Daily Activities – Columbus Captured in Civil War
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.
Optional 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 the students write a five sentence paragraph based on the provided writing prompts.
Vocabulary/Writing Prompts:
Vocabulary Terms
Manufacturing
Surrender
Secession
Confederacy
Boasted
Primacy
Textile
Writing Prompts
1. In the video segment you learned that Columbus was split over the decision to secede.
In a five-sentence paragraph use your knowledge of history to explain the different
viewpoints of the citizens of Columbus. Why were some for secession? Why were some
against secession?
2. In a five-sentence paragraph use your own words to define “manufacturing.” What does
it mean for a city to be an important manufacturing center? Can you think of any
manufacturing centers that still exist in Georgia?
3. In this segment you learned that after the Civil War, Columbus was still involved in
textile production. In a five-sentence paragraph explain the status of the textile industry
in the South today. Hint: look at the tag on your clothing and shoes to see where it is
manufactured.
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
related.
• Determine strategies for finding content and contextual meaning for unknown
words. 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 2: Time, Continuity and Change; Theme 6: Power Authority and Governance
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 Klux Klan.
SS8E1 The student will give examples of the kinds of goods and services produced in Georgia
in different historical periods.