King George III Born

Daily Activities – King George III Born

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

Writing Prompts
1. Was King George III a failed king? In a five-sentence paragraph use evidence from the
video segment to discuss if king George III was a failed king.
2. In a five-sentence paragraph use your knowledge of the American Revolution to explain
some of the “disastrous policies” King George III put into place leading to the American
3. In a five-sentence paragraph define the term empire and use Britain during King Georgia
II’s reign as an example of an empire.

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 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 6: Power Authority and Governance

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
of Savannah.
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
SSUSH3 The student will explain the primary causes of the American Revolution.
a. Explain how the end of Anglo-French imperial competition as seen in the French and
Indian War and the 1763 Treaty of Paris laid the groundwork for the American
b. Explain colonial response to such British actions as the Proclamation of 1763, the
Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and
Committees of Correspondence.
c. Explain the importance of Thomas Paine’s Common Sense to the movement for

World History, 9-12

SSWH14 The student will analyze the Age of Revolutions and Rebellions.
a. Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the
Great, and Tokugawa Ieyasu.
b. Identify the causes and results of the revolutions in England (1689), United States
(1776), France (1789), Haiti (1791), and Latin America (1808-1825).
c. Explain Napoleon’s rise to power, the role of geography in his defeat, and the
consequences of France’s defeat for Europe.
d. Examine the interaction of China and Japan with westerners; include the Opium War,
the Taiping Rebellion, and Commodore Perry.

Grade Four United States History to 1860

SS4H4 The student will explain the causes, events, and results of the American Revolution.
a. Trace the events that shaped the revolutionary movement in America, including the
French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan
“no taxation without representation,” the activities of the Sons of Liberty, and the Boston
Tea Party.
b. Explain the writing of the Declaration of Independence; include who wrote it, how it
was written, why it was necessary, and how it was a response to tyranny and the abuse of
c. Describe the major events of the American Revolution and explain the factors leading
to American victory and British defeat; include the Battles of Lexington and Concord,
Saratoga, and Yorktown.
d. Describe key individuals in the American Revolution with emphasis on King George
III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick
Henry, and John Adams.