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 8 Post WWII Georgia Elaborated Unit Focus This unit will evaluate the impact of various individuals, groups, and institutions which significantly influenced social and economic growth in Georgia after World War II. Students will learn how the post World War II movement/migration of people and ideas affected Georgia s citizens. Student will analyze the consequences of technological innovation not only on Georgia society, but also on the nation and world. Finally, students will also come to understand that location affects a society s economy and it s place in world trade. Standards/Elements History: SS8H10 The student will evaluate key post-world War II developments of Georgia from 1945 to 1970. a. Analyze the impact of the transformation of agriculture on Georgia's growth. b. Explain how the development of Atlanta, including the roles of mayors William Hartsfield and Ivan Allen, Jr., and major league sports, contributed to the growth of Georgia. c. Discuss the impact of Ellis Arnall. Geography: SS8G2 The student will explain how the Interstate Highway System, Hartsfield- Jackson International Airport, Georgia s deepwater ports, and the railroads help drive the state s economy. a. Explain how the four systems interact to provide domestic and international goods to the people of Georgia. b. Explain how the four systems interact to provide producers and service providers in Georgia with national and international markets. c. Explain how the four systems provide jobs for Georgians. Economics SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods. SS8E2 The student will explain the benefits of free trade. b. Explain how the four systems from SS8G2 contribute to Georgia s role in world trade. UPDATED 11/16/2009 Page 1 of 10
Enduring Understandings/Essential Questions Individuals, Groups, Institutions: The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences. Who significantly contributed to the growth of Georgia during this time period and how did they impact the state? (H10b,c) Movement/Migration: The student will understand that the movement or migration of people and ideas affects all societies involved. How was agriculture transformed in Georgia following WWII and how did this impact the state as a whole? (H10a) How did politics within Atlanta bring about growth for Georgia? (H10b,c) What other Atlanta-based developments occurred during this period? (E1, G2a,c) Location: The student will understand that location affects a society s economy, culture, and development How did Georgia s economy change after WWII? (E1) What developments in Atlanta helped to bring about these changes? (E2b, G2a,c) How do our major systems impact Georgia? (G2a,b, E1, E2b) Technological Innovations: The student will understand that technological innovations have consequences, both intended and unintended, for a society. What technological inventions influenced Georgia s economy, especially our systems? (G2a,b,c E1, E2b) UPDATED 11/16/2009 Page 2 of 10
*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. Balanced Assessment Plan Description of Assessment The number of farms in Georgia declined from approximately 226,000 in 1945 to 67,000 in 1970. There were several causes for this agrarian decline. Analyze the reasons for this decline by completing the chart Our Vanishing Farms (Appendix 1) Once the chart is complete answer the questions that follow: Standard/ Element H10a Type of Assessment Constructed Response. Dialogue. Informal Observation Which cause do you think had the greatest impact on movement away from the farms? Why? Which cause do you think had the least impact on movement away from the farms? Why? How did this decline in farming impact other areas of the state? Be prepared to give and support your opinions in a class discussion Between 1940 and 1970 Atlanta s metropolitan area saw an increase in population from approximately 442,294 to 1,390,164. Interestingly, sports and politics combined to help make the Atlanta SMA an attractive place to live. In a paragraph for each, describe how the following contributed to that growth: William Hartsfield, Ivan Allen, Jr., Ellis Arnall, Atlanta Braves, Atlanta Falcons, and Atlanta Hawks. Do the following as preparation for drawing a political cartoon. Define free trade. What are the benefits of not charging tariffs? Do you think there might be some disadvantages of not charging tariffs? How does free trade affect Georgia? What goods produced in Georgia might benefit from free trade agreements? What goods might not? When you have completed this analysis, draw a political cartoon either favoring free trade or opposing free trade. Complete a teacher selected or prepared objective, short response test for the people, place, events, and concepts in this unit. H10b,c E1 E2b H10 a,b,c G2a,b,c E1, E2b Constructed Response Constructed Response, Dialogue, Informal observation Selected Response, Constructed Response UPDATED 11/16/2009 Page 3 of 10
Sample Performance Task Location: The student will understand that location affects a society s economy, culture, and development. G2a,b E1, E2b You have been hired as the Distribution Director for a new company in Georgia. This company s goals are to export Georgia products and import international products in the most efficient manner. This means using various systems to move the goods as quickly as possible. They will use Georgia s systems, but will hire company employees to do the actual transporting. Complete the chart Georgia s Four Major Transportation Systems (Appendix 2) gathering facts and analyzing Georgia s four major After you have this information produced on the chart, analyze the goods/products listed Goods and Products: Coming and Going (Appendix 3) and determine the most efficient means of getting them from point of origin to point of destination. As part of your job you must let the personnel department of your company know what type of jobs need to be created in order to efficiently move the products from points of origin to points of destination. Complete New Jobs for Georgians (Appendix 4) for this. You may use your textbooks, information from your teacher, the internet, a road map, or an atlas for your work. When your presentation is complete you should display all of your information on a poster board or sheet of butcher paper. You should have your chart, your product distribution list, and your jobs to be created list displayed. Now you should be prepared to discuss and defend your decisions. To the teacher: With all of the information displayed on a poster board or sheet of butcher paper posted around the room, students should participate in a round table group discussion wherein the three systems are analyzed and explained in relation to the state of Georgia Discuss the systems selected for use in product distribution. (Why did you choose this method over another?) When participants disagree on the best methods of, they should be able to explain and support their opinions keeping in mind Georgia s location, the particular freight, and the systems available to them. Map and Globe Skills: 1,2,3,6,8 Information Processing Skills: 2,3,11,15 UPDATED 11/16/2009 Page 4 of 10
*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. Content Rubric for Performance Task Scale Criteria 1 Standard Not Met 2 Needs Improvement 3 Meets Standard 4 Exceeds Standard Locates major hubs and routes. Fails to explain any of the hubs and routes. Partially explains hubs and routes. Accurately explains the hubs and routes. Clearly explains and elaborates on the hubs and routes showing a fundamental understanding of each. Analyzes the importance of locations necessary for the four major Fails to explain how location is important to the any of the Partially explains the importance of location to Accurately explains the importance of locations necessary to the Clearly explains and elaborates on the importance of locations necessary to the Identifies each of the four major systems in Georgia. Does not clearly identify any of the four Partially identifies or gives incorrect information about some of the four Accurately identifies all four of the major Clearly identifies and all the systems and gives additional interesting facts about them. UPDATED 11/16/2009 Page 5 of 10
Product Rubric for Performance Task Scale Criteria 1 Below Expectation 2 Needs Improvement 3 Meets Expectation 4 Exceeds Expectation Students produce a product that is complete. None of the three elements needed are displayed. Two of the three elements needed are present and complete or all are present but incomplete. All the elements are present and complete. All elements are present, complete, and attractively presented. Students produce a product that is organized. There was no clear or logical organizational structure, just lots of facts. Most of the content is logically organized and clearly presented. The overall organization and presentation is appropriate. Content is well organized, easy to understand, and clearly presented. It is a true teaching tool. Students produce a product that exhibits proper mechanics. More than 4 errors are spelling or grammar. Four misspellings and/or grammatical errors. No misspellings or grammatical errors and the language is appropriate. No misspellings or grammatical errors and the language used shows an in depth understanding of the material. Resources for Unit www.georgiaencyclopedia.org William Hartsfield, Ivan Allen, Jr., Ellis Arnall, Atlanta Braves, Atlanta Falcons, Atlanta Hawks http://www.libs.uga.edu/russell/collections/arnalloralhistory/index.shtml http://www.sportsecyclopedia.com/nba/atlanta/atlhawks.html http://www.sportsecyclopedia.com/nl/atlbraves/atlbraves.html www.sportsecyclopedia.com/nfl/atlanta/falcons www.atlanta-airport.com/ www.gaports.com/ http://www.georgiatrend.com/state-of-the-economy/ Search for: deep water ports www.marinelink.com www.dot.state.ga.us for interstate information 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 (sowen@doe.k12.ga.us). UPDATED 11/16/2009 Page 6 of 10
Appendix 1 Our Vanishing Farms G. I. Bill Define or describe what it is. How did it impact Georgia s farms? Did it impact other areas of the state? Industry and manufacturing after WWII Aviation Synthetic fabrics Pine Forests Changes in farms themselves Now, answer the following questions and be prepared to give and support your opinions in a class discussion. 1.Which cause do you think had the greatest impact on movement away from the farms? Why? 2. Which cause do you think had the least impact on the movement away from the farms? Why? 3. How did this decline in farming impact other areas of the state? UPDATED 11/16/2009 Page 7 of 10
Appendix 2 Georgia s Four Major Transportation Systems Interstate Highway System Hartsfield-Jackson International Airport Deep Water Port Railroads UPDATED 11/16/2009 Page 8 of 10
Appendix 3 Goods and Products: Coming and Going After completing the chart, use maps to help you determine how each of the following goods/products should move from Georgia to international markets and from international markets to Georgia. 1. Coca-Cola: 500,000 crates of 2liter bottles of Classic Coke From Marietta, GA to Singapore, China Transportation systems used: in order of use: 2. Empty crates: 100,000 hard sided, will not bend, fold, or stack in each other. From manufacturing factory in Bainbridge, GA to Bath, Maine 3. Seafood: 3 picnic size coolers packed with fresh caught GA catfish. From Warm Springs, GA to London England. 4. Olives: 100,000 crates from Sienna, Italy to Homerville, GA. 5. Fabric: 5 bolts of Tartan plaids from Edinburg, Scotland to Atlanta, GA. 6. Building materials: 6,6000 sheets of sheet rock From Home Depot in Tifton, GA to Moscow, USSR 7. Mail 8. Coal: 50 letters from Sapalo Island, Georgia to Sierra Leone, Africa. 10,000 lbs. From Appalachian Plateau of GA to Copenhagen, Denmark. UPDATED 11/16/2009 Page 9 of 10
Appendix 4 New Jobs for Georgians Memo: To Personnel From: Distribution Director - (your name) Re: List of jobs to be created by our new company for the purpose of moving our products: Please search your local areas for qualified employees to fill these positions. UPDATED 11/16/2009 Page 10 of 10