Daily Activities – Robert Benham
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.
Court of Appeals
1. Imagine what it was like for Robert Benham to be the first African American to establish a law firm in his hometown. What challenges would he have faced in establishing this practice? How would those challenges have been different if he had chosen to establish his law firm in another city? Would it have been more or less difficult? Why?
2. Read a description of the duties associated with different positions on a state supreme court? How is a chief justice’s job different from that of the other justices? What would be the most challenging part of this job? Which position do you think is the most interesting?
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
SS8CG4The student will analyze the role of the judicial branch in Georgia state government.
a. Explain the structure of the court system in Georgia including trial and appellate procedures and how judges are selected.
b. Explain the difference between criminal law and civil law.
c. Describe the adult justice system, emphasizing the different jurisdictions, terminology, and steps in the criminal justice process.
d. Describe ways to avoid trouble and settle disputes peacefully.
e. Evaluate how the judicial branch fulfills its role in interpreting the laws of Georgia and ensuring justice in our legal system.
Grade 8 English and Language Arts
ELA8R2The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
a. Determines pronunciations, meanings, alternate word choices, parts of speech, or etymologies of words.
b. Determines the meaning of unfamiliar words in content and context specific to reading and writing.
c. Demonstrates an initial understanding of the history of the English Language.
ELA8W1The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student
a. Selects a focus, organizational structure, and a point of view based on purpose,
genre expectations, audience, length, and format requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements, parallel structure).
e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.