Title of Unit: Georgia On Our Mind Authors: Leslie Williams, Kim Couch, Sarah Johnson, Sissy Elliott, Amanda Faglie, Jennifer Carney, Amy Farmer School: Centennial Arts Academy Grade: 2 Dates: 2008/2009 A. Standards: 1. Academic Standards: 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 of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights). 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). SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments. 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. SS2G1 The student will locate major topographical features of Georgia and will describe how these features define Georgia’s surface. a. Locate all the geographic regions of Georgia: Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau. b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee, and Flint SS2G2 The student will describe the cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s Creeks and Cherokees. 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. 2. Character Traits Addressed: Caring, Respect, Resiliency 3. Arts Standards Addressed Visual Arts Topic 3: Creates artworks emphasizing one or more of the arts elements, e.g., warm and cool colors, line, shape, form, texture, value, and the principles of movement, rhythm, repetition, and spatial techniques. Topic 4: Creates artworks based on close observation of familiar objects. Music Topic 2: Identifies basic elements of music: dynamics, melodic direction, rhythmic patterns, tempo, simple meter, movement by step and leap. B. Significant Question and Deepening Questions: 1. Why is it important to learn about the history of the state in which you live, Georgia? 2. What contributions and accomplishments were made by these Georgia historical figures: James Oglethorpe, Tomochichi, Mary Musgrove, Sequoyah, Martin L. King, Jr., and Jimmy Carter? 3. What comparisons/contrasts can students make with the Creek and Cherokee Native Americans? 4. What are the major topographical features of Georgia? 5. What cultural and geographic systems are associated with Georgia’s historical figures and Creek and Cherokee Native Americans? C. Concept: Relationships & Historical Significance D. Masterwork: “Georgia on My Mind” by Ray Charles (slideshow with images along with words) 1st – play music and students listen; 2nd – students collaborate with each other about their thoughts; 3rd – show slide show and review thoughts E. Engagement/Arts Based Strategies/Accommodations Use arts based strategy I am a Bee to compare/contrast two Georgia Regions in poem form. This may be done to music instead. F. Focus Statement: What have I learned about Georgia regions and people that helps me appreciate where I live? G. Original Creation (1) Big cookie with regions and features - Amanda Introduction/Mini Lesson- I will begin the lesson by reading the book, P is for Peach. After reading the story, students will using the maps of Georgia located in the library to identify the regions and important features in the regions as well as important rivers. Have students trace the regions on the maps. Then handout paper outlines of the state of Georgia (guide maps). Identify with the students the regions of Georgia. Students will color and label each region. Then identify with students the major landforms in each region. (Make a map key to identify mountains and label) Finally, identify the major rivers. (Again, use a map key and label) Use may also use cardinal directions with the map. Activity: Edible map of Georgia Materials: Guide map of Georgia (blank) color pencils sugar cookie Georgia blue tube icing (for rivers) tube icing (to put on M&M’s) M&M’s (for mountains) several tubs of icing (dyed 5 different colors to represent the 5 regions) 7 toothpick flags pre-labeled the 7 major rivers Prior Preparation: Make toothpick flags Make cookie Georgia Dye icing Activity Directions Introduction/Mini Lesson- Read P is for Peach to introduce Georgia. Pass out maps of Georgia and paper outlines. Together, identify, color, and label the regions, major features, and rivers of Georgia on the outline of Georgia. 1. Students will then use the guide map to help them correctly place the icing on the different regions of Georgia. 2. Students will place the M&M on the mountains of Georgia. 3. Student will place M&M’s for the Blue Ridge Mountains. 4. Students will use blue tube icing to make the 7 rivers. 5. Students will place the labeled toothpicks next to the correct river. Assess learning with rubric. See rubric at end of unit. Description: SS2G1 The students will locate major topographical features of Georgia and will describe how these features define Georgia’s surface. Elements: a. Locate all the geographical regions of Georgia: Blue Ridge Mountains, Piedmont, Costal Plains, Valley and Ridge, and Appalachian Plateau. b. Locate the major rivers: Ocmulgee, Oconee, Altamaha, Savannah, St. Mary’s, Chattahoochee, and Flint (2) Mural in hallway – Students helping create the final part of the mural on Georgia and their research will be posted on the wall. H. Reflection (4) / Assessment: (Basic-What did I actually observe? Higher-What inferences am I drawing? What did I learn? How did I learn it? What important standards did I master? How might I apply what I learned to something very important? How would I teach this, better, to others? Assessment in Inquiry Centers. I. Inquiry (2) Centers – (show the Deepening Question, Activities, Original Creation, Accommodations & the nature of the Reflection, for each Inquiry Center) 1. Coastal Plains & Important People - Sarah Introduction/Mini Lesson- Use the attached PowerPoint and questions listed below to guide your lesson. Materials: *Coastal Plains PowerPoint *Construction paper *BioPoem form *Paper bags/markers/glue Questions to guide instruction: K-5 EU: The student will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not. Who was James Oglethorpe? Tomochichi? Mary Musgrove? How did Oglethorpe demonstrate honesty and compassion with colonists and the Creek? How did cooperation between colonists and the Creek help Savannah become a successful settlement? How did Georgia become such a successful colony? What do honesty, compassion, trustworthiness, and dependability mean? Why are honesty, compassion, trustworthiness, and dependability important character traits? How can you show these positive traits (honesty, compassion, trustworthiness, dependability) in your life? How did James Oglethorpe, Mary Musgrove, and Tomochichi influence Georgia’s past and present? In what ways did the colonists depend on Georgia’s Creek and Cherokee to help meet their needs? Location: The student will understand that location affects a society’s economy, culture, and development. K-5 EU: The student will understand that where people live matters. How was England’s climate different from Georgia’s? How did these differences affect the colonists? Why did James Oglethorpe move to Georgia? What changes did Oglethorpe and the colonists have to make in order to adapt to Georgia’s land and climate? How were the cultures of the colonists different from Creek culture? How were they alike? Why was it a good idea for Oglethorpe to create a settlement at Yamacraw Bluff (which is now the city of Savannah)? Activity Directions: Flow Chart (sequencing) Students will complete a flow chart by placing the events in order leading up to the colonization of Georgia. Bio-Poem Students will be assigned one of the following: James Oglethorpe, Mary Musgrove, or Tomochichi. In poetry form, students will write their person’s character traits, accomplishments, and other details describing their influential Georgian. (Bio-Poem form attached). When finished, students can perform their poems. History Puppets Students will choose one of 3 people (James Oglethorpe, Mary Musgrove, Tomochichi) from Georgia’s history. Then, they will follow these directions: Make a puppet of your person’s head and body. Write three questions that you would like for people to ask your puppet. (Questions should relate to what you have learned.) In front of the class, use your hand and voice so that your puppet answers the questions. 2. Okefenokee Swamp - Amy Essential Questions What is the importance of the Okefenokee Swamp to our state and country? What animals and plants find their homes in the wildlife refuge? Materials needed Deep in the Swamp by Donna W. Bateman united streaming video: GA 101 Geographic Environments of Georgia Alligator craft (enchantedlearning.com) green construction paper, scissors, crayons, etc. See page at end of unit. Lesson Students will watch the short united streaming video to get a better understanding of the geographic environments in Georgia, specifically the Okefenokee Swamp. Teacher will read Deep in the Swamp to the students. This book takes you deep into the Okefenokee Swamp to see the animals and plants that live there. Count along with the animals and their babies. Follow a mother river otter as she plays with her pup and see a mother alligator bask in the sun with her many little ones. The beautiful illustrations depicted in Deep in the Swamp will leave children eager to learn more about the Okefenokee's lush flora and fauna and the many rich elements of this amazing ecosystem. After reading the book, discuss the following: What kind of animals did you learn about in the book? Explain the term fauna with the students. Then review the different animals in the book such as rat snake, snapping turtle, river otter, marsh rabbit, damselfly, flame bird, bull frog, crayfish, alligator, and blue heron. Explain the term flora. Review with students the different plants in the book such as cattails, cypress trees, bamboo vines, neverwet, and water lilies. Guide students to analyze fauna and flora by generating a chart or diagram that compares and contrasts the two concepts. Discuss the concept of a swamp and list unique characteristics of a swamp. Show students a map of the United States. Point out where they live and then point out where Okefenokee Swamp is located. About how far away is the swamp? What other swamps do they know about? Where are they located? What would these swamps have in common? What would be different? Discuss the terms ecosystem, community, and habitat. Have students draw an example of each term (i.e. students might draw a fish swimming in water or a squirrel in a tree). Use arts based strategy vocabulary dance to develop movements for each word to help remember meaning. Students will make alligator craft. Inside the ―alligator‖ students will write down an interesting fact they have learned about the Okefenokee Swamp from the lesson and share with the class. Extensions Guest speaker Okefenokee Joe—Swampwise or Joy of Snakes presentation (1-800- 832-2099 to set up reservation) Technology These websites can be used as a ready reference or as an extension of learning. www.okeswamp.com/ts_Animals/plants_animals.htm www.okefenokee.com www.georgiaencyclopedia.org/nge/Article.jsp?id=h-649 - 36k 3. Jimmy Carter - Amy This lesson is adapted from a lesson on Jimmy Carter from the Georgia Toolbox. We do not currently have these materials, but it is my understanding that Ms. Gilliam may be purchasing 2-3 kits for our grade level to have on hand next year. If so, each student would have his/her own copy of the Famous Leaders of Georgia booklet mentioned below. If not, then a copy of this section would be used. Standards SS2H1: The student will read about and describe the lives of historical figures in Georgia history. a. Identify the contributions made by these historical figures: James Oglethorpe, Tomochichi, Mary Musgrove, Sequoyah, Jackie Robinson, Martin Luther King, Jr., and Jimmy Carter. b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present. SS2CG3: The student will give examples of how the historical figures under study demonstrate the positive citizenship traits of honest, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion. Essential Questions Who is Jimmy Carter? How does Jimmy Carter work to make our world a better place? Materials needed Books about Jimmy Carter, chapter copied from Famous Leaders of Georgia (Georgia Toolbox), chart paper, paper Lesson Using a circle map, students will brainstorm what they already know about Jimmy Carter. Teacher will record responses on chart paper. The teacher will divide the class into small groups and assign groups to research on of the following areas: Growing up, farm life/family time, school life, governor, 39th president, life after the White House. Each group will be given a copy of the Famous Leaders of Georgia excerpt on Jimmy Carter. Each small group will make a small poster of their facts to aid a short presentation to the class to report on what they discovered about Jimmy Carter. As each group reports, students may create a time line of events of Jimmy Carter’s life. Extensions Students will compare and contrast Jimmy Carter and Martin Luther King, Jr. (Both are Nobel Peace Prize Winners from Georgia) Technology These websites can be used as a ready reference or as an extension of learning. www.georgiaencyclopedia.org www.whitehouse.gov/history/president/jc39.html www.jimmycarterlibrary.gov/youthspace/ www.gavoyager.com Promethean power point lesson: Georgia Historical Figures 4. Creek Indians- Jennifer Day One Introduction: The teacher will begin the lesson by activating the students’ prior knowledge on Indians by completing a “K-W-L” chart with the students. Each student will be given two post its, the students will be asked to write down one thing the already know about Indians on one of the posts and one question they have about Indians on the other. The teacher will then collect the post it notes, reading them aloud as they stick the post it to their chart. Lesson: After the students have created a list of prior knowledge and questions they have the teacher will inform the students of the many different tribes of Indians. Explaining to the students that each Indian tribe is very different, they have different customs based on the area which they live. Very similar to the differences many families have, not one family is exactly the same; we all celebrate differently, have different homes, and live with different people. The teacher will explain to the students that the Indian tribe they will begin studying is the Creek Indians. The Creek Indians were the tribe of Indians who lived in Georgia. The teacher will use the map to show the students the area which the Creek Indians lived. The teacher will then read Creek by Barbara A. Gray-Kanatiosh. (A non-fiction text about the lives of the Creek Indians). After completing the story the teacher will ask the students to look over the questions they had under the “W” on their chart to see if any were answered. The teacher will write the answer on the post it and move the post it to the “L” side of the chart. The teacher will close the lesson by reviewing the Indians tribe they are learning about and asking them to be thinking about the ways these Indians lived. Day Two Introduction: The teacher will introduce the lesson by reviewing needs and wants with the children. They will then ask the students to list some of the needs we all have. The teacher will create a list of the needs the students have listed on chart paper. After the students have created a list of needs the teacher will ask then how we get those needs met. Teacher will write how we get those our needs met next to each listed need. Identifying the resources we have as they list them. After the students have complied a list of resources for meeting our needs the teacher will ask them to imagine we did not have those resources, what would we use? How would we get water without plumbing? Where would we get food without the grocery store? Lesson: The teacher will ask the students to remember the book they read yesterday about the Creek Indians. The teacher will then ask the students about the needs the Creek Indians had. The teacher will begin a second chart listing the needs of the Creek Indians. Were their needs similar to ours? How did they meet their needs? What resources did they have? No grocery stores or plumbing! (Teacher will list resources next to needs). The teacher will show the students where the Creek Indians were located on the map again, asking the students to think about the land they were living on. Where could they get water from that was around them? What type of animals live in this area? How could they use those animals for food and clothing? After looking at the area where the Creek Indians were located the students will list the resources they used instead of going to the grocery store, etc. The teacher will then compare the two charts the students have created. They will notice their needs are the same but their resources are very different. The students will use the information on the two charts to create a compare/contrast bubble map, showing what they have learned from comparing their lives to the lives of the Creek Indians. Day Three Introduction: The teacher will review the list of needs and resources the students have created with the students. The teacher will explain the importance of using the land for resources, also explaining the importance the climate of the area has on the land. Lesson: The teacher will ask the students to share what the climate is like around Georgia. They will ask the students if any of them have grandparents or parents who have a garden to grow fruits and vegetables in the summer. They will then ask the students about the types of fruits and vegetables are grown in the gardens around Georgia. The teacher will inform the students of the vegetables and fruits if they do not know of them. The teacher will ask the students about the big corm fields they see in the summer and the fall and explain how our climate is good for growing corn. The teacher will ask the students if they know of all the different things we can make from corn, explaining how this was a very important resource for the Creek Indians. (The teacher will show the students different things we can make from corn: corn mill, ear of corn, etc.) o Without a good crop of corn the Indians resources were greatly influenced. The Creek Indians placed a high importance of their corn season, in hopes of a good crop. To celebrate a good corn season the Indians would have “stomp dances”. There were many different types of “stomp dances” to celebrate many different events. One important ceremony was celebrated with “stomp dances” was the Green Corn Ceremony (the celebration of the ripening of the corn). The teacher will then explain an example of a “stomp dance” to the students. The teacher will instruct the students on how to do the dance, lining them up and completing the dance. (Example of a “stomp dance” is attached, as well as a link to watch a video of a “stomp dance”). The teacher will end the unit by asking the students several questions about the resources the Creek Indians had and used in the area of Georgia which they were located. Resources “Stomp Dance” : http://www.ryal.k12.ok.us/creek/ch4.html Book: Creek by Barbara K. Gray-Kanatiosh 5. State Symbols and Historical Figures - Leslie Essential Questions: 1. What are some of the state symbols of Georgia? 2. Who are some famous Americans from Georgia? 3. What role did Martin Luther King, Jr. play in the human rights movement? 4. Why is Jackie Robinson a notable sports figure? Materials Needed: Copy of Georgia On My Mind PowerPoint Large index cards Crayons, Markers, Pencils Procedure: 1. Begin by showing the students the power point slideshow, Georgia On My Mind. 2. Students will create a Georgia postcard using the information they learned from the power point presentation. Give each student a large index card On the plain side, they will draw a picture or images symbolic of Georgia filling the entire side so that it looks like a postcard. On the lined side, they will write a friendly, persuasive letter to an out of state relative, friend, or pen pal persuading him/her to visit Georgia by including information they learned. 6. Indian Removal-Cherokee Indians - Sissy A list of Resources from our media center: Cherokee Discovery box GR 973 If you Lived with the Cherokee 973 –Bru The Trail of Tears 975 Bir Cherokee 975 Lep Cherokee 975.004 The Cherokee: a proud people B- Seq Sequoyah B-Seq Sequoyah 398.2 Bru The First Strawberry-A Cherokee Story 973 Bea Only the names remain – Cherokees and the Trail of Tears Who were the Cherokees? Quick History: About 4,000 years ago, the Cherokee people left the southwest region of what would become the United States, in search of a home. They settled for a while around the Great Lakes region, but they were not welcomed. The Iroquois were not happy to see them. The Iroquois forcibly pushed the Cherokee from their land. The Cherokee moved on. They wandered finally into North Carolina, where they discovered a land full of forests, mountains, rivers, streams, and fertile valleys. Wildlife was plentiful. They settled down happily. Life continued for thousands of years. As their population grew, and as they conquered other tribes in the area, the Cherokee Nation grew. At one time, it covered 8 states including all or portions of the present day states of Georgia, Tennessee, North Carolina, South Carolina, Kentucky, Alabama, Virginia and West Virginia. It was not until the 1600's that the Cherokee met the first white man in their region. White traders found it easy to trade with the Cherokee. As long as you wished them no harm, the Cherokee were peaceful, even helpful. The Cherokee traded deerskins for cloth, hammers, tools, and guns. There were many wars and problems in the intervening years. But it was not until 1830 that, once again, the Cherokee were forcibly pushed from their land, this time by the United States government. The Cherokee were given a new place to live - a reservation located in the southwest, an area they had left 4000 years earlier. The Cherokee were forced to walk all they way to Oklahoma. Many people died on the walk, which is why this move is called "The Trail of Tears". About 200 years ago, the Cherokee developed a written language of their own. They wrote everything down, all their legends and stories and customs, so they could more easily teach their children the old ways. Today, the Cherokee live in the modern world. They still follow some of their old customs and they still teach their children the old ways. The children do not always listen, as they did once, but most are as fascinated by their heritage as we are. Come meet the Southeast Cherokee in olden times. Introduction: (Day 1) Make a tree map with your class about the Cherokee Indians to see what they know or want to know about these Georgia Indians. Cherokee Indians What do you know? What you want to know?____What we learned? Review the Georgia map and what we have already learned about the map show the kids where the Cherokee Indians lived. Then start the book: If you lived with the Cherokee Read as you read discuss the things that might be the same and the things that are different in our lives today. Read about the different Chiefs, their houses, and what the adults and children wore. Activity : As you learn about the different clans that the Cherokee people lived in and let you children by groups or tables decide what there clan name is going to be while they are learning about the Cherokee Indians. Day 2 Review what we read and learned yesterday about the Cherokee Indians. Then read on in If you lived with the Cherokee read up through the Trail of Tears. Attached are two power points about the Indian Removal Act and the Trail of Tears. You can watch these power points or you can check out one of the books about the Trail of Tears Also I have contacted Unto these Hills which is a play that is profromed in Cherokee, NC . It is the story of The Trail of Tears. I hope we will be able to get a video to put in the library for everyone to watch. Day 3 Sequoyah Brief introduction to Sequoyah Before 1821, the Cherokee did not have a written language. But in 1821, a great thing happened. Sequoyah (also known by the English name George Gist) a Cherokee Indian originally from Tennessee, invented a written language for his people using pictures. It is called a syllabary. Sequoyah used symbols to show spoken syllables. Inventing this language was very difficult. He took 11 years to finish it. To find out if it worked, Sequoyah taught it to his six-year-old daughter. She learned the syllabary very quickly. The symbols were very recognizable, and made sense to the native speakers. They could learn to read and write in just a few days. For a language to be used, it has to be workable and easy to learn and use. This was proof that the syllabary was easy to learn. Sequoyah knew a written language would give his people an advantage in the white man’s world. It really helped them to communicate with each other. It was very exciting when the first issue of the Cherokee newspaper was printed in 1828. They called this new newspaper the “Cherokee Phoenix”. Another reason this was a big achievement was because the “Phoenix” was the first bilingual newspaper in the United States. That means the “Phoenix” printed the news, advertisements and editorials in both Cherokee and English. The Cherokee were forced to move to “Indian Territory” in 1838 by Andrew Jackson. In 1844, a new newspaper, the “Cherokee Advocate” was established. Its purpose was to keep the spirit of the Cherokee nation alive in their new homeland. Choose a book about Sequoyah to read to your class. Here are many resources for you to use after you have read about Sequoyah then have your children practice writing using the Cherokee Syllabary. When they are finished let them make up their own saying using the Cherokee Syllabary. Tell the students that they will now learn about the Cherokee language. Explain that the Cherokee people have their own unique alphabet made up of 85 symbols. Each symbol stands for a syllable, which is why this type of alphabet is called a syllabary. Go to Cherokee Syllabary, Native Languages of the Americas Cherokee (Tsalagi) page and scrolling down to its listing.) Read aloud the text about the syllabary. Then go to "A Small Lexicon of Tsalagi Words" and explore the word list. Now access English-Cherokee Dictionary, available through the EDSITEment-reviewed resource NativeWeb. Have the students, working in groups of two or three, find the Cherokee translations for the English words listed on the From English to Lakota and Cherokee Word Chart, provided in pdf format, by typing in the English word and clicking "go." With younger students, the words can be accessed one at a time as a group activity. The Cherokee alphabet was invented by an American Indian known as Sequoyah. Access Sequoyah, available through the EDSITEment-reviewed resource NativeWeb. Read the text aloud and discuss the significance of Sequoyah's invention with the students. Point out that the written word is even more effective than an oral tradition for maintaining cultural traditions. Day 4 Cherokee - Folk Tales Choose a folk tale to read to your class either The story of the Milky Way, Why the turtle’s back was crack or Why The Possum Has a Naked Tail Of all the animals, in the old days, the Possum had the most beautiful tail. The Possum's tail was covered in long silky hair, and showed it off when the Animal People met in council.Possum would always hold his tail up so all the animals could see. "Can you see my tail," he would say."Isn't it the finest tail you have seen. Surely it no animal's tail is more beautiful than mine." He bragged so much about his that the animals got tired of it, and so Rabbit decided to step in and do something about it. Rabbit was the one who called the council meetings, because he was the the messenger for all the animals. He went to Possum's house for this reason. "There is going to be a wonderful meeting, my friend," commited Rabbit. "Bear, our chief wants you to sit by him next meeting and to speak first, because you have such a beautiful." Possum was flattered. "It is true what you said.I will be the first one to speak in council," replied Possum. Rabbit looked closely at Possum's tail. "Your tail is dirty, let me clean it, so your will look nice for the meeting. I have some medicine that will make it look like it needs to look." Possum looked at his tail closely. It did seem a bit dirty. "Yes, that is a brillant idea, my friend," remarked Possum." I do want all the animals to admire my tail at council." Then Rabbit mixed his medicine up, medicine strong enough to losen all the hair on Possum's tail. As Rabbit put the medicine on Possum's, he wraped it in snake skin. " Kept the skin on until tomorrow when you speak, so everyone will see it as it should be seen." Possum did as Rabbit advised. He kept the snake skin wraped tightly around his tail all though the night." Possum sat next to Chief Bear at the council meeting the next day. When the meeting begain, Possum stood up, and while walking back and forth, swung his tail, with the snake skin still attached. All the animals were watching Possum very closely. The thought of his beautiful tail made Possum smile big. The time was right! As Possum held up his tail, he began to take off the snake skin, he spoke. "I have chosen to start this council because of my tail. Look at beautiful tail." As Possum took off the snake skin all the hair on his tail fail off. His tail was naked and ugly! When he saw it the smile on his face froze. All the animals were staring at him. Possum was so ashamed that he fell down and pretended to be dead. He stayed that way until all the animals had left. To this day when Possum feels threatned he plays dead and still has that foolish grin on his face. Possum has the ugliest tail of all animals because he was so vain. After you have read one of these folk tales let the children make a flow map with beginning, middle and end using different transition words to retell the folk tale. Display in your room or hall when finished. The last activity can be to make clay pots like the Cherokee Indians made and used daily. They can make pinch pots out of clay. When you are finished with your four days go back to your tree map that you made on the first day and fill in the What you learned about the Cherokee Indians. J. Arts Partner Role/Contribution: Mural created with assistance of art teacher. K. Relationship to the System/School Improvement Plans L. Academic Service Learning Museum guides, teach to others. Guide parents as part of PTA. Resources & Materials Needed: Listed in each center *Powerpoints can be viewed by clicking on the Pioneer RESA website under “Unit Template with Edits” to view the “GA on our Mind” and “Indian Removal Act” power points and also under “Unit Feedback Rubric” to view the “Trail of Tears” power point. Name________________________ Date_______________ Directions: Choose one of the Georgians listed in the box. Then, write your own biography poem on the lines below! Tomochichi James Oglethorpe Mary Musgrove Jimmy Carter Martin Luther King Jr. Format: Example: Title (The Person’s Name) George Washington Carver Who are they? Inventor, scientist, teacher, artist What did they do? Invented many uses for peanuts When did they do it? Early 1900’s Why did they do it? Tuskegee, Alabama Name George Washington Carver Alligator Craft or Card More Kinder Crafts This simple-to-make alligator is a cute craft that can also be More animal crafts used as a card. It is made from a single piece of green construction paper (or white paper that you decorate). Supplies needed: A piece of green (or white) paper Pencil Scissors Crayons (optional) Fold a piece of green paper the long way. Draw an alligator shape on one side of the paper. Draw a long snout, two legs, and a long tail; the fold line will be the alligator's back. Cut about 6 small diagonal slits along the back of the alligator (along the fold line). Unfold the paper. Fold over each of the slits you cut, forming little triangles. Draw a big, toothy mouth and an eye on the alligator. Cut out the teeth if you like. Decorate the alligator. Name: __________________ Date: _____________ Category 20 18 16 14 10 Accuracy All of my 5 regions of Georgia are correctly At least 4 of my Georgia regions are correctly At least 3 of my Georgia regions are correctly Less than 3 of my Georgia regions are correctly I have not completed my Guide Map. of the identified and labeled. located and identified. I located and identified. I located and identified. I I have located and have correctly located have correctly located and have correctly located and Guide labeled the Blue Ridge and the Blue Ridge the Blue Ridge Mountain the Blue Ridge Mountain Map Mountain range Mountain range. I have range. I have correctly range. Less than 4 major correctly. I have correctly located and located and labeled at rivers of Georgia are correctly located and labeled at least 5 major least 4 major rivers of correctly located and labeled the 7 major rivers of Georgia. Georgia. labeled. rivers of Georgia. Labeling of All of the 7 major At least 6 of the major At least 5 of the major Fewer than 5 major rivers in I have not labeled my rivers in Georgia are rivers in Georgia are rivers in Georgia are Georgia are correctly My 7 Georgia rivers. Rivers on correctly identified, correctly identified, correctly identified, identified, drawn, and Edible Map drawn, and labeled on drawn, and labeled on drawn, and labeled on my labeled on my map. my map. my map. map. Labeling of All of the 5 regions of At least 4 regions of At least 3 regions of Fewer than 3 regions of I have not labeled my Georgia are correctly Georgia are correctly Georgia are correctly Georgia are correctly 5 Georgia regions. Regions on identified with the identified with the identified with the identified with the correct Edible Map correct icing color and correct icing color and correct icing color and icing color and accurately accurately located. accurately located. accurately located. located. Overall My edible map is neat. My edible map is neat. My edible map is a little My edible map is messy. My work is messy and All of the 5 regions At least 4 regions are messy. At least 3 regions Fewer than 3 regions are unorganized or Neatness are clearly located and clearly located and are clearly located and clearly located and defined incomplete. defined and are defined and are defined and are identified and are identified with the identified with the identified with the with the designated icing designated icing color. designated icing color. designated icing color. color. At least 5 major Fewer than 5 major rivers All of the 7 major At least 6 major rivers rivers are clearly located are clearly located and rivers are clearly are clearly located and and most are neatly drawn drawn with the blue icing located and neatly neatly drawn with the with the blue icing and at and some are inaccurately drawn with the blue blue icing and labeled. least 4 are accurately labeled. The Blue Ridge icing and labeled. The The Blue Ridge Mountain labeled. The Blue Ridge Mountain range is clearly Blue Ridge Mountain range is clearly located Mountain range is clearly located and identified with range is clearly and identified with located and identified M&M’s. located and identified M&M’s. with M&M’s. with M&M’s. Quiz When given a blank When given a blank When given a blank outline When given a blank outline I have not attempted to outline of Georgia, I outline of Georgia, I can of Georgia, I can of Georgia, I can correctly or identify any of the 5 can correctly identify correctly identify and correctly identify and identify and label fewer regions. I have not attem and label at least 4 label at least 3 regions label at least 3 regions of than 3 regions of Georgia. I to label or draw any of t regions of Georgia. I of Georgia. I can Georgia. I can correctly can correctly identify and rivers. I have not locate can correctly identify correctly identify and identify and label at least label fewer than 3 rivers drawn the Blue Ridge and label at least 5 label at least 4 rivers 3 rivers and the Blue and the Blue Ridge Mountain Mountain range. rivers and the Blue and the Blue Ridge Ridge Mountain range. range. Ridge Mountain range. Mountain range.