1. How were goods and services produced/traded throughout Georgia’s history?
SS8E1: Students will give examples of the kinds of goods and services produced in Georgia in different historical periods.

2. Which Native American culture is described by each of the characteristics listed below?
Paleo
Mississippian
Woodland
Archaic
___First to build permanent settlements
___Nomads who hunted and gathered food
___Lived in towns governed by chiefs
___Planted crops and made pottery
____Was the most advanced

3. The study of things that people long ago made and did in their lives
What is archaeology?
The study of things that people long ago made and did in their lives
From long-deserted camps, villages and cities, the archaeologist salvages materials left behind by earlier people, including bones of animals killed and eaten, and occasionally, bones of humans.
From these bits of evidence, the archaeologist strives to create a picture of the lives of people from long ago. It is not an easy task.
The science of archaeology is like putting together a jigsaw puzzle when most of the parts are missing.
Even the few objects the archaeologist might find represent only a fragment of what was originally there.
SS8E1: Students will give examples of the kinds of goods and services produced in Georgia in different historical periods.

4. How might an archaeologist in the future explain the parts of Georgia culture represented by these artifacts?
SS8E1: Students will give examples of the kinds of goods and services produced in Georgia in different historical periods.

5. Are conclusions drawn from only one artifact totally accurate?”
Make a list of attributes the culture that produced the coins might have possessed.
Based on the use of metals, the writing, the numbers, the people and buildings depicted, etc., hypothesize as to what an archaeologist in the distant future might conclude about the society.
Are conclusions drawn from only one artifact totally accurate?”
SS8E1: Students will give examples of the kinds of goods and services produced in Georgia in different historical periods.

6. Identify the items from Prehistoric Georgia.
How might an archaeologist today explain the parts of Georgia culture represented by these artifacts?
How complete of a picture do these artifacts provide?
What type of artifact discoveries would shed more light on a particular culture?
SS8E1: Students will give examples of the kinds of goods and services produced in Georgia in different historical periods.

7. Read this article independently.
Use an emoticon to label each paragraph.
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.

8. 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.
With your group, complete the worksheet that analyzes the impact technology had on prehistoric cultures.
Everyone should complete the task.

9. In Conclusion… Journal Writing:
Over time, how did early people adapt to solve the problem of a scarcity of food?
How the changes in technology from spear, to atatl, to bow and arrow improve productivity?
Did these changes come slowly or quickly?
[Hint: Compute the length of each cultural time period.]
What evidence is there of early people being able to specialize in doing activities which made life better for the whole society?
Across time, what types of natural resources did early people use to provide shelter?
What was the impact of the early people of Georgia engaging in trade with Europeans?
Journal Writing:
How do archeologist provide us with information from the past? How/why do we use that information?

10. What do you know? What resources can you use to prepare for the exam?
Unit 2 Review
What do you know?
What resources can you use to prepare for the exam?

11. Unit 2 Study Guide Group 1 Group 2 Group 3 Group 4 Group 5 Group 6
Questions 1-4
Group 2
Questions 5-8
Group 3
Questions 9-12
Group 4
Questions 13-16
Group 5
Questions 17-20
Group 6
Additional Suggestions Section

12. Jigsaw Sharing
Each group should now have someone from each of the groups to redeliver the information from the study guide.
You are expected to:
Stay on topic.
Listen carefully.
Record the information to prepare for the test.

13. Be specific! Be specific! Be specific!
List three things that you learned in this unit.
1. __________________
2. __________________
3. __________________
Be specific!
Be specific!
Be specific!

14. SS8G1: TSW locate GA in relation to region, nation, continent, and hemispheres, describe the five geographic regions of GA, locate and evaluate the importance of key physical features on the development of GA, and evaluate the impact of climate on GA's development.   SS8H1: TSW evaluate the development of native American cultures and the impact of European exploration and settlement on Native American cultures in Georgia.
Unit Test

15. What would be some reasons to explore new places
What would be some reasons to explore new places? What would you take with you? What would you hope to find?
Journal Writing…

16. As you watch, make a list of reasons Europeans explored the world.
Lesson EQ: What were some reasons for European explorations and what were the implications of Europeans meeting the Native Americans?
Watch this.
As you watch, make a list of reasons Europeans explored the world.

17. 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.
Partner read pages
Look for the three main reasons Europeans began to settle the New World.
Option 1
Option 2
After reading with your partner, write a brief summarizing paragraph to tell why the Europeans began to settle the new world.
Underline the reasons.
After reading with your partner, create a poster to depict the 3 main reasons Europeans began to settle the new world.

18. In conclusion…
The three main reasons Europeans settled the new world are…
__________________________________________________

19. 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.
Lesson EQ:
What were some reasons for European explorations and what were the implications of Europeans meeting the Native Americans?

20. First things first…
Identify examples of the three reasons why Europeans began explorations.
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.

21. Let’s Discuss …
Identify the three countries that were involved in explorations.
Who were the main explorers for each country?
What were they in search of?
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.

22. Your task:
Create a table with the three main countries: Spain, France, and Britain.
Include who the explorers were and what they were looking for.
Who paid for their explorations and were they successful.
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.

23. Identify one explorer from each of the countries studied this week:
In conclusion…
Identify one explorer from each of the countries studied this week:
Spain
France
Britain