One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Eighth Grade Social Studies course.

Eighth Grade Unit 6 – “The New South” Elaborated Unit Focus This unit will focus on the social, economic, and political changes that occurred in Georgia between the end of the American Civil War and the end of WWI. Students will analyze conflicts, regional, national, and international, that resulted from many of these changes. The students will understand that when there is a conflict between or within societies, change is the result. Students will understand that the actions of individuals, groups, or institutions affect society through intended and unintended consequences. They will, additionally, understand that production, distribution, and consumption of goods influences our society. Standards/Elements History: SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918. a. Evaluate the impact the Bourbon Triumvirate, Henry Grady, International Cotton Exposition, Tom Watson and the Populists, Rebecca Latimer Felton, the 1906 Atlanta Riot, the Leo Frank Case, and the county unit system had on Georgia during this period. b. Analyze how rights were denied to African-Americans through Jim Crow laws, Plessy v. Ferguson, disenfranchisement, and racial violence. c. Explain the roles of Booker T. Washington, W. E. B. DuBois, John and Lugenia Burns Hope, and Alonzo Herndon. d. Give reasons for World War I and describe Georgia's contributions. Geography: SSG2 The student will explain how the Interstate Highway System, Hartsfield-Jackson International Airport, and Georgia’s deepwater ports, and the railroads help drive the state’s economy. a. Explain how the four transportation systems interact to provide domestic and international goods to the people of Georgia. b. Explain how the four transportation systems interact to provide producers and service providers in Georgia with national and international markets. c. Explain how the four transportation systems provide jobs for Georgians. Economics: SS8E3 The student will evaluate the influence of Georgia's economic growth and development. a. Define profit and 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 importance of entrepreneurs in Georgia who developed such enterprises as Coco-Cola, Delta Airlines, Georgia-Pacific, and Home Depot. Georgia Department of Education Kathy Cox, State Superintendent of Schools EIGHTH GRADE FRAMEWORK UNIT 6 APPROVED 11/16/09  Page 1 of 11 Copyright 2009 © All Rights Reserved

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Enduring Understandings/Essential Questions Conflict and Change: The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. What key social issues were significant during the New South era? (H7) What key political issues affected the development of the state during the New South era? (H7) What were the causes of WWI? (H7d) What key economic developments occurred in Georgia during the years between the Civil War and WWI? (E3) Individuals, Groups, Institutions: The student will understand that the actions, of individuals, groups, and institutions affect society through intended and unintended consequences. Who were the civil right‟s activists of this period and how did their views differ? How did society and politics deny rights to certain individuals and groups during this era? (H7a, b) What were the causes of the outbreak of WWI? What was Georgia‟s role in WWI? (H7d) What was the impact of the Bourbon Triumvriate on Georgia politics and economy? What were the beliefs of the Populists, and how did Populist Tom Watson change Georgia and the nation? (H7a) What were the differences in political views and philosophy among the following: Bourbon Triumvirate, Henry Grady, Tom Watson, Rebecca Latimer Felton? (H7a) What do the 1906 Atlanta Race Riot and the Leo Frank case have in common? Production, Distribution, and Consumption: The student will understand that the productions, distributions, and consumptions of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society. What is entrepreneurship and how would it impact a state? (E3a,b) What key economic developments developed in Georgia which resulted in profound affects on the development of the state? (E3) How did Coca-Cola, Delta Airlines, Georgia Pacific, and Home depot develop and what impact did their development have on the state of Georgia? (E3c)

NOTE: The balanced assessment plan included in this unit is presented as a series of suggested activities. It is not expected that the teacher complete all assessments for a successful unit. Georgia Department of Education Kathy Cox, State Superintendent of Schools EIGHTH GRADE FRAMEWORK UNIT 6 APPROVED 11/16/09  Page 2 of 11 Copyright 2009 © All Rights Reserved

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Balanced Assessment Plan Description of Assessment Given a list of key people and events from the New South era and a list of descriptions, students will select accurate descriptive passages for each person or event.

Standard/ Element H7a, b, c

Type of Assessment Selected Response

After studying the women‟s suffrage movement, the Leo Frank H7a,b Case, and Jim Crow laws, students will create signs to protest the denial of rights to these people or groups. Either allow the students to select or assign 1/3 of the class to work with one of the above. Students will then create a protest sign for the person or event they have selected or been assigned. Following this the class will hold simulated town meetings where representatives of each group will demand policy changes from the city council or state legislature. More than one „protester‟ may speak about the subject while that town meeting is in session. They must back up their demands with accurate statements. Individually, students should then write a paragraph or design a graphic organizer comparing and contrasting the three events. They should conclude with an opinion of which group received the most unjust treatment and why.

Constructed Response

Read Henry Grady‟s “The New South” and describe how the four major transportation systems of Georgia have helped to alleviate the circumstances described in Grady‟s speech.

H 7c G2a, b, c

Constructed Response

Define profit and entrepreneurship. Describe how Alonzo Herndon fits this description. What risks was Herndon taking? Discuss how the risks he might face would be different if he were beginning his business today.

H7c, E3a,b

Constructed Response, Dialogue and Discussion

After class discussion and/or reading about the county unit system, ask students to consider whether or not a candidate could be elected governor of Georgia under the county unit system if that candidate only received 36 percent of the popular vote. Working with a partner they should determine if this could actually have happened and if so how. If not, why not. They should explain their conclusion in a paragraph. This paragraph should give specifics of the impact of the county unit system and how it would or would not allow the above to happen. They should discuss the fairness or unfairness of such

H7a

Constructed Response, Dialogue and Discussion, Informal Observation

Georgia Department of Education Kathy Cox, State Superintendent of Schools EIGHTH GRADE FRAMEWORK UNIT 6 APPROVED 11/16/09  Page 3 of 11 Copyright 2009 © All Rights Reserved

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a situation. Have a class discussion and poll the class for results of their consultations with each other. Discuss with them if they feel the situation actually ever happened? (It did. The one described happened as late as 1956 in the gubernatorial election of Marvin Griffin.) Using the chart provided (Appendix 1), determine the difference in political views and philosophy among the following; The Bourbon Triumvirate, Henry Grady, Tom Watson, and Rebecca Latimer Felton. Using this information the student should prepare a speech, “I would most like to meet (Choose one of the above people)”. In a well planned speech, the student should give background and impact of the person they selected. The speech should be written out to give to the moderator (teacher), but they should be prepared to give the speech orally if the teach desires.

H7a

Constructed Response, Dialogue and Discussion

Divide the class into small groups. Each group should be given E3c one of the following topics to research and analyze to G2 a,b,c determine the history of the company and its impact on the state and nation. The companies to use are Coca-Cola, Delta Airlines, Georgia-Pacific, and Home Depot. On a piece of poster board each group should list the name of their company, give high points of its history, what risks the entrepreneur was taking, and the company or product‟s impact on the state of Georgia. They should also include information on how the company‟s products would use Georgia‟s transportation system to reach state, local, and international customers. Post the posters and have a class discussion with the students drawing parallels between the companies. Highlight any parallels found on the posters. Bring the discussion up to date by asking how the risks might be different today. Do they think developing a new product or starting a new company would be easier or harder today? What new products, companies, goods, services, can they think of in the last few years? (CNN and Paula Deen‟s story might interest them here.)

Constructed Response, Dialogue and Discussion

Show an understanding of Georgia‟s contributions to WWI by completing the Georgia’s Contributions to World War I” chart (Appendix 2).

Constructed Response

Georgia Department of Education Kathy Cox, State Superintendent of Schools EIGHTH GRADE FRAMEWORK UNIT 6 APPROVED 11/16/09  Page 4 of 11 Copyright 2009 © All Rights Reserved

H7d

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Performance Task Conflict and Change: The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. Individuals, Groups, Institutions: The student will understand that the actions, of individuals, groups, and institutions affect society through intended and unintended consequences. Production, Distribution, and Consumption: The student will understand that the productions, distributions, and consumptions of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society. Georgia Magazine Project. Background: The teacher should lead an analysis of some of today‟s news magazines (i.e. Time, Life, Newsweek, etc). The class should discuss content, layout, and editorial content. Then, working in small groups, the students will select a news magazine to mimic. They will then create a news magazine for the New South period of Georgia history. This magazine should cover aspects of culture, politics, economics, and lifestyle for the New South era. They should mimic the magazine‟s content and style, making a Georgia special interest edition that is reflective of a news magazine‟s format. Guideline for Students: You have been selected to work for a news magazine. Your job is to help create a magazine covering aspect of the culture, arts, music, lifestyle, politics, and economic of the New South. You will create this magazine within your own small group. Your magazine should reflect Georgia and the nation as it relates to Georgia during the era we call the New South era. In the course of the project you will mimic a news magazine‟s content and style, making a Georgia special interest edition. Magazine Requirements COVER: Your magazine must have an appropriate cover. The cover should give the reader your magazine title, date of publication and an indication of what your major story will be. There should be an illustration and the names of the editor and contributors. TABLE OF CONTENTS: This will list the articles to be found in your magazine and should be created last so that it is accurate and in order. There should be a short description of the article to catch the reader‟s interest. LETTER FROM THE EDITORS/EDITORIAL: This will be an important feature in your magazine. Letters from the editor(s) give the editors the opportunity to analyze the content of their magazine and explain the importance of the stories they choose to use. In a magazine provided by your teacher, find the letter that the editors wrote to the readers close to the front of the magazine. This letter explains why the editors choose to use the stories they did and why they led with the one major story they did. Each of your editors should write a letter to the readers explaining the theme of the time period and thus of your magazine. As an alternative, your group of editors may write an editorial that does the same, discusses the theme of the time period and of the magazine. Georgia Department of Education Kathy Cox, State Superintendent of Schools EIGHTH GRADE FRAMEWORK UNIT 6 APPROVED 11/16/09  Page 5 of 11 Copyright 2009 © All Rights Reserved

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NEWS ARTICLES: What were the major events happening during the New South era? Each group member is responsible for one news article. Be sure to include your byline. FEATURE ARTICLES: These articles may be about interesting people, inventions, or society of the day. Each member of the group is responsible for one feature article. Be sure to include your byline. BUSINESS ARTICLES: These articles should be about the business or economic news or trends of the time. Each group member is responsible for one business article. Be sure to include your byline. LAYOUT: Articles should be typed or printed in column format. GRAPHICS: You will need at least one graphic, photo, drawing, cartoon, graph, chart, table, etc for each article. Be sure that what you choose is appropriate for the type of article and the content. More that one graphic is acceptable. Maps, for example, would be good graphics if writing about the expansion of the railroads. APPREARANCE: Your final product should be heat, clean, easy to understand and interesting. Your graphics must be relevant to the article ADVERTISING: Each editor/contributor is to provide one ad for the magazine. This ad should be original and appropriate for the time period. Real products already in existence or just developed should be your advertising. Map and Globe Skills: Information Processing Skills: 4, 14, 15, 16

Note concerning rubrics: Each performance task is accompanied by two rubrics. The first is designed to address content and understanding of the standards in terms of the enduring understandings. The second rubric focuses on the product of the performance task. This is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc. It is NOT intended that each rubric counts for 50% of the assessment. It is expected that the content rubric carry more emphasis when grading.

Georgia Department of Education Kathy Cox, State Superintendent of Schools EIGHTH GRADE FRAMEWORK UNIT 6 APPROVED 11/16/09  Page 6 of 11 Copyright 2009 © All Rights Reserved

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The New South Magazine Content Rubric Scale Criteria NEWS CONTENT shows analysis, understanding, and impact of the news of the time period.

1 Standard Not Met The content is none existent or not at all appropriate for the time period.

2 Needs Improvement The number of articles expected are not included or there are inaccurate facts in the ones that are presented.

3 Meets Standard All articles are present, accurate, and report on news events of the time period.

4 Exceeds Standard All articles are present and are rich in detail, factual evidence, and include analysis of the importance of the events or relates the events to beliefs and ideas of the time period.

FEATURE CONTENT shows analysis, understanding, and impact of the people, inventions, or society matters of the time period.

None existent or not at all appropriate

The number of articles expected are not included or there are inaccurate facts in the ones that are presented.

All articles are present, accurate, and report on feature stories of the time period.

BUSINESS CONTENT Shows an analysis, understanding and impact of the business, commercial news of the time period.

None existent or not at all appropriate

The number of articles expected are not included or there are inaccurate facts in the one that are presented.

All articles are present, accurate, and report on business stories of the time period.

ADVERTISING analyzes and shows an understanding of goods and services of the time period. EDITORIAL shows an analysis and understanding of the time period and how various items or ideas relate an overall theme of the period.

None existent or not at all appropriate.

All expected advertisements are not present or most are not relevant to the content The editorial or letter from the editors is missing or unrelated to the time period.

All advertisements are present and relevant to the time period.

All articles are present and are rich in detail, factual evidence, and includes analysis of the importance of the events or people. Additionally the articles relate the events to beliefs and ideas of the time period. All articles are present, accurate, and report on business stories of the time period. Additionally, the articles are accurate, rich in detail, and interesting to read. They relate the business news to the beliefs and ideas of the time period. All advertisements are present, relevant to the time period, and show an understanding of the impact of the product. The editorial or letter from the editors accurately reflects the lead story and its importance to the time period. It is interesting to read and shows an understanding of a common theme.

None existent or not at all appropriate

The editorial or letter from the editors reflects the lead story but does not explain its importance to the time period.

Georgia Department of Education Kathy Cox, State Superintendent of Schools EIGHTH GRADE FRAMEWORK UNIT 6 APPROVED 11/16/09  Page 7 of 11 Copyright 2009 © All Rights Reserved

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The New South Magazine Product Rubric Criteria

Below Expectations

Meets Expectations

Exceeds Expectations

COVER PAGE

Does not include all elements, sloppy, dull, uninteresting

Includes all elements but is not attractive or creative

Includes all elements and is attractive and creative

TABLE OF CONTENTS

Not included or out of correct pagination order or interest catching blurbs are missing

All stories are included and in the correct pagination order.

All stories are included and in the correct pagination order with interesting blurbs to increase our desire to read.

STYLE

Very little evidence of creativity either in writing or presentation

Evidence of imagination and creativity in some of the articles and presentation

Evidence of imagination and creativity, both in writing and presentation

None exists or incomplete

All graphics are included, but are of the same type or are uninteresting.

All graphics are included, relevant, and increase the reader‟s understanding of the story. There is a variety of graphic styles.

GRAPHICS

Resources for Unit http://www.cviog.uga.edu/Projects/gainfo/index.php Coca Cola, Georgia Railroads, Leo Frank http://www.thecoca-colacompany.com/heritage/ourheritage.html http://corporate.homedepot.com/wps/portal/History http://www.gp.com/aboutus/history/index.html http://www.georgiaencyclopedia.org/nge/Home.jsp for any of the people http://www.gpb.org/GeorgiaStoriesSearch for Alonzo Herndon Story, Race Riot of 1906, American Culture: Coca-Cola, ../../../../../jsmith/Local Settings/Temporary Internet Files/OLK61/topicsHomepg.jsp%3fsub_id=059&studstatus=1&educstatus=1 The New South and Leo Frank http://www.gavoyager.com/african_america.html for Alonzo Herndon This unit was created by Faye Smith and Evie Stephens. The unit was approved by the Social Studies Advisory Council and the Georgia DOE Social Studies staff. This document was last updated on 11/16/09 by Shaun Owen ([email protected]).

Georgia Department of Education Kathy Cox, State Superintendent of Schools EIGHTH GRADE FRAMEWORK UNIT 6 APPROVED 11/16/09  Page 8 of 11 Copyright 2009 © All Rights Reserved

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Appendix 1 “Who Would I Most Like to Meet” Background

Political Views

Accomplishments

Rebecca Felton

Henry Grady

Tom Watson

Bourbon Triumvirate

Georgia Department of Education Kathy Cox, State Superintendent of Schools EIGHTH GRADE FRAMEWORK UNIT 6 APPROVED 11/16/09  Page 9 of 11 Copyright 2009 © All Rights Reserved

Interesting Facts

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Appendix 2 Georgia’s Contributions to World War I Directions: Part I: Complete the following chart giving specifics about the many ways Georgia contributed to World War I. You may gather this information from any of the Georgia text books, from your teacher‟s discussions, or from outside research. Military Personnel from Georgia

Number who served: Number who died:

Military Bases in Georgia before WWI

Name them and give locations:

New Military Bases in Georgia from 1917

Fort Benning: Location: Type of Base: Facts: Camp Gordon: Location: Type of Base: Facts: Fort Oglethorpe: Location: Type of Base: Facts:

Textile Mills

Locations: How they helped the war effort:

Georgia Department of Education Kathy Cox, State Superintendent of Schools EIGHTH GRADE FRAMEWORK UNIT 6 APPROVED 11/16/09  Page 10 of 11 Copyright 2009 © All Rights Reserved

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Railroads

How they helped the war efforts:

Farms

How they helped the war effort:

Sewing Circles

How they helped the war effort

Money

Bond Drives:

Red Cross

What is it: How it helped the war effort:

Victory Gardens

What were they: How they helped:

Directions: Part II On a map of Georgia. Locate each military base or installation mentioned above and label what it is. Star the location nearest your town. Does the base or military installation still exist?

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