Understanding Cause and Effect During the Tillman Era
Every day we are all bombarded with events, that together, form our daily lives. These events affect our lives in small and large ways. Often, simultaneous events overlap, which compound the effect of independent events making the effect more devastating. Seeing the historical events as scientific variables puts another spin on interpreting historical data. Take a scientific approach in understanding the cause and effect of OVERPRODUCTION and NATURAL DISASTERS on agriculture during the Tillman Era. Follow each step in order to answer the multi-layered essential question.
Essential Question
What can happen when two independent variables, which are both devastating, clash?
Grade(s):
- 8
Subject(s):
Recommended Technology:
Computers/tablets with internet access
Other Instructional Materials or Notes:
Possible Research Topics:
- Population growth & number of farms (1860 & 1900)
- Farm technology (1900)
- Crops grown in SC (1900)
- Trade practices with other nations
- Natural disasters/disasters in SC and the United States (following the Civil War)
- Role of “big business” in farming problems
- The Grange and The Farmer’s Alliance
- Populist
- Ben Tillman
- Clemson University
Lesson Progression
Step 1:
Refer to the research opportunities provided and investigate independent variable A, OVERPRODUCTION, and independent variable B, NATURAL DISASTERS.
What known, verifiable facts can be established that define each independent variable? Create a chart that shows all facts for each variable.
Step 2:
Understanding the CAUSE of each variable will determine WHY an event happened. Looking at established facts, and researching historical events, why did each variable occur? Create a chart that shows why the variables occurred.
NOTE – THERE MAY NOT BE A CLEAR “WHY” FOR EACH VARIABLE, BUT PAST RECORDS CAN SHOW PATTERNS.
Step 3:
Use what you learned in step 1 and step 2 to determine the EFFECT of what occurred when independent variable A and independent variable B happened simultaneously. Use your knowledge to answer the essential question: What can happen when two independent variables, which are both devastating, clash?
Make sure to include in your answer which groups were most affected and all consequences. Remember, not all consequences are negative.
Possible Step 3 products to present findings and answer essential question:
- Create a story map specific to SC
- Create an info-graph
- Create an illustrated timeline
- Create an information poster with text and pictures
Step 4:
Develop a “technology station” where different classes or groups can access your group’s answer to the essential question. This “technology station” could be a file in dropbox, a Google shared file that is accessible to all, or an information poster that is printed and hung in the classroom.
Key Terms:
- Tillman Era
- Ben Tillman
- The Grange
- The Farmer’s Alliance
- Clemson University
- Charleston Earthquake of 1886
- Suez Canal
- Pee Dee tobacco
- overproduction
- natural disasters
- agriculture
- farm technology
- big business
- insect plagues
- textile mills
- Land-grant colleges
Teacher Notes
Teacher Answer Key:
https://docs.google.com/document/d/1H7604t2WTpHbHJ8T4AZOdrj8xLfjajSI2lfD...
Additional Activities:
- Compare the political practices of 2016 and the cry against big government to the politics and presidential election of 1892. How are they alike, how are they different? Create a slideshow that compares the politics of yesterday to today. Would you label any of our current popular politicians populist?
- Defend or disprove this statement: Individuals of prominence in the past should be held to current politically correct standards. With this statement in mind, explain why Tillman Hall in Clemson should continue to retain that name, or make an argument for changing it.
- Examine and explain the “plague pest” of the early 1900’s. What damage did they do, where in the state did they strike, what crops did they destroy, and how do we control them now?
Knowitall.org - Tillman-Gonzales Murder Trial | Palmetto Special
The video take place at the corner of Main and Gervais Streets in Columbia, same site where the murder occurred. In addition, the host comes in and out of reenactment of the trial to tie the segments together.
View ResourceKnowitall.org - Southern Rebirth | Conversations on SC History with Dr. Walter Edgar
Noted South Carolina historian Dr. Walter Edgar discusses the key issues in SC History.
Southern Rebirth is discussed in four lessons:
-Governor Benjamin Tillman
-1895 Constitution
-Dispensary System
-Gonzales, Editor of the State Newspaper, Gunned Down
South Carolina Digital Newspaper Program
Exploring the Progressive Era in Historical SC Newspapers: 1900-1920sThe Progressive Era began around 1900 and continued into the late 1920s and marked sweeping changes in social issues, technology, and government involvement in everyday people’s lives.
View ResourceGlogster: Interactive Multimedia Posters
Program to create interactive multimedia posters.
View ResourceStandards
- 8.4.CX Evaluate South Carolinians’ struggle to create an understanding of their post-Civil War position within the state, the country, and the world.
- This indicator was developed to encourage inquiry into how the former planter class, African Americans, women, and others adjusted to, gained, lost, and/or regained position and status during Reconstruction. This indicator was also written to foster inquiry into how South Carolina worked with a stronger federal government and expanding international markets.
- Science and Engineering Practices
- 8.S.1 The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.
- 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.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- RI.MC.6 Summarize key details and ideas to support analysis of central ideas.
- RI.MC.7 Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.
- C Communication
Assessments
Download the assessment at:
https://docs.google.com/document/d/1ZefHZxVT_1IHmpUnJlU6Wo8tOgxcmwU0HPzx...