Daily Activities – Eugene Talmadge
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.
Board of Regents
1. What do you think Eugene Talmadge meant when he said “I can carry any county that ain’t got street cars.” ? In a five-sentence paragraph analyze this quote to describe what areas and groups of people Eugene Talmadge was most popular with.
2. How much power do you think a governor should have? In a five-sentence paragraph either defend or attack Eugene Talmadge’s tendency to get rid of people who disagreed with him.
3. Should a politician always do what is popular, or is it sometimes there duty to do what is right? In a five-sentence paragraph write about how Eugene Talmadge gained popularity by supporting segregation. In your answer explain if you think it is a politicians duty to do what is right, or to do what the majority citizens who elected him want even if it is morally wrong.
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.
Grade 8 Georgia Studies
SS8H8 The student will analyze the important events that occurred after World War I and their impact on Georgia.
a. Describe the impact of the boll weevil and drought on Georgia.
b. Explain economic factors that resulted in the Great Depression.
c. Discuss the impact of the political career of Eugene Talmadge.
d. Discuss the effect of the New Deal in terms of the impact of the Civilian Conservation Corps, Agricultural Adjustment Act, rural electrification, and Social Security.