Daily Activities – Byron Herbert Reece
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
Evokes
Spirit
Heritage
Recurring
Themes
Garnered
Contracted
Tuberculosis
Depression
Literary
Writing Prompts
1. How does setting influence literature? Using Byron Herbert Reece as an example, write a five sentence paragraph that explains how an author’s setting (where they live) can influence what they write.
2.What recurring themes would be in your writings if you were an author? In a five sentence paragraph explain what a literary theme is and describe three themes that you would put in your own writing.
3. Besides his setting, what other circumstances in Byron Herbert Reece’s life impacted his literary creations? In a five sentence paragraph list at least two circumstances from Byron Herbert Reece’s life that may have influenced his writing.
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
ELA8R4 The student acquires knowledge of Georgia authors and significant text created by them. The student
a. Identifies a variety of Georgia authors both male and female.
b. Identifies authors’ connections to Georgia through a variety of materials including
electronic media.
c. Identifies award winning Georgia authors.
d. Examines texts from different genres (e.g. picture books, poetry, short stories, novels, essays, informational writing, and dramatic literature) created by Georgia authors.
e. Relates literary works created by Georgia authors to historical settings and or events.
f. Explains how Georgia is reflected in a literary work through setting, characterization, historical context, or current events.
g. Evaluates recurring or similar themes across a variet
SS8H10 The student will evaluate key post-World War II developments of Georgia from 1945
to 1970.
a. Analyze the impact of the transformation of agriculture on Georgia’s growth.
b. Explain how the development of Atlanta, including the roles of mayors William B. Hartsfield and Ivan Allen, Jr., and major league sports, contributed to the growth of Georgia.
c. Discuss the impact of Ellis Arnall.