Horses As Heroes - Marsh Tackies
"The ancestry of East Coast barrier island wild horse breeds traces back to Spanish explorers, who were adept at the use of horses for travel, work and war. Questions remain as to whether the horses were left ashore to allow explorers to return home with more treasures from the new country or whether horses swam ashore from sinking galleons." Excerpt from Horses As Heroes - Marsh Tackies - Sandlapper Magazine, Winter 2010
Duration
Multiple days
Lesson Type
Traditional Lesson
Lesson Created By: Lisa Ray
Lesson Partners: ETV Education, Knowitall.org
Grade(s):
- 8
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
Sandlapper article, sentence strips, paper and pencil for each individual student.
Lesson Progression
Activity
- Read the article “Horses As Heroes” from the Winter 2010 edition of Sandlapper magazine.
- The teacher will divide the classinto groups. Smaller groups of 2 to 4 students will allow more participation in the activity.
- The teacher will give each student a copy of the article to read. Students are to read the article, and as they read, write facts and quotes they believe will help others understand the history and facts about Marsh Tacky horses.
- Each student should jot down quotes and facts on their own paper. This will create a pool of questions the group may need to pull from as the activity continues. Give students about 15 to 20 minutes to read the article and jot down the facts.
- Hand sentence strips to each group. Each student in the group will choose their best fact and write a fact on the sentence strip. If the group is composed of 4 students, there should be 4 sentence strips with four different facts in that group.
- Within the group, students should decide which fact they will present first.
- The student that wrote the fact should present the fact. Using this process, all students in the group will have an opportunity to read a fact.
- The teacher will now ask each group to present a fact.
- After the fact is read, the teacher will take the strip, place a letter on the strip that corresponds with the order in which he/she received the strip, and place the strip on the board. No fact can be repeated or restated, so the next group will present a new fact.
- As the game progresses and facts are given, student may have to write new facts, from their original pool of facts, on additional sentence strips.
- The teacher will purposely not place strips in any order. So the first strip received may be labeled “A”, the second “B”, etc.
- This lettering only reflects the order the facts were read. The teacher will now ask students to order the strips, using the letters as a short-cut, in a manner that reflects an order that would allow a reader to understand Marsh Tacky and their history.
- Once the group agrees on the correct order, the group should create the story of the Marsh Tacky horse by using the facts on the strips and ordering them in a manner that allows the story of the Marsh Tacky to make sense to an individual who knows nothing of the Marsh Tacky or their history.
- Additional points can be given the group for illustrating their story. The rubric can be used by the teacher, or as a peer rubric, to grade the writing portion of the assignment.
Horses as Heroes Article and Lesson Plan
View ResourceCarolina Marsh Tacky | Pee Dee Explorer
The Carolina Marsh Tacky is a small horse brought to SC by Spanish explorers. It's an endangered breed.
View ResourceStandards
- 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.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.
- 8.2.CE Explain the economic, political, and social factors surrounding the American Revolution.
- This indicator was developed to encourage inquiry into how the colonies began to unify to create a distinctive American identity over the course of events of the American Revolution.
- RI.MC Meaning and Context
- C Communication
- C.MC Meaning and Context
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC.1.1 Explore and create meaning through conversation and interaction with peers and adults.
- C.MC.1.2 Participate in discussions; ask questions to acquire information concerning a topic, text, or issue.
- C.MC.1.3 Apply techniques of articulation, adequate volume, eye contact, facial expressions, posture, gestures, and space; take one’s own turn in a respectful way.
- C.MC.1.4 Engage in focused conversations about grade appropriate topics and texts; build on ideas of others to clarify thinking and express new thoughts.
- C.MC.1.5 Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges.
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC Meaning and Context
- RI.MC.5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
- RI.MC.6 Summarize key details and ideas to support analysis of central ideas.
- C Communication
- C.MC Meaning and Context
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC.1.2 Participate in discussions; share evidence that supports the topic, text, or issue; connect the ideas of several speakers and respond with relevant ideas, evidence, and observations.
- C.MC.1.3 Apply effective communication techniques based on a variety of contexts and tasks.
- C.MC.1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when necessary modify personal ideas.
- C.MC.1.5 Consider new ideas and diverse perspectives of others when forming opinions; qualify or justify views based on evidence presented regarding a topic, text, or issue.
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC Meaning and Context
Assessments
Writing Rubric
Scale: (1) not at all, (2) somewhat, (3) usually, (4) to a considerable extent, (5) consistently
_____ The reader can understand the meaning of Marsh Tacky by reading the story.
_____ The history of the Marsh Tacky is well represented in the story.
_____ The story flows well, placing facts in a logical order that allows the reader to understand the facts and history about the Marsh Tacky.
_____ The reader will learn a great deal about SC and the Marsh Tacky by reading this story.
_____ The story is neatly written with few spelling and grammar errors.
_____ 5 point bonus for illustrations
_____ Point total