Part 6: From Whence They Came

• The teacher will divide the class into working groups of four students. Each student will be assigned a topic about which they will take notes.
• Students within the group will share information discerned and discovered in “real time” using Google Keep. This is a Google application that is part of the Google suite of programs in Google Drive. This is a free application that is an extension of Google Docs and allows students to work collaboratively. It can be accessed through Google Drive, or by going to https://keep.google.com/u/0/.
• Beyond Barbados: The Carolina Connection is divided into six individual short modules. The modules show a connection that is chronological and will help students answer a driving question that is connected to the individual modules. Collaborative work on the six modules will lead to overall conclusions that can be made about an overarching essential question.
• Each module is a separate lesson with an individual driving question and evaluation.  Each separate module will include a grading rubric for ease of assessment. A link to the assessment is found in the assessment section and in the resources.
• The work of each module is meant to be completed within a class period. (45 to 50 min.)
• Each of the driving questions is intended to help students answer the essential question.
• It is important to remember that with both the driving and essential questions, students must analyze and interpret data, which can lead to many conclusions. Students are graded on the process and the validity of their conclusions. Each group may infer data differently and therefore reach different conclusions.
• Students will be asked to use Google Keep so that they can take/share notes within their group.
• Once all notes are taken, each group member will be expected to share a “topic discovery” with the class, as prompted by their teacher. The teacher will create a slide of each topic, listing student observations and notes taken from the video. The teacher will add to the notes if appropriate.  
• The slide presentation will be shared with students for their review and to help answer the driving question.
• Once the teacher is satisfied that students understand expectations, the teacher will show the first module to the whole class. Each module will be shared with the groups so that students can review and take notes based on their individual topics. Notes taken by students will be shared within their group and with the teacher.
• Modules are designed to be shown chronologically.
• Notes taken for each topic, from each group, will be shared with the class.
• The groups will be asked to answer the driving question based on the total information, from each topic which has been shared with the class. Each group will post their answer on a slide, which can be added to the class presentation of topic notes.

When grouping, it is not always possible to have equal groups of four students to cover each topic. To help teachers make pertinent decisions concerning topics and group composition, we have provided bullet points about each topic which is intended for teacher use. This information is a teaching tool to help you, the teacher, decide how groups should be arranged and how topics can be divided among students and/or groups. The answers provided are suggestions, teachers can add to, or take away from, the bullets provided. All information can be changed to fit teacher and student needs.

Language

• Gullah dialect is strong in the Low Country of SC
• Gullah is a blending of West African cultures, European, and Native American cultures
• People born in Barbados are called Bajan
• Bajan also refers to Barbadian Creole language
• Bajan and Gullah have a similar vernacular because both are a mixture of English and African
• Gullah developed as a form of resistance, as well as communication because whites dismissed Gullah as slave talk and often couldn’t understand it

Food

• The way people cook is very similar between Barbados and South Carolina
• Rice was introduced from Africa to Carolina and became a major crop that fed people in Barbados
• Rice is a major part of the cuisine in both cultures
• Peas and rice in Charleston is Hoppin John - In Barbados they do pigeon peas and rice

Architecture

• Single house architecture was brought to Charleston from Barbados
• Single houses are a room wide with a gable-ended roof fronting the road
• The back wall of the house is on the property line
• The long side of the house has a veranda or piazza - all of this takes advantage of the sea breezes

World Connections

• Barbados is often referred to as “Little England”
• Barbadians are very proper and genteel
• It’s easy to see the British/Barbadian connection, but there’s a movement to explore the Barbadian/American connection
• It’s hard to understand the Carolina culture unless one understands the culture of Barbados - there’s a genealogical link, architectural link, dialect link, socioeconomic link, and trade link
• You also have in both places Jewish history, African history, Irish history, and British history
• Seven to ten million Americans, Caucasian, and African-American can trace their roots to Barbados
• Barbadians see their treatment of each other as unique in the world - Barbadians understand they are part of one family, the human family

An alternative site to Google Slides which students can use to share and post information is Scrumblr.  Scrumblr is a site that provides an online space to create and share sticky notes with a group. Please note, teachers will have to create a separate board for each class with a specific class URL. This allows students to use a common board and share information. A board has been created as an example. The link is listed in the resources.

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Driving Question Rubric - Part 6: From Whence They Came

https://docs.google.com/document/d/1KpIblk9oQYsk9mmGH1wfnOpK0HQP7zKO9MGo...