Tuesday, December 13, 2011

Final Exam Tomorrow

Here is the study guide for the final. Students will leave class with an answer sheet.

Study Guide on Standard SS8H4 and SS8H5
*Use Chapters 7,8,9, and 10 to find answers
*You may work with a partner
1.  What was another name for the Founding Fathers?
2.  Name all six men who are considered to be our Founding Fathers.
3.  What was considered to be the 1st form of a constitution for the new country and when was it passed?
4.  What were the weaknesses of the 1st form of government?
5.  What was held at Independence Hall on May 25, 1787?
6.  What was the only state that did not send a delegate to Independence Hall?
7.  Who were the representatives Georgia sent to Independence Hall?
8.  What are the other names for one house legislature and two house legislature?
9.  What was the Great Compromise?
10.  What was the Three-Fifths Compromise?
11.  Explain the system of checks and balances.
12.  List the branches of government and who heads the branches at the national level and state level.
13.  What are the 1st Ten Amendments officially called?
14.  When did Georgia adopt and change their state constitution to resemble that of the U.S. Constitution?
15.  When was the University of Georgia’s charter written, who wrote it and what did it basically say?
16.  What is so significant about the UGA?
17.  List the three capitals of Georgia from 1733 to 1800.  Why was it moved to the third capital?
18.  What two denominations were dominant in Georgia after the Revolutionary War?
19.  Describe the headright system.
20. Why was the Yazoo Land Fraud so scandalous?  What present day states were apart of the land fraud?
21.  Explain the Land Lottery System.
22.  How did the Cotton Gin and the development of railroads help with Georgia’s growth?
23.  Where were the Cherokee and Creek Indians located in Georgia?  (They are in separate areas)
24.  Who was the leader of the Upper Creek Indians and was very upset over the taking of Indian lands under any circumstances?
25.  Who was able to adapt to both Indian and white societies?  How was he viewed by the Indians?
26.  Sequoyah was responsible for creating something for the Cherokee Indians that enabled them to write.  What was the name and what was published because of Sequoyah’s invention?
27.  Who was John Ross?
28.  Where and when was gold discovered in Georgia?
29.  What was John Marshall’s ruling in Worcester v. Georgia?
30.  Who was Samuel Worcester?
31.  The U.S. Supreme Court’s ruling in Worcester v. Georgia was supposed to help the Cherokee Indians.  What did it say and was it followed?
32.  Who told the Cherokee Indians to relocate or fall under the jurisdiction of Georgia law?  What was his role in government?
33.  What was the Treaty of New Echota?
34.  Describe the Trail of Tears.
35.  How many Native Americans died along the Trail of Tears?  How many did the Federal government say died?

Thursday, December 1, 2011

SS8H5d Notes

SS8H5 The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840.
d. Analyze the events that led to the removal of Creeks and Cherokees; include the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlonega Gold Rush, Worcester v. Georgia, Andrew “I Hate Indians” Jackson, John Marshall, and the Trail of Tears.

Alexander McGillivray:
-leader of the Upper Creeks
-upset over the taking of Indian lands under any circumstances
-led attacks against Backcountry settlers form 1787-1789-known as the Oconee War
-Upper Creek and settler battles led to the federal government’s involvement and resulted in the Treaty of New York
            -Treaty of New York-said that settlers would be removed from Creek lands
                        -this treaty left the settlers in disbelief that the government sided with the Indians-led settlers to take things into their own hands by
                        Building forts and continuing to battle the Indians


William McIntosh:
-chief of the Lower Creeks
-he was fluent in English and was able to live in either Indian or white societies
-he supported Andrew “I hate Indians” Jackson in the Creek War of 1813-14
-he supported the United States and its efforts to obtain Creek lands
-his support of the United States and ability to live in either society led him to be disliked by many Creeks

Sequoyah:
-1770-1840
-Cherokee Indian best known for creating the Cherokee syllabary (a syllabary represented syllables in spoken Cherokee)
-Cherokee syllabary contained eighty-four to eighty-six characters
-the only member of an illiterate group in human history to have single-handedly devised a successful system of writing
-the syllabary led to the Cherokee peoples learning to read and to the founding of their own newspaper the Cherokee Phoenix

John Ross-
-1790-1866
-principal chief of the Cherokee Nation
-prominent store and plantation owner
-led the Cherokee through its “civilizing,” the Trail of Tears, and the post-relocation years
-truly believed that Cherokee rights would be upheld
-the fraudulent Treaty of New Echota, gold in Dahlonega, the Indian Removal Act, and the Georgia land lottery all led to the removal of the Cherokee from Georgia while Ross was Chief
-fought removal until 1838




Dahlonega Gold Rush:
- gold was discovered here in 1828-29
-the name Dahlonega comes from a Cherokee word that refers to the yellow color of gold
-county seat of Lumpkin County
-originally part of the Cherokee Nation
-the land her was sold through the land lottery system- forty-acre “gold districts” sold for $10
-the discovery of gold here was one of the major reasons for the removal of the Cherokee

Worcester v. Georgia:
-1832
-Supreme Court case involving Samuel Worcester and the state of Georgia
-Worcester was a Christian missionary who lived among the Cherokee in Georgia
            -Worcester often gave political and legal advice to the Cherokees
-Georgia passed a law that made it illegal for any “white persons” to live amongst the Cherokee Nation without permission from the state
            -Worcester was arrested three times
            -he was later sentenced to four years of hard labor
-Worcester, backed by the Cherokee Nation, appealed to the Supreme Court
-the Supreme Court ruled in favor of Worcester and the Cherokee Nation, saying that the Georgia law was not valid within the Cherokee Nation
-despite the court’s decision, Georgia and Andrew “I Hate Indians” Jackson refuse to enforce the court’s ruling and continued to pursue Indian removal 

Andrew “I Hate Indians” Jackson:
-1767-1845
-United States President from 1829-1837
-defeated the British at the battle of New Orleans
-won the battle of Horseshoe Bend – which led to the removal of the Creeks from southern Georgia and eastern Alabama
-refused to enforce Worcester v. Georgia
-told the Cherokees to relocate or fall under the jurisdiction of Georgia law

John Marshall:
-Supreme Court Chief Justice
-presided over Cherokee Nation v. Georgia and Worcester v. Georgia
-ruled in Worcester v. Georgia that the Cherokee Nation was a distinct nation with its own laws, and that Georgia law was not valid within it

Trail of Tears:
-1838-1839
-the removal of the Cherokee Indians from the Southeast
-brought about by the Treaty of New Echota – which was written by the “Treaty Party,” a group consisting of Major Ridge, John Ridge, and Elias Boudinot, that did not officially represent the Cherokee Nation
-Cherokee men, women, and children were marched form locations throughout the Southeast to Oklahoma
-to prevent their return, federal troops burned the Cherokee’s homes and crops
-The Cherokee suffered from a lack of food, water, and shelter along the “trail”
-4,000-5,000 estimated deaths along the “trail where they cried”
           

Monday, November 7, 2011

Standard for New Unit 11-7-11

SS8H4 The student will describe the impact of events that led to the ratification of
the United States Constitution and the Bill of Rights.
a. Analyze the strengths and weaknesses of both the Georgia Constitution of 1777 and the Articles of Confederation and explain how weaknesses in the Articles of Confederation led to a need to revise the Articles.
b. 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.

Monday, October 31, 2011

Tuesday, October 25, 2011

Monday, October 24, 2011

10-24-11

Assignments:
-w/u
-Ch. 7 vocabulary
-Ch. 7 Q sheet

Homework:
-finish ch. 7 vocabulary
-15/15 study of vocabulary words (15/15 = 15 minutes of studying on the way home and 15 minutes before you go to bed.) - Do this every day!!! 15/15 is a suggestion, adjust method to meet your study needs.

Word Wall Quiz 10/28

Friday, October 21, 2011

Thursday, October 20, 2011

10-18 through 10-20

10-18
-wu
-Ch. 6 Section 3 Q's 2-4

10-19
-wu
-Ch. 6 Review Q's 1-9

10-20
-wu
-Britain Tightens Control brochures

Monday, October 17, 2011

10-17-11

Assignments:
-Ch. 5 and 6 Word Wall Quizzes
-Check Ch. 6 Sec. 3 Answers
-Begin Colonial Brochure

Thursday, September 29, 2011

First Nine Weeks Study Guide

Standard SS8H2 Test (Unit 2)


1.  Hernando de Soto was responsible for bringing disease to the Native Americans.  What happened to the Native Americans?

2.  Columbus’s explorations benefited Spain in which of the following ways?

3.  Who founded a colony that was created for the Quakers for their beliefs?

4.  Which region had the most slaves?

5.  What do you call a person who came to America and then paid back their debts by working as a servant for 5-7 years?

6.  Which of the following was not a location of the Triangular Trade?

7. Spanish explorers transmitted all of the following diseases with Native Americans EXCEPT

8. _________________ was the first European to come to Georgia.

9. One of the main purposes of the Spanish missions in Georgia was to keep the _________ out.

10. The French came to the “New World” to find ___________________.
11.
12. Spanish ownership of __________________ was a key motivator for the founding of _____________.

13. ____________ were responsible for killing more Indians than __________________.

14. One impact of Spanish missions along the coast of Georgia was that

15. Spanish explorers were known as _____________.

16. ___________________ was/were NOT an impact of de Soto’s explorations in Georgia.

17.  What was the name of the treaty that Oglethorpe and the Creek Indians signed?
   
18.  What was the name of the Spanish mission located on one of Georgia’s barrier islands?

19.  Who was responsible for the Methodist movement?

20.  The Georgia colonists arrived to their new colony in _________________________ on the ship ____________.

21.  What were the purposes for the new colony of Georgia?

22.  Who argued for prison reform in England and founded the colony of Georgia?

23.  List all of the major rules for the new colony of Georgia.
    
24.  List the reasons the British wanted to colonize in the New World?

25.  _________________________________ was a successful battle, won by British Georgia, in 1742 that lasted an hour and was led by James Oglethorpe.
  
26.  Why were colonists required to plant mulberry trees?

27.  Who was the first royal governor of Georgia?

28.  What Indians were led by Tomochichi?

29.  Oglethorpe selected a place seventeen miles from the mouth of the Savannah River called:

30. What/why was  Georgia settled in order to provide?

31.  _______________ is an economic theory in which government controls trade and attempts to transfer wealth from colonies to the parent country.

32.  ____________________ worked as translators for the original Georgia settlers.

33.  What was the name of the nobleman from Scotland who, along with two partners, wanted to create a colony to be called the “Margravate of Azilia?”

34.  Who granted Georgia’s charter in 1732? Who was the Georgia named after?
35.  What did Georgia’s charter of 1732 did not outlaw?

36.  List the Southern colonies cash crops?

37.  _________________________ is a person who sold his/her labor to a person in return for passage to the New World.

38.  Which term best describes the kind of people Oglethorpe and his associates wanted to bring to Georgia:

39.  Which group of people was NOT among the earliest Georgia settlers?

40.  What eliminated the Spanish threat in Florida?

41.  Tomochichi allowed James Oglethorpe to settle on a bluff overlooking which river?

42.  Why did James Oglethorpe suggest forming a colony for the poor?

43.  Georgia’s first settlement was made near what present-day city?

44.  Where were the first Georgia settlements were located?

45.  List the New England colonies?

46.  List the Middle Colonies

47.  List the  Southern Colonies

48.  The Huguenots wanted to escape religious persecution from which country?

49.  Santa Catalina de Guale was located off the coast of _____________________.

50.  Name the greatest threat to the Georgia colony.

Thursday, September 22, 2011

9-19-2011 - 9-23-2011

9-19
Assignments:
-w/u 65-66
-Ch. 3 Word Wall words

9-20
Assignments:
-w/u 67-68
-Critical Reading in Social Studies

9-21
Assignments:
-w/u 69-70
-Guided Reading Ch. 3 Sec. 1

9-22
Assignments:
-w/u 74-75
-Ch. 3 Sec. 1 Assessment Q's 2-4
-Ch. 3 Sec 3 Assessment Q's 2-4

9-23 Word Wall Quiz

Thursday, September 15, 2011

Study Guide For Test 1 On Friday the 16th

The following is a “study guide.” This is not the test. Things will be on the study guide that are not on the test, and things will be on the test that are not on the study guide. The best study guide is the notes that you took in class, and have been studying each day. You have the standards that you are expected to master in your binders. Any question related to those standards should be expected to be on the test.

SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.

a. Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact.

  1. Know the time periods that each one of these cultures existed.
  2. Know all of the details on your chart, the one you have been working on after note taking.
  3.  What was the main factor affecting the lives of all Indian groups above?
  4. How did the factor from #3 affect lifestyle, housing, tools, weapons, etc.
  5. Know all chapter 2 vocabulary.


SS8G1 The student will describe Georgia with regard to physical features and location.

a. Locate Georgia in relation to region, nation, continent, and hemispheres.

1. Given any map, locate Georgia.
2. Know the definitions of, and how to use, all geography terms from your notes, such as latitude, longitude, and prime meridian.


b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and Ridge, Appalachian Plateau, Piedmont, and Coastal Plain.

1. Know the five regions of Georgia.
2. Know the characteristics of each region.
3. Be able to locate each region on a map.
4. Know all chapter 1 vocabulary.

c. Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and barrier islands.

1. Be able to locate each of these physical features on a map.
2. Know how each region and physical feature contributes to the state.


d. Evaluate the impact of climate on Georgia’s development.

  1. Be able to define both and know the differences.

Updates

9-12-11
-w/u 57-58
-Word Wall Quiz
-Notes

9-13-11
-w/u 59-60
-Prehistoric Indian Cultures Grid
-Notes

9-14-11
-w/u 61-62
-"Who Am I" Prehistoric Indian w/s
-Notes

9-15-11
-w/u 63-64
-Finish "Who Am I" Prehistoric Indian w/s
-Unit 1 Study Guide
-Notes handout

9-16-11
Unit Test

Friday, September 9, 2011

Test and Quiz

9-12-11, Monday, Students will have a "Word Wall" quiz

9-14-11, Wednesday, Students will have a unit test covering geography and early inhabitants

9-8-11 and 9-9-11

9-8-11
Assignments:
-w/u 53-54
-Indian Notes (posted earlier if you were out)
-Study Check 5 (absent students are exempt)
-Indian Matrix (use notes to fill in the matrix)

9-9-11
-w/u 55-56
-"Georgia Stories 102" - Archeology and Native Americans
-Building Vocabulary (BV) w/s - chapter 2

Wednesday, September 7, 2011

9-6-11 and 9-7-11

9-6-11
-w/u # 34 -35
-Native American notes
-Native American matrix (to be completed day-by-day, in order to show how NA cultures evolved)

9-7-11
-w/u # 36-37
-"study check"
-Native American notes
-Native American matrix

Native American Notes

SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.
a. Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact.

Paleo Indians
-10,000-8,000 B.C. (paleolithic period)
-“Paleo” = very old
-Tools, knives, scrapers, and spear points made during this era were all made of stone
o       pre-historic cultures are often classified by the materials that they used
§         Paleolithic age = old stone age
-Major technological contribution- the atlatl
o       The atlatl allowed hunters to throw spears or darts much more accurately and from greater distances than when thrown by hand.
o       How might an invention like this be beneficial to a hunter?
-Paleo Indians were nomadic
                        -“Why were these people nomadic?
                                    -Paleo Indians hunted large game animals that roamed in herds
                                                - animals such as the bison, mammoths, ground sloths, and mastodons
                                                            -one interesting hunting technique was when the Indians would chase large game
 animals over cliffs in order to kill them
-Paleo Indians lived in groups of twenty-five to fifty people
            -Nomads did not leave behind many artifacts
                        -Paleo Indian artifacts have been uncovered in the following Georgia locations Savannah River area, in the Ocmulgee River area, and the
 Flint River at Albany.

Archaic Indians
            -“archaic” = old
            -The Archaic period is split into three distinct time spans: early, middle, and late
            -Early Archaic Period
                        -8,000 B.C. – 5,000 B.C.
            -Still hunted large game animals
                        -these animals slowly became extinct because of over hunting or climate change
            -Early Archaic Indians began hunting smaller game such as deer, bear, turkey, and rabbit.
                        -began using smaller spears – Why?
                                    -also began eating reptiles, game birds, and fish
            -major technological contributions
                        -choppers, drills, and chipping tools made from deer antlers – Why deer antlers?
***Economics Alert*** -many stone artifacts found in Georgia are made from rock not often found in Georgia, so the early Archaic Indians must have
engaged in trade with other Indian groups
            -early Archaic Indians moved with the season
                        -during the fall they lived where berries, nuts, and fruits were available
                        -during the summer they located places that were good for fishing
                        -Why did the early Archaic Indians move with each new season?

            -Middle Archaic Period
                        -5,000 B.C. – 4,000 B.C.
            -Georgia became warm and dry
            -water levels along rivers and coastal areas receded
            -began to eat shellfish, such as mussels and clams
            -Major technological contributions
                        -the weighted spear- spears were weighted in the middle with polished stones, allowing them to be thrown greater distances
                                    -this made food easier to get, leading the middle Archaic Indians to not have to move around as often as before
                        -there is also evidence that several small groups came together to form camps

            -Late Archaic Period
                        -4,000 B.C. – 1,000 B.C.
            -Major technological contributions
                        -the grooved axe- a stone axe head on a wooden handle
                                    - the grooved axe was used for clearing trees and brushes around the camp
                        -horticulture – the science of cultivating plants and trees
                                    -What do the grooved axe and horticulture lead you to believe about the Indians of the late Archaic Period?
                        -burial grounds, fire hearths, pipes, axes, shell beads, bone pins and needles, and bone hooks
                        -***Most Significant*** clay pottery- pottery was used for storing, cooking and serving food
                                    -How would pottery, and its ability to store food, possibly lead Indians to change their nomadic lifestyle?
                        -used a grinding stone to grind nuts into a type of flour
                        -nutting stone- used to hammer nuts to get the meat and oil from them
-around 2,500 B. C., the climate of Georgia became cooler and wetter, much like it is today
            -water filled lakes, rivers, and streams
                        -these bodies of water provided shellfish (mussels and clams), the main food source for the late Archaic Indians
            -it is believed that late Archaic Indians lived in more permanent settlements due to the following artifacts being found at archaeological dig sites 
                        - burial grounds, fire hearths, pipes, axes, shell beads, bone pins and needles, and bone hooks

Woodland Indians
            -1,000 B.C-1,000 A.D.
            -first Indians to band together and form tribes
            -major technological contributions-
-these tribes lived in villages and built huts and houses
                                    -used trees and bark to build homes- they stuck trees into the ground, bent them forward at the top and tied them together
                                                -sticks are then woven in and out of the trees to form walls
                                                            -often covered their huts with bark or cane mats
                                                                        -holes were left in the tops of their homes to allow smoke to escape
                                                                                    -slept on fiber mats
-bow and arrow
                                    -arrow points were made out of stone, shark teeth, or deer antlers
                        -learned to make pottery last longer
                                    -found clay along river banks and mixed it with sand
                                                -rolled the mixture into strips and laid them on top of each other into the shape that they wanted
                                                            -they made the clay smooth with rocks and water
                                                                        -after the pottery dried in the sun, it was baked in a high temperature fire until it was hard enough to cook
                                                                        with
-Food
                        -the bow and arrow made hunting easier
                        -fishing, hunting, and gathering nuts and berries remained important ways of getting food
                        -also GREW squash, wild greens, and sunflowers
            -Religion
                        -elaborate religious ceremonies were introduced during this time
                        -cone-shaped burial mounds were built by the Woodland Indians

Mississippian Indians – a.k.a. “The Temple Mound” period
            -700 A.D. – to European contact
            -highest prehistoric civilization in Georgia
            -the name “Mississippian” comes from the first artifacts of this era being excavated along the Mississippi river
            -lived in villages, farmed, and were very religious
-grew most of their food
            -maize (corn), beans, pumpkins, and squash
            -planted tobacco for use in ceremonies
-Major technological contributions
            -used crop rotation- to preserve soil fertility
            -used bone hoes and digging sticks
-began to dress and fix their hair differently
            -tattooed their bodies
-villages grew to include several thousand families
-built centers for religious ceremonies
            -also served as a home for the priest-chief – the head of the village
-villages were protected by moats and palisades (wooden fences)
            -guard towers were located one-hundred feet apart
-the Mississippian culture began to disappear around 1600 A.D.
            -no one knows why
                        -migration and disease are possibilities

Monday, August 29, 2011

Unit 1 Notes


Sources:
New Georgia Encyclopedia
Georgia In The American Experience
Georgia The History of an American State
Unit 1 Geography of Georgia

SS8G1   The student will describe Georgia with regard to physical features and location.
a.  Locate Georgia in relation to region, nation, continent, and hemisphere.

Reading a map
-all maps should have four key features
1.  A title
2.  a compass rose
3.  scale
4. and legend (key)

Location
-two types of location
1.  relative location—describes where a place is located compared with other places
2.  absolute location—identifies a precise position on Earth’s surface.

Map reading
-hemispheres—the two halves of a sphere (Earth)
--latitude (parallels)—lines that run east to west on a globe and measure north and south (remember horizontal rungs of a ladder “ladder-tude”)
-longitude (meridians)-lines that run north and south on a globe and measure east and west
-equator- the 0˚˚ latitude line that goes around the globe exactly halfway between the north and south poles.
-prime meridian—line running from the north pole through England and South Africa to the South Pole, located at 0˚ longitude.

Continents
-North America, South America, Antarctica, Asia, Africa, Europe and Australia
-Georgia is located on the North American continent

Nations
-Georgia is part of the Unites States of America

Regions
-region—an area on Earth’s surface that is defined by certain unifying characteristics, such as cultural, human, physical, government, a common language, climate, situation and physical landforms.
            -the basic unit of study in Geography
-Georgia is located in the southern region of the United States
-Georgia’s location within the south is the southeast
-within the southeast Georgia is bordered by five states, Alabama, Tennessee, North Carolina, South Carolina and Florida.

Georgia’s Five Geographic Regions

b.  Describe the five geographic regions of Georgia:  include the Blue Ridge Mountains, Ridge and Valley, Appalachian Plateau, Piedmont and Coastal Plain.

Georgia consists of five (5) major physiographic regions:  1. Appalachian Plateau, 2. Ridge and Valley, 3.  Blue Ridge Region, 4. Piedmont Plateau, 5. Coastal Plain
                        -these natural divisions differ in both area and their land base, such as limestone, clay, shale or marsh

1.  The Appalachian Plateau Region
            -smallest physiographic area
            -a.k.a. the “TAG Corner”—the Tennessee Alabama Georgia Corner
            -a.k.a. the Cumberland Plateau
            -dominated by Lookout and Sand Mountains
            -consists of a mixture of soils—limestone, shale and sandstone
            -poor farming due to sandy soil
            -this area is good for growing hardwoods and for its pastures
            -elevation of up to 2, 000 feet.
            -location of the Chickamauga and Chattanooga National Military Parks and Cloudland Canyon

2. The Ridge and Valley Region
            -lies between the Blue Ridge Mountains and the Appalachian Plateau
            -elevation ranges from 700-1,600 feet
            -soil is a mixture of shale and limestone on the ridges and limestone and clay in the valleys
            -forests, pastures (beef cattle), and fertile farmlands (fruits grains and vegetables)
            -region runs from Polk and Bartow counties northward to Chattanooga     
            -known for apples in Ellijay and Carpets in Dalton—the “carpet capital of the world”

3.  The Blue Ridge Region
            -located in the northeastern part of Georgia
            -homes of the highest and largest group of mountains in Georgia
            -this region is extremely important to Georgia, the mountains are the first barrier to warm, moist air rising from the Gulf of Mexico
                        -when that warm air hits the mountains, it cools and causes precipitation (rain)
                                    -Eighty inches of rain per year in this region.

                        -soil is a blend of sandy loam (clay, sand, and organic matter)-erodes easily
            -Appalachian trail begins here
            -this region is good for hard-wood forests, vegetables, and apples
            -notable places—Tallulah Gorge in Raburn County, Helen in White County, Amicalola Falls and Dahlonega (the first gold rush in the United States, 1828)

--Location of Georgia’s highest point, Brasstown Bald (4,784 ft elevation), in Townes County.

***All of Georgia’s 3 northern regions contain parts of the Appalachian Mountain chain,

4.  The Piedmont Plateau
            -piedmont=foot of the mountain
            -known as the “heartland” of the state
            -home to about one half of the states population
-well drained soils, loam and red clay
            -good for hardwood timber, pine, and agriculture 9soybeans, corn, poultry, and cattle)
            -known as the cotton belt during the antebellum, civil war, and post-war periods
            -this area is highly industrialized
            -home to Georgia’s largest cities—Atlanta (the capital), Athens, Madison, and Milledgeville
            -Stone Mountain is located here

5.  The Coastal Plain
            -takes up three fifths of the states land area
            -consists of two parts—The Inner Coastal and the Outer Coastal Plain
           
--Inner Coastal Plain
                        -Mild Climate
                        -Good supply of ground water
                        -the major agricultural region of the state
                        -Vidalia onions (a sweet onion) grow here
                        -the Dougherty Plain……the western corner of the state, is known for peanuts, corn and pecan trees.

            --Outer Coastal Plain
                        -Does not have drained soil
                        -Known for its naval stores and pulp production
                        -Flat and swampy along the coastline
                        -home to the 681-square-mile Okefenokee Swamp

c. Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and barrier islands.

Key Physical Features

-the Fall Line-geological boundary between the Piedmont and the Coastal Plain
            -twenty miles wide, running from Columbus to Augusta.
            -called the fall line because of all of the waterfalls located along the rivers
            -the cities of Columbus, Macon, Milledgeville, and Augusta were located along the fall lines of the Chattahoochee, Ocmulgee, Oconee, and Savannah Rivers
            -These cities are located at the upstream limit of navigation, ships could not go any further north
            -cargo was transferred from ships and barges to trains and wagons
            -early settlers, and Indians, found the Fall Line to be a barrier
            -the water falls have served as great way to generate power

Okefenokee Swamp—“land of trembling earth”
            -freshwater wetland—a low-lying area that holds water
            -wildlife refuge—four hundred vertebrates, two hundred types of birds, and over sixty plus reptiles
            -largest swamp in North America
            -received federal wildlife refuge status in 1937 from Franklin D. Roosevelt

-Appalachian Mountains
            -the southernmost part of the Appalachian Mountain chain is the Blue Ridge Mountain Chain
            -extends one hundred miles into Georgia
            -Brasstown Bald
            -80 inches of rain per year—a major benefit to Georgia, i.e. drinking water
            -Known for tourism
                        -Outdoor activities
            -the crest of the Blue Ridge Mountains forms the Continental Divide
                        -determines the direction in which rivers flow
                                    -rivers west of the divide empty into the Gulf of Mexico and those east of the divide flow into the Atlantic
            -location of Georgia’s only major coal deposits.

-Chattahoochee River
            -Flows from the Blue Ridge Mountains west towards the Alabama state line
                        --flows over the fall line
            -steamboats running from the Gulf of Mexico to Columbus, a journey that took several months, quickly led to Columbus becoming a center for the thriving cotton market.
            -a fast moving creek northeast of Atlanta that powered many sawmills and gristmills
            -today, many dams are located along the river and serve to control floods and generate electricity
            -valued more today as source of drinking water than for transportation purposes.
            --Atlanta depends heavily on this river for its water supply

--Savannah River
            -serves as the natural boundary between Georgia and South Carolina
            -begins at Lake Hartwell and empties north of the city of Savannah into the Atlantic Ocean
            -the river is a shipping channel for the port of Savannah—an extremely busy shipping port
            -the river has many dams located along it that generate hydroelectricity
            -a major source of drinking water for Georgians

-Barrier Islands  aka—the “Island of Gold”
            --fourteen islands along the coast of Georgia
            --the islands protect Georgia’s mainland by blocking wind, sand and water and preventing erosion
            --they also absorb energy from hurricanes and tropical storms and protect Georgia’s coastline
            --Blackbeard Island, Cumberland Island, Jekyll Island, Little St. Simons Island, Ossabaw Island, Sapelo Island, Sea Island, ST. Catherines Island, St. Simons Island, Tybee Island, Wassaw Island


d.  Evaluate the impact of climate on Georgia’s development

-Climate
            -climate-the average weather condition over a long period of time
            -weather-the current atmospheric conditions

-Georgia is in the warm temperate subtropical zone
-climate determines the types of homes, clothing, types of industries, and what crops are grown in an area.
-Georgia has four distinct seasons