Unit Title: Geography and Culture of Georgia 

Key Author(s): Thomas Panter  

Key Standard, to be taught to mastery: SS8G1

The student will describe Georgia with regard to physical features and location

Proposed Concept: Geography

Proposed Significant Question: How does geography affect the culture and history of a people?

Proposed Masterwork: The state song of Georgia, “Georgia on My Mind”, as performed by Ray Charles.

Date: September 2008

ST CTTA - Instructional Unit Authoring Guide –

Name: Thomas Panter                                        

School: Durham Middle School                                                         

Date: 9/08                                            

E-mail Address: Thomas.Panter@cobbk12.org  

Grade: 8th

Other authors of this unit:                             

Academic Standards:

-          A1 Knowledge:

SS.8.1.1 Location of Georgia

The learner will be able to determine the location of Georgia in relation to region, nation, continent, hemisphere, and world by using maps and other geographic tools such as technology.

SS.8.1.2 Geographic Regions of Georgia

The learner will be able to locate and describe the geographic regions of Georgia (mountains, Piedmont, coastal plain, etc.) and identify the physical processes which formed them.

SS.8.1.3 Important Geography. Features

The learner will be able to identify important geographical features of Georgia and describe ecosystems present in each (e.g., Fall Line, Okefenokee Swamp, Appalachian Mountains).

SS.8.1.5 Geographical Factors

The learner will be able to identify geographical factors and explain how they have influenced Georgia's exploration, settlement, and economic development, emphasizing location, climate, mountains, rivers, soil, and natural resources.

SS.8.2.2 Various Ethnic Groups

The learner will be able to state how people today are affected by various ethnic groups in the development of Georgia both past and present.

SS.8.2.6 Influential Georgians

The learner will be able to describe the contributions of influential Georgians (with regard to gender, ethnicity, and other factors) on economic growth, advancement of democratic ideals, improved standard of living, cultural achievements (art, music, literature, theater, motion pictures, television) and other areas which have moved Georgia forward.

-          A2 Skills:

SS.8.3.9 Major Events

The learner will be able to investigate major events and related personalities on the American Revolution.

-          A3 Character / Dispositions

SS.8.6.5 Antebellum Georgia

The learner will be able to examine and analyze political, economic, social, demographic, and cultural characteristics of antebellum Georgia and describe how Georgia compared to other areas of the United States.

SS.8.6.7 GA's Role in the Civil War

The learner will be able to analyze Georgia's role in the Civil War and the impact of that war on the state and the nation.

SS.8.8.3 Civil Rights Movement in GA

The learner will be able to identify the important events and personalities in the Civil Rights movement in Georgia.

Broad Significant Question:

How does geography affect the culture and history of a people?

Concept: Geography

Deepening Questions:

1. How does the environment in which one lives influence a person’s life?
2.  How does the geography of a state influence its culture?
3. How has geography made a difference in the development of each of the five regions of Georgia?

Engagement:

-          E1 Experiencing the Masterwork

Students will listen to the state song of Georgia performed by Ray Charles, “Georgia on My Mind”.

-          E2 Engagement Strategies

1. The students will be broken up into three groups. Each group will be given the lyrics for one verse of the song by Ray Charles, “Georgia on My Mind”.
2. Each group will sing together one verse of the state song.
3. Each group will then discuss the meaning of the song and come up with one statement that best describes the meaning behind the current lyrics and will present their statement and answer any questions from the other groups.
4. Each of the three groups will be divided again into groups of four. Each group of four will create a new verse for the song that features one region of Georgia and one person from Georgia’s history from their book.

“I say Georgia
Georgia
A song of you
Comes as sweet and clear
As moonlight through the pines

Students Replace
”Comes as sweet and clear
As moonlight through the pines”

With a line that represents significant features of your assigned region of Georgia –

Other arms reach out to me
Other eyes smile tenderly
Still in peaceful dreams I see
The road leads back to you

Students Replace

“Still in peaceful dreams I see
The road leads back to you

With a line that identifies a significant person in Georgia History and their contribution

1. Students will then sing, and record their lyrics to the song and explain the meaning of their lyrics in relation to their region and person from history. 

Focus Statement:

Geography plays a vital role in the development of state, culture and history.

Gaining Original Creations:

The students will work together in groups of four to create a Georgia Theme Park. Each theme park will be divided up into five regions (The five regions of Georgia). The building team will be required to create two rides based on the geography of their region, two shows based on Georgia’s history, offer refreshments and souvenirs that relate to their region and its ‘political, economic, social, demographic, and cultural characteristics of antebellum and modern Georgia  and landscaping that contain flowers and trees unique to Georgia. Each building team will be given a budget to work with and a cost breakdown of the individual attractions. The building team will also be required to create a centerpiece, mascot and slogan that ties all of Georgia together. Each builder in the theme park must have a map to give to visitors that explains each attraction and how it relates to their individual region. The final requirement will for the theme park will be the teaching of their region to the class through their creation.

Helping Reflection:

Students will be asked to respond to the following questions:

Respect means the showing regard for the worth of someone or something.

1. Do you feel that Georgians respect their history, geography and culture?
2. If so, explain how Georgians demonstrate respect for their land, history, wildlife, etc.. If not, explain how Georgians do not demonstrate respect for their land, history, wildlife, etc.
3. What are two surprises that you discovered in the Georgia Theme Park process and explain why?
4. How is Georgia’s geography and history different from your initial thoughts on your state? 
5. After teaching the regions of Georgia, which region which you most like to live in and explain why?

Inquiry:

-          I1 Inquiry Center #1A

Students will use the internet and library books to research all five regions of Georgia. Students will be expected to find  three important physical features, two attractions, two historic sites, one important person, and two crops from each region.

-          I1 Inquiry Center #1B

Students will discuss in their group the information found in their research of each region of Georgia and will select the region they wish to do in the Georgia Theme Park. Using the internet and library books to research in depth their selected region of Georgia, students will be expected to find any important physical features, wildlife, plants and trees, food, attractions, historic sites, people, and crops from their selected region to help in creating their section of the theme park.

-          I2 Inquiry Center #2

Students in each building group will work together to create a theme park name, mascot and slogan that represents all of Georgia. Each group will be responsible for physically creating a mascot on paper or computer with the slogan and name included.

-          I3 Inquiry Center #3A

Students in each building group will generate ideas for shows on Georgia’s history and rides for their regions. Students should help each other begin the process of creating the attractions for their region in the theme park and how each show relates to the individual region and overall theme park.

-           

-           I3 Inquiry Center #3B

Students in each building group will generate ideas for statues on Georgia’s history for their regions. Students should help each other begin the process of creating the statues for their region in the theme park and how explaining how each statue relates to the individual region and overall theme park. Students should make sure they do not create identical statues on the same historic event or person.

-          I4 Inquiry Center #4

Students in each building group will generate ideas for a centerpiece of the park. The centerpiece should reflect the whole park and tie all five regions together. Students will use the internet or magazines provided by the teacher on theme parks from around the world to research centerpieces. Students will look at the construction and meaning behind the centerpieces they find at the Disney World Parks (Castle, Circle of Life Tree, Magical Hat, Epcot Sphere), as well as other parks, to begin creation of  a Georgia centerpiece. Students will be reminded to connect the other and parts of the park to the centerpiece.

           -     I5 Inquiry Center #5

The class will create a brochure and a map of the resulting theme park – demonstrating mastery of the Georgia Performance Standards for Language Arts. The different groups of students will teach their regions to the rest of the class, and to other classes in the school and other schools.  (Service Learning at the ‘Community Service’ level.  

Joining with Arts Partners:

Keeping with the School Improvement Plan:

-          K1 - No Child Left Behind & State Requirements

o   Comprehensive School Reform CSR

o   Georgia Performance Standards for Social Studies and Language Arts

-          K2 - Local System / School Plans

-          Students will improve research and writing skills throughout the curriculum

Learning Through Service

-          Community Service

Students will work with the art teacher to create a mural of the history of their state. The mural will incorporate all aspects of the culture and geography of their state. It will also provide a glimpse of the important people and events that shaped the state’s history. Students will use their research skills to select their choices for inclusion in the mural. 

-          Community Exploration

Students may want to continue their research into the theme parks that already exist in Georgia such as Stone Mountain or Six Flags. Students may want to use their research to offer ways to improve each park with a true representation of all of Georgia’s culture.

-          Community Action

Students may want to consider what each region may want to consider in the future to become/remain more economically viable in an information age, more environmentally sustainable in an age of dwindling natural resources, and to provide a higher quality of life to its residents.

Masterwork:

Students will listen to the state song of Georgia performed by Ray Charles, “Georgia on My Mind”.