Lesson Overview
In a way, the journey was done for many fine two-lane highways June 29, 1956. That’s when President Dwight Eisenhower signed the Federal-Aid Highway Act, the Interstate Act. Eisenhower, a general to the end, envisioned highways, his “broad ribbons,” laden with tanks and troops, and South Carolina got its share.
Duration
2-3 hours
Lesson Type
Traditional Lesson
Grade(s):
Subject(s):
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Log In to View LessonStandards
- 3-1 The student will demonstrate an understanding of places and regions in South Carolina and the role of human systems in the state.
- People utilize, adapt to, and modify the physical environment to meet their needs. They also identify regions based on geographic and human characteristics to help them interpret Earth’s complexity. To understand how people interact with the phy...
- 3-1.1 Categorize the six landform regions of South Carolina—the Blue Ridge, the Piedmont, the Sand Hills, the Inner Coastal Plain, the Outer Coastal Plain, and the Coastal Zone— according to their climate, physical features, and natural res...
- 3-1.2 Describe the location and characteristics of significant features of South Carolina, including landforms; river systems such as the Pee Dee River Basin, the Santee River Basin, the Edisto River Basin, and the Savannah River Basin; major cities; a...
- 3-1.3 Explain interactions between the people and the physical landscape of South Carolina over time, including the effects on population distribution, patterns of migration, access to natural resources, and economic development.
- People utilize, adapt to, and modify the physical environment to meet their needs. They also identify regions based on geographic and human characteristics to help them interpret Earth’s complexity. To understand how people interact with the phy...
- 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.4 Synthesize 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.
Lesson Created By: Lisa Ray