Daily Activities – Jim Brown
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.
Running Back Excelled Drafted Rushing Routinely Opponents Lacrosse
1. 2. 3.
In a five-sentence paragraph define the vocabulary term excelled in your own words and explain how Jim Brown excelled as a player in football and lacrosse. If you were a sports player, would you retire when you were still on top, or would you stay in the game as long as possible?
In a five-sentence paragraph use at least three of the vocabulary words listed above to write an introduction on Jim Brown that could be used at an event honoring his career.
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.
Theme 1: Culture
National Curriculum Standards for Social Studies