Catesby - Seeing the Parts and Connecting the Whole
The student will explore and compare how individual elements influence the whole to create a new environment, specifically making the connections between bird migration and the development of the rice plantations and the transatlantic slave trade.
Lesson Created By: Gerilyn Leland and Liz Goodloe, Edited by Lisa Ray and Lewis Huffman
Lesson Partners: Charleston County School District, Catesby Commemorative Trust, College of Charleston
Essential Question
“How do individual elements influence the whole to create a new environment?”
Grade(s):
- 6
- 8
Subject(s):
Recommended Technology:
Computer with internet access
Other Instructional Materials or Notes:
- Colored copies of Vol. I, plate 14
- Analyzing prints handout
- Power Point “Gallery Walk”
- Images printed off for the gallery walk
- Quilt template
- Markers/colored pencils/scissors
Lesson Progression
Procedure
Hook:In 1729 Mark Catesby publish the Natural History of Carolina, Florida and the Bahama Islands.
This book illustrated the flora (plants) and fauna (animals) found in the new land.
Drawing was used as a tool during that time for the study of nature.
Artists carefully studied the plants and animals and created drawings and paintings to help explain to people in Europe.
Students will examine Vol. I, plate 14 with no descriptors using the attached Analyzing Prints handout.
Engage
Share out: Allow students (5-8 minutes) to share out their responses with partner/group.
Provide students with the descriptor. Ask: “What new information did you get?”
“What information could (Vol. 1 Plate 14) and the migration map provide historians and those studying natural history?”
Students should brainstorm the term MIGRATION from either past knowledge, experience, or through the help of a dictionary and provide a working definition.
The teacher will discuss PUSH and PULL factors for migration. This may be a new concept for some of the students.
Ask students “What would PULL the birds from one area to another?”
What does that migration tell us about the area/environment that they are being pulled to?”
What are the features of the natural environment that supported rice growth?
Rice is a labor intensive crop. What does the term labor intensive mean? How did economic factors and the natural enviroment of the outer coastal plain combine to foster the growth of slavery?
Show the Map of Transatlantic slave trade.
Explain that students will explore the FORCED migration patterns of slaves to the Americas by engaging in a gallery walk. Refer to the site forcedmigration.org. Today, forced migration is catorgorized into three distinct "types". Which "type" would best describe the slave labor of the Colonial Period? Have students defend their answer showing how economics and natural enviroment contributed to the growth of slavey in the colonies
Explore
Gallery Walk--see images available on the PPt-gallery walk
Follow up class discussion: If bird migration was pulled by the availability of food, how might the increase of slave labor be tied to the pull of the Bobolink to the Carolina coast?
Elaborate and Reflection - Quilt and/or Student Blog
Final Product
Answers the question “How do individual elements influence the whole to create a new environment?”
Individuals--explore their individual elements/contributions using the Quilt Template on the PPT-Gallery Walk
Piece together each student’s patch to create a class quilt.
Another possible assessment is to have students create a blog which is tied directly to Catesby and colonial history. This could be a responsive blog where parents and/or other students ask for clarification about the essential question and background concepts.
Reflection: free write “How do our individual elements influence the whole class to create a unique classroom environment?”
Teacher Notes
Class discussion is important to ensure students are understanding the topic. It can also help gauge comprehension and the need to review related material.
Another possible assessment is to have students create a blog which is tied directly to Catesby and colonial history. This could be a responsive blog where parents and/or other students ask for clarification about the essential question and background concepts. Student responses should be filtered through the teacher, and must clarify the issue the question adddresses.
Seeing the Parts and Connecting the Whole - PowerPoint
PowerPoint for completion of the project
View ResourceStandards
- 6.3.CE Explain the impact of increased global exchanges on the development of the Atlantic World.
- This indicator was developed to encourage inquiry into the growing interconnectedness between Europe, Africa, and the Americas which led to increased global exchanges throughout the Atlantic World. The indicator also encourages inquiry into the development of human labor systems, cultural interactions, and the growth of economic markets.
- 6.3.P Summarize the impact of the Transatlantic Slave Trade on ideological, political, and social systems in the Atlantic World.
- This indicator was developed to encourage inquiry into the impact of the Transatlantic slave trade on Africa, Europe, and the Americas. This indicator promotes inquiry into the impact of the Transatlantic slave trade on Africa, Europe, and the Americas. This indicator promotes inquiry into the beginning of the Transcontinental slave trade, the ideological, economic, and political, policies that upheld slavery, and how the slave trade led to the systematic oppression of Africans in the Atlantic World.
- 6.3.E Analyze the short- and long-term impact of the Atlantic World's growth using primary and secondary sources across multiple perspectives.
- 8.1.CO Compare the three British North American colonial regions economically, politically, socially, and in regard to labor development.
- This indicator was developed to encourage inquiry into how the three British colonial regions developed in terms of their culture, economies, geography, and labor. The indicator was also developed to encourage inquiry into the unique story of the development of South Carolina.
- 8.1.CE Analyze the factors that contributed to the development of South Carolina’s economic system and the subsequent impacts on different populations within the colony.
- This indicator was designed to encourage inquiry into the geographic and human factors that contributed to the development of South Carolina’s economic system. This indicator was also written to encourage inquiry into South Carolina’s distinct social and economic system as influenced by British Barbados.
- 8.1.P Summarize major events in the development of South Carolina which impacted the economic, political, and social structure of the colony.
- This indicator was designed to encourage inquiry into the development of South Carolina as a result of mercantilist policies, which ranged from the Navigation Acts to trade with Native Americans to the use of enslaved people as labor. This indicator was designed to promote inquiry into agricultural development, using the rice-growing knowledge of the enslaved West Africans.
- 8.1.E Utilize a variety of primary and secondary sources to examine multiple perspectives and influences of the economic, political, and social effects of South Carolina’s settlement and colonization on the development of various forms of government across the colonies.
Assessments
Create a blog that answers the essential question. In answering the essential question explain how the essential question relates to:
- the various cultures in colonial South Carolina
- South Carolina's geography/natural history
“How do individual elements influence the whole to create a new environment"?
Create a class quilt.
Both the quilt and the blog should answer the essential question.
Rubrics for the quilt and blog are found under "Resources".