Daily Activities – Slavery in Colonial Georgia
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/Writing Prompts:
Vocabulary/Writing Prompts:
Vocabulary Terms
Banning Prospering Buffer Fate Disparities Vastly Lure Petitioned
Writing Prompts
1. 2. 3.
In a five-sentence paragraph use evidence from the video to support or refute the argument that Georgia’s decision to ban slavery wasn’t a moral decision. In a five-sentence paragraph explain why the slavery threatened Georgia’s ability to create a buffer between the English colonies and Spanish Florida.
In a five-sentence paragraph explain why the trustees eventually decided to petition parliament to allow slavery in the Georgia colony.
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.
National Curriculum Standards for Social Studies Theme 2: Time Continuity and Change; Theme 3: People Places and Environments
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.
Vocabulary Terms
Banning Prospering Buffer Fate Disparities Vastly Lure Petitioned
Writing Prompts
1. 2. 3.
In a five-sentence paragraph use evidence from the video to support or refute the argument that Georgia’s decision to ban slavery wasn’t a moral decision. In a five-sentence paragraph explain why the slavery threatened Georgia’s ability to create a buffer between the English colonies and Spanish Florida.
In a five-sentence paragraph explain why the trustees eventually decided to petition parliament to allow slavery in the Georgia colony.
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