Daily Activities -Bill Arp
The daily activities created for each of the Today in Georgia History segments are designed to meet the Georgia Performance Standards for Reading Across the Curriculum, and Grade Eight: Georgia Studies. For each date, educators can choose from three optional activities differentiated for various levels of student ability. Each activity focuses on engaging the student in context specific vocabulary and improving the student’s ability to communicate about historical topics.
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.
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 the students write a five sentence paragraph based on the provided writing prompts.
1. In a five-sentence paragraph explain what you might be able to learn about the South
during the Civil War and Reconstruction by reading Bill Arp’s humorous literature.
2. In a five-sentence paragraph explain how Bill Arp’s writings were influenced by the place
and time he lived in.
3. In a five-sentence paragraph list and describe some techniques authors like Bill Arp use
to create humor in their writing. The video segment gives one example of the use of
dialect. Can you think of one more?
Related Georgia Performance Standards:
Reading Across the Curriculum (Grades 6-12)
SSRC1 Students will enhance reading in all curriculum areas by:
c. Building vocabulary knowledge
• Demonstrate an understanding of contextual vocabulary in various subjects.
• Use content vocabulary in writing and speaking.
• Explore understanding of new words found in subject area texts.
d. Establishing context
• Explore life experiences related to subject area content.
• Discuss in both writing and speaking how certain words are subject area
• Determine strategies for finding content and contextual meaning for unknown
Common Core, College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
National Curriculum Standards for Social Studies
Theme 1: Culture
Grade 8 English Language Arts
ELA8R4 The student acquires knowledge of Georgia authors and significant text created by
them. The student
a. Identifies a variety of Georgia authors both male and female.
b. Identifies authors’ connections to Georgia through a variety of materials including
c. Identifies award winning Georgia authors.
d. Examines texts from different genres (e.g. picture books, poetry, short stories, novels,
essays, informational writing, and dramatic literature) created by Georgia authors.
e. Relates literary works created by Georgia authors to historical settings and or events.
f. Explains how Georgia is reflected in a literary work through setting, characterization,
historical context, or current events.
g. Evaluates recurring or similar themes across a variety of selections written by Georgia
authors, distinguishing theme from topic.
Grade 8 Georgia Studies
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.
a. Explain the importance of key issues and events that led to the Civil War; include slavery,
states’ rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia
Platform, Kansas-Nebraska Act, Dred Scott case, election of 1860, the debate over secession
in Georgia, and the role of Alexander Stephens.
b. State the importance of key events of the Civil War; include Antietam, the Emancipation
Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia’s coast, Sherman’s
Atlanta Campaign, Sherman’s March to the Sea, and Andersonville.
c. Analyze the impact of Reconstruction on Georgia and other southern states, emphasizing
Freedmen’s Bureau; sharecropping and tenant farming; Reconstruction plans; 13th, 14th, and
15th amendments to the constitution; Henry McNeal Turner and black legislators; and the Ku