Daily Life at Redcliffe Plantation in the 19th Century
- On-site Activity/Ranger Led
Grade Level: 3
Content Area: History
Time to Complete:
at least 1.5 hours (see procedures)
Title of Lesson:
Life at the Plantation South Carolina
State Standards Addressed:
|
3.2.9 |
Compare and contrast the various lifestyles of people in South
Carolina during the Antebellum period. |
|
3.8.1 |
Discuss folklore and other cultural contributions from various
regions of South Carolina and how they help form a state heritage. |
|
3.12.1 |
Identify ways in which people modify the physical environment. |
Lesson Description:
In this program we will be examining the
day-to-day activities of people living
and working at Redcliffe Plantation in
the Antebellum period. We will be
identifying artifacts and discussing
their importance to the family and daily
life. These day-to-day activities being
explored will examine the ways in which
South Carolinians modified the landscape
and pulled from the natural environment
to carve out a lifestyle. Special focus
will be on the children of the
plantation and how their daily lives
differ from the lives of children today.
Focus Questions
for Students:
| 1. |
What do the photographs, letters, diary entries, and artifacts say
about the people who lived at Redcliffe? |
| 2. |
In what ways are your lives similar or
different to the lives of children living in the 19th century? |
|
3. |
How can you find out more information
about your family history and the history of the area that you live
in? |
Culminating Assessment:
See
Post-site activities
Materials/Resources:
All materials supplied by Redcliffe
Plantation.
Teacher Preparation:
Complete steps in "Plan your Discovery" and
complete the pre-site activity prior to the field trip.
Procedures:
Utilizing objects in the classroom teacher kit do the following activities:
| I. |
Introduction: |
| |
The interpreter will post pictures that the students drew during the
pre-site activities on a board for everyone to see. |
| |
He/she will highlight certain pictures, discuss recurring themes,
and have some students explain why they chose the things they did. |
| |
Total time: 20 minutes |
|
II. |
Interpreter will then give a very brief
history of the site and the family who lived here, using some of the
same photographs that the students used in their pre-site
activities. Emphasis will be on four generations of Hammonds
that lived in the house and their close relatives at nearby sites. |
| |
Total time: 10 minutes |
| |
Rather than following a formal
script given in the form of a
lecture, the Interpreter will
take students into each room,
briefly describe what the room
was used for, and then highlight
specific items
by giving the students clues to
an object, and then having them
guess what object is being
described.
|
| |
This will not only engage the
children audibly and visually,
but will also begin to train
their eyes to look closely for
specific features. |
| |
Total time: 40 minutes |
|
IV. |
Tour of the
slave cabin, garage, and stables: Interpreter will follow the same
strategy as in the main house. |
| |
Total time: 20 minutes |
|
IV. |
Wrap up
activities: |
| |
Return
to the front porch, and depending on the amount of time that
students have, either complete activities using letter, family
trees, and photographs, or let the students tell the guide about
their impressions of life at Redcliffe. |
| |
Total time: flexible depending on schedule |
|
