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Georgia – A Mini Unit Study
This mini unit on GEORGIA uses the cross curricular approach to education. There are several activities from different academics subjects for you to choose from. One of the most important things is to have fun!
Georgia is the fourth state in the union. It has come a long way in handling its long term racial problems. Two great leaders contributed much to the integration – the late Martin Luther King Jr., and Andrew Young, Jr., Ambassador to the United Nations in 1977.
Being an agrarian state, Georgia is now dominated by service industries (wholesale and retail trade). Farming is still important as it is a leading producer of tobacco, peaches and peanuts. The state’s most famous peanut farmer is Jimmy Carter – former President of the United States.
Below are some activities to help you study GEORGIA. You may choose to do all, some, or none of the activities. You can also alter the activities to better suit your individual child’s needs. Some of these activities overlap each other, choose the one you think that you and the children will enjoy most. The main point of this unit is to make learning about GEORGIA and enjoyable for all who are participating.
Georgia’s State Flag
On a blue field the Georgia flag showcases the state seal, a ribbon expresses Georgia's flag history and the words "In God We Trust". Thirteen stars surrounding the seal denotes Georgia's position as one of the original thirteen colonies. On the seal three pillars supporting an arch represent the three branches of government; legislative, judicial and executive. A man with sword drawn is defending the Constitution, whose principles are wisdom, justice and moderation. The date 1776 represents the signing of the Declaration of Independence. A ribbon displays the thirteen star U.S. flag (1777-1795), Georgia's first flag (1879), Georgia's 1920-1956 flag, Georgia's 1956 flag and the 50 star U.S. flag. Flag adopted January 30, 2001.
Create a State “Infodesk”:
Before you begin this unit you may want to set up a research area. Place a desk or table in front of a bulletin board area. This will be where you can place relevant books, magazines, photographs, posters, newspaper articles, maps, scrapbooks, games, puzzles, computer software, task cards, travel brochures, etc. that you collect.
Print a blank map of the state, or draw one on tag board, that you can place on the bulletin board. As you study the political and physical features of the state, have the children fill in the name of the state capital, large cities, and major geographical features. Color the map using different shades for varying elevations.
Place a chart next to the map called “State Facts.” List any information on here that you would like to be able to find at a quick glance. Have the children fill this chart up as the unit progresses.
Build a Mini Museum
Build a mini museum to exhibit any artifacts or memorabilia about the state you are working on. Label the items with a date and a brief explanation of their history. Also display any state maps and projects made by the children.
Create a Unit Portfolio
During this unit, you can have the child(ren) prepare a portfolio to keep their notes and completed projects in. Include an outline map of the state or a copy of the state flag to go on the cover of the portfolio. Have them include the date they begin and complete the unit.
Use any or all of the following sub-topics to gather information on the state. This can even be used as your “State Facts” sheet mentioned in “Infodesk” section above.
1. State Name:
2. State Nickname:
4. Rank in population:
5. Total Area:
6. Rank in size:
10. Capital City:
12. Manufactured Goods:
13. Agricultural Crops:
17. State Motto:
18. State Flower:
19. State Bird:
20. State Tree:
21. State Song:
22. Date State Entered Union:
23. Tourist Attractions:
24. Historical Facts:
25. Largest Cities
§ By area
§ By population
26. State Preserve:
27. State Seashore:
28. State Monuments:
29. State Parkway:
30. State Wonders
31. Average January Temperature:
32. Average July Temperature:
33. Endangered Species:
34. National Parks:
35. National Historical Parks:
36. National Memorials:
37. National Historical Sites:
38. Famous People:
39. Amazing Facts:
40. U.S. Representatives:
41. U.S. Senators:
42. Electoral Votes:
44. Annual Events:
45. Name and address of state’s tourist information center:
When you have completed gathering the above information, you could do use the facts to:
§ Create a “State A to Z Fact Book” with a person, place, or fact for each letter of the alphabet.
§ Create a “State Book of Facts” by cutting paper into the shape of the state and writing one interesting fact along with an illustration on each page. Bind the pages together in a cover of the same shape as the pages.
§ Use the facts to help with other activities in this unit.
List what you know before you begin the unit and what you would like to learn during the unit and then when the unit is over what you learned throughout the unit.
Information Scavenger Hunt:
As an ongoing part of this unit, have a “state scavenger hunt” to answer questions about the state. State archives, history books, museums, artifacts, photographs, old newspapers and magazines, and experts on various topics of interest will help gather an overall picture of the state.
Set up categories (i.e., in the beginning, early immigrants, statehood, geography, famous people, etc.) and provide containers (i.e., folders, boxes, etc.) to keep the material and information you gather in to keep them organized.
Information you gather on your “scavenger hunt” can be used to prepare reports on the state. The complexity and method of presentation of the reports will depend on the level of your child(ren).
As you work on this unit, gather information, you may wish to create a state timeline so that you can see important events in the states’ history presented in a chronological format.
Timeline Example #1
Timeline Example #2
The First Inhabitants:
The first inhabitants of the United States were Native Americans, also called Indians. Native Americans were the descendants of nomadic tribes who crossed the Bering Strait’s land bridge between Russia and what is now the state of Alaska thousands of years ago. When Columbus sailed, there were approximately 350 Native American tribes in North America.
Determine what tribes lived this the state originally. Gather as much information on this/these tribe(s) as possible. Explore both the history of the tribe and life for the tribe members. Some questions you may wish to consider in this area are:
§ Was the state named after an Native American tribe or some aspect of Indian history or culture?
§ As European settlers arrived in the state, what happened to the Native American population and why?
§ How did the Native American culture influence the state’s culture?
§ Describe life of the Native Americans in the state today.
§ What problems do Native Americans face in the state today?
To enhance this part of your study, you may wish to construct a shoe box diorama of an Indian village as it would have been long ago. Find out what their particular dwellings looked like (i.e., wigwam, adobe bricks, log cabin, etc.). What would the vegetation have looked like?
The First Pioneers:
Arriving in America was just the beginning for many immigrants. Many settlers began their treks in different ways, using different means of transportation, and coming and going in many different directions.
Who were the first pioneers to arrive in the state? When did they come? Why did they come? How did they get there?
Use encyclopedias, history books, internet search engines, etc. to answer the above questions and to find out about particular groups that immigrated to the state and when.
One question you might find interesting to answer is to find out whether you have any family or family roots (also known as genealogy) in this state. [For an interesting mini unit on Genealogy check out /article1099.html.
Find a description of how the state applied for and achieved statehood.
Georgia’s admission to the union
What were the main reasons that this state applied for statehood? Identify the possible political, social, and economic reasons why a territory applied for statehood.
Historical Monuments and Natural Wonders:
Research how historical signposts and markers are used. Find several examples in your own area. Historical monuments are sometimes marked with signposts or even become the centerpiece of a state or national park.
Georgia State Parks and Historic Sites
Georgia State Parks
Chickamauga and Chattanooga National Military Park
Now that you know what a historical place is, research some of the historical places and monuments in this state. You may wish to check the National Park System website at http://www.nationalparks.org/index.html for help in this area. The URL http:// www.nps.gov may also prove useful as soon at the National Park Service reopens their sites.
States are not only filled with historical monuments and sites, but with natural wonders. For example, Arizona has the Petrified Forest, Kentucky has Mammoth Cave, and Florida has the Everglades. Look at a map, an encyclopedia or atlas, or various travel books and brochures to find the natural wonders of the state you are researching. Choose one or more of the following activities to complete:
* Choose one natural place and write a descriptive essay explaining what they like about that particular place. Create a picture to accompany the essay.
* Create a mobile with pictures showing the highlights from their chosen natural place.
* Collect postcards of natural wonders from the state or make your own picture postcards.
Some of the people who have made great contributions to our country may have lived and/or worked in the state you are researching. You may wish to make a set of flash cards using tag board or index cards to complete this section.
Make photocopies of pictures of famous people from the state.
Glue the picture to one side of a 3” x 5” piece of tag board or an index card.
Be sure to include the individual’s name, the dates that they lived, and a list of the individual’s accomplishments on the side opposite of the picture.
Make up your own games using your homemade flashcards.
Famous Folks of Georgia
Land Form Maps
Making state maps of various kinds is an excellent way to learn about land forms, locations, and state resources. A “land form” map shows the shape and height of the land. It shows mountains, plateaus, hills, plains, rivers, etc.
State Map of Georgia
Create your own landform map of the state’s geographical features.
1. Determine the state’s features by looking up a state map in an atlas, an encyclopedia, or a geography book.
2. Make a landform key at the bottom of your blank map form. Include symbols for each of the different landform types in your state.
3. Color in the areas in your state to match the key. Your key should be color-coded. Make the highest land form the darkest color and the lowest land form the lightest color. You can use colored pencils, crayons, markers, etc.
4. Label the large rivers and mountain ranges with their names.
You could also make a relief map of the state. A relief map is a 3D version of a landform map. You could use paper mache or salt dough to make your own relief map.
Historical Maps of the US
State Resource Map:
Resources are things that people use every day. Resources are found and developed from the land itself, or made into other things we use.
1. What resource or manufactured good is your state best known for?
2. How does this resource or product affect the state’s economy?
3. How does the state’s resources/products affect how people live?
4. What products from neighboring states are used by the state?
Make a product map:
1. Look in an atlas, encyclopedia, or geography book to find a map showing the location of products raised or produced in the state.
2. Create a product map showing where these products are grown or manufactured in the state. Use a symbol key to represent the products on your map.
3. Show important cities situated near these resources on your map.
Make a mineral map:
1. Look in an atlas, encyclopedia, or geography book to find a map showing the location of minerals in the state.
2. Create a minerals map showing what minerals are mined in the state, if any. Minerals are natural substances obtained by mining such as coal, ore, salt, or stone. Use a symbol key to represent the minerals.
3. Show important cities situated near these resources on your map.
Names, Nicknames, Mottos, and Songs:
Each state’s name has its origin in some part of American history. Some states were named after explorers, and some after monarchs, kings, or presidents. Many states’ names have Indian or Spanish origins. Every state also has a nickname, a motto, and a state song.
Find out this state’s name, nickname, motto, and song and then find the origins of each. A great internet search engine that can help with this is www.google.com . An online encyclopedia and/or a printed encyclopedia or atlas can help with this research as well.
The nickname of the state of Georgia is “The Peach State.” Can you find out why?
State Motto Information from Geobop
Each state has adopted one bird that represents their state. Find out what this state’s bird is and then find out the following information:
1. name of state bird
2. bird’s habitat
3. colors and markings of this bird
4. food of choice for this bird
5. enemies this bird may have
6. protective behaviors
8. type of nest
9. egg size and shape, as well as incubation time
10. migration habits
11. beak shape and function
12. feet type
13. adaptations to environment
14. songs and calls
15. other interesting behaviors
16. endangered or not
17. how it became the state bird
Draw a picture of the state bird and write a paragraph about what you have learned. Add this to your unit portfolio.
State Symbols of Georgia
State Tree and State Flower
Every state has adopted a tree and a flower to represent it. Find out the tree and flower this state chose.
1. Sketch and color a picture of both the state tree and state flower.
2. Label the parts of each.
3. Find out if the tree or flower is on an endangered list, and if yes, what is being done to protect it.
4. If possible, visit a botanical garden to see a real, live example of the tree or flower. Or, look at seed and gardening catalogs to find examples of these.
Is this state home to any endangered species? If yes, what are they? What is being done in this state to protect the endangered species? Where are these endangered species located?
You could make your own flashcards on the endangered species of this state by drawing or pasting a picture of the plant or animal on the front of an index card and on the reverse, writing some descriptive information.
Every state is affected by conditions of climate and geography. States experience floods, earthquakes, sinkholes, erosion, hurricanes, tornadoes, hailstorms, firestorms, blizzards, drought, mudslides, volcanic activity, and electrical storms.
Make a list different weather types that affect the state you are researching. Look in newspapers, travel brochures and books, tourism sites, etc. to find this information out.
1. Make a table of the state’s average monthly rainfall, then record the information on a bar graph.
2. Make a table of the state’s average monthly temperature, then record the information on a line graph.
3. List various severe weather found in this state and any state-wide plans for dealing with it. For instance, Florida has hurricane evacuation routes in flood prone areas.
Peanut Butter and Syrup Edible Fundough
· 1 c Peanut butter
· 1 c Corn syrup
· 1 ˝ c Powdered sugar
· 1 ˝ c Powdered milk
Mix all ingredients together with a spoon. Add more powdered milk if necessary to make a workable dough. Knead, shape, and eat.
Peanut Butter and Honey Edible Fundough
· 1 c Peanut butter
· 1 c Honey
· 2 c Powdered milk
Mix all ingredients together in a bowl. Add more powdered milk if necessary to make a workable dough. Form the dough into balls and other shapes.
Peanut Toss Game
National Peach Cobbler Day
--STEP I: CRUST:--
1 1/2 c. self-rising flour
1 1/2 sticks margarine
1/4 c. brown sugar
1 c. chopped nuts
Mix all ingredients. Spread mixture in a 13x9 inch pan and bake for 30 minutes at 300 degrees. Let cool.
STEP II: FILLING:
8 oz. cream cheese
1/2 box powdered sugar
1 lg. (12 oz.) container Cool Whip
Mix above ingredients and spread over crust.
--STEP III: TOPPING:--
1 c. water
4 tbsp. Cornstarch
1 c. sugar
1 (3 oz.) box peach Jello
4 c. peaches
Combine first 3 ingredients in pan. Boil until thick and clear. Stir in Jello and let cool. Mix in peaches and spread on top of the filling. Refrigerate overnight. Cut and serve.
Angel Salad with Peach Halo
1 (No. 2 1/2) can cling peach slices
3/4 c. syrup from peaches
1 env. (1 tbsp.) plain gelatin
3 tbsp. lemon juice
2 (3 oz.) pkg. cream cheese
1/2 c. mayonnaise
1/4 tsp. Salt
1 tsp. prepared horseradish
1/2 c. chilled evaporated milk
1/2 c. finely chopped celery
Drain peaches; heat syrup to boiling. Soften gelatin in lemon juice and dissolve in hot syrup. Cool. Mash cheese with fork; blend in mayonnaise and seasonings. Blend in gelatin. Whip chilled evaporated milk in chilled bowl until fluffy. Fold in gelatin, celery and peach slices, withholding 7 slices for garnish. Turn into 8 inch ring mold and chill until firm. Unmold on greens. Decorate with peaches and berries or cherries. Serve with additional mayonnaise mixed with whipped cream, if desired. This party size mold serves 8 to 10. To serve 4 or 5, use half amounts of each ingredient, chill salad in individual molds.
3 egg yolks
4 tbsp. Sugar
3 tbsp. Vinegar
120 small or 12 large marshmallows
Dash of salt
1 c. pecans
1 large carton Cool Whip
2 cans peach halves
Combine egg yolks, sugar, vinegar and salt, beat well until sugar dissolves. Cool in double boiler with marshmallows until all marshmallows and melted. Cool. Fold in Cool Whip and pecan pieces. Fill peach halves. (May decorate with cherries).
Salted Peanut Chews
1 1/2 c. flour
2/3 c. brown sugar
1/2 tsp. baking powder
1/2 tsp. Salt
1/4 tsp. Soda
1/2 c. softened margarine
1 tsp. Vanilla
2 egg yolks
2/3 c. corn syrup
1/4 c. margarine
2 tsp. Vanilla
12 oz. peanut butter chips
2 c. Rice Krispies
2 c. salted peanuts
Combine crust ingredients until crumb mixture forms. Press into 9 x 13 inch pan. Bake 12 to 15 minutes in a 350 degree oven until light golden brown. Immediately sprinkle with 3 cups miniature marshmallows and bake 1 or 2 minutes longer or until marshmallows just begin to puff. Cool. While preparing topping heat corn syrup, 1/4 cup margarine, vanilla and chips just until chips are melted and mixture is smooth, stirring. Remove from heat and stir in cereal and nuts. Immediately spoon warm topping over marshmallows and spread to cover. Chill and cut into bars.
Peanut Butter Balls
2 c. powdered sugar
1 1/2 c. peanut butter (chunky or smooth)
3 tbsp. Butter
1 tsp. Vanilla
Cream all ingredients. Roll in walnut size balls and chill a few hours. Melt 1/2 package almond bark. Roll balls in chocolate until coated. Place on wax paper. Keep cold. Fun for the kids to make at Christmas time.
Info Please – Georgia
The US 50
Great General Resource
Georgia Sate Unit
Lessons from the US Mint
Historical Text Archive
Thirteen Colonies Word Search
A lot of printables from enchantedlearning.com