Lesson Overview
This activity is based loosely on the game Six Degrees of Kevin Bacon. The teacher can choose to place students into five different groups, giving each group a challenge question, or can make this an individual project, assigning or having students pick a point to prove. The goal is to prove the assertion, using a multimedia program that projects student work in slides or frames, in six slides or less. The teacher can determine which program will be used, and what multimedia combinations (pictures, text, sound, video, etc…) can be used. Slides should not project opinion, but as with any good debate, use fact to prove the assertion.
Essential Question
Can you prove one of the challenge questions about South Carolina in the Gilded Age in six slides or less?
Points to Prove
- How did the “New South” grow from the poverty of the Reconstruction Era?
- How are sharecropping and tenant farming similar to working in the textile mill?
- Should Wade Hampton be remembered as a moderate Democrat?
- Should Wade Hampton be remembered as a leader who worked hard to strip Freedmen of their rights?
- How are textile mills, the phosphate industry, and the lumber industry connected to the growth of South Carolina’s industry in the 21st century?
Grade(s):
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
8
Computers/tablets with internet access
Prior to beginning the project the teacher should decide the multimedia program students will use. View the Teacher Notes for the various options.
More resources can be found: Technology Resources Vetted by ETV Education
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Log In to View LessonStandards
- 8.4.P Summarize the economic changes that emerged in South Carolina and the U.S.
- 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.
- 8.4.CE Explain the causes and effects of World War I on South Carolina and the United States.
- This indicator was developed to encourage inquiry into the significant causes of World War I and the factors leading to U.S. involvement. This indicator was also developed to promote inquiry into the effects of the war, to include its impact on the homefront, migration patterns, and continued foreign policy debates.
- I Inquiry-Based Literacy Standards
- I.1 Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.
- 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.
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Log In to View LessonLesson Created By: Lisa Ray