Daily Activities – George Whitefield
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 your imagination to describe a passionate message by
Whitefield in 1738. Include the terms fervor and unorthodox in your description.
2. In a five-sentence paragraph define the term revival as it is used in the video segment,
and use the Great Awakening as an example of a revival.
3. Do the math, if the Bethesda Orphanage opened in 1740, then how long has it been
helping orphans? In a five-sentence paragraph discuss the long-term impact George
Whitefield had on Georgia.
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; Theme 2: Time Continuity and Change; Theme 9: Global Connections
Grade 8 Georgia Studies
SS8H2 The student will analyze the colonial period of Georgia’s history.
a. Explain the importance of James Oglethorpe, the Charter of 1732, reasons for
settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city
b. Evaluate the Trustee Period of Georgia’s colonial history, emphasizing the role of the
Salzburgers, Highland Scots, malcontents, and the Spanish threat from Florida.
c. Explain the development of Georgia as a royal colony with regard to land ownership,
slavery, government, and the impact of the royal governors.
United States History, 9-12
SSUSH2 The student will trace the ways that the economy and society of British North
a. Explain the development of mercantilism and the trans-Atlantic trade.
b. Describe the Middle Passage, growth of the African population, and African-American
c. Identify Benjamin Franklin as a symbol of social mobility and individualism.
d. Explain the significance of the Great Awakening.