Circa Oglethorpe imagined the Georgia colony to be an ideal agrarian society; he opposed slavery and allowed people of all religions to settle in Savannah even though the charter stated that Catholics and Jewish people were not allowed. Oglethorpe defied this provision of the charter and allowed a group of Jewish people to settle in Savannah during the summer of In addition to his religious tolerance, Oglethorpe worked with and respected the local Indian tribes.
He established a relationship with the Yamacraw Creeks, protecting them from traders who wanted to take advantage of them and settling land disputes with treaties. The experimental garden belonged to the Trustees of the colony and was modeled after medicinal and botanical gardens in England.
This garden would have plants to be used in medicines and plants for raw materials to make luxury goods, such as mulberry trees to feed the silkworms that the Trustees hoped would thrive in Georiga.
Oglethorpe also grew orange trees, apple trees, pear tree, olives, figs, pomegranates, and other fruits that grew well in the warm climate. But the early days of the colony were soon overshadowed by the threat from the Spanish. Oglethorpe found himself thinking more and more about how he could protect the citizens of the colony from an invasion from the Spanish. He repeatedly asked Parliament and the Trustees back in England for more resources to protect the colony.
What details does the picture provide that the written account does not? What details does the written account supply that the picture does not? Is Drawing 1 an accurate representation of the account given by Peter Gordon?
Why or why not? Courtesy of the Georgia Historical Society By , when Drawing 3 was created, four more wards had been laid out on the eastern side of the town and two more on the western side. Use Drawing 1 as a guide to help you locate the original settlement the first four wards on Drawings 3 and 4.
Has the original ward design changed with the addition of the new wards? Using Drawing 3, find the location of the garden plots. How does the layout of the plots differ from the ward plan of Savannah? Using Drawing 4, find the burial ground. Does this same feature appear on Drawing 3? Why do you think it was located where it was? Locate the compass for Drawing 3 and Drawing 4.
Examine the flow markers on the Savannah River in each one. In which direction is the Savannah river flowing? Questions for Painting 1 1. What are your impressions of Savannah based on this painting? If you did not know when it was painted, what clues might help you narrow down the time period? How does the painting enhance your understanding of Savannah at this time period? Describe why it provides more information than a basic plan. Slightly more than one hundred years separate Drawing 1, made in , and this painting, created in What are some of the major changes that have occurred in Savannah, as recorded by these two images?
The following activities engage students in a number of ways that let them discover how city planning, past and present, relates to their lives. Activity 1: Draw the City Plan of Savannah Have students create the basic module of Savannah's town plan--the ward--with all its divisions. Refer them back to Reading 2 and the visual evidence for more information about the makeup of the ward.
There are two sets of instructions depending on level of difficulty desired: first set uses approximate measurements and the second set uses measurements scaled down from the original ward size. Choose I or II.
Version II likely will be easier to complete with grid paper or a drawing board and t-square tool. First version of Activity 1, Approximation instructions: Using the information provided, draw a ward with a pencil and ruler.
Start by drawing the geometric square that will be the outline of your ward and then mark divisions along the edges of the square. Use the following measurements: A.
North and South edges of the ward: Measure 7 inches wide Include, in this order from side to side west to east along the edge:. East and West edges of the ward: Measure 7 inches wide Include, in this order from top to bottom north to south along the edge:.
Note that the first house lot on the north edge and the first lot on the west edge are the same lot. The same is true for the lots in the other three corners — these corner lots each have borders on two of the edges.
After marking the divisions along the edges, students will finish drawing the lots as boxes. Ask students to notice that the avenues divide the ward into quadrants. How many house lots are in each quadrant? How many house lots are there in the entire ward? Students have learned that the house lots are each 60x90 ft, which means each row of house lots in a ward is a x90 ft rectangle.
The four trustee lots are rectangles each x60 ft. Where is the open Square located? Ask students to label the following areas on their maps: Square, Tything, Trust Lot, street, and avenue. Once students have completed their ward maps, engage them in thinking critically about the advantages and disadvantages of this design.
Would they want to live in a ward? Second version of Activity 1, Scaled instructions: Using the information provided, draw a ward with a pencil and ruler. North and South edges of the ward: Measure feet wide Include, in this order from side to side west to east along the edge:.
East and West edges of the ward: Measure feet wide Include, in this order from top to bottom north to south along the edge:. Remind students that their generation will be the next stewards, or guardians, of your town's history. Instruct students to analyze the development of the town in which they live or of one nearby through maps. You may decide to divide them into teams or pairs and coordinate with the local library, historical society, or land records office so that the research facilities are prepared for the students.
Each team should locate two maps of the town, one which is current and one that dates to an earlier time period, preferably at least 50 years before the current map. Once the teams have copies of the two maps, ask them to compare the differences in the town as shown in the earlier and later map. Things to consider include:.
Have open spaces, such as parks, remained constant or have previously natural or open spaces been developed? Ask team members to compare the maps as documents, not just for their geographical content. After the teams have shared their findings, ask the class to discuss which areas have changed the most and which have changed the least.
Ask them to analyze the pattern of change in their community. What conditions accounted for these changes? What is the present condition of the unchanged areas? Do these areas represent an important part of the town's history and, if so, should they be reserved for future generations? Debate whether the town's historic area could be nominated to the National Register of Historic Places.
Those interested in learning more will find that the Internet offers a variety of interesting materials. Visit their website for more information on what cultural landscapes are and what they represent. Also learn about endangered landscapes and grassroots efforts to preserve them. Visit the park's web pages to better understand this 18th-century planned colonial community in Georgia. Included on the site is an interesting feature about children's lives in colonial times.
Students will gain a better understanding of day-to-day life by reading a girl's journal. Georgia Stories: History Online Sponsored by Georgia Public Broadcasting, Georgia Stories: History Online provides primary sources such as letters, personal journals, and manuscripts by early settlers, as well as contemporary newspaper and magazine articles, depicting daily life in early Georgia. Included on the site are numerous historic images, biographical information on Oglethorpe, and a time line of his life.
Explore This Park. Georgia Tourism Division Few places in America possess the breadth of natural and designed scenic beauty, the magical and eerie charm, and the immediate presence of the past as the historic district of the city of Savannah, Georgia.
Where it fits into the curriculum Topics: This lesson plan can be used to teach colonial history, the antebellum era and the cotton economy, and the rise of cities in the United States. Standard 3A- The student understands colonial economic life and labor systems in the Americas. Era 4: Expansion and Reform Standard 2D- The student understands the rapid growth of "the peculiar institution" after and the varied experiences of African Americans under slavery. Standard C - The student explains and gives examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture.
Theme II: Time, Continuity and Change Standard C - The student identifies and describes selected historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others. Standard E - The student develops critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of people in different historical contexts.
Theme III: People, Places, and Environment Standard D - The student estimates distance, calculates scale, and distinguishes other geographic relationships such as population density and spatial distribution patterns. Standard H - The student examines, interprets, and analyzes physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes.
Theme V: Individuals, Groups, and Institutions Standard B - The student analyzes groups and institutional influences on people, events, and elements of culture. Standard D - The student identifies and analyzes examples of tensions between expressions of individuality and group or institutional efforts to promote social conformity.
Theme VI: Power, Authority, and Governance Standard C - The student analyzes and explains ideas and governmental mechanisms to meet needs and wants of citizens, regulate territory, manage conflict and establish order and security.
Standard I - The student uses economic concepts to help explain historical and current developments and issues in local, national, or global contexts. Theme VIII: Science, Technology, and Society Standard B - The student shows through specific examples how science and technology have changed people's perceptions of the social and natural world, such as in their relationships to the land, animal life, family life, and economic needs, wants and security. Standard C - The student describes examples in which values, beliefs, and attitudes have been influenced by new scientific and technological knowledge, such as the invention of the printing press, conceptions of the universe, applications of atomic energy, and genetic discoveries.
Theme IX: Global Connections Standard C - The student describes and analyzes the effects of changing technologies on the global community. Objectives for students 1 To explain why the Trustees established the colony of Georgia and the significance of Gen. Materials for students The materials listed below either can be used directly on the computer or can be printed out, photocopied, and distributed to students. Visiting the site From I, exit onto I east and proceed 10 miles to downtown Savannah.
Getting Started Inquiry Question. Courtesy of the Georgia Historical Society What patterns do you see in the way this town is being built? Setting the Stage Today's state of Georgia was the last American colony established by the English crown, and the city of Savannah was its first town.
Map 2: Portion of the southeast Atlantic coastline. Determining the Facts Reading 1: Establishing Savannah In , most of what we know today as southern Georgia and northern Florida was considered a "no man's land" because this land area was claimed by both England and Spain and was home to many tribes of Indians. With security and friendship firmly established between settlers and local Indians, Oglthorpe felt comfortable sending this account to the Trustees: I chose this Situation for the Town upon an high Ground, forty feet perpindicular above High Water Mark; The Soil dry and Sandy, the Water of the River Fresh, Springs comming out from the Sides of the Hills.
Reading 1 was compiled from James E. Determining the Facts Reading 3: Good Intentions Don't Always Last Without Oglethorpe's strong leadership, the Trustees' original restrictions began to erode as Georgians sought more personal freedom to engage in commerce. As the city grew, new ward modules were laid out, replicating the first four in size and shape, and people built new homes within the same house lot sizes as the original settlers, as this observer recorded: What constitutes its beauty is the manner in which the city is laid out.
Beil, Savannah: Beehive Press, , University of Georgia Press: Athens, , Visual Evidence Drawing 1: View of Savannah, Visual Evidence Drawing 3: Savannah, Putting It All Together The following activities engage students in a number of ways that let them discover how city planning, past and present, relates to their lives.
North and South edges of the ward: Measure feet wide Include, in this order from side to side west to east along the edge: 5 house lots, each 60 feet wide 1 Avenue, 75 feet wide 5 house lots, each 60 feet wide B. Oglethorpe laid out the city around a series of squares and laid out the streets in a grid pattern.
Each square had a small community of colonists living around it and had separate lots dedicated to community buildings. For each of the freemen who came to settle the new colony, Oglethorpe awarded 50 acres of land. This included a house lot in the city of Savannah, a five-acre garden lot outside of the city, and a acre farm lot beyond the garden lots. The colonists usually lived on the city lot, thereby taking advantage of the safety of the city, and they worked their garden and farm lots for food and other resources.
Noble Jones was the first surveyor in the new colony and helped Oglethorpe fulfill his dream of a planned city. Oglethorpe also worked with Colonel William Bull to lay out the new city. Oglethorpe and Bull originally laid out four wards in two rows along the Savannah River. The wards were directly correlated with the garden and farm lots located outside of the city, so communities were kept together both inside and outside of the city.
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