Grade 8 Georgia Studies – The Executive Branch Inquiry

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Inquiry-based Resource

Grade 8 Georgia Studies – The Executive Branch Inquiry

Bell Receiving the Attorney General Oath of Office from Chief Justice Warren E. Burger in January 1977. Griffin Bell Papers, Georgia Historical Society, Washington D.C.
Bell Receiving the Attorney General Oath of Office from Chief Justice Warren E. Burger in January 1977. Griffin Bell Papers, Georgia Historical Society, Washington D.C.

How Far Does the President's Power Reach?

This 8th grade annotated inquiry asks students to examine primary sources to infer the powers of the president. Students then assess policies and actions of the Jimmy Carter administration to decide if the president can expand their power beyond what the Constitution gives the executive. Finally, students will analyze the processes in which the legislative and judicial branches check and balance the power of the executive branch. As an extension activity students are challenged to analyze the constitutionality of Executive Orders.

The Executive Branch Inquiry

Grade 8 Georgia Studies – The Fourteenth Amendment and School Desegregation Inquiry

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Inquiry-based Resource

Grade 8 Georgia Studies – The Fourteenth Amendment and School Desegregation Inquiry

[Ford Farm School photograph], Foltz Photography Studio (Savannah, Ga.) photographs, previous MS 1360 Georgia Historical Society, Savannah, Georgia.
[Ford Farm School photograph], Foltz Photography Studio (Savannah, Ga.) photographs, previous MS 1360 Georgia Historical Society, Savannah, Georgia.

What was Georgia's Response to School Desegregation?

This 8th grade annotated inquiry asks students to evaluate Georgia's response to the Supreme Court decision in Brown v. Board of Education in 1954. Students will examine the Fourteenth Amendment, Plessy v. Ferguson, the decisions made in both Brown v. Board of Education and Brown II, and the results of the Sibley Commission to build an evidence-based argument.

The Fourteenth Amendment and School Desegregation Inquiry

Grade 8 Georgia Studies – The Legislative Branch Inquiry

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Inquiry-based Resource

Grade 8 Georgia Studies – The Legislative Branch Inquiry

Bryant, R. (n.d.). Baldwin Draft of the U.S. Constitution [Photograph]. Abraham Baldwin Papers, Georgia Historical Society, Savannah.
Bryant, R. (n.d.). Baldwin Draft of the U.S. Constitution [Photograph]. Abraham Baldwin Papers, Georgia Historical Society, Savannah.

Was the Great Compromise of 1787 fair?

This 8th grade annotated inquiry asks students to examine the actions of the Founders during the Constitutional Convention. Students will practice their comparison skills to assess the similarities and differences between members of the Constitutional Convention, specifically those who played a part in The Great Compromise. This inquiry also requires students to consider the benefit and outcome of the practice of compromise during the Convention.

The Legislative Branch Inquiry

Grade 8 Georgia Studies – The Judicial Branch Inquiry

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Inquiry-based Resource

Grade 8 Georgia Studies – The Judicial Branch Inquiry

Supreme Court of the United States Rule Book, James Moore Wayne papers, MS 845 next hit, Georgia Historical Society, Savannah, Georgia.

Why do the Courts Matter?

This 8th grade inquiry focuses on the role of the Supreme Court in relation to court cases that have had an indelible impact on the state of Georgia. Students are challenged to assess three landmark cases to help them understand the role of the Supreme Court of the United States as one of the three branches of government.

The Judicial Branch Inquiry

Historical Marker Lesson Plan: The Burning and Destruction of Atlanta

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Historical Marker Lesson Plan: The Burning and Destruction of Atlanta

Burning-of-Atlanta-For-Post

Download this lesson plan.

This lesson plan was created as part of the Teaching with the Georgia Historical Marker Program. This course equips educators to teach Georgia and American history more effectively by utilizing the statewide Georgia Historical Marker Program, promoting the use of primary sources from GHS and the Library of Congress, and sharing successful inquiry-based classroom strategies. To learn more about the course, follow this link.

This course is sponsored by Diane vS. and Robert M. Levy, with additional support from the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.

Historical Marker Lesson Plan: The Albany Movement

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Historical Marker Lesson Plan: The Albany Movement

albany-movement-for-post

Download this lesson plan.

This lesson plan was created as part of the Teaching with the Georgia Historical Marker Program. This course equips educators to teach Georgia and American history more effectively by utilizing the statewide Georgia Historical Marker Program, promoting the use of primary sources from GHS and the Library of Congress, and sharing successful inquiry-based classroom strategies. To learn more about the course, follow this link.

This course is sponsored by Diane vS. and Robert M. Levy, with additional support from the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.

Historical Marker Lesson Plan: Fort Buffington

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Historical Marker Lesson Plan: Fort Buffington

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Students will investigate the Fort Buffington Marker and the Cherokee County Marker as a starting place to learn more about their county’s importance in Georgia and Native American (Specifically Cherokee Indian) history.

Download this lesson plan.

This lesson plan was created as part of the Teaching with the Georgia Historical Marker Program. This course equips educators to teach Georgia and American history more effectively by utilizing the statewide Georgia Historical Marker Program, promoting the use of primary sources from GHS and the Library of Congress, and sharing successful inquiry-based classroom strategies. To learn more about the course, follow this link.

This course is sponsored by Diane vS. and Robert M. Levy, with additional support from the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.

Historical Marker Lesson Plan: Seven Governors in Walton County

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Historical Marker Lesson Plan: Seven Governors in Walton County

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Download this lesson plan.

This lesson plan was created as part of the Teaching with the Georgia Historical Marker Program. This course equips educators to teach Georgia and American history more effectively by utilizing the statewide Georgia Historical Marker Program, promoting the use of primary sources from GHS and the Library of Congress, and sharing successful inquiry-based classroom strategies. To learn more about the course, follow this link.

This course is sponsored by Diane vS. and Robert M. Levy, with additional support from the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.

Georgia Uncovered: Investigating Our State’s Legend Tomochichi

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Georgia Uncovered:

Investigating Our State’s Legends

Tomochichi

A presentation of

Teaching Challenging Histories logo
journal

Detective's Journal

Are you ready to uncover the secrets of Georgia’s past? Legends, like those surrounding Tomochichi’s grave, have been passed down for generations. But are these stories fact, fiction, or a little bit of both? It’s time to investigate the truth and explore our past like historians. With primary sources, videos, and activities, you’ll uncover the truth behind these legends.

To guide you through this journey, you will download a Detective’s Journal. This tool will assist you in reflecting on your journey through the mysteries of Georgia’s past. This interactive PDF is designed to help you think critically, ask questions, and document your findings. Each section of the exhibit corresponds to a part of the journal, with prompts to reflect on what you’ve learned, analyze primary sources, and connect the legends to Georgia’s statewide impact.

Download your journal, and let’s get started!

Objectives

By the end of Georgia Uncovered: Investigating Our State’s Legends, you will learn:

  1. Legends are interesting but need to be investigated.
  2. Primary sources help us separate fact from fiction.
  3. The role of Native American history in shaping Savannah’s past.

Detective's Journal

  • Why is it important to question if a legend is fact or fiction?
  • What do you hope to uncover about the role of primary sources in understanding history?

What Are Legends?

Legends are like a mix of history and imagination. They are stories based on a real person or event from the past that have been passed down for generations. Legends usually have cultural significance with exaggerated elements. They are fun to tell, but the truth can get lost along the way. Your job as a historian is to figure out what is real and what is made up. As you investigate the legends of Georgia, it is imperative that you understand the importance of utilizing tools to help you along your journey.

Detective's Journal

  • How might the truth behind a legend change over time?
  • Why do people sometimes believe legends instead of facts?
James Edward Oglethorpe meeting with the Creek Indians Re-scan, undated. From the Edwin L.Jackson collection. GHS 2746.
James Edward Oglethorpe meeting with the Creek Indians Re-scan, undated. From the Edwin L.Jackson collection. GHS 2746.

Here are a few key terms to help as you investigate Georgia’s legends:

  • Historian: like a detective of the past, someone who studies and tells stories about things that happened long ago, such as wars, famous people, and how people lived.
  • Legend: a story, often passed down through generations, that is believed to be based on real events or people, which may include fictional or exaggerated elements.
  • Fact: something that is true and can be proven.
  • Fiction: a made-up story, though sometimes based on real things.
  • Primary Sources: original, first-hand accounts of something.
  • Secondary Sources: stories or articles about those original accounts written by someone who was not there.
  • Savannah: the oldest city in the state of Georgia.

Legend has it that...

“The spirits of the Yamacraw guard Wright Square, protecting Tomochichi’s memory after his grave was disturbed.”

“Sacred Yamacraw treasures were buried with Tomochichi and hidden beneath Wright Square.”

“Tomochichi’s grave was originally marked with a pyramid of stones placed by both settlers and Yamacraw people, out of honor and respect.”

“Tomochichi’s remains were secretly moved to another location to preserve his legacy, leaving his final resting place unknown.”

“Tomochichi’s grave was deliberately forgotten about over to time to erase Native American history.”

Common Legends of Tomochichi

Our investigation starts with a prominent figure in Georgia history, Tomochichi. Crucial to the founding of Savannah and the Georgia colony, Tomochichi’s past is riddled with legends that have been passed on for generations, particularly dealing with his burial. Here are a few legends surrounding Tomochichi:

Legend has it that…

  1. “The spirits of the Yamacraw guard Wright Square, protecting Tomochichi’s memory after his grave was disturbed.”
  2. “Sacred Yamacraw treasures were buried with Tomochichi and hidden beneath Wright Square.”
  3. “Tomochichi’s grave was originally marked with a pyramid of stones placed by both settlers and Yamacraw people, out of honor and respect.”
  4. “Tomochichi’s remains were secretly moved to another location to preserve his legacy, leaving his final resting place unknown.”
  5. “Tomochichi’s grave was deliberately forgotten about over to time to erase Native American history.”

Just like historians, we are going to examine legends surrounding Tomochichi using the correct tools and resources to make an informed decision. Understanding the past and connecting the past to its impact on the present will guide us through each section of the exhibit. Signs of a great historian include:

  • Using both primary and secondary sources to reconstruct the past.
  • Critically evaluating sources, identifying biases, and drawing logical conclusions based on evidence.

Detective's Journal

  • What surprised you the most about the different legends of Tomochichi?
  • What could these legends teach us about the people who created them?
Detail from Tomochichi and Toonahowi, undated. From the Cordray-Foltz Photography Studio Photographs, GHS 1360-PH-25-16-13.
Monument DAR

Tomochichi, Leader of the Yamacraw Indians

The Yamacraw were a Native American tribe within the Creek Confederacy. Their homeland was in the coastal regions of present-day Georgia, particularly around the Savannah River. The Yamacraw, like other Creek tribes, spoke Muskogean, and were deeply connected to the land and waterways that sustained them. During the seventeenth and eighteenth centuries, the Yamacraw, along with other Native tribes, faced increasing pressure from European settlers, traders, and explorers. As European expanded in the Southeast, Native Americans had to navigate shifting alliances, trade opportunities, and territorial conflicts. During this time, Tomochichi became the leader of the Yamacraw. His diplomatic skills and leadership were instrumental in maintaining a relationship with the European settlers while also navigating tension with other tribes.

Additional information about Tomochichi can be found here:

Detective's Journal

  • Based on Tomochichi’s story, what qualities of leadership do you think are important?
  • How does the primary source contribute to our understanding of history?
Tomochichi and Toonahowi, undated. From the Cordray-Foltz Photography Studio Photographs, GHS 1360-PH-25-16-13.
Tomochichi and Toonahowi, undated. From the Cordray-Foltz Photography Studio Photographs, GHS 1360-PH-25-16-13.

The Significance of Savannah

Savannah is Georgia’s oldest city, full of mystery and history. Our journey begins with a partnership between Tomochichi, the leader of the Yamacraw tribe, and James Oglethorpe, the leader of English settlers. This unique relationship was built on the choice to foster peaceful settlements for both parties as they strived to understand each other. Mary Musgrove, a local trader of Creek and English descent, spoke both Muskogean and English, and served as Oglethorpe’s main interpreter. Musgrove was a key player in helping Tomochichi and Oglethorpe develop their relationship. The Yamacraw tribe settled near the banks of Savannah River under Tomochichi’s guidance to be closer to their ancestors.  Tomochichi offered the English settlers land to establish a trading post. James Oglethorpe had a vision similar to Tomochichi’s. Oglethorpe strived to create a new way of life for the people, leaving home and traveling with a group of new colonists to the new world. Before settling in Savannah, Oglethorpe had to establish being a military leader while building connections to gain support for his new colony. To make the city easier to defend against attack, he laid out the city around a series of squares and laid out the streets in a grid pattern. Oglethorpe wanted to prevent issues between the English and Indians that had taken place in other colonies, and Oglethorpe and Tomochichi managed to build a diplomatic relationship and maintain peace.

Detective's Journal

  • Why do you think Savannah’s location is significant to Georgia’s history?
  • How does Savannah’s history connect to the larger story of Georgia?
1361MP-215-detail

The Facts of Tomochichi’s Grave

Tomochichi was a leader who helped the English settlers develop Savannah. His grave in Wright Square has been moved and changed over time. What’s the real story?

In recognition of Tomochichi’s role in the founding of the colony of Georgia, he was given a British military funeral following his death in 1739. The grave’s location in Savannah’s Wright Square was marked with a large pyramid of stacked stones, serving as a monument to the Yamacraw Chief. The pyramid stood for only a few decades before disappearing. Its last mention in public record occurred in 1759, and the exact location of the grave was soon lost.

A garden mound, raised in the square in 1871, stood near the site until its removal in 1882 to make room for the William Gordon monument. This mound has been confused with the older monument, leading to the idea that the grave was destroyed to build the Gordon monument. In reality, the mound was one of several garden mounds placed around Savannah and was not meant as a monument to Tomochichi while it stood.

In 1899, a large granite boulder from Stone Mountain in DeKalb County marked with a bronze plate was placed in the square as a monument to Tomochichi and remains there today. The historical marker placed in Wright square in 1952 tells visitors about Tomochichi’s role in the history of Georgia and marks the site believed to be the location of the original grave.

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Detective's Journal

  • What are some of the reasons why people might have created stories about Tomochichi’s grave?
  • How does the truth about Tomochichi’s grave shape our understanding of his legacy?

Tools for Exploration

Great work investigating the life and legends of Tomochichi! Let’s look a little deeper using tools that will aid in connecting the past to the present. Just like a historian, remember to:

  • Explore primary and secondary sources.
  • Challenge your own assumptions.
  • Use evidence to support your arguments.

Be sure to keep the Detective’s Journal near as you further analyze resources, reflect on what you’ve learned, and form your own conclusions. Good luck with your investigation!

Start with:

And keep scrolling for these resources:

  • Dispatches from Off the Deaton Path Video: Tomochichi’s Grave
  • Elementary Activity Sheet (pdf): Tomochichi’s Grave
  • Secondary Activity Sheet (pdf): Tomochichi & Trahlyta: Fact vs. Legend

And then:

  • Test Your Knowledge! (Quiz)

Detective's Journal

  • How did the tools help you explore Georgia’s legends?
  • How has your understanding of Tomochichi and Georgia’s history changed after this exhibit?

Dispatches from Off the Deaton Path

Elementary Activity: Tomochichi’s Grave

Download Activity

Secondary Activity: Tomochichi & Trahlyta: Fact vs. Legend

Download Activity

Test Your Knowledge

Dive into the quiz below and discover what you have learned about Native American and Georgia history. See how many you can get right and what you can learn more about!

Start the Quiz
True or False: History is made up of stories, some based in fact, some come from legend, and others are combination of the two.
Tomochichi played a pivotal role in the founding of Savannah. Select the example of how he helped found Savannah.
When did the memorial pyramid of stones and memory of Tomochichi’s gravesite disappear?
We know exactly where in Savannah Tomochichi is buried.
From the options below, select the option that is not a sign of a great historian:
How did you do? While we know that history is made up of stories of fact and/or legend, it can take some investigating to determine where our information comes from. As we learned by uncovering the histories behind Tomochichi and Trahlyta, our best tools are often asking good questions, looking at the evidence we have, and thinking critically.

24a_Colonist-Clearing-on-Hutchinson-Island

Share A Legend

Upload Your Own Legend: Know a Georgia legend you’d like to investigate next? Share it with us, and we might feature it in a future exhibit.

Share your Idea

Bonus Resources

Detective's Journal

  • How did the tools help you explore Georgia’s legends?
  • How has your understanding of Tomochichi and Georgia’s history changed after this exhibit?
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Sponsored in part by

coca-cola-company-e1678388514671

Historical Marker Lesson Plan: Standing Peach Tree

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Historical Marker Lesson Plan: Standing Peach Tree

standing-peach-tree-For-Post

Download this lesson plan.

This lesson plan was created as part of the Teaching with the Georgia Historical Marker Program. This course equips educators to teach Georgia and American history more effectively by utilizing the statewide Georgia Historical Marker Program, promoting the use of primary sources from GHS and the Library of Congress, and sharing successful inquiry-based classroom strategies. To learn more about the course, follow this link.

This course is sponsored by Diane vS. and Robert M. Levy, with additional support from the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.