Daily Activities – Georgia Capitol (1884)
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 why it is ironic that the Georgia’s Capitol is built from Indiana limestone, and why the builders used as much Georgia marble as they could afford.
2. Do you think the Capitol would be gilded in gold if it weren’t important? In a five-sentence paragraph explain what function the Georgia State Capitol plays in our state government.
3. What does liberty mean to you? In a five-sentence paragraph use your own words to define the term liberty, and then explain why Georgia’s leaders choose to place the goddess of liberty on top of the Capitol dome.
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
SS8H7 The student will evaluate key political, social, and economic changes that occurred in Georgia between 1877 and 1918.
S8CG2 The student will analyze the role of the legislative branch in Georgia state government.
a. Explain the qualifications, term, election, and duties of members of the General Assembly.
b. Describe the organization of the General Assembly, with emphasis on leadership and the committee system.
c. Evaluate how the legislative branch fulfills its role as the lawmaking body for the state of Georgia.
SS8CG3 The student will analyze the role of the executive branch in Georgia state government.
a. Explain the qualifications, term, election, and duties of the governor and lieutenant governor.
b. Describe the organization of the executive branch, with emphasis on major policy areas of state programs; include education, human resources, public safety,
transportation, economic development, and natural resources.
c. Evaluate how the executive branch fulfills its role through state agencies that administer programs and enforce laws.
SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods.