Daily Activities – Thomas Hardwick
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 use your own words to define the terms anarchist and
terrorism. Include an example of each in your definition.
2. Is there anything ironic about Thomas Hardwick’s political views? In a five-sentence
paragraph explain why it is ironic that Thomas Hardwick was a staunch supporter of
disenfranchisement of black voters, and later loudly opposed the rise of the Ku Klux
3. In a five-sentence paragraph compare and contrast modern-day terrorism to the
terrorism described in this video segment.
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
Grade 8 Georgia Studies
SS8H7 The student will evaluate key political, social, and economic changes that occurred in
Georgia between 1877 and 1918.
a. Evaluate the impact the Bourbon Triumvirate, Henry Grady, International Cotton
Exposition, Tom Watson and the Populists, Rebecca Latimer Felton, the 1906 Atlanta
Riot, the Leo Frank Case, and the county unit system had on Georgia during this period.
b. Analyze how rights were denied to African-Americans through Jim Crow laws, Plessy
v. Ferguson, disenfranchisement, and racial violence.
c. Explain the roles of Booker T. Washington, W. E. B. DuBois, John and Lugenia Burns
Hope, and Alonzo Herndon.
d. Explain reasons for World War I and describe Georgia’s contributions.