#itle* #ype* Su"+ect* $rade ,an'e* -escription* -uration* Author(s)*

'ompare and 'ontrast %esson 4lan 7ocial 7tudies ) %ife of 9arly Georgians vs. %ife of Today:s Georgians )0+ days ;ree ;osse

Instructional Content Standard(s)/Element(s) Content Area Standard Second Grade Social Studies: SS2H1. The student will read about and describe the lives of historical figures in Georgia history. a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove founding of Georgia!" Sequoyah (development o a Chero!ee alpha"et!" Jac#ie $obinson sports!" Martin %uther &ing, Jr. civil rights!" Jimmy 'arter leadership and human rights!. ". (escribe how everyday life of these historical figures is similar to and different from everyday life in the present food, clothing, homes, transportation, communication, recreation, rights and freedoms! SS2H2. The student will describe the Georgia 'ree# and 'hero#ee cultures of the past in terms of tools, clothing, homes, ma#ing a living, and accomplishments. a. (escribe the regions in Georgia where the 'ree#s and 'hero#ees lived and how people used their local resources. ". 'ompare and contrast the Georgia 'ree# and 'hero#ee cultures of the past to Georgians today. #A$ Standards Higher Order and Critical Thinking Skills ). The student as#s probing, insightful, and relevant *uestions. +. The student conducts comparisons using criteria. ,. The student ma#es and evaluates decisions using criteria. -. The student e.amines an issue from more than one point of view. //. The student draws conclusions based upon relevant information while discarding irrelevant information. /,. The student identifies and illustrates basic principles and the foundational concepts that are central to understanding the essence of a field of study. Advanced Research Skills /. The student uses a variety of print and non0print resources to investigate a topic of interest. 1. The student develops and uses systematic procedures for recording and organi2ing information. Summary/%vervie& The focus of this lesson is to understand the how native Georgians lived and how they used local resources in comparison to Georgians today. Endurin' (nderstandin'(s) 3t the end of this lesson the student will understand that: Many people do things that improve life for other people. 4eople in the past had different #inds of food, clothing, homes, transportation, communication, recreation, rights and freedoms from people today. The natural world and people around us shape what we do. Essential )uestion(s) 5ow did the 'hero#ee help ma#e life better for people in Georgia6 5ow was the daily life for the 'hero#ee the same and different from life for people in Georgia today6 5ow did 7e*uoya show good character traits6

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Evidence o .earnin' <hat students should #now: The 'hero#ee are an important part of Georgia:s history because they were the first to live in the valleys of the ;lue $idge Mountains. 5ere the 'hero#ee cultivated the land and began growing crops that we still have today corn, beans, s*uash! The life of the 'hero#ee is the same as Georgians today because they lived in bigger houses, own farms, raise animals, use chimneys instead of smo#e holes, wear clothing life the settlers, and follow rules to #eep order. The life of the 'hero#ee is different from Georgians today because they spea# the 'ree# language, and they celebrate the Green 'orn festival. 5umans see# areas to settle where there are natural resources to meet their basic needs of food, shelter and clothing. The decision made by the 'hero#ee connected them to where they lived because they wanted to live near the mountains and valleys. They needed lowlands for crops. $ivers were used for fishing and traveling. <hat students should be able to do: 'onduct comparisons using criteria. 9.amine an issue from more than one point of view. Identify stereotypes, biases, and pre=udices in one:s own reasoning and that of others. Su''ested /oca"ulary 'hero#ee 'ree# 'hero#ee 4hoeni. newspaper Trail of Tears 7yllabary>alphabet O#lahoma patience ?ew 9chota 0rocedure(s) 5oo# /. (ressed in traditional ?ative 3merican clothing, teacher as#s the members of her @tribeA to =oin her for a pow wow meeting! at the carpet. 7< sit in a circle on the carpet for a meeting. #eacher activates prior !no&led'e of students by as#ing them what they remember about the lives the 'ree# people from the last 77 unit. Teacher will introduce the 'hero#ee people and will use 77 boo# to discuss how life in Georgia was T59?. Ma#e sure to touch on location, clothing, transportation, and houses. ). The students will watch a clip of the everyday life of ?ative 3mericans in Georgia. 7tudents will watch ;rainpop Jr. on the 'hero#ee people to build further bac#ground #nowledge. The students will then brainstorm and write down B facts in their learning log that they saw in the video describing the day and the life of the Georgia:s early people.

+. The teacher will assign each small group either the 9arly Georgians or today:s Georgians. 4hase /: (escription ,. In their small group students will research the everyday life of 9arly Georgians and Georgians today. 9ach group will use the teacher provided websites for their assigned group and complete the criteria or'ani1er. 7< use ;ritannica online, small readers on 7e*uoya will also discuss 'hero#ee culture as well! and their te.tboo#s to complete their assigned section of the criteria organi2er. B. 0air students with li#e assignments to discuss criteria organi2er. 1. 7tudents will pair with someone who completed the opposite research. 9ach student will teach his/her partner what he or she #nows.

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4hase ): 'omparison -. (istribute /isual/Comparison %r'ani1er. Groups of four will wor# together to complete a visual organi2er. 4hase +: 'onclusion C. In a class discussion, groups will share 'eneral statements 4hase ,: 3pplication D. (istribute #hin!2#ac2#oe. 9ach student will select and complete three of the activities. Summari1in' Activity %earning %og entry: ;ased on your research, how has life of Georgians changed over time6 <hat are some things that Georgians today have in common with Georgians in the past6 Synthesis Activity Thin#0Tac0Toe ,esource(s) ;ritannica Online ;rainpop Jr. <ebsites for student research for 'riteria Organi2er and Tic0Tac0Toe see below! (iscovery 9ducation clips on 'hero#ee people Te.tboo# 4hotos of Georgia natives and villages 7mall biography readers 7e*uoya! 5andouts see below! 7tudent %earning %ogs>Journals #echnolo'y* (iscovery 9ducation0 ;ritannica &ids0The students will type in Cherokee, Creek, or Georgia into the search engine in order to pull up the various articles. http:>>www.youtube.com>watch6vEmc'Jp&8/F;cGfeatureErelated 5oo#! ;rainpop Jr. http:>>www.brainpop=r.com>socialstudies>nativeamericans>chero#ee> 5oo#! <ebsites for student research for 'riteria Organi2er and Tic0Tac0Toe o http:>>www.bigorrin.org>chero#eeH#ids.htm o http:>>www.native0languages.org>chero#eeHalphabet.htm 'hero#ee 7yllabary>3lphabet! o http:>>www.georgiaencyclopedia.org>articles>history0archaeology>se*uoyah0ca0/--80ca0/C,8 7e*uoya! o http:>>www.native0languages.org>chero#eeHwords.htm 'hero#ee words! o http:>>www.se*uoyahmuseum.org> 7e*uoya! Handouts* 5andout /: 'riteria Organi2er 5andout ): 'omparison>Iisual Organi2er 5andout +: 7ynthesis 3ctivity: Thin#0Tac0Toe

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