Lesson Overview
In this series of lessons, students will examine primary source documents and oral histories of the Stono Rebellion. Students will then create and record their own “oral history” as a South Carolinian in the mid 1700’s, prior to the American Revolution. Students will use a variety of media resources and primary and secondary resources as they identify with an early South Carolinian and create a digital oral history museum exhibit.
Essential Question
In what ways do oral histories teach us about historical events and how might historical facts be impacted by memories and personal stories?
Grade(s):
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
8
- Internet access for media resources
- Appropriate apps or software capable of uploading digital media and recording voice narrations
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Log In to View LessonStandards
- 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.
- I Inquiry-Based Literacy Standards
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- I.3.1 Develop a plan of action by using appropriate discipline-specific strategies.
- I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
- I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.
- I.5 Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- 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.
- Grade 3: Read grade-appropriate irregularly spelled words.
- RI.LCS.11 Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.
- C Communication
- C.MC Meaning and Context
- C.MC.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
- C.MC.2.1 Gather relevant information from diverse print and multimedia sources to develop ideas, claims, or perspectives emphasizing salient points in a coherent, concise, logical manner with relevant evidence and well-chosen details.
- C.MC.2.3 Quote and paraphrase the data and conclusions while avoiding plagiarism and following a standard format for citation.
- C.MC.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
- C.LCS Language, Craft, and Structure
- C.MC Meaning and Context
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Log In to View LessonLesson Created By: Cherlyn Anderson and Margaret Lorimer
Lesson Partners: Knowitall.org, S2TEM Centers SC