LESSON PLAN Grade: 8th Subject: Social Studies Teachers: Hendrix, St. Germaine, Oden, Nolder, Payne, Slater, Wills
Week of: February 13-17, 2012 (wk#25)
Monday, Tuesday, Wednesday, Thursday, Friday
Key Vocabulary: white supremacy, new south, temperance, martial law, county unit system, Jim Crow laws, segregated, injunction, poll tax, grandfather clause, 19th amendment, lynchings, NAACP, neutral, armistice, propaganda, gerrymander
Material: textbooks, CRCT books, handouts or copies/transparencies of graphic organizers
Standards Addressed:
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.
Essential Questions:
What were the causes of WWI? (H7d)
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?
Prime Time: Students will write questions in interactive notebook then find the answers by researching in their textbooks.
Read pages 351-360 Jim Crow Laws, Plessy v Ferguson, Booker T Washington, WEB Dubois, John Hope, Alonzo Herndon,1906 Race Riots, Trial of Leo Franks—all of these discuss how African-Americans were denied rights and racial violence of this time.
Notes on material
BLM page 101
Read pages 370-373 World War 1 “What were the causes of the outbreak of WWI?” “What was GA’s role?”
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.
After studying the women’s suffrage movement, the Leo Frank 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. They must back up their demands with accurate statements. Individually, students should write a paragraph or design a graphic organizer comparing and contrasting the three events. Conclude with an opinion of which group received the most unjust treatment and why.
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.
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.
Show an understanding of Georgia‟s contributions to WWI by completing the Georgia’s Contributions to World War I” chart
AMPTON MIDDLE SCHOOL