Lesson Overview
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):
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
8
Computers/tablets with internet access
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
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Log In to View LessonStandards
- 8-5 The student will understand the impact of Reconstruction, industrialization, and Progressivism on society and politics in South Carolina in the late nineteenth and early twentieth centuries.
- 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
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Log In to View LessonLesson Created By: Lisa Ray
Lesson Partners: ETV Education