Georgia SS8H7
Georgia Standard (Element Cluster)
Evaluate key political, social, and economic changes that occurred in Georgia during the New South Era.
Georgia Standards of Excellence for Social Studies
Cluster contents
Elements in This Standard
SS8H7 is a Georgia social studies standard. These are the elements under it.
- SS8H7.a
Identify the ways individuals, groups, and events attempted to shape the New South; include the Bourbon Triumvirate, Henry Grady, International Cotton Expositio...
- SS8H7.b
Analyze how rights were denied to African Americans or Blacks through Jim Crow laws, Plessy v. Ferguson, disenfranchisement, and racial violence, including the ...
- SS8H7.c
Explain the roles of Booker T. Washington, W. E. B. DuBois, and Alonzo Herndon in advancement of the rights of African Americans or Blacks in the New South Era.
- SS8H7.d
Examine antisemitism and the resistance to racial equality exemplified in the Leo Frank case.
Teacher's field guide
What This Cluster Means
What Students Need to Do
- Students explain how leaders, industry, farming, segregation, and voting policies reshaped Georgia after Reconstruction. They judge who benefited, who was harmed, and how political, social, and economic changes were connected.
What Mastery Looks Like
- Students compare figures such as Henry Grady and Tom Watson using specific evidence. They can explain how industrial growth existed alongside sharecropping, Jim Crow laws, racial violence, and voter suppression.
Common Misconceptions
- Students may assume the New South ended farming or brought equal progress to all Georgians. They may confuse tenant farming with sharecropping or overlook how voting rules reduced Black political power.
How to Assess It
- Give students three developments: textile mills, Jim Crow laws, and the Populist movement. Ask them to label each political, social, or economic and explain one effect.
Lesson moves
Ways to Teach It
Give groups event cards to sort into political, social, and economic changes, then connect related cards with string and written explanations.
Ask students to write: Did the New South represent progress for all Georgians? Support the claim with three specific examples.
Run a cause-and-effect matching game using leaders, policies, industries, and outcomes from the New South Era.
Have students compare a textile mill advertisement with a sharecropper contract and explain whose view of Georgia's economy each source represents.
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