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History Through A Looking Glass

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Georgia Revolutionary Medical Program 

The world of Dr. William Dalzell, Colonial doctor, is a fascinating one indeed.  In the days before ether, Novocaine, and antibiotics, he was confronting and treating all the ailments of the 21st century.  Trained by a "learned physician", the good doctor began h is long career as a healer serving in "his Majesty's Army", and later moved to private practice, where he continued to experiment with new medicines and cures. 

Complete with authentic medicines made from original apothecary recipes, and a display of surgical instruments, the history of medicine comes to life in this exciting and very informative presentation.  This program is not recommended for students under the age of ten.

 

We have adapted the 18th century Medical program to cover the Revolutionary "standards".  This program can be used as an alternative to the Revolutionary War Soldier Program, with a bit more emphasis on science.

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Georgia Standards for Revolutionary War Doctor's Program

Grade Four:

SS4H3 The student will explain the factors that shaped British colonial America.

a. Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies.

b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.

SS4H4 The student will explain the causes, events, and results of the American Revolution.

SS4G2 The student will describe how physical systems affect human systems.

c. Explain how the physical geography of each colony helped determine economic activities practiced therein.

d. Explain how each force (American and British) attempted to use the physical geography of each battle site to its benefit (SS4H4c).

SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

c. Describe how specialization improves standards of living (such as how specific economies in the three colonial regions developed).

d. Explain how voluntary exchange helps both buyers and sellers (such as prehistoric and colonial trade in North America).

Grade Eight:

SS8H3 The student will analyze the role of Georgia in the American Revolution.

a. Explain the immediate and long-term causes of the American Revolution and their impact on Georgia; include the French and Indian War (i.e., Seven Years War), Proclamation of 1763, Stamp Act, Intolerable Acts, and the Declaration of Independence.

b. Analyze the significance of people and events in Georgia on the Revolutionary War; include Loyalists, patriots, Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett, Lyman Hall, George Walton, Battle of Kettle Creek, and siege of Savannah.

Grades 9 - 12:

SSUSH2 The student will trace the ways that the economy and society of British North America developed.

a. Explain the development of mercantilism and the trans-Atlantic trade.

b. Describe the Middle Passage, growth of the African population, and African-American culture.

c. Identify Benjamin Franklin as a symbol of social mobility and individualism.

d. Explain the significance of the Great Awakening.

SSUSH3 The student will explain the primary causes of the American Revolution.

a. Explain how the end of Anglo-French imperial competition as seen in the French and Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution.

b. Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of Correspondence.

c. Explain the importance of Thomas Paine’s Common Sense to the movement for independence.

SSUSH4 The student will identify the ideological, military, and diplomatic aspects of the American Revolution.

a. Explain the language, organization, and intellectual sources of the Declaration of Independence; include the writing of John Locke and Montesquieu, and the role of Thomas Jefferson.

b. Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the Marquis de Lafayette.

c. Analyze George Washington as a military leader; include the creation of a professional military and the life of a common soldier, and describe the significance of the crossing of the Delaware River and Valley Forge.

d. Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.