Table of Contents
Dear Educators Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Company Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Gallopade’s Proven Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Classroom Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Sample Pages: Student Workbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Sample Pages: Teacher Resource Book . . . . . . . . . . . . . . . . . . . . . . . . .29
Sample Pages: Enrichment Pack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Sample Pages: Blackline Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Sample Pages: Color Overhead Transparencies . . . . . . . . . . . . . . . . . . .35
Sample Pages: Test Prep CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Sample Pages: Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . .38
P. O . B O X 2 7 7 9 , P E A C H T R E E C I T Y, G A 3 0 2 6 9 • T E L ( 8 0 0 ) 5 3 6 - 2 4 3 8 • FA X ( 8 0 0 ) 8 7 1 - 2 9 7 9 • W W W. G A L L O PA D E . C O M PA G E 2
Dear Georgia Educators,
Gallopade International is pleased to offer you the Georgia
Experience, the finest curriculum program available for grades K-8 that
meets the NEW Georgia Performance Standards for Social Studies. The
curriculum-based products in the program align with the Social Studies Precision
Review that was accepted on August 14, 2008.
Every Georgia Experience product is 100% comprehensive and 100% correlated with the Georgia Performance
Standards and proven to improve test scores by as much as 400%. Every word, every activity, every map skill, and
every assessment was written based on GEORGIA’S standards, to meet the needs of GEORGIA’S teachers and
GEORGIA’S children in each grade, K-8.
Each grade’s comprehensive student workbook provides interactive lessons, including grade-level skill development
and mastery. Each standard is covered, using “small bites” of instruction and reinforcing hands-on activities, skill
practice, and other involvement of the student to make complicated topics interesting and understandable. The
student workbook is supplemented with Teacher Resources, Test Prep CDs, cross-curricular “Rich Curriculum”
enrichment packs and other resources to provide a comprehensive, effective, enriching solution.
This Evaluation Kit provides an overview of each product, giving you an opportunity to preview a sample of the entire
Georgia Experience curriculum program. The program covers exactly what Georgia students are required to know in
order to pass the CRCT and its design is unique and effective, helping your students to both truly understand the
material and enjoy learning.
Gallopade International, a Georgia business and proud Partner in Education, has been in business for 30 years and is
dedicated to creating products and tools that help educators like you achieve academic success! Founder and CEO
Carole Marsh is passionate about supporting Georgia educators and students, and we are confident the Georgia
Experience program will exceed your expectations!
Sincerely,
The Gallopade Team
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Gallopade International, Inc. Company Profile
• Founded in 1979 by Georgia native, Carole Marsh.
• Woman-owned and family-operated business located in Peachtree City, GA.
• Publisher of over 15,000 educational products, including over 200 items about Georgia.
• Products include books, maps, software, decoratives, games, and more.
• Creator and publisher of the highly successful Virginia ExperienceTM, Illinois ExperienceTM, Louisiana
ExperienceTM, and Ohio ExperienceTM curriculum programs, which have achieved test score increases over 400%.
• Named Publisher’s Weekly fastest growing small publisher in 2000.
• Recipient of the NSSEA Advance America Award in 2002.
• Winner of the Teacher’s ChoiceTM Award in 2002 for state series, available for all 50 states.
• Winner of the 2003 National School Supply and Equipment Association’s Excellence in Education Award.
• Winner of the Teacher’s ChoiceTM Award for the Family in 2004, Carole Marsh MysteriesTM series.
• Carole Marsh named Georgia Author of the Year for mid-level readers in 2007.
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Documented Results from Gallopade’s similar
Experience programs for other states:
Increased Test Scores Over 400%!
15% to 61% Wise County school
27% to 75% Culpeper County school
18% to 51% Page County school
35% to 71% Gloucester County school
64% to 82% Clymore Elementary 3rd grade
84% to 90% Clymore Elementary 5th grade
“The ‘Virginia Experience’ materials published by Gallopade International are very well aligned with the Virginia
Standards of Learning. Having access to workbooks and resource books as well as colorful ancillary materials that give
complete focus to the Standards of Learning provides Virginia teachers with a wonderful instructional resource.
Valuable teacher time does not have to be wasted doing a correlation of the Standards of Learning to the materials.
The direct format and instructional style of the materials make the correlation obvious. In addition to being
appropriate for regular classroom instructional use, the materials easily lend themselves to remediation instruction,
tutorial support, catch-up instruction for transfer students, and instruction/review by parents.”—Joan Spence, K-12
Education Consultant, Retired Virginia Department of Education. (This is a personal endorsement; the Virginia
Department of Education does not provide endorsements.)
“4th grade book = success! Very, very beneficial—word of mouth is getting hot on it. You guys have done a great job
of providing us with the resources that we need to be successful.”—David Wymer, former Social Studies Curriculum
Coordinator Standards of Learning Committee Member for the Virginia Department of Education.
“16 out of 20 cases said that the VA EXP was the lifesaver for the test. Informally surveyed teachers and students—as a
result of the VA EXP they felt the test was fair and they were well prepared. No material anywhere in their school had
anything about the 7 regions for the US except our material—THANK YOU. Put the right materials in the right
peoples hands and you’ll see results. We’ll be using VA EXP across the boards. The 4th/5th workbook is dead on.”
—Charlie Wymer, Principal Clymore Elementary
“During the last two years I have used the CD-ROM test prep from Gallopade. Last year ALL my students passed the
test, and nearly 70% passed with advanced proficiency! I credit a great deal of their success with this program!”
—Mr. Kelly Wilmore, Social Studies Coordinator Roanoke City Schools
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4th Grade
New edition updated
for August 2008 Georgia
Performance Standards revisions.
Order Now!
Fully Aligned with the
Georgia Performance Standards
CRCT Resources
160-page
Workbook!
$15.99 ea. ($14.99 when you order classroom sets)
Using “The GEORGIA EXPERIENCE ™” for Fourth Grade, students
learn about United States history, geography, civics, and
economics through 1860. “Small bites” of instruction and
reinforcing hands-on activities, skill practice, and other
involvement of the student make these topics interesting
and understandable.
HISTORICAL UNDERSTANDINGS
• Native American cultural development in North America: settlements—Arctic,
Northwest, Plateau, Plains, Southwest, & South Eastern Woodland; Using the
environment for food, clothing, & shelter
• European exploration in North America: Obstacles & accomplishments of the
Spanish, French, Portuguese, & English explorations: Cabot, Balboa, Ponce de
Leon, Columbus, Cabral, Champlain, Hudson, Cartier, & Magellan;
Cooperation & conflict between Europeans & Native Americans
• Factors that shaped British Colonial America: Compare & contrast life in the
New England, Mid-Atlantic, & Southern colonies; Colonial life in America–
landowners, farmers, artisans, women, indentured servants, slaves, & Native
Americans
$9.99 ea.
Lexington & Concord, Saratoga, Valley Forge, & Yorktown, & Treaty of Paris 1783;
King George III, Lord North, Cornwallis, George Washington, Benjamin Franklin,
Thomas Jefferson, Benedict Arnold, Lafayette, Patrick Henry, John Adams,
Samuel Adams
• Challenges faced by the new nation: Article of Confederation; Constitutional
Convention—James Madison, Benjamin Franklin, rights of states, Great
compromise, slavery; US Constitution—three branches of government, checks
& balances & separation of power; Bill of Rights; War of 1812—burning of
Capitol & the White House, Battle of New Orleans
• Westward expansion of America 1801–1861: Louisiana Purchase, the Lewis &
Clark expedition, & the acquisitions of Texas, Oregon & California; Impact of
steamboat, steam locomotive, & the telegraph; Impact on Native Americans
• Abolitionist & suffrage movements: Harriet Tubman, Elizabeth Cady Stanton,
& Sojourner Truth
GEOGRAPHIC UNDERSTANDINGS
• Physical systems affect human systems: Early explorers adaptation; Native
American occupation—permanent villages or not; Physical geography of New
England, Mid-Atlantic, & Southern colonies, how the British & American used
this geography for their battle benefit; Physical barriers & physical gateways
that benefited territorial expansion—1801–1861
• Causes, events, & results of the American Revolution: French & Indian War, 1765
Stamp Act, “no taxation with representation”, Sons of Liberty & Boston Tea Party; CIVIC/GOVERNMENT UNDERSTANDINGS
• Declaration of Independence, The preamble—“We the people”, Federal system
Declaration of Independence; American victory, British defeat—Battles of
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You g et all of this w i t h t he C l as s ro o m S e t !
Includes
all answers!
$24.99 ea.
$14.99 ea.
$29.99 ea.
$29.99 ea.
$99.00 Single CD
$299.00 Lab Pack
$399.00 Site License
$19.99 ea.
$7.99 ea.
$7.99 ea.
of government
• Bill of Rights—freedom of speech, press, assembly & petition
• Functions of government: Making & enforcing laws; Managing conflicts & protecting
rights; Defense of the nation; Limiting the power of people in authority; Fiscal
responsibility
• Importance for Americans to share democratic beliefs & principles—personal & civic:
Respecting the rights of others, promoting the common good; Obeying laws/rules;
Participate in public life—staying informed, voting, volunteering, communicating
with public officials
• Positive character traits—honesty, patriotism, courage, trustworthiness
ECONOMIC UNDERSTANDINGS
• Basic economic concepts: Opportunity costs—decisions to explore the North &
South America; Price incentives—colonial decisions regarding: crops to grow &
products to produce; Specialization—specific economies in the New England, MidAtlantic, & the Southern colonies; Voluntary exchange—prehistoric & colonial trade
in North America; Trade—promotes economic activity (Between the colonies &
England); Productivity—technological advancement & impact on business during
development of United States (the steamboat, the steam locomotive, & the
telegraph)
• Personal budget—spending and saving
...AND MORE!
Classroom Set . . . . . . . . $694.62
SP-GA4CS
Save $30 on Student Workbooks with this set!
Includes: 30 Student Workbooks, 1 Teacher's Edition, 1 Teacher's Guide, 1 Set
Blackline Masters, 1 Set Color Overhead Transparencies, 1 “Rich Curriculum”
Enrichment Pack, 1 Georgia Reference Guide, 1 20 Ways to Teach Georgia
Standards with Pizzazz, 1 Georgia Poster Map, and 1 Test Prep CD
Classroom Carton . . . . . . . . . . $449.70
SP-GA4CC
Save $30 on Student Workbooks with this set!
Includes: 30 Student Workbooks
Teacher Set . . . . . . . . . . . . . . . . $260.91
SP-GA4TS
Includes: 1 Student Workbook, 1 Teacher’s Edition, 1 Teacher’s Guide, 1 Set
Blackline Masters, 1 Set Color Overhead Transparencies, 1 “Rich Curriculum”
Enrichment Pack, 1 Georgia Reference Guide, 1 20 Ways to Teach Georgia
Standards with Pizzazz, 1 Georgia Poster Map, and 1 Test Prep CD
GPS Test Prep Software
GACTP4 Single CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$99.00
SP-GACTPLAB4 Lab Pack CD (5 CDs) . . . . . . . . . . . . . . . .$299.00
SP-GACTPSIT4 Site License . . . . . . . . . . . . . . . . . . . . . . . . .$399.00
Includes: More than 400 test prep questions to help students score high on
the GPS test for social studies. Runs on Windows & Macintosh.
(Prices Subject to Change)
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4 STUDENT WORKBOOK
PLEASE NOTE THE FOLLOWING:
• These are selected pages
• The actual size is 8.5” x 11”
• The complete package is 160 pages
Evaluation
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4 STUDENT WORKBOOK
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• These are selected pages
• The actual size is 8.5” x 11”
• The complete package is 160 pages
Evaluation
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4 STUDENT WORKBOOK
PLEASE NOTE THE FOLLOWING:
• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
Sample
Evaluation sample of
student workbook.
Shown page-by-page.
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 10
4 STUDENT WORKBOOK
PLEASE NOTE THE FOLLOWING:
• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
Sample
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4 STUDENT WORKBOOK
PLEASE NOTE THE FOLLOWING:
• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
Sample
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4 STUDENT WORKBOOK
PLEASE NOTE THE FOLLOWING:
• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
Sample
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4 STUDENT WORKBOOK
PLEASE NOTE THE FOLLOWING:
• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
Sample
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4 STUDENT WORKBOOK
PLEASE NOTE THE FOLLOWING:
• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
Sample
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4 STUDENT WORKBOOK
PLEASE NOTE THE FOLLOWING:
• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
Sample
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4 STUDENT WORKBOOK
PLEASE NOTE THE FOLLOWING:
• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
Sample
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4 STUDENT WORKBOOK
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• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
Sample
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4 STUDENT WORKBOOK
PLEASE NOTE THE FOLLOWING:
• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
Sample
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4 STUDENT WORKBOOK
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• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
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4 STUDENT WORKBOOK
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• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
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4 STUDENT WORKBOOK
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• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
Sample
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4 STUDENT WORKBOOK
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• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
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4 STUDENT WORKBOOK
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• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
Sample
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4 STUDENT WORKBOOK
PLEASE NOTE THE FOLLOWING:
• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
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4 STUDENT WORKBOOK
PLEASE NOTE THE FOLLOWING:
• The actual size is 8.5” x 11”
• The complete book is 160 pages
Evaluation
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4 STUDENT WORKBOOK
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• The actual size is 8.5” x 11”
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Evaluation
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Evaluation samples of
teacher resources begin
on the following page.
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4 TEACHER RESOURCE
PLEASE NOTE THE FOLLOWING:
• These are selected pages
• The actual size is 8.5” x 11”
• The complete package is 24 pages
Native Americans
Once Ruled!
As early as 1000 A.D. Cherokee
Indians, who lived in hillside
dwellings, came to Georgia from
the north. Creek Indians, who
often lived beside streams,
moved in from the southwest,
conquering the Mound Builders
they encountered.
The Indians in Georgia found
bountiful natural resources!
Forests cover more than twothirds of the state’s land area,
forming the foundation for
Georgia’s successful lumber
industry today.
Evaluation
Sample
History
American Indians and the Environment
Discuss how geography and climate affected how the American
Indians met their basic needs such as food, clothing, and shelter.
Survival is a powerful force! The Indians used everything around
them to make it through each day!
Indians tribes got their food by fishing, hunting, farming, or
gathering wild plants. What they ate depended on what they could
find in the world around them. They lived in homes made from
timber, stones, mud, plants, animal hides, and even ice! Their
clothing was usually made from animal hides, plant materials, and
fur.
What About You?
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Georgia’s many rivers provided
water, food, and transportation
for the Indians. Rivers include
the Savannah, Ogeechee,
Ocmulgee, Oconee, Altamaha,
Chattooga, Suwanee, St. Marys,
Chattahoochee, Flint, Etowah,
Satilla, Tugaloo, and Seneca.
(Did you notice how many
Georgia rivers have Indian
names?)
Lakes and springs include Lake
Allatoona, Lake Oconee, Lake
Sinclair, Lake Lanier, Lithia
Springs, Cave Spring, Jay Bird
Springs, and Warm Springs. The
bubbling waters of Georgia’s
many springs have long been
thought to have healing powers!
Turn the tables on your students. Have them think about where
they live, and answer these questions:
G What could you find to eat in your environment if
you didn’t have grocery stores?
G What could you use as clothing?
G What could you use to make a shelter?
The buffalo is a great example of how the Great Plains Indians
used their environment efficiently. Have students research the
buffalo’s importance to the Indians. All they have to do is make a list
of buffalo products from these buffalo parts:
G Meat
G Bones
G Hide
G Internal Parts
G Horns
G Hair
They’ll probably never look at
a cow the same way again!
Correlates with SS4H1b
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 4
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 4
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History and Civics / Government
Writing Tips for
GA Students
History and Geography
• Think about your audience.
What interests them?
The California Gold Rush
The Declaration of Independence was a bold step for the 13
colonies to take. Many Americans still thought of themselves as
Englishmen, but wanted to rule themselves.
• Do the opposite of what
everyone might expect! Try a
love poem for cockroaches!
The California Gold Rush is a
fascinating period in American history!
Here’s how it all began:
The Second Continental Congress formed a committee to write a
formal document declaring independence from Great Britain.
Committee members were from five different colonies. Thomas
Jefferson worked on the Declaration of Independence every night for
17 days! Ask the class what that says about him. What do they think
was going through the minds of the men at the Second Continental
Congress? Could they have had mixed feelings? Do you think some
were concerned about breaking away from Great Britain? Why or
why not?
• Readers are busy people. Try
to be short and sweet. Use
humor, examples, descriptive
words, action verbs, and
illustration.
The Declaration of Independence
Jefferson planned the document carefully.
First, he explained why change was needed.
Second, he listed the colonies’ desires for their
own government. Third, he listed complaints
about the British government. Finally, he stated
that the colonies were independent. Talk to
students about how important it is to organize
your thoughts in a written document.
• Remember: that last
sentence leaves the final
impression with
a reader.
• Communication = Accuracy
+ Brevity + Clarity
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G A famous phrase in the Declaration of Independence
is that “all men are created equal, that they are
endowed by their Creator with certain unalienable
Rights, that among these are Life, Liberty, and the
pursuit of Happiness.” Discuss this phrase with
students, and have them write down the meaning in
their own words.
• Write what you know, and
write with your own “voice”–
don’t try to sound like
everyone else. Then your
writing will sound very special
to your reader.
G Have students create a newspaper advertisement for
the Declaration of Independence. Their goal is to
“sell” it to the colonists so they will support the move
for independence. Urge them to make their ad
informative as well as eye-catching.
In January 1848, a man named
James Marshall was working for a
logging company building a sawmill
near Sacramento. He couldn’t believe
his eyes when he saw something glitter
in the riverbed near the mill. This
shiny stone, half the size of a pea, was gold. “It made my heart
thump,” Marshall later recalled, “for I was certain it was gold.”
Marshall found more and more gold pieces in the river. Once he
bragged to his friends about his discovery, the secret was out. The
news spread to the eastern United States quickly and by 1849, the
Oregon Trail was filled with gold seekers heading west. Other
fortune-seekers were willing to pay a lot of money to travel by ship
down around South America and up to California (this took about
three to four months!).
Gold Rush
Trivia!
G Prospectors had to be
careful that they had real
gold, not “fool’s gold.” A
hard substance known as
iron pyrite glittered like
gold but was not the real
thing. Fool’s gold shattered
when hit with a hammer,
while real gold could be
hammered quite thin.
Fool’s gold was gritty; real
gold was smooth.
G Have you ever heard the
expression, “hitting pay
dirt?” It all started in the
Gold Rush. Pay dirt was
dirt with gold in it. Today,
the expression means to
find something profitable.
G So many people began
looking for gold in the
same areas that miners
began to “stake their
claim.” Some people
hammered a stake in the
ground to mark their
property, while others put
up a sign with their name
on it, or piled up a bunch
or rocks. People eventually
had to register their claims
with the local government.
G Why did gold sink to the
bottom of the miner’s pan?
Gold is actually eight times
heavier than sand and
stones, so it stayed in the
pan when the water and
dirt were carefully poured
out.
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Few of the “forty-niners” ever struck it rich. Miners would pan
for gold from morning until night, and maybe come up with a few
tiny nuggets. Merchants were one group of people that did make a
lot of money in the mining towns. Prices were ridiculous, even by
today’s standards! A pair of boots might go for $100, and a single egg
might cost up to $3!
G Ask students to find the southern tip of South
America on a map or globe. What is its name? Then,
discuss why people would choose such a long sea
journey over a land journey. Talk about the problems
and physical barriers one might encounter during
both types of travel.
Correlates with SS4H6a and SS4G2e
Correlates with SS4H4b and SS4CG1a
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 9
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 15
~ This book is not reproducible. ~
~ This book is not reproducible. ~
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4 TEACHER RESOURCE
Geography
Maps Are Excellent Teaching Tools!
I Like
That Idea…
Here are a few geographyrelated projects:
When students really understand that maps represent an actual
place, then they can begin to appreciate the uses of maps as helpful
everyday tools. Don’t let a day go by that students don’t have to look
up something on a map. Using maps is the only way to learn how to
interpret their meaning and uses.
How did it all begin?
Do a short study on how maps
came about. Who are some
famous cartographers and
what are they known for?
Help students understand that map
skills are part of everyday life. A map of
the school layout was probably useful to
them when they first came to the school.
A city map is invaluable to a newcomer,
and a county map is virtually worn out by
county commissioners, road construction
companies, and voter registrars.
Do they measure up?
Create a list of physical
characteristics of your
community. Compare your list
to other places in Georgia.
Log it in!
Create a daily weather log and
do daily updates of wind
direction, temperature, and
precipitation. Observe for a
period of time to explain
factors that affect your
weather.
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Geography is part of the daily equation
of life. Help students see that they will
make decisions based on geography all
their lives. Do they really want to build a
home in a flood plain? Did they know that where they want to go to
college has 65 inches of snow a year? Do they have a convenient
highway or interstate commute to work? There are lots of things to
think about!
Review the concepts of latitude and longitude with your class.
Where is the equator? Where is the prime meridian? What are some
countries that lie along those imaginary lines?
Choose wisely!
Make a list of Georgia’s natural
resources. See if you can find a
local company that uses each
natural resource. Explain the
company’s economic activity.
G Use a map grid to find the absolute location of your
community. Have students suggest other places to
find. Send kids to the map to find places you suggest
— absolutely!
ARCTIC
OCEAN
A T L A N T I C
Correlates with SS4G1 and SS4G2
O C E A N
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Civics and Government
Importance of Voting
In the United States, the authority to make laws comes from the
people. Voting is the best way for citizens to exercise this power and
have a voice in how things are done. Many people consider this the
most important right we have as Americans.
Ask your students: Are you attending a new school? Is there a
new playground, baseball field, or library in your community? If so,
there’s a good chance that your parents and neighbors voted on
whether or not to build those things.
Our founding fathers also made sure there were limits on
government. Limited governments have controls on their powers,
such as laws and free elections. Unlimited governments are not
restrained in their power. These governments are known as
dictatorships. Can students name a country with a dictator?
Evaluation
Sample
Congressional
Briefing
Facts About the House
of Representatives
• 435 members (determined by
population)
• members must be at least 25
years old and a U.S. citizen for at
least 7 years
• elected to a 2-year term
• meets in the south wing of U.S.
Capitol
• presided over by Speaker of the
House
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G Invite a local, state, or federal government
representative to your classroom. Your goal will be to
discuss what government is and why it is important.
Ask students to write questions. Ideas include:
“What is your job?” “How do you find out what the
people want you to do in your job?” “Do you have to
do what the people say?”
G Ask students to look through newspapers,
magazines, or Internet news sites for examples of
other forms of government besides democracy. What
do they know about life in that country? How does it
compare to the United States?
G Suggest to students that the teacher pick a child to be
dictator for the day. Remind them that the dictator
will tell them when they can go to lunch, who gets in
line first, what games you can play outside, and who
doesn’t get to play in the game. There’s no room for
argument with the dictator! How do they like that?
Facts About the Senate
• two senators from each state
(100 members)
• members must be at least 30
years old and a U.S. citizens for at
least 9 years
• elected to a 6-year term
• meets in north wing of U.S.
Capitol
• Vice-President is president of
the Senate
Correlates with SS4CG1b
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~ This book is not reproducible. ~
Plentiful
Peanuts!
What is Georgia’s specialty?
Peanuts, poultry, pecans…just
to name a few. Let’s talk about
peanuts!
Before the Civil War, peanuts
were raised primarily as food
for slaves and cattle. During
the war, starving soldiers were
glad to have them.
Today, Georgia is the nation’s
leading producer of peanuts.
The state grows 1.5 to 2 billion
pounds each year, adding $2.5
billion to Georgia’s economy!
But, you must know, a
peanut is not a nut. A peanut
is a legume that grows close to
the ground and flowers above
the surface. The stalks then
elongate rapidly and bury the
fruit in the soil where
maturation takes place.
Economics
Economics
Specialization is Quite Efficient!
Impact of the Cotton Gin
To be most productive, businesses organize work into specialized
tasks much like the colonies specialized in producing what they did
best. Specialization allows more to be done in a shorter period of
time. When one person performs his or her task efficiently, more
work can be done at the same time.
New technological advancements helped
American business grow by leaps and bounds
in productivity during the 19th century. One of
the most stunning examples is the cotton gin,
invented by Eli Whitney in 1793.
G Conduct a “race” to demonstrate the effectiveness of
specialization. You’ll need art supplies so students can make
paper dolls (or anything else you desire!). Divide the class into
two groups of workers. One group (just a small number) will
work individually, making the paper dolls by themselves. The
other group will divide into teams of four, where each student
specializes in one task. The specialization teams will compete
with other teams and the individuals to see who makes the
most dolls in a designated period of time. Ask the students:
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George Washington Carver
urged farmers to plant peanuts
instead of cotton when the
boll weevil devastated the
cotton crop in the late 1800s.
He developed more than 300
uses for peanuts. Today,
besides being great for lowcarbohydrate snacking,
peanuts are used in cosmetics,
dyes, axle grease, paints,
plastics,
linoleum,
and
explosives.
Who would
have guessed?
Who made the most dolls?
Was one specialization group more efficient than the
others? Why?
What were the advantages and disadvantages of working
alone?
What were the advantages and disadvantages of working in
a group?
Which dolls looked the best?
Can you picture the colonists working together to
specialize in what they did best to help them all survive
and prosper? Give examples of how the colonies
specialized to improve their standards of living.
What conclusions can you draw from this activity?
G Although specialization can be efficient, it can be boring for
someone who works in a factory. Discuss how companies can
solve this problem.
Correlates with SS4E1c
In the late 1700s, cotton was in high demand but it was not a
highly profitable crop for farmers. Picking the seeds out of cotton
was a slow job that was done by hand.
Eli Whitney came up with a basic machine with wire teeth that
separated the seeds from the cotton fiber. Before the cotton gin, a
worker could clean one pound of cotton per day. With a cotton gin,
a worker could clean 50 pounds per day. Whitney’s simple invention
changed the South forever!
Natural GA
Symbols
Bird—Brown Thrasher
Butterfly—Tiger Swallowtail
Crop—Peanut
Fish—Largemouth Bass
Floral Emblem—
Cherokee Rose
Fossil—Shark Tooth
Fruit—Peach
Game Bird—Bobwhite Quail
Gem—Quartz
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Give students these statistics to help them understand the impact
that one machine had on farming productivity in the South:
G In 1795 (first year of cotton gin operation), 8 million pounds
of cotton was produced in the U.S.
G By 1800 (just five years later!), cotton production had
increased more than 400 percent!
Insect—Honeybee
Marine Mammal—
Right Whale
Mineral—Staurolite
Prepared Food—Grits
Explain the ripple effect of increased cotton production:
Reptile—Gopher Tortoise
G More cotton could be produced in less time.
G Planters could sell more cotton and make more money.
G Textile mill owners could buy more cotton, make more
cloth from the cotton, sell more cloth, and make more
money. Business and farm productivity both skyrocketed!
Also, explain that this increase had a down side for one group in
the South—slaves. More and more slaves were needed to plant
cotton, pull weeds in the fields, harvest the cotton, and operate the
cotton gins. The number of slaves in the South increased
dramatically as cotton became “king” in the region.
Seashell—Knobbed Whelk
Tree—Live Oak
Vegetable—
Vidalia Sweet
Onion
Wildflower—
Azalea
Correlates with SS4E1f
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Sample
Dangerous Explorations
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Imagine sailing into dark, deep waters to a faraway land where giant sea
monsters, whirlpools, and even the edge of the earth could be lurking in the unknown
ocean…
The fifteenth century is often called the Age of Exploration. Adventurers from
European countries like Portugal, Spain, England, and France wanted to explore new lands
across the vast ocean and find trade routes. Kings and queens often commissioned explorers
to sail to new lands and claim them in the name of their country.
It took a very brave person to be an explorer in the fifteenth century. At that time,
places like North America, South America, and Australia had not been discovered. There
were no maps to tell explorers which way to sail. They had to rely on the stars, compasses,
and their own intuition to find new lands.
Since explorers often sailed through unmapped
areas, they were afraid of what they would find in
the deep ocean. Explorers heard stories of sea
serpents that could swallow whole ships,
whirlpools that would suck a ship underwater in
an instant, and, if they ever reached land,
terrifying natives! Most explorers at that time
believed that the earth was flat and they would
fall off the edge of the ocean if they sailed too
far!
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The biggest fear of explorers, however, was
starvation. Although they stocked their
ships with beef, rice, beans, wine, nuts, and
cheese, food often spoiled and ran out quickly.
In fact, if Christopher Columbus and his crew hadn’t accidentally
stumbled upon the Americas, they probably would have run out of food in the
middle of the ocean!
Although an explorer’s life was not glamorous, exploration was very important. Early
explorers discovered new lands and drew maps. They also learned that giant sea monsters
were a myth and the earth was round instead of flat!
To think about: How would the world be different today if explorers hadn’t sailed to
unknown territory?
The First Thanksgiving
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The Pilgrims landed in the New World in the middle of a cold winter with few
supplies, no houses, and little food. Cold and hungry, many wondered how they would
survive until spring…
After a long, two-month journey on the Mayflower, a small group of Pilgrims landed at
Plymouth, Massachusetts, one of the first colonies in the United States. It was the middle of
winter and the Pilgrims did not know how to harvest crops or find food in the foreign land.
They tried to build shelter quickly to shield their families from the harsh cold.
Just when it seemed impossible for the Pilgrims to survive the first few
months in their new home, help arrived. A Native American tribe called
the Wampanoag already lived near Plymouth and knew how to
survive on the land. They came to the weary Pilgrims and offered to
help. The natives showed the Pilgrims how to plant crops and hunt
wild animals.
By autumn of 1621, the Pilgrims had survived their first winter in
their new home. Although many Pilgrims died in the long winter, 53
lived with the help of the natives.
The first Thanksgiving feast was a celebration of the Pilgrim’s
successful harvest. They made a huge meal that fed the whole colony for
three days! The Pilgrims even shared their food with more than 90 Native Americans who
joined their feast.
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Although the Pilgrims and natives did not speak the same language or have the same
customs, they worked together. The first Thanksgiving celebrated the friendship found in a
new land.
Thanksgiving was only a one-time celebration for the Pilgrims. For many years, the
holiday was not celebrated. But in 1863, President Abraham Lincoln made Thanksgiving a
national holiday to be celebrated every year.
The First Thanksgiving Menu: The Pilgrims did not have
pies, stuffing, and mashed potatoes like most Americans
do today. Here’s some food that might have been on the
first Thanksgiving menu:
• Venison (deer)
• Wild fowl (birds, chickens, turkey)
• Corn
• Pumpkin (but not pumpkin pie!)
Georgia Experience • 4th Grade • ©Carole Marsh/Gallopade International • 800-536-2438 • www.gallopade.com
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The Boston Tea Party
Grown men dressed as Indian warriors marched two-by-two onto three merchant
ships and tossed every box of tea in the ship’s cargo into Massachusetts Bay. This was
the beginning of the American Revolution…
Tea was important to American colonists—they drank it every day! So when England
levied the tea tax, a fee for buying tea, Americans were enraged! They did not want to pay
any taxes to England when they had no representation in the government.
It was a frigid December day in Boston, Massachusetts, when three merchant ships
from the East India Company docked in Boston Harbor. American colonists would not
allow the tea to be unloaded because they did not want to pay England’s tax. The local
customs collector would not let the ships leave the harbor without being paid.
Local Bostonians were furious! They decided to take action—fast!
A group of men secretly rubbed coal dust on their foreheads and arms and grabbed
tomahawks and clubs to look like Indian warriors. Around 200 “Indians” stormed the three
ships in the harbor that
evening. They rummaged
through the cargo and tossed
hundreds of chests of tea
overboard!
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George Hewes was a
member of the “Indians.” In
his description of that
evening, he said, “In about
three hours from the time
we went on board, we had
thus broken and thrown
overboard every tea chest to
be found in the ships…”
The next morning, when some tea was still floating on top of the water, some
Americans in small boats beat the tea with their paddles until it dissolved into the water.
When they were done, there was no more evidence of the overthrown tea.
The English found out about the daring act of defiance made by the Americans. They
were not happy. Who would have imagined that a tea party would be the beginning of the
Revolutionary War?!
Think about it: The Americans who threw the tea overboard were breaking a law set by the
English. Do you think they were right in doing this? Is it ever okay to break a law?
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Paul Revere’s Midnight Ride
“Listen my children and you shall hear of the midnight ride of Paul Revere…”
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When Americans signed the Declaration of Independence, they knew a war would
follow. England feared that America would rebel against their rules. So, they sent troops,
called Redcoats, to monitor American colonies.
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Evaluation
Sample
The Three-Fifths Compromise and
Civil Rights
It divided North and South, it caused arguments between politicians, it almost
ended the Constitutional Convention…
It was 1787 when a group of politicians met together in Philadelphia to write the
United States Constitution. There were many disagreements between the North and the
South on how the country should be run. Compromises that would please both regions had
to be found!
In reaction, a secret intelligence network called the “mechanics” formed in Boston.
Their job was to watch for the arrival of British soldiers and find out where the army
was going.
On a cold night in April 1776, the mechanics learned that a ship filled with British
troops would soon be arriving. They also learned that the British troops planned to march to
Lexington and Concord for the first battle of the Revolutionary War.
Slavery was one of the biggest conflicts between the
North and the South. Many Northerners wanted to
abolish slavery, but most Southerners supported
slavery and needed slaves to make a living. They
especially disagreed on whether slaves should be
counted as part of the population of the
United States.
On that night, Paul Revere, a member of the mechanics, was given a very important
task. He was asked to ride—all night if he had to—to Lexington. He needed to warn John
Adams and John Hancock, two of the men who signed the Declaration of Independence, that
the British were coming and they were in danger.
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Paul accepted the task and set off on his famous midnight ride. He made it to
Lexington just in time to warn Adams and Hancock. Paul also warned all the towns along
the way that the British were coming soon.
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Northerners argued that slaves should not
be counted, while Southerners said they should.
The Southern politicians wanted slaves to count
as part of the population so they could have
more representation in Congress. Northern politicians,
on the other hand, felt that it was unfair for the South to have the upperhand in Congress because they had more slaves.
Paul’s midnight ride prepared Americans for the arrival of the British troops. When
the Redcoats arrived at Lexington and Concord, soldiers were already waiting for them.
Without Paul’s midnight warning, the first battle of the Revolutionary War might have been a
surprise attack!
The argument between North and South was intense and politicians knew they had to
come to a compromise. They decided that each slave would be counted as 3/5 of a person.
That meant that slaves counted as part of the population, but they did not count as much as a
free person. Both the North and the South felt that this was a fair compromise.
From “The Midnight Ride of Paul Revere,” by
Henry Wadsworth Longfellow
So through the night rode Paul Revere;--And so through the night went his cry of
alarm
Although the politicians at the Continental Congress believed they had come to a
solution, the Three-Fifths Compromise is a conflict, even today. While it solved the problem
of representation in Congress, it caused another problem of racism.
To every Middlesex village and farm,--A cry of defiance, and not of fear,
Many black people felt that the Compromise meant that they were less important than
white people. They argued that the Compromise did not follow another principle of the
Constitution—that all people are created equal.
A voice in the darkness, a knock at the door,
And a word that shall echo for evermore!
For, borne on the night-wind of the Past,
Although the Three-Fifths Compromise was removed after the Civil War, modern civil
rights leaders still believe it was an unjust act of discrimination.
Through all our history, to the last,
In the hour of darkness and peril and need,
The people will waken and listen to hear
The hurrying hoof-beats of that steed,
And the midnight message of Paul Revere.
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To think about: How would you feel if you were only counted as 3/5 of a person? How does
the Three-Fifths Compromise go against the statement that all people are created equal?
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Life in a Covered Wagon
The Top Secret Pentagon
Imagine the hot sun beating down on a flat, endless prairie, the land stretched out
for what looks like forever. You trudge next to a moving wagon that has been your only
home for months…
Pioneers who wanted to move west to start a new life had one big problem—they had
to find some way to get there. There were no cars, trains, or airplanes. Pioneers had to get
creative to find a way to move all of their belongings across hundreds of miles. Their solution
was the covered wagon.
The covered wagon, or “prairie schooner,” was a
long wooden wagon covered with a rounded, waterproof
canvas top. The wagon served as the pioneers’ storage,
transportation, and living space.
In order to fit their belongings into the wagon
(which was only 10 feet long), pioneers could take only
the most necessary items. Women usually packed
dishes, fabric for clothes, kitchen tools, food, and a
bed. The men herded livestock behind the wagon.
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As covered wagons became popular, pioneers
found that it was safer to travel in wagon trains.
These groups of covered wagons stayed together
across the long, desolate prairies. At night, the
wagon trains would form into a circle for protection from wild
animals, Indians, and outlaws. The middle of the circle was a safe place where
children could play while the adults prepared dinner.
The wagon trails were long and hard to navigate. On average, a wagon could only
travel 15 miles in one day. If it was raining and muddy, sometimes the wagon only moved
one mile! It took pioneers almost a week to travel the distance a car could cover in one
day today.
Along the way, pioneers kept busy by walking beside the wagon, fixing meals, and
keeping the camp in order. Children had special responsibilities too. They often milked the
cows, got fresh water from streams, helped their parents cook, washed dishes, and collected
firewood. Life on a covered wagon was hard, but exciting!
Think about it: Do you think it would be fun to travel in a wagon train? What would you
miss most if you had to leave your home?
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In 1941, construction began on one of the largest buildings in history. Its walls
would be made of pure concrete, it would cover 36 acres, and would be large enough to
house 40,000 people. It would be America’s Department of Defense…
During WWII, America’s Defense
Department grew very large. The
department had 17 different offices all over
Washington D.C. It was clear that
America’s Defense Department needed its
own building!
President Roosevelt gave George
Bergstrom the responsibility of designing
a building that could fit all the Defense
offices into one space. George decided he
would design the building with five sides,
like a pentagon.
Since America was in the middle of a world war, building supplies were limited. The
military needed steel to make fighter airplanes and ships. George decided not to use much
steel when he built the Pentagon because he wanted to save it for the military. Instead, he
used concrete.
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The walls of the Pentagon are made from reinforced concrete and are very strong.
Instead of elevators (because they are made out of steel) George made concrete ramps that
connected different floors. Even the drainage pipes were made of concrete!
The construction of the Pentagon was completed on January 15, 1943. It took only 16
months to build the massive building. Once finished, the Pentagon was three times larger
than the Empire State Building in New York City!
Today, the Pentagon is a very important place. Top secret military information is
discussed inside its concrete walls. Plans for war and military strategies are reviewed. The
Pentagon is essential to America’s safety.
The Pentagon is also a bustling office space. It is estimated that over 200,000 phone
calls are made from the Pentagon every day. With its 16 parking lots, more than 4,000
clocks, and about 300 bathrooms, the Pentagon is one mega office!
Pentagon Trivia!
• Although the Pentagon has more than 17 miles of corridors, it would only take you
about 7 minutes to walk between any two places in the building.
• The Pentagon has its own helicopter pad.
• The U.S. Capitol building could fit into any one of the Pentagon’s wedge-shaped sides.
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Sample
Table of Contents
Native American Life..................................................3
Follow the Explorer! ..................................................4
The 13 Colonies...........................................................5
Indentured Servants ..................................................6
American Revolution..................................................7
Independence! ...........................................................8
Revolutionary People and Places! ..........................9
Congress Divided by Two ........................................10
Three Branches ..........................................................11
First Amendment ......................................................12
Oregon Trail ..............................................................13
Louisiana Purchase ..................................................14
Messages by Telegraph ...........................................15
Elizabeth Cady Stanton............................................16
Important Water Route! ..........................................17
Find the Features! ....................................................18
Gateway to the West ................................................19
Freedom of Expression ..........................................20
Let’s Vote!..................................................................21
Specialization............................................................22
American Trade ........................................................23
Personal Budget ......................................................24
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The 13 Colonies
American Revolution
5
Here is a map of the original 13 British colonies in
America. They are divided into three regions—New
England, Mid-Atlantic, and Southern.
7
There were many causes and events leading up to the
American Revolution. England won the French and Indian War
in the colonies in 1763. Then, they wanted the colonists to help
pay for the war. They passed the Stamp Act in 1765 to raise taxes.
Colonists were mad! The Sons of Liberty caused lots of trouble,
so England got rid of the stamp tax in 1766. In May 1773,
England started the tax on tea. That led to the Boston Tea
Party in December 1773. Colonists threw tea into the harbor!
Study the map and then list the names of the
colonies in each region.
New England
Below is a list of causes and events leading up to the American
Revolution. They are out of order. Put them in the right order by
writing the correct letters in the boxes on the time line.
Mid-Atlantic
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Legend
New England
Mid-Atlantic
A.
B.
C.
D.
E.
England adds tax on tea
Boston Tea Party
England wins French and Indian War
England gets rid of stamp tax
Stamp Act
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Southern
Southern
Correlates with SS4H3a
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1763
1765
1766
1773
1773
Correlates with SS4H4a
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Oregon Trail
Elizabeth Cady Stanton
13
The Oregon Trail stretched halfway across the United States!
American women the same rights as men! Elizabeth grew up in
farmland of the Willamette Valley in the Oregon Territory.
New York. She learned about politics and law from her father.
Pioneers had to cross many rivers during their journey. It
He was a lawyer, U.S. Congressman, and a New York Supreme
wasn’t easy! Sometimes wagons got stuck in the muddy river
bottom. Mules and oxen often froze with fear as they crossed
Court Judge. Elizabeth saw that women did not have the same
rights as men. She planned to do something about it!
the river. Some pioneers floated their wagons across deep
Elizabeth was married and had five children. She often
rivers. They filled any openings in the wagon with blankets, mud,
made speeches about equal rights for women. In 1848 she
or caulk. Then they took the wheels off and pushed the wagon across the river like a raft.
wrote a petition asking New York State to give married women
The animals swam alongside the wagon.
the right to own property. People signed the petition, a law was
passed, and Elizabeth won her first big battle!
Study the map of the Oregon Trail below.
Elizabeth and Lucretia Mott held a women’s rights
1. Circle the places where the Oregon Trail crossed a river.
convention in 1848. She introduced a document called “The Declaration of Sentiments.”
2. Write the name of the river crossed by the Oregon Trail that is named for a reptile!
E
L
P
SAM
American Women’s Rights Movement!
Elizabeth worked for women’s rights until her death in 1902. Women got the right to
l um
bi
aR
Co
P
ts
ch
ia
l
o
Missouri River
a
u
i
Philadelphia
t
n
Pittsburgh
o
s
a
Oh i
s
i n
Cincinnati
Topeka
Kansas
City
Arkansas River
R.
Ohio
do R.
Colora
la
____ 1. Elizabeth grew up in Massachusetts.
____ 2. Elizabeth’s father was a United States Congressman.
an
____ 3. Elizabeth was never married.
R.
R.
a
pp
i
ch
____ 4. Women gained the right to own property in New York because of Elizabeth’s work.
Mis
si
ssip
pi
Rio Gran
de
A
Arkansas
Washington
D. C.
Louisville
St. Louis
Missouri R.
.
n
Read the statements below about Elizabeth Cady Stanton. Decide if they are
true or false. Write T for True, and F for False.
R.
ts
M
Platte River
Platt
e Ri
ver
al a
t
Miss
iss
ippi
Snake River
Colorado River
App
Mississippi River
a
Pierre
Desert
.
Bismarck
r
e
k y
R o c
G
Boise
Mojave
vote in 1920.
.
M
Missour
iR
Helena
M
u m bi a R .
n
Columbia
River
Co
l
E
L
P
SAM
She wrote it to be like the Declaration of Independence. That was the beginning of the
______________________________________________________________________________________________
Portland
16
Elizabeth Cady Stanton spent her life fighting hard to give
It began in Independence, Missouri and ended in the rich
Olympic
Mts.
Evaluation
Sample
____ 5. Elizabeth helped organize a women’s rights conference.
____ 6. “The Declaration of Sentiments” was written like the preamble to the U.S. Constitution.
M
iss
Ri
oG
ra
issip
nd
pi R.
____ 7. Women got the right to vote while Elizabeth was still alive.
e
Rio
Oregon Trail
Gran
de
Correlates with SS4H7a
Correlates with SS4H6a
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©Carole Marsh/Gallopade International G 800-536-2GET G www.georgiaexperience.com
Important Water Route!
Freedom of Expression
17
One of the most important waterways in the United States and Canada
is the connection of the St. Lawrence River to the Great Lakes. It is
known as the St. Lawrence Seaway. This water route is a system of
rivers and canals that connects the Great Lakes with the Atlantic
Ocean.
Large ships travel hundreds of miles on the St. Lawrence
Seaway. They carry goods far into each country, where they can
be transported even further by air, water, or land.
The St. Lawrence Seaway shows the importance of physical
features to transportation and trade.
20
Freedom of expression is guaranteed by the First Amendment to the
Constitution. Here are two examples:
Freedom of the Press applies to books, newspapers, magazines,
radio, and television. One example of the powerful influence of a book is
tmen
ess
end the Pr
f
Am
1st dom o
e
e
Fr
“Uncle Tom’s Cabin.” This book was about the mistreatment of slaves by a
cruel slave owner. It had a strong impact on Americans and turned many
people against slavery. It even got the attention of Abraham Lincoln during the Civil War. He called the
author, Harriet Beecher Stowe, “the little lady who made this big war.”
Question: Some governments would not have allowed a book like this to be
published. Why is it important that our government allows books like this?
Study this map of the St. Lawrence Seaway, and answer the
questions below.
Winnipeg
___________________________________________________________________________________
Newfoundland
___________________________________________________________________________________
Gulf of
St. Lawrence
Regina
E
L
P
M
SA
Winnipeg
CANADA
North
Dakota
yoming
Duluth
WI
Green
Bay
Toronto
U. S. A.
Detroit
Chicago
IL
IN
St
L
OHIO
rie
L. E
Nova
Scotia
r
aw
en
ce
R.
VT
NH
MA
Buffalo
Erie
Cleveland
AT
PA
E
L
P
M
SA
CT RI
NJ
Freedom of assembly means that people can meet together peacefully. In August 1963,
250,000 people gathered in Washington, D.C. They
ME
NY
ntario
L. O
MI
Milwaukee
Nebraska
L. Huron
n
MN
New
Brunswick
Quebec
QUEBEC
iga
South
Dakota
ONTARIO
ich
Lake Oahe
L. Superior
L.
M
Lake
awea
_________________________________________________________________
Prince
Edward
Island
O
wanted to urge Congress to pass a law
guaranteeing equal rights for African Americans.
It worked! The Civil Rights Act was passed the
next year.
1. The St. Lawrence Seaway connects the ___________ ___________ with the Atlantic Ocean.
2. The St. Lawrence River is located in what country? ______________________________
Question: Some governments would not have allowed a group meeting like that.
Why is it important that our government allows people to gather peacefully?
3. If a ship entered the seaway from the Gulf of St. Lawrence, what is the westernmost city it could
___________________________________________________________________________________
reach? ________________________________________________________________
___________________________________________________________________________________
What is the first state in the United States it could reach? _____________________________
_________________________________________________________________
4. How many Great Lakes are there? _____________________________________________
Correlates with SS4G1a
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Correlates with SS4CG2
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COLOR TRANSPARENCIES
PLEASE NOTE THE FOLLOWING:
• These are selected pages
• The actual size is 8.5” x 11”
• The complete package is 12 pages
Evaluation
Sample
Native American Cultures
1
Arctic
E
L
P
SAM
Northwest
eau
Plat
Plains
est
thw
Sou
Southeastern
Correlates with SS4H1a
Actual
pages
2are in Branches of Government
color!
© Carole Marsh/Gallopade International G 800-536-2GET G www.georgiaexperience.com
The Thirteen Colonies
4
Legislative:
Headed by Congress
Creates and passes laws
New Hampshire
Massachusetts
New York
Rhode
Island
Pennsylvania
Connecticut
Executive:
Headed by president
Carries out and enforces laws
New Jersey
Delaware
Virginia
E
L
P
M
SA
Maryland
North Carolina
South
Carolina
The 13 Original
American Colonies
Georgia
Judicial:
E
L
P
M
SA
Headed by U.S. Supreme Court
Interprets and applies the law
J
GE
UD
Southern
Mid-Atlantic
New England
Correlates with SS4H3a
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Correlates with SS4H5c
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COLOR TRANSPARENCIES
U.S. Expansion
200 Miles
0
200 Miles
0
600 Miles
0
1867 Alaska Purchase
100
1898 Hawaii Annexation
1845 Texas
Annexation
1853 Gasden
Purchase
1848 Mexican
Cession
NEW
HAMPSHIRE
NEW
YORK
Boston
E
L
P
SAM
Lake Ontario
Buffalo
Erie Canal
ie
r
eE
k
La
MASSACHUSETTS
Albany
CONNECTICUT RHODE ISLAND
r
1846 Oregon
Territory
VERMONT
ive
In the 1800s, the United States grew with some very large additions
of land. Here you can see some of the smaller additions, too.
1813 Acquisition
of West Florida
remainder
1819
Florida
1812 Louisiana
border dispute
settled
1810 Annexation
of West Florida
1803 Louisiana
Purchase
1783
United States
1842 Treaty
with Britain
9
MAINE
R
Hudson
1818 Treaty
with Britain
Evaluation
Sample
The Erie Canal
7
E
L
P
SAM
PLEASE NOTE THE FOLLOWING:
• These are selected pages
• The actual size is 8.5” x 11”
• The complete package is 12 pages
PENNSYLVANIA
Philadelphia
New York
NEW
JERSEY
OHIO
DELAWARE
MARYLAND
WEST
VIRGINIA
VIRGINIA
UCKY
Correlates with SS4G1b
Correlates with SS4H6a
Actual
pages
are in How a Bill Becomes a Law
10
color!
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Federal System
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12
Bill is introduced by member of House or Senate
Bill is reviewed by committees
House and Senate vote
to approve the bill
E
L
P
SAM
National
Government
State
Government
authority over state affairs
authority over things that
affect entire country
Correlates with SS4CG1c
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Bill is sent to the President
E
L
P
SAM
SIGN
Presidential signature = YES
Bill becomes a law
VETO
Presidential veto = NO
Bill returns to Congress
After veto, if bill gets a 2/3
majority vote in Congress,
it becomes a law
Correlates with SS4CG3a
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TEST PREP CD
PLEASE NOTE THE FOLLOWING:
• These are selected screen shots
Evaluation
Sample
T hese all new comprehensive test-prep quizzes help kids score high
on Georgia’s CRCT test! Each must-have CD includes more than 400
practice test questions that thoroughly cover all social studies
standards for Georgia. Features of this excellent new series include:
• Tests include both factual and analytical questions
• Tests include both positive and negative choice format questions
• Tests cover all grade-level content
• Questions are separated into corresponding standards so teachers
can assess student knowledge and focus follow-up teaching efforts
to meet individual student needs.
• Bonus section of study/review materials provides facts and
essential content that students can study to prepare for practice
tests and/or review problem areas after practice tests.
These Georgia Test Prep CDs pinpoint each individual student’s areas
of understanding and competency, and identify areas where
additional study is needed. Patterned after our successful,
straightforward, comprehensive Georgia Experience series of
workbooks, these programs are designed to help raise student
comprehension based on the Georgia Performance Standards, and as
a result, this software will raise student test scores!
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 37
ADDITIONAL RESOURCES
DAY
1
Giant Georgia Special
Topic History Timeline!
The Project
Products To Use
With This Project
Requirements
Time
Here’s How
Variations
Make a three-dimensional special topic timeline—
Georgia style—to encircle your classroom and enthrall
your parents!
Georgia BIG Wall and Student Reference Timelines
My First Pocket Guide: Georgia
Georgia Biographies Book
Georgia Experience Reference Guide
Long wall space, oversize white paper,
markers/crayons/chalk
1 day
Think gigantic! Use every inch of space available to
create your Georgia special topic timeline (2 feet tall and
as long as possible). Choose a topic related to your
class’ studies like transportation, the Civil War, Native
Americans, African Americans, agriculture, etc. Draw
large blank squares (1 foot) along the top edge of the
paper with large markers. Assign each child three events
to cover. Students will research each event and write a
title, brief paragraph, and date on the timeline. Students
will also color a picture that describes or represents their
event in history, inside the blank squares. Write the date
and title under the picture square with big letters that
any student can read from across the room. Add
descriptive paragraphs in smaller writing underneath.
Begin with early items, and continue on through time.
Don’t forget to include events in the last decade! Georgia
is amazing! Here’s your chance to show students the
breadth and depth of a particular part of Georgia’s
history!
Make the timeline travel around all four walls! Leave
part of the last wall for events in the coming months.
The class can keep adding to the timeline all year.
PLEASE NOTE THE FOLLOWING:
• The actual size is 8.5” x 11”
DAY
9
Evaluation
Sample
Pass the Discussion
Please!
The Project
Products To Use
With This Project
Requirements
Time
Discuss current Georgia events and contemporary
Georgia with your class!
1000 Readers Series
Georgia Experience Reference Guide
Student access to news media, round circle of chairs
1 class period
Here’s How
Assign students a half-hour of news watching, reading,
and listening every night for a week. Students need to
write notes about each night’s news. Then discuss the
week’s news. Ask whether students think the news was
reported fairly. Which networks chose which stories and
why? Which words made stories more interesting, more
sensational? Did students hear more fact or more
opinion? Explain objectivity and bias in journalism.
Discuss the issues as well as how they were reported.
Ask and answer questions. Encourage opinion and
debate! Talk about how Georgians are viewed by the
media. What stereotypes can be seen? Which news
mediums seem more like entertainment?
Variations
Give every student one newspaper page. Ask students to
cross out (with red pens) words or sentences that make
an article too long, too opinionated, too dull, too
sensational, or just not accurate. Think of a recent
school event and ask your students to write a short news
article. Explain the 5 Ws (who, what, when, where, and
why) and the inverted pyramid (more important facts
first, lesser important facts gradually further down).
Perhaps you can ask each child to "report" on their news
event to the class – live on camera!
©2004 Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 4
©2004 Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 12
~ This book is not reproducible. ~
~ This book is not reproducible. ~
Selected
Reference Books
Civil War ____________________________________________________________________
Amazing Women of the Civil War: Fascinating True Stories of Women Who Made a Difference by Webb
Garrison, ©1999. Published by Rutledge Hill Press. The Civil War is most often described as one in
which brother fought against brother. But the most devastating war fought on American soil was also
one in which women demonstrated heroic deeds, selfless acts, and courage beyond measure.
Women organized soup kitchens, nursed soldiers, became spies, and even dressed as men
and took the battlefield.
American Kids in History: Civil War Days by David C King, ©1999. Published by John Wiley &
Sons, Inc. Travel back to 1862 and spend a year with the Wheelers, an African-American
family in New York City, and the Parkhursts, a white family in Charleston, South Carolina.
Eleven-year-old Emily Parkhurst and twelve-year-old Timothy Wheeler are eager to share
the fun, adventure, and hard work of their daily lives. Along the way, they’ll show you how
to play the games they play and make the toys and crafts they make. This is one great
activity book to really teach students what life was like for children during the Civil War.
Brown Paper School USKids History: Book of the American Civil War by Howard Egger-Bovet and
Marlene Smith-Baranzini, ©1998. Published by Little, Brown & Co. Filled cover-to-cover with vividly
written accounts of the Civil War from the perspective of both the North and the South, dramatic
readings, poems, songs, speeches, and illustrations based on the ideas, foods, customs, and crafts of
that time period.
The Children’s Civil War by James Marten, ©1998. Published by The University of North Carolina Press.
This book is a fascinating look at childhood during our nations greatest crisis. Using sources that
include diaries, memoirs, and letters, James Marten examines the wartime experiences of young
people—boys and girls, black and white, northern and southern—and traces the way in which the Civil
War shaped the lives of a generation of American children.
National Geographic Guide to the Civil War National Battlefield Parks by A. Wilson
Greene and Gary W. Gallagher, ©1992. Published by The National Geographic Society.
This brilliant full color guide includes information on Chickamauga, Fort Pulaski, and
Kennesaw Mountain. It also includes many maps, full-color pictures of present-day
memorials, as well as informative text on many other states as well.
Women of the War: True Stories of Brave Women in the Civil War by Frank Moore,
©1997. Published by Blue/Gray Books. This book tells the true stories of brave women
who followed their husbands and brothers to the field of battle during the War Between
the States and even became prisoners of war… who went down into the very edge of
the fight, to rescue the wounded, and cheer and comfort the dying with gentle
kindness. These stories may be taken as representative of the thousand others whose
good deeds are a crown to the national glory.
Coastal Georgia ______________________________________________________________
Georgia Historical Markers: Coastal Counties by Kenneth W. Boyd, ©1991. Published by Cherokee
Publishing Company. This books hits all the important historical sites along Georgia’s
coast. Of course there’s information about Savannah, but don’t forget all of the
important Spanish missions, American Revolution sites, and Civil War sites!
Selected
Historic Sites
in Georgia
Dahlonega Courthouse Gold Museum (Preserves the history of the nations first gold rush at
Dahlonega in 1828)
Drummer Boy Museum, Andersonville (Extensive collection of guns, swords, battle flags, and
documents signed by Jefferson Davis and Abraham Lincoln)
Elberton Granite Museum (See a movie and exhibits that help explain how granite is formed
and how it is quarried)
Ellison’s Cave, Pigeon Mountain (Contains the deepest vertical pit in the continental United
States)
Fernbank Museum of Natural History, Atlanta (Many children’s exhibits, an IMAX Theater,
lifelike dinosaurs, and other exhibits)
First African Baptist Church, Savannah (George Liele established this historic church)
Fort Frederica National Monument, St. Simon’s Island (Early Georgia settlement)
Fort King George State Historic Site, Darien (This earth and log fortress was built in 1721 to
fend off Spanish advances from Florida)
Fort Mountain State Park, Chatsworth (Named for a mysterious rock wall or foundation that
winds nearly 900 feet around the mountainside)
Fox Theater, Atlanta (1928 Shrine Temple is listed on the National Register of Historical Places)
Foxfire Museum, Clayton (Displays baskets, animal traps, farm implements, and other
Appalachian artifacts)
Franklin D. Roosevelt State Park, Warm Springs (9,480-acre park contains many field-stone
buildings that were a product of the Civilian Conservation Corps during the Great Depression)
Georgia Agrirama, Tifton (Three dozen vintage farm buildings make up the state’s agricultural
heritage center)
Georgia Music Hall of Fame, Macon (Dedicated to the memory and music of some of Georgia’s
greatest music makers)
Harriet Tubman Historical and Cultural Museum, Macon (Features exhibits of
black crafts and a massive wall mural)
Indian Springs State Park (Commemorates 1821 treaty between the Creek
Nation and the United States)
©2004 Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 5
~ This book is not reproducible. ~
©2004 Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 13
©1999/2000 Carole Marsh/Gallopade International/800-536-2GET/www.georgiaexperience.com/Page
13
~ This book is not reproducible. ~
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 38
NOTES
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