The Old Exchange and Provost Dungeon
Students will demonstrate their understanding of four historical, South Carolina figures and how their roles during the Revolution contributed to Charleston history, as well as make a connection between their four historical accounts and the history/role of the Old Exchange and Provost Dungeon.
Lesson Partners: The Powder Magazine of South Carolina
Grade(s):
- 4
- 6
- 8
Subject(s):
Recommended Technology:
None needed, but access to technology and the internet, may aid in the lesson progression.
Other Instructional Materials or Notes:
Teacher lesson:
- Write-up- “History of the Old Exchange and Provost Dungeon”
- Pictures- Labeled A, B, C, D, and E
- Online virtual tour Old Exchange
- Information on the Powder Magazine
Group activity:
- 5 handouts- “William Moultrie,” “Isaac Hayne,” “Christopher Gadsden,” “Peter Sinkler” “Charles Pinckney”
- 5 large sheets of poster board (pre-titled, one for each of the four names)
- 5 stacks of construction paper (variety of colors)
- 5 pairs of scissors
- 5 sets of markers (variety of colors)
- 5 glue sticks
Assessment:
- Crossword puzzle worksheet- “The Old Exchange and Provost Dungeon” (one per student)
- Rubric (one per student)
Lesson Progression
1. Review with the students their recent trip to the Powder Magazine. Ask students to recall what they learned. (Or use online virtual tour and of the Exchange Building and The Powder Magazine Website links in the Rsources section)
2. Ask the students what they know about the Exchange building with questions: “Do you know where the Exchange building is?” “What do you know about the building and its history?” “What do you know, or what have we learned so far, about the American Revolution?”
3. Connect the Powder Magazine to the Exchange building. Ask the question: “Why or how do you think the two are related?”
4. Using the write-up, “History of the Old Exchange and Provost Dungeon,” and “The Powder Magazine”, provide the students with a background of the buildings, from their beginnings to present day. (If possible, the write-up should be displayed in the PowerPoint so the students can follow along as it is being read.)
5. Display pictures and online virtual tour where indicated in the write-up. If an PowerPoint is not available to show the pictures, have students pass them around.
6. Explain to the students that there are many historical people who were somehow connected to the Exchange and Provost Dungeon- the dungeon tour only includes several of them.
7. Tell the students they will be creating their own present-day dungeon tour as a class, and explain to them what they will be doing:
The students will be divided into five group
- Each group will be given a factual story about a historical person from South Carolina. Explain their contributions to the American Revolution and the beginning of the United States and he was connected in some way to the Old Exchange and Provost Dungeon.
- Each group will read their story together and create one poster with pictures, symbols, and/or words that represent their person.
- Groups will then share what they learned with the class, and the posters will be combined to create an original tour of the Old Exchange Building.
8. Divide students into the five groups. Assign each group one of the five historical figure handouts.
9. Give groups approximately 10-15 minutes to read about and discuss their assigned historical person. The teacher should provide help with the material when needed.
10. Distribute the pre-titled poster boards to the respective groups. Each group should also be given a stack of construction paper, a pair of scissors, a set of markers, and a glue stick.
11. Tell the groups they have approximately 20-25 minutes to create a poster that represents the historical person they learned about. They should include pictures, symbols, and keywords that depict what they read.
12. Tell the groups they must work as a team and brainstorm as many ideas as they can
think of- be creative!
13. Encourage students to use all the creative materials given. The teacher should move among groups and help with ideas where needed.
14. Once the groups have completed their posters, bring the class back together. One at a time, the groups will share their posters and information with the rest of the class.
15. Post the five posters somewhere in the classroom for the assessment. (It is recommended to post the historical figure handouts with the posters so students are sure to have access to all information.)
16. Once the assessment is completed, the posters can be displayed in the hall outside the classroom (along with historical figure handouts) so that the students can share their “Old Exchange tour” with the rest of the school.
Teacher Notes
Extension Activities:
1. Students will read the book, Almost Invisible: Black Patriots of the American Revolution by Kate Sally Palmer. In journals or on a sheet of paper, students will respond to the question: "Did you know that African Americans fought in the Revolutionary War? Choose one soldier's story from the book and tell why it was your favorite or the most interesting?"
The Old Exchange & Provost Dungeon | Let's Go!
Learn an overview history of the The Old Exchange & Provost Dungeon.
View ResourceTour | The Old Exchange & Provost Dungeon | Let's Go!
Go Interactive - PLEASE NOTE: Flash Player is required. This interactive can be best viewed on a desktop computer.
Located in downtown Charleston, the Old Exchange and Provost Dungeon is nationally-recognized as one of our country’s most significant historical sites.
Old Exchange | Ghosts & Legends
Isaac Hayne was imprisoned there in 1781. He was a very popular businessman, well-off, whom they led through the streets of Charleston, by his sister's home, in shackles and chains on his way to the gallows. She asked that he please come back! He responded, "I will, if I can." It is thought that he visits her there, keeping the promise he made to her that day on the way to his execution.
View ResourcePirates of the Carolinas, Part 1 - History
Pirates seeking sanctuary from pirate hunters often found it in the serene backwaters near Charleston and elsewhere along the Carolina coast. Inlets in South Carolina's Bull's Bay and McClellanville, Murrells Inlet and Georgetown, and North Carolina's Beaufort Inlet and the Cape Fear River were all favorite pirate haunts.
Pirates main goal was to scare the crew of the merchant ship so bad that resistance would just collapse before the pirates even boarded the ship. They were not looking for a fight and didn't want to sink a ship, because the goal was to capture ships. If they had to fight, the battles were bloody.
Pirates of the Carolinas, Part 2 - Rules
Pirates had a strict list of articles, or laws, that had to be signed by each member of the crew before a voyage began. Those rules governed who would get how much of whatever treasure was captured, down to the specific amount each person would be awarded. Those rules also governed their conduct while on board the ship. An example would be a rule that specified
that they were required to maintain their weapons or to not keep any sort of written material on board the ship.
Standards
- 8.2.CO Compare the motives and demographics of loyalists and patriots within South Carolina and the colonies.
- This indicator was developed to encourage inquiry into the economic, political, and social motivations of the patriots and the loyalists in the era of the American Revolution.
- 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.
- 8.2.CX Contextualize the roles of various groups of South Carolinians as the colonies moved toward becoming an independent nation.
- This indicator was developed to encourage inquiry into the motivations of colonists during the American Revolution and the progression of conflict and failed compromise that ultimately led to revolution.
- 8.2.E Utilize a variety of primary and secondary sources to analyze multiple perspectives on the development of democracy in South Carolina and the United States.
Assessments
1. Give a copy of “The Old Exchange and Provost Dungeon” crossword to each student.
2. Students will use the posters (and historical figure handouts, if necessary) to find the answers to their crossword puzzle. (Rubric in resources)