Planning Guide for Lesson(s): 1-4 of Unit: Leadership/ GA Colonization

The purpose of this unit is: (What will the learners know and be able to do?)

The Purpose of this unit is to introduce the students to their culminating task for the semester
(the National History Day Project) and integrate / incorporate that task with the standards of
not only Georgia History but reading and writing standards as well. Students will be able to
interpret Primary and Secondary sources and complete a practice project on the leadership and
legacy involved in colonizing Georgia. They then will be able to use that example as a model to
create their own research projects.
Content Standards/Elements for this lesson and/or this unit:
SS8H2 The student will analyze the colonial period of Georgias history.
a. Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement
(charity, economics, and defense), Tomochichi, Mary Musgrove, and the city of Savannah.
ELACC6-8WHST1: Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
ELACC6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
ELACC6-8RH9: Analyze the relationship between a primary and secondary source on the same topic.
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.
ELACC6-8RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary
of the source distinct from prior knowledge or opinions.

Enduring Understandings

Students will be able to distinguish the difference between Primary and secondary sources
Students will be able to cite specific textual evidence to support analysis of primary and secondary sources
Students will be able to write arguments focused on discipline-specific content
Students will be able to Explain the importance of James Oglethorpe, the Charter of 1732, and reasons for
settlement (charity, economics, and defense)
Students will be able to Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.

Essential Questions
In what ways are historical events honored, celebrated, or discussed today?
Why is it important to discuss the effectiveness of Leaders past?
What do the terms Leadership and Legacy mean to you?
Are some sources more reliable and useful than others? When and Why?
How important is effective leadership in a new beginning?
What leadership affected the colonization of Georgia?
How important is educational research?
What are the different ways to cite research resources? Are they important?
How does leadership affect legacy in general AND in your specific topic?
Why is it important to explain certain processes?

Misconceptions/Proper Conceptions

Contrary to popular belief, Georgia was not a debtors colony and not a single debtor was released
from prison to settle the 13th colony.
James Oglethorpe was not the primary founder of Georgia nor was he the colonys official governor, but
one of 21 trustees who were responsible for governing the colony.
Primary Sources are the first sources used for research and the most important ones; the bulk of your
research comes from these sources, while secondary sources are ones that are minor resources that are
scarcely used to construct your work.
As long as you include a citation, you can copy whole paragraphs from other sources.

Concepts/Language

Compare and Contrast Primary and Secondary sources

Analyze the relationship between a primary and secondary source on the same topic
Determine the central ideas or information in specific sources
Determine if a source is credible
Cite specific textual evidence to support analysis
Explain the importance of James Oglethorpe
Write arguments focused on discipline-specific content

Assessment: Describe each assessment below and attach the complete package for it (instructions, handouts,
rubric)

Unit Culminating Task:

o National History Day Project (Semester task; not just unit)
This will be graded with the same rubric as the NHD competition

Other Performance Task(s)

o Practice NHD project (using James Oglethorpe)

Constructed response
o Essential Question answers
o Primary/Secondary Activating Activity
o Scavenger Hunt Activating Activity

Selected Response
o Primary/Secondary Activating Activity

Formative assessments
o Ticket out the Door
o 3-2-1 exit slip
o Fist to Five understanding check
o Two stars and a wish

Teaching Plan: Day 1

Teacher: Justin Greene Course: Georgia History Unit: Leadership/Georgia Colonization Date: 9/23/14

__________________________________________________________
Standard(s) /Goals for this lesson:
ELACC6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
ELACC6-8RH9: Analyze the relationship between a primary and secondary source on the same topic.
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.
ELACC6-8RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary
of the source distinct from prior knowledge or opinions.
Essential Question(s) supported by this lesson:

In what ways are historical events honored, celebrated, or discussed today?

Why is it important to discuss the effectiveness of Leaders past?
What do the terms Leadership and Legacy mean to you?
Are some sources more reliable and useful than others? When and Why?

_______________________________________________________________________________________________
OPENING ( 5-10 minutes + or -)
DO-NOW:
Students will begin class by writing their own definitions to the terms Leadership and Legacy. I will ask them
to incorporate not only just a definition but examples from their personal lives, their academic studies, and
their local community. What makes an individual a leader?
Activating Activity:
Have the students break into smaller groups of three or four students per group. I will pass out examples of
Primary Sources and Secondary Sources and have the students categorize them into their appropriate source
designation. I will then go over the answers and show students the flow chart below to help solidify
differences of Primary and Secondary sources.

_________________________________________________________________________________________
WORK SESSION ( to of class)

Call on students or take volunteers to share the answers from their DO-NOW activity
Begin discussing the Activating Activity and explain how different sources will be useful for the upcoming
National History Day (NHD) project.
Go over Answers from the Activating Activity
Discuss, in depth, the terms Leadership and Legacy making sure students grasp not only the definition but
how the terms relate specifically to History / Social Studies
Explain different types of leaders and their different and varied personal characteristics.
Introduce the National History Day competition rules and theme for the upcoming year (2014-2015)
o NHD competition will be March 6, 2015
o Go over Rule book and different entry types:
Exhibit
Documentary
Performance
Paper
Website
o Talk about the Process Paper that must be included in every project
Begin brain-storming different leaders and have students explain what qualities or reasons, specific to that
individual, make them a leader and discuss their legacy

__________________________________________________________________________________________
CLOSING (5-10 minutes + or -)
Student Summarization/ Closure:

Have students begin thinking about a specific leader they might want to do for their NHD project. This will be
their performance task and graded assessment for the unit.
Ticket out the door: Have students complete a graphic organizer of a word web with primary sources in the
center circle; In the subsequent circles branching off the main circle have students write examples of primary
sources
_____________________________________________________________________________________________
Materials:

Primary and Secondary Sources Activity

NHD information sheets

Primary vs. Secondary Activity: Please separate the list into their
appropriate source designation.

1. A biography of Theodore Roosevelt written in 2001

2. Photographs of Civil War soldiers in their camp
3. Letters written by Abraham Lincoln
4. A documentary on PBS about World War II
5. A newspaper article from 1912 about the sinking of the Titanic
6. A speech given by Martin Luther King
7. A magazine article about the War of 1812
8. An interview you had with a Vietnam War veteran
9. Benjamin Franklins Autobiography
10. A newspaper article from 1991 about the 50th anniversary of the Pearl
Harbor attack

Teaching Plan: Day 2

Teacher: Justin Greene Course: Georgia History Unit: Leadership/Georgia Colonization Date: 9/24/14

__________________________________________________________
Standard(s) /Goals for this lesson:
SS8H2 The student will analyze the colonial period of Georgias history.
a. Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement
(charity, economics, and defense), Tomochichi, Mary Musgrove, and the city of Savannah.
ELACC6-8WHST1: Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
ELACC6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
ELACC6-8RH9: Analyze the relationship between a primary and secondary source on the same topic.
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.
ELACC6-8RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary
of the source distinct from prior knowledge or opinions.
Essential Question(s) supported by this lesson:
How important is effective leadership in a new beginning?
What leadership affected the colonization of Georgia?
_______________________________________________________________________________________________
OPENING ( 5-10 minutes + or -)
DO-NOW:
Students will begin class by writing their answers to the posed essential questions. Students have already
discussed the very beginning of the colonization of Georgia and answers should include specific people,
places, and reasons. I will then use the Fist to five formative assessments strategy before discussing their
answers to gage understanding. If there are fours and fives I will have them try and help explain, to their
classmates closest to them with ones and twos, ideal answers.
Activating Activity:
As a class we will look at the NHD guidelines and prompt and use it to complete a project on James
Oglethorpe, one of the founders of the colony of Georgia. This will integrate reading and writing eighth grade
standards as well as social studies eighth grade standards. We will use primary sources from the text The
Empire State of the South.

_____________________________________________________________________________________________________
WORK SESSION ( to of class)

Begin discussing the Activating Activity and explain which types of different sources will be useful for
completing our practice NHD project.
o Analyze primary sources and begin summarizing them to use in our project. (these will come from
The Empire State of the South)
o Discuss the different research techniques and project mediums in which we could choose to do our
project.
As a whole class students will collaborate and work together to complete the practice project.
o Use the NHD guidelines and rules to complete class practice project on James Oglethorpe.
o Project will be student lead but instructor supervised
o Discuss specific reasons for leadership and legacy (ex. Reasons for starting Georgia, government
leadership, treaty leadership and legacy, religious legacy, savannah legacy)
_____________________________________________________________________________________________________
CLOSING (5-10 minutes + or -)
Student Summarization/ Closure:

Have students begin thinking about their specific leader they want to do for their NHD project. This will be
their performance task and graded assessment for the semester.
Ticket out the door: have students write/ orally say what form of media they feel would best illustrate their
leadership and legacy project and why, and then have them list at least one rule or fact they learned from the
lesson.

_____________________________________________________________________________________________
Materials:

Primary and Secondary Sources

NHD information sheets
The Empire State of the South (text)

Teaching Plan: Day 3

Teacher: Justin Greene Course: Georgia History Unit: Leadership/Georgia Colonization Date: 9/25/14

__________________________________________________________
Standard(s) /Goals for this lesson:
ELACC6-8WHST2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
ELACC6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
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.
ELACC6-8RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary
of the source distinct from prior knowledge or opinions.
Essential Question(s) supported by this lesson:
How important is educational research?
What are the different ways to cite research resources? Are they important?
_______________________________________________________________________________________________
OPENING ( 5-10 minutes + or -)
DO-NOW:
Students will begin class by answering the essential questions and finalizing their choice for their individual or
group National History Day projects.
Activating Activity:
Students will begin the work session by completing an internet scavenger hunt using the www.nhd.org and
www.gcsuhistoryday.weebly.com websites. (scavenger hunt attached below)
_____________________________________________________________________________________________________
WORK SESSION ( to of class)

Begin discussing the Activating Activity and explain why and how these answers will be useful for completing
their National History Day projects.
Discuss MLA format and go over the citation process
Let students begin research on their National History Day project topic and answer any questions or help with
the research process in any way.
o Their topic selection should be done so in accordance with the ELACC6-8WHST2 standard.
o Students should be using both primary and secondary resources
_____________________________________________________________________________________________________

CLOSING (5-10 minutes + or -)

Student Summarization/ Closure:

Ticket out the door: have students complete a 3-2-1 formative assessment. Have the students write down
three things they learned, two things they have questions about, and one interesting fact they learned from
their research.

_____________________________________________________________________________________________
Materials:

Computers (Lab Reservation)

Website Scavenger Hunt
NHD information sheets

Scavenger Hunt Questions:

1. What is Justin Greenes contact email address?
2. What is the process paper and how long does it need to be?
3. What are the four parts of the process paper?
4. What type of bibliography needs to be included?
5. What is the Research Round-UP activity and when will it take place?
6. What are all the types of projects one could submit and are specifically NHD categories?
7. What I the one specific rule change for this year that is different from last year?
8. What does NHD stand for and what website gives you a list of 100 possible leaders?
9. What is the first topic on the sample topic sheet?
10. What day will the National History Day regional competition take place?

Teaching Plan: Day 4

Teacher: Justin Greene Course: Georgia History Unit: Leadership/Georgia Colonization Date: 9/26/14

__________________________________________________________
Standard(s) /Goals for this lesson:
ELACC6-8WHST2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
ELACC6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
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.
ELACC6-8RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary
of the source distinct from prior knowledge or opinions.
Essential Question(s) supported by this lesson:
Why is it important to explain certain processes?
How does leadership affect legacy in general AND in your specific topic?
_______________________________________________________________________________________________
OPENING ( 5-10 minutes + or -)
DO-NOW:
Students will begin class by answering the essential questions and finalizing their research for their individual
or group National History Day projects.
Activating Activity:
Students will begin the work session by starting to complete their Process Papers and constructing their
first drafts of their projects
_____________________________________________________________________________________________________
WORK SESSION ( to of class)

Students will be working on the computers to finish up their National History Day project research and begin
working on a draft of their first project.
Remind students citations are very important and reiterate the definition and severity of plagiarism
Many students may not have access to computers at home, so it is important to give them some guided
research and constructing time for their projects.

_____________________________________________________________________________________________________
CLOSING (5-10 minutes + or -)
Student Summarization/ Closure:

Students will perform the two stars and a wish strategy to peer edit their classmates first draft. The two stars
are two things the student thought the writer did well, the wish is a suggestion the writer can improve upon.

_____________________________________________________________________________________________
Materials:

Computers (Lab Reservation)

NHD information sheets