Daily Activities – Button Gwinnett – Lachlan McIntosh Duel
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 use details from the video to write why Button Gwinnett’s
signature is rarer than any other signer of the Declaration of Independence.
2. In a five-sentence paragraph compare and contrast 18th century dueling to modern
methods of defending one’s honor, for example, gang related violence, fist-fights, one-
on-one sports competitions, etc…
3. Do you think Button Gwinnett made the right choice in attending the Continental
Congress instead of facing his political opponents? In a five-sentence paragraph list and
explain two important outcomes of the Continental Congress.
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 6: Power Authority and Governance
Grade 8 Georgia Studies
SS8H3 The student will analyze the role of Georgia in the American Revolution.
a. Explain the immediate and long-term causes of the American Revolution and their
impact on Georgia; include the French and Indian War (Seven Years War), Proclamation
of 1763, Stamp Act, Intolerable Acts, and the Declaration of Independence.
b. Analyze the significance of people and events in Georgia on the Revolutionary War;
include Loyalists, patriots, Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett,
Lyman Hall, George Walton, Battle of Kettle Creek, and siege of Savannah.
United States History, 9-12
SSUSH4 The student will identify the ideological, military, and diplomatic aspects of the
a. Explain the language, organization, and intellectual sources of the Declaration of
Independence; include the writing of John Locke and the role of Thomas Jefferson.
b. Explain the reason for and significance of the French alliance and foreign assistance
and the roles of Benjamin Franklin and the Marquis de Lafayette.
c. Analyze George Washington as a military leader; include the creation of a professional
military and the life of a common soldier, and describe the significance of the crossing of
the Delaware River and Valley Forge.
d. Explain the role of geography at the Battle of Yorktown, the role of Lord Cornwallis,
and the Treaty of Paris, 1783.
Grade Four United States History to 1860
SS4H4 The student will explain the causes, events, and results of the American Revolution.
a. Trace the events that shaped the revolutionary movement in America, including the
French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan
“no taxation without representation,” the activities of the Sons of Liberty, and the
Boston Tea Party.
b. Explain the writing of the Declaration of Independence; include who wrote it, how it
was written, why it was necessary, and how it was a response to tyranny and the abuse
c. Describe the major events of the American Revolution and explain the factors leading
to American victory and British defeat; include the Battles of Lexington and Concord,
Saratoga, and Yorktown.
d. Describe key individuals in the American Revolution with emphasis on King George III,
George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick
Henry, and John Adams.