(Georgia and South Carolina Standards listed below)
"Georgia history from a different perspective".
Told from the perspective of an Indian Trader, the beginnings of Georgia take on the added intrigue of English deerskin trade along the new colony's frontier. A lucrative business that would lead to the eventual collapse of the Native American way of life not only in Georgia but nation wide.
A display of authentic "Indian trade goods" accompanies this one-hour program and, as always, gives the audience a chance to hold history in their hands.
SS2H1 Describe the lives and contributions of historical figures in Georgia history.
a. James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia)
SS2H2 Describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.
a. Compare and contrast the Georgia Creek and Cherokee cultures of the past to those of Georgians today.
SS2G2 Describe the cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s Creek and Cherokee in SS2H2.
a. Identify specific locations significant to the life and times of each historic figure, and the Creek and Cherokee, on a political or physical map.
b. Describe how each historic figure and the Creek and Cherokee adapted to and were influenced by their environments.
c. Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which students live.
d. Describe the regions in Georgia where the Creek and Cherokee lived and how the people used their local resources.
SS6H1 Explain conflict and change in Latin America.
a. Describe the influence of African slavery on the development of the Americas.
b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.
SS8H1 Evaluate the impact of European exploration and settlement on American Indians in Georgia.
a. Describe the characteristics of American Indians living in Georgia at the time of European contact; to include culture, food, weapons/tools, and shelter.
b. Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the Spanish and British in the Southeastern area.
c. Evaluate the impact of Spanish contact on American Indians, including the explorations of Hernando DeSoto and the establishment of Spanish missions along the barrier islands.
South Carolina Standards:
8-1: The student will demonstrate an understanding of the settlement of South Carolina and the United States by Native Americans, Europeans, and Africans.
8-1.1 Summarize the collective and individual aspects of the Native American culture of the Eastern Woodlands tribal group, including the Catawba, Cherokee, and Yamasee.
8-1.2 Compare the motives, activities, and accomplishments of the exploration of South Carolina and North America by the Spanish, French, and English.
8-1.3 Summarize the history of English settlement in New England, the mid-Atlantic region, and the South, with an emphasis on South Carolina as an example of a distinctly southern colony.