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BBQ Regions of South Carolina

BBQ Regions of South Carolina. Mark Musselman Audubon at Francis Beidler Forest. Standards Assignment. Overview :

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BBQ Regions of South Carolina

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  1. BBQ Regions of South Carolina Mark Musselman Audubon at Francis Beidler Forest

  2. Standards Assignment Overview: The major unit will cover European settlement in the South Carolina. The unit will start the broad geography of our state, landform regions and drainage patterns, and work towards the concept that the natural environment influences human migration and settlement. Landforms and drainage patterns will be covered using SC MAPS performance tasks from Activity 1-1 and Activity 1-2. This Performance Task (Activity 1-3, #16, p. 1-65) will be used to introduce the idea that westward settlement, commerce, and customs followed the navigable waters. To understand what groups and customs were moving within the South Carolina watersheds, following lessons will focus on the cultural and natural characteristics of the sites selected by early settlers along the coast. Current maps will be referenced to see which early sites continue to thrive and which sites have withered.

  3. Standards Assignment South Carolina Social Studies Content Standards: 8-1.3 Summarize the history of European settlement in Carolina from the first attempts to settle at San Miguel de Gualdape, Charlesfort, San Felipe, and Albemarle Point to the time of South Carolina’s establishment as an economically important British colony, including the diverse origins of the settlers, the early government, the importance of the plantation system and slavery, and the impact of the natural environment on the development of the colony.

  4. Standards Assignment South Carolina Social Studies Content Standards: 7-1.1 Use a map or series of maps to identify the colonial expansion of European powers in Africa, Asia, Oceania, and the Americas through 1770. The BBQ activity could be used to address this 7th grade standard, but the stronger tie is in the 8th grade.

  5. Standards Assignment Suggested Grade Range: 8th Grade Social Studies; unit on landforms influence on culture in SC Time: 60 minutes

  6. Standards Assignment Materials Needed: 1. Tables sufficient to hold 2-foot x 3-foot maps and four students 2. SC MAPS State Base Map #1, Shaded Relief (1 per group) 3. SC MAPS State Base Map #2, Base With Highways (1 per group) 4. Copy of Figure 1-9: Barbecue Regions of South Carolina on page 1-18 (1 per group) 5. Wipe-off marker (1 per group) 6. Field notebook and pencil (1 per student) 7. Black-line map "Rivers of South Carolina" for assessment (obtain from SCGA1)

  7. Standards Assignment Objectives: SWBAT describe why human migration and associated customs moved more quickly within South Carolina watersheds than between those same watersheds.

  8. Standards Assignment Procedures: 1. Prior to the activity, assemble on the materials table items #2-5 for each group. 2. Divide students into groups of four with one group per table. 3. Ask students, "How many different ways have you seen the word barbecue spelled?" Answers will vary. Write the students' answers on a board or overhead. Have students write the list in their notebooks. 4. Ask the students to identify the correct spelling for barbecue. The word is actually "derived from barbacoa, a Native American word for a framework of sticks upon which meat was roasted."2 Europeans adopted the cooking technique sometime during the Colonial Period and altered the word.

  9. Standards Assignment • 5. Ask students the following questions and have them write their responses in their notebooks: • a. Why do you think different spellings exist? (sign space, high-speed travel, lazy, custom) • b. Why would restaurant owners want to deliberately misspell the word? (catch the customer's eye, humor, brand recognition) • c. What meat is traditionally used to make South Carolina barbecue? (pork) • d. What other types of meat are used for barbecue? (beef, chicken) • e. Do you expect the type of meat used in SC barbecue to change? Explain. (health concerns, tradition, farming practices)

  10. Standards Assignment • 6. Assign one student from each group to collect the already-assembled materials from the materials table. • 7. Using Figure 1-9: Barbecue Regions of SC and a wipe-off marker, have each student in the group draw a freehand outline of one barbecue region onto the State Base Map #2. • 8. Have students write responses to the following in their notebooks: • a. Do the barbecue regions line up more closely with the landform regions or with the major river system watersheds? Explain your answer. (watersheds; ease of travel through a watershed versus between watersheds) • b. Develop a hypothesis about why that particular relationship might exist in South Carolina. • c. List the reasons why you think your hypothesis is correct.

  11. Standards Assignment • d. Do you expect the boundaries of the barbecue regions to change or remain constant over time? Explain your answer. (change: ease of travel, greater movement of people across distances, ease of information exchange [telephones, television, Internet, films, print media] -- remain constant: family and community tradition, regional identity) • 9. Time permitting, conduct the enrichment activity listed in "Extending the Activity."

  12. Standards Assignment Suggested Evaluation (Culminating Assessment): Given a copy of Figure 1-9: Barbecue Regions of South Carolina on page 1-18 and the map "Rivers of South Carolina," have the student answer the following: Tom is arriving by ship from Europe. He is a lover of mustard-based barbecue and does not want to stray into regions that serve mainly other types of barbecue. In 1770, Tom created the barbecue regions map to protect himself. Ignoring the fact that no lakes existed in South Carolina at that time, explain why the barbecue regions appear as they do on Tom's map.

  13. Standards Assignment (Travel was quicker, easier, and generally safer via the waterways from the coast to the interior of South Carolina. Therefore, people with their ideas and customs would remain in one watershed as they traveled west. People are also creatures of habit, so individuals likely took the same route if they made multiple trips from the coast to the interior and back. Therefore, customs developed within a watershed, moved easily throughout the watershed with the many travelers, but generally didn't move from one watershed to another. Unless an idea or custom "from off" greatly improved the lives of people in the new area, the foreign idea or custom seldom be adopted by the majority of citizens. The barbecue regions appear as they do on the map because those are the general boundaries of the state's watersheds.)

  14. Standards Assignment Extending the Lesson: 1. Using Geographic Information Systems technology, students can plot and record data for the barbecue restaurants in their town and region. Once plotted, students can generate and answer geographic questions relating to the restaurants and the surrounding natural and human environment. Do all the barbecue restaurants in the community prepare their product in the same manner or can one find all types of barbecue in the area?

  15. Standards Assignment • 2. Enrichment for Activity 1-3, p. 1-66. From the social studies standard 8-1.3, "the diverse origins of the settlers" would also influence how places were named. What is the connection between Lancaster County in both South Carolina and Pennsylvania? What is the connection between York County in both South Carolina and Pennsylvania? Could the cultural preferences of people migrating into South Carolina influence the creation of the barbecue regions?

  16. Standards Assignment • a. South Carolina Geography Bingo - This activity (available from the SC Geographic Alliance) is designed to review and reinforce basic map reading skills with an emphasis on using a grid locator system. Students are given clues and a grid coordinate or latitude/longitude coordinate in order to locate the answer on a South Carolina Department of Transportation highway map3. If the answer is also on their bingo card, they may cover the space. As an extension to the enrichment activity, students can research the origins for three of the South Carolina names found on their bingo card.

  17. Standards Assignment • Resources: • 1. South Carolina Geographic Alliance, http://www.cas.sc.edu/cege/index.htm, materials, lessons, and workshops. • 2. Kovacik, Charles F. and Winberry, John J. 1989. South Carolina: The Making of a Landscape. Columbia: University of South Carolina Press. • 3. South Carolina Department of Transportation (DMV) - free class set of SC Highway Map.

  18. SC Geography Bingo Clue Scandinavian country at intersection of US 321, SC 400, and SC 332 F5 Norway

  19. SC Geography Bingo Clue You may not want this on your sandwich but it’s on US 221 A4 Mayo

  20. SC Geography Bingo Clue Civil War U.S. president town off US 78 G/H7 Lincolnville

  21. SC Geography Bingo Clue Circular alphabet character on US 17-A H6 Round O

  22. SC Geography Bingo Clue Clemson fan’s town on SC 414 A3 Tigerville

  23. SC Geography Bingo Clue Not a Pepsi town on SC 246 D3 Cokesbury

  24. SC Geography Bingo Clue President Clinton’s daughter on SC 170 I6 Chelsea

  25. SC Geography Bingo Clue SC 261 runs through this dog name D6 Boykin

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