GA 8th Grade Toolbox #3

TEACHER 

TOOLBOX 

8 th Grade Unit 3 

TOOLBOX #3 

Georgia’s 

Colonial Period 

SAMPLE 

Exactly what 

you need... 

Exactly when 

you need it! 

©Gallopade • All Rights Reserved • www.gallopade.com

UNIT 3 OVERVIEW 

Georgia’s 

Colonial Period 

UNIT ORGANIZATION 

& TOOLBOX SUMMARY 

UNIT 3: Georgia’s Colonial Period 

Inquiry-Based Learning: Anticipatory Activity Unit Opener 

Social Studies Themes: Enduring Understandings 

Vocabulary-Builder, Vocabulary Quiz, Study Guide, and More 

CHAPTER 5: Georgia’s Beginnings 

Learning Objectives, Correlations, Inquiry/Opener Activity, Essential Questions, Instructional 

Strategies and Activities, and More 

ExperTrack Online Assessment * : Checkpoint #03 

CHAPTER 6: The Trustee Period 




CHAPTER 7: Georgia as a Royal Colony 




SAMPLE 

* 

license required 


UNIT 3 

GEORGIA EXPERIENCE | GRADE 8 | UNIT 3 

INQUIRY-BASED LEARNING 

ANTICIPATORY ACTIVITY UNIT OPENER 

Inquiry-Based Learning 

You will need four stacks of note cards. Each student will get one note card. Prior to class, label 

each group of note cards with one of the topics listed below. (Write the topic only on the cards. 

Do not write what is listed in parentheses.) 

Suggested topics are: 

Land (arrived in South Carolina and had to wait for land for settlement site) 

Natives (while England claimed ownership of land, it was inhabited by American Indians) 

Biological Issues (new diseases, heat, humidity, wildlife) 

Strict Rules (no slaves, assigned plots of land, no Catholics or Jews allowed, no alcohol) 

Begin with student workbooks closed. 

Show students a brief video about the founding of Georgia, such as: 

https://www.youtube.com/watch?v=m67EL3C0CvI 

Give each student a note card with a topic on it. During the video, they can take notes on the 

card, but should leave one side blank. 

After the video, have students with the same topic gather into groups. Their assignment is to 

list possible challenges or issues that the new “Georgians” faced. (You can use the items listed 

in parentheses by each topic to give the students some ideas, but urge them to be creative and 

draw from prior knowledge.) 

• Remind the students that the families were all arriving from England. 

• Have students discuss what the lives of the immigrants in England may have been like, 

and how they may have been unprepared for life in Georgia: 

1. Crowded cities 

SAMPLE 

2. Limited land to grow crops 

3. No Indians or wild animals to contend with 

Give students 5-10 minutes to brainstorm and write their ideas on their cards. When the time is 

up, have a representative from each group share the challenges/issues they came up with and 

ideas for how colonists could have handled them. List each group’s input on the whiteboard. 

©Gallopade • All Rights Reserved • www.gallopade.com 

Permission is granted to use Toolbox only with students for whom a current-year Experience Class Set is purchased. 

3

UNIT 3 


SOCIAL STUDIES THEMES 

ENDURING UNDERSTANDINGS 

Social Studies Themes 

These themes provide the underlying framework for many important “big picture” concepts that 

your students will be learning throughout this unit. Use these questions to help students apply 

what they learn about Georgia’s Colonial Period toward their understanding of these Enduring 

Understandings throughout the unit. 

CULTURE 

The culture of a society is the product of the religion, beliefs, 

customs, traditions, and government of that society. 

How did different ethnic groups influence the development of the Georgia colony? 

INDIVIDUALS, GROUPS, & INSTITUTIONS 

The actions of individuals, groups, and/or institutions affect 

society through intended and unintended consequences. 

Why did James Oglethorpe wish to make a new colony where debtors could start a new life? 

Why did the Trustees want to have strict rules for colonists to follow in Georgia? 

BELIEFS & IDEALS 

The beliefs and ideals of a society influence the social, 

political, and economic decisions of that from society. 

How did the actions of James Oglethorpe and his settlers differ from other European 

settlers when dealing with American Indians? 

SAMPLE 

GOVERNANCE 

As a society increases in complexity and interacts with other 

societies, the complexity of the government also increases. 

How did Georgia change once it became a royal colony? 



4

UNIT 3 

NAME: _____________________________________________ 


GEORGIA’S COLONIAL PERIOD 

REDEFINE THIS TERM FROM THE LAST UNIT. 

colony 

Vocabulary-Builder 

USE A DICTIONARY TO DEFINE THESE TERMS. THEN WATCH FOR 

THEM IN YOUR WORKBOOK, AND HIGHLIGHT THEM WHEN YOU FIRST 

SEE THEM. 

bluff 

buffer 

charter 

debtor 

ethnic group 

export (verb) 

interpreter 

legislature 

malcontent 

marsh 

parliament 

philanthropy 

prosper 

royal colony 

trustee 

SAMPLE 



5

CHAPTER 5 

Georgia’s 

Beginnings 

CHAPTER TOOLS: 

Tool 

Multimedia Resource Gallery 

Learning Objectives + Correlations 

Essential Questions Activity Sheet 

When To Use 

(start, end, or with which page of Student Workbook) 

throughout 

start + ongoing 


Let’s Review! page 23 

Writing Prompt page 24 

Primary Source Analysis 

Project-Based Learning 

ExperTrack * Checkpoint #03 

EOC 

EOC 

EOC (pretest optional) 

SAMPLE 

* 



CHAPTER 5 


Learning Objectives & Correlations 

GSE: 

GEORGIA’S BEGINNINGS 

LEARNING TARGETS 

Students will be able to: 

ÎÎExplain the importance of the Charter of 1732. 

ÎÎExplain philanthropy as a reason for settlement as outlined 

in the Charter of 1732. 

ÎÎExplain economics as a reason for settlement as outlined in 

the Charter of 1732. 

ÎÎExplain defense as a reason for settlement as outlined in the 

Charter of 1732. 

ÎÎDescribe the relationship between James Oglethorpe, 

Tomochichi, and Mary Musgrove. 

ÎÎDescribe how the relationship between James Oglethorpe, 

Tomochichi, and Mary Musgrove facilitated the 

establishment of Savannah at Yamacraw Bluff. 

SAMPLE 

CORRELATIONS TO STANDARDS 

SS8H2a,b 

Map and Globe Skills: 8 

Information Processing Skills: 2, 11 



7

CHAPTER 5 

NAME: _____________________________________________ 


GEORGIA’S BEGINNINGS 

 

How was the Charter of 1732 important? 

Essential Questions 

 

What were the three reasons stated in the Charter of 1732 for the settlement of Georgia? 

 

How did the relationship between James Oglethorpe, Tomochichi, and Mary Musgrove 

facilitate the establishment of Savannah at Yamacraw Bluff? 

SAMPLE 



8

CHAPTER 5 

NAME: _____________________________________________ 


COLONIAL GEORGIA 

In 1730, James Oglethorpe and a few other Englishmen made plans to 

establish a buffer colony between English South Carolina and the Spanish 

colony of Florida. This new colony was to be named Georgia, for King 

George II. 

Let’s Review! 

Oglethorpe founded Savannah on February 12, 1733, as the first settlement 

in the Georgia colony. Savannah was the chief city and capital of the Georgia 

colony until after the American Revolution. 

Illegal trading between English smugglers and Spanish settlements, plus 

disagreement over the Georgia-Florida boundary, led to war between 

England and Spain in 1739. Oglethorpe tried to capture Florida but failed. 

In 1742, his troops crushed a Spanish landing during the Battle of Bloody Marsh on St. Simons 

Island, Georgia. This victory ended war in America, but it continued in Europe without settling 

the original disputes. 

Oglethorpe hoped Georgia would become a colony of many small farms. The colony’s charter 

prohibited the importation of Africans so that neither slavery nor plantations would develop. By 

1750, however, Georgia law had been changed to allow settlers to bring in slaves, and large 

plantations soon developed. 

Solve the crossword puzzle. 

2 3 

SAMPLE 

Across 

2. He was the founder of Savannah 

5. capital of Georgia until the American Revolution 

6. Battle of Bloody Marsh occurred here 

7. colony named for King George II 

6 7 

Down 

1. Spanish colony to the south 

3. Which country was Oglethorpe from? 

4. __________ was prohibited by Georgia’s first charter. 

5 



1 

4 

9

CHAPTER 5 

NAME: _____________________________________________ 


A PLANNED CITY 

Writing Prompt 

Savannah was unique in the thirteen 

colonies because it was a planned city. 

The city plan featured public squares 

surrounded by 40 houses and public 

buildings. Savannah was intended to 

be a “classless society,” so the city plan 

included equal plots of land for every 

household. Imagine that you have been 

asked to plan a city. Describe what your 

city would look like, how it would be 

divided, and why. 

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SAMPLE 

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10

CHAPTER 5 

NAME: _____________________________________________ 


PRIMARY SOURCE ANALYSIS 

STUDENT OBSERVATIONS AND CONCLUSIONS 


“Tomochichi, Micco, then came in 

Oglethorpe and the Indians 

with the Indians of Yamacraw, to 

Mr. Oglethorpe; and bowing very 

low, he said, “I was a banished 

man. I came here poor and 

helpless, to look for good land 

near the tombs of my ancestors; 

and the Trustees sent people 

here. I feared you would drive 

us away, for we were weak and 

wanted corn; but you confirmed 

our land to us, gave us food, 

and instructed our children. We 

have already thanked you in the 

strongest words we can find, Courtesy of the Library of Congress 

but words are no return for such 

favors; for good words may be spoke by the deceitful; as well as the upright heart.” 

A Brief Account of the Establishment of the Colony of Georgia Under Gen. James Oglethorpe, February 1, 1733. 

Published 1835. The Library of Congress. 

Read the text and study the art to answer the questions. 

1. Describe what you see. What do you notice first? Why? 

____________________________________________________________________________________ 

____________________________________________________________________________________ 

SAMPLE 

2. You can see a female kneeling next to Oglethorpe. Based on what you know, infer who that 

female is. What do you think she is doing in the scene? 

____________________________________________________________________________________ 

____________________________________________________________________________________ 

3. Why do you think James Oglethorpe is receiving a gift? 

____________________________________________________________________________________ 

____________________________________________________________________________________ 

4. Based on the image and the description, describe the relationship between Tomochichi and 

Oglethorpe. Why would Tomochichi say, “…for good words may be spoke by the deceitful; 

as well as the upright heart”? 

____________________________________________________________________________________ 

____________________________________________________________________________________ 



11

CHAPTER 5 

NAME: _____________________________________________ 


PRIMARY SOURCE ANALYSIS 

TEACHER NOTES 


“Tomochichi, Micco, then came in with the Indians of 

Yamacraw, to Mr. Oglethorpe; and bowing very low, he said, 

“I was a banished man. I came here poor and helpless, to 

look for good land near the tombs of my ancestors; and the 

Trustees sent people here. I feared you would drive us away, 

for we were weak and wanted corn; but you confirmed our 

land to us, gave us food, and instructed our children. We have 

already thanked you in the strongest words we can find, but 

words are no return for such favors; for good words may be 

spoke by the deceitful; as well as the upright heart.” 

A Brief Account of the Establishment of the Colony of Georgia 

Under Gen. James Oglethorpe, February 1, 1733. Published 

1835. 

The Georgia colony was different from previously founded colonies on the East Coast. The first 

difference is that initially the colony was founded on the principle that slavery was morally wrong 

and would not be allowed in the colony. Historians have debated as to whether Oglethorpe was 

truly against slavery or was acting in the interest of the survival of the colony. Some historians 

believe Oglethorpe had observed other colonies where slavery was a prominent source of labor 

and concluded that the use of slave labor made the colonists less likely to do the hard labor to 

establish the colony. 

The second difference was the labor utilized to establish the colony. The popular belief is the 

labor force came from debtor prisons in England. Current historical research disputes the notion 

the colony was a debtor colony as there is no record of a debtor being released from prison to 

settle the colony. Regardless, Oglethorpe was considered to be a humanitarian as he frequently 

spoke out against incarcerating people because they could not meet their financial obligations. 

Oglethorpe had personal experience with the debtor prison system. Robert Castell, a close 

confidant of Oglethorpe, was jailed when he was unable to meet his financial obligations. At that 

time in history, prisoners were required to reimburse the prison for their care, further exacerbating 

their debt. Unable to reimburse the prison, Castell contracted smallpox and died after he 

was moved to a different part of the prison. Oglethorpe became one of the most prominent 

opponents of debtor prisons. 

The third difference is that the colony was a planned city. Oglethorpe’s vision was to incorporate 

agriculture, business, and residential plots separated by a public space in the form of squares 

or grids. His vision was to construct buildings that looked identical on lots that were of equal 

proportion. Oglethorpe’s concept was of a classless society where the working class lived next to 

the upper class. Each person would be responsible for cultivating their own plot of land. This was 

far different from several other colonies, where wealthy landowners took advantage of slave labor 

and indentured servants to create large, privately owned agricultural tracts called plantations. 

Oglethorpe cultivated good relations with American Indian populations. While the leader of the 

colony, he made every effort to honor the culture of the local indigenous population, created 

fair agreements, and protected the local groups from unscrupulous traders wanting to take 

advantage of the tribes. Some historians believe his zealous defense of the native tribes in the 

area was in response to his fear that the Spanish were plotting to take control of the area, and the 

Indian tribes were a de facto military. 

SAMPLE 



12

CHAPTER 5 

NAME: _____________________________________________ 



LET’S WORK TOGETHER— 

PUZZLE POSTERS! 

PROJECT SUMMARY 

In February 1773, the colonists in Georgia cleared the land of what would become the 

city of Savannah. Yamacraw Bluff was the name given to this area by the American 

Indians. James Oglethorpe, Tomochichi, and Mary Musgrove worked together to 

establish the city of Savannah. Savannah became Georgia’s first city! 

Project Due Date: 

Assigned Person: 

Process: 

________________________________________ 

_______________________________________ 

• Students work with a partner or small group. 

• Research and learn about either James Oglethorpe, Tomochichi, or Mary Musgrove. 

• Join three smaller groups to create a larger group that includes research about James 

Oglethorpe, Tomochichi, and Mary Musgrove. 

• This larger group will create a poster with four sections highlighting each person as well 

as the city of Savannah. 

• Discuss, reflect on, and evaluate your learning experience. 

Things to research: 

Who was the person your group researched? What was their background? What role did 

they play in the establishment of Savannah? What motivated them to work together? What 

was the city of Savannah like when it was first established? What was unique about the city of 

Savannah? 

Use your research to determine: 

SAMPLE 

• What was the relationship between James Oglethorpe, Tomochichi, and Mary Musgrove 

in establishing the city of Savannah at Yamacraw Bluff? 



13

CHAPTER 5 

NAME: _____________________________________________ 



LET’S WORK TOGETHER— 

PUZZLE POSTERS! 


How to present your findings: 

Smaller groups or pairs will research one of the key people involved in establishing the city of 

Savannah. Then, the groups that researched each person will merge into three large groups 

representing each individual. The larger groups will work together to create posters with four 

sections highlighting each person as well as the city of Savannah. If desired, students can make 

the sections look like puzzle pieces to represent how these three key people worked together to 

establish Savannah. 

Follow-up questions to think about and discuss: 

What did each of these key people gain by working together? 

What made the city of Savannah unique when it was established? 

What made Yamacraw Bluff a good site to establish the city of Savannah? 

SAMPLE 



14

CHAPTER 5 

NAME: _____________________________________________ 


LET’S WORK TOGETHER—PUZZLE POSTERS! 

PROJECT RUBRIC 


CATEGORY EXPECTATIONS SCORES (circle points earned) 

Neat 

Complete 

Visual 

Elements 

Accurate 

Mechanics 

Total 

Reflections: 

• finished product shows effort and care 

• presentation can be clearly followed 

• all required items are included 

• project reflects depth of research 

and analysis 

• visuals are used to explain topic 

• illustrations and maps are labeled 

• all facts are correct 

• details are included to support facts 

• spelling, grammar, and punctuation 

are all accurate as is appropriate for 

grade level 

• assignment is completed on time 

Exceeds 

Standard 

1. What do I think I did really well? _____________________________________________________ 

___________________________________________________________________________________ 

2. What do I think I could have done better? _____________________________________________ 

___________________________________________________________________________________ 

4 

4 

4 

4 

4 

Meets 

Standard 



3 

3 

3 

3 

3 

Approaching 

Standard 

SAMPLE 

• add up all points earned above 

• indicate Overall Score of 

Exceeds, Meets, Approaching, or 

Does Not Meet Standards 

Total Points: 

2 

2 

2 

2 

2 

Does Not Meet 

Standard 

Overall Score: 

1 

1 

1 

1 

1 

15

CHAPTER 6 

The Trustee 

Period 


Tool 




When To Use 


throughout 






EOC 


SAMPLE 

* 



CHAPTER 6 



GSE: 

THE TRUSTEE PERIOD 



ÎÎDescribe the role of the Salzburgers in the settling of 

Georgia during the Trustee Period. 

ÎÎDescribe the role of the Highland Scots in the settling of 


ÎÎDescribe the role of the Jews in the settling of Georgia 

during the Trustee Period. 

ÎÎDescribe the role of the Malcontents in the settling of 


ÎÎGive examples of the kinds of goods produced in colonial 

Georgia. 

ÎÎGive examples of the kinds of services produced in colonial 

Georgia. 

SAMPLE 


SS8H2c,e 

Map and Globe Skills: 7, 8 

Information Processing Skills: 11 



17

CHAPTER 6 

NAME: _____________________________________________ 



 

What roles did the Salzburgers, Highland Scots, Jews, and Malcontents play in settling 

Georgia during the Trustee Period? 


 

What kinds of goods and services were produced and traded in colonial Georgia? 

SAMPLE 



18

CHAPTER 6 

NAME: _____________________________________________ 


THE MALCONTENTS 

The Malcontents were a group of settlers who disagreed and complained about the rules and 

regulations established by the Trustees. Research the Trustees’ plan for Georgia. Write five 

complaints that might have been made by a Malcontent. 

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19

CHAPTER 6 

NAME: _____________________________________________ 


GEORGIA—A PATCHWORK QUILT 



In June 1732, King George granted a charter to establish the colony of Georgia. James 

Oglethorpe was one of 21 men named as a trustee who would govern the colony for 21 

years. This period in Georgia’s history is called the Trustee Period. People from a variety 

of European nations heard about the new Georgia colony and made the long ocean 

voyage to join the settlement at Savannah. These diverse groups made a significant 

impact on the Georgia colony. 


Assigned Group: 

Process: 

________________________________________ 

_______________________________________ 

• Students work with a partner or in small groups. 

• Research and learn about one of the diverse ethnic groups that settled Georgia: 

Salzburgers, Highland Scots, Jews, or Malcontents. 

• Create a patchwork quilt with each square representing one of the ethnic groups. 



Where was your ethnic group from? Why did they choose to settle in Georgia? What skills 

or expertise did they bring to the colony? What was their role in the colony? Who were the 

significant people in that group? Where did they settle? What were the unique cultural, food, 

clothing, language, and religious attributes of your group? 


SAMPLE 

• What was the role of the diverse groups (Jews, Salzburgers, Highland Scots, and 

Malcontents) in settling Georgia during the Trustee Period? 



20

CHAPTER 6 

NAME: _____________________________________________ 






Assign a different colored square for each ethnic group. For example, all groups researching the 

Highland Scots will receive an orange square of paper. Groups will create a quilt square to share 

what they learned about the ethnic group they researched. Arrange the completed quilts to 

create a patchwork quilt representing the diverse groups that settled Georgia during the Trustee 

Period. Just as each ethnic group (quilt square) was unique, putting them all together created 

the colony of Georgia (patchwork quilt). If you like, you can include additional squares with 

pictures of early Georgia, city names where the groups settled, etc. For an extra challenge, use a 

variety of shapes instead of just squares. 


What unique contribution did each ethnic group bring to the colony? 

How might different cultures and traditions have caused problems in the colony? 

Can you trace your family or community back to one of these early groups? 

SAMPLE 



21

CHAPTER 6 

NAME: _____________________________________________ 






Neat 

Complete 

Visual 

Elements 

Accurate 

Mechanics 

Total 

Reflections: 





and analysis 







grade level 


Exceeds 

Standard 


___________________________________________________________________________________ 


___________________________________________________________________________________ 

4 

4 

4 

4 

4 

Meets 

Standard 



3 

3 

3 

3 

3 

Approaching 

Standard 

SAMPLE 





Total Points: 

2 

2 

2 

2 

2 

Does Not Meet 

Standard 


1 

1 

1 

1 

1 

22

CHAPTER 7 

Georgia as 

a Royal Colony 


Tool 




When To Use 


throughout 






EOC 


SAMPLE 

* 



CHAPTER 7 



GEORGIA AS A ROYAL COLONY 



GSE: 

ÎÎExplain the transition of Georgia into a royal colony with 

regard to land ownership. 


regard to slavery. 


regard to alcohol. 


regard to government. 

ÎÎGive examples of the kinds of goods produced in colonial 

Georgia. 

ÎÎGive examples of the kinds of services produced in colonial 

Georgia. 

SAMPLE 


SS8H2d,e 

Map and Globe Skills: 7, 8 

Information Processing Skills: 11 



24

CHAPTER 7 

NAME: _____________________________________________ 


GEORGIA AS A ROYAL COLONY 

 

How did Georgia transition into a royal colony with regard to land ownership, slavery, 

alcohol, and government? 


 

What kinds of goods and services were produced and traded in colonial Georgia? 

SAMPLE 



25

CHAPTER 7 

NAME: _____________________________________________ 


GOODS AND SERVICES IN 

COLONIAL GEORGIA 


The Salzburgers came to Georgia in 1734 from what is present-day Austria. You have learned 

about how they successfully established a silk industry in the new colony. They planted mulberry 

trees and watched over the silkworms that fed on the leaves. Learn about the other goods and 

services produced and traded in colonial Georgia. Choose a different good or service that was 

produced in Georgia, and write a short summary about it. 

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SAMPLE 

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26

CHAPTER 7 

NAME: _____________________________________________ 



MOVING FROM THE TRUSTEE 

PERIOD TO A ROYAL COLONY 


In June 1732, King George granted a charter to establish the colony of Georgia to be 

governed by a group of 21 Trustees. The colony did not prosper as well as expected. In 

1752, the Trustees surrendered control of the colony to the British government. Georgia 

then transitioned into a royal colony. 


Assigned Area to Research: 

Process: 

• Students work in small groups. 

________________________________________ 

_______________________________________ 

• Research and learn about life in Georgia during either the Trustee Period or as a royal 

colony in one of the following areas: land ownership, slavery, alcohol, and government. 

• Groups will pair up and compare and contrast the area they researched under the Trustee 

Period and as a royal colony. 



What were the rules pertaining to land ownership during the Trustee Period? What were the 

rules about land ownership during the time Georgia was a royal colony? What were the rules 

about slavery in Georgia during the Trustee Period? What were the rules about slavery in 

Georgia as a royal colony? What were the rules about alcohol use during the Trustee Period? 

What were the rules about alcohol use in the royal colony? How was the government run during 

the Trustee Period? How was the government run as a royal colony? 


SAMPLE 

• How did Georgia transition from the Trustee Period to a royal colony in the following areas: 

land ownership, slavery, alcohol, and government? 



27

CHAPTER 7 

NAME: _____________________________________________ 







Groups that researched the same area (land ownership, slavery, alcohol, and government) will 

present their findings one after the other. After each group has presented, the class will discuss 

the similarities and differences between the Trustee Period and the royal colony period. As a 

class, summarize these similarities and differences into a statement about each area. Continue 

until all group pairs have shared. Review the summaries for each area to examine the transition 

from the Trustee Period to the time when Georgia was a royal colony. 


In what ways was the transition from the Trustee Period to a royal colony positive? 

In what ways was the transition from the Trustee Period to a royal colony negative? 

SAMPLE 



28

CHAPTER 7 

NAME: _____________________________________________ 







Neat 

Complete 

Visual 

Elements 

Accurate 

Mechanics 

Total 

Reflections: 





and analysis 







grade level 


Exceeds 

Standard 


___________________________________________________________________________________ 


___________________________________________________________________________________ 

4 

4 

4 

4 

4 

Meets 

Standard 



3 

3 

3 

3 

3 

Approaching 

Standard 

SAMPLE 





Total Points: 

2 

2 

2 

2 

2 

Does Not Meet 

Standard 


1 

1 

1 

1 

1 

29

UNIT 3 

NAME: _____________________________________________ 



Down 

1. a settlement controlled by 

a country in a distant land 

Complete the crossword puzzle. 

Vocabulary Quiz 

2. a person who translates 

words from one language 

to another to help 

people who do not know 

each other’s language 

communicate 

3. a person who is 

dissatisfied; a troublemaker 

5. the group of people in 

a government who have 

power to make laws for a 

country or state 

7. an act or gift intended 

to improve the life of 

someone else 

8. a person who owes money 

12. a protective barrier 

Across: 

4. a person or group given power and authority to make decisions for another 

6. a group of people with shared ancestral, cultural, lingual, and social characteristics 

10. the political group or assembly that has power to make laws for a country 

11. an area of low-lying wetland where the water is usually shallow and fluctuating, with many lowgrowing 

plants and grasses but few trees 

12. a very high steep cliff that is usually formed by erosion and overlooks a body of water or plain 

13. an official paper in which certain rights are given by a government to a person or business 

14. to sell goods or services to another country 

15. to succeed and flourish 

SAMPLE 

16. a colony ruled by a governor who is appointed by the monarch 



30

UNIT 3 

NAME: _____________________________________________ 



SCAVENGER HUNT 

1. Find and highlight each of these items or facts in your Student Book: 

A. The person or people who asked for a charter to start the Georgia colony 

Interactive Workbook 

B. Three goals for the Georgia colony, as written in its charter 

C. Where the Georgia colony was established 

D. The Indian chief that Oglethorpe negotiated with for the location of the colony 

E. The woman who helped Oglethorpe and the Indian chief communicate 

F. The name of the city Oglethorpe and the colonists built 

G. Two interesting facts about the city Oglethorpe and the colonists built 

H. The religions prohibited in Georgia by the Charter of 1732 

I. Why the Salzburgers came to Georgia 

J. Why Oglethorpe recruited the Highland Scots to come to Georgia 

K. Why Oglethorpe allowed Jewish settlers to settle in the Georgia colony 

L. Why Georgia colonists built forts on the barrier islands 

M. The name of the battle where Oglethorpe’s army defeated the Spanish 

N. The name of the group that challenged the strict rules the Trustees had established 

O. The year when Georgia became a royal colony 

P. Georgia’s exports during its period as a royal colony 

SAMPLE 

Q. The ways that self-government was restricted in the new colonial government 

2. Write PS by two primary sources in this unit. 

3. On page 23, calculate and write how many years ago the charter for establishing 

Georgia was issued. 

4. At the top of the photograph showing Oglethorpe’s plan for Savannah on page 24, 

write “Established ____” but instead of the blank line, write the year Oglethorpe and the 

colonists arrived in Georgia. (Use the text on page 24 to determine the correct year.) 

5. Underline the things forbidden under the Charter of 1732 that became legal when 

Georgia became a royal colony. 

6. Did you find all the vocabulary worksheet terms in your workbook and highlight them? 

7. In case there were any you could not find, here are page numbers to help you in your 

search. 

buffer 23, charter 23, parliament 23, philanthropy 23, trustee 23, bluff 24, debtor 24, 

interpreter 24, ethnic group 27, malcontent 29, export (verb) 30, marsh (marshlands) 30, 

prosper 30, royal colony 30, legislature 31 



31

UNIT 3 

NAME: _____________________________________________ 


FOUNDING THE GEORGIA COLONY 

1. Who founded the Georgia colony? 

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2. What was the Charter of 1732? 

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Study Guide page 1 

3. What three reasons did the Charter of 1732 give for settling Georgia? Explain each. 

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ESTABLISHING SAVANNAH 

4. Where was the city of Savannah established? 

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5. Who was Tomochichi? Why did Oglethorpe want to negotiate with him? 

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6. Who was Mary Musgrove? How did she help to establish Savannah? 

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SAMPLE 

7. List the rules imposed on colonists during the Trustee Period. 

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8. What role did the Salzburgers play in the Georgia colony? 

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9. What role did the Highland Scots play in the Georgia colony? 

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10. What role did Jews play in the Georgia colony? 

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UNIT 3 

NAME: _____________________________________________ 


11. Explain how Oglethorpe and the colonists protected and defended South Carolina. 

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12. Who were the “malcontents”? What effect did they have on the Georgia colony? 

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Study Guide page 2 

THE ROYAL COLONY OF GEORGIA 

13. What caused Georgia to become a royal colony? 

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14. Why did Georgia begin to thrive as a royal colony? 

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15. What goods and services were produced and traded in colonial Georgia? 

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16. Describe the government in Georgia as a royal colony. 

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SAMPLE 



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GA 8th Grade Toolbox #3

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