A Sense of Place On-site Activities

A Sense of Place - On-site/Ranger Led

Grade Level: 3
Content Area: Social Studies
Time to Complete: 4 hours 15 minutes
Title of Lesson: A Sense of Place

South Carolina State Standards Addressed:

Social Studies

3-2.1	Explain the motives behind exploration of South Carolina by the English, Spanish, and the French, including the idea of "for king and country."
3-2.5	Summarize the impact that European colonization of South Carolina had on Native Americans, including conflicts between settlers and Native Americans.
3-2.6	Summarize the contributions of settlers in South Carolina under the Lords Proprietors and the Royal colonial government, including the English from Barbados and the other groups who made up the diverse European population of early South Carolina.
3-2.7	Explain the transfer of the institution of slavery into South Carolina from the West Indies, including the slave trade and the role of African Americans in the developing plantation economy; the daily lives of the African American slaves and their contributions to South Carolina, such as the Gullah culture and the introduction of new foods; and African American acts of resistance against white authority.

Science

I.A.1.	Use the senses to gather information about objects or events such as size, shape, color, texture, sound, position, and change (qualitative observations).
I.A.2.a.	Compare, sort, and group concrete objects according to two attributes.
I.A.2.b.	Arrange objects in sequential order.
I.A.3.a.	Use US customary and metric standards to estimate and measure mass, length, area, perimeter, volume, and temperature to the nearest whole unit (qualitative observations).
I.A.4.a.	Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.
I.A.5.a.	Explain or interpret an observation based on data and prior knowledge.
I.B.1.a.	Ask a simple question about objects, organisms, and events in the environment.
I.B.1.c.	Use simple equipment and tools to gather data and extend the senses.
I.B.1.d.	Use data to construct a reasonable explanation.
I.B.1.e.	Communicate investigations and explanations.

Lesson Description:

Teacher-led Tour:
In the setting of the colonial village of Dorchester, students will be introduced to the political and social motivations for the settlement of the South Carolina frontier. They will learn about the group of Congregationalists who settled the village of Dorchester, and about their relationship with the Native Americans who preceded them. Students will also learn how an increase in trade in the village brought a bout a shift to slave labor.

Ranger-led Activity:
The staff archaeologist/ranger will take the students to actual locations on-site that illustrate how archaeology is used to learn about the past. During this activity they will learn about the processes that create soil strata and how archaeologists use these layers to date artifacts. They will be introduced to the use and importance of grids on archaeological sites, and they will learn how to analyze an assemblage of artifacts and infer their significance. After receiving preliminary instruction, the students will move to the ‘dig site’ and begin an excavation.

With the help of their teachers and chaperones, the students will excavate, screen, and map artifacts. They will rotate through the various jobs to experience all aspects of the excavation process. Fifteen minutes before the exercise ends, the students will interpret their findings and write a short paragraph about what may have happened here.

Focus Questions For Teacher-led Tour:

1.	Why were 'dissenters' and other groups encouraged to settle in South Carolina?
2.	What was the relationship between the Congregationalists and the Coosaw Indians?
3.	How did the Congregationnalists' religious beliefs influence the development of the colony?
4.	Why did slavery become an acceptable source of labor?

Focus Questions For Ranger-led Activity:

1.	What do archaeologist do?
2.	What natural processes affect the soil beneath our feet?
3.	How do archaeologists use measurements to record and interpret what they find?
4.	How do archaeologist use observation and classification of artifacts to learn about the past?
5.	Are archaeological sites important? Why?

Materials/Resources:

Each students should have:

•	name tag
•	clipboard
•	pencil
•	student field study guide
•	bag lunch

Each chaperone or teacher should have:

•	insect repellant and insect bite spray/ointment (to relieve itching or stinging
•	bag lunch
•	trash bags (Colonial Dorchester State Historic Site is a "trash free park." Trash must be taken off the park when you leave."

Special consideration:
Make sure students dress appropriately. During the excavation activity clothes and shoes will get dirty. The temperature can change drastically during the day, so dressing in layers is recommended.

Teacher Preparation:

1.	Read pre-site lesson and activities completely and contact Colonial Dorchester State Historic Site with any concerns or modifications.
2.	Complete pre-site activities prior to the scheduled program.
3.	Make copies of the Field Guide and issue to all students.
4.	Make a copy of the Teacher Field Study Guide for each teacher and chaperone.
5.	Prior to your arrival at the site, please divide your students into two groups. In the morning session, a ranger will lead one group through the archeology activities while a teacher will lead the History Tour portion of the program. (Please review the site's history in the Visitor's Guide and refer to the tour outline provided. A map of the site will be provided upon arrival.)
6.	Plan to arrive at the site at least 15 minutes early so that your students may use the restroom, etc. Fees for the program can be paid in advance, or on the arrival the day of the program. (Please pay by cash, check, or money order. The site cannot accept credit cards at this time.)

Procedures:

1.	An interpretive ranger will meet your group at the flagpole near the parking area.
2.	The ranger will provide an introduction to the site and an overview of the program.
3.	The students will then divide into two groups (as pre-arranged).
4.	A teacher will lead one group on a tour of the village. During the tour, students will take notes and complete activities in the field guide. The ranger will lead the other group through the archaeology portion of the program (procedure and applicable standards follow).
5.	The groups will break for lunch after completing their activity, and then switch.

Culminating Assessment:

Each student's completed post-site activity guide will serve as an assessment tool.