Trull 1

Table: Design for Teaching and Learning

Lesson:
Focus and
Activity Type

1.
Focus:
Georgia
Constitution
of 1777
Activity:
In small
groups
students will
create their
own
constitution
for their
county. After
learning about
the Georgia
Constitution
of 1777
students will
reconvene in
their small
groups and
make a vinn
diagram
comparing the
strengths and
weaknesses of
the Georgia
Constitution

Know
Enduring
Understandings

- Students will know

the contents,
strengths, and
weaknesses of the
Georgia Constitution
of 1777
-Value democracy
- 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 the
actions of
individuals, groups,
and/or institutions
affect society through
intended and
unintended
consequences
-The purpose in
engaging in effective
and collaborative
discussions with
other individuals
- The student will
understand that as a

Do
Skills Development

- Analyze the strengths and

weaknesses of the Georgia
Constitution of 1777
- Compare similarities and
differences
-Demonstrate and analyze
how peoples feelings and
ideas influence their
decisions
-Examine the foundations
of the institutions that
affect their lives, and
determine how they can
contribute to the shared
goals and desires of
society.
- 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.
-Make use of their problem
solving skills in and
outside of school

Be
Nonacademic/
Character Trait
Development

Alignment to
NMSA and
GPS
Standards

- Demonstrate
social
compassion,
fairness, and
justice.

GPS:
Social
Studies:
SS8H4

-Demonstrate
responsibility
-Be leaders in
the classroom, in
their community,
and in society
-Contributing
citizen
-Accepts others
points of view
-Logical thinkers
- Open-minded
-Be aware of
situations that
might cause
conflict

English:
ELACC8SL1

NMSA
Standard 1, 3,
4, 5, 6

Main
Resources
Utilized

Meyers, C. C.
(2008). The
Empire State
of the South.
Macon, GA:
Mercer
University
Press------Primary source
document:
Georgia
Constitution of
1777

Connections to
Technology, the
community, or
family to develop
Higher Order skills
Community:
In order to
incorporate students
knowledge and
experiences into the
activity I am having
students use their
knowledge and
experiences to create
a constitution for
their county. Students
will use what they
know about their
community- its rules,
what needs to be
changed, what works,
etc.- to create a
constitution.

Assessment
Utilized

Formative:
Discussions
3,2,1
Upcoming:
Quiz
Summative:
Test

Duration
minutes a
proportio
instructi
devoted
which con
area

First small
group sessi
15 minutes

Second sm
group sessi
20 minutes

Instruction
Social Scie
30 minutes

Instruction
English
included in
small grou
time

Trull 2
to their
countys
Constitution
strengths and
weaknesses.

2.
Focus:
Articles of
Confederation
Activity:
After learning
about the
strengths and
weaknesses of
the Articles
students will
complete a
Primary
Source
Analysis
Defending the
Articles of
Confederation

society increases in
complexity and
interacts with other
societies, the
complexity of the
government also
increases
- Understand the
importance taking on
a the role of a
historian and
analyzing and
synthesizing
historical information
- Students will know
the contents,
strengths, and
weaknesses of the
Articles of
Confederation
-Value the
importance of
primary documents
in the field of Social
Science.
-Students will value
diverse perspectives
-Understand the
importance of
analyzing and
synthesizing
historical content
- Understand the
importance taking on
a the role of a
historian and
analyzing and
synthesizing
historical information
- The student will

-Analyze the strengths and

weaknesses of the Articles
of Confederation and
explain how the
weaknesses in the Articles
of Confederation led to a
need to revise the Articles.
-Draw conclusions and
make generalizations
-Develop a civic
competence that requires
an understanding of the
foundations of political
thought, and the historical
development of various
structures of power,
authority, and governance

- Analytical
-Not quick to
accept facts and
suggests at their
face value
-Value multiple
perspectives
-Inquisitive and
investigative
-Resourceful
investigator
-Open minded
toward others
beliefs and
attitudes

GPS:
Social
Studies:
SS8H4
English:
ELACC68WHST2
NMSA
Standard 3,
4, 5

-Library of
Congress to
retrieve the
primary
document- The
Articles of
Confederation
-Teachers pay
teachers to
retrieve the
primary source
analysis

Technology:

Formative:

After students have

successfully
completed the
primary document
analysis, the analysis
will be pulled up on
the promethean
board. Students will
be asked to come to
the bored and fill in
the correct answers
and provide their
interpretations of the
content presented and
questions asked.

3,2,1
Collection of
Primary
Source
Analysis
Upcoming:
Quiz
Summative:
Test

Primary So
Analysis: 3
minutes

Instruction
Social Scie
30 minutes

Instruction
English
integrated
the primary
source ana
time

Trull 3

3.
Focus:
Georgia at the
Constitutional
Convention &
Brief
Overview of
US
Constitution
and Bill of
Rights
Activity:
Students will
be given the
option of
completing
the following
two activities:
if Abraham
Baldwin or
William Few
had an
Instagram
Activity OR
create a
Facebook
page
(handout) of
either
Abraham
Baldwin or
William Few
* When

know how to write

about informatively
about historical
events as well as
analytically.
-Students will value
and understand the
importance of our
nations beginning
while becoming
civilly competent and
engaged citizens
-The student will
know the impact of
events that led to the
ratification of the
United States
Constitution and the
Bill of Rights.
- 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 the
actions of
individuals, groups,
and/or institutions
affect society through
intended and
unintended
consequences
- The student will
understand that as a
society increases in
complexity and
interacts with other

-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.
-Demonstrate and analyze
how peoples feelings and
ideas influence their
decisions

-Reflective
thinkers
-Makes
inferences
-Creative
-Informative
-Analytical of
other points of
view
-Resourceful
investigator
-Authentic
-Develop the
ability to
appreciate
multiple
perspectives

GPS:
Social
Studies:
SS8H4
NMSA
Standard 1, 3,
4, 5

- Library of
Congress to
retrieve the
primary source
documentsUS
Constitution
and The Bill of
Rights
-Teachers pay
teachers to
retrieve the
Instagram and
Facebook
templates
-New Georgia
EncyclopediaGeorgia at the
Constitutional
Convention

Technology:
The use of
technology is
implemented in this
activity because it
asks students to use
their knowledge of
technology and social
networking to create
a Facebook page or
Instagram post for
either Abraham
Baldwin or William
Few. Technology will
also be used to show
students examples of
these activities.

Formative:
Discussions
Collection of
Instagram
post or
Facebook
profile
3,2,1
Later: Quiz
Summative:
Test

Facebook/
Instagram
Activity: 3
minutes

Social Stud
Instruction
30 minutes

Trull 4
Baldwin or
Few posts
these things
on either
Facebook or
Instagram
they are either
about to go,
at, or just
went to the
Constitutional
Convention
4.
Focus:
Economic and
Technological
growth of
Georgia
Activity:
Webquest
(link to the
webquest is
included in
lesson plans).
While
exploring the
webquest
about the
growth of
Georgia
between 1789
and 1840,
students will
complete a
history
detective
guide to help
them keep
track of their

societies, the
complexity of the
government also
increases

-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
-How to conquer
conflict and embrace
change
- 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
-Understand the

-Explain the establishment

of the University of
Georgia, Louisville, and
the spread of Baptists and
Methodist churches.
-Explain how technological
developments, including
the cotton gin and
railroads, had an impact on
Georgias growth.
-Interpret timelines
-Identify and use primary
and secondary sources
-Determine the central
ideas or information of a
primary or secondary
source
-Use evidence, reasoning,
hypotheses, and
explanations when
interpreting and analyzing
historical documents and
information

-Knowledgeable
of different
words and their
meanings
-Able to read
critically and
analytically
- Appreciative of
the
documentation
of our history
-Resourceful
investigator

GPS:
Social
Studies:
SS8H5
English:
ELACC68RH2
Science:
S8CS9
NMSA
Standard 1, 3,
4, 5

-Webquest
(weebly) linkincluded in the
lesson plan.
Will include
pictures,
websites,
games,
reviews,
primary source
documents,
secondary
source
documents,
etc.
- Teachers pay
teachers for
history
detective
handout

Technology:
Students will be
making use of the
technology provided
to them, the MAC
lab, to research the
information and
concepts presented in
the webquest. They
will be reading
documents online,
playing games,
looking at pictures,
and navigating the
web.

Formative:
Discussions
Collection of
their history
detective
3,2,1
Quiz
Summative:
Test

Webquest a
history
detective: 6
minutes

Instruction
social scien
science, an
English
integrated
webqeust

Trull 5
learning

importance taking on
a the role of a
historian and
analyzing and
synthesizing
historical information

5.
Focus:
The
Dahlonega
Gold Rush,
Headright
system, land
lotteries, and
Yazoo Land
Fraud

- 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
- The student will
know how to locate,
analyze, and
synthesize
information related to
social studies topics
- The student will
understand that when
there is conflict
between or within
societies, change is
the result
- The student will
understand that the
actions of
individuals, groups,
and/or institutions
affect society through
intended and
unintended
consequences
- Understand the
importance of

Activity:
Students will
rotate to
different
stations:
- The Gold
Rush Station
-The
Headright
System
Station
-The Land
Lotteries
Station
-The Yazoo
Land Fraud
Station

-Evaluate the impact of

land policies pursued by
Georgia; include the
headright system, land
lotteries, and the Yazoo
land fraud.
-Identify issues and/or
problems and alternative
solutions
-Determine that conflict
resolution can involve
aggression, compromise,
cooperation, and change.
-Analyze how people
respond to and resolve
conflicts in various
different ways.
- 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.
- Records investigations
clearly and accurately
-Use a map to explain
impact of geography on
historical events

GPS:
Social
Studies:
SS8H5
English:
ELACC8SL1
Science:
S8CS9
NMSA
Standard 1, 3,
4, 5

The Gold Rush

Station:
Americas
First Gold
Rush Georgia
Story

Technology:

Formative:

In station one the

students will be using
technology to watch
the Georgia Story.

Discussions

-The Headright
system station:
Provide
information on
the headright
system from
the New
Georgia
Encyclopedia
and then have
students make
inferences on
why it was
called the
headright
system and if
they can think
of a better
name for it

An online animated
rocket timer will be
used to allow
students to see how
much time the have
left at each station.
The rocket will blast
when it is time for
the small groups to
switch stations.

3,2,1
Observations

-The land
lotteries
station:
Provide the
information
about the land

Summative:
Test
Essay

Each small
group will
spend 12
minutes at
station

English,
Science, an
Social Scie
instruction
integrated
stations

Trull 6
analyzing and
synthesizing
historical content
-The purpose in
engaging in effective
and collaborative
discussions with
other individuals
- Understand the
importance taking on
a the role of a
historian and
analyzing and
synthesizing
historical information

6.
Focus: The
Growth of
Slavery
Activity:
Read aloud:
Bruh Rabbit
Individually,
students will

-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
- The student will
understand that the

lotteries from
the New
Georgia
Encyclopedia
and then have
students make
their own land
lottery ticket to
sell

- Analyze the growth of

slavery and its implications
- 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.
-Collect, provide evidence,

-Aware of the
past struggle for
equality and the
continuation of
the struggle
today
-Value diversity
while respecting
and supporting
the equality of
all human beings
-Become more

GPS:
Social
Studies:
SS8H5
English:
ELACC8RL9
Science:
S8CS9,
S8CS1

-The Yazoo
Land Fraud
Station:
Provide the
information
about the
Yazoo Land
Fraud and then
have students
analyze the
map of
Georgia to
determine why
it was a fraud
and how much
land there
really was.
Bruh Rabbit
Tale in
Hamilton, V.
(1985). The
People Could
Fly: American
Black
Folktales. New
York, NY:
Scholastic.

Technology:
Students will have
the option of creating
their concept map on
the computer

Formative:

Family:
Because students
will most likely need
to continue working
on the concept map at
home, students will

3,2,1

Read Alou
minutes

Concept map
Discussions

Summative:
Test
Essay

Concept M
30 minutes
extra time
needed at h
that is okay

Social stud
instruction
30 minutes

Trull 7
complete a
concept map
about the
growth of
slavery in
Georgia
between 1789
and 1840, its
implications,
and how the
growth relates
to the other
topics studied
(such as the
cotton gin, the
US
Constitution,
the GA
Constitution,
etc.)

beliefs and ideals of a

society influence the
social, political, and
economic decisions
of that society.
- Value the role that
culture plays in the
shaping of their lives
and society
- Understand the
importance of past
and present
inequalities
- Understand the
importance of
learning about the
mistakes in the past

develop reasoning, create

hypothesis, and formulate
explanations when making
sense of collected evidence
-Students will exhibit the
traits of curiosity, honesty,
openness, and skepticism
in their efforts to
understand how the world
works.

7. Focus:
-The Creek
Nation and
change
-The
Cherokee
Nation and
Change
- Civilization
Policy
-Cherokee
Phoenix
-Cherokee

- 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
-The purpose in
engaging in effective
and collaborative

-Analyze the events that

led to the removal of the
Creeks and Cherokees
-Analyze how culture is
both a unifying and
divisive force in human
relations.
-Demonstrate that conflict
resolution can involve
aggression, compromise,
cooperation, and change.
-Analyze how people
respond to and resolve

sensitive to the
plight of African
Americans
-Be aware of the
mistakes of the
past
-Culturally
sensitive and
culturally aware
-Analytical,
critical, and
logical thinkers
-Makes
inferences
-Creative
-Informative
-Open-minded
Appreciative of
the role culture
plays in the
shaping of their
lives and society
-Be aware of
their personal
identity

NMSA
Standard 3, 4,
5

GPS:
Social
Studies:
SS8H5
English:
ELACC8SL1
NMSA
Standard 1, 3,
4, 5

be asked to share
with their families
what they are
currently learning
and ask their families
for their insight and
understanding.

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

Social stud
science, an
English
instruction
integrated
concept ma

Technology:

Formative

Technology will be
used to show students
primary documents
of the Cherokee
Phoenix as well as
the Cherokee
Constitution

Discussions
3,2,1
Observations
of graphic
organizers
Summative:
Test
Essay

Small grou
25 minutes
Social Stud
instruction
40 minutes

Social stud
and Englis
instruction
integrated
graphic
organizer
completion

Trull 8
Constitution
Activity:
Students will
be divided
into small
groups and on
chart paper
will create a
graphic
organizer
describing the
changes in
Cherokee Life
(the graphic
organizer is
included in
lesson plans).
Includes
religion, food,
language, and
government

8.
Focus:
Removal of
the Creek and
Cherokees
-Indian
Removal Act
- Cherokee
Nation v
Georgia
-Worcester v.

discussions with
other individuals
- The student will
know how to locate,
analyze, and
synthesize
information related to
social studies topics
- 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
- Students will value
diversity while
respecting and
supporting the
equality of all human
beings

conflicts in various
different ways.
-Engage effectively in
small group collaboration

- 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
-The purpose in

-Analyze the events that

led to the removal of the
Creeks and Cherokees
-Identify issues and/or
problems and alternative
solutions
-Draw conclusions and
make generalizations
-Analyze how people
respond to and resolve
conflicts in various

small grou
time

GPS:
Social
Studies:
SS8H5
English:
ELACC8SL1
NMSA
Standard 1, 3,
4, 5

Technology:

Formative:

Students will use

technology to
research their
argument and
position on the Indian
Removal in
preparation for their
debate.

Debate
3,2,1
Summative:
Test
Essay

Debate: 45
minutes

Instruction
Social Stud
20 minutes

Social stud
and Englis
instruction
included in

Trull 9
Georgia
Activity:
Students will
participate in
a debate- one
side will be
for the
removal of
the Indians
while the
other side will
be against it
(students will
prepare their
argument the
night before).

9.
Focus:
Removal of
the Creek and
Cherokees
and The Trail
or Tears

engaging in effective
and collaborative
discussions with
other individuals
- The student will
know how to locate,
analyze, and
synthesize
information related to
social studies topics
- 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 the
actions of
individuals, groups,
and/or institutions
affect society through
intended and
unintended
consequences
- Develop unbiased
views and be able to
leave personal
judgments aside

different ways
-Engage effectively in a
range of collaborative
discussions with diverse
partners on grade 8 topics
while building on each
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

- 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

-Analyze the events that

led to the removal of the
Creeks and Cherokees
-Identify and use primary
resources
-Draw conclusions and
make generalizations
-Determine the meaning of
words and phrases as they

Family:

debate time

Students will be
asked to practice
presenting their
evidence for their
argument and their
debate skills in front
of family members.

-Aware of the
past struggle for
equality and the
continuation of
the struggle
today
-Able to
recognize a
diversity of view

GPS:
Social
Studies:
SS8H5
English:
ELACC68RH4.
ELACC6-

Meyers, C. C.
(2008). The
Empire State
of the South.
Macon, GA:
Mercer
University
Press------Primary source

Technology:

Formative:

3,2,1

Primary
document
scavenger
hunt: 20
minutes

Students will be
asked to do a quick
Google search on
John Brunett in order
to obtain the
necessary
background

Discussion

Historical
perspective
journal

Eye-witnes
account an
journal wri

Trull 10
Activity:
Primary
document
scavenger
hunt-The
Treaty of
New Echota
Eye-witness
account of the
Trail of Tears
study and
interpretationstudents will
read the
account and
write their
thoughts and
feelings about
it in their
historical
perspective
journals

1840
-Values the
importance of
primary documents
in the field of Social
Science.
- 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
- 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
- Understand the
importance taking on
a the role of a
historian and
analyzing and
synthesizing
historical information

are used in a text

-Determine the central
ideas or information of a
primary or secondary
source
-Demonstrate and analyze
how peoples feelings and
ideas influence their
decisions
-Develop a civic
competence that requires
an understanding of the
foundations of political
thought, and the historical
development of various
structures of power,
authority, and governance

points and
perspectives
-Be more
sensitive to the
plight of Native
Americans
-Be aware of the
mistakes of the
past
-Empathic
-Appreciative of
the
documentation
of our history
-Resourceful
investigator
-Respectful of
power and
authority while
being aware of
individual rights

8RH2,
NMSA
Standard 3, 4,
5

document: The
Treaty of New
Echota
The Cherokee
Nations
Website for
John Brunetts
Story of the
Trail of Tears

information for the

eyewitness journal.
Students can use
phones iPads,
kindles, or
computers.

20 minutes
Summative:
Test
Essay

Instruction
Social Stud
26 minutes

Instruction
social stud
and Englis
included in
primary
document
scavenger
eyewitness
reading, an
journal wri

Trull 11
- Understand the
importance of past
and present
inequalities
- Understand the
importance of
learning about the
mistakes in the past
10.
Focus:
Valuing
diverse
perspectives
Activity:
Historical
perspective
journals

- The student will

know how to write
about informatively
about historical
events as well as
analytically.
-The student will
understand that when
there is conflict
between or within
societies, change is
the result
- The student will
understand that the
beliefs and ideals of a
society influence the
social, political, and
economic decisions
of that society.

-Write
informative/explanatory
texts, including the
narration of historical
events.
-Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
- Demonstrate and analyze
how peoples feelings and
ideas influence their
decisions
-Able to recognize a
diversity of view points
and perspectives

-See themselves
as a member of a
particular culture
while being able
to identify with
that culture
-Reflective
thinkers
-Creative
-Informative
-Analytical of
other points of
view
-Be aware of
their capacity to
effect change in
their
communities,
society, and
world
-Willing to share
innermost
thoughts and
feelings
-Confident in
ones ability to
express their
values, beliefs,
and attitudes

GPS:
Social
Studies:
SS8H4,
SS8H5
English:
ELACC68WHST2,
ELACC68WHST4
NMSA
Standard 1, 3,
4, 5, 6

Family &
Community:
Students will
integrate their
knowledge and
experiences with the
community as well as
with their families
into their historical
perspective journals.

Formative:
Historical
perspective
journals
Summative:
Essay

Journal wr
10 minutes
everyday

Instruction
Social Stud
and Englis
integrated
journal wri
time

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