Mrs. Suggs

Answers to Final Exam review packet

Remember that your final exam counts as a test grade.

1. 159

 

2. Brasstown Bald

 

3. Way of life uniting the beliefs and customs of a particular group

 

4. Mercantilism

 

5. Quartering Act

 

6.  Four laws enacted to punish colonist for actions of Patriots: /

 

1.      Boston port closed until Tea paid for

2.     No town meetings without approval from Governor (he was commander of British troops)

3.     When British Officials committed a capital crime they would be tried in Great Britain, not the colonial courts

4.     Passing of the Quartering Act

 

7. Liberty Boys, Whigs, Colonials, sons and Daughter of Liberty

 

8. When British soldiers fired into the crowd killing many after being teased

 

9. Button Gwinnett, Lyman Hall, George Walton

 

10. Group of patriots that dumped 340 chests of tea into the Boston Harbor to protest Townsend Act.

 

11. She was a revolutionary war heroine from GA and only woman from whom a GA county is named.

 

12. James Madison

 

13. Legislative

 

14. Monroe Doctrine

 

15. 700-800 mile walk to Oklahoma Territory removing 15,000 Cherokee Indians from the south

 

16. Heading the Underground Railroad

 

17. Author of Uncle Tom’s Cabin, portraying way of life for slaves in the south

 

18. Louisiana Purchase

 

19. Eli Whitley

 

20. Cyrus McCormick//// South Carolina

 

21. Former slave, speaker and author of book about slaves

 

22. States that seceded from the Union

 

23. 1861-1865

 

24. Ulysses S. Grant

 

25. Robert E. Lee

 

26. Popular Sovereignty

 

27. Southern POW prisons for Union soldiers

 

28. Disfranchisement

 

29. Impeachment

 

30. Lincoln Assassination

 

31. Johnson

 

32. John Wilkes Booth

 

33. To start the silk industry

 

34. 13^th

 

35. 15^th

 

36. James Garfield

 

37. Alexander Graham Bell

 

38. Rural areas of Decatur, Grady, Jefferson and Thomas counties

 

39. Judicial/ Legislative/ Executive

 

40. Owned Rich’s Department store and businessman

 

41. Pemberton

 

42. Ty Cobb

 

43. Movement to abolish the manufacture, sale and transportation of intoxicating beverages

 

44. Stated “Separate but Equal” facilities for blacks was okay

 

45. Transcontinental

 

46. 19^th

 

47. 15^th

 

48. 18^th

 

49. Gave price supports for farmers to grow less cotton

 

50. Started the Girl Scouts of America

 

51. It was established by the U.S. Constitution to organize the elections.

 

52. Economy boomed and more jobs were made

 

53. Plessey VS Ferguson

 

54. National Association for Advancement of Colored People

 

55. Grandfather clause/ Poll Tax/ literacy test

 

56. If your father or grandfather could not vote in 1873, you could not vote now.

 

57. Federal Deposit Insurance Company/insured money in banks, so that people would begin to use banks again.

 

58. TVA/Tennessee Valley Authority

 

59. Social Security

 

60. Too much spending (buying items) on borrowed money

 

61. Georgia Laws did not apply to Cherokee nation

 

62.  
1.  Baby Boom:  period after WW2 when millions of babies were born

 

2. Jackie Robinson: first black player in major league baseball
3. New Deal: FDR’s plan to relieve the burden on the economy, create jobs, insure banks, and ease minds.
4. James Brown: “Godfather of Soul”
5. 1950-1953: When the Korean War was fought
62. Abuse of power by the White House when some men bugged the Democratic National Convention office trying to find out information for President Nixon.

 

64. HOPE Scholarship

 

65. Atlanta

 

66. Brown VS Board of Education

 

67. S.E  32 degrees N and 82 degrees W

 

68. Great Britain/ Russia and France

 

69. Germany, Italy and Austria-Hungary

 

70. 1939-1945

 

71. Woodrow Wilson

 

72. 1930’s

 

73. Franklin Delano Roosevelt/  New Deal

 

74. Caused the U.S. to enter WWI

 

75. Bombing of Pearl Harbor, Hawaii

 

76. U- Boats

 

77. Harry S. Truman

 

78. Japan, Germany, Italy

 

79. Sir Winston Churchill

 

80. Joseph Stalin

 

81. Major disagreements between countries (without war)/ Soviet Union

 

82. Berlin

 

83. The Montgomery Bus Boycott

 

84. Segregation of schools

 

85. F. D. Roosevelt

 

86. U. S. economy boomed and many jobs were created.

 

87. Grew Victory Gardens, rationed food, Bought Liberty Bonds

 

88. Pacifists

 

89. A strong feeling of pride and loyalty for one’s country

 

90. Italy

 

91. Rice and Silk

 

92. Chief Tomochichi

 

93. Sequoyah/ an alphabet for the Cherokee Nation

 

94. To provide a place for debtors to start a new life

 

95. French and Indians against the colonists and England

 

96. King George II

 

97. Dred Scott VS U. S.

 

98. Townshend Act

 

99. Stamp Act

 

100.  opinion

5th period assignments week of 4/27-5/1/09

Gifted Plans week of 4/27-5/1/09

 

Monday:

1. Distribute progress reports
2. Return any graded papers and collect any missing assignments
3. Introduce Amusement Park project – go over, get students into groups, begin brainstorming ideas

 

Tuesday:

1. Collect signed progress reports
2. Continue working on Amusement Park project – students need to create a rough draft of the park by Thursday so that they can begin drawing it out on poster board (Mrs. Suggs will be supplying the poster board for this project).  Rough draft needs to be approved by teacher before beginning to draw on poster board. *Remind students of daily participation grades for behavior as well as participation in group work.
3.  

 

Wednesday:

1. Collect any signed progress reports
2. Continue working on Amusement Park project – remind students that rough draft is due by beginning of class tomorrow - *reminder of daily grades

 

Thursday:

1. Collect any signed progress reports
2. Groups to meet with Mrs. Suggs to explain rough draft before beginning on poster board
3. Work on Amusement Park project - *reminder of daily grades

 

Friday:

1. Collect any signed progress reports
2. Work on project - *reminder of daily grades
3. ***We will decide on a final due date based on class progress with projects.***

Assignments week of 4/27-5/1/09

Plans for week of:  April 27^th – May 1^st

Monday:

1. Turn in Open Book chapter 16 test – due by end of class period
2. Distribute progress reports
3. Chill – CRCT for Social Studies was today – relax

 

Tuesday:

1. Collect signed progress reports
2. Return graded work – collect any missing assignments from absentees
3. Start Board Game project – explanation, forming groups, deciding who will be bringing in poster board,  beginning to work – have students note the due date for rough draft

 

Wednesday:

1. Collect any signed progress reports
2. Return any graded work
3. Collect groups’ poster board – set in groups based on class periods
4. Board Game project – rough draft is due at beginning of class tomorrow

 

Thursday:

1. Collect any signed progress reports
2. Continue collecting poster board for groups
3. Have each group meet with teacher to go over game rough draft
4. Begin creation of “Game” with all the required parts/pieces/rules/etc.

 

Friday:

1. Collect any signed progress reports
2. Work on Game Boards
3. **Let students know that we will be playing our games on Tuesday of next week – Still haven’t decided if we will work in class on the games on Monday (will have to access class progress to determine).

 

AC plans week of 3/23-3/27/09

AC - Lesson plans – week of 3/23-3/27/09

 

The Civil War and Effects on Georgia

Skills:  SS8H6 Student will analyze the impact of the Civil War and Reconstruction on Georgia.

 

            SS8E1 Student will give examples of the kinds of goods and services produced in Georgia in different historical periods.

 

Monday:                                                                                                                                                           

            1.  Warm-up-What was essential to help bring back up Georgia’s economy?

2.     Have students complete “Reconstruction points of View” – with questions

3.     Have student complete Mind Mapping activity/web for chapter 9 – students will need to read chapter up to page 311 and complete the web.  Web will be due on Thursday of this week.

4.     Homework:  Writing – one paragraph in favor of moderate reconstruction and one in favor of harsher reconstruction for the rebellious states.

5.     Let students know about test on chapter 9 pages 294-311 for Friday of this week.

 

Tuesday:

1.     Warm-up – What areas of Georgia were undamaged during the war?  Why?

2.     Discuss paragraphs on reconstruction plans – moderate vs. harsher plans

3.     Introduce R.A.F.T. for chapter 9 (up to page 311) – see example choices below

a.     Role: former slave, nurse-doctor-soldier (from the war), injured soldier with amputated limb, farmer in the south, politician, child that lived during the war period, etc.

b.     Audience:  same as above, US government official, etc.

c.     Format:  plea, letter, resume, advertisement (like an ad in the newspaper), political cartoon, illustration of the time, editorial article, poem, etc.

d.     Theme:  need a job, need a home/shelter, need help with daily tasks, defending point of view of reconstruction to politicians, still want to fight, etc.

**RAFT will be due on Thursday

4.     Remind students of test over chapter 9 pages 294-311 on Friday

5.     Continue with Mind Mapping activity – due on Thursday

 

Wednesday:

1. Warm-up – Why did the price of land drop so drastically?
2. Remind students of work due tomorrow – Mind Maps and RAFT
3. Distribute chapter 9 Review Sheet – remind students of test on Friday.

 

Thursday:

1. Warm-up – What was Georgia’s consequence for refusing to ratify the 14^th amendment in 1867?  Why would some Georgian’s be opposed to giving rights to former slaves?
2. Share and turn in RAFT project
3. Go over as a class the Mind Mapping activity
4. Students can continue working on chapter review sheet – reminder of test over chapter 9 pages 294-311 is scheduled for tomorrow.

 

Friday:

1. Warm-up – Why was Georgia repeatedly placed under military control?
2. Test on Reconstruction – pages 294-311 of chapter 9

                                                                                                                        

Plans for week of 3/23-3/27/09

Lesson Plans week of 3/23 – 3/27/09

 

Monday:

1. Warm-Up – CRCT
2. Have students read pages 298-301 and answer questions (#1-2) on page 301
3. Write to Learn:  Reconstruction:  The South was devastated – physically, economically, and spiritually – after the Civil War.  Lincoln’s plan had been to bring the rebellious states back into the Union with as little trouble for them as possible.  After Lincoln’s death, his successor Andrew Johnson, wanted to follow Lincoln’s plan, but Radical Republicans wanted to make it much more difficult for the states that had seceded to rejoin the Union.  The Radical Republicans were more powerful than Johnson, and had their way.  They divided the South into military regions under the command of generals.  They also required the states to adopt constitutions that allowed blacks to vote and to accept the Fourteenth Amendment, which extended citizenship to blacks.  *Write a paragraph in favor of moderate reconstructions and one in favor or harsher reconstruction..  Which argument do you think is stronger?  Defend your reasoning.  Why do you think many northerners wanted to make readmission to the Union difficult for the rebellious states?

 

 

Tuesday:

1. Warm-Up – CRCT review
2. Return and go over chapter 8 test
3. Return any graded RAFT projects
4. Turn in paragraphs from yesterday – if not already turned in.
5. Discuss “Getting Started” on page 298 TE – life after the War, have students discuss feelings of freedmen (TE pg. 299), and what might have been the purpose/strengths/weaknesses of the Freedmen’s Bureau (what type of group may come out of this - KKK

 

 

Wednesday:

1. Warm-up – CRCT review
2. Have students complete a Venn Diagram – the south before and after the war – discuss as a class – talk specifically about how Georgia looked after the war (both physically and mentally) and how this might lead to some negative reactions by citizens
3. Have students either mind map pages 302-309 or take Cornell Notes over section – due on Friday. *Let students know that we will be having a test over pages 298-309 on Tuesday of next week.

 

Thursday:

1. Warm-up – CRCT review
2. Remind students of test on Tuesday, 3/31 – pages 298-309
3. Make sure that students are continuing on with their mind maps/Cornell Notes
4. With a partner, have students complete 2 activities: due by end of class
1. Writing activity – write a paragraph explaining their opinion:  Why were Georgia’s Black Codes concerned with labor, working hours, wages, or punishments for not working?  What motives do you think were behind those codes?
2. Writing activity – respond thoroughly --- What does the term due process of the law mean in the 14^th Amendment?  How does this same amendment and phrase affect students’ rights in cases of school expulsions or suspensions today?

 

Friday:

1. Warm-up – CRCT review
2. Reminder of Tuesday’s test – pages 298-309.
3. As a class, create a Venn Diagram comparing and contrasting A.) carpetbaggers and scalawags  and B.) sharecroppers and tenant farmers
4. Mindmaps and Cornell Notes – due – discuss important information from text
5. Write to learn
6. Homework:  Write 1 paragraph – How would you have felt toward carpetbaggers and scalawags had you been living in Georgia in 1865?

RAFT - chapter 9

These are just suggestions:

R- Role - former slave, former soldier (injured or not injured), farmer, nurse, politician, child that lived during the war

A - Audience - same as above, US government

F - Format -plea, letter, resume, advertisement, picture of the times, political cartoon

T - Theme - need a job, need help with daily tasks (getting back on track), still want to fight, government position on the south returning to the Union

Due Friday, 3/20/09

Assignments for 5th period - AC - week of 3/16-3/18/09

I will fill in the plans for the last 2 days of this week a little later.

Monday-Wednesday - work on Civil War stations - all work will be due on Wednesday (all 6 stations).  We will share one of the assignments with the class - student choice of which to share.

Assignments for 3rd, 4th, 6th, and 7th periods - week of 3/16-3/20/09

Lesson Plans week of 3/16-3/20/09

 

Monday:

1. Warm-up – CRCT review
2. Analyze Emancipation Proclamation
3. Check question answers from Friday – pages 284 and 288
4. Work on chapter review sheet – due tomorrow – test on Wednesday

 

Tuesday:

1. Warm-up – CRCT review
2. Check completion of review sheet
3. Play review game to get ready for tomorrow’s test (and to go over review sheet answers)

 

Wednesday:

1. Warm-up – CRCT review
2. Chapter 8 test
3. Begin project on Reconstruction – students are to create a political cartoon or illustration showing feelings – from either side – about how the US will be able to get back to normal after the Civil War – due on Friday

 

Thursday: 

1. Warm-up – CRCT review
2. Georgia Stories – I program 10
3. Write to Learn:  Reconstruction:  The South was devastated – physically, economically, and spiritually – after the Civil War.  Lincoln’s plan had been to bring the rebellious states back into the Union with as little trouble for them as possible.  After Lincoln’s death, his successor Andrew Johnson, wanted to follow Lincoln’s plan, but Radical Republicans wanted to make it much more difficult for the states that had seceded to rejoin the Union.  The Radical Republicans were more powerful than Johnson, and had their way.  They divided the South into military regions under the command of generals.  They also required the states to adopt constitutions that allowed blacks to vote and to accept the Fourteenth Amendment, which extended citizenship to blacks.  *Write a paragraph in favor of moderate reconstructions and one in favor or harsher reconstruction..  Which argument do you think is stronger?  Defend your reasoning.  Why do you think many northerners wanted to make readmission to the Union difficult for the rebellious states?

 

Friday:

1. Warm-Up – CRCT review
2. Return chapter 8 test
3. Share and turn in Reconstruction projects
4. Turn in paragraphs from yesterday – if not already turned in.
5. Discuss “Getting Started” on page 298 TE – life after the War, have students discuss feelings of freedmen (TE pg. 299), and what might have been the purpose/strengths/weaknesses of the Freedmen’s Bureau (what type of group may come out of this - KKK
6. Have students read pages 298-301 and answer questions (#1-2) on page 301

 

 

Assignments for 2nd period - Week of 3/9-3/13/09

Monday:  Finish chapter 7 test - essay section

Tuesday - Friday - Stations on Civil War - all completed work for stations  due by Monday of next week

Assignments for 1st, 3rd, 4th, and 5th - March 9th - 13th

Assignments for week of 3/9=3/13/09

 

Monday:

1. Warm-up – CRCT review
2. Reminder about quiz on terms tomorrow
3. Chart of “Build up To War” – fill in Bull Run/Manassas – explain how people came out to watch with picnic baskets – ended up running away after realized that battle was not “romantic”
4. Assign activity: 
1. Students need to create a time line of battles from pages 266-268 and 5 battles that were fought specifically in Georgia (*remind students to put in the battles in chronological order!!)
2. For each battle, students need to put:  date fought, name of battle, winner, % of loss of life for each side
3. Time line needs to be color coded for each side so that differences can be easily scene
4. Due on Wednesday on 8 ½ X 11 paper

 

5. Read pages 266-276 and answer questions on page 276

 

 

Tuesday:

1. Warm-up – CRCT review
2. Quiz on Civil War terms
3. Watch Ga. Stories – I – program 9 (the Battle of Jonesboro, The Civil War and the Black Soldier, and Andersonville Prison
4. Reminder about time lines being due tomorrow

 

Wednesday:

1. Warm-Up – CRCT review
2. Discuss and turn in time lines – have students discuss some things they noticed when making the time lines – loss of life, wins, where battles took place, etc.
3. Have students write a 1 page diary entry pretending to be either a:  northern soldier, southern soldier, nurse, general for either side,  - one may want to even be a freed slave fighting for either side.  Date needs to be sometime during the 5 year period of the war.   Assignment is due by tomorrow.
4. DEAR with any extra time.

 

 

Thursday:

1. Warm-up – CRCT review
2. Share and turn in diary entries from yesterday
3. Have students come up with military tactics used by generals (discuss why Sherman burned Atlanta – from Atlanta to Savannah? … was this a good tactic/strategy?) – blockade, conscription/draft, blockade runners, ironclads, reconnaissance missions, spies,  even morse code (think about the “firsts” that came about with the war - with a partner have the students pretend to be a general going into battle – either Gettysburg, Antietam, Chickamauga,  or Atlanta.  They need to write out a plan using military strategy to win the battle.  The pair needs to think about where the battle took place, general in charge – side you’re fighting for, loss of life prevention, ways to make the outcome go in your favorJ  Others in the class will read your strategy to see if it would have really worked.

 

Friday:

1. Warm-up – CRCT review
2. Make sure war strategies have been turned in
3. Discuss Emancipation Proclamation – look and read over actual document together as a class and break down into sections.  Did it really  free the slaves.