Daily Activities – William McIntosh
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.
Warrior Fluent Prominent Loyalty Alienated Consent Negotiated Ceded Controversial
Which culture did William McIntosh belong to, Creek or White? In a five-sentence paragraph explain how William McIntosh lived between two different cultures throughout his life. In a five-sentence paragraph explain how William McIntosh’s actions led to the removal of the Creek Indians from Georgia.
Do you think William McIntosh was a fair representative of the Creek Indians at the negotiations of 1825? In a five-sentence paragraph explain why William McIntosh was, or was not a good representative for the Creek Indians in the negotiations of 1825.
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 1: Culture; Theme 4: Individual Development and Identity; Theme 6: Power Authority
Grade 8 Georgia Studies
SS8H5 The student will explain significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840.
a. Explain the establishment of the University of Georgia, Louisville, and the spread of Baptist and Methodist churches. b. Evaluate the impact of land policies pursued by Georgia; include the headright system, land lotteries, and the Yazoo land fraud.
c. Explain how technological developments, including the cotton gin and railroads, had an impact on Georgia’s growth. d. Analyze the events that led to the removal of Creeks and Cherokees; include the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlonega Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.