| QCC Objectives |
| Concept |
Grade |
Area |
QCC # |
| Describes the impact of climate and physical environment on the
lifestyles of Eastern Woodlands Indians. |
4 |
History |
8 |
| Compares and contrasts the explorations of Spain, England during
14th and 15rh centuries. |
4 |
History |
10 |
Compares and contrasts early colonial settlements in the Southern
colonies as to climate, physical features, settler's origin,
motivation, forms of government and use of natural resources. |
4 |
History |
12 |
| Describes the settlement in Georgia led by Oglethorpe. |
4 |
History |
13 |
| Classifies the original thirteen colonies by regions. |
4 |
History |
14 |
| Identifies the sources of dissatisfaction that led to the American
Revolution. |
4 |
History |
17 |
| Distinguishes between loyalists and the patriots. |
4 |
History |
19 |
| Describes the contributions of key individuals in the American Revolution. |
4 |
History |
20 |
| Identifies and describes different types of regions found within
the US that can be categorized according to climatic, physical, cultural
and economic. |
4 |
Geography |
5 |
| Identifies physical regions within the United States And major physical
features of each region. |
4 |
Geography |
6 |
| Distinguishes between political and physical maps. |
4 |
Geography |
7 |
| Identifies the location of Georgia in relation to region using maps
and other geographic tools and technology. |
8 |
Social Studies |
1 |
| Locates and describes the geographic regions of Georgia (coastal
plain) and identifies physical process that formed them. |
8 |
Social Studies |
2 |
| Identifies geographical factors and explains how they have influenced
Georgia's exploration, settlement and economic development. |
8 |
Social Studies |
5 |
| Traces Spanish and English exploration and rivalry from the discovery
of the New World up to the colonization of Georgia. |
8 |
Social Studies |
7 |
| Explains the impact of Spanish and English conquest on the Indian
civilizations of North America and the impact of the Indian civilizations
on the European settlers. |
8 |
Social Studies |
8 |
| Describes the Indian nations and tribes living in Georgia and their
relationships with the English colonists. |
8 |
Social Studies |
9 |
| Analyzes factors in both England and North America that led to Great
Britain to create the colonies of North America and identifies and
describes settlement patterns of the early colonists. |
8 |
Social Studies |
10 |
| Evaluates the three major reasons for the founding of the colony
of Georgia. |
8 |
Social Studies |
11 |
| Compares and contrasts political, economic and socio-religious development
of the Southern colonies. Describes how the different physical and
religious environments provided opportunities for or placed constraints
on human activities. |
8 |
Social Studies |
12 |
| Analyzes attitudes in Georgia toward independence from England and
summarizes Georgia's role in the Revolutionary War. |
8 |
Social Studies |
17 |
| Examines and analyzes political, economic, social, demographic and
cultural characteristics of ante-bellum Georgia. |
8 |
Social Studies |
24 |
| Analyzes Georgia's role in the Civil War and outlines the impact
of the war on the state and nation. |
8 |
Social Studies |
26 |
| Explains the political, economic and social impact of Reconstruction
policies on Georgia from 1865-1877. |
8 |
Social Studies |
27 |
| Interprets environmental and geographic issues in Georgia and analyzes
the future effects of possible responses to these issues. |
8 |
Social Studies |
51 |
| Locates ideas in multiple types of sources. |
8 |
Social Studies |
52 |
| Takes notes and develops outlines through reading, listening or
viewing. |
8 |
Social Studies |
53 |
| Develops and interprets graphic aids. |
8 |
Social Studies |
54 |
| Distinguishes between primary and secondary sources and determines
respective uses. |
8 |
Social Studies |
55 |
| Analyzes interpretations of the same event from multiple sources. |
8 |
Social Studies |
56 |
| Formulates questions related to topic. |
8 |
Social Studies |
59 |
| Collects evidence using appropriate, reliable data. |
8 |
Social Studies |
63 |
| Identifies areas for further studies. |
8 |
Social Studies |
65 |
| Formulates and defends positions on an issue. |
8 |
Social Studies |
68 |
| Places related events in chronological order. |
8 |
Social Studies |
72 |
| Uses indefinite time concepts as past, future, meanwhile. |
8 |
Social Studies |
73 |
| Analyzes and uses a variety of maps for information about an area. |
8 |
Social Studies |
77 |
| Uses physical maps of Georgia and the Southeast to explain historical
and current events. |
8 |
Social Studies |
80 |
| Uses the map legend to interpret the special use of symbols that
presents various kinds of information. |
8 |
Social Studies |
82 |
| Demonstrates how scale can be expressed in different ways or as
a representative fraction. |
8 |
Social Studies |
83 |
| Identifies and describes the native inhabitants the Europeans the
Europeans in the New World. |
11 |
U.S. History |
1 |
| Identifies the factors that led to the colonization of the continent
of the continent of North America. |
11 |
U.S. History |
2 |
| Identifies and analyzes the social, political, religious and economic
patterns that developed in the American colonies. |
11 |
U.S. History |
3 |
| Explains the causes of the American Revolution (1763-1775). |
11 |
U.S. History |
5 |
| Describes the major events, military campaigns and influential persons
of the American Revolution. Develops and beliefs and values profile. |
11 |
U.S. History |
7 |
| Compares patterns of agricultural development in different in different
regions as they relate to natural resources, markets trade. |
11 |
U.S. History |
41 |
| Formulates historical questions and defends findings based on inquiry
and interpretation. Analyzes documents, records, and data (such as
artifacts, diaries, letters, photographs, journals, newspapers, historical
accounts, etc.). |
11 |
U.S. History |
44 |
| Develops skills in discussion, debate, and persuasive writing with
respect to enduring issues and determines how divergent viewpoints
have been addressed and reconciled. |
11 |
U.S. History |
46 |
| Translates dates into centuries. |
11 |
U.S. History |
47 |
| Makes timeline sequencing a series of events. |
11 |
U.S. History |
48 |
| Uses annotated timelines to relate people and events. |
11 |
U.S. History |
49 |
| Formulates generalizations and conclusions about time in studying
the development of U.S. history. |
11 |
U.S. History |
51 |
| Relates past to present in the study of change and continuity. |
11 |
U.S. History |
52 |
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