A Field Trip to the State Legislature
- Pre-site Activity/Teacher Led
Grade Level: 8
Content Area: History
Time to Complete:
4 to 5 days
Title of Lesson:
A Field Trip to the State
Legislature
South Carolina
State Standards Addressed:
|
8-7 |
The student will demonstrate an
understanding of South Carolina's economic revitalization during
World War II and the latter 20th century. |
|
8-7.1 |
Summarize the significant aspects of
economic growth experienced by South Carolina during and following
World War II, including the contributions of Governor Strom Thurmond
in promoting economic growth; the creation of the State Development
Board and the technical education system; the benefits of a good
road system, a sea port and the Savannah River site, and the
scarcity of labor unions. |
|
8-7.2 |
Provide examples of the expanding role
of tourism in South Carolina's economy, including the growth of
resorts and development along the coast and the expanding
transportation systems that allowed greater access to recreational
areas. |
|
8-7.3 |
Explain how the increased
industrialization and mechanization, the reduction in cotton and the
emigration of African Americans resulted from and contributed to
agricultural decline in South Carolina. |
|
8-7.4 |
Explain the factors that influenced the
economic opportunities of African-American South Carolinians during
the latter 20th century, including racial discrimination, the Briggs
v. Elliot case, the integration of public facilities and the civil
rights movement, agricultural decline and statewide educational
improvement. |
|
8-7.5 |
Explain the economic impact of 20th
century events on South Carolina, including the opening and closing
of military bases, the development of industries, the influx of new
citizens and the expansion of port facilities. |
Lesson Description:
The following activity was designed for teachers to
familiarize the students with the most
important economic and social concerns
of their district prior to the field
trip to the State House and the meeting
the district's representative and
senator.
Materials/Equipment/Resources:
Teacher Preparation:
| 1. |
Review Rules of Conduct with
students. |
| 2. |
Read/review "Teacher Background". |
| 3. |
Complete pre-site activities with
students. |
|
4. |
If you would like your students to
meet with your district representative at the State House, you need
contact them to set up an appointment.
For information about how to contact
your district representative, please visit these websites:
|
Teacher Background:
These activities will prepare the students
for the field trip to the State House and grounds through research of their
district's most pressing economic and social concerns, and will prepare the
students for a meeting with their district's representative and senator.
For information on the State House, please
read the short history included at the website
www.scstatehouse.net/studentpage/tour.htm
Procedures:
Preparation:
|
• |
Begin the activity by asking students
about the nature of representative government in South
Carolina. |
|
• |
Do they
know the branches of the state and local governments? |
|
• |
Do they
know how legislators, the governor, and various heads of the state
departments are elected? |
|
• |
Do they
know the borders of their district? |
|
• |
Discuss the answers and make sure that
students take correct notes. |
|
• |
Continue
to ask about the district's natural resources, the forms of economic
activities and the infrastructure located in their district, and
collect the answers on the board. |
Projects:
|
• |
Distribute the questionnaires and
have the students complete the survey either individually or in
collaborative groups/pairs. |
|
• |
Students may locate most of the
relevant information through the web-based sources above and other
resources. |
|
• |
At the end of the process, students
should have completed surveys. |
|
• |
The answers to the final set of
questions will probably differ. |
Conclusion:
|
• |
Based on the survey, the students
should discuss the final set of questions and come to a consensus
about the district's most pressing economic or social concerns. |
|
• |
Students should be prepared to
explain how each concern relates to the district's natural, economic
and social resources. |
|
• |
Students may also at this stage
brainstorm and discuss some ideas about how to solve these concerns. |
| |
Have students prepare a short
presentation in which they:
| - |
identify the district's
concerns |
| - |
offer a short explanation of
each concern |
| - |
summarize their ideas for
ways to address each concern |
|
|
