2nd Grade Social Studies Unit

Georgias Past
Created by Kim Crumbley

Social Studies SS2H2 a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources. b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today. SS2G2 a. Identify specific locations significant to the life and times of each historic figure on a political map. b. Describe how place (physical and human characteristics) had an impact on the lives of each historic figure. c. Describe how each historic figure adapted to and was influenced by his/her environment. d. Trace examples of travel and movement of these historic figures and their ideas across time. e. Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which the students live. SS2H1 a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); b. Describe 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). English/Language Arts ELA2R3 a. Reads a variety of texts and uses new words in oral and written language. d. Determines the meaning of unknown words on the basis of context. ELA2R4 a. Reads a variety of texts for information and pleasure. b. Makes predictions from text content. c. Generates questions before, during, and after reading. d. Recalls explicit facts and infers implicit facts. e. Summarizes text content. f. Distinguishes fact from fiction in a text. g. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. i. Identifies and infers main idea and supporting details. k. Identifies and infers cause-and-effect relationships. n. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text.

Georgia Performance Standards

Unit Essential Question: How were the Creek and Cherokee Indians important to Georgias history? Day 1-2 Essential Question: What can I learn about the Creek Indians? Activator: Watch video segment Native Americans part of the video Moving to America: Then and Now (unitedstreaming) **about 3 minutes. Think/Pair/Share: Why is it important to know about Georgias past? Vocabulary: (page 30) history, river *Introduce and preview words prior to beginning lesson. Instruction: *Begin a K-W-L chart on the Creek Indians. *Display a Main Idea organizer, a Tree Map, and Multi-Flow Map. Explain to students that they will be focusing on the main idea and details of what they are reading as well as classifying information about Creek Indians onto a Tree Map. Also tell students that they will be discussing cause/effect relationships with things the Creek Indians did. *Read with students page 30. *Think/Pair/Share: Who are some people who lived long ago in Georgia? *Read with students page 31. *Think/Pair/Share: How did the Creek use the rivers? (Make a list to be used later). Where did the Creek live? (Add to 1st branch of Tree Map). *Display a Multi-Flow Map. Students will complete with a partner.

The Creek grew good gardens.

*Read with students page 32. *Think/Pair/Share: Describe the Creek towns. (Add to 2nd branch of Tree Map). *Read with students page 33. *Think/Pair/Share: What materials did the Creek use to build their homes? (Add to 3rd branch of Tree Map). *Read with students page 34. *Think/Pair/Share: How did the Creek get their food? (Add to 4th branch of Tree Map). *Display Main Idea organizer; Give students the main idea (The Creek got their food by farming, gathering, hunting, and fishing.). *Students will add three supporting details to show how the Creek got their food. *Read with students page 35. *Think/Pair/Share: What other ways did the Creek use food and plants? (Add to 5th branch of Tree Map). *Read with students page 36-37. *Think/Pair/Share: Describe the Creek town. Summarize/Assess Lesson *(TE page 33) Students can create a mural to show how the Creek used rivers. *(TE page 35) Create and complete the resources chart. *(Student book page 35) Draw a Creek town. *(TE page 32) Complete the Science activity. *Students can create a step book to show information about the Creek Indians.

Day 3-4 Essential Question: What happened when new settlers came to Georgia? Activator: What are settlers? Watch video segment Settlers part of video Moving to America: Then and Now (united streaming) about 3 minutes. Vocabulary: (page 38) explorer, colony, settlement, colonist *Introduce and preview prior to lesson. Instruction: *Add any new information to the K-W-L chart. *Display a Flow Map, Main Idea organizer, and a Multi-Flow Map. Explain to students that as they read they will be focusing on the sequence of events that led to Georgias development as well as identifying the main idea and

supporting details of what they read. Tell students that they will also look at cause and effect relationships. *Read with students page 38. *Think/Pair/Share: Who were the first people to live in Georgia? *Begin Flow Map to show development of Georgia. *Read with students page 39. *Think/Pair/Share: How did people from Europe get to Georgia? *Add to Flow Map to show that European settlers were sent to Georgia by the kings and queens. *Think/Pair/Share: Why do you think early settlements were built near water? *Discuss vocabulary from pages 38-39. *Students will complete a Frayer Model on one of the words. *Read with students page 40. *Think/Pair/Share: Who started the colony of Georgia? *Add to Flow Map to show that James Oglethorpe started the Georgia colony. *Think/Pair/Share: Who was the colony of Georgia named for? *Discuss why more people from Great Britain started colonies in North America. (See Critical Thinking TE page 40) *Read with students page 41. *Think/Pair/Share: How was Savannah started? What did it look like in the beginning? *Add to Flow Map to show how Savannah began. *Read with students page 42. *Think/Pair/Share: Who was the leader of the Creek who lived near Yamacraw Bluff? *Display a Multi-Flow Map and discuss how Mary Musgrove helping the Creek and the European colonists communicate affected their lives. Mary Musgrove helped the Creek and colonists communicate.

*Read with students page 43. *Think/Pair/Share: Why was James Oglethorpe called Father? *Display chart (like one on TE page 43). Partners will complete the chart to show information about the beginnings of the Georgia colony. *Read with students page 44-47. *Create a class list or Tree Map of facts and character traits of James Oglethorpe, Mary Musgrove, and Tomochichi.

*Students will complete a Main Idea organizer about each historical figure. Summarize/Assess Lesson: *Students will complete the Draw It activity on page 47. *Students will read historical figure biographies to learn more about each person (can be done during small group reading). *Students will complete Bubble Maps to describe each historical figure. *Students will complete a Tree Map listing information about each historical figure.

Day 5-6 Essential Question: What can I learn about the Cherokee Indians? Activator: How is the way you live different from the way the colonists lived? Vocabulary: (page 50) mountain, valley *Introduce and preview words prior to instruction. Instruction: *Display a Main Idea organizer and a Double Bubble Map or Venn Diagram. Explain to students that as they read they will be focusing on the main idea and supporting details as well as comparing/contrasting information. *Read with students page 50. *Think/Pair/Share: Where did the Cherokee live? *Read with students page 51. *Think/Pair/Share: How were the Cherokee and Creek towns similar and different? (Make a list to use with Double Bubble Map). *Display a Double Bubble Map or Venn Diagram. Students will list ways the towns of the Cherokee and Creek were similar and different. *Read with students page 52. *Think/Pair/Share: Where did the Cherokee get what they needed to survive? *Discuss how the jobs of the men and women were different/similar. (Create a list). *Display a Double Bubble Map AND a Main Idea organizer. Students will choose which organizer to use to show what they learned about how the Cherokee got what they needed. *Read with students page 53. *Think/Pair/Share: What materials did the Cherokee use to build their homes? How were their winter and summer homes different? *Read with students page 54. *Think/Pair/Share: How did the Cherokee use things from nature?

*Display a blank Tree Map with 4 branches (categories are the same as those on the chart on TE page 55). Students will complete the Tree Map with a partner to show what they have learned about the Cherokee Indians. Assess/Summarize Lesson: *Students will complete a Double Bubble Map or Venn Diagram on the similarities/differences or the Creek and Cherokee Indians. *Students will complete a Main Idea organizer on the Cherokee Indians. *Students will create a Cherokee town. *Students will draw three different ways the Cherokee used plants.

Day 7-8 Essential Question: How did the ways of the Creek and Cherokee Indians change after the European settlers came to Georgia? Activator: Display pictures of Creek and Cherokee homes before and after the European settlers came. Instruction: *Display a chart labeled Before and After, Multi-Flow Map, Main Idea organizer, and a Double Bubble Map or Venn Diagram. Explain to students that as they read they will be comparing how they ways of the Creek and Cherokee before and after the settlers came as well as focusing on the main idea and supporting details of what they read. Tell students that they will also identify cause/effect relationships. *Begin the Before and After chart by completing the Before side. (List information already learned about the Creek and Cherokee way of life). *Read with student page 60-61. *Think/Pair/Share: How did the Creek and Cherokee adopt the ways of the settlers? *Add this information the After side of the chart. *Students will draw pictures of how the homes of the Creek and Cherokee looked before and after the settlers came. *Read with students page 62. *Think/Pair/Share: How did the Creek lose their land? *Display a Multi-Flow Map and discuss what caused the Creek to lose their land and what the effects of that were.

Creek Indians lost their land.

*Read with students page 63. *Think/Pair/Share: How did the Cherokee lose their land? *Display a Multi-Flow Map and discuss what caused the Cherokee to lose their land and what the effects of that were.

Cherokee Indians lost their land.

*Read with students page 64. *Think/Pair/Share: How are the Cherokee different today? *Display a Double Bubble Map or Venn Diagram and discuss the differences/similarities between the Cherokee today and long ago. *Read with students page 65. *Think/Pair/Share: How are the Creek different today? *Display a Double Bubble Map or Venn Diagram and discuss the differences/similarities between the Creek today and long ago. Assess/Summarize Unit: *Students will complete one of the following WebQuests with the teacher: http://www.teacherwebquest.com/GA/BarksdaleElementary/CherokeeIndian s/index.html http://teacherweb.com/TN/EastTennesseeStateUniversity/CherokeeIndian WQ/index.html *Students will complete any of the performance activities in the Georgia Performance Standards unit. (see attached).