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Response to Initial Questions

As a middle level educator it is imperative that I make learning for young adolescents
developmentally responsive, challenging, empowering, and equitable (This We Believe). When
designing a theme for a unit, I need to consider the social, emotional, physical, and moral
development of all young adolescents. Not only do I also need to take into consideration the
curriculum standards for several content areas, but I also need to incorporate the interests and
concerns of my students. Young adolescents are experiencing a time in their lives where they are
forming their values and making decisions that will impact their future. By providing students
with a relevant and engaging curriculum, I will be able to support and capitalize on these
characteristics of their development.
After analyzing the eighth grade standards for Georgia Studies, English/Language Arts,
and Science, researching the community, and getting to know my students, I believe it is
essential for my students to develop the skills to analyze and synthesize historical primary
documents as well develop the skill to interpret various English and Science texts. This will help
them to become analytical, reflective, and critical thinkers that will in turn help them to become
effective problem solvers and decision makers. It is also important that my students know how to
read historical fiction texts while making connections to related factual information and nonfiction texts. Not only will this allow students to be able to recognize a diversity of viewpoints
and perspectives, but it will also help them be able to distinguish between fact and fiction. I will
help my students develop the skills to be able to evaluate the impact of past events on todays
society as well as the impact on their own personal lives. These skills will help them become
engaged, knowledgeable, and contributing members of society while maintaining an awareness
of the past. It is also crucial to develop the skill of how to write informatively and analytically
about historical events as well as be able to engage in effective and collaborative discussions

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about important and/or sensitive issues. By teaching my students these sets of skills I hope to
help them become individuals who are curious about the world and themselves and use this
newfound inquisitive nature to develop reflective and critical thinking habits.
Through student interviews, analysis of pre-assessments, and one-on-one collaboration
with students, I have learned what interests my students as well as what concerns them. What
appears to interest my students the most is the way in which they will achieve future success.
What seems to concern my students the most is the possibility of failure, inequality among
individuals, and lack of world peace. Young adolescents are in the process of developing moral
reasoning; as they develop this quality, they begin to gain awareness of the discrepancies
between the values they are taught and the conditions they see in past and present society. My
students know very little about why there is inequality among people, how to fight against the
inconsistences within society, and how to overcome past and present acts of discrimination and
injustice. In order to engage and challenge students while incorporating their interest and concern
into the curriculum, I combined their wants and needs with the standards of Social Studies,
English, and Science and have come up with the theme titled The Struggle for Equality.
Because my students are interested in how to obtain equality they must first learn about
ways in which individuals struggled for equality in the past as well as the ways in which they
struggle today. By combining the plight of Native Americans, the Trail of Tears, the struggle of
African Americans, and slavery into the curriculum, this will help them develop an
understanding of the past struggles for equality. By teaching them about the rights and liberties
of individuals through the US Constitution and Bill of Rights they will begin to understand the
rights given to them as US citizens, how those rights were unfairly distributed in the past, and
how they can stand up for those rights today.

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A chart categorizing related standards in two content areas according to knowledge,
skills, and dispositions.
KNOW/UNDERSTAND
SS8H4: The student will
know the impact of events
that led to the ratification
of the United States
Constitution and the Bill of
Rights.

DO
a) Analyze the strengths and
weaknesses of both the
Georgia Constitution of 1777
and the Articles of
Confederation and explain
how the weaknesses in the
Articles of Confederation led
to a need to revise the
Articles.
b) Describe the role of Georgia
at the Constitutional
Convention of 1787; include
the role of Abraham Baldwin
and William Few, and reasons
why Georgia ratified the new
constitution.

SS8H5: The student will

understand significant
factors that affected the
development of Georgia as
a part of the growth of the
United States between
1789 and 1840

a) Explain the establishment of

the University of Georgia,
Louisville, and the spread of
Baptists and Methodist
churches.
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 Georgias
growth.
d) d. Analyze the events that led
to the removal of the Creeks

BE
Civically
competent
Engaged citizens
Demonstratesocial
compassion,
fairnessandjustice
Accepting of
change
Understand the
value of hard work
and hard working
individuals
Demonstrate
responsibility
Be leaders in the
classroom, in their
community, and in
society
Contributing
citizen
Aware of the past
struggle for
equality and the
continuation of the
struggle today
Able to recognize
a diversity of view
points and
perspectives
Valuediversity
whilerespecting
andsupportingthe
equalityofall
humanbeings
Be more sensitive

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and Cherokees; include the
roles of Alexander
McGillivray, William
McIntosh, Sequoyah, John
Ross, Dahlonega Gold Rush,
Worcester v. Georgia, Andrew
Jackson, John Marshall, and
the Trail of Tears

The student will know how

to locate, analyze, and
synthesize information
related to social studies
topics

Students will know and

understand different
strategies for reading
primary and secondary
documents in the discipline
of Social Science

a) Compare similarities and

differences
b) Identify issues and/or
problems and alternative
solutions
c) Identify and use primary and
secondary sources
d) Interpret timelines
e) Analyze artifacts
f) Draw conclusions and make
generalizations
g) Interpret political cartoons

a) ELACC6-8RH4: Determine
the meaning of words and
phrases as they are used in a
text, including vocabulary
specific to domains related to
history/social studies
b) ELACC6-8RH2: Determine

to the plight of
Native Americans
and African
Americans
Be aware of the
mistakes of the
past
Culturally
sensitive and
culturally aware
See themselves as
members of a
particular culture
while being able to
identify with that
culture
Ethical
Caring
Willing to accept
others that are
different than
themselves
Accept others
points of view
Analytical
Not quick to
accept facts and
suggestions at their
face value
Reflective thinkers
Critical thinkers
Logical thinkers
Problem solvers
Able to make
informed decisions
using their
processing skills
Knowledgeable of
different words
and their meanings
Value multiple
perspectives
Inquisitive and
investigative

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the central ideas or
information of a primary or
secondary source
c) ELACC6-8RH1: Cite specific
textual evidence to support
analysis of primary and
secondary sources
d) ELACC6-8RH9: Analyze the
relationship between a
primary and secondary source
on the same topic.

The student will know how

to write about
informatively about
historical events as well as
analytically.

The student will

understand that the beliefs
and ideals of a society
influence the social,
political, and economic
decisions of that society.

The student will

understand that when there
is conflict between or
within societies, change is
the result

e) ELACC6-8WHST2: Write
informative/explanatory texts,
including the narration of
historical events.
ELACC6-8WHST4: Produce
clear and coherent writing in
which the development,
organization, and style are
appropriate to task, purpose,
and audience.
a) Analyze how culture is both a
unifying and divisive force in
human relations.
b) Demonstrate and analyze how
peoples feelings and ideas
influence their decisions

a)

Determine that conflict

resolution can involve
aggression, compromise,
cooperation, and change.

b) Analyze how people respond

to and resolve conflicts in
various different ways.
The student will

a) Developaciviccompetence

Able to read
critically and
analytically
Curious
Patient
Accountable
Makes inferences
Values the
importance of
primary documents
in the field of
Social Science.
Appreciative of the
documentation of
our history
Creative
Informative
Analytical of other
points of view
Independent in
forming decisions
Resourceful
investigator
Authentic
Appreciative of the
role culture plays
in the shaping of
their lives and
society.
Aware of their
influence on others
and themselves.
Open-minded
Be aware of
situations that
might cause
conflict
Act in a way that
will prevent
conflict
Exemplify how to
resolve conflict
Value democracy

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understand that as a society
increases in complexity
and interacts with other
societies, the complexity of
the government also
increases

The student will

understand that the actions
of individuals, groups,
and/or institutions affect
society through intended
and unintended
consequences

Understand how to read

historical fiction texts
while making connections
to factual information and
non-fiction texts.

thatrequiresanunderstanding
ofthefoundationsofpolitical
thought,andthehistorical
developmentofvarious
structuresofpower,authority,
andgovernance

Analyzeanddemonstratehow
institutionsaretheformaland
informalpolitical,economic,
andsocialorganizationsthat
helpuscarryout,organize,
andmanageourdailyaffairs.
Examinethefoundationsof
theinstitutionsthataffect
theirlives,anddeterminehow
theycancontributetothe
sharedgoalsanddesiresof
society.
ELACC8RL9: Analyze how a
modern work of fiction draws
on themes, patterns of events,
or character types from
myths, traditional stories, or
religious works such as the
Bible, including describing
how the material is rendered
new.

ELACC8RI9: Analyze a case

in which two or more texts
provide conflicting
information on the same topic
and identify where the texts
disagree on matters of fact or
interpretation.
ELACC8RI1: Cite the textual
evidence that most strongly
supports an analysis of what
the text says explicitly as well
as inferences drawn from the
text.

Respectful of
power and
authority while
being aware of
individual rights
Effective problem
solvers and
decision makers
Able to make
informative
decisions about
their future
Be aware of their
capacity to effect
change in their
communities,
society, and world.
Be aware of their
personal identity
Develop empathy
Develop the ability
to appreciate
multiple
perspectives
Mature about
sensitive topics
Open-minded
toward others
beliefs and
attitudes
Questions the
validity of
statements
Develop an
unbiased view and
leave personal
judgments aside

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The purpose in engaging in

effective and collaborative
discussions with other
individuals

S8CS9. Students will

understand the
features of the
process of scientific
inquiry.

S8CS1. Students will

ELACC6-8RH8: Distinguish
among fact, opinion, and
reasons judgment in a text
ELACC8SL1: Engage
effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grade 8 topics and
texts, building on others
ideas and expressing their
own clearly.
Acknowledge new
information expressed by
others, and, when warranted,
qualify or justify their own
views and understanding in
light of the evidence
presented.

Investigations in Science
usually involve collecting
evidence, reasoning, devising
hypotheses, and formulating
explanations to make sense of
collected evidence- students
will use these skills when
interpreting and analyzing
historical documents and
information

Records investigations clearly

and accurately

Uses scientific tools

Interprets graphs, tables, and

charts

Writes clearly

Students will exhibit the traits

Willing to share
innermost thoughts
and emotions
Able to treat a
subject with honor
and respect
Able to treat an
individual with
honor and respect
Active listeners
Reflective thinkers
Confidence in
ones ability to
express their
values, beliefs, and
attitudes
Compromising
Patient
Independent
Analytical
Ethical
Inquisitive and
investigative
Curious
Makes inferences
Open-minded
Able to make
informed decisions
using their
processing skills

Curious

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know the importance
of curiosity, honesty,
openness, and
skepticism in science
and will exhibit these
traits in their own
efforts to understand
how the world works.

of curiosity, honesty,
openness, and skepticism in
their efforts to understand
how the world works

Demonstrate the proper ethics

of science by using special
care for human subjects and
animals in scientific research.
Students will adhere to the
appropriate rules and
guidelines when conducting
research.

Open-minded
Able to recognize
a diversity of view
points and
perspectives
Ethical
Valuediversity
whilerespecting
andsupportingthe
equalityofall
humanbeings
Caring

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Documentation of Factual Background Information
Books:
Blumrosen, A. W., & Blumrosen, R. G. (2005). Slave Nation: How Slavery United the
Colonies and Sparked the American Revolution . Naperville , IL: Sourcebooks, Inc.
o About the role of slavery and how it played into the creation of the United States
Constitution and the shaping of the country.

Joyner, C. (2011). Remember Me: Slave Life in Coastal Georgia . Athens, GA: The
University of Georgia Press.
o Information on African American slave culture

Meyers, C. C. (2008). The Empire State of the South. Macon, GA: Mercer University
Press.
o Primary documents of Georgia Constitution of 1777, Report on Yazoo Land
Fraud, Western and Atlantic Railroad Surveys, Constitution of the Cherokee
Nation, Cherokee Phoenix, Georgia Assumes Control over Cherokee Land,
Worcester v. State of Georgia, Treaty of New Echota, Population of Slave and
Free, Restrictions on Free Persons of Color, and Slave Songs of the Georgia Sea
Islands.
o Essays on The Georgia Gold Rush, The Cherokee Trail of Tears, Cotton Textiles
in Georgia, Slavery in Georgia, and Free African American Women in Savannah.

Perdue, T., & Green, M. D. (2007). The Cherokee Nation and the Trail of Tears . New
York, NY: Penguin Books.
o Information on the Cherokee and their beliefs, the civilizing of the Cherokee,
the Indian Removal Policy, resisting removal, The Treaty of New Echota, The
Trail of Tears, and the rebuilding in the west.
Websites:
Atlanta History Center. (n.d.). Retrieved from http://album.atlantahistorycenter.com
o Provides access to more than 16,000 photographs and videos about Georgias
history.

The Leadership Conference. (n.d.). Retrived from http://www.civilrights.org

o Civil rights history and todays struggle for both African Americans and Native
Americans

Digital Library of Georgia. (n.d.). Retrieved from http://dlg.galileo.usg.edu

o Provides information on Georgias history and culture found in digitized books,
manuscripts, photographs, government documents, newspapers, maps, audio, and
videos.

GeorgiaInfo. (n.d.). Retrieved from http://georgiainfo.galileo.usg.edu

o An online Georgia almanac

Library of Congress. (n.d.). Retrieved from http://www.loc.gov

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New Georgia Encyclopedia. (n.d.). Retrieved from http://www.georgiaencyclopedia.org

o A website that has articles, journals, and videos on every topic related to Georgia
history, geography, and economics.

People:
Dr. Lauren Acker: expert in the field of Georgia History

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Bibliography of Sources (assisting in planning and implementing effective lessons)

Books

Bealer, A. (1972). Only the Names Remain: The Cherokees and the Trail of Tears. Brown
Books for Young Readers.

Bolden, T. (2008). George Washington Carver. New York, NY: Abrams Books for Young
Readers.

Cornelissen, C. (1998). Soft Rain: A Story of the Cherokee Trail of Tears. New York, NY:
Bantam Doubleday Dell Books for Young Readers.

Lester, J. (1998). From Slave Ship to Freedom Road. Dial.

Hamilton, V. (1993). Many Thousand Gone: African-Americans from Slavery to

Freedom. New York, NY: Scholastic.

Hamilton, V. (1985). The People Could Fly: American Black Folktales. New York, NY:
Scholastic.

Klein, P., & Pascoe, C. (2005). Georgia in the American Experience. Evanston, IL:
McDougal Littell.

Cheney, L. (2012). We the People: The Story of Our Constitution. Simon and Schuster
Books for Young Readers.

Woodson, J. (2005). Show Way. New York, NY: Penguin Group.

Websites:
American Rhetoric. (n.d.). Retrieved from http://www.americanrhetoric.com
o Collection of speeches throughout US history

Cherokee Nation. (n.d.). Trail of Tears. Retrieved from

http://www.cherokee.org/AboutTheNation/History/TrailofTears/ABriefHistoryoftheTrailo
fTears.aspx

Constitution Facts. (n.d.). Retrieved from http://www.constitutionfacts.com

o The primary documents and information about the US constitution, Articles of
Confederation, and Bill of Rights

C-Span Classroom. (n.d). Retrieved from http://www.c-spanclassroom.org

o Primary source materials for social studies teachers

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Digital Vaults. (n.d.). Retrieved from http://www.digitalvaults.org

o Collection of nations most historical documents

Georgia Historical Society. (n.d.). Retrieved from http://georgiahistory.com

o Georgia Historical Society (GHS) is the premier independent statewide institution
responsible for collecting, examining, and teaching Georgia history.

Georgia Department of Education. (n.d.). Georgia Performance Standards. Retrieved

from https://www.georgiastandards.org/Pages/default.aspx
o Georgia Performance Standards for eighth grade Georgia Studies and CCPS for
eighth grade ELA and literacy

Georgia Stories. (n.d.). Retrieved from http://www.gpb.org/georgiastories

o Provides a collection of videos that tell all the stories of Georgias history.

Georgia Studies Images. (n.d.). Retrieved from

http://georgiainfo.galileo.usg.edu/gastudiesimages/Title%20Page.htm
o A photo bank of images tied to eighth grade Georgia performance standards

Green, J. (n.d.). US History Crash Course [Audio podcast]. Retrieved from

https://www.youtube.com/playlist?list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s
o Podcasts for students on all topics in US history

Harp Week. (n.d.). Retrieved from http://www.harpweek.com

o Database of political cartoons and lesson ideas

Landmark Cases of the US Supreme Court. (n.d.). Retrieved from

http://www.streelaw.org/en/landmark/aspx
o Activities and resources to support the teaching of landmark cases
Library of Congress. (n.d.). Chronicling America. Retrieved from
http://chroniclingamerica.loc.gov
o Historic American Newspapers

US Mission. (n.d.). Retrieved from http://www.mission-us.org

o Games that allow students to experience real life historical experiences

National Endowment for the Humanities. (n.d.). History & Social Studies. Retrieved from
http://edsitement.neh.gov/subject/history-social-studies
o Hundreds of lesson plans on any topic in US history and social studies

National Council for Social Studies. (n.d.). NCSS Online Teacher Library: US History
Collection. Retrieved from http://www.socialstudies.org/teacherslibrary

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o NCSS has selected a collection of classroom activities, teaching ideas, and articles
from Social Education, Middle Level Learning, and Social Studies and the Young
Learner.

National Council for Social Studies. (n.d.). Notable Social Studies Trade Books For
Young People. Retrieved from /http://www.socialstudies.org/notable

National Council for Social Studies. (n.d.). Social Education. Retrieved from
http://www.socialstudies.org/publications/socialeducation
o Contains a balance of theoretical content and practical teaching ideas. Includes
techniques for using materials in the classroom, information on the latest
instructional technology, reviews of educational media, research on significant
social studies-related topics, and lesson plans that can be applied to various
disciplines.

Picture History. (n.d.). Retrieved from http://www.picturehistory.com

o History of the United States through pictures

Teaching Channel. (n.d.). Retrieved from https://www.teachingchannel.org

o A video showcase of innovative and effective teaching strategies

Today in Georgia History. (n.d.). Retrieved from http://www.todayingeorgiahistory.org

o Provides information and stories about what happened on a particular (present)
day in Georgia.

People
CharlesPuckettEnglish/LanguageArtsandSocialStudiesEducatorof25years

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Concept Map