Introduction:
The daily activities created for each of the Today in Georgia History segments are designed to meet the Georgia Standards of Excellence for Information Processing Skills (K-12), English Language Arts (ELA; 8-12)), and Social Studies: Grade Eight Georgia Studies. For each date, educators can choose from various activities differentiated for various levels of student ability. The activities focus on engaging students with context specific vocabulary, improving communication skills, and investigating primary and secondary sources related to the topic. One suggestion is to use the Today in Georgia History video segments and daily activities as a “bell ringer” at the beginning of each class period. Using the same activity daily provides consistency and structure for the students and may help teachers utilize the first 15-20 minutes of class more effectively.
Vocabulary & Writing Activities:
Level 1: Provide the students with the vocabulary list and have them use their textbook, a dictionary, or other teacher provided materials to define each term. After watching the video, have the students write a complete sentence for each of the vocabulary terms. Student created sentences should reflect the meaning of the word based on the context of the video segment. Have students share a sampling of sentences as a way to check for understanding.
Level 2: Provide the students with the vocabulary list for that day’s segment before watching the video and have them guess the meaning of each word based on their previous knowledge. The teacher may choose to let the students work alone or in groups. After watching the video, have the students revise their definitions to better reflect the meaning of the words based on the context of the video. As a final step, have the students compare and contrast their definitions to their textbook, dictionary or other teacher provided materials definitions.
Level 3: Provide the students with the vocabulary list and have them use their textbook, a dictionary, or other teacher provided materials to define each term. After watching the video, have students write a five-sentence paragraph based on the provided writing prompts.
August 01, 1866: John Ross Dies
Vocabulary/Writing Prompts:
Vocabulary Terms
Steeped
Culture
Honed
Diplomatic
Migration
Writing Prompts
- Did anything surprise you about the story of Cherokee Chief John Ross? In a five-sentence paragraph, explain at least one thing from the story that surprised you and why it was so surprising.
- What qualities do you think make a good leader? In a five-sentence paragraph, explain why you think Cherokee Chief John Ross was or was not a good leader. As a part of your answer, explain the importance of being a diplomatic leader.
- Have you ever had to move to a new town? Did it feel like you were in a whole new culture? In a five-sentence paragraph write how you think it might have felt to be a part of the forced migration on the Trial of Tears.
Primary Source Investigation:
Based on this image of John Ross and what you have learned from the episode, answer the following prompts.
- Observation: What do you see in this image? List at least five (5) things you notice.
- Think/Infer: Based on what you already know, what can you infer or assume about Ross in this photo?
- Wonder: What additional questions do you have about Ross and his actions based on this image and/or the episode?
Investigate this Georgia Historical Marker: John Ross Home
- What additional information do you learn about John Ross from this marker?
- What questions do you have after reading it?
Relevant Georgia Standards of Excellence
English Language Arts (Grades 8-12)
[These standards are consistent across the 8 – 12 grade levels.]
8.P Domain: Practices
- 8.P.EICC – I. BIG IDEA: Engagement & Intention for Comprehension & Composition: Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition.
8.P Domain: Language
- 8.L.GC – I. BIG IDEA: Grammar Conventions: Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts.
- 8.L.V – II. BIG IDEA: Vocabulary: Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabulary, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases.
Grade 8 Georgia Studies
SS8H4 Explain significant factors that affected the westward expansion in Georgia between 1789 and 1840.
- SS8H4.e Analyze how key people (John Ross, John Marshall, and Andrew Jackson) and events (Dahlonega Gold Rush and Worcester v. Georgia) led to the removal of the Cherokees from Georgia known as the Trail of Tears.
Information Processing Skills K-12
SSIPS6 Identify and use primary and secondary sources.
SSIPS10 Analyze artifacts.
National Curriculum Standards for Social Studies
Theme 2: Time Continuity and Change; Theme 5: Individuals Groups and Institutions
