Maps can present a visual image of the growth and changes of any given area. The maps of Georgia which follow depict the boundaries of the state in 1755, 1809, 1820 and 1856. After spending some time locating similarities and differences between the nineteenth and twentieth centuries, students should be able to create a story about the past based upon their historical "experiences."
Activity 1: Looking at Maps
(Upon completion of this activity, students will be able to:
1. Compare and contrast the 1755, 1809, 1820 and 1856 maps of Georgia.
2. Discuss the impact of geographic features upon settlement and expansion.
3. Find similarities and differences between the travel routes of the 19th century
and the present.)
Grade 4: Topics/Concepts: A2, A4, A12, Skills: A1, A2, A3, A5, C17, C19, E34, E36, E37, E40, E42
Grade 8: Topics/Concepts: A1, A5, D18, D20, Skills: A1, A5, A6, A7, A10, A12, C20,
C24, C25, D34, D38, D39, E41, E51, E52, E53, E56, E57
For this lesson you will need the following images:
Map of Georgia, 1755
Map of Georgia, 1809
Map of Georgia, 1820
Map of Georgia, 1856
1. Ask the students to locate the position of Milledgeville on the 1755 map and the 1809 map.
2. Students should be able to easily locate Milledgeville on the 1820 and the 1856 map of Georgia.
3. Ask the students the following questions:
a. What geographic features made Milledgeville a good choice as the capital?
b. What geographic features made Milledgeville a poor choice as the capital?
c. Locate and list the rivers, roads and railroads on the 1856 map that lead to Milledgeville. Are these important? Why or why not?
4. Divide the students into groups of four. Give the students a current road map of Georgia. Ask them to compare the 1820 and the 1856 maps with a present map of Georgia. What similarities and differences are evident in and around the city of Milledgeville? What river and road names have remained the same?
Activity 2: Traveling
(Upon completion of the activity, students will be able to:
1. Demonstrate creative writing skills using historically based information.)
Grade 4: Topics/Concepts: A12, A17, Skills: A2, A3, A8, B12, B15, B16, D28, D29
Grade 8: Topics/Concepts: A5, D20, Skills: A2, A6, A7, A8, A11, B14, B17, D38, D39, E52, E53, E56, E57
1. Ask the students to complete the following assignment at the conclusion of the preceding activity:
Imagine that you are traveling to Milledgeville from Macon in 1856. Write a letter to your mother or to a friend describing the trip and some of the sights. What forms of transportation will be available to you? How will you travel to the Governorís Mansion in Milledgeville? How long did the trip take? Was it a pleasant trip? Did anyone travel with you? Who are you visiting? What will you wear? What is the season of the year? Have you met anyone while in Milledgeville? Who are they and what is their occupation? What is the purpose of your trip? Will you be meeting the governor? If so, for what purpose will you be meeting the governor?
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