BBQ Regions of South Carolina

1
BBQ Regions of South Carolina

• Mark Musselman
• Audubon at Francis Beidler Forest

2
Standards Assignment
Overview The major unit will cover European
settlement in the South Carolina. The unit will
start the broad geography of our state, landform
regions and drainage patterns, and work towards
the concept that the natural environment
influences human migration and settlement.
Landforms and drainage patterns will be covered
using SC MAPS performance tasks from Activity 1-1
and Activity 1-2. This Performance Task
(Activity 1-3, 16, p. 1-65) will be used to
introduce the idea that westward settlement,
commerce, and customs followed the navigable
waters. To understand what groups and customs
were moving within the South Carolina watersheds,
following lessons will focus on the cultural and
natural characteristics of the sites selected by
early settlers along the coast. Current maps
will be referenced to see which early sites
continue to thrive and which sites have withered.
3
Standards Assignment
South Carolina Social Studies Content
Standards 8-1.3 Summarize the history of
European settlement in Carolina from the first
attempts to settle at San Miguel de Gualdape,
Charlesfort, San Felipe, and Albemarle Point to
the time of South Carolinas establishment as an
economically important British colony, including
the diverse origins of the settlers, the early
government, the importance of the plantation
system and slavery, and the impact of the natural
environment on the development of the colony.
4
Standards Assignment
South Carolina Social Studies Content
Standards 7-1.1 Use a map or series of maps to
identify the colonial expansion of European
powers in Africa, Asia, Oceania, and the Americas
through 1770. The BBQ activity could be used to
address this 7th grade standard, but the stronger
tie is in the 8th grade.
5
Standards Assignment
Suggested Grade Range 8th Grade Social Studies
unit on landforms influence on culture in
SC Time 60 minutes
6
Standards Assignment
Materials Needed 1. Tables sufficient to hold
2-foot x 3-foot maps and four students 2. SC MAPS
State Base Map 1, Shaded Relief (1 per group) 3.
SC MAPS State Base Map 2, Base With Highways (1
per group) 4. Copy of Figure 1-9 Barbecue
Regions of South Carolina on page 1-18 (1 per
group) 5. Wipe-off marker (1 per group) 6. Field
notebook and pencil (1 per student) 7. Black-line
map "Rivers of South Carolina" for assessment
(obtain from SCGA1)
7
Standards Assignment
Objectives SWBAT describe why human migration
and associated customs moved more quickly within
South Carolina watersheds than between those same
watersheds.
8
Standards Assignment
Procedures 1. Prior to the activity, assemble
on the materials table items 2-5 for each
group. 2. Divide students into groups of four
with one group per table. 3. Ask students, "How
many different ways have you seen the word
barbecue spelled?" Answers will vary. Write the
students' answers on a board or overhead. Have
students write the list in their notebooks. 4.
Ask the students to identify the correct spelling
for barbecue. The word is actually "derived
from barbacoa, a Native American word for a
framework of sticks upon which meat was
roasted."2 Europeans adopted the cooking
technique sometime during the Colonial Period
and altered the word.
9
Standards Assignment
5. Ask students the following questions and have
them write their responses in their
notebooks a. Why do you think different
spellings exist? (sign space, high-speed travel,
lazy, custom) b. Why would restaurant owners want
to deliberately misspell the word? (catch the
customer's eye, humor, brand recognition) c. What
meat is traditionally used to make South Carolina
barbecue? (pork) d. What other types of meat are
used for barbecue? (beef, chicken) e. Do you
expect the type of meat used in SC barbecue to
change? Explain. (health concerns, tradition,
farming practices)
10
(No Transcript)
11
Standards Assignment
6. Assign one student from each group to collect
the already-assembled materials from the
materials table. 7. Using Figure 1-9 Barbecue
Regions of SC and a wipe-off marker, have each
student in the group draw a freehand outline of
one barbecue region onto the State Base Map
2. 8. Have students write responses to the
following in their notebooks a. Do the barbecue
regions line up more closely with the landform
regions or with the major river system
watersheds? Explain your answer. (watersheds
ease of travel through a watershed versus between
watersheds) b. Develop a hypothesis about why
that particular relationship might exist in South
Carolina. c. List the reasons why you think your
hypothesis is correct.
12
Standards Assignment
d. Do you expect the boundaries of the barbecue
regions to change or remain constant over time?
Explain your answer. (change ease of travel,
greater movement of people across distances, ease
of information exchange telephones, television,
Internet, films, print media -- remain constant
family and community tradition, regional
identity) 9. Time permitting, conduct the
enrichment activity listed in "Extending the
Activity."
13
Standards Assignment
Suggested Evaluation (Culminating
Assessment) Given a copy of Figure 1-9 Barbecue
Regions of South Carolina on page 1-18 and the
map "Rivers of South Carolina," have the student
answer the following Tom is arriving by ship
from Europe. He is a lover of mustard-based
barbecue and does not want to stray into regions
that serve mainly other types of barbecue. In
1770, Tom created the barbecue regions map to
protect himself. Ignoring the fact that no lakes
existed in South Carolina at that time, explain
why the barbecue regions appear as they do on
Tom's map.
14
Standards Assignment
(Travel was quicker, easier, and generally safer
via the waterways from the coast to the interior
of South Carolina. Therefore, people with their
ideas and customs would remain in one watershed
as they traveled west. People are also creatures
of habit, so individuals likely took the same
route if they made multiple trips from the coast
to the interior and back. Therefore, customs
developed within a watershed, moved easily
throughout the watershed with the many travelers,
but generally didn't move from one watershed to
another. Unless an idea or custom "from off"
greatly improved the lives of people in the new
area, the foreign idea or custom seldom be
adopted by the majority of citizens. The
barbecue regions appear as they do on the map
because those are the general boundaries of the
state's watersheds.)
15
Standards Assignment
Extending the Lesson 1. Using Geographic
Information Systems technology, students can plot
and record data for the barbecue restaurants in
their town and region. Once plotted, students
can generate and answer geographic questions
relating to the restaurants and the surrounding
natural and human environment. Do all the
barbecue restaurants in the community prepare
their product in the same manner or can one find
all types of barbecue in the area?
16
Standards Assignment
2. Enrichment for Activity 1-3, p. 1-66. From
the social studies standard 8-1.3, "the diverse
origins of the settlers" would also influence how
places were named. What is the connection
between Lancaster County in both South Carolina
and Pennsylvania? What is the connection between
York County in both South Carolina and
Pennsylvania? Could the cultural preferences of
people migrating into South Carolina influence
the creation of the barbecue regions?
17
Standards Assignment
a. South Carolina Geography Bingo - This activity
(available from the SC Geographic Alliance) is
designed to review and reinforce basic map
reading skills with an emphasis on using a grid
locator system. Students are given clues and a
grid coordinate or latitude/longitude coordinate
in order to locate the answer on a South Carolina
Department of Transportation highway map3. If
the answer is also on their bingo card, they may
cover the space. As an extension to the
enrichment activity, students can research the
origins for three of the South Carolina names
found on their bingo card.
18
Standards Assignment
Resources 1. South Carolina Geographic Alliance,
http//www.cas.sc.edu/cege/index.htm, materials,
lessons, and workshops. 2. Kovacik, Charles F.
and Winberry, John J. 1989. South Carolina The
Making of a Landscape. Columbia University of
South Carolina Press. 3. South Carolina
Department of Transportation (DMV) - free class
set of SC Highway Map.
19
SC Geography Bingo Clue
Scandinavian country at intersection of US 321,
SC 400, and SC 332 F5 Norway
20
SC Geography Bingo Clue
You may not want this on your sandwich but its
on US 221 A4 Mayo
21
SC Geography Bingo Clue
Civil War U.S. president town off US
78 G/H7 Lincolnville
22
SC Geography Bingo Clue
Circular alphabet character on US 17-A H6 Round O
23
SC Geography Bingo Clue
Clemson fans town on SC 414 A3 Tigerville
24
SC Geography Bingo Clue
Not a Pepsi town on SC 246 D3 Cokesbury
25
SC Geography Bingo Clue
President Clintons daughter on SC 170 I6 Chelsea
26
SC Geography Bingo Clue
SC 261 runs through this dog name D6 Boykin