Founding Georgia’s Story

Overview

In this one-on-one Grade 3 Social Studies lesson, the student reads brief historical information and sequences key people and events connected to the founding of Georgia. The lesson builds understanding of James Oglethorpe, Mary Musgrove, Tomochichi, and the colony’s founding while practicing how events connect and unfold over time.

Learning intentions

Students will be able to:

• Explain how James Oglethorpe, Mary Musgrove, and Tomochichi contributed to Georgia’s early history.
• Identify the purpose of Georgia’s founding.
• Sequence important events in the founding of Georgia.
• Use details from a short historical text to answer questions and explain connections.

Success criteria

• I can name three important people in Georgia’s early history.
• I can describe one contribution made by Oglethorpe, Musgrove, or Tomochichi.
• I can place key events in the correct order.
• I can explain how people and events helped Georgia begin.

Vocabulary

• colony: a place settled and governed by people from another country
• founder: a person who helps begin a place or organization
• interpreter: a person who helps people understand different languages
• treaty: an agreement between groups
• settlement: a new community
• sequence: the order in which events happen

Curriculum links

• Georgia Standards of Excellence Social Studies: SS3H1 — explain how key people and events shaped the early history of Georgia.
• Reading Informational Text — describe the relationship between historical events, ideas, or steps in a process.
• Reading Informational Text — use headings, captions, and key words to locate relevant information efficiently.
• Speaking and Listening — participate in discussion and report information using clear, relevant facts.

Lesson structure (45 minutes)

1. 0–5 min · Hook and connect. Open with the opening question and Georgia images and ask, “What does a place need in order to become a new colony?” Show an image of a settlement and invite the student to make a prediction using “I think Georgia needed…” Record the response without correcting it yet.

2. 5–13 min · Teacher input. Use the people and founding information slides to explain that James Oglethorpe helped establish Georgia in 1733 as a colony for people who needed a fresh start and as a defensive settlement. Explain that Mary Musgrove, who understood both English and Creek, helped Oglethorpe communicate and build relationships with the Creek people. Explain that Tomochichi, a Creek leader, worked with Oglethorpe and supported peaceful communication and settlement near Savannah. Emphasize that many people, including Native peoples, shaped Georgia’s early history.

3. 13–21 min · Read and discuss. Give the student the Georgia history reading and evidence organizer. Read the short text aloud once while the student follows, then have the student reread selected sections. Pause after each section to ask, “Who is this part about?” and “What did this person do?” The student highlights or underlines one fact about each key person and explains the fact orally.

4. 21–32 min · Guided timeline sort. Display the timeline directions and event images. Cut apart the event strips on the cut-and-sort timeline or have the student point to and number them on the page. Work together to place events in order: Oglethorpe receives permission to establish Georgia; Oglethorpe and settlers arrive in 1733; Savannah is established; Musgrove helps with communication; Tomochichi supports peaceful relationships and settlement. Ask the student to justify each placement with, “I placed this first/next because…”

5. 32–38 min · Interactive explanation. Remove one event strip and ask the student to identify the missing event and explain where it belongs. Then ask the student to retell the founding story in four or five sentences using the timeline. Prompt with “First,” “Next,” “Then,” and “Finally” as needed. Ask one follow-up question: “How did Mary Musgrove or Tomochichi help Oglethorpe?”

6. 38–42 min · Independent check. The student completes the final questions on the independent check section without teacher prompting for the first two minutes: name one contribution by Oglethorpe, Musgrove, or Tomochichi; number four events in sequence; and explain why communication and cooperation mattered. Review responses together and ask the student to correct one answer using evidence from the reading.

7. 42–45 min · Exit ticket. Use the closing prompt and ask the student to answer orally or write: “Georgia was founded in 1733. Choose one person and explain how that person helped shape Georgia’s early history.” Record the response as the exit ticket and ask the student to use one vocabulary word.

Resources

• the Georgia founding introduction, teaching, timeline, and closing deck
• the Georgia history reading and evidence organizer
• Pencil or highlighter
• Scissors, if using cut-apart timeline strips
• Teacher recording sheet
• Student notebook or lined paper
• Visual map or image of Georgia and Savannah

Assessment

• During reading, check whether the student can locate a relevant detail and connect it to the correct person.
• During timeline sorting, listen for accurate sequencing and explanations using temporal words such as “first,” “next,” and “finally.”
• Use the independent check and exit ticket to assess understanding of SS3H1, including one person’s contribution and the importance of the founding of Georgia.

Differentiation

• For support, read the text aloud, reduce the timeline to four events, provide picture cues, and offer sentence starters: “___ helped Georgia by…” and “First, ___ happened.”
• For a learner who needs language support, preview the vocabulary with simple definitions, gestures, and repeated oral practice. Accept oral answers, pointing, drawing, or dictated responses.
• For attention or processing needs, present one event at a time, use a quiet workspace, and allow extra wait time before prompting.
• For enrichment, ask the student to compare Mary Musgrove’s and Tomochichi’s roles and explain why cooperation between different groups was important.