Lesson Overview
Students will research and describe the events and historical figures that were integral to the Solid South’s shift from supporting the Democratic Party to supporting the Republican Party. Students have studied the Civil War and Reconstruction Eras, as well as events and figures of the Civil Rights Movement. The meat of this series of lessons focuses on the shift referenced in the essential question: What factors led South Carolina to make the political shift from being a Democratic state to becoming a Republican state? To do so, students will study a broader period of time, beginning in 1860 with the election of Republican Abraham Lincoln.
Essential Question
Why did South Carolina shift its political party affiliation from the Democratic Party to the Republican Party?
Grade(s):
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
8
iPads, tablets, PCs
Access to internet and printer
Concept/Mind mapping apps:
- Popplet (iOS, Android)
- MindMap (Google Chrome extension)
- Any similar concept mapping app
- Chart paper/bulletin board paper (Making Thinking Visible and Word Wall)
- Index cards or quarter sheets of paper (Word Wall)
- Poster sized piece of paper
- String
- Civil Rights era pictures
- Sentence strips/adding machine paper
- Markers
- Student notebooks
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Log In to View LessonStandards
- 8.5.CE Analyze the factors contributing to the shift in the political party platforms between 1946-1972.
- This indicator was designed to foster inquiry into the changes in South Carolina's political party platforms resulting fro the Civil Rights Movement, from Elmore v. Rice to the national Democratic Party's support of civil rights to Nixon's Southern Strategy. This indicator also supports inquiry in the effect on South Carolina's political party platforms resulting from the emergence of the national Republican Party's positions on foreign policy, limited government, and free trade policies.
- 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.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
- 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.4 Synthesize integrated information to share learning and/or take action.
- 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.
- RI.LCS.10 Analyze and provide evidence of how the author’s choice of purpose or perspective shapes content, meaning, and style.
- 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.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.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
- C.MC Meaning and Context
- W.MCC Meaning, Context, and Craft
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Log In to View LessonLesson Created By: Cherlyn Anderson, Margaret Lorimer