How was Georgia socially, economically and politically affected by events after World War I (WWI)?

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1 Unit Lesson Plan (2 weeks) 8th Grade Social Studies Essential Question(s): How was Georgia socially, economically and politically affected by events after World War I (WWI)? Rationale: According to Georgia Standards, eighth graders are required to be able to analyze the important events that occurred after World War I (WWI) and their impact in Georgia. This knowledge is imperative in understanding the history of Georgia and how its citizens were positively and negatively affected by insects, environmental factors, governmental issues and new deals. The invasion of the boll weevil, drought, the Governorship of Eugene Talmadge, The Great Depression and President Roosevelt s New Deal, all played a part in shaping Georgia as it is known today. Monday Week 1 Students will be able to explain the economic factors that resulted in the Great Depression. their impact on Georgia. SS8H8b. Explain economic factors that resulted in the Great Depression. What caused the Great Depression in the United States. What year did the Great Depression being in the United States? When did the depression begin for Georgians? Why are these dates different? Classwork (35 minutes) Video clip of the Great Depression. Guided questions to be provided. Answers to video questions will be discussed as a class.

2 Only class periods 3 and 4 need to watch and go over the questions from the first video. The other three periods can begin with the next: Discuss previous knowledge of what was happening in Georgia at the same time. Video clip of Georgia during the Great Depression. Instruct students to continue filling out graphic organizer. Guided questions to be provided. Answers to video questions will be discussed as a class. Discuss similarities and differences. Collect questions for participation grade. Assessment Students should be able to correctly fill out the graphic organizer, using the guided questions. Could the recession of today have been prevented? Tuesday Students will be able to explain the economic factors that resulted in the Great Depression. their impact on Georgia. SS8H8b. Explain economic factors that resulted in the Great Depression. Why was Georgia already in a depression when the Great Depression began in the rest of the country? Do you think that if the boll weevil had never come to Georgia, that Georgians could have made it through the drought without being in a depression? Classwork (35 minutes) PowerPoint on the Great Depression and guided notes of therpesentation. Students will use answers from last Thursday and Monday, as well as notes from the PowerPoint today, to fill out a compare and contrast graphic organizer (g.o.) of their choice. Students can set into pairs or small groups to discuss and fill out the g.o., but a g.o. is to be completed and turned in by every student for a grade at the end of the class period.

3 Discuss similarities and differences by having students come to Promethean Board and fill out a g.o. displayed on the board. Assessment Students should be able to correctly fill out the graphic organizer, using the guided questions. Collect g.o. for grade. Closing(5 minutes) Could the recession of today have been prevented? Wednesday Students will analyze the political career of Eugene Talmadge and reflect on how he effected Georgia, both positively and negatively. their impact on Georgia. SS8H8c. Discuss the impact of the political career of Eugene Talmadge. Writing prompt: Did the depression in Georgia, a decade before the Great Depression, go unnoticed to the rest of the country? Discuss answers as a class. Introduction (3 minutes) Classwork (40 minutes) Who is Eugene Talmadge? PowerPoint on Eugene Talmadge. Guided notes provided. Discuss the positive and negative effects the the political career of Eugene Talmadge had on Georgia. View video of Talmadge interview. Guided notes provided. Closing/Exit Ticket (5 minutes)

4 Would Eugene Talmadge be elected today? Thursday Students will analyze the political career of Eugene Talmadge and reflect on how he effected Georgia, both positively and negatively. their impact on Georgia. SS8H8c. Discuss the impact of the political career of Eugene Talmadge. Writing prompt: Would you have voted for Eugene Talmadge for Governor? If you could change one thing about him, just one, would you change your answer? Discuss answers as a class. Introduction (3 minutes) Classwork (40 minutes) Discuss why students think Talmadge was so popular with Georgian voters at the time he was elected. What made him likeable, what made him dislikeable? Break students into small groups of 3 or 4. Have them create a propaganda poster either for or against Eugene Talmadge running for Governor, based on the information from their notes. Teacher may have to assign some groups to be for Talmadge. Have the groups answer the basic, Who, What, Where, When and How. Students have discussed propaganda previously, but a discussion may have to be had to refresh their memories on the definition and intention of propaganda. Posters due tomorrow and presentations on them will be done in class. Closing/Exit Ticket (5 minutes) Would Eugene Talmadge be elected today? Friday Students will analyze the political career of Eugene Talmadge and reflect on how he effected

5 Georgia, both positively and negatively. their impact on Georgia. SS8H8c. Discuss the impact of the political career of Eugene Talmadge. Writing prompt: What elements are significant when creating propaganda? What are some forms of propaganda you see today? Introduction (3 minutes) Classwork (40 minutes) Presentations of propaganda. A rubric will be used to assess projects. Each student in group will speak and explain their poster to the class. Closing/Exit Ticket (5 minutes) Explain how fights and wars are ignited because of propaganda. Monday Week 2 Students will be able to explain the programs of Roosevelt s New Deal that specifically and significantly impacted Georgia, socially, economically, historically and politically. their impact on Georgia. SS8H8d. Discuss the effect of the New Deal in terms of the impact of the Civilian Conservation Corps, Agricultural Adjustment Act, rural electrification and Social Security. Of what material were most of the tools of the Paleo people made?

6 Classwork (30 minutes) Video clip of the AAA, the Agricultural Adjustment Act. Guided questions to be provided. Answers to video questions will be discussed as a class. PowerPoint on AAA, rural electrification and Social Studies. Guided questions to be provided. Guided notes are given for the PowerPoint presentation because many of the students do not understand how to properly take notes and they end up writing every word. The guided notes points out the most significant information to them. Close readings of AAA, rural electrification and Social Security do be done individually, from CRCT workbook (pg ). Coordinating questions to be answered in class as groups. Answers to questions will be discussed as a class. Assessment (5 minutes) Students should be able to correctly answer 80% of the 5 multiple choice questions regarding AAA, rural electrification and Social Security. Answers to be handed in as exit ticket and graded. Homework in workbook, page 113, due tomorrow. Tuesday Students will be able to explain how Lend Lease led to American involvement in World War II and the bombing of Pearl Harbor. SS8H9. The student will describe the impact of World War II on Georgia's development economically, socially, and politically. SS8H9a. Describe the impact of events leading up to American Involvement in World War II; include Lend Lease and the bombing of Pearl Harbor. During which prehistoric period did large game become extinct Address questions from previous day s exit ticket that did not receive at least 80% mastery.

7 Classwork (30 minutes) Pass out three to four different but similar passages describing and defining the Lend Lease Act of 1941, each student to have one copy of some passage. Collaboratively, grouped by passages, have students read their passages and discuss together how to best answer a set of guided questions. The same set of guided of questions will be passed out to every group. Students will use information from the text to answer the questions. Discuss as a class what each group found in their text and how it is similar or different from the information from the other groups. Assessment (5 minutes) Students should be able to correctly answer 80% of the 5 multiple choice questions regarding the Lend Lease Act of Homework in workbook, page 113, due. Wednesday Students will be able to explain how Lend Lease led to American involvement in World War II and the bombing of Pearl Harbor. SS8H9. The student will describe the impact of World War II on Georgia's development economically, socially, and politically. SS8H9a. Describe the impact of events leading up to American Involvement in World War II; include Lend Lease and the bombing of Pearl Harbor. Which of the following nations built missions along Georgia s barrier islands Address questions from previous day s exit ticket that did not receive at least 80% mastery. Classwork (30 minutes) Pass out four to five different copies of photographs depicting Pearl Harbor. Collaboratively, have students answer guided questions of based on their interpretation of what they see. The same guided questions will be handed out to every group. Students will present their answers with the pictures.

8 Closed reading of Pearl Harbor in CRCT book. Assessment (5 minutes) Students should be able to correctly answer 80% of the 5 multiple choice questions regarding the bombing of Pearl Harbor. Play a radio recording announcing the bombing of Pearl Harbor. Thursday: March 21, 2013 Students will be able to explain the importance of Bell Aircraft and military bases in Georgia during World War II. SS8H9. The student will describe the impact of World War II on Georgia's development economically, socially, and politically. SS8H9b. Evaluate the importance of Bell Aircraft, military bases, the Savannah and Brunswick shipyards, Richard Russell and Carl Vinson. What Indians were led by Tomochichi Address questions from previous day s exit ticket that did not receive at least 80% mastery. Classwork (30 minutes) PowerPoint on Bell Aircraft. Guided questions to be provided. Guided notes are given for the PowerPoint presentation because many of the students do not understand how to properly take notes and they end up writing every word. The guided notes points out the most significant information to them. PowerPoint on military bases in Georgia. Guided questions to be provided. Map of Georgia with military bases marked on it will be passed out to students. Discuss in groups which types of military bases were located in Georgia and which are still open and functioning.

9 Assessment (5 minutes) Students should be able to correctly answer 80% of the 5 multiple choice questions regarding World War II, Bell Aircraft and military bases in Georgia. Collect maps and pass out review sheet for quiz tomorrow. Friday Students will be able to explain the importance of the Savannah and Brunswick shipyards. SS8H9. The student will describe the impact of World War II on Georgia's development economically, socially, and politically. SS8H9b. Evaluate the importance of Bell Aircraft, military bases, the Savannah and Brunswick shipyards, Richard Russell and Carl Vinson. After Hernando de Soto s death, where did his men go Address questions from previous day s exit ticket that did not receive at least 80% mastery. Classwork (33 minutes) Multiple choice quiz on week s lessons and standards. PowerPoint on shipyards in Savannah and Brunswick. Guided questions to be provided. Map of Georgia coastline with shipyards marked on it will be passed out to students. Discuss in groups the impact that these shipyards on Georgia and the United States during World War II. Assessment (5 minutes) Students should be able to correctly answer 80% of the 3 multiple choice questions regarding the Savannah and Brunswick shipyards. Closing (2 minutes) Collect maps and pass out review sheets for test on Monday.

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