Last updated: June 4, 2023
Lesson Plan
Consider the Source: Migration to the Mountains: From the Lowcountry of Charleston, South Carolina to the highlands of Flat Rock, North Carolina. (Grades 6-8) Lesson 2 of 3 Carl Sandburg Home NHS
- Grade Level:
- Middle School: Sixth Grade through Eighth Grade
- Subject:
- Literacy and Language Arts,Social Studies
- Lesson Duration:
- 60 Minutes
- State Standards:
- National Council for Social Studies
Theme 2
Theme 3
Theme 4
Theme 6
North Carolina Social Studies Grades 6 – 8
I.1.4
I.1.5
I.1.6
I.1.7
I.1.8
I.1.9
6.G.1
6.H.1
7.B.1
7.E.1.3
7.G.1.1
7.G.1.2
7.H.1.1
7.H.1.5
8.B. - Thinking Skills:
- Remembering: Recalling or recognizing information ideas, and principles. Applying: Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. Analyzing: Break down a concept or idea into parts and show the relationships among the parts. Evaluating: Make informed judgements about the value of ideas or materials. Use standards and criteria to support opinions and views.
Essential Question
How does disease impact where people chose to live?
How did chattel slavery impact the seasonal migration from Charleston to Western North Carolina?
How do different factors play out in the cause and effect of human societal development?
Objective
I can explain what occupations are impacted by movements of people.
I can explain how disease and geography cause changes in society.
I can explain how racism motivated laws like “Black Codes” and allowed White racists to harm African Americans after the US Civil War.
Background
This is the second of three lessons intended to exercise critical thinking and encourage empathic skills. The goals of these lessons are to utilize the historic resource study (linked in extension resources under Preparation) from the Carl Sandburg Home National Historic Site. This study has revealed and encouraged the use of frequently ignored and deferred histories and to correct history that has been told inaccurately for too long.
Preparation
Prepare for this lesson by accessing the materials tab in the lesson, where you will find the PowerPoint presentation for Teachers, worksheet for students, and extension resources. Students will need pencils or writing tools!
Materials
Visual Presentation of Lesson Material
Download PowerPoint Presentation
Supporting material for teachers to use for developing this topic
Download Teachers Background and Extension Resources
Lesson Hook/Preview
(Activating Strategy)
Ask students:
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Where would you rather live, the beach, the mountains, or the flatter areas in between?
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Would you rather live in a city or out in the countryside?
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What makes these areas different? What make or motivates people to move to these places?
Procedure
(Teaching Strategy)
Teacher will hand out the Work Sheet to the class.
Individually or in small groups have the students discuss and write their answers to questions on slide 2 “Why would you move?”
Briefly review vocabulary. The teacher may decide if the students should write out vocabulary or simply review. They can read independently or read aloud in turns. Encourage students to use the vocabulary terms in their answers though it isn’t necessary. Vocabulary is listed on last page of work sheets for their worksheet follows the PowerPoint and should be done in order with the PowerPoint.
Question 8 is a Discussion Question and is indicated on Slide 8 “Memminger in Flat Rock North Carolina.” Allow students a moment to read the question and write out their thoughts. Then take 3-5 minutes to share and discuss answers.
This is a thought and critical thinking exercise for the students and allows the teacher insight to the students’ insights and understandings of the impacts of institutionalized chattel slavery in the US.
Assessment Activities (Summarizing Strategy)
Question 8 is a Discussion Question and is indicated on Slide 8 “Memminger in Flat Rock North Carolina.” Allow students a moment to read the question and write out their thoughts. Then take 3-5 minutes to share and discuss answers. This is a thought and critical thinking exercise for the students and allows the teacher insight to the students’ insights and understandings of the impacts of institutionalized chattel slavery in the US.
3-2-1 Exit Slip in PowerPoint
Vocabulary
Miasma - A vaporous exhale or atmosphere formerly believed to cause diseases such as Malaria and Yellow Fever. In the Lowcountry of Charleston South Carolina, wealthy landowners would travel to the mountains to escape the “sickly season” caused by what they thought was miasma. Miasma was considered more prominent in crowded towns like Charleston.
Geography - The study of the physical features of the earth and its atmosphere, and of human activity as it affects and is affected by these, including the distribution of populations and resources, land use, and industries
Migration - to move from one country, place, or location to another, often seasonally.
Enslaved - The condition of being in the bondage of slavery, a person or people who are treated as the legal property of another and forced to obey them. Enslaved persons are often denied the freedom to exercise human rights.
Rural - in, relating to, or characteristic of the countryside rather than the town.
Urban - in, relating to, or characteristic of a town or city.
Development - a tract of land that has been made available or usable, especially, one with houses or businesses built on it.
Secession - formal withdrawal from an organization, group, or union.
Sympathy – the act or state of feeling sorrow or compassion for others, especially based on similar thoughts and experiences.
Racism - The belief that race is a fundamental determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race. This also includes attitudes and actions that reflect this belief to the benefit of one group over others via social, economic, or political means.
Enrichment Activities
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Students can explore and read the extension resources if there is interest and/or time.