted Georgia; include the French and Indian War, Proclamation of 1763, and the Stamp Act. b. Interpret the three parts of the Declaration of Independence (preamble, grievances, and declaration) and identify the three Georgia signers of the document. c. Analyze the significance of the Loyalists and Patriots as a part of Georgia’s role in the Revolutionary War; include the Battle of Kettle Creek and Siege of Savannah. d. Analyze the weaknesses of the Articles of Confederation and explain how those weaknesses led to the writing of a new federal Constitution.

50 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H3.a 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. impacted ___ 2. partook ___ 3. tension ___ 4. resentment ___ 5. avert ___ 6. levied ___ Greek and Latin Roots Write the vocabulary word from above that matches the correct Latin root below. 7. ten means hold _______________ 8. vert means turn _______________ A. avoid B. bitterness C. strongly affected D. strain in a relationship E. participated in F. taxed

51 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H3.a American Revolution Causes A The events of the French and Indian War, the Proclamation of 1763, and the Stamp Act were instrumental as causes of the Revolutionary Wa r. These events impacted Georgia and its role in the American Revolution. a All the following events were instrumental in causing the Revolutionary War EXCEPT: a. the Stamp Act b. Proclamation of 1763 c. Civil War S The French and Indian War was fought between the British and the French. Georgia, like other British colonies, partook in the conflict. Troops from Georgia along with their Native American allies fought alongside the British in the conflict. Following the war, Britain was left with large debts. Increased taxes and tighter control were placed on the colonies to help pay for the war. This created greater tension between the colonists and Britain. s Why did the British increase taxes and control on the colonists after the French and Indian War? a. to pay for the war b. to fund another war D The Proclamation of 1763 was issued by the British Crown following the French and Indian War. Its purpose was to help avert conflicts between settlers and American Indian tribes. The Proclamation created a boundary line along the Appalachian Mountains and banned colonists from settling west of the line. The colonists felt that this was unfair, especially after they fought alongside the British during the French and Indian Wa r. The resentment toward the British grew further straining relationships between the colonists and the British Crown.

52 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. d What was the purpose of the Proclamation of 1763? a. to halt the French and Indian War b. to allow the colonists to settle anywhere they chose c. to create a boundary line along the Appalachian Mountains f Why was the Proclamation of 1763 unfair to the colonists? ____________________________________________ ____________________________________________ F In 1765, British Parliament levied taxes known as the Stamp Act on the American colonies by requiring colonists to pay a tax that was represented by a stamp found on various papers, such as, newspapers, legal documents and even playing cards. This extra tax would help pay for Britain’s losses in the French and Indian War and support the military posted in the colonies. Twelve colonies boycotted and demonstrated. Violent clashes often erupted. Many colonists joined the Sons of Liberty in response to the Stamp Act. Georgia was a relatively new and small colony, and it was the only colony that officially used the stamps. This earned resentment toward Georgia from other colonies. By the time the colonists of Georgia began to protest the Stamp Act, it was repealed. g Explain the purpose of the Stamp Act. __________________ _____________________________________________ _____________________________________________ h How did the Stamp Act impact the colonists in Georgia? _____________________________________________ _____________________________________________

53 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H3.a Explain the causes of the American Revolution as they impacted Georgia; include the French and Indian War, Proclamation of 1763, and the Stamp Act. Explain (tell more about/describe in detail) Make an Outline American Revolution Causes: French and Indian War: ________________________ _______________________________________________ _______________________________________________ _______________________________________________ Proclamation of 1763: _________________________ _______________________________________________ _______________________________________________ _______________________________________________ Stamp Act: ____________________________________ _______________________________________________ _______________________________________________ _______________________________________________

54 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H3.a Explain the causes of the American Revolution as they impacted Georgia; include the French and Indian War, Proclamation of 1763, and the Stamp Act. _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

55 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H3.b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. grievances ___ 2. emphasizes ___ 3. defilements ___ 4. definitive ___ Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning as another word. Read each list of words below. Write the word from the vocabulary list above that is a synonym for each list of words below. 5. criticisms, moans __________________ 6. conclusive, final ___________________ 7. highlights, underscores ______________ A. violations B. decisive C. complaints D. stresses

56 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H3.b The Declaration of Independence A The Declaration of Independence is made up of three main parts: the preamble, the list of grievances, and the declaration itself. It is one of the most important documents in the history of our country. The Declaration of Independence was a formal act agreed upon by all thirteen colonies in declaring their independence from British rule. S Read each statement below and circle TRUE or FALSE. a The Declaration of Independence was an informal act. TRUE or FALSE s The Declaration of Independence is made up of three main parts. TRUE or FALSE D The preamble provides the introduction of the entire document. It explains the colonists’ right to a revolution and the causes that inspired them to separate themselves from British rule. The preamble emphasizes the natural rights of individuals such as life, liberty, and the pursuit of happiness. d Which answer below is NOT a natural right of individuals explained in the preamble? a. life b. liberty c. monetary wealth d. pursuit of happiness

57 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. F The grievance portion of the document outlines the twenty-seven grievances against the king and British government. Among the twenty-seven grievances are defilements of the colonists’ rights: unfair taxes, no representative government, restrictions placed on trade, quartering of soldiers, and interference of colonial legislatures (elected by property-holding males). The grievances established a justification for seeking independence and the colonists’ belief that the British government had become overbearing and unjust. f What is “quartering” of soldiers? _______________________ _________________________________________________ _________________________________________________ _________________________________________________ g What did the grievance portion of the Declaration of Independence attempt to establish? _________________________________________________ _________________________________________________ _________________________________________________ G The third part is the Declaration itself. This portion of the document formally announces the separation of the Thirteen Colonies from Great Britain. The document states that the colonies are “free and independent” and no longer under the rule of the British. It proclaims that the colonies have the right to form their own government, make alliances, and engage i n w a r. The declaration was a definitive step towards the formation of the United States of America.

58 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. h What does the third part of the document accomplish? _____ __________________________________________________ __________________________________________________ j List the rights the Declaration of Independence formally “declared” after the colonists’ separation from England. __________________________________________________ __________________________________________________ H The Declaration of Independence was approved on July 4, 1776. By July of that year, Royal Governor James Wright, had been expelled from Georgia and the colony was in control of the Patriots. It was not until August 2, 1776, that most members of the Continental Congress completed signing the document. Among the signers from Georgia were Button Gwinnett, Lyman Hall, and George Walton. They represented Georgia in the colony’s commitment to independence from British rule and the formation of the United States of America. k When was the Declaration of Independence approved? _____ __________________________________________________ l When did most members of the Continental Congress complete signing the document? Who were the members from Georgia that signed the declaration? __________________________________________________ __________________________________________________ __________________________________________________

59 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H3.b Interpret the three parts of the Declaration of Independence (preamble, grievances, and declaration) and identify the three Georgia signers of the document. Make an Outline Interpret (explain) the three parts of the Declaration of Independence preamble: _____________________________________________ _______________________________________________ _______________________________________________ grievances: ______________________________________________ _______________________________________________ _______________________________________________ declaration: ______________________________________________ _______________________________________________ _______________________________________________ Identify the three Georgia signers of the Constitution. ______________ _______________ ______________

60 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H3.b Interpret the three parts of the Declaration of Independence (preamble, grievances, and declaration) and identify the three Georgia signers of the document. _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

61 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H3.c 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. prosperous ___ 2. militias ___ 3. steadfast ___ 4. noteworthy ___ 5. highlighted ___ 6. stronghold ___ Greek and Latin Roots Write the vocabulary word from above that matches the Greek root below. 7. pros means forward ______________ A. unwavering B. remarkable C. soldiers D. affluent E. place of refuge F. emphasized

62 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H3.c Significance of Loyalists & Patriots A At the start of the Revolutionary War colonists in Georgia were both Loyalists (supported the British Crown) and Patriots (rejected British rule). The colonists were divided on who they supported, but both played a part in Georgia’s involvement in the revolution. a There were two types of colonists in Georgia at the start of the Revolutionary War: the ________________ and the _________________ S Georgia was only forty-two years old at the start of the war. Many of the other twelve colonies were more than one hundred years old, more established, and tired of the rules and regulations imposed upon them by the British. The Loyalists in Georgia, however, continued to want the support of the Crown. Under British rule, Georgia had become prosperous. British soldiers provided protection for the colonists, merchants, and traders from attacks by American Indians. Loyalists provided support for the British military and did not support independence. This support created divisions among the colonists in Georgia, and ultimately created greater challenges for the Patriots in their attempt to gain control. s Why did the Loyalists desire the support of the Crown? _____ ________________________________________________________________ __________________________________________________ d What created division among the colonists in Georgia? _____ _________________________________________________ _________________________________________________

63 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Patriots supported the cause for independence as they formed militias to fight the British. Following the Battle of Lexington and Concord, Georgia Patriots broke into a building in Savannah containing ammunition, taking with them Britain’s gun powder and arms. These mercenaries captured the Royal Governor of Georgia, James Wright. Now having the capital city of Savannah under Patriot control, Georgia was steadfast in its desire to gain their independence from the British Crown. f How did the Georgia militia support the cause for independence? __________________________________________________ __________________________________________________ F In February of 1779, Georgia Patriots met Loyalist forces near present-day Washington, Georgia, in the battle known as the Battle of Kettle Creek. Patriots, led by Colonel Andrew Pickens and Lt. Colonel John Dooly defeated the Loyalist Militia who were on their way to join British troops. This was a noteworthy win for the Patriots, as it boosted morale and supplied the Patriots with much needed weapons. This win significantly aided the patriots’ ability to resist both British and Loyalist forces in the territory. g Who led the Loyalist forces in the Battle of Kettle Creek? _________________________________________________ h All the following were reasons that the defeat of the Loyalist forces was a significant win for the patriots EXCEPT: a. boosted morale for the patriots b. supplied the patriots with necessary weapons c. boosted morale for the Loyalist forces

64 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. G The Siege of Savannah was also known as the Second Battle of Savannah. This battle was one of the costliest of the war in terms of causalities. The siege took place in the fall of 1779 between British forces and Patriots. The Patriots were led by General Benjamin Lincoln and Brigadier General Pulaski. It was an attempt by the Patriots to retake control of Savannah recently recaptured by the British. The Siege of Savannah ended as a victory for the British. The attempt by the Patriots to reclaim Savannah highlighted the importance of the city as a British stronghold. j Explain the significance of the Siege of Savannah. ________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ k Who led the Patriots in the Siege of Savannah? _________________________________________________ _________________________________________________ l Why was Savannah considered a “prize” by both sides in the Revolutionary War? _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

65 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H3.c Analyze the significance of the Loyalists and Patriots as a part of Georgia’s role in the Revolutionary War; include the Battle of Kettle Creek and Siege of Savannah. Make an Outline Analyze the significance means “explain the importance” Loyalists as a part of Georgia’s role in the Revolutionary War _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ Patriots as a part of Georgia’s role in the Revolutionary War _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

66 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H3.c Analyze the significance of the Loyalists and Patriots as a part of Georgia’s role in the Revolutionary War; include the Battle of Kettle Creek and Siege of Savannah. _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

67 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H3.d 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. independence ___ 2. unifying ___ 3. apparent ___ 4. levy ___ 5. regulate ___ 6. executive ___ 7. challengers ___ Greek and Latin Roots Write the vocabulary word from above that matches the correct Latin root below. 8. un means one __________________ A. obvious B. impose a tax C. opponents D. control E. bringing together F. liberation G. having the power to put laws into effect

68 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H3.d Articles of Confederation A The Articles of Confederation (AOC), first written and adopted in 1777, ratified by the states in 1781, was a written document created once the colonists declared their independence from Great Britain. The colonists recognized that they would need some form of government. The document was a start in unifying the thirteen states (colonies became states after the revolution). As time passed, it became apparent that the Articles of Confederation had several weaknesses. Soon, the Articles would be rewritten to create a new Constitution. a When were the Articles of Confederation written? _________ __________________________________________________ s Why did the colonists create the Articles of Confederation? __ __________________________________________________ __________________________________________________ d How many states were formed after the Revolutionary War was fought? __________________________________________________ __________________________________________________ S The Articles of Confederation (AOC) created a weak central government that lacked power to enforce laws, levy taxes, regulate trade, and maintain a standing army, among other things. One of the most significant changes, when the Constitution was written, was the creation of an Executive Branch of government. Under the Articles of Confederation, there was no executive leader or authority, making it difficult to enforce decisions made by the central, or national, government.

69 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Additionally, states were anxious to maintain their individual powe r. Under the Articles of Confederation, it was difficult for Congress to raise funds and conduct business with foreign countries without cooperation from the states. f What was considered the biggest flaw of the Articles of Confederation? _________________________________________________ _________________________________________________ g Under the Articles of Confederation, the government was considered to be too ________________. a. weak b. strong c. middle of the road D Later, in 1787, a Constitutional convention was held in Philadelphia. A new Constitution was written replacing the Articles of Confederation. Under the new Constitution a stronger central government was created. The Constitution added the three branches of government: the executive, legislative, and judicial. By adding the three branches, a separation of powers was established. This ensured that one branch would not carry more power than another branch. The central government faced fewer challengers, so the colonists were able to create a stronger foundation for governing the United States. The new Constitution created a system of checks and balances. The new Constitution created a strong central government and divided the power between the federal government and states. It also protected various individual liberties of American citizens (speech, press, religion). h What was the biggest “benefit” of the new Constitution? ____ __________________________________________________ __________________________________________________

70 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H3.d Analyze the weaknesses of the Articles of Confederation and explain how those weaknesses led to the writing of a new federal Constitution. Make an Outline (2 parts) Analyze the weaknesses of the Articles of Confederation. (Investigate/Explain the weaknesses) ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Explain how those weaknesses led to the writing of a new federal Constitution. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

71 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H3.d Analyze the weaknesses of the Articles of Confederation and explain how those weaknesses led to the writing of a new federal Constitution. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

72 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. ELA Connection SS8H3 A Multiple Meaning Words: Some words have more than one meaning. Read the sentences below and choose the definition that matches the context of each sentence. 8.L.V.3.b executive adjective: a. having the authority to put plans, actions, or laws into effect; noun: b. the person or branch of government with the authority to put policies or laws into effect 1. Under the Articles of Confederation, there was no executive authority, so the leaders decided to write a new Constitution. ____ 2. The Executive Branch of government puts policies or laws into effect in the United States. ____ 3. Mr. Gonzalez made an executive decision to cancel the school dance because of the harsh weath e r. ____ impacted verb: a. having a strong effect on; adjective: b. wedged between another tooth and the jaw 1. Darrell’s impacted tooth was extremely painful and as a result the dentist performed an extraction. ___ 2. The Stamp Act greatly impacted the colony of Georgia, as Georgia was the only colony to use the stamps. ___

73 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Research: Research the history of quartering soldiers during war time. Write a research report to discuss your findings. ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

74 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H4 Explain significant factors that affected westward expansion in Georgia between 1789 and 1840. a. Explain reasons for the establishment of the University of Georgia, and for the westward movement of Georgia’s capitals. 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. Describe the role of William McIntosh in the removal of the Muscogee (Creek) from Georgia. e. Analyze how key people (John Ross, John Marshall, and Andrew Jackson) and events (Dahlonega Gold Rush and Worcester v. Georgia) led to the removal of the Cherokees from Georgia known as the Trail of Tears.

75 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H4.a 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. chartered ___ 2. privileged ___ 3. strategic ___ 4. accommodate ___ 5. hub ___ Greek and Latin Roots Write the vocabulary word from above that matches the correct Latin root below. 6. priv means separate ____________________ Prefixes and Suffixes The suffix “ic” means “having to do with.” 7. strategic – having to do with _____________ A. center B. founded C. adapt D. advantaged E. tactical

76 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H4.a The University of Georgia A The University of Georgia was the first state-chartered public university in the United States. In 1775, the Georgia General Assembly, desiring to provide higher educational opportunities to the citizens of the state, established the University of Georgia. Existing colleges and universities at this time were private, with a focus on educating students from privileged or wealthy backgrounds. The University of Georgia’s founders wanted to provide an option for anyone wanting to further their education. The availability of an education to Georgians would promote economic growth and create a more well-rounded society. a Before the University of Georgia was established, existing colleges and universities were primarily for: Circle ALL that apply. a. mainly for wealthy b. for the poorer population only c. private d. for out of state students s When was the University of Georgia first established? a. 1775 b. 1776 c. 1876 d. 1980 d After the University of Georgia was established what were the benefits of the availability of an education to Georgians? _________________________________________________ _________________________________________________ S Abraham Baldwin, a successful lawyer and politician, was known for his help in the establishment of the University of Georgia. He served as the University’s first president (1786-1801). Baldwin was one of four Georgians sent to the Constitutional Convention, and one of the original signers.

77 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Savannah served as the capital city of Georgia when the United States declared its independence from Great Britain. Geographically, its location along the Savannah River and Atlantic Ocean was ideal for ships, making it a strategic location for commerce as a port city. f What was the MAIN reason Savannah was an ideal capital city of Georgia? a. location b. economics c. Native Americans F Commerce and trade brought growth and a larger population along the coastal region. Georgia began to see growth westward and the capital was moved from Savannah. In all, Georgia had five capital cities, beginning with Savannah, then Augusta, Louisville, Milledgeville, and lastly Atlanta. (S.A.L.M.A) The more central city of Atlanta would be selected as the final capital to accommodate the growing population. Its more central location would become a crossroads for transportation making it a major transportation and commercial hub for the state. Atlanta continues to serve today as the state’s capital city. g All of the following were once capital cities of Georgia EXCEPT: a. Milledgeville b. Augusta c. Columbus d. Atlanta h What was one of the primary changes that the growth westward in Georgia brought to the state? ________________________________________________ ________________________________________________ j Why did Atlanta eventually become the capital of Georgia? __ _________________________________________________ _________________________________________________

78 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H4.a Explain reasons for the establishment of the University of Georgia, and for the westward movement of Georgia’s capitals. Make an Outline (2 parts) 1. Explain reasons for the establishment of the University of Georgia. ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ 2. Explain reasons for the westward movement of Georgia’s capitals. ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

79 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H4.a Explain reasons for the establishment of the University of Georgia, and for the westward movement of Georgia’s capitals. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

80 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H4.b & c 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. cede ___ 2. confiscated ___ 3. principal ___ 4. dispersed ___ 5. scandalous ___ 6. substantially ___ Greek and Latin Roots Write the vocabulary word from above that matches the correct Latin root below. 7. ced means go __________________ A. outrageous B. significantly C. surrender D. distributed E. primary F. seized

81 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H4.b Impact of Land Policies in GA A Following the Revolutionary Wa r, t h e state government of Georgia pressured American Indians to give up, or cede, their land. As land was given up by American Indians, the leaders of Georgia were tasked with decisions of what now to do with their new land holdings. a After the Revolutionary War, what did the state government of Georgia pressure the American Indians to give up? _________________________________________________ _________________________________________________ S In the beginning, land confiscated from American Indians was distributed under the headright system. Under this system, each head of a household would receive a given amount of land at no charge. Georgia leaders were hoping to encourage new settlers. The headright system provided an opportunity for families to own land and establish farms. The system of land distribution was a principal factor in the westward expansion of Georgia. s Explain the headright system. ________________________ _________________________________________________ _________________________________________________ d What did the leaders of Georgia hope that the headright system would accomplish? _________________________________________________ _________________________________________________

82 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Later, Georgia used the method of a land lottery to distribute land. Under this system, land that was dispersed had also been acquired from Native American tribes. Citizens who were considered eligible could participate in a chance to win parcels of land. Many considered this a fair way to distribute property. The land lottery system helped to grow the population of frontier territories, which in return generated more revenue for Georgia's government. f Describe the land lottery that Georgia used to distribute land. _________________________________________________ _________________________________________________ F One of the state’s most scandalous and damaging series of events related to land in Georgia was the Yazoo Land Fraud. Large tracts of land were sold to different land companies for a substantially lower price than what would have been offered to other prospective buyers. The transactions involved bribes and illegal practices by Georgia legislators. Citizens of Georgia were angered. The Yazoo Land Fraud strained relations between the state and the federal government. It was considered corrupt and resulted in lawsuits and legal battles that went all the way to the United States Supreme Court. This resulted in the first Supreme Court ruling against state law; thus, establishing that federal laws were supreme over state laws. g Explain the significance of the Yazoo Land Fraud. __________ ___________________________________________________ ___________________________________________________ ___________________________________________________

83 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H4.b Evaluate the impact of land policies pursued by Georgia; include the headright system, land lotteries, and the Yazoo Land Fraud. Make an Outline Evaluate the impact of land policies (impact – the effects of the land) Three policies will be written about. The headright system __________________________ _______________________________________________ _______________________________________________ _______________________________________________ Land lotteries __________________________________ _______________________________________________ _______________________________________________ _______________________________________________ Yazoo Land Fraud ______________________________ _______________________________________________ _______________________________________________ _______________________________________________

84 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H4.b Evaluate the impact of land policies pursued by Georgia; include the headright system, land lotteries, and the Yazoo Land Fraud. _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

85 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H4.c 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. patented ___ 2. transformed ___ 3. efficient ___ 4. approximately ___ 5. era ___ 6. textiles ___ Greek and Latin Roots Write the vocabulary word from above that matches the correct Latin root below. 7. trans means across _______________ A. about, roughly B. effective C. obtain a claim on a new design D. changed E. fabrics F. a period of time

86 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H4.c Impact of Technological Developments A After the adoption of the United States Constitution, life in Georgia changed rapidly. Cotton production was on the rise. Eli Whitney, of Savannah, patented a machine called the cotton gin, (engine) which transformed the speed of production of cotton. The cotton gin was able to separate the cotton seed from the cotton fi b e r. T he process became much faster and more efficient than separating by hand. With the new faster way to process cotton, the South could now produce approximately 75% of the world's cotton. As a result, the size of cotton plantations grew; cotton was “King” and a major cash crop for the state of Georgia. There were some negative effects of the invention of the cotton gin, however. Georgia’s economy almost solely relied on cotton. With the increase in cotton production, more slaves were needed to pick cotton. The South was determined to defend slavery. a Who patented the cotton gin? _________________________ _________________________________________________ s What did the invention of the cotton gin accomplish?________ _________________________________________________ _________________________________________________ _________________________________________________ d All of the following events in the South were effects from the invention of the cotton gin EXCEPT: a. the speed of cotton production increased b. plantations expanded c. the South produced the majority of cotton in the world d. cotton production stayed relatively the same

87 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. S Textile factories began to appear in the South due to the amount of cotton grown. The need to transport cotton and textiles brought in a new era in transportation. The railroad could transport goods. Cotton, timber, textiles, and agricultural products were now moving from cities and towns at a faste r, more efficient pace. Cities and towns such as Athens, Augusta, Savannah, and Atlanta were becoming centers of trade and industry. Both the cotton gin and the railroad system played important roles in expanding the economy, transportation, and development of Georgia cities and industries in the 18th and 19th centuries. f How did the railroad system in Georgia impact the economy? _________________________________________________ _________________________________________________ g List the benefits of each technological development in the chart below and how each impacted Georgia’s growth. Technological Developments cotton gin railroads _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________

88 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standards SS8H4.c Explain how technological developments, including the cotton gin and railroads, had an impact on Georgia’s growth. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

89 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H4.d & e 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. prominent ___ 2. fluent ___ 3. betrayal ___ 4. ancestral ___ 5. fatal ___ 6. uphold ___ 7. undermined ___ 8. ensued ___ A. deadly B. support C. well-known D. lessen the effectiveness E. disloyalty F. flowing G. familial H. resulted

90 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H4.d Role of William McIntosh A William McIntosh was born into a prominent Creek family during the latter part of the 1700s. His mother was a Creek Indian, and his father was Scottish. Mainly raised among the Creek, he was also able to spend time with his father who resided in Savannah. Time spent in Savannah as a child helped him learn to write and become fluent in English. His ability to read gave him the confidence needed to become the Chief of the Lower Creeks. a Explain William McIntosh’s background and upbringing and how it aided him in becoming the Chief of the Lower Creeks. _________________________________________________ _________________________________________________ _________________________________________________ S Chief McIntosh supported the United States in its efforts to gain Creek territory. This created a distrust and dislike of him by many members of the Creek. In 1825, McIntosh signed the Treaty of Indian Springs. This, in effect, gave away or ceded a major portion of Creek lands in present-day Georgia to the United States. His actions were seen as a betrayal by the Creek. The actions and alliances between McIntosh and the government of the United States had a significant impact on the Creek people and their relocation within the United States. s Explain why many members of the Creek tribe distrusted Chief McIntosh. __________________________________________________ __________________________________________________

91 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D McIntosh supported plans for the U.S. government to “civilize” the Creeks into their ways of life. McIntosh was a large landowner who supported the American government, earning him the distrust of his own people. The United States, through the help of McIntosh, was victorious in the Battle of Horseshoe Bend leading to the loss of approximately twenty-two million acres of land in Alabama and South Georgia for the Creeks. The loss resulted in famine and deprivation for the Creek tribe. McIntosh, coordinating with the United States government, helped distribute food and supplies to the Creek, thus ensuring him a continued influence among the Creek. d How did McIntosh ensure his influence among the Creek tribe? __________________________________________________ __________________________________________________ F McIntosh eventually agreed to sign the rest of the Creek land over to the government in the Second Treaty of Indian Springs (1825). McIntosh and about six other chiefs of the tribe, signed over the land for $200,000. The tribe did not consent to the sale, and McIntosh was eventually killed by the tribe for his deceit and betrayal. Inference f What does the term “civilize” mean? Why do you think the U.S. government thought they should “civilize” the American Indians? __________________________________________________ __________________________________________________ __________________________________________________

92 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H4.d Describe the role of William McIntosh in the removal of the Muscogee (Creek) from Georgia. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

93 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H4.e Removal of Cherokee from GA A The Indian Removal Act was the beginning of what became known as the Trail of Tears for American Indians. In Georgia, the Cherokee were forced from their ancestral lands and relocated to new territories west of the Mississippi River. The journey westward during the fall and winter of 1838-1839 proved fatal for approximately a quarter of the Cherokee population. The removal of the Cherokee from Georgia was prompted by the need for more land to raise cotton, the discovery of gold on Cherokee land in the northern part of Georgia, and prejudice many from the South felt toward American Indians. a What percentage of the Cherokee died on the Trail of Tears? a. 0 % b. 25 % c. 50 % d. 75 % s All the following were reasons for the removal of the Cherokee from Georgia EXCEPT: a. need for more land to raise cotton b. discovery of gold in North Georgia c. prejudice towards the American Indians d. acceptance of the American Indians S John Ross served as principal chief of the Cherokee Nation. Ross resisted the Indian Removal Act by advocating for the rights of the Cherokee people. Using both legal and political means, Ross spent time in Washington D.C. in an attempt to convince the government to uphold treaties that had assured American Indians that they would keep their lands. Ross pleaded his case all the way to the Supreme Court. d What was the purpose of treaties between the government and the American Indian people? ___________________________________________ ___________________________________________

94 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. f What role did John Ross play in helping American Indians keep their land? _________________________________________________ _________________________________________________ D In the Supreme Court case of Worcester v. Georgia, Chief Justice of the United States Supreme Court, John Marshall ruled in favor of Ross and the Cherokee Indians. Marshall condemned Georgia’s attempt to take control of Cherokee lands. Marshall believed that American Indians were independent communities who should retain their natural rights. According to the Supreme Court, the state did not have the right to impose regulations on American Indian land. Georgia's attempts to exert control over Cherokee lands were deemed unconstitutional. g What did the case, Worcester v. Georgia prove? _________ _________________________________________________ _________________________________________________ F President Andrew Jackson opposed and declined to enforce the Supreme Court's decision. Eventually, Jackson gave in and stated the Supreme Court had ultimate pow e r. A small group of Cherokee signed the Treaty of New Echota without their tribe’s permission. Jackson signed the treaty, Congress approved it, and the Cherokee were removed from the state of Georgia. Jackson's opposition to the Supreme Court’s decision undermined the authority of the Court and was instrumental in the eventual removal of the Cherokee people. j What was President Jackson’s viewpoint on the removal of American Indians from their land? __________________________________________________

95 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. k What was the ultimate result of Jackson’s viewpoint? _______ _________________________________________________ _________________________________________________ G The Dahlonega Gold Rush additionally increased the pressure on the Cherokee to give up, or relinquish, their lands. The discovery of gold in Dahlonega (around 1828), which was on Cherokee lands, promoted a rush of new settlers to the area. Thousands of white settlers flocked to the area in search of wealth. Conflicts over land rights ensued. Georgia government officials saw American Indians as an obstacle to the potential wealth the gold could generate for the economy. White settlers demanded that the government remove the Cherokee from the area of Dahlonega. In the end it was a combination of events, people, and political decisions that led to the removal of Cherokee from Georgia. The Trail of Tears was tragic but also represented a loss of American Indian culture, as well as many of their beliefs which were tied to the land. l Why did Georgia government officials see American Indians as an obstacle to the wealth available to Georgians after gold was discovered in Dahlonega? _________________________________________________ _________________________________________________ _________________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

96 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H4.e Analyze how key people (John Ross, John Marshall, and Andrew Jackson) and events (Dahlonega Gold Rush and Worcester v. Georgia) led to the removal of the Cherokees from Georgia known as the Trail of Tears. Make an Outline Key People that were a part of the removal of the Cherokees from Georgia. Discuss the role each person below played in the removal of the Cherokees from Georgia. John Ross ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ John Marshall ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Andrew Jackson ____________________________________________________ ____________________________________________________ ____________________________________________________

97 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Key Events that led to the removal of the Cherokees from Georgia known as the Trail of Tears. Discuss the reasons each event below led to the removal of the Cherokees from Georgia. Dahlonega Gold Rush ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Worcester v. Georgia ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

98 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H4.e Analyze how key people (John Ross, John Marshall, and Andrew Jackson) and events (Dahlonega Gold Rush and Worcester v. Georgia) led to the removal of the Cherokees from Georgia known as the Trail of Tears. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

99 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H4.e ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

100 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. ELA Connection SS8H4 A Multiple Meaning Words: Some words have more than one meaning. Read the sentences below and choose the definition that matches the context of each sentence. 8.L.V.3.b tension noun: a. a mental or emotional strain; b. state of being stretched tight 1. The tension on the rubber band was so tight that the elastic eventually snapped. ____ 2. When soldiers fight in war, they may experience a tension that civilians cannot understand. ____ charter noun: a. a written grant by a legislative or sovereign power; b. the reservation of a boat, bus, or plane for private use 1. The University of Georgia was the first university to hold a state charter in Georgia. ____ 2. The Nelson’s charter will take them to the secluded island. ____ 3. Oglethorpe was granted a charter by the king to start the colony of Georgia. ____ prominent adjective: a. important, famous; b. projecting from something 1. The statue had a prominent nose that was very noticeable. _____ 2. John Ross was a prominent chief in the Cherokee nation. _____

101 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H5 Analyze the impact of the Civil War on Georgia. a. Explain the importance of key issues and events that led to the Civil War; include slavery, states’ rights, nullification, Compromise of 1850 and the Georgia Platform, the Dred Scott case, Abraham Lincoln’s election in 1860, and the debate over secession in Georgia. b. Explain Georgia’s role in the Civil War; include the Union blockade of Georgia’s coast, the Emancipation Proclamation, Chickamauga, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and Andersonville.

102 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H5.a 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. staggering ___ 2. cultivation ___ 3. forefront ___ 4. borders ___ 5. nullify ___ 6. profound ___ 7. resolutions ___ 8. irreparable ___ A. boundaries B. front, lead C. abolish D. agriculture E. permanent F. amazing G. formal expression of intentions H. thoughtful

103 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H5.a Issues & Events of the Civil War A The issues and events leading to and surrounding the Civil Wa r, had a profound impact on the state of Georgia. The war resulted in the end of slavery, economic ruin, along with political and social change. The death toll was staggering and impacted almost every family. Georgia's history and development have been shaped by the war and the events that led to it. a All of the following were effects of the Civil War on Georgia EXCEPT: a. economic prosperity b. end of slavery c. social change d. economic ruin S Among the many issues and events leading up to the war, slavery was at the forefront. As the abolitionist movement began to grow in the Northern states, so did their opposition to expanding slavery into new territories. At the same time, Georgia, along with other Southern states, depended more heavily on slave labor. Georgia's large farms and plantations relied on enslaved labor, especially in the cultivation of cotton to support its economy. s What issue was at the forefront leading up to the Civil War? __________________________________________________ d What did the abolitionists oppose? _____________________ __________________________________________________ f How did Georgia rely on slave labor? ___________________ __________________________________________________

104 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D States’ rights were another important issue that was a root cause of the Civil War. Southern states held the belief that they should be able to decide the legality of slavery within their own state borders. The federal government held an entirely different belief. The federal government believed that they should carry the sole authority to regulate, or control, slavery. The disagreement between the states and the federal government led to the Doctrine of Nullification. The doctrine, created by Southern states, gave each individual state the right to nullify federal laws if they believed them to be unconstitutional. g Explain the issue of states’ rights and the Doctrine of Nullification. __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ F In an attempt to find a compromise between the Southern and Northern states, Senator Henry Clay (Kentucky) in 1850 introduced a series of resolutions. In Clay’s compromise, California would be admitted into the United States as a no slavery state but other newly acquired territories could decide on the issue of slavery for themselves. The compromise included the Fugitive Slave Act, which required that slaves be returned to their owners, even if they lived in a free state. h What was Clay’s Compromise and the Fugitive Slave Act? _________________________________________________ _________________________________________________

105 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. G The Georgia Platform was a response to the compromise of 1850 by Georgia politicians. The state was in support of the compromise, but it also noted the importance of enforcing the Fugitive Slave Act. Georgia was committed to slavery and unified with the surrounding Southern states. j Explain why Georgia was in support of enforcing the Fugitive Slave Act and committed to slavery along with surrounding Southern states. _________________________________________________ _________________________________________________ H In 1857, the Supreme Court ruled against Dred Scott, an enslaved African American man suing for freedom for himself and his family. Scott claimed that they were free, as their residence was in a free territory. The Supreme Court ruling stated that living in a free territory did not entitle an enslaved person to their freedom. The court also stated that Congress had no power to exclude slavery from the territories. This added to the outrage of abolitionists, creating a deeper divide amongst the states. k Explain the Dred Scott ruling. _________________________ _________________________________________________ _________________________________________________ l What added to the outrage of the abolitionists? ___________ _________________________________________________ _________________________________________________ _________________________________________________

106 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. J In 1860, Abraham Lincoln was elected President of the United States. Lincoln was a known opponent of slavery. This alarmed the Southern states. Lincoln's election and his beliefs were a direct threat to their way of life and their economy. The election of 1860 is considered to have been one of the most pivotal presidential elections in American history. d Why were the Southern states alarmed when Lincoln was elected President of the United States? _________________________________________________ _________________________________________________ K Shortly after Lincoln’s election, Southern states began to secede from the Union. In January of 1861, delegates met at a convention in Milledgeville to decide if Georgia would remain in or split from the union. Strong supporters were on both sides of the issue. One side believing that the North would eventually accept concessions about slavery, the other side believing the North would not change its opinion. In the end, the assembly voted to make Georgia the 5th state to secede from the Union. Georgia was now a part of the Confederacy. These events, issues, and beliefs together created an irreparable divide between the North and the South. The South believed that its way of life and economy could only survive by secession, with the creation of its own independent Confederacy. This secession led to the Civil War of 1861. f Describe the details in which Georgia delegates decided to secede from the Union. _________________________________________________ _________________________________________________ _________________________________________________

107 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H5.a Explain the importance of key issues and events that led to the Civil War; include slavery, states’ rights, nullification, Compromise of 1850 and the Georgia Platform, the Dred Scott case, Abraham Lincoln’s election in 1860, and the debate over secession in Georgia. Make an Outline Key Issues and Events that Led to War Explain the importance of each issue or event and how it contributed to the beginning of the Civil War. slavery _____________________________________________ ____________________________________________________ ____________________________________________________ states’ rights _______________________________________ ____________________________________________________ ____________________________________________________ nullification _______________________________________ ____________________________________________________ ____________________________________________________

108 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Compromise of 1850 ________________________________ ____________________________________________________ ____________________________________________________ Georgia Platform ___________________________________ ____________________________________________________ ____________________________________________________ Dred Scott case ____________________________________ ____________________________________________________ ____________________________________________________ Lincoln’s election ___________________________________ ____________________________________________________ ____________________________________________________ debate over succession in Georgia ____________________ ____________________________________________________ ____________________________________________________

109 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H5.b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. blockaded ___ 2. objective ___ 3. severed ___ 4. pivotal ___ Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning as another word. Read each list of words below. Write a word from above that is a synonym for each list of words below. 5. essential, indispensable _________________ 6. obstructed, clogged ____________________ 7. detached, disconnected _________________ A. crucial B. blocked C. goal D. cut off

110 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H5.b Georgia’s Role in the Civil War A At the start of the Civil War, the Union Navy began to establish their presence by setting up blockades, or barriers, at points along the Southeastern coastline. In June of 1861, Union warships blockaded the key port city of Savannah. General Winfield Scott devised his famous “Anaconda Plan.” This plan would squeeze the Confederacy to “death” like an anaconda would squeeze its prey. a How did the Union Navy establish its presence at the start of the Civil War? _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ S The North’s primary objective was to prevent the South from shipping cotton and other goods to England and France in return for weapons and supplies. By cutting off trade, Georgia's economy was weakened; people across the South hurt from a lack of essential goods. The Southern military was now at a disadvantage. The blockade meant the South no longer had access to much needed weapons and other war materials. s All of the following were results of the blockade of trade of the South EXCEPT: a. Georgia’s economy was weakened. b. People across the South suffered. c. Cotton was shipped to England and France. d. Goods were scarce in the South.

111 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D The Emancipation Proclamation of 1863 declared that all slaves in Confederate held territories were to be set free. Emancipation encouraged those that were enslaved to seek their freedom. This would put an end to slavery. Many slaveholders in Georgia, not wanting to lose their old way of life, did not release enslaved people unless it was by threat of military force. F Read the statement below and circle TRUE or FALSE. d Many slaveholders in Georgia did NOT release enslaved people as they should have after the Emancipation Proclamation. TRUE or FALSE G The Battle of Chickamauga involved the second highest number of casualties (after the Battle of Gettysburg) in the Civil War. It was also the largest victory in the western theater for the Confederate Army. Chickamauga was fought over control of a key railroad center in the nearby town of Chattanooga. The city of Chattanooga was a major junction for railroad lines connecting locations from the Atlantic Ocean to the Mississippi and Tennessee Rivers. Lincoln knew that if his army could win, vital Confederate supply lines would be severed. Even though Chickamauga was a pivotal victory for the Confederate Army, it was just two months later that the Union Army was able to regain control of the city of Chattanooga. f What was the importance of the Battle of Chickamauga? ____ __________________________________________________ __________________________________________________ Did the victory of the Battle of Chickamauga last? YES or NO

112 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. G By the end of 1863 Chattanooga, Tennessee and Vicksburg, Mississippi, were under the control of the northern states. Just a little over 100 miles away from Chattanooga sat Atlanta. Atlanta was at the junction of four railroads that connected all remaining Confederate held territories east of the Mississippi River. I t was an important transportation and manufacturing hub often referred to as “The Gateway to the lower South.” In 1864, General William T. Sherman began a major military campaign with the purpose of capturing Atlanta and cutting off vital Confederate supply lines. g A. Explain the term “The Gateway to the lower South.” ____ __________________________________________________ B. Explain the impact of the capture of Atlanta. _________ __________________________________________________ __________________________________________________ H The Atlanta campaign was a series of battles that lasted several months. The city was under constant attack with residents fleeing due to heavy shelling by Sherman’s troops. By September of 1864 Atlanta was under Union control. In November of that same year Sherman ordered that Atlanta munitions, factories, mills, and railroad yards be burned. The fire raging out of control burned much of Atlanta leaving it ruined and in ashes. h Describe the Atlanta campaign. _______________________ __________________________________________________

113 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. J Following the capture and destruction of Atlanta, Sherman’s army marched 285 miles east towards Savannah. During Sherman’s March to the Sea, Union soldiers destroyed bridges, railroads, and telegraph lines. They seized thousands of farm animals and confiscated millions of pounds of food and crops. Civilian property was burned. Sherman's path of destruction was estimated to be 300 miles long and 60 miles wide. Arriving in Savannah, Sherman was met with little or no opposition, saving the city from ruin. j A. Sherman’s march towards Savannah destroyed all the following EXCEPT: a. hospitals b. bridges c. railroads d. telegraph lines B. What saved the city of Savannah from destruction? ________ _________________________________________________ K Andersonville prison was first established in the southwestern part of Georgia in Macon/Sumter counties. Officially it was named “Camp Sumter,” but later became known as Andersonville prison. Because of the terrible treatment of Union prisoners there, it earned a reputation as the deadliest prison of the Civil War. Conditions were harsh in the prison. Prisoners suffered because of overcrowding, inadequate shelter (especially in the summer heat), and disease. Approximately 13,000 men died in Andersonville due to the poor conditions. k All the following were conditions of the Andersonville prison EXCEPT: a. overcrowding b. inadequate shelter c. exceptional medical care d. disease

114 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H5.b Explain Georgia’s role in the Civil War; include the Union blockade of Georgia’s coast, the Emancipation Proclamation, Chickamauga, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and Andersonville. Make an Outline Georgia’s role in the Civil War Union blockade of Georgia’s coast: _____________ _________________________________________ Emancipation Proclamation: __________________ _________________________________________ Chickamauga: _____________________________ _________________________________________ Sherman’s Atlanta Campaign: _________________ _________________________________________ Sherman’s March to the Sea: _________________ _________________________________________ Andersonville: _____________________________ _________________________________________

115 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H5.b Explain Georgia’s role in the Civil War; include the Union blockade of Georgia’s coast, the Emancipation Proclamation, Chickamauga, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and Andersonville. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

116 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. ELA CONNECTION SS8H5 A Multiple Meaning Words: Some words have more than one meaning. Read the sentences below and choose the definition that matches the context of each sentence. 8.L.V.3.b objective noun: a. a goal ; adjective: b. not influenced by personal feelings 1. Sherman’s objective was to cut off war supplies to the South. ____ 2. It is difficult to remain objective when two sides are at war. ____ 3. Mr. Gonzalez has the objective for his class posted every day on the white board. ____ S Write an original sentence below for each of the following definitions of objective. (Do not start your sentence with I, the, a, or you.) a. noun: a goal ____________________________________________________ ____________________________________________________ b. adjective: not influenced by personal feelings ____________________________________________________ ____________________________________________________

117 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H6 Analyze the impact of Reconstruction on Georgia. a. Explain the roles of the 13th, 14th, and 15th Amendments in Reconstruction. b. Explain the key features of the Lincoln, the Johnson, and the Congressional Reconstruction plans. c. Compare and contrast the goals and outcomes of the Freedmen’s Bureau and the Ku Klux Klan. d. Examine reasons for and effects of the removal of African American or Black legislators from the Georgia General Assembly during Reconstruction. e. Give examples of goods and services produced during the Reconstruction Era, including the use of sharecropping and tenant farming.

118 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H6.a & b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. servitude ___ 2. depriving ___ 3. provision ___ 4. ratified ___ 5. infrastructure ___ 6. devised ___ Greek and Latin Roots Write the vocabulary word from above that matches the correct Latin root below. 7. infra below, under ____________________ A. approved B. bondage C. the basic structures and facilities D. formulated E. a requirement in a legal document F. denying

119 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H6.a The 13th, 14th, 15th Amendments A President Lincoln’s Emancipation Proclamation of 1863 only freed slaves that were held in Confederate states. The 13th Amendment to the U.S. Constitution abolished slavery and involuntary servitude (working to satisfy debts) in all states. a What is the difference between the Emancipation Proclamation of 1863 and the 13th Amendment? _________________________________________________ _________________________________________________ S The 14th Amendment was not added until three years after the end of the Civil War. It addressed four key areas. First, the amendment granted citizenship to all persons born or naturalized (granted citizenship after meeting requirements established by Congress) in the United States. This included former slaves. Next, the amendment included a section which prohibited states from depriving any person the right to life, liberty, or property without due process of the law. Thirdly, a provision was included which requires that states must provide equal protection of the law to all individuals. The last provision stated that citizens have the same rights and protections in all states. s When was the 14th Amendment added to the Constitution? _________________________________________________ d Explain the four key areas of the 14th Amendment. ________ __________________________________________________ __________________________________________________ __________________________________________________

120 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D The 14th Amendment was instrumental in providing equal rights for African Americans during Reconstruction. Inference f Why was the 14th Amendment needed even after slavery was abolished by the 13th Amendment? _________________________________________________ _________________________________________________ F The 15th Amendment addressed voting rights in the United States. Ratified by Congress in 1870, it prohibited the federal and state governments from denying any citizen the right to vote based on race, col o r, o r previous conditions of servitude. Although the amendment guaranteed “citizens” the right to vote, women of all races were still denied the right to vote. g Did the 15th amendment give ALL citizens in the United States the right to vote? _________________________________________________ Explain Your Answer: _________________________________________________ _________________________________________________ _________________________________________________ G Together these three amendments were instrumental in the establishment of rights and legal protections of African Americans during the period of Reconstruction.

121 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H6.a Explain the roles of the 13th, 14th, and 15th Amendments in Reconstruction. Make an Outline Role of the 13th Amendment in Reconstruction ____ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ Role of the 14th Amendment in Reconstruction ____ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ Role of the 15th Amendment in Reconstruction ____ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

122 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H6.a Explain the roles of the 13th, 14th, and 15th Amendments in Reconstruction. _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

123 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H6.b Features of Reconstruction Plans A Following the Civil War, a plan for rebuilding the nation became a high priority. Southern states would need to rejoin the Union. Cities throughout the South lay in ruin. Land, farms, and plantations were destroyed. African Americans were still not treated fairly. Infrastructure had been destroyed. (buildings, roads, etc.) Railroads and riverboat services that had once moved crops and animals to market were no longer available. Three different plans for rebuilding the nation were presented for consideration. Each plan addressed concerns of newly freed African Americans and would successfully bring Southern states back into the Union. a What is infrastructure? _______________________________ __________________________________________________ s What were the requirements for the rebuilding plan? _______ __________________________________________________ __________________________________________________ S President Lincoln devised a plan that offered full pardons to soldiers and officials of the Confederacy. Lincoln’s plan required that these soldiers and officials take an oath of allegiance to the United States. In states where 10% of the male population took the pledge that state would be allowed to form a new government and be readmitted into the Union. d What did President Lincoln’s plan offer? _________________ __________________________________________________ __________________________________________________

124 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Following Lincoln’s assassination in 1865, Andrew Johnson assumed the role of the Presidency. Johnson’s reconstruction plan, called Presidential Reconstruction, backed up Lincoln’s plan, calling for loyalty of 10% of men who had voted in the 1860 election. In addition, he wanted to grant amnesty and return property if the voters pledged their loyalty to the United States. Considered too lenient on Southerners, Johnson’s plan was not favored by Congress. f What was similar in Lincoln and Johnson’s plans? _________ _________________________________________________ g What parts were different between the two plans? ________ _________________________________________________ F The third plan, the Congressional Reconstruction Plan, protected the rights of former slaves and kept Confederate leaders from regaining power in the South. The plan proposed strict conditions on Southern states for readmission into the Union. h What did the third Reconstruction Plan propose? __________ __________________________________________________ __________________________________________________ G President Lincoln’s 10% plan was considered the most promising. It provided reasonable steps for Southern Confederate states to incorporate anti-slavery polices and to rejoin the United States government. j Why was Lincoln’s plan considered to be the most promising? _________________________________________________

125 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H6.b Explain the key features of the Lincoln, the Johnson, and the Congressional Reconstruction plans. Make an Outline Key Features of the Lincoln plan: ____________________________________ ____________________________________ ____________________________________ ____________________________________ Key Features of the Johnson plan: ____________________________________ ____________________________________ ____________________________________ ____________________________________ Key Features of the Congressional plan: ____________________________________ ____________________________________ ____________________________________ ____________________________________

126 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H6.b Explain the key features of the Lincoln, the Johnson, and the Congressional Reconstruction plans. ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

127 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H6.c & d 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. ideologically ___ 2. empower ___ 3. resistant ___ 4. suppress ___ 5. maintain ___ 6. expelled ___ 7. intimidation ___ A. give authority B. menacing C. not accepting of D. quell E. disqualified F. sustain G. relating to ideas, especially of a political nature

128 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H6.c Freedmen’s Bureau & Ku Klux Klan A Two new organizations surfaced during Reconstruction: the Freedmen’s Bureau and the Ku Klux Klan. They were ideologically different in their principles, beliefs, and goals; however, each played a significant role in the post-Civil War era. a What two organizations surfaced during Reconstruction? ____ _________________________________________________ S The Freedmen’s Bureau was created under Abraham Lincoln in 1865. The bureau was a federal agency that oversaw the transition of recently emancipated African Americans from slavery to a life of freedom. Not only did the Freedmen’s Bureau address needs such as food, shelter, a nd medical care, they aimed to empower those same individuals through education. Establishing schools would provide knowledge and skills needed for economic and social advancement. The ability to obtain employment was important; this would increase someone’s chances to buy land, establish farms, find jobs, and become self-sufficient. s What was the primary goal of the Freedmen’s Bureau? _____ __________________________________________________ __________________________________________________ d All of the following were goals of the Freedmen’s Bureau EXCEPT: a. providing medical care b. establishing schools c. preventing African Americans from advancing d. increasing the ability to obtain employment

129 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D The Ku Klux Klan was founded in 1865 immediately following the end of the Civil War. The group operated as a secret organization primarily throughout the Southern states. The Klan was resistant to the philosophy of the Freedmen’s Bureau and Reconstruction. The Ku Klux Klan used tactics such as terror, violence, and fear; they tried to suppress African Americans and limit freedoms that were rightfully theirs, such as voting. f When was the Ku Klux Klan founded? a. after the Civil War b. before the Civil War c. during the Civil War g What illegal tactics did the Ku Klux Klan use to gain power? _________________________________________________ _________________________________________________ Inference h Why did the Ku Klux Klan operate as a secret group? ______ __________________________________________________ F The Klan aimed to maintain white supremacy and to slow or end the progress of newly freed African Americans in the United States. The Klan created a legacy of racial hatred, tension, violence, and discrimination in the United States. j What were the goals of the Ku Klux Klan? ________________ __________________________________________________ __________________________________________________

130 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standards SS8H6.c Compare and contrast the goals and outcomes of the Freedmen’s Bureau and the Ku Klux Klan. Make a Chart Compare and Contrast Chart Freedmen’s Bureau Ku Klux Klan Goals _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ Goals ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ Outcomes _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ Outcomes ______________________ ______________________ ______________________ ______________________ ______________________ ______________________

131 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standards SS8H6.c Compare and contrast the goals and outcomes of the Freedmen’s Bureau and the Ku Klux Klan. ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

132 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H6.d Removal of Black Legislators A The first election following the Civil War took place during Reconstruction in 1868. African American men who had been former slaves were now able to vote for the first time. Thirty-three African American men were elected as legislators to the Georgia General Assembly. However, there were no laws in place that allowed African American representatives to hold office. a What was significant about the election of 1868? __________ __________________________________________________ __________________________________________________ s How many African American men were elected as legislators to the Georgia General Assembly in 1868? __________________________________________________ S Shortly after their election into office, Democrats and Republicans came together to unseat the newly elected Black legislators. All thirty-three men were expelled from office. Maintaining white supremacy in state politics was the primary reason cited for removal of the Black legislators from their elected office. Opposed to radical Reconstruction ideas, the Democrats and Republicans were determined to keep things the way they were. d What reason was given for expelling the newly elected African American legislators? __________________________________________________ __________________________________________________

133 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D The Black legislators, led by Representative Henry McNeal Turner successfully lobbied the federal government, and as a result, all thirty-three men were reseated. In fact, the Supreme Court of Georgia ruled that Black Americans had the right to hold office. f Who was the leader of the Black legislators? _____________ __________________________________________________ g What did the court decide about the Black legislators and the right to hold office? __________________________________________________ __________________________________________________ F Unhappy with the court’s decision, these men were now subject to terr o r, threats, and intimidation by Conservative Georgia Democrats. Still, they continued to work towards civil and political rights for African Americans. Education was a primary focus of the Black legislators, and with their support Georgia adopted public education. h What were the results of the court’s decision? Circle ALL that apply. a. The Black legislators gave up and went back home. b. The Black legislators were subject to threats and intimidation. c. The Black legislators continued to work towards civil and political rights. d. Georgia adopted public education because of the work of the Black legislators.

134 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H6.d Examine reasons for and effects of the removal of African American or Black legislators from the Georgia General Assembly during Reconstruction. Make an Outline: Two-part answer reasons for _____________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ effects of _______________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

135 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H6.d Examine reasons for and effects of the removal of African American or Black legislators from the Georgia General Assembly during Reconstruction. ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ______________________________________________

136 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H6.e 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. prior ___ 2. emerge ___ 3. vital ___ 4. abundant ___ Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning as another word. Read each list of words below. Write the word from the vocabulary list above that is a synonym for each list of words below. 5. previous, former __________________ 6. profuse, plentiful __________________ 7. imperative, significant ______________ A. important B. ample C. occur D. preceding

137 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H6.e Reconstruction Goods and Services A Beginning with the period of Reconstruction, states in the South struggled to rebuild their economies. Poor whites and newly freed slaves looked for ways to earn a living. Agriculture, farming, and the systems in place to produce products prior to the war were now very different. People in the South were met with new challenges and new ways of thinking. a During Reconstruction, which group of states struggled the most? a. the West b. the South c. the North s Which two groups of people looked for a way to earn a living during the period of Reconstruction? a. wealthy whites and freed slaves b. people from the North and poor whites c. poor whites and freed slaves d. wealthy whites and poor whites S Landowners and farmers continued to need labor in order to have productive farms. To move forward, they would need the help of tenant farmers and sharecroppers to help farm the land. Both groups were farmers without a farm. Tenant farmers received income from the crops and then paid the landowner’s rent. Sharecroppers used the landowners’ land in exchange for a share of the crop.

138 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. d Which two groups would provide the labor for landowners and farmers in order to move forward during Reconstruction? __________________________________________________ __________________________________________________ f Contrast a tenant farmer and a sharecropper. ____________ __________________________________________________ __________________________________________________ D Cotton remained an important crop during Reconstruction. While other countries began producing cotton during the Civil War, landowners used poor whites, sharecroppers, and tenant farmers to increase cotton production in the South during Reconstruction. Cotton was produced and sold to mills in the North, along with new mills that began to emerge in the South. g Who did landowners rely upon to produce cotton during Reconstruction? _________________________________________________ _________________________________________________ Inference Why would people in the South want to produce their own cotton again after the war instead of buying cotton from other countries? ____________________________________________________ ____________________________________________________ ____________________________________________________

139 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. F The mills were then able to provide employment to people making textiles and textile-based goods from cotton. It was primarily in the Carolinas, Maryland, and Virginia, the tobacco crop remained important and profitable. Food crops such as corn, wheat, and rice were produced. Livestock were bred and raised for meat and dairy products. j What areas did tobacco remain profitable? ______________________ ________________________ ______________________ ________________________ G The timber industry also played a vital role in the Southern economy. Even after much destruction of the war, forest resources remained abundant. Trees (logging) and lumber provided materials in the construction and furniture industries. k Explain how the natural resource of trees provided a boost to the Southern economy. _________________________________________________ _________________________________________________ H Carpenters, brick masons, and blacksmiths were needed in the service industry to provide skilled labor for growing businesses and communities. l Explain how a growing community would utilize carpenters, brick masons, and blacksmiths. _________________________________________________ _________________________________________________ _________________________________________________

140 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H6.e Give examples of goods and services produced during the Reconstruction Era, including the use of sharecropping and tenant farming. The Reconstruction Era Goods ________________ ________________ ________________ Services ________________ ________________ ________________ sharecropping ________________ ________________ ________________ tenant ________________ ________________ ________________

141 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H6.e Give examples of goods and services produced during the Reconstruction Era, including the use of sharecropping and tenant farming. ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ______________________________________________

142 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. ELA CONNECTION SS8H6 A Multiple Meaning Words: Some words have more than one meaning. Read the sentences below and choose the definition that matches the context of each sentence. 8.L.V.3.b a The timber industry also played a vital role in the Southern economy. a. necessary b. full of energy, lively s Even though Roosevelt was in a wheelchair, he was vital and energetic. a. necessary b. full of energy, lively d Two new organizations surfaced during Reconstruction: the Freedmen’s Bureau and the Ku Klux Klan. a. rise or come to the surface of the water b. come to people’s attention f James watched the fish as they surfaced during his last fishing trip. a. rise or come to the surface of the water b. come to people’s attention

143 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H7 Evaluate key political, social, and economic changes that occurred in Georgia during the New South Era. a. Identify the ways individuals, groups, and events attempted to shape the New South; include the Bourbon Triumvirate, Henry Grady, International Cotton Expositions, and Tom Watson and the Populists. b. Analyze how rights were denied to African Americans or Blacks through Jim Crow laws, Plessy v. Ferguson, disenfranchisement, and racial violence, including the 1906 Atlanta Race Massacre. c. Explain the roles of Booker T. Washington, W. E. B. DuBois, and Alonzo Herndon in advancement of the rights of African Americans or Blacks in the New South Era. d. Examine antisemitism and the resistance to racial equality exemplified in the Leo Frank case.

144 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Preview Vocabulary SS8H7.a & b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. industrialization ___ 2. investors ___ 3. expositions ___ 4. elites ___ 5. agrarian ___ 6. segregation ___ 7. disenfranchisement ___ 8. undermine ___ 9. intimidation ___ A. displays B. stakeholders C. related to farming D. automation E. act of terrorizing F. weaken G. exclusion H. disqualification I. privileged people

145 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H7.a Shaping the New South A The New South Era in Georgia was a period in history that began in the late 19th century (1800s) and ran into the early 20th century (1900s). Georgia saw political, social, and economic changes. There were many individuals, groups, and events that were instrumental in shaping the New South. a When was the period of the New South Era? _____________ ____________________________________________________ S The Bourbon Triumvirate refers to three of the most powerful and influential Georgia politicians in post-Reconstruction: Joseph E. Brown, Alfred H. Colquitt, and John B. Gordon. All were powerful Democratic politicians who worked to promote the economic development of Georgia through industrialization. Their desire was to modernize the state by moving away from dependence on agriculture and focusing instead on attracting industries, expanding the transportation infrastructure, and developing an improved education system in the state. Henry Grady, another prominent Georgian, coined the phrase “New South.” Editor of the Atlanta Constitution, Grady felt the South needed to move away from plantations and large landholders and instead move toward smaller farms and homes. Grady also campaigned to bring more industrial development to the South through Northern investors. s Describe the Bourbon Triumvirate. _____________________ __________________________________________________ d What was the goal of the Bourbon Triumvirate? ___________ __________________________________________________

146 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. f Explain industrialization and how it related to the New South Era in Georgia. _________________________________________________ _________________________________________________ _________________________________________________ g Who coined the phrase “New South”? ___________________ _________________________________________________ D The International Cotton Expositions were held in Atlanta three times over the course of 15 years. The expositions brought leaders of industry and investors to Atlanta for the event. There Georgia was promoted as a center for cotton manufacturing and industry. The exposition attracted both national and international attention to the state. h What did the International Cotton Expositions do for the state of Georgia? __________________________________________________ F Tom Watson was a Georgia politician who led the Populist movement by working to address the concerns of farmers from rural communities during the New South Era. To ge ther they challenged political and economic elites. Representing the working class of Georgia, Watson and the Populist movement advocated for improving conditions for agrarian workers. j What did Tom Watson and the Populist movement work for in Georgia? __________________________________________________ __________________________________________________

147 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standards SS8H7.a Identify the ways individuals, groups, and events attempted to shape the New South; include the Bourbon Triumvirate, Henry Grady, International Cotton Expositions, and Tom Watson and the Populists. Make an Outline Identify the ways the following people, groups, and events tried to “shape” the New South. Bourbon Triumvirate: ____________________ ____________________________________ ____________________________________ Henry Grady: ____________________________ ____________________________________ ____________________________________ International Cotton Expositions: __________ ____________________________________ ____________________________________ Tom Watson and the Populists: ____________ ____________________________________ ____________________________________

148 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standards SS8H7.a Identify the ways individuals, groups, and events attempted to shape the New South; include the Bourbon Triumvirate, Henry Grady, International Cotton Expositions, and Tom Watson and the Populists. ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

149 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H7.b Denial of Rights to African Americans A During the New South Era, African Americans were denied the rights they had been granted with the 13th through 15th amendments. In the 1890s, Georgia and other Southern states’ lawmakers, passed laws to enforce racial segregation. Blacks and whites were to use separate public facilities, such as schools, restrooms, and drinking fountains. Black Americans were required to sit in different places on public transportation. These acts became known as Jim Crow laws. These laws limited the freedoms of African Americans, impacting both their employment and voting privileges. The name Jim Crow came from a stage production called a minstrel show. The name was looked upon in an unfavorable light by most Black Americans and was used in conjunction with segregation and discrimination. a What did Georgia and other Southern states pass in the 1890s? __________________________________________________ __________________________________________________ s Where did the name Jim Crow come from and why was it considered an unfavorable term to use? __________________________________________________ __________________________________________________ d What effect did the passage of Jim Crow laws have on Black or African Americans? __________________________________________________ __________________________________________________ __________________________________________________

150 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. S In 1896 the Supreme Court upheld the constitutionality of racial segregation under the “separate but equal” ruling that stemmed from an incident in which train passenge r, Homer Plessy, requested to sit in a train car designated “Blacks only.” The Supreme Court's decision in Plessy v. Ferguson further fortified segregation and discrimination against Black or African Americans. The court maintained that “separate but equal” was permissible if the facilities were determined to be equal in quality. Jim Crow laws and racial segregation would now remain in the United States for years to come. f Explain the results and/or consequences of the Plessy ruling by the Supreme Court. _________________________________________________ _________________________________________________ _________________________________________________ D Disenfranchisement occurs when someone is deprived of a right or privilege. African Americans were disenfranchised through multiple means during the New South Era. Poll taxes and literacy tests were some of the methods used. Targeting African Americans and Black Americans would prevent them from exercising their right to vote and undermine their voice in politics and government. Racial violence was common during the New South Era. One example was the 1906 Atlanta Race Massacre. The riot was triggered by a claim of an assault against a white woman by a Black man. The riot resulted in the deaths of 25 African Americans, as well as the destruction of Black-owned businesses and homes. Initiated by white supremacists, intimidation and violence created fear among African Americans. These acts of violence reinforced racial discrimination and segregation during the New South Era.

151 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. g What prompted the 1906 Atlanta riot? _________________ _________________________________________________ _________________________________________________ _________________________________________________ h Explain some of the methods used to undermine African Americans and their ability to exercise their right to vote. __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ j All of the following were results of the 1906 Atlanta Race Massacre EXCEPT: (Circle the answer that is the exception.) a. fear among African Americans b. intimidation of African Americans c. destruction of Black-owned businesses and homes d. a feeling of peace through-out the city e. the death of twenty-five African Americans

152 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H7.b Analyze how rights were denied to African Americans or Blacks through Jim Crow laws, Plessy v. Ferguson, disenfranchisement, and racial violence, including the 1906 Atlanta Race Massacre. Make an Outline Analyze how rights were denied to African Americans or Black Americans through… Jim Crow laws ________________________________ ____________________________________ ____________________________________ Plessy v. Ferguson _______________________ ____________________________________ ____________________________________ disenfranchisement ______________________ ____________________________________ ____________________________________ racial violence (1906 Atlanta Race Massacre) _____ ____________________________________ ____________________________________

153 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H7.b Analyze how rights were denied to African Americans or Blacks through Jim Crow laws, Plessy v. Ferguson, disenfranchisement, and racial violence, including the 1906 Atlanta Race Massacre. ________________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

154 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Preview Vocabulary SS8H7.c & d 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. entrepreneurs ___ 2. advisor ___ 3. committed ___ 4. conviction ___ 5. prejudice___ 6. hostility ___ 7. inconsistencies ___ 8. hysteria ___ 9. incarceration ___ A. intolerance B. businesspeople C. madness D. judgment E. devoted F. discrepancies G. consultant H. imprisonment I. anger

155 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H7.c Advancement of Rights/New South Era A Alonzo Herndon was born into slavery. As a teenager, he worked as a sharecropper before moving to Atlanta where he owned and operated several barber shops. By investing in real estate in Atlanta and Florida his personal fortune grew. By purchasing a failing insurance company, Herndon expanded the Atlanta Mutual Insurance Association, making him one of the country's first African American, or Black millionaires. a How did Alonzo Herndon grow his personal fortune? _______ __________________________________________________ __________________________________________________ S Herndon used his wealth to invest in local businesses and education. He funded civil rights causes and mentored “next generation” entrepreneurs. Herndon’s success and achievements not only inspired other Black businesses, but also challenged the racial stereotypes of the time. Inference s Explain the meaning of the sentence: Herndon’s success and achievements not only inspired other Black businesses but challenged the racial stereotypes of the time? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

156 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Booker T. Washington was the first president of the Tuskegee Institute, and was instrumental in the design and development of the school located in Tuskegee, Alabama. This was the first institution of higher learning for African Americans. His work in higher education gave new hope for a better future to thousands of African Americans. Washington was one of the most influential speakers for Black Americans from the late 1800s through the early 1900s. A dominant leader of the African American community during that period, Washington was also an advisor to multiple presidents during his lifetime, including presidents Theodore Roosevelt and President William Howa rd Ta ft. d What is the importance of the Tuskegee Institute? _________ __________________________________________________ __________________________________________________ f Circle ALL statements below that were achievements of Booker T. Washington. a. president of the Tuskegee Institute b. advisor to multiple Presidents of the United States c. founder of the Niagara Movement d. one of the most influential speakers for Black Americans F W.E .B. DuBois, the first African American to earn a Ph.D. from Harvard University, was a founder of the National Association for the Advancement of Colored People (NAACP). Through the NAACP, he fought segregation and inequality in education. DuBois founded the Niagara Movement. This was a group of African American, leaders committed to an ongoing struggle for racial equality seeking equal opportunity and voting rights for African Americans, or Black Americans and for the vote for Black men and Black women in America.

157 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H7.c Explain the roles of Booker T. Washington, W. E. B. DuBois, and Alonzo Herndon in the advancement of the rights of African Americans or Blacks in the New South Era. Make an Outline Explain the role of each person below in the advancement of African Americans in the New South Era. Booker T. Washington ____________________________________ ____________________________________ ____________________________________ W.E.B. Dubois ____________________________________ ____________________________________ ____________________________________ Alonzo Herndon ____________________________________ ____________________________________ ____________________________________

158 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H7.c Explain the roles of Booker T. Washington, W. E. B. DuBois, and Alonzo Herndon in advancement of the rights of African Americans or Blacks in the New South Era. ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________________________

159 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H7.d Resistance to Racial Equality A Leo Frank, a young Jewish man, was working as the manager for the National Pencil Company in Atlanta in 1913. Mary Phagan, an employee of the National Pencil Company was found dead in the basement of the factory building. Frank was arrested and charged with her murder. a Who was the manager of the National Pencil Company? _____ __________________________________________________ s Who was found dead in the basement of the factory building? __________________________________________________ S Frank's trial and subsequent conviction were flawed with antisemitic bias (prejudiced against people who are Jewish), unsubstantiated claims, and accusations. The media and members of the community contributed to an atmosphere of prejudice and hostility. Law enforcement and the court systems did little to provide a fair trial. d What is antisemitism? _______________________________ __________________________________________________ f Who contributed to the prejudice and hostility surrounding Leo Frank’s trial? __________________________________________________ __________________________________________________ g Who did NOT provide a fair trial for Leo Frank? ___________ __________________________________________________

160 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Many inconsistencies in the testimony, mob hysteria, and national attention, along with a jury afraid not to convict, led to the outcome of a guilty verdict. Frank was sentenced to life in prison. During his incarceration, a mob whose members were active in the rebirth of the Ku Klux Klan, made their way to the prison farm where he was held and took him to Mary's hometown of Marietta. There he was hanged. This case reflected an era of religious prejudice faced by a group of people for their religious beliefs. h All the following led to a guilty verdict for Frank EXCEPT: a. confident defendant b. inconsistent testimony c. frenzy of the mob d. frightened jury j What events in the paragraph above prove that the Ku Klux Klan was not only prejudiced against skin colo r, but religious beliefs as well? _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

161 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H7.d Examine antisemitism and the resistance to racial equality exemplified in the Leo Frank case. (Exemplified means represented or demonstrated.) Make an Outline What is antisemitism? ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ Examine the resistance to racial equality: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

162 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H7.d Examine antisemitism and the resistance to racial equality exemplified in the Leo Frank case. ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

163 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. ELA Connection SS8H7 A Meaning and Purpose: 8.L.V.3 Analyze the denotative and connotative meanings of words and phrases and strategically apply those understandings when interpreting and constructing texts. Read the sentences below and look at the phrase in bold print. Interpret the actual meaning of the phrase. a This case was a reflection of an era of religious prejudice faced by a group of people for their religious beliefs. “was a reflection” means… a. an image in a mirror b. an effect produced by an influence s Henry Grady, another prominent Georgian, coined the phrase “New South.” Grady, the editor of the Atlanta Constitution Newspaper, felt the South needed to move away from plantations and large landholders and instead move toward smaller farms and homes. “coined the phrase” means… a. came up with the original words b. took out some metal coins S Multiple Meaning Words: Some words have more than one meaning. Read the sentences below and choose the definition that matches the context of each sentence. 8.L.V.3.b d Frank's trial and subsequent conviction were flawed with antisemitic bias (prejudiced against people who are Jewish), unsubstantiated claims, and accusations. trial noun a. a formal examination of evidence by a judge b. a test of performance or abilities

164 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H8 Analyze Georgia’s participation in important events that occurred from World War I through the Great Depression. a. Describe Georgia’s contributions to World War I. b. Explain economic factors that resulted in the Great Depression (e.g., boll weevil and drought). c. Describe Eugene Talmadge’s opposition to the New Deal Programs. d. Discuss President Roosevelt’s ties to Georgia, including his visits to Warm Springs and his impact on the state. e. Examine the effects of the New Deal in terms of the impact of the Civilian Conservation Corps, Agricultural Adjustment Act, Rural Electrification Administration, and Social Security Administration.

165 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H8.a & b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. installations ___ 2. cultivated ___ 3. uncertainty ___ 4. speculation ___ 5. subsequently ___ 6. drought ___ 7. installment ___ 8. tariff ___ A. doubt B. military establishments C. rate or charge D. lack of water E. portion F. then G. foster growth of crops H. assumption

166 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H8.a Georgia’s Contributions to WWI A During WWI, Georgia and its citizens made important contributions to the war effort. Five major military installations were located in Georgia. Colleges trained and prepared male students for becoming pilots or serving in the infantry or Signal Corps (branch of the army that creates and manages communications for the command) training. In all, Georgia had more military training facilities than any other state. a How did Georgia contribute to the war effort of WWI? ______ __________________________________________________ __________________________________________________ __________________________________________________ S The citizens of the state of Georgia joined organizations such as the Red Cross. Victory Gardens were established to help supplement the food supply for both soldiers and civilians. Gardens were found in backyards, parks, and playgrounds. Georgians bought war bonds. This was a way to invest with the United States government to raise money to finance military operations. Farms cultivated food crops and cotton. The cotton was sent to textile mills and used to produce fabric for uniforms and blankets. Railroads were in use to move men and supplies to their destinations. Georgia’s contributions of support on the home front demonstrated a commitment to the nation. s Georgians did all the following things to aid the war effort EXCEPT: a. joined the Red Cross c. destroyed textile mills b. purchased war bonds d. established Victory Gardens

167 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H8.a Describe Georgia’s contributions to World War I. ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

168 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H8.b Economic Factors/Great Depression A Beginning in 1929 and lasting for more than a decade, was a time of severe economic crisis and uncertainty. A series of ongoing factors and events converged and came to a head on October 29, 1929. This would be known as the start of the Great Depression. a What is an economic crisis? ___________________________ _________________________________________________ s During what time period was there a time of economic uncertainty in the United States? __________________________________________________ S In August of 1929 the Federal Reserve Bank of New York City raised interest rates from five to six percent. This sudden rate hike frightened people about their economic future. Many people had been purchasing stocks on speculation. People assumed that the stock market prices were going to continue to rise. Panic was setting in as investors slowed down on buying and trading. The market lost stability, stock prices fell and some lost value altogether. People lost their life savings, businesses went under, and banking institutions went bankrupt. The stock market crashed. d What did the Federal Reserve Bank do in August of 1929? a. lowered interest rates b. raised interest rates c. kept interest rates the same f Why did people continue to purchase stocks on speculation? a. people assumed stocks would continue to rise b. people assumed stocks would go down

169 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Georgia farmers were suffering from losses to their cotton crops. The boll weevil was damaging and destroying the cotton crop by feeding off the cotton buds and flowers. Georgia cotton growers lost approximately 50% of their crop. Cotton growers from other countries saw an opportunity to enter the marketplace. Farmers and sharecroppers could no longer make a profit. They were unable to pay off debt they owed to banks or their landlords. The loss of cotton also affected other industries. Subsequently, cotton mills had to slow down production due to cotton loss, resulting in plant closings and job losses. g Why did cotton mills slow production? __________________ _________________________________________________ h Explain each event with a cause and effect. CAUSE: boll weevil EFFECT: ______________________________________ CAUSE: Georgia cotton growers lost 50 percent of crops. EFFECT: __________________________________ F Georgia experienced a severe drought in the 1920s. The lack of water affected almost every crop. Production slowed down and then decreased altogether. Many farmers lost their livelihoods and their farms. j Why did many farmers lose their livelihoods and farms? a. slow production of crops b. increased production of crops c. lack of enthusiasm of farmers d. lack of water

170 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. G Before the start of the Great Depression, credit was easy to obtain. Consumers were buying and spending more. Money borrowed on credit could be paid off in installment plans. As jobs and income were lost, the amount of debt remained the same or increased. Consumer spending decreased as consumers struggled to pay off debt. Americans were using credit to buy an assortment of household items like washing machines and radios. Even the banks were using credit to buy stocks in the stock market. This resulted in people buying things they did not need and could not afford, ultimately leading to the stock market crash. k Why did consumer spending decrease before the start of the Great Depression? ________________________________________________ H In 1930, the United States penned the Smoot-Hawley Act (also called the Tariff Act of 1930). A higher tariff, or tax, was placed on imports. This made imported items from other countries so costly that they were affordable only to the wealthy. The act was designed to protect and encourage American businesses. In response, other countries raised their tariffs. International trade declined resulting in further losses to businesses. These economic factors, along with others, contributed to and prolonged the period of the Great Depression. l What was the Smoot-Hawley Act? ______________________ _________________________________________________ P Cause and Effect What factors contributed to the prolonged period of the Great Depression? Cause: _______________________________ Effect: The Great Depression was prolonged.

171 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H8.b Explain economic factors that resulted in the Great Depression. (e.g., boll weevil and drought). ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

172 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H8.c 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. segregationist ___ 2. recovering ___ 3. overstepping ___ 4. infringed ___ 5. pension ___ 6. misjudged ___ Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning as another word. Read the list of words below. Write the word from the vocabulary list above that is a synonym for the list of words below. 7. improving, convalescing _______________ A. income in retirement B. miscalculated C. recuperating D. a person who supports the separation of races E. violated F. surpassing

173 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H8.c Eugene Talmadge Opposition to New Deal A Eugene Talmadge, Georgia’s 55 th governor, was born in Forsyth, Georgia in 1884. Graduating from the University of Georgia, he earned a law degree and set up his first law practice in Atlanta. A few years later he entered the political arena having first served as Commissioner of Agriculture. Through his position as Agriculture Commissioner, Talmadge became popular with Georgia farmers and citizens residing in the rural areas of the state. Ta lmadge was widely known as a segregationist and a strong opponent of integration. However, through the support of Georgia farmers and citizens living in the rural areas, Talmadge was elected Governor of Georgia, first in 1932 and again for three more nonconsecutive terms. a Given his history as a segregationist, how was Talmadge elected Governor of Georgia? _________________________________________________ _________________________________________________ _________________________________________________ s What does the phrase below mean? Talmadge was a strong opponent of integration. a. Talmadge believed in integration. b. Ta lmadge opposed segregation. c. Talmadge believed in desegregation. d. Talmadge believed in segregation.

174 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. S Immediately after taking office as president in 1933, Franklin Roosevelt began implementing federal programs to assist Americans in recovering and pulling out of the depression. This was called the New Deal. Talmadge was outspoken in opposing New Deal programs that Roosevelt put into effect. Talmadge felt the federal government was overstepping its bounds and infringing on both the affairs and rights of state and local governments. He opposed Roosevelt’s programs that benefited Black or African Americans. d Describe the New Deal. What was the main purpose of the New Deal? _________________________________________________ _________________________________________________ D Talmadge believed that the increased spending associated with the New Deal would create a burden for taxpayers and for future generations to come. In regard to agriculture, he felt the controls that would be placed on farming production would have a negative impact on Georgia farmers and the state economy. The Social Security Act, one of Roosevelts New Deal social welfare programs, provided assistance to Americans including grants for the unemployed, aid for dependent children, public health assistance, and old age pension. Talmadge considered this to be a program that would result in too much national debt. As governor, Talmadge used his veto power to block the New Deal social welfare programs from setting up agencies in Georgia. This proved to be very unpopular among many Georgians. Ta l m adge had misjudged Georgia voters. As a result, Tal m adge was unsuccessful in his bid for reelection in 1936. f What did Talmadge believe about the New Deal? _________ __________________________________________________ __________________________________________________

175 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. g What did Talmadge think about the New Deal and agriculture? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ h What was the Social Security Act? _____________________ __________________________________________________ __________________________________________________ __________________________________________________ j Why did Talmadge disagree with the Social Security Act? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ k How did Talmadge misjudge the voters in his last race for Governor? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

176 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H8.c Describe Eugene Talmadge’s opposition to the New Deal Programs. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

177 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H8.d 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. stricken ___ 2. therapeutic ___ 3. conducted ___ 4. foundation ___ 5. allotted ___ Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning as another word. Read each list of words below. Write the word from the vocabulary list above that is a synonym for each list of words. 6. allocated, distributed _________________ 7. overseen, directed _________________ 8. healing, medicinal __________________ A. curative B. managed C. assigned D. afflicted E. organization

178 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H8.d President Roosevelt’s Ties to GA A President Franklin D. Roosevelt made Warm Springs, Georgia his second home. Stricken with polio at the age of 39, he frequently visited Warm Springs for therapeutic relief from the area’s natural warm springs. In 1932, he purchased a small cottage in Georgia as a retreat and often conducted official business from there. There he was able to relax and be accepted as a friend to the townspeople and local farmers nearby. a Why did President Roosevelt purchase a small home in Georgia in 1932? _________________________________________________ _________________________________________________ S Roosevelt established the Warm Springs Foundation as a result of the positive benefits he received from the warm springs. The foundation’s name later changed to the March of Dimes and was instrumental in developing the polio vaccine. To this day, Roosevelt’s legacy in Georgia continues to bring in visitors and provide jobs in tourism and hospitality. s What foundation did Roosevelt establish because of the positive benefits he received? __________________________________________________ d What was the name of the foundation later changed to? ____ _________________________________________________ f Name an important development by the March of Dimes. _________________________________________________

179 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Through Roosevelt’s New Deal policies, federal funds were allotted to the state - creating jobs, supporting farmers, and improving the state’s infrastructure. The Rural Electrification Administration (REA), a New Deal Program, brought electricity to the people of rural Georgia for the first time. g The New Deal worked to accomplish all the following: Circle ALL that apply. a. support farmers b. pay more income tax for individuals c. improve state’s infrastructure d. create new jobs h What was the importance of the REA (Rural Electrification Administration)? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ j What were some of the benefits of Roosevelt’s New Deal policies? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

180 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H8.d Discuss President Roosevelt’s ties to Georgia, including his visits to Warm Springs and his impact on the state. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

181 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H8.e 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. initiated ___ 2. conservation ___ 3. environmental ___ 4. subsidies ___ 5. stimulating ___ 6. retirement ___ Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning as another word. Read each list of words below. Write the word from the vocabulary list above that is a synonym for each list of words below. 7. supports, contributions _______________ 8. preservation, protection _____________ A. grants or aids B. pertaining to the natural world C. giving up work D. safeguarding E. started F. encouraging increased activity

182 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H8.e The Effects of the New Deal A The New Deal was a series of programs initiated by President Franklin D. Roosevelt to help lift the United States out of the Great Depression. a What was the New Deal? _____________________________ ____________________________________________________ S The Civilian Conservation Corps (CCC) provided jobs for men in conservation projects. It employed thousands of workers across the country, including Georgians to work on environmental projects. Men were put to work improving public lands such as forest, parks, and historic sites. Through the CCC many state parks across the country were developed. Vogel State Park and Indian Springs State Park in Georgia were developed by the CCC. s Men were employed to improve all of the following by the CCC EXCEPT: a. forests b. bus stations c. parks d. historic sites D The Agricultural Adjustment Act (AAA), part of the New Deal, offered subsidies to farmers in exchange for not planting certain crops. The subsidies were intended to reduce surpluses so the crop prices would increase. The subsidies resulted in an increase in crop prices and more income for farmers. Subsidies paid to landowners were not always distributed to sharecroppers who worked the land. Instead, landowners used the money to purchase new and more modern farm equipment. This created deeper poverty for most sharecroppers. The Agricultural Adjustment Act was successful at raising crop prices; however, it ended up favoring large landowners over sharecroppers.

183 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. d What did the AAA offer to farmers? _____________________ __________________________________________________ __________________________________________________ f What events caused deeper poverty for sharecroppers? Circle ALL that apply. a. Sharecroppers received the same subsidies as the farmers. b. Landowners used the money to purchase more equipment. c. Farmers did not always share the subsidy money. d. The AAA was part of the New Deal. F The Rural Electrification Administration (REA) was created to bring electricity to farms in rural areas of the United States, including Georgia. Providing electricity changed the lives of millions across the country. Household chores and farming became easier with the use of electrical appliances and machinery. New industries moved to rural areas creating jobs, along with stimulating the economy. Electricity bridged the gap between urban and rural life. g Circle ALL the reasons that describe how electricity changed the lives of millions of people in America: a. housework and farming became easier b. farm work was more problematic c. new jobs were created d. the REA disbanded

184 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. G The Social Security Act (SSA) was established to help Americans during the Great Depression. It provided retirement benefits to older workers allowing them to retire. Younger workers could find employment through the newly available jobs. Public assistance became available to persons over the age of sixty-five, the blind, and dependent children who had lost a parent. Unemployment insurance provided financial aid on a temporary basis to workers who had lost their jobs and faced financial hardship. Originally rejected in Georgia by Governor Tal m a dge, it was later adopted under the leadership of Governor E.D. Rivers. h All of the following are benefits of Social Security EXCEPT: a. healthy workers were able to retire at a young age b. older workers were able to retire c. temporary financial aid for workers who lost their job d. public assistance became available to those who qualified j Through Social Security all the following people qualified for assistance EXCEPT: a. people over the age of sixty-five b. dependent children who had lost a parent c. healthy people under forty d. people who were blind P Read each statement below. Circle TRUE or FALSE. k Governor Talmadge adopted Social Security. TRUE or FALSE l Governor E.D. Rivers did not adopt Social Security. TRUE or FALSE

185 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H8.e Examine the effects of the New Deal in terms of the impact of the Civilian Conservation Corps, Agricultural Adjustment Act, Rural Electrification Administration, and Social Security Administration. Make an Outline The Effects of the New Deal Civilian Conservation Corps: _______________________ ____________________________________________________ ____________________________________________________ Agricultural Adjustment Act:_______________________ ____________________________________________________ ____________________________________________________ Rural Electrification Administration: _____________ ____________________________________________________ ____________________________________________________ Social Security Administration: __________________ ______________________________________________ ______________________________________________

186 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H8.e Examine the effects of the New Deal in terms of the impact of the Civilian Conservation Corps, Agricultural Adjustment Act, Rural Electrification Administration, and Social Security Administration. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

187 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. ELA Connection SS8H8 A Multiple Meaning Words: Some words have more than one meaning. Read the sentences below and choose the definition that matches the context of each sentence. a The New Deal was meant to stimulate the economy. a. encourage something to develop b. raise levels of activity in the body s Running is a great exercise that will stimulate your muscles. a. encourage something to develop b. raise levels of activity in the body S Meaning and Purpose 8.L.V.3 Analyze the denotative and connotative meanings of words and phrases and strategically apply those understandings when interpreting and constructing texts. Read the sentences below and look at the phrase in bold print. Interpret the actual meaning of the phrase. Electricity bridged the gap between urban and rural life. bridged the gap means: a. brought city and country life together b. closed a bridge

188 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Research how Social Security has changed since its inception in 1935. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

189 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H9 Describe the role of Georgia in WWII. a. Describe key events leading up to American involvement in World War II; include the Lend- Lease Act and the bombing of Pearl Harbo r. b. Evaluate the purpose and economic impact of the Bell Bomber Plant, military bases, and the Savannah and Brunswick shipyards. c. Explain the economic and military contributions of Richard Russell and Carl Vinson.

190 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H9.a 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. catalyst ___ 2. isolationist ___ 3. relentless ___ 4. campaign ___ 5. ally ___ 6. neutrality ___ 7. vessels ___ A. impartiality B. stimulus C. crusade D. ships E. remaining apart from other groups F. supporter G. persistent

191 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H9.a American Involvement in WWII A The German invasion of Poland in 1940 was the catalyst that started the second World War. The United States wanted to remain neutral and not get involved. After World War I, the U.S. had taken an isolationist policy, this meant it would not get involved in world affairs unless there was a direct threat to the U.S. After Germany’s invasion of Poland, they began a relentless bombing campaign of Great Britian. Great Britian was an ally of the United States. As friends of Britain, Americans began to lean more in the direction of getting involved. a What policy had the U.S. adopted prior to World War II? ___ _________________________________________________ s What event caused Americans to lean towards getting involved in WWII? a. Germany’s invasion of Poland b. Japan’s bombing of Pearl Harbor c. the bombing campaign against Great Britain d. German’s invasion of the United States S In the 1930’s a series of laws, known as the Neutrality Acts, were passed. These acts were a series of laws that prevented the U.S. from selling or exporting arms or materials to countries involved in a war. The Lend-Lease Act of 1941 changed America’s position. Still maintaining the position of neutrality, the United States could now lend or lease war supplies to foreign allies of the

192 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. United States. The Lend-Lease Act supported Great Britain as it independently fought against Germany. d What were the Neutrality Acts? ______________________ __________________________________________________ f What was the Lend-Lease Act? _______________________ __________________________________________________ D Naval Station Pearl Harbor, located on the island of Oahu, Hawaii suffered a surprise air attack by the Japanese on December 7, 1941. Twenty American naval vessels, eight battleships, and over three hundred airplanes were destroyed. Approximately 2,400 Americans died. g Explain the damage that was done by the surprise attack on Naval Station Pearl Harbor. _________________________________________________ _________________________________________________ F By attacking Pearl Harbor, the Japanese were hoping to weaken the United States. They believed Americans would give up and Japan would be able to continue its expansion and power over foreign nations. The day following the attack, President Roosevelt addressed Congress and asked for a Declaration of War with Japan. h What was the MAIN purpose of the attack by the Japanese on Pearl Harbor? a. fortify Japan’s hold on the U.S. b. declare war on the Great Britain c. weaken the U.S.

193 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H9.a Describe key events leading up to American involvement in World War II; include the Lend-Lease Act and the bombing of Pearl Harbor. Make an Outline Describe key events leading up to American involvement in World War II. Lend-Lease Act ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Bombing of Pearl Harbor ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

194 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H9.a Describe key events leading up to American involvement in World War II; include the Lend-Lease Act and the bombing of Pearl Harbor. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

195 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H9.b & c 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. rural ___ 2. boon ___ 3. infantry ___ 4. relocated ___ 5. spanned ___ 6. modernized ___ Suffix “ize” is a suffix that, when added to a noun or adjective, turns that word into a verb. “ize” means cause to resemble. 7. modernized means cause to resemble something that is ______________ A. soldiers who fight on foot B. moved C. growth D. country E. updated F. extend across a time period

196 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H9.b Purpose and Impact A The Bell Bomber plant was a federally funded military manufacturing facility located in rural Marietta, Georgia. The plant was constructed in early 1942 to build B-29 bomber aircraft for the defense of the U.S. and its allies during WWII. In all, over 600 B-29 aircraft were created by both men and women at the plant. Marietta and the surrounding areas experienced both a population and economic boon. The South demonstrated its ability to be an industrial region of the United States. a What was the Bell Bomber plant? _____________________ __________________________________________________ s Why did Marietta and the surrounding areas experience a population and economic boon? __________________________________________________ __________________________________________________ __________________________________________________ S Fifteen military bases were located throughout Georgia during WWII. Ft. Benning (now Ft. Moore) was home of the Army Infantry School, the largest infantry training school in the world. Military bases and facilities employed approximately 20,000 civilians in Georgia. Along the coast of Georgia, the Savannah and Brunswick shipyards built close to 100 Liberty ships. These ships delivered supplies to our allies in Europe. Each shipyard employed more than 15,000 people locally, along with those who relocated to the areas for employment.

197 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. d What is the distinction of Ft. Moore (formerly Ft. Benning)? _________________________________________________ _________________________________________________ f The shipyards along the coast of Georgia did all the following EXCEPT: a. deliver supplies to Europe b. build of one hundred ships c. deliver supplies to Japan and Germany D The establishment of military manufacturing plants, military bases, and naval shipyards created thousands of jobs for Georgians. Many had been struggling financially during the Great Depression. Georgia’s economy shifted from an agrarian economy towards industry and manufacturing. The building and housing of military sites throughout the state was instrumental in putting Georgians back to work and leading Georgia out of an economic depression. g During the war, all the following factors created thousands of jobs for Georgians EXCEPT: a. the establishment of banking institutions b. the establishment of military bases c. building of naval shipyards d. the establishment of military manufacturing plants h What event facilitated pulling Georgia out of the depression? __________________________________________________ __________________________________________________

198 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H9.b Evaluate the purpose and economic impact of the Bell Bomber Plant, military bases, and the Savannah and Brunswick shipyards. Make an Outline Evaluate the purpose and economic impact of: The Bell Bomber Plant ____________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Military bases ____________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Savannah and Brunswick shipyards _______________ ____________________________________________________ ____________________________________________________ ____________________________________________________

199 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H9.b Evaluate the purpose and economic impact of the Bell Bomber Plant, military bases, and the Savannah and Brunswick shipyards. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

200 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H9.c Contributions of Russell and Vinson A Two prominent Georgia politicians, Richard Russell and Carl Vinson, made important economic and military contributions during their careers representing Georgia in the United States government. a What were the TWO types of contributions made by Russell and Vinson during their time of service in government? a. economic b. scientific c. military d. agricultural S Richard Russell had a political career that spanned fifty years. Not only did he serve as the youngest Governor of Georgia but he also served seven terms as a U.S. Senator. Russell supported policies and development programs that benefitted farmers and rural communities. As a state leader, Russell helped obtain funds for infrastructure projects in the state of Georgia. Russell’s commitment to Georgia contributed to its economic growth and development. s All the following statements below show how Russell’s commitment to Georgia contributed to its economic growth and development EXCEPT: a. Russell enjoyed working in politics. b. Russell helped obtain funds for infrastructure projects. c. Russell supported policies that benefitted farmers and rural communities. d. Russell served seven terms as a U.S. Senator.

201 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Russell was a dedicated supporter of the military. He strongly advocated for funding of the U.S. Armed Forces in order to make sure the army was both well-equipped and prepared in case of a national emergency. Russell was instrumental in increasing the number of military bases in Georgia that would eventually train and prepare soldiers for combat in World War II. d Which statements below support the idea that Russell was a dedicated supporter of the military? a. Russell was instrumental in increasing the number of military bases in Georgia. b. Russell was a career politician. c. Russell was the youngest Governor of Georgia. d. Russell advocated for military funding. F Carl Vinson was another Georgia politician who represented the state for more than fifty years. Vinson was a strong advocate for expanding the military and shipbuilding. Establishing and expanding naval bases and shipyards along the coastal port cities of Savannah and Brunswick provided jobs to citizens of the state and boosted the economy. f Which statement below supports the idea that Vinson was a strong proponent of the military? a. Vinson was an advocate for expanding the military. b. Carl Vinson was a Georgia politician. c. Vinson represented Georgia for more than fifty years. d. Vinson retired in 1965. G Vinson modernized the United States Navy with his ongoing efforts to add naval aviation, aircraft carriers, and submarines. The work done by Vinson solidified the United States Navy’s position into a global naval power.

202 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H9.c Explain the economic and military contributions of Richard Russell and Carl Vinson. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

203 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. ELA Connection SS8H9 A Multiple Meaning Words Some words have more than one meaning. Read the sentences below and choose the definition that matches the context of each sentence. 1. After Germany’s invasion of Poland, they began a relentless bombing campaign of Great Britian. a. a series of military operations intended to achieve an objective b. to work in an organized way to achieve a political objective c. an organized course of action to achieve a goal 2. The Bell Bomber plant was a federally funded military manufacturing facility located in rural Marietta, Georgia. a. a living organism b. place a seed in the ground, so it can grow c. a place where a manufacturing process takes place S Meaning and Purpose 8.L.V.3 Analyze the denotative and connotative meanings of words and phrases and strategically apply those understandings when interpreting and constructing texts. Read the sentences below and look at the phrase in bold print. Interpret the actual meaning of the phrase. 1. Great Britian was an ally of the United States; Americans began to lean more in the direction of getting involved. lean in the direction means _________________________ _________________________________________________

204 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H10 Evaluate key post-World War II developments in Georgia. a. Explain how technology transformed agriculture and created a population shift within the state. b. Explain how the development of Atlanta under Mayors William B. Hartsfield and Ivan Allen, Jr. impacted the state. c. Describe the relationship between the end of the white primary and the 1946 governor’s race.

205 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H10.a & b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. advancements ___ 2. hybrid ___ 3. variety ___ 4. progressive ___ 5. expanded ___ 6. desegregation ___ 7. urban ___ Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning of another word. Write a word from the vocabulary list above that is a synonym for each list of words below. 8. variation, mixture: _____________ 9. merging, integration: _____________ A. enlarged B. city; not rural C. improvements D. assortment E. free from segregation F. implementing new ideas G. mixture

206 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H10.a Technology Transforming A Following World War II there were many new advancements in agriculture, both in machinery and technology. New or more modern farm equipment and irrigation systems increased efficiency and profits. a What two advancements increased efficiency and profits in the agricultural system after World War II? _________________________________________________ _________________________________________________ S The development of hybrid seeds improved crop yields. New types of fertilizers and pesticides helped control pests, thus saving crops from ruin. Through advancements in technology, farmers were able to experiment and grow new varieties of crops. s All the following were advancements in agriculture that improved crop yields EXCEPT: a. new types of fertilizers b. new pesticides to control pests c. development of hybrid seeds d. better shipping containers D Technology introduced new practices making it possible to grow select crops in a variety of climates and soils. Farmers were now able to work on larger areas of land with fewer workers. With less labor needed in the farming areas, Georgia began to see a shift in population from rural to urban areas.

207 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. d What caused a shift in population in Georgia from rural areas to urban areas? _________________________________________________ _________________________________________________ _________________________________________________ F Urban cities, like Atlanta, Macon, and Savannah, saw growing populations. Employment could be found in non-agricultural jobs and industries. Georgia’s infrastructure grew and improved, making it easier to travel by highway or railway to and from different locations. It became easier and more convenient to relocate. More and more people moved away from rural areas into the populated urban centers. In cities, Georgians were able to take advantage of improved living standards including access to better healthcare and education. f Which Georgia cities saw growing populations following WWII? a. Atlanta, Cartersville, and Savannah b. Atlanta, Vienna, and Macon c. Atlanta, Macon, and Savannah d. Savannah, Macon, and Thomasville g All of the following were reasons for the growth in urban populations in Georgia EXCEPT: a. the growth of infrastructure b. the convenience of relocation for workers c. growing employment in non-agricultural jobs d. poor living conditions in urban areas

208 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H10.a Explain how technology transformed agriculture and created a population shift within the state. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

209 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H10.b The Development of Atlanta A Under the leadership of Mayors William B. Hartsfield and Ivan Allen Jr., the City of Atlanta grew and developed in many ways. Atlanta became a prominent and progressive city under their guidance. Atlanta soon earned recognition both nationally and internationally. a Under whose leadership did Atlanta grow and develop? ____ _________________________________________________ s What were the results of their efforts? ___________________ _________________________________________________ S Both Hartsfield and Allen promoted economic growth for Atlanta. Hartsfield expanded Atlanta’s airport while Allen pushed for industrial development and attracted new business to Atlanta and Georgia. As a result of the new growth, Atlanta became recognized as a major hub for transportation, trade, and commerce. s Which statement below is TRUE? a. Allen expanded Atlanta’s airport. b. Both Hartsfield and Allen promoted economic growth for Atlanta. c. Hartsfield pushed for industrial development. d. Neither Allen nor Hartsfield wanted growth for Atlanta. d What were the results of the new economic growth promoted by Hartsfield and Allen? _________________________________________________ _________________________________________________

210 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Each Atlanta mayor made contributions in advancing civil rights in Georgia. Both promoted racial integration and supported desegregation in public buildings and facilities. Atlanta was one of the first Southern cities to desegregate public schools and other public areas. f What was the significance of Atlanta being one of the first Southern cities to desegregate public schools and other public places? _________________________________________________ _________________________________________________ _________________________________________________ F Individually, Hartsfield and Allen each pushed to modernize the city of Atlanta - they expanded transportation lines and invested in public projects, such as adding green spaces, to improve the quality of life for Atlanta residents and businesses. Their urban development projects inspired other Georgia cities to do the same. g Hartsfield and Allen each wanted to modernize the city of Atlanta. Circle ALL statements below that support the statement above. a. the expansion of transportation lines b. investments in projects to improve the quality of life for Atlanta residents c. investments in green spaces d. expansion of the railroad

211 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. G Making Atlanta a center for culture and education was important to both leaders. Hartsfield and Allen supported educational institutions and cultural centers. Their efforts established Atlanta as a major cultural and educational center in the Southeast. h Which statements below support the opinion that BOTH men aided in the recognition of Atlanta as a major cultural and educational center? a. Hartsfield expanded Atlanta’s airport. b. Allen pushed for industrial development. c. Both leaders supported urban development projects. d. Hartsfield and Allen expanded transportation lines. H The growth of Atlanta under their leadership impacted the entire state of Georgia. Both mayors recognized the importance of urban development, economic growth, civil rights, and cultural advancement in order to make Atlanta a prosperous and prominent city. j Both mayors recognized the importance of developments that impacted the entire state of Georgia. Circle ALL statements that support the statement above. a. insignificance of urban development b. economic growth c. civil rights d. cultural advancements

212 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H10.b Explain how the development of Atlanta under Mayors William B. Hartsfield and Ivan Allen, Jr. impacted the state. Make an Outline Development of Atlanta Hartsfield ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Allen ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ -

213 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H10.b Explain how the development of Atlanta under Mayors William B. Hartsfield and Ivan Allen, Jr. impacted the state. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

214 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H10.c End of the White Primary A A primary is an election within a political party. White primaries were established by state Democratic party legislatures in eight states, starting with South Carolina and ending with Georgia. The white primary was essentially a Jim Crow law practiced in the South. Along with poll taxes and literacy tests, it was another way to deny voters of color an opportunity to participate in an election. a Describe the white primary. __________________________ _________________________________________________ _________________________________________________ s All the following were strategies to deny voters of color their voting rights EXCEPT: a. equal opportunity voting practices b. poll taxes c. literacy tests d. the practice of Jim Crow laws in the South S In 1944, Black, or African American, voters sued the state of Georgia as they were denied their right to vote in a Columbus, Georgia election. After suing the state, federal district courts ruled in their favor. White primaries were unconstitutional. After being in the courts for almost two years, this officially ended white primaries in Georgia.

215 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D In Georgia, Governor Ellis Arnall was looked upon as a moderate. He was progressive on issues of race and had the support of many African Americans or Blacks. After serving two terms as governor, Arnall was ineligible to run again in 1946. Arnall supported the court rulings on white primaries. f Why was Arnall supported by African Americans in Georgia over Ta l madge? __________________________________________________ __________________________________________________ __________________________________________________ F Georgia was still a one party “democratic” state. When the primary was held for Governor in 1946, the Supreme Court ruling was essentially ignored. Many Black, or African American, citizens met obstacles when trying to cast their ballot. Eugene Talmadge was elected governor but died before taking office. This created turmoil for the state as three men now claimed to be governor: Arnall, the elected Lieutenant Governor, and Talmadge’s son, Herman. Arnall eventually surrendered his claim to the Governorship to Herman Talmadge. g How did the end of the white primary affect the 1946 Governor’s race in Georgia? __________________________________________________ __________________________________________________ __________________________________________________

216 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H10.c Describe the relationship between the end of the white primary and the 1946 governor’s race. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

217 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. ELA Connection SS8H10 A Multiple Meaning Words Some words have more than one meaning. Read the sentences below and choose the definition that matches the context of each sentence. 1. In Georgia, Ellis Arnall was looked upon as a moderate. He was more progressive on issues of race than Talmadge. African Americans supported Arnall as a candidate. supported means: a. actively interested in the success of b. capable of sustaining 2. Both Senators received the same number of votes, so the election was a tie. tie means: a. attach or fasten with a string or cord b. an equal number of votes S Meaning and Purpose 8.L.V.3 Analyze the denotative and connotative meanings of words and phrases and strategically apply those understandings when interpreting and constructing texts. Read the sentences below and look at the phrase in bold print. Interpret the actual meaning of the phrase. Allen pushed for industrial development and attracted new business to Atlanta and Georgia. As a result, Atlanta became recognized as a major hub for transportation, trade, and commerce. pushed for means: ____________________________________ ____________________________________________________

218 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H11 Evaluate the role of Georgia in the modern Civil Rights Movement. a. Explain Georgia’s response to Brown v. Board of Education including the 1956 flag and the Sibley Commission. b. Describe the role of individuals (Martin Luther King, Jr. and John Lewis), groups (SNCC and SCLC) and events (Albany Movement and March on Washington) in the Civil Rights Movement. c. Explain the resistance to the 1964 Civil Rights Act, emphasizing the role of Lester Maddox.

219 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H11.a 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. landmark ___ 2. various ___ 3. emblem ___ 4. opposition ___ 5. comply ___ 6. hearings ___ Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning as another word. Write a word from the vocabulary list above that is a synonym for each set of words below. 7. innumerable, countless: _____________ 8. conform, to follow: ______________ A. formal meetings B. resistance C. obey D. milestone E. numerous F. symbol

220 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H11.a Brown v. Board of Education A In response to the landmark Supreme Court case of Brown v. Board of Education in 1954, the Georgia General Assembly remained steadfast in their beliefs opposing forced integration of public schools. Many southern states, including Georgia resolved to maintain segregation and used various tactics to interfere with progress toward racial equality. a What was Georgia’s response to Brown v. Board of Education? _________________________________________________ _________________________________________________ s Southern states continued to ________________ and did not progress towards racial equality. a. integrate b. segregate c. desegregate S In 1956, the Georgia General Assembly approved the addition of the Confederate Battle Flag to the state flag. The Confederate Battle emblem was interpreted as a defiant act against racial integration. To many, the battle emblem was a representation of white supremacy in the Civil War South. It was thought to be a representation of opposition to civil rights advancements. d What did the Georgia General Assembly approve in 1956? __ _________________________________________________ f What did the Confederate Battle emblem represent? ______ _________________________________________________

221 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D In 1960, Governor Ernest Vandiver of Georgia established the Sibley Commission. The governor had to decide to close public schools or to comply with the federal order to desegregate them. With a series of hearings held throughout the state, the commission gathered input from citizens on the issue of desegregation. Segregationists spoke at the hearings expressing opposition to integration and often used tactics to create fear and doubt on the issue of integration. The findings found the majority of Georgians claimed they would rather close public schools than integrate them. Despite the findings, John Sibley, who led the commission, recommended that Georgia should not resist, but instead accept the federal decision to desegregate the public schools. Later that same year, the city of Atlanta desegregated its schools. g What was the Sibley Commission? _____________________ __________________________________________________ h What were the findings of the Sibley Commission? _________ __________________________________________________ j What was John Sibley’s recommendation? a. continue to segregate schools b. desegregate the public schools c. rebuild all the schools in the state k What did the city of Atlanta do regarding public schools? a. desegregate the schools later that year b. continue to resist the federal mandate c. come up with their own solution

222 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H11.a Explain Georgia’s response to Brown v. Board of Education including the 1956 flag and the Sibley Commission. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

223 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H11.b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. inspired ___ 2. defining ___ 3. influential ___ 4. empower ___ 5. boycotts ___ 6. desecrating ___ 7. extension ___ Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning as another word. Write a word from the vocabulary list above that is a synonym for the set of words below. 8. dominant, important: _________________ A. powerful B. embargoes C. crucial D. vandalizing E. give authority to F. stirred or moved G. expansion

224 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H11.b The Civil Rights Movement A Martin Luther King J r. was a Baptist minister and social activist who led the Civil Rights Movement in the United States from the mid 1950’s until his assassination in 1968. Probably the most well-known figure in the civil rights movement, King advocated for non-violent resistance. It was through his leadership that the movement and promotion of civil rights was accomplished using peaceful means. King’s iconic “I Have a Dream” speech delivered on the March to Washington inspired millions of people. The speech played a critical role in the federal government passing the 1964 Civil Rights Act and was a defining moment in the Civil Rights Movement. a What is Martin Luther King, Jr. most well-known for? ______ __________________________________________________ s King believed that all the following actions were ways to promote Civil Rights EXCEPT: a. writing and delivering inspirational speeches b. advocating for non-violent resistance c. promoting violence d. inspiring people by peaceful actions S John Lewis was an influential civil rights leader and politician and was well-known for his involvement with the Student Nonviolent Coordinating Committee (SNCC). Lewis led the march on the Edmund Pettus Bridge in Selma, Alabama, participated in the Freedom Rides, and helped organize the March on Washington. Serving seventeen terms in the House of Representatives, Lewis became one of the leaders of the Democratic Party in the House. He is remembered for his commitment to civil rights and public service to the country.

225 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. d John Lewis was well-known for all the following EXCEPT: a. involvement with the SNCC b. delivering the “I Have a Dream” speech c. participating in the Freedom Rides d. organizing the March on Washington D Formed in the early 1960s, the Student Nonviolent Coordinating Committee (SNCC) was organized by mainly Black college students as a voice for the Civil Rights Movement. With its first office located in a corner of the Southern Christian Leadership Conference’s headquarters in Atlanta, the organization quickly grew into a much larger space with field offices throughout the Southeast. f Who organized the SNCC? ___________________________ __________________________________________________ F The SNCC organization worked to empower Black people in America. They encouraged the African American population to vote and helped with voting registration. The SNCC fought against segregation and discrimination. Believing their goal could be accomplished by non-violent means, they often staged peaceful protests such as sit-ins, marches, and boycotts to accomplish their goals. The SNCC played an important role in the Albany Movement. The movement took place in Albany, Georgia with a goal of ending racial segregation in the entire Albany community. The group worked to end the use of “whites only” facilities on travel routes in the Southeast. The SNCC played an important role in challenging segregation and racial injustice in the United States.

226 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. g SNCC supported and worked for all the following: Circle ALL that apply. a. challenging racial injustice b. encouraging African Americans to vote c. supporting racial injustice in the United States d. staging sit-ins, marches, and boycotts G The Southern Christian Leadership Conference (SCLC) was founded in Atlanta at the Ebenezer Baptist Church in 1957. There a group of sixty Black ministers and civil rights leaders met and named Martin Luther King, J r. as its first president. The group was an extension of the Montgomery Improvement Association which had successfully boycotted the public transportation system in Montgomery, Alabama. The Montgomery Bus Boycott ended segregation on city buses. The focus of the SCLC was to advance civil rights in America through nonviolent protests and civil disobedience, or refusal to comply with certain laws as a form of a peaceful protest. h Who was named the first president of the SCLC? __________ __________________________________________________ j What was the MAIN focus of the SCLC? a. boycott all buses in the United States b. advance civil rights in America through non-violence c. stop all voter registration in the United States d. find a better meeting place for the SNCC

227 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. k What was the MAIN accomplishment of the Montgomery Improvement Association? a. the founding of the SCLC b. the successful boycott of the public transportation system in Montgomery, Alabama c. the founding Ebenezer Baptist Church d. ordaining African American ministers H One of its most significant civil rights campaigns was the March on Washington, D.C. in 1963. The purpose was to advocate for civil and economic rights for Black Americans. Hundreds of thousands of people came together in Washington to demand an end to segregation and discrimination. The march concluded with Dr. Martin Luther King’s powerful “I Have a Dream” speech calling for racial harmony and equality. As a result, less than a year after the march, President Johnson signed into law the 1964 Civil Rights Act. l A. What was the purpose of the March on Washington? a. to write the “I Have a Dream” speech b. to initiate the Montgomery Bus Boycott c. to write the Civil Rights Act d. promoting civil and economic rights for Black Americans B. What was the primary result of the March on Washington? a. the 1964 Civil Rights Act being signed into law b. the presentation of the “I Have a Dream” speech c. advocating for civil and economic rights for Black Americans d. the Montgomery Bus Boycott

228 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H11.b Describe the role of individuals (Martin Luther King, Jr. and John Lewis), groups (SNCC and SCLC) and events (Albany Movement and March on Washington) in the Civil Rights Movement. Make an Outline Describe the role of individuals and events in the Civil Rights Movement. Martin Luther King, Jr. ______________________ ____________________________________________________ ____________________________________________________ John Lewis _______________________________________ ____________________________________________________ ____________________________________________________ SNCC ___________________________________ ____________________________________________________ ____________________________________________________

229 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SCLC ______________________________________________ ____________________________________________________ ____________________________________________________ Events Albany Movement ________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ March on Washington _____________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

230 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H11.b Describe the role of individuals (Martin Luther King, Jr. and John Lewis), groups (SNCC and SCLC) and events (Albany Movement and March on Washington) in the Civil Rights Movement. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

231 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H11.c 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. tactics ___ 2. establishment ___ 3. declined ___ 4. half-staff ___ 5. stance ___ 6. cemented ___ Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning as another word. Write a word from the vocabulary list above that is a synonym for each set of words below. 7. repudiated, denied: __________________ A. refused B. attitude towards something C. lowering of the flag D. a place of business E. made firm F. maneuvers

232 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H11.c Resistance to the 1964 Civil Rights Act A The Civil Rights Act of 1964 was introduced to end racial segregation and discrimination in America. While was still in debate before it passed, Richard Russell of Georgia led a group of eighteen senators in using tactics to prevent passage of the act. Unsuccessful in their attempt, the act became law; however, there were individuals and groups in Georgia who continued to maintain segregation in Georgia. a Why was the Civil Rights Act passed? __________________ __________________________________________________ s Who led the unsuccessful attempt to prevent the passage of the Civil Rights Act of 1964? __________________________________________________ S Lester Maddox of Atlanta received national attention as a segregationist when he refused to allow anyone of color into his Atlanta restaurant. Maddox advertised his establishment as “whites only”. Black Americans who tried to enter were met with threats and intimidation. d Why did Lester Maddox receive national attention as a segregationist? __________________________________________________ __________________________________________________ f How did Maddox keep Black Americans from dining at his Atlanta restaurant? __________________________________________________ __________________________________________________

233 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Maddox believed that the Civil Rights Act was an infringement upon states’ rights and individual liberties. Rather than comply with federal law and desegregate, Maddox closed his restaurant. His strong opposition to the Civil Rights Act earned him support from segregationists’ groups. g What did Maddox believe about the Civil Rights Act? _______ _________________________________________________ _________________________________________________ _________________________________________________ h What were TWO outcomes of Maddox and his opposition of the Civil Rights Act? a. Maddox decided to close his Atlanta restaurant. b. Maddox expanded his restaurant. c. Maddox received support from segregationists’ groups. d. Maddox did not let people who were not from Georgia patronize his restaurant. F In 1966, Maddox ran for political office and was elected as the 75th governor of Georgia. During his term in office, Maddox opposed integrating Georgia’s public schools. Maddox declined to close the state government for the day or fly flags at half-staff following the assassination of Dr. King, who had become not only a national figure, but was also a Georgian. His stance at the time of D r. K ing’s death cemented his reputation nationally as a segregationist. Within the state of Georgia, Maddox did surprisingly appoint more African Americans to government positions than all previous Georgia governors combined.

234 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. j Which statements below support the opinion that Lester Maddox was a segregationist and/or racist? Circle ALL statements below that apply. a. Maddox appointed more African Americans to government positions than all previous Georgia governors combined. b. Maddox opposed integrating Georgia’s public schools. c. Maddox refused to fly flags at half-staff following the assassination of Dr. Martin Luther King. d. Maddox refused to close the state government for a day following the assassination of D r. M a rtin Luther King. Understanding the Standard SSH811.c Explain the resistance to the 1964 Civil Rights Act, emphasizing the role of Lester Maddox. Make an Outline Resistance to the 1964 Civil Rights Act ________________________________________ ________________________________________ ________________________________________ The role of Lester Maddox ________________________________________ ________________________________________ ________________________________________

235 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SSH811.c Explain the resistance to the 1964 Civil Rights Act, emphasizing the role of Lester Maddox. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

236 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. ELA Connection SS8H11 A Multiple Meaning Words Some words have more than one meaning. Read the sentences below and choose the definition that matches the context of each sentence. a Maddox declined to close the state government for the day or fly flags at half-staff following the assassination of Dr. King, who had become not only a national figure, but was also a Georgian. declined means: a. decreased b. refused to do something s Eventually, the politician’s health declined to the point where he needed to be hospitalized. declined means: a. decreased b. refused to do something S Meaning and Purpose 8.L.V.3 Analyze the denotative and connotative meanings of words and phrases and strategically apply those understandings when interpreting and constructing texts. Read the sentences below and look at the phrase in bold print. Interpret the actual meaning of the phrase. d Formed in the early 1960s, the Student Nonviolent Coordinating Committee (SNCC) was organized by mainly Black college students as a voice for the Civil Rights Movement. The phrase as a voice means: a. expressing views b. talking a lot

237 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H12 Explain the importance of developments in Georgia since the late 21st century. a. Explain how the continued development of Atlanta under mayors Maynard Jackson and Andrew Young impacted the state. b. Describe the role of Jimmy Carter in Georgia as state senator, governor, president, and past president. c. Evaluate the short-term and long-term impacts of hosting the 1996 Olympics on Georgia’s economic and population growth. d. Analyze Georgia’s role in the national and global economy of the 21st century, with regard to tourism, Savannah port expansion, and the film industry.

238 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H12.a 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. profoundly 2. entrepreneurship 3. enhanced 4. succeeded 5. spearheaded Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning as another word. Write a word from the vocabulary list above that is a synonym for each list of words below. 6. heightened, boosted: _____________ 7. flourished, thrived: _______________ A. improved B. prospered C. activity of setting up a business D. directed or led E. intensely

239 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H12.a Continued Development of Atlanta A The modern expansion and growth of Atlanta under the leadership of Maynard Jackson and Andrew Young profoundly impacted both Atlanta and the state of Georgia. S In 1974, Maynard Jackson was elected as the first Black or African American mayor of the city of Atlanta. Jackson was an enthusiastic supporter of minority-owned businesses. He promoted entrepreneurship amongst the citizens of Georgia. Mayor Jackson expanded the size of the city’s airport. Because of Jackson, the Atlanta airport developed into one of the largest and busiest airports in the world, for domestic and international travel. Jackson was so instrumental in turning Atlanta into a major crossroads for air travel that Hartsfield Airport was renamed Hartsfield-Jackson Airport in his honor. Furthermore, Jackson enhanced and expanded Atlanta’s public transportation (MARTA) system. Travel between the city and suburbs was made easier for citizens and visitors because of improvements made by Mayor Jackson. a Who was elected as the first Black mayor of Atlanta, GA? _______________________________________________ s All of the following were effects of Maynard Jackson’s leadership in Atlanta EXCEPT: a. The Atlanta airport developed into one of the largest and busiest airports in the world. b. Atlanta’s public transportation expanded. c. Travel throughout the city of Atlanta was more difficult than ever before. d. Entrepreneurship and minority-owned businesses were supported by Mayor Jackson.

240 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D As the 55th mayor of Atlanta, Andrew Young succeeded Jackson and continued to push for growth of the city. His efforts attracted Fortune 500 companies to Georgia. The relocation of these companies created new employment opportunities for the people of the state. Along with the influential leadership of former Mayor Maynard Jackson and a group spearheaded by Billy Payne, Young was instrumental in winning the bid for Atlanta to host the 1996 Olympic Games. This was a huge economic boost for the state’s economy. With an international airport equipped to receive worldwide passengers, and a modern upgraded rail system, Atlanta became recognized not only as an international city, but also as the business and sports capital of the Southeast. d Which statement below supports the opinion that Andrew Young’s leadership impacted the state of Georgia in a positive manner? a. Young succeeded Jackson as mayor of Atlanta. b. Atlanta was recognized as an international city. c. Billy Payne spearheaded the group. d. The Atlanta airport was eventually renamed. f All of the following people were instrumental in bringing the Olympics to Georgia: Circle ALL that apply. a. Martin Luther King, Jr. b. Andrew Young c. Billy Payne d. Maynard Jackson

241 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H12.a Explain how the continued development of Atlanta under mayors Maynard Jackson and Andrew Young impacted the state. Make an Outline Explain how each mayor impacted the state by continuing to develop the city of Atlanta. Maynard Jackson __________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Andrew Young ____________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

242 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H12.a Explain how the continued development of Atlanta under Mayors Maynard Jackson and Andrew Young impacted the state. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

243 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H12.b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. humanitarian ___ 2. priority ___ 3. tenure ___ 4. credited ___ 5. inflation ___ 6. eradicate ___ Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning as another word. Write a word from the vocabulary list above that is a synonym for each set of words below. 7. extinguish, eliminate: ________________ 8. urgency, insistence: _________________ A. destroy B. ascribe an achievement to someone C. price increases D. charitable E. the holding of an office F. consideration

244 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H12.b Role of Jimmy Carter in Georgia A Jimmy Carter played an important role in history, both in Georgia and in American history. He served as a state senat o r, governor, and president. Through his dedication to humanitarian work locally and worldwide. Carter also served his home state of Georgia and his country after his presidency. a How did Jimmy Carter serve in government during his lifetime? __________________________________________________ __________________________________________________ S As a peanut farmer from Plains, Georgia, Jimmy Carter ran and was elected as a state senator in the Georgia General Assembly. He focused on improving education and tried to clean up wasteful practices in government. Carter worked to repeal laws that discouraged African Americans from voting. Carter made voting rights a priority during his time in the Georgia General Assembly. s Carter focused on ALL the following issues while in the Georgia General Assembly EXCEPT: a. voting rights b. improvement of education c. banking regulations d. wasteful practices in government D Carter became the 76th Governor of Georgia in 1971. Calling for an end to segregation brought him national attention. His continued efforts in the senate to reduce waste in the state

245 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. government were successful. The environment and funding for education were important issues for Carter. Although he was not well-known throughout the country, Carter began to lay the groundwork to run for president in the 1976 election. d What called national attention to Jimmy Carter when he was governor of Georgia? a. water crisis b. banking regulations c. working to stop segregation d. Carter’s experience as a peanut farmer f All the following were important issues for Carter as governor of Georgia EXCEPT: a. driver’s education b. reducing government waste c. education funding d. environmental issues F James Earl Carter’s tenure as the 39th president of the United States began January 20, 1977. Carter faced challenges as president but also achieved many accomplishments. The Camp David Accords was a significant accomplishment of his administration. The meeting was called the Camp David Accords because negotiations took place at the U.S. presidential retreat at Camp David, Maryland. At the Camp David retreat, Carter was able to establish a framework for a peace treaty between Israel and Egypt, who had been in conflict with each other since 1948. The framework eventually led to a peace treaty between the two countries, which has remained since the treaty went into effect.

246 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Carter continued to champion human rights worldwide and was also credited with the Panama Canal Treaty. The treaty granted control of the Panama Canal back to Panama. g What was the most significant accomplishment during Carter’s presidency? __________________________________________________ __________________________________________________ h Explain the significance of that accomplishment. __________ __________________________________________________ __________________________________________________ G Carter’s presidency also faced numerous challenges. Inflation was at an all-time high. The country was facing an energy crisis. In November 1979, fifty-two American diplomats and citizens were held hostage by a group of militarized Iranian college students. The hostages were held 444 days. After months of negotiations by the Carter administration, the Iranian government released the hostages. Their release came minutes after Ronald Reagan was sworn in as the 40th president. The hostage crisis had a major impact on Carter’s reelection bid for president. Carter was not reelected, and many believed inflation and the hostage crisis were the primary reasons. j Describe what happened during the Iranian hostage crisis. __ __________________________________________________ __________________________________________________

247 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. k Which TWO factors below most likely contributed to Carter’s failed bid for reelection? a. the Panama Canal Treaty b. the Iranian hostage crisis c. inflation d. Carter’s Nobel Prize H Rosalynn and Jimmy Carter continued their work promoting human rights by establishing the Carter Center in Atlanta in 1982. The Carters traveled worldwide promoting peace and working to eradicate infectious diseases. For his dedicated work, Carter was awarded the Nobel Peace Prize in 2002. The Carters worked with Habitat for Humanity, an organization that provides housing for disadvantaged families in need. Jimmy Carter has written over thirty-two books on personal and political topics, ranging from fly fishing and growing up in Plains, Georgia, to family life, religious faith, and politics. Carter has even written a novel about the American Revolution. l Which statements below support the event of Carter being awarded the Nobel Prize? Circle ALL that apply. a. During Carter’s presidency the country was facing an energy crisis. b. The Carter Center worked to promote human rights. c. Carter wrote a novel based upon his childhood. d. The Carters traveled around the world promoting peace and working to stop infectious diseases. e. The Iranian hostages were released minutes after Ronald Reagan was sworn in as president.

248 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H12.b Describe the role of Jimmy Carter in Georgia as state senator, governor, president, and past president. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

249 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8H12.c & d 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. immediate ___ 2. venues ___ 3. influx ___ 4. boom ___ 5. competitive ___ 6. incentives ___ Synonyms and Antonyms 8.L.V.3.b Synonyms are words that have the same meaning as another word. Antonyms are words that have the opposite meaning as another word. Write a word from the vocabulary list above that is a synonym for the set of words below. 7. instantaneous, sudden: ________________ A. locations B. as good or better than others of the same nature C. right away D. motivations E. arrival F. flourishing

250 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H12.c Impact of 1996 Olympics A Hosting the 1996 Summer Olympic Games in Atlanta had both short-term and long-term effects on the economy and growth of the city of Atlanta and the state of Georgia. a When and where were the 1996 Summer Olympic Games held? __________________________________________________ __________________________________________________ S The immediate short-term impact of hosting the games was the creation of jobs for Georgians. In preparation for the events, a massive workforce was needed. Jobs were created in construction to build venues and facilities for events. The city’s infrastructure was improved; Hartsfield-Jackson International Airport and public transportation (MARTA) were upgraded. Because the games would bring in tourists, athletes, and media personnel, restaurants and hotels experienced increased business. The influx of spending by these individuals and groups stimulated Georgia’s economy. s What were the short-term effects of hosting the Summer Olympic Games in Atlanta? Circle ALL that apply. a. Jobs were created for Georgians. b. Public transportation was upgraded. c. Many Georgians lost jobs and income. d. Restaurants and hotels had an influx of patrons. e. Hartsfield-Jackson International Airport was upgraded

251 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D In the long-term, the city of Atlanta was left with upgraded transportation systems. The facilities and venues constructed for Olympic events could now be used to host various national and international sporting events. Georgia gained recognition during the Olympics and more businesses moved into the state. Atlanta was now considered a tourist destination. More and more people from all over the country now looked on Atlanta as a great place to live and raise families. With a growing population, there was a greater demand for housing. Atlanta faced a construction boom. The relocating of businesses and families strengthened Georgia’s overall economy. The Olympics left Atlanta and Georgia with a legacy as a dynamic and globally recognized city and state. d All of the following were long-term effects of the Summer Olympics EXCEPT: a. Atlanta was not a place people wanted to visit. b. Atlanta was left with upgraded transportation systems. c. More national and international sporting events were held. d. More businesses moved into the state of Georgia. f Explain the reason for a greater housing demand in Atlanta after the Summer Olympic games were held. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

252 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H12.c Evaluate the short-term and long-term effects of hosting the 1996 Olympics on Georgia’s economic and population growth. Make a Chart Evaluate/assess the effects of hosting the 1996 Olympics on Georgia’s economic and population growth. short-term long-term economic growth population growth

253 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H12.c Evaluate the short-term and long-term impacts of hosting the 1996 Olympics on Georgia’s economic and population growth. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

254 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8H12.d Georgia’s Role in the Economy A Due to the expansion of state tourism, the film industry, and the Port of Savannah, Georgia became recognized for its role in the national and global economy. By the 21st century, Georgia had become a popular tourist destination with visitors from around the world enjoyed the state’s many historical and cultural attractions. Popular sites such as the Martin Luther Kin g J r. National Historic Site, Savannah’s historic district, and the Blue Ridge Mountains are just a few popular destinations for visitors. a Georgia has been recognized for its role in the national and global economy of the 21st century for all the following reasons EXCEPT: Circle BOTH answers that apply. a. the state’s role in the Civil War b. expansion of the Savannah port c. film industry d. state tourism e. Atlanta’s baseball team s Popular historical and cultural tourist attractions in Georgia include ALL the following: a. Blue Ridge Mountains b. Yellowstone National Park c. Martin Luther King, Jr. National Historic Site d. Savannah’s historic district e. Mount McKinley

255 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. S The Port of Savannah expansion deepened the channel to accommodate larger container ships, which helped make the port a major destination in the national and international business supply chain. The expansion of the port also led to the creation of more jobs and increased economic activity. Georgia has now become instrumental as a player in international trade and commerce. d What were the results of the expansion of the Savannah Port? Circle ALL that apply. a. creation of jobs b. larger container ships were accommodated c. Savannah became the capital of Georgia again d. increased economic activity D The growth of the film industry has given Georgia the nickname “Hollywood of the South.” The competitive tax incentives given to film makers by the state have attracted major studios and production companies to the area as a filming location. The film industry has created employment opportunities for local actors and people in production-related jobs. Their relocation has supported growth in local business, hotels, restaurants, and suppliers throughout the metro Atlanta area and the state. f Which of the following could be given as an argument for attracting film makers and major studios to Georgia? a. loss of wages for citizens of Georgia b. loss of jobs for Georgia citizens c. tax incentives given by the state of Georgia d. pay incentives given to states other than Georgia

256 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H12.d Analyze Georgia’s role in the national and global economy of the 21st century, with regard to tourism, Savannah port expansion, and the film industry. Make an Outline Georgia’s role in the national and global economy tourism ______________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Savannah port expansion _______________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ film industry __________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

257 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8H12.d Analyze Georgia’s role in the national and global economy of the 21st century, with regard to tourism, Savannah port expansion, and the film industry. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

258 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. ELA Connection SS8H12 A Multiple Meaning Words Some words have more than one meaning. Read the sentences below and choose the definition that matches the context of each sentence. a Andrew Young succeeded Jackson as the 55th mayor of Atlanta. Young continued to push for city growth. succeeded means: a. to have the desired results b. to take over an office or other position from s The expansion of the Port of Savannah deepened the channel to accommodate larger container ships. channel means: a. directed towards a particular end b. a band of frequencies used in radio and television transmissions c. a length of water wider than a strait joining two larger areas of water D Meaning and Purpose 8.L.V.3 Analyze the denotative and connotative meanings of words and phrases and strategically apply those understandings when interpreting and constructing texts. d Carter began to lay the groundwork to run for president in the 1976 election. What does the phrase “lay the groundwork” mean? _________ ___________________________________________________

259 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Geographic Understandings

260 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8G1 Describe Georgia’s geography and climate. a. Locate Georgia in relation to region, nation, continent, and hemispheres. b. Distinguish among the five geographic regions of Georgia in terms of location, climate, agriculture, and economic contribution. c. Locate key physical features of Georgia and explain their importance; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee, and Savannah Rivers, and barrier islands. d. Analyze the importance of water in Georgia’s historical development and economic growth.

261 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8G1.b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. elevation ___ 2. range ___ 3. characteristics ___ 4. harvested ___ 5. originated ___ 6. pan ___ 7. plunge ___ 8. fertile ___ A. started B. distance from the lowest to highest number C. gathered D. wash gravel to separate gold E. height above sea level F. features G. rich, fruitful H. plummet

262 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8G1.a Geography Georgia is a state located in the Southeastern United States. It is located on the continent of North America, and it is in the northern and western hemispheres.

263 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8G1.b Georgia is divided into five geographic regions: A The Appalachian Plateau region, located in the northwest corner of the state, consists of gently rolling, sloping land and valleys. Temperatures in this region are generally cooler than the rest of the state due to its higher elevation and northern latitude. Summer temperatures can reach the 80s and occasionally the 90s. Winter months’ temperatures range between the 20s and 40s with an average of five inches of snow and ice. Due to poor soil, very few crops are grown. Tourism and forestry are the most profitable industries. The production of coal (the only source for coal in the state) and limestone also contribute economically to the region. a Explain why temperatures in the Appalachian Plateau region are normally cooler than the rest of the state. __________________________________________________ __________________________________________________ s Cause-and-Effect: Find the effect that is a result of poor soil in the region of the Appalachian Plateau. Cause: poor soil in the region Effect: ____________________________________________ d All of the following contribute economically to the region of the Appalachian Plateau EXCEPT: a. forestry b. steel production c. coal production d. tourism

264 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. S The Ridge and Valley Region is located in the northern part of the state between the Appalachian Plateau and Blue Ridge regions. The area’s physical characteristics are described as long parallel ridges that are separated by wide, fertile valleys. The climate is very similar to the Appalachian Plateau region with cooler temperatures in the summer. Winter months may see occasional snow and ice. A very small portion of the land is farmed for corn, soybeans, wheat, and cotton. Pine, timber, and hardwoods are also harvested. Textile and carpet production are the main economic contributors to the region. The city of Dalton, Georgia, located in the Ridge and Valley region, is known as the “Carpet Capital of the World.” f Describe the Ridge and Valley Region’s physical characteristics. __________________________________________________ __________________________________________________ g All of the following are contributors to the economics of the Ridge and Valley region EXCEPT: a. textile production b. carpet production c. cotton production D The Blue Ridge Region, located in the northeastern corner of Georgia, is home to the beginning of the Appalachian Trail. Brasstown Bald, located in the region, is Georgia’s highest peak. Like the other regions, summers and winters are cooler than the more southern areas of the state. The Chattahoochee and Savannah Rivers originated here due to the high annual rate of precipitation. h What is the highest peak in the state of Georgia? __________ __________________________________________________

265 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. F The Blue Ridge region is home to large animals, pastures, and small farms. Apples, corn, and vegetables are grown in the area. The economy is boosted by tourists who enjoy the opportunity to visit the area and pan for gold. The harvesting of timber is also important to the region’s economy. j Circle ALL things below that would most likely be found in the Blue Ridge region. a. apples b. whales c. corn d. cows k All the following are important to the Blue Ridge region’s economy EXCEPT: a. production of cotton b. panning for gold c. harvesting of timber d. tourism G The Piedmont region, located in the central part of the state, occupies nearly 30% of the land in Georgia. The Appalachian Mountain, Valley and Ridge, Appalachian Plateau, and Blue Ridge regions are all north of the Piedmont Region. The fall line separates it from the Coastal Plain to the south. The Piedmont Region has gently, rolling hills with major rivers that flow toward the Coastal Plain. The climate is often hot and humid in the summer with average temperatures in the 90s. Winter months can sometimes plunge into the 20s with occasional snow. Agricultural production includes cotton, soybeans, and wheat. Products of the Piedmont region include hogs and cattle/beef along with poultry/eggs. Animal products are important to the economy, along with timber that is harvested in the region. The Piedmont region’s economy is also boosted by

266 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. industries such as carpet milling, aircraft and automobile manufacturing, along with poultry processing. The Piedmont Region, which is the second largest region in the state, is the area where you will find the cities of Atlanta, Columbus, Macon, and Augusta. k All of the following are characteristics of the Piedmont Region EXCEPT: a. gently rolling hills b. many major rivers c. hot and humid climate d. deep snow in winters H The Coastal Plain region is the Southernmost region of Georgia. This is the largest region as it covers 60% of the land in the state. The Coastal Plain Region is divided into two regions: the Inner Coastal Plain and the Outer Coastal Plain. The climate in this region is generally hot, humid, and steamy in the summer months with cooler winters. Snow is very rare for this region. l A. Where is the Coastal Plain region located? _______________ _________________________________________________ B. Describe the Coastal Plain Region’s climate. ______________ _________________________________________________ J The Inner Coastal Plain is home to fertile soil that produces peanuts, peaches, soybeans, cotton, Vidalia onions, and pecans. The Outer Coastal Plain, less fertile due to sandy soil, does produce some crops further away from the coast, but is able to harvest pine trees for profit. Economically, the pulp and paper industries are important to this region. Tourism, fishing, and seafood processing, along with agricultural products that are grown, all contribute to the economy. The deepwater ports located in the region connect Georgia products with markets worldwide.

267 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8G1.b Distinguish among the five geographic regions of Georgia in terms of location, climate, agriculture, and economic contribution. Make a Chart location climate agriculture economics Appalachian Plateau region Blue Ridge region Piedmont region Coastal Plain region Inner Coastal Plain

268 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8G1.b Distinguish among the five geographic regions of Georgia in terms of location, climate, agriculture, and economic contribution. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

269 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8G1.c 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. physical features ___ 2. waterfalls ___ 3. off-loaded ___ 4. endangered ___ 5. hydroelectric ___ 6. migration ___ 7. inland ___ 8. pollution ___ A. a cascade of water B. relocation C. waterpower D. contamination E. unloaded F. in danger of dying G. part of the landscape H. interior of a country

270 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8G1.c Locate Key Features in Georgia A Georgia is a state with many physical features including the fall line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and the Barrier Islands. Each has its own unique history and importance. S The fall line separates the regions of the Piedmont from the Coastal Plain. In the past, its many waterfalls provided a source of power for mills located along the line. Today the waterfalls are used to help the power plants generate electricity. In the earlier days, settlers off-loaded goods along the fall line, creating cities such as Macon, Columbus, and Augusta. a What is the importance of the fall line? _________________ __________________________________________________ s How are waterfalls used today? _______________________ __________________________________________________ D The Okefenokee Swamp, located in Southeastern Georgia, is the largest freshwater swamp in North America. Before Franklin Roosevelt established most of the Okefenokee as a wildlife refuge, it was an important source of timber. Now protected by the federal government, the swamp is one of the world’s largest intact freshwater ecosystems and provides habitats to endangered species. d Explain the difference in how the Okefenokee was used before the Roosevelt presidency and how it is used today. __________________________________________________ __________________________________________________

271 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. F The Appalachian Mountains located in North Georgia provide much precipitation for the state. The mountain range extends into the Northeastern part of the United States. The high elevation of the region, mixed with its rock foundation and high amounts of precipitation, affect the formation of Georgia’s major rivers and tributaries. f How do the Appalachian Mountains provide much needed precipitation for the state of Georgia? __________________________________________________ __________________________________________________ G The Chattahoochee River begins in the Blue Ridge region flowing south, forming part of the border between Alabama and Georgia. The Chattahoochee is a primary water source for the Georgians living in the Piedmont region of the state. g Where does the Chattahoochee River begin and end? ______ __________________________________________________ h Explain the importance of the Chattahoochee River. ________ __________________________________________________ H The Savannah River is one of Georgia’s longest waterways and forms the border between Georgia and South Carolina. Both the cities of Savannah and Augusta are located along the Savannah River and depend on the river as a major source of drinking water. The river is also used for shipping and irrigation, generating hydroelectric power, and cooling nuclear power plants. j Explain the importance of the Savannah River. ___________ __________________________________________________

272 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. k The Savannah River is used for all the following EXCEPT: a. source of drinking water b. shipping goods c. hydroelectric power d. solar power J The Barrier Islands are a chain of fourteen sandy islands off the coastline of Georgia. They are also known as the Golden Isles or Sea Islands. These islands help to protect the mainland of Georgia from wind and erosion. Many tourists visit the islands year-round. The islands rely on tourists, fishing, and the paper industry to boost the economy. l A. Describe the Barrier Islands. ________________________ __________________________________________________ __________________________________________________ B. What is the function of the Barrier Islands? ____________ _________________________________________________ _________________________________________________ C. Circle all the activities below that boost the economy of the Barrier Islands. a. fishing b. tourism c. timber production d. the paper industry

273 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8G1.c Locate key physical features of Georgia and explain their importance; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and barrier islands.

274 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8G1.d Analyze the Importance of Water A Water has played an important role in both Georgia’s historical development and economic growth. Located within the state are 14 major river systems and much of the state’s boundary lines are water (Chattahoochee, Savannah, and St. Mary’s Rivers, Atlantic Ocean). With the migration of Europeans to Georgia, settlements arose around areas of water including coastal sites, rivers, and large streams. Here new cities were established. The expansion of agriculture was dependent upon water sources to help maintain crops. a How many major river systems are located within Georgia? __ _________________________________________________ s Why were settlements’ success dependent upon water sources during the settlement of Georgia? _________________________________________________ _________________________________________________ Historical S Georgia ports were instrumental to merchants as they imported and exported goods for the colonists. The rivers were used to move goods and people as they expanded toward inland territories. Control of larger rivers was necessary if the South would have success during the Civil War. Following the Great Depression, Georgia farmers depended on water sources to produce peanuts, soybeans, blueberries, pecans, and peaches. During WWII, shipbuilding at the ports of Savannah and Brunswick not only supported the United States, but also boosted the economy of the local area, employed thousands of Georgians, and created new businesses. In the 1960’s Georgia began to address the issue of water pollution, and strict environmental laws were put into place.

275 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. d Explain why the ports of Georgia were instrumental to merchants. __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ f Explain the dependence of Georgia farmers on water sources after the Great Depression. __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ Inference g Why do you think control of larger rivers was necessary to the South’s success during the Civil War? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

276 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8G1.d Analyze the importance of water in Georgia’s historical development and economic growth. (Analyze means to examine something in detail.) ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

277 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Government & Civic Understandings

278 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG1 Describe the foundations of Georgia’s government. a. Explain the basic structure of the Georgia state constitution (preamble, bill of rights, articles, and amendments) as well as its relationship to the United States Constitution. b. Explain separation of powers and checks and balances among Georgia’s three branches of government. c. Describe the rights and responsibilities of citizens according to the Georgia Constitution. d. List voting qualifications for elections in Georgia. e. Identify wisdom, justice, moderation, and courage as the four principles in the Pledge of Allegiance to the Georgia flag.

279 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8CG1.a 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. justice ___ 2. peace ___ 3. happiness ___ 4. liberty ___ 5. modify ___ 6. amendments ___ 7. protects ___ 8. provision ___ A. freedom B. change C. a condition in a legal document D. defends E. contentment F. fairness G. alterations H. harmony

280 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG1.a Foundations of Government A The Constitution of the State of Georgia includes the preamble, the bill of rights, eleven articles and amendments. The constitution is the governing document of the state. It outlines the structure and function of the state government. The Constitution of the State of Georgia also states the responsibilities and rights of the citizens of the state. Much like the United States Constitution, the Georgia Constitution outlines the state government’s structure of legislative, executive, and judicial branches as well as containing a bill of rights, and the principals of free government. It declares that the people of Georgia have the right to justice, peace, happiness, and liberty. Additionally, Georgians have the right to form their own government and to modify or abolish it as they see fit. The Bill of Rights protects the civil liberties and natural rights of the people of the state. It guarantees freedom of speech, freedom of press, the right to bear arms, and the right to assemble and petition the government. It also states that citizens have the right to a trial by jury and a lawyer to assist in his/her defense. a What is the governing document of the state of Georgia? ________________________________________________ s The Constitution of the State of Georgia does ALL the following EXCEPT: a. Grant the people of Georgia have the right to form their own government b. Protect the right to a trial by jury of Georgians. c. Guarantee the right to unlimited financial happiness for Georgians. d What does the Bill of Rights of Georgia do? ______________ _________________________________________________

281 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. S There are eleven articles of Georgia’s Constitution. The articles describe the rights of the citizens and the power of the state government. The articles cover voting and elections. They establish and define the legislative, executive, and judicial branches of government. The articles cover taxation, education (only the state constitution specifically deals with education), and rules for Georgia’s 159 counties. f The eleven articles of Georgia’s Constitution cover all the following EXCEPT: a. parks and recreations b. voting and elections c. taxation d. education D The amendments detail any changes that have been approved by the people of Georgia through a vote. The most recent Georgia Constitution was adopted in 1983 and has been amended close to one hundred times. The Georgia Constitution and the United States Constitution are similar in that they both contain a system of checks and balances that was created when they adopted each constitution. They each have separate powers of government and each branch has the ability to check on the power of the other. Each contains a bill of rights, and each allows for the executive leaders to veto bills and appoint officials. Each have a notable differences Georgia’s bill of rights protects the freedoms of its citizens as the U.S. Bill of Rights protects the freedoms of the citizens of the country. In contrast, Georgia’s Constitution states that voters have the right to approve amendments, while the U. S. Constitution does not have this provision. Georgia’s constitution requires that the state maintain a balanced budget. The U.S. Constitution does not place limitations on the budget.

282 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8CG1.a Explain the basic structure of the Georgia state constitution (preamble, bill of rights, articles, and amendments) as well as its relationship to the United States Constitution. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

283 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8CG1.b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. executive ___ 2. legislative ___ 3. judicial ___ 4. discharging___ 5. oversees ___ 6. interprets ___ 7. appellate ___ 8. upheld ___ A. manages B. courts concerned with overturning decisions C. carrying out D. relating to a court or judge E. enforces laws F. decodes G. supported H. having the power to make laws

284 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG1.b Georgia’s Three Branches A The Georgia State Constitution divides its government into separate and independent branches: executive, legislative, and judicial. Each branch has its own powers and responsibilities. One of these responsibilities is to work with the other branches. The main purpose of the executive branch is to carry out and enforce laws of all the branches. The power of each branch is separate and no one discharging the duties of one branch may at the same time carry out duties from another. a Name the branches of the Georgia state government. ________________ ________________ _______________ S The executive branch is made up of eight officers elected by the voters. It is headed by the governor. The main purpose of the executive branch is to carry out and enforce laws passed by the state. s Who is the head of the executive branch of government in the state of Georgia? _________________________________________________ d What is the main purpose of the executive branch? ________ _________________________________________________ D The legislative branch is made up of the General Assembly. The General Assembly consists of Georgia’s Senate and the House of Representatives. This branch oversees creating, debating, and determining the laws that guide the state. f What is the function of the General Assembly?_____________ __________________________________________________ __________________________________________________

285 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. F Georgia’s judicial branch interprets state laws. The judicial branch is made up of judges and courts, including lower state courts, appellate courts, and the state Supreme Court. While politicians are the people who create and introduce new laws, the judicial branch ensures that those laws are fairly applied and upheld. g Explain the function of Georgia’s judicial branch. __________ __________________________________________________ __________________________________________________ __________________________________________________ h The judicial branch is made up of ALL the following: Circle ALL that apply. a. lower state courts b. the federal Supreme Court c. state judges d. the state Supreme Court j Who creates and introduces new laws? a. politicians b. the judicial branch k Which group ensures the laws are fairly applied and upheld? a. politicians b. the judicial branch

286 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8CG1.b Explain separation of powers and checks and balances among Georgia’s three branches of government. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

287 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8CG1.c, d, e 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. citizen ___ 2. worship ___ 3. respect ___ 4. taxes ___ 5. elections ___ 6. resident ___ 7. ineligible ___ 8. principles ___ A. not allowed B. selections C. dues D. reverence E. values or truths F. esteem G. inhabitant H. occupant

288 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG1.c Rights and Responsibilities A According to the Georgia Constitution, being a citizen of the state comes with certain rights and responsibilities, such as the right to free speech and to worship freely. Citizens are also granted the right to bear arms, vote, and receive a trial by jury. Citizens are also expected to take care of oneself, respect the rights of others, and obey rules and laws. Citizens demonstrate responsibility by paying federal, state, and local taxes. These taxes help pay for vital services provided at either the state or local level. Voting is a given right and along with that comes the responsibility to participate in the government by either voting or electing to serve in a government position. a What does it mean to be a citizen in Georgia? ____________ __________________________________________________ __________________________________________________ s Citizens are granted all the following EXCEPT: a. the right to free speech b. health care c. bear arms d. trial by jury d How do citizens of Georgia demonstrate responsibility? Circle ALL that apply. a. obeying rules and laws b. voting c. electing to serve in a government position d. traveling only within the state

289 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8CG1.c Describe the rights and responsibilities of citizens according to the Georgia Constitution. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

290 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG1.d Voting Qualifications A In order to vote in elections in Georgia, you must be a citizen of the United States and a legal resident of Georgia, as well as the county in which you wish to vote. The minimum voting age is 18. You are ineligible to vote if you are serving a sentence for a felony or have been ruled incompetent by the court. Voting in Georgia • Citizen of the United States • Legal resident of Georgia and the county in which you are voting • Minimum age of 18 Ineligible to Vote in Georgia • serving a sentence for a felony • ruled incompetent by the court

291 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8CG1.d List voting qualifications for elections in Georgia. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

292 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Preview Vocabulary SS8CG1.e 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. principles ___ A. bravery 2. wisdom ___ B. judgement 3. justice ___ C. balance 4. moderation ___ D. doctrines 5. courage ___ E. insight

293 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG1.e The Pledge of Allegiance A The four principles (wisdom, justice, courage, and moderation) in the Pledge of Allegiance to the Georgia flag can be found by looking at the banners wrapped around each pillar on the flag. The words wisdom, justice, and moderation are also part of the state motto and appear on the state seal. These three words represent the ideals that the people of Georgia should aspire to uphold in their government and society. a Where can the four principles in the Pledge of Allegiance to the Georgia flag be found? _________________________________________________ s What three words are also part of the state motto? ________________ ________________ _______________ d What do these three words represent? __________________ __________________________________________________ S Wisdom means good judgment, knowledge and understanding. Wisdom is associated with the legislative branch of Georgia’s government, which makes the laws for the state. Justice means to be fair, impartial, and respectful. Justice is used in association with the judicial branch which interprets and enforces the state laws. Lastly, moderation means balanced and able to compromise and cooperate with others. Moderation is associated with the executive branch (the governor). f What does wisdom mean? ____________________________ __________________________________________________ g What branch is the word “justice” associated with? _________ __________________________________________________

294 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8CG1.e Identify wisdom, justice, moderation, and courage as the four principles in the Pledge of Allegiance to the Georgia Flag. ____________________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

295 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG2 Analyze the role of the legislative branch in Georgia. a. Explain the qualifications for members of the General Assembly and its role as the law-making body of Georgia. b. Describe the purpose of the committee system within the Georgia General Assembly. c. Explain the process for making a law in Georgia. d. Describe how state government is funded and how spending decisions are made.

296 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8CG2.a & b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. annual ___ 2. qualifications ___ 3. district ___ 4. required ___ 5. committee ___ 6. assigned ___ 7. topics ___ A. region or area B. group C. allocated D. yearly E. mandatory F. issues G. credentials

297 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG2.a The Georgia General Assembly. A The Georgia General Assembly is the state legislature (branch responsible for making laws) of Georgia. It is made up of the House of Representatives and the Senate. The Assembly sets the state’s annual budget, proposes laws, and passes bills that impact all of Georgia. To be a member of the General Assembly, there are certain qualifications that must be met. a What is the Georgia General Assembly responsible for? _____ __________________________________________________ s The Georgia General Assembly is made up of all the following EXCEPT: a. the Senate b. the state Supreme Court c. the House of Representatives S A member of the House of Representatives must be both a citizen of the United States and 21 years of age. House members must also have been a Georgia resident for at least two years and a legal resident of the district they represent for the prior year. d The members of the House of Representatives of Georgia must have all the following qualifications: Circle ALL qualifications that apply. a. a non-resident of Georgia b. minimum age of twenty-one c. a citizen of the United States d. a Georgia resident for at least two years

298 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D A Senate members must also be a citizen of the United States and 25 years old. Senate members are required to have been a Georgia resident for two years and a legal resident of the district that they are representing for the prior year. f Are there any differences in the qualifications for the House of Representatives and Senate members? YES or NO Explain your answer: ______________________________ _________________________________________________ _________________________________________________ Understanding the Standard SS8CG2.a Explain the qualifications for members of the General Assembly and its role as the law-making body of Georgia. Make an Outline Qualifications for the members of the General Assembly: House of Representatives: _______________ ____________________________________ ____________________________________ Senate: ______________________________ ____________________________________ ____________________________________

299 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8CG2.a Explain the qualifications for members of the General Assembly and its role as the law-making body of Georgia. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

300 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG2.b. The Committee System A The legislative process in the Georgia General Assembly is made up of a committee system. This allows the members of the legislature to divide work into different groups. Members from each political party are assigned to committees. They work on topics that are assigned to their group. Groups are then able to recommend legislation to the entire General Assembly. a What would be a benefit of the committee system that is used in the Georgia General Assembly? _________________________________________________ _________________________________________________ Understanding the Standard SS8CG2.b Describe the purpose of the committee system within the Georgia General Assembly. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

301 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8CG2.c & d 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. statutory___ 2. interpreted ___ 3. introduced ___ 4. approve ___ 5. funded ___ 6. corporate ___ 7. licenses ___ 8. amended ___ A. presented B. revised C. business D. understood as law E. agree or accept F. sponsored G. admissible by law H. certificates

302 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG2.c. Explain the Process for Making a Law A In order for a bill to become law in Georgia, it must first go through a legal process governed by constitutional and statutory provisions as interpreted by state and federal court decisions. A bill can be introduced by any member of the legislature; once that bill is introduced to the General Assembly it is sent to a committee. The House and Senate must then approve the bill to become law. a What must happen before a bill becomes a law? __________ __________________________________________________ s What is the LAST step in a bill becoming a law? a. the bill is introduced to the General Assembly b. the House and Senate approve the bill to become a law c. the bill is sent to a committee Understanding the Standard SS8CG2.c Explain the process for making a law in Georgia. ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

303 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG2.d. How State Government Is Funded A The Georgia state government is funded through various sources. Similar to many other states, Georgia collects revenue or money from sales, gas, and vehicle taxes. Personal and corporate income taxes are collected and owed to the state along with fees for various things such as certain licenses to operate a business. Each year the governor proposes the state’s budget to be approved by the General Assembly. The budget is then divided into two parts, an amended budget for the current year and a full budget for the following year. The state’s spending decisions are then made by the General Assembly. a How is the state of Georgia funded? ____________________ __________________________________________________ s All the following are revenue sources for the state of Georgia: Circle ALL that apply. a. personal taxes b. sales tax c. raffle tickets d. corporate taxes d Who proposes the state budget each year? ______________ _________________________________________________ f Describe the two types of budgets voted on each year. _____ _________________________________________________ _________________________________________________

304 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8CG2.d Describe how state government is funded and how how spending decisions are made. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

305 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG3 Analyze the role of the executive branch in Georgia state government. a. Explain the qualifications for the governor and lieutenant governor and their role in the executive branch of state government. b. Describe how the executive branch fulfills its role through state agencies that administer programs and enforce laws.

306 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8CG3 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. candidate ___ 2. presides ___ 3. resignation ___ 4. chief ___ 5. executed ___ 6. agencies ___ 7. members ___ A. giving up a position B. governs C. associates D. organizations that provide specific services E. leader F. carried out G. contender

307 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG3.a Executive Branch A Both Georgia’s governor and lieutenant governor are elected to four-year terms. To be elected to either office, the candidate must be at least thirty years old and a resident of Georgia for at least six years preceding the election. Both offices require that candidates must also have been a United States citizen for at least fifteen years prior to the election. a BOTH the governor and lieutenant governor are elected to _______- year terms. a. two b. three c. four d How long must a candidate for governor and lieutenant governor be a U.S. citizen before an election? a. two years b. fifteen years c. four years d. ten years Vocabulary in Context s To be elected to either office the candidate must be at least thirty years old and a resident of Georgia for at least six years preceding the election. preceding means: a. after b. during c. before

308 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. S The lieutenant governor, elected separately from the governor, is the second highest elected official in the state. The lieutenant governor stands in for the governor in the event he or she is absent or disabled. He/she presides as president over the Georgia senate and votes in the event of a tie. In the event of the governor’s death or resignation, the lieutenant governor becomes the state’s next governor. f The lieutenant governor is the ____________ highest elected official in the state of Georgia. a. first b. second c. third g All the following are duties of the lieutenant governor EXCEPT: a. acts as the governor’s secretary b. stands in for the governor if he or she is absent c. presides as President of the Georgia Senate d. stands in for the governor if he or she is disabled D The governor of Georgia is the chief executive of the state. He/she oversees the executive branch. The governor is the chief law enforcement officer and Commander in Chief of the state’s military forces. He/she ensures that laws are faithfully executed within the state. h The governor of Georgia is responsible for all the following EXCEPT: a. overseeing the executive branch b. ensuring the laws are executed c. presiding over the state Senate d. chief law enforcement officer

309 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8CG3.a Explain the qualifications for the governor and lieutenant governor and their role in the executive branch of the state government. Make an Outline Governor Qualifications: _____________________________ _________________________________________ _________________________________________ Role in Executive Branch: ____________________ _________________________________________ _________________________________________ Lieutenant Governor Qualifications:_____________________________ _________________________________________ _________________________________________ Role in Executive Branch: ____________________ _________________________________________ _________________________________________

310 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8CG3.a Explain the qualifications for the governor and lieutenant governor and their role in executive branch of the state government. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

311 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG3.b Executive Branch and State Agencies A The Georgia Constitution states that eight officers, elected by Georgia voters, will serve in the executive branch. These officers lead agencies that are responsible for carrying out state programs. Members of the executive branch lead agencies that are responsible for enforcing state laws. They also carry out programs such as education, state elections, and law enforcement. Understanding the Standard SS8CG3.b Describe how the executive branch fulfills its role through state agencies that administer programs and enforce laws. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

312 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG4 Analyze the role of the judicial branch in Georgia state government. a. Describe the ways that judges are selected in Georgia. b. Analyze the dual purpose of the judicial branch: to interpret the laws of Georgia and administer justice in our legal system. c. Explain the difference between criminal law and civil law. d. Explain the steps in the adult criminal justice system beginning with arrest.

313 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8CG4.a & b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. partisan ___ 2. nonpartisan ___ 3. vacancies ___ 4. preapproved ___ 5. justice ___ 6. intent ___ 7. disputes ___ 8. resolved ___ A. unbiased B. disagreements C. approved ahead of time D. aim or purpose E. not biased F. openings G. fairness H. fixed

314 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG4.a Judge Selection in Georgia A In Georgia there is a process to select judges for the different courts in the state. All judges are elected through either partisan (candidate declares one political party) or nonpartisan (candidate declares no political party) elections. In most cases any vacancies within a term due to situations such as death or retirement are selected by the governor from a preapproved list from a nominating committee. Understanding the Standard SS8CG4.a Describe the ways that judges are selected in Georgia. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

315 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG4.b Dual Purpose of Judicial Branch A Georgia’s judicial branch interprets Georgia law and administers justice within the legal system. They next determine their meaning and how they apply to different situations according to the intent of the Georgia Legislature. The judicial branch administers justice by ensuring that the rights of the citizens of the state are protected and that their responsibilities are enforced. The judicial branch is also responsible for making certain that disputes are resolved fairly and impartially. Understanding the Standard SS8CG4.b Analyze the dual purpose of the judicial branch: to interpret the laws of Georgia and administer justice in our legal system. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

316 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8CG4.c & d 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. criminal ___ 2. assault ___ 3. incarceration ___ 4. guilt ___ 5. civil ___ 6. violated___ 7. apprehending ___ 8. prosecuting ___ A. imprisonment B. public C. detaining D. attack E. dishonored F. unlawful G. institute legal proceedings H. responsibility

317 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG4.c Criminal Law and Civil Law A Criminal law deals with behaviors that are considered as an offense against a member of the public, society, or state. Examples are assault, murder, drunk driving, and theft. A person found guilty in a criminal case may be punished by incarceration in prison or fined. In some cases, the death penalty may apply. a What types of behaviors are dealt with by criminal law? _____ __________________________________________________ s All the following are examples of criminal behaviors EXCEPT: a. murder b. paying taxes c. theft d. assault S In criminal cases guilt must be established beyond a reasonable doubt. This means that no reasonable or logical explanation can be found except guilt. There are laws known as the statutes of limitations which set a time limit between when the crime occurred and when it can be brought to court. d What does the term “reasonable doubt” mean? ___________ __________________________________________________ f Explain what “statutes of limitations” are: ________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

318 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Civil law refers to non-criminal law. Civil law deals with individual rights or interests that may have been violated by either an individual or organization. Civil law generally deals with contracts, property, family issues, libel, slander, or torts (law that protects and compensates those injured by negligence or recklessness). Punishment in civil law generally requires the person found liable to pay for damages or provide restitution. Like criminal law, civil law has a statute of limitations or a time limit for bringing a lawsuit against another party. g Explain the types of behavior civil law deals with. __________ __________________________________________________ __________________________________________________ __________________________________________________ h Circle ALL answers that apply. P Civil law deals with ALL the following issues: a. family issues b. slander c. contracts d. theft j Explain torts. ______________________________________ __________________________________________________ __________________________________________________ k In civil law, what is usually the type of punishment? _______ __________________________________________________ __________________________________________________

319 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8CG4.c. Explain the difference between criminal law and civil law. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

320 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG4.d The Adult Criminal Justice System A The adult criminal justice system has a multi-step processing framework that is responsible for apprehending, prosecuting, defending, sentencing, and punishing adults who are suspected or convicted of committing crimes. a What do you think a “multi-step” process is? _____________ __________________________________________________ s What are the five steps in the adult criminal justice system? _ __________________________________________________ __________________________________________________ S The first step is the criminal investigation is where evidence is gathered to identify a suspect and justify an arrest. Once probable cause has been established the suspect is arrested and taken into custody. If the person is charged, they are indicted by a grand jury. The defendant is now arraigned (an initial appearance) in court. This is the start of criminal prosecution. At this point the defendant may either be detained or released on bail. A plea bargain may now be reached between the prosecutor and the defendant’s attorney. When no plea bargain is reached then a trial is held before a judge or jury. If the defendant is found guilty, they are sentenced. An appeal by the defendant is now the final option. d What happens when probable cause has been established? __ __________________________________________________ f What is an arraignment? _____________________________ __________________________________________________ g What happens if a defendant is found guilty? _____________ __________________________________________________

321 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8CG4.d Explain the steps in the adult criminal justice system beginning with arrest. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

322 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG5 Explain how the Georgia court system treats juvenile offenders. a. Explain the difference between delinquent and unruly behavior and the consequences of each. b. Describe the rights of juveniles involved in the juvenile justice system. c. Explain the steps in the juvenile justice system when a juvenile is first taken into custody.

323 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8CG5. a, b, and c 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. delinquent ___ 2. juvenile ___ 3. vandalism ___ 4. prior ___ 5. unruly ___ 6. truant ___ 7. disobedient ___ 8. guardian ___ A. absent B. before C. custodian D. destruction E. criminal F. not obedient G. a person under the age of 16 H. disruptive

324 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG5.a Juvenile Offenders A In Georgia delinquent behavior is considered behavior that is committed by a juvenile (a person 16 years of age or younger) that would be considered criminal if committed by an adult. Examples of delinquent behavior are vandalism, burglary, and car theft. The court makes recommendations based on facts such as the child’s age, prior record, offense, and the child’s needs. Recommendations of consequences or punishment may include probation, curfew, electronic monitoring, or placement outside of the home. a What is delinquent behavior? __________________________ __________________________________________________ __________________________________________________ s All of the following are examples of delinquent behavior - Circle ALL examples below that apply: a. burglary b. low grades in school c. car theft d. vandalism d Courts make recommendations for delinquent behavior of juveniles based on: Circle ALL examples that apply: a. the child’s age b. the offense c. prior record d. high grades in school

325 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. S Georgia defines unruly behavior as a type of behavior committed by a juvenile that would not be considered criminal if committed by an adult. Examples of unruly behavior are a child who is consistently truant from school or disobedient of the law or parental or guardian commands. Consequences of these types of unruly behavior may include an order by the court for the child to attend school on a regular basis or the child may be placed in detention center for disobedient or uncontrollable actions. f What is unruly behavior as defined by the state of Georgia?__ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ g Examples of unruly behavior: All the following are examples of unruly behavior EXCEPT: a. disobedience of the law b. disobedience of parental or guardian commands c. failure to return library books d. consistently truant, or absent, from school h Consequences of unruly behavior may include ALL the following: Circle ALL examples below that apply: a. order by the court for the child to attend school b. placement of child in a detention center c. placement of child in the next school grade d. order by the court for the child to move to another state

326 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8CG5.a Explain the difference between delinquent and unruly behavior and the consequences of each. _____________________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ____________________________________ ____________________________________

327 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG5.b The Rights of Juveniles A Juveniles that have been charged with a crime in Georgia are allowed certain rights. They have the right to have an attorney represent them throughout any trial proceedings. If they are unable to afford an attorney the court may appoint one for them at no cost. Juveniles also have the right to plead not guilty to the court. Understanding the Standard SS8CG5.b Describe the rights of juveniles involved in the juvenile justice system. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ____________________________________ ____________________________________

328 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG5.c The Juvenile Justice System A In Georgia when a juvenile is first taken into custody, he or she will go through an intake process. The first step is being assigned to a juvenile court intake officer. The charges against the juvenile will be investigated by the officer and a determination will be made if there is enough evidence to support the charges or to dismiss the case if there is not enough evidence. If there is enough evidence, the arresting officer will immediately advise the juvenile of his or her legal rights. The juvenile will be advised on a level and in a language they understand. Next, the juvenile’s parents or guardian are notified. A juvenile court judge will determine if the juvenile may be released to parents/guardians or if they will be detained. If the juvenile is detained, the judge will base detainment in the least restrictive facility available. Understanding the Standard SS8CG5.c Explain the steps in the juvenile justice system when a juvenile is first taken into custody. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

329 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG6 Analyze the role of local governments in the state of Georgia. a. Explain the origins and purposes, of city, county, and special-purpose governments in Georgia. b. Describe how local government is funded and how spending decisions are made.

330 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8CG6.a & b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. local ___ 2. municipalities ___ 3. distinction ___ 4. incorporated ___ 5. commissioner ___ 6. special-purpose ___ 7. revenue ___ 8. regulatory fees ___ A. merged B. income C. for specific reasons D. a city or town with its own government E. fees for various purposes F. representative G. difference H. community

331 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG6.a City, County, and Special Purpose A City, county, and special-purpose governments are the three main types of local governments in Georgia. They have different functions, and each plays an important role in the state. a What are the three types of governments in Georgia? ______ __________________________________________________ S City governments are also known as municipalities. City governments are established by a Municipal Charter. The charter is a written document that establishes the government structure of the city, the city boundary lines, and the powers it will have. In Georgia, unlike most states, there is no legal distinction between a town, city, or village. Each must be approved and incorporated by the Georgia General Assembly. City governments provide many services to its citizens, including fire and police protection, schools, street, water services, and taxes. s What is a charter? __________________________________ __________________________________________________ d In what way is Georgia different in government structure than other states? __________________________________________________ __________________________________________________ f City governments provide the following services to its citizens EXCEPT: a. taxi services b. fire protection c. water services d. schools

332 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D There are over 500 cities in the state of Georgia. Georgia’s constitution states that all county governments are to be organized the same way. In Georgia counties have either a commissioner or a board of commissioners that are elected by the citizens. They have the authority to establish county policy and laws, set budgets, tax rates, and provide services such as police and fire protection, libraries, and transportation. g Can each county government organize themselves any way they choose? YES or NO Explain your answer: ___________________________ ____________________________________________ ____________________________________________ h Read the statement below and decide if the statement is TRUE or FALSE. County commissioners or Board of commissioners are appointed by a judge. TRUE or FALSE Explain your answer: __________________________ ____________________________________________ j The county commissioners have the authority to do ALL the following: Circle ALL that apply: a. set budgets b. provide police protection c. declare war on foreign entities d. provide the service of a library

333 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. F There are 159 counties in Georgia. Special-purpose districts are set up by either cities or counties to meet the specific needs and for the well-being of the people. They are headed by non-elected officials. Special-purpose governments usually govern themselves. Examples of special-purpose districts in Georgia include MARTA (Metropolitan Rapid Transit Authority), local school systems, housing authorities, Hartsfield-Jackson Airport, and the Georgia Ports Authority. They are generally funded with special assessments, user fees, or property taxes. k Describe what special-purpose districts are, give examples, and explain how they are funded. ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________

334 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. G There are three types of government a municipality may have: a Weak Mayor Council, a Strong Mayor Council, and a Council Manager. In a Weak Mayor Council, the mayor is often a “figure head” and shares duties with the council. The council does many things including managing the day-to-day operations and develops the city budget. In a Strong Mayor Council, the mayor manages the day-to-day operations, makes personal appointments, administers the city budget, and carries authority to veto legislation passed by the City Council. In a Council Manager type of local government, the city council sets the city’s policies and hires a professional manager to implement them. l Describe the three types of governments a municipality may have. ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ _____________________________________________

335 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8CG6.a Explain the origins and purposes, of city, county, and special-purpose governments in Georgia. ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

336 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8CG6.b Funding of Local Government A In Georgia local governments generate revenue for programs and projects through both tax and non-tax programs. Revenue is generated for the state through different types of taxes. Georgia collects revenue from many different sources including personal and corporate income taxes, sales taxes, gas and vehicle taxes and retail sales taxes. Another source of revenue are the regulatory fees which are required from a business or a professional in order to operate within a county. a How do local governments generate revenue for programs and projects? _________________________________________________ _________________________________________________ s Georgia collects revenue from all the following sources EXCEPT: a. personal taxes b. federal income taxes c. corporate taxes d. sales taxes S There are also revenues generated from non-tax sources such as Federal grants, fines, court fees, service fees on water and sewage, building permits and 911 user fees. These are just a few of the sources of revenue that are collected by the state annually in order to operate. Decisions on spending funds are based on multiple factors such as the financial needs of municipalities and counties, the availability of funds, the economy, and interest rates. Each of these factors impact how revenue is both generated and spent. d The following are ALL revenues generated from non-tax sources: Circle ALL that apply. a. 911 user fees b. court fees c. sales taxes

337 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8CG6.b Describe how local government is funded and how spending decisions are made. ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

338 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Economic Understandings

339 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8E1 Explain how the four transportation systems (road, air, water, and rail) of Georgia contribute to the development and growth of the state’s economy. a. Evaluate the ways in which the Interstate Highway System, Hartsfield-Jackson International Airport, deepwater ports, and railroads interact to support the exchange of goods and services domestically and internationally. b. Explain how the four transportation systems provide jobs for Georgians.

340 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8E1.a & b 8.L.V.3.d Use available print/digital resources, including references materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. transportation ___ 2. internationally ___ 3. seamless ___ 4. directly ___ 5. indirectly ___ 6. construction ___ 7. maintain___ 8. infrastructure ___ A. uphold B. continuous C. not caused directly D. moving from one place to another E. substructure F. between nations G. building H. with nothing in between

341 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8E1.a Transportation Systems A Georgia has four major transportation systems which are important to not only the movement of goods through the state but to Georgia’s economy. The transportation infrastructure which includes Hartfield-Jackson Airport, the railroads, deep water ports, and the highway systems provide the people of Georgia with the ability to not only ship goods and services throughout the nation but also internationally. From the ports to the rail, highway systems, and to the airport, Georgia’s transportation systems provide a seamless network of ground, air, and sea connection to Georgia and the world. a Why are Georgia’s transportation systems so important? ____ _________________________________________________ _________________________________________________ s The transportation system includes: Circle ALL that apply. a. deep water ports b. railroads c. highway systems d. a citizen’s personal car d Describe how Georgia’s transportation systems connect citizens and cities within Georgia and Georgia to the rest of the world. __________________________________________________ __________________________________________________ __________________________________________________

342 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8E1.a Evaluate the ways in which the Interstate Highway System, Hartsfield-Jackson International Airport, deepwater ports, and railroads interact to support the exchange of goods and services domestically and internationally. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ____________________________________ ____________________________________

343 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8E1.b Four Transportation Systems Jobs A There are four major transportation systems in Georgia that are instrumental to the development and growth of the economy of the state. Several million people are employed either directly or indirectly to work with or support these systems. The highways provide opportunities for construction workers, law enforcement officers, convenience store and gas station workers along with mechanics to name a few. Companies employ workers to move cargo. Both the state and private companies need workers to maintain and support highways, trains, and ports. The Atlanta airport is one of the state’s largest employers. Airline companies hire hundreds of thousands of people to maintain and support the airport and the airlines. The availability of the infrastructure systems also boosts tourism, bringing visitors to the state, creating jobs in the hotel, restaurant, and entertainment industries. Georgia’s development, growth, expansion, and economy owe much of its success to the availability and access of the road, air, water, and rail systems of the state. a What are the four transportation systems that provide jobs for Georgians? ________________________ _______________________ ________________________ _______________________ s The highway system provides opportunities for the following people: Circle ALL that apply. a. mechanics b. gas station workers c. teachers d. construction workers

344 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8E1.b Explain how the four transportation systems provide jobs for Georgians. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ____________________________________ ____________________________________ ____________________________________

345 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8E2 Evaluate the influence of Georgia-based businesses on the State’s economic growth and development. a. Describe how profit is an incentive for entrepreneurs. b. Explain how entrepreneurs take risks to develop new goods and services to start a business. c. Evaluate the economic impact of various industries in Georgia including agricultural, entertainment, manufacturing, service, and technology.

346 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8E2.a & b 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. entrepreneur ___ 2. revenue ___ 3. profit ___ 4. incentive ___ 5. recognized ___ 6. risks ___ 7. invest ___ 8. venture ___ A. putting in money for profit B. businessperson C. hazards D. noticed E. a financial gain F. motivation G. an enterprise H. income

347 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8E2.a Describe Profit and Entrepreneurs A An entrepreneur is an individual who starts their own business based on an idea they have or a product they have created. The revenue is the total amount of money brought in from a business before subtracting all expenses. The profit is the amount of income that remains after accounting for any expenses. It is the profit that becomes the incentive for entrepreneurs and established businesses to move forward. The profit motivates entrepreneurs to start and accept any risk that becomes part of starting a new business. In order to increase profits entrepreneurs must grow their business by finding new customers, maintain or improve the quality of their product or service, keep or reduce expenses and expand their market. a Explain the role of an entrepreneur. ____________________ __________________________________________________ __________________________________________________ s What is revenue? __________________________________ __________________________________________________ d ALL the actions below help entrepreneurs increase profits EXCEPT: a. locating new customers b. reduce their expenses c. increase their market of customers d. decrease the services they provide

348 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. S The state of Georgia has one of the largest numbers of entrepreneurs in the nation. This is due in part to the many incentives offered to small businesses. Although there are and have been many entrepreneurs in the state; not all may be well known. Some of the more recognized names are; Alonzo Herndon (Atlanta Life Insurance Company), Arthur Blank (co-founder Home Depot), and Truett Cathy (Chick-fil-A). f Why does the state of Georgia have one of the largest numbers of entrepreneurs in the nation? __________________________________________________ __________________________________________________ Understanding the Standard SS8E2.a Describe how profit is an incentive for entrepreneurs. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

349 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8E2.b Risk of Entrepreneurs A Entrepreneurs take on risks when starting their own business. Often, they must invest their own time, money, and resources into their business venture. The success of a business can be impacted by events beyond their control. Natural disasters, economic downturns, and pandemics can impact the success of a business. Lack of business experience, capital, and consumers can lead to a business failure. Making the correct decision about marketing is critical. Too much competition can put the business at risk. Correct hiring decisions are also important as employees can often be the key to the success of a business. Unfortunately, more than half of all new businesses fail to be profitable within the first few years of operation and many fail within the first two years. It is important to know that creating a successful business does have many benefits but also can have associated risks. a Entrepreneurs invest all the following when starting a new business: Circle ALL that apply. a. taking no risks b. time c. money d. resources s What are some of the things that can lead to business failure? _________________________________________________ _________________________________________________ d What percentage of new business fail to be profitable within the first two years? a. less than fifty percent b. more than fifty percent

350 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8E2.b Explain how entrepreneurs take risks to develop new goods and services to start a business. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

351 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8E2.c 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. industry ___ 2. annually ___ 3. multitudes ___ 4. entertainment ___ 5. manufacturing ___ 6. aerospace ___ 7. service ___ 8. hospitality ___ A. yearly B. branch of technology connected to space and flight C. providing amusement D. scores, many E. relationship of host and guest F. assistance given to customers G. business H. industrial

352 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8E2.c Economic Impact of Industry A Industry is important to the overall economy of Georgia. Industries in Georgia annually contribute billions of dollars to Georgia’s gross domestic product (GDP). The gross domestic product is the total value of all goods and services produced within a country within a year. Industries also provide employment to millions of people statewide. Various industries impact Georgia’s economy, including agriculture, entertainment, manufacturing, service, and technology. Georgia is one of the top agricultural states in the country. It is one of the largest producers of blueberries, peaches, peanuts, and pecans. The agricultural industry contributes billions financially to the economy along with employing multitudes of workers within and in related fields to the industry. a Georgia is one of the largest producers of ____________. Circle ALL that apply: a. blueberries b. pecans c. wheat d. peaches S The entertainment industry which has shown significant growth in recent years has impacted and become a major contributor to the state’s GDP. Tax incentives offered by the state to film and television production companies have led to an increase in job opportunities and revenue for the state. s What has led to an increase in the entertainment industry coming to the state of Georgia? a. increase in taxes b. tax incentives c. increase in goods and services d. decrease in production

353 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. D Manufacturing also contributes to the state’s economy and provides employment to many Georgians. The state is home to a wide range of manufacturing industries such as aerospace, automotive, textiles, and food processing. d What are the benefits of manufacturing? ________________ __________________________________________________ __________________________________________________ __________________________________________________ f What types of manufacturing are found in Georgia? Circle ALL that apply: a. textiles b. oil production c. automotive d. aerospace F The service industry is diverse with many sectors not limited to but including healthcare, finance, retail, and hospitality. The service industry is both crucial and a major contributor to Georgia’s economy. This industry is not only a large contributor financially to the state but provides employment opportunities to millions of individuals in the state. g Read the sentence and fill in each blank below. The service industry is both ____________ and a _________ contributor to Georgia’s economy. a. unimportant and major b. unimportant and minor c. important and major d. important and minor

354 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. G Growing at a rapid pace in recent years, the technology industry is also a contributor to the economy of the state. Sectors such as information technology, telecommunications, and cybersecurity offer job opportunities to hundreds of thousands of Georgians. h All of the following are sectors of the technology industry in Georgia EXCEPT: a. bus operator b. cybersecurity c. telecommunications d. information technology H In all, Georgia’s industries generate billions of dollars annually and employ millions of Georgians statewide. The employment of individuals in turn results in new businesses and services being generated. Georgia industries help to create economic growth, stability, and new development for all of Georgia. j Explain how Georgia’s industries economically impact the state. __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

355 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8E2.c Evaluate the economic impact of various industries in Georgia including agricultural, entertainment, manufacturing, service, and technology. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

356 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8E3 Explain the principles of effective personal money management. a. Explain that income is the starting point for personal financial management. b. Describe the reasons for and the benefits of a household budget. c. Describe the reasons for and the benefits of savings. d. Describe the uses of debt and associated risks.

357 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Vocabulary Preview SS8E3. a, b, c, d 8.L.V.3.d Use available print/digital resources, including reference materials to determine, clarify, or verify the meaning of unknown or multiple-meaning words and phrases. Match each vocabulary word below to the correct definition. 1. income ___ 2. salary ___ 3. pension ___ 4. expenditures ___ 5. budget ___ 6. savings ___ 7. debt ___ 8. financing ___ 9. risks ___ A. funding B. liability C. money earned D. possibility of financial loss E. money paid as a wage F. money spent G. retirement H. an estimate of income and expenses I. money in reserve

358 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8E3.a Personal Financial Management A Income is the amount of money an individual earns during a year. Income includes all sources of cash that flows to you, including salary, pension, income from investments or rental properties, and different forms of social security payments. Knowing your monthly income allow you to know how much money you have for expenditures (to spend) each month. a What is income? ___________________________________ _________________________________________________ s Circle ALL that apply. Income includes all the following: a. pension b. salary c. expenditures d. income from rental properties d What is the main benefit for knowing your monthly income? _________________________________________________ _________________________________________________ S Personal financial management, or the acronym PFM, as it is commonly referred to, refers to the ways a person learns how to manage their own personal money. When a person gains an understanding of how to manage their assets in their day-to-day life it will help them plan for their future. f What does PFM stand for? ___________________________ __________________________________________________

359 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. g What happens when a person learns to manage their assets? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ D Know your income o Cash Flow – money that comes in and out of a business, or a person’s personal flow of money o Manage Spending – cut expenses as needed o Plan Ahead – don’t wait until the last minute to check your expenses and income o Make a Budget – write down your income and expenses and make a budget o Capital - leftover cash

360 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8E3.a Explain that income is the starting point for personal financial management. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

361 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8E3.b Developing a Household Budget S Developing a household budget based on income and expenses is a good way to identify the areas where you are spending your money. A budget will show you if you are living within your means or overspending. Household budgets help you prepare for unexpected expenses such as emergencies, medical bills, or car repairs. Budgets help you meet your financial goals by seeing what unused money is available for savings. Knowing and sticking to a household budget allows you to maintain control over your money and meet both your long-term and short-term financial goals. a Does a budget seem like a good thing for people to use? _________________________________________________ _________________________________________________ _________________________________________________ s What is the difference between expected expenses and unexpected expenses? __________________________________________________ __________________________________________________ d Can someone always predict all their expenses every month? Circle YES or NO Explain your answer. ________________________________ __________________________________________________ __________________________________________________

362 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8E3.b Describe the reasons for and the benefits of a household budget. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

363 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8E3.c Reasons for/Benefits of Savings A Income that is left over after monthly expenditures is called savings. The primary reason for savings is to build wealth and to create “a cushion” that can be accessed in case of emergencies. Building your savings helps you achieve goals such as buying a home, new car, and saving for future retirement. Savings help you feel more secure by knowing that you can pay for unexpected or unplanned expenses. Having financial freedom through saving money gives you a better opportunity to make your own choices of job options, travel, and at what age you would like to retire. a What are savings? _________________________________ _________________________________________________ s What is the primary reason for building savings? _________ _________________________________________________ d Financial freedom does ALL the following: Circle ALL answers that apply. a. makes people more dependent on others b. offers a feeling of security c. allows people to make choices d. allows people to achieve their personal goals f Figurative Language: The primary reason for savings is to build wealth and to create “a cushion” that can be accessed in case of emergencies. What is the meaning of the phrase “a cushion” in the above sentence? __________________________________________________

364 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8E2.c Describe the reasons for and the benefits of savings. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

365 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. SS8E3.d Uses and Risks of Debt A Debt is the amount of money borrowed by one individual or party from another individual or party. While we often think of debt in a negative way, there are many acceptable uses of debt. Debt can be used as a financial tool that allows individuals to make purchases that they otherwise could not afford. Some acceptable uses of debt would include financing a home, car, or college education. Debt allows you the ability to make delayed payments but also comes with an additional amount of payment called interest. a What is debt? _____________________________________ _________________________________________________ _________________________________________________ s Is debt always negative? YES or NO Explain Your Answer: ________________________________ _________________________________________________ What is interest? ___________________________________ _________________________________________________ d All of the following are acceptable forms of debt EXCEPT: a. financing a home b. paying for a college education c. buying clothes and shoes d. financing a car

366 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. S There are risks that come with borrowed money or debt. Regardless of your financial ability you are still required to repay or make payments on the money that you borrowed. If you are unable to make payments your credit rating will be negatively affected, causing you to pay a higher interest rate on future loans. A legal proceeding called bankruptcy can occur if you are unable to repay your loan. There are some occupations where you will not be considered for employment or dismissed from your job due to large amounts of debt. Overall large amounts of uncontrolled debt can lead to stress and other related health issues. f What happens when someone borrows money? ____________ __________________________________________________ g What can happen when someone is unable to make payments on money borrowed? __________________________________________________ __________________________________________________ h What is bankruptcy? _________________________________ __________________________________________________ j What can happen when someone has large amounts of uncontrolled debt? a. growth in savings b. lower rate of state taxes c. stress and other health related issues d. lower rate of federal taxes

367 Copyright © 2024 by Concise Curriculum. Do Not Duplicate. Understanding the Standard SS8E3.d Describe the uses of debt and associated risks. ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________