Plot Summary Chapter 1 Me and My Hometown

1—Teacher’s Guide

 Chapter by Chapter Summaries  Quotations & Talking Points  Sample PACT-Like Questions  Writing Integration Activities 2— The Native

Homecourt Publishers Greenville, SC 3—Palmetto Roots Table of Contents Palmetto Roots

The Purpose 3 The Background 3 Character List 4 Setting 4 Plot Summary 5

Chapter by Chapter Summaries

1 — This is My Life 6 2 — My Neighborhood 8 3 — Overnight Fame 10 4 — A New Opportunity 12 5 — My New Job 14 6 — Reading Between the Lines 16 7 — The Other Side of the Story 18 8 — Mixed Reactions 20 9 — A New Game 22 10— A Visit from an Old Friend 24 11— On Assignment 26 12— A Better Offer 28

Integrating Across the Curriculum

Language Arts and Social Studies 30 Assorted Subject Areas 34

Primary Sources 4— The Native

Life in the 1930s 36 President Roosevelt & His New Deal 37 The Great Depression & Minimum Wage 38 Civilian Conservation Corps 39 The Native The Purpose

Progressive Pete was written to help elementary school teachers integrate language arts and social studies within a unit on the early 1900s, immigration, “Big Business”, and the Progressive Movement. It is “Read Along, Read Aloud” story, purposefully written at a readability level that is suitable for mid-stage elementary school students.

The story itself revolves around the Progressive Movement in 1908, and is told through the eyes of a twelve-year-old Italian immigrant boy. The setting of the story, combined with this Teacher’s Guide, will enable a teacher to walk through a complete unit of this historical era as dictated by the South Carolina social studies standards.

Progressive Pete can easily be read in the classroom by allowing ½ hour of reading time each day over a five day period—this includes extra time for a five to ten minute discussion each day. In this guide, each chapter is outlined with an “estimated reading time” in the top right hand corner. This reading time is based on general averages, and has been included to help teachers outline a pacing strategy.

This Teacher’s Guide contains a number of features to help teachers. There is a plot summary for each chapter, along with a highlighted section for important quotations or talking points. There are also several discussion questions for each chapter, and sample PACT-like questions.

The Native The Background

The story takes place in Pittsburgh, Pennsylvania, and it is told through the eyes of a twelve- year-old Italian immigrant who becomes a newspaper boy after getting fired from his factory job.

The Progressive Movement

The Progressive Movement was a period of great reform during the early 1900s. Progressives wanted to identify the problems of society and work to solve them. Critics accused them of being too simplistic, too patronizing, and too eager to spend taxpayer’s money. A few of the ambitious goals of the Progressives included:  Ending child labor  Fixing poor and dangerous working conditions  Helping the plight of immigrants  Limiting the power and influence of “Big Business” 5—Teacher’s Guide

 Exposing and punishing political corruption  Building hospitals, libraries, playgrounds, highways, etc.  Ending the “abuses” of alcohol (this led to Prohibition in the 1920s)  Giving women the right to vote, securing racial equality  Improving the efficiency of the political and social system

The Native Character List

Pete Ross (real name – “Pietro Russo”) — A twelve-year-old Italian immigrant who uses his American name when he is not at home. Also the narrator of the story. Pete is working at a steel mill to help support his family when a photographer takes his picture. The picture shows up on the front-page of a major newspaper, and Pete gains unwanted fame. He is fired from the factory for being underage, but quickly lands a job as a newspaper boy. As he is selling papers on the corner, Pete realizes that he has become a symbol for the Progressive Movement—like it or not.

Mr. Rafferty—Pete’s boss and the editor of The Progressive newspaper. Mr. Rafferty prints outrageous headlines in support of the Progressive Movement—but only because they help sell newspapers. When he realizes that telling the other side of the story can also be profitable, he has no problem switching gears and attacking the Progressive Movement. Meanwhile, his paperboy, Pete, is stuck in the middle.

Paolo Russo (Pete’s father) — Pete’s father moved the family from Sicily (an island off the coast of Italy) to America when Pete was only five. He is working at the steel mill, which is how Pete was able to get a job there. Unfortunately, Paolo loses his hand in an accident at the factory. He is forced to take a job at the local grocery store, leaving the family’s financial well-being largely in the hands of twelve-year-old Pete.

The Native Setting

While the story is fictional, many of the towns and cities that are mentioned are quite real. The characters live in Pittsburgh, Pennsylvania, which was a highly urban area in 1908. Do to its heavy industry in the early 1900s, the population of the city was actually greater than at the time than what it is today (around 500,000). Beginning in the late 19th century, Pittsburgh became a major hub of the steel industry in America. The beginning of the story takes place in a typical steel factory of the time period. The story also details how Pete’s family came to the United States from Italy in 1903. During this period, thousands of Italian immigrants were making this same trip each year. The immigrants from Europe came onto America through Ellis Island, where they were examined before setting foot on the mainland. This novel makes a brief reference to that experience. The immigrants landed in New York City, and would then disperse around the country, usually in search of employment. 6— The Native

The Progressive newspaper discussed in the story is fictional, as are the names of the other newspapers. However, an effort has been made to present the newspaper industry as it was in the early 1900s.

It is important to note that, while the locations mentioned in the story are real, the story itself is fictional. The characters are purely invented, and the specific events never actually took place in the areas mentioned. Every attempt has been made, however, to make the general setting and circumstances consistent with the time period.

The Native Plot Summary The story is told through the eyes of Mico, a nine-year-old Native American boy living in the year 1576. His home is near the Spanish village of Santa Elena (near present-day Parris Island, South Carolina). Mico lives in clan with about 150 members, but there are other Native American clans and tribes nearby. Mico has never seen a white man before, but he knows that the white settlers are a major concern to the men in his clan. Some of them go to the white village to trade animal skins and beads (usually for rifles, seeds, and rum), while other members want nothing to do with the white man and feel that Santa Elena is the beginning of the end for the Natives. Mico doesn’t really give the European settlers too much thought until he sees a white boy about his age standing on the beach. Mico approaches him, holding a stick like it is a spear. When the white boy approaches, Mico throws the make-shift spear down the beach to scare him. Instead, the white boy thinks it is a game and wants Mico to teach him to throw a spear. Mico quickly realizes that this white boy is not dangerous, and only wants to be his friend. Mico returns to his village and listens to yet another meeting among the clansmen about the white men. They talk about how the Spanish settlers are different than the French settlers who came ten years earlier. The Spanish settlers are more aggressive, and they forced Mico’s clan to leave areas further to the south and settle in the new land where they are now. Mico is too young to remember any of this, but many of the clansmen feel the Spaniards at Santa Elena will soon make them move again. Ignoring the warnings about the white man, Mico goes back to the beach and sees his white friend. The two play a game that the white boy calls “war,” where they chase each other around and pretend to be in a battle. “War” is the only word in the white boy’s language that Mico can understand. Despite the language and cultural barrier, the two become very good friends. One day Mico is out hunting with a warrior from his clan named Yoholo. The two cross paths with two white hunters from Santa Elena. The white men yell “savages” and begin chasing them. Yoholo gets away, but Mico trips over a branch. The white men approach him, but let him go because he is so small. When word of the incident reaches back to the clan, another meeting is held to figure out what to do about the white man. While Yoholo and the other warriors want to attack, the elders say that they must be patient. They send a messenger out to the nearby tribes to get their support. The messenger returns with an elder from another tribe who says he has been to the “white world.” The elder warns that the white men are obsessed with building empires and will soon try to claim more land. Despite the warnings, Mico goes back to the beach to see his white friend. Instead of playing war, the white boy asks Mico to follow him. They go into Santa Elena, the white man’s village. Mico sees the cabins, church, fields, and animals of the white man. He is amazed by their organization, and begins to see how they could build an empire. Mico returns to his clan to see that the warriors have taken matters into their own hands and attacked the white village. However, there were only a few of them and they didn’t have much success. The clan must now be on guard from an attack against the white settlers seeking revenge. 7—Teacher’s Guide

When the second attack doesn’t come, Mico goes back to the beach to see his white friend. It is clear that the white boy is treating him differently because his village was attacked by the warriors. Mico feels badly, but he also feels guilty for caring about the white boy instead of his own clan. Mico returns home to see that his village is covered with warriors from all of the nearby tribes. They are preparing to conquer the white village once and for all. Mico runs back to the beach to warn his white friend. He finds him and shouts “War!” several times before the white boy begins to understand the warning. The white boy runs back to his village. Not knowing what to do, Mico wanders to Santa Elena. He sees it being burned to the ground by the warriors, but there are no white men around. He finds Yoholo sitting alone and watching a ship sitting out at sea. Yoholo says the white men managed to escape and must have been warned. Mico feels a little guilty, and asks if the fighting is over now. Yoholo says that theChapter white 1 man will be back before too long, and Mico realizes that his actions can do very little to changepages the 2-11 course (10 pages) of history. CHAPTER 1 estimated reading time: 15 minutes

Plot Summary—“This is Who I Am…”

The first chapter introduces Mico, a 9 year-old Italian Native American boy living in the year 1576. Mico’s clan lives near the Spanish village of Santa Elena, which was one of the first European settlements built in what is now South Carolina (along the Atlantic coast, on Parris Island). Mico has never seen a white man before, but he knows that the white settlers are a major concern fpr the men in his clan. Some of them go to the white village to trade animal skins and beads (usually for rifles, seeds, and rum), while other members want nothing to do with the white man and feel that Santa Elena is the beginning of the end for the Natives. At only 9 years-old, Mico doesn’t have much opinion about whether the white man is good or bad.

Quotations and Talking Points

— I knew that I had been around for nine harvest festivals, and that seemed like the easiest way for me to keep track of my age.

Harvest Festivals In the story, Mico makes a reference that a major event in his clan is the annual harvest festival. This annual event would have been a typically celebrated by Native American tribes in the 16th century. Contrary to some beliefs, most of the Natives at this time (especially on the East coast) did not rely solely on hunting and gathering, but were actually skilled farmers. Many of the European settlers received agricultural help from the Natives upon arriving in the New World. page 2 8— The Native

— I also never thought of myself as a “native” to anywhere, much less a land called “America” (and I’d certainly never heard of the explorer Amerigo Vespucci who it was named after).

“Native American” The term “Native American” is commonly used to describe the people living on the American continent prior to the arrival of the European Settlers. Since that time, it has been used to describe the ancestors of those people. This definition not only describes the Indians, but also other Natives such as the Mayans, Aztecs, and Incans. It should also be noted that in the early 16th century, the term “America” was not common in Europe. The name “America” caught on early in the century in honor of Italian explorer Amerigo Vespucci, but many Europeans still referred to the American continent as the “New World” in the 1500s.

— My name is Mico, which translates to “King”.

Native American The name “Mico” is the Muskogean word for “King.” Muskogee was Language Families one of four language families prominent in South Carolina, and it included most of the tribes that lived on the southern Atlantic Coast (where this story takes place). Language families are the primary method for categorizing Native American tribes because the spoken language gives details about the tribe’s location, culture, and history.

— There were about 150 members of my clan…

Clan Tribe Nation In the story, Mico often speaks of his “clan.” This was the most local setting for a Native American, usually referring to the men and women of a certain village. A “Tribe” consisted of several clans, often scattered near the same area. An Indian “Nation” was the broadest description and included several different tribes, usually of a similar culture and language family.

— Many of the men in our clan went to the white village often. They went in with melons, animal skins, and beads, and they came out with guns, vegetable seeds, and bottles of rum.

Bartering with the Not all interactions between the white settlers and the Native Natives Americans were tense or violent. The line above describes the most common form of friendly relations between the two groups—bartering. Natives would often trade their goods (melons, animal skins, beads, etc.) for the goods of the white man (guns, seeds, rum, etc.). Many language and cultural barriers were overcome during this barter, however it can be argued that introducing guns and alcohol to the Natives created a new set of problems. 9—Teacher’s Guide

Standards & Indicators: 3-5.4 Explain the internal migration in South Carolina from the rural areas to the cities, including unemployment, poor sanitation and transportation services, and the lack of electricity and other modern conveniences in rural locations.

Chapter 2

pages 12-16 (5 pages) CHAPTER 2 estimated reading time: 8 minutes

Plot Summary—“A Meeting on the Beach”

Mico has never seen a white settler before, so he is very surprised when he comes out of the woods after a long walk and sees a white boy standing on the beach. The boy is about his age, and doesn’t seem to dangerous. Cautiously, Mico approaches the white boy, holding his walking stick like it is a spear. When the white boy approaches, Mico throws the make-shift spear down the beach to scare him. Instead, the white boy thinks it is a game and wants Mico to teach him to throw a spear. Mico quickly realizes that he has nothing to fear from the white boy. In fact, he spends a long time playing with the boy on the beach even though the two do not understand one another’s language.

— “You’re never lost. You just might not know where you are for a little while.”

Early Navigation The Native Americans did not use compasses, sextents, or other early tools of European navigation. However, they were very adept at navigating through the terrain of their own country. Through hunting and interaction with other clans, a Native American became familiar with the trails and landmarks that marked an area. The Natives also used natural tools of navigation, such as the sun and stars. 10— The Native

— That’s what I was doing when I saw my first white man.

First Interactions The story takes place in 1576, over 80 years after the European discovery of the New World. However, even at this time very few Native Americans had interacted with the white settlers. White settlements were very scattered during the 16th century, and primarily limited to the Atlantic coastline. Only the Spanish settlement of St. Augustine, founded in 1565, survived to modern times (the first British settlement of Jamestown wasn’t founded until 1607). In the late 1500s and early 1600s, Europeans began arriving in higher numbers, vastly increasing the first interaction between the Natives and the settlers.

— The boy was watching and waiting, so I let out a scream and threw the stick as hard as I could like it was a spear.

Spear A basic weapon used by Native Americans, the use of the spear dates back to ancient times. In the late 1500s, the most effective hunting and fighting weapon of the Natives was probably the longbow (which is discussed later). Also, after the arrival of the European settlers, the Natives also had access to guns that they received through trade with the white settlers.

pages 11 — I had never seen the gesture before, but it was clear that he was saying good-bye.

Language and The largest struggle between the European settlers and the Native Cultural Barriers Americans were the language and cultural barriers that existed from the start. Neither side could easily explain its situation or intentions, which created a natural distrust right from the start. These barriers were overcome to a certain degree, especially through economic trading between the two groups. However, it could be said that a true understanding of the European settlers by the Natives (and the other way around) was never reached.

Standards & Indicators: 3-5.4 Explain the internal migration in South Carolina from the rural areas to the cities, including unemployment, poor sanitation and transportation services, and the lack of electricity and other modern conveniences in rural locations. 11—Teacher’s Guide

Chapter 3 CHAPTER 3 pages 17-23 (7 pages) estimated reading time: 10 minutes

Plot Summary—“About the White Man”

The clansmen in Mico’s village hold a meeting about the white man. While Mico is too young to say anything, he is allowed to stand in the meeting and listen to what is said. The clan is split over their view of the white men—some of the men have had good dealings and want to live in peace; others fear that the white man brings danger and want to take action. In the meeting, one of the elders notes that the white men in Santa Elena are not the same as the ones who settled in the area ten years earlier. The earlier settlers were Frenchmen under the command of Jean Ribault. They came to the New World to seek religious freedom, and many of the local tribes helped them get settled. However, the new settlers in Santa Elena—the “Spaniards”—are more aggressive and seem to be interested in building an empire. In the end, the men in Mico’s clan argue for a long time, but no real decisions are made concerning the white man.

Quotations and Talking Points page 13 — The meeting was held in the largest hut in our village. It was built with branches and twigs, all covered with dried mud.

Native Dwellings Contrary to what some believe, not all Natives lived in Teepees. Most Natives on the southern Atlantic Coast (who were among the first to interact 12— The Native

with the European settlers) lived in huts made from branches and dried mud. The dwellings of the Natives usually depended on the area of the country where the tribe lived. For example, the Iroquois lived in the far north and build “longhouses” to keep them warm. Teepees were used only by the Plains Indians, who lived in the wide open lands in the center of the country. page 13-14 — … “These are not the same white men who landed here more than ten years ago. Those men were followers of a white man Jean Ribault, and they called themselves Frenchmen. They came here so they could pray to their own gods…”

Jean Ribault and In 1562, prior to the construction of Santa Elena, a crew of 150 Frenchmen under Charlesfort the leadership of explorer Jean Ribault built Charlesfort on the same land. As Huguenots (French Protestants), the French settlers were not treated well in Catholic Europe and came to the New World seeking religious freedom. The nearby Natives did not view Charlesfort as a major threat, and helped the new settlers. However, when Jean Ribault went back to Europe for supplies, his inexperienced men gave up and sailed back to France after less than a year.

— … “this new kind of white man arrived and built the village that they call Santa Elena. These white men – the ones who refer to themselves as ‘Spaniards’ – are different.

Santa Elena The village of Santa Elena was built by the Spanish in 1567, just a year after the French abandoned Charlesfort on the same location. However, Santa Elena thrived for ten years, rising to a population of over 400. It was the capital of Spanish Florida during this time. However, the Natives destroyed Santa Elena in 1576 (the setting of this story), which moved the capital to St. Augustine. Santa Elena was rebuilt the following year.

— “These are the same men who chased our clan out of the south, forcing us to settle here.”

Relocation of When the Spanish began to heavily settle the in South American and Native Tribes present-day Florida, many Native American tribes were forced to relocate to avoid the European Settlers. In the story, Mico’s clan made this move “out of the south.” In the 1600s, the Yemassee tribe moved to South Carolina after confronting Spanish settlers in Florida (in 1715, a confrontation with British settlers in South Carolina forced the Yemassee to move back to Florida).

— “I have met with a man they call Juan Pardo. He has traveled away from his village to explore our lands to the west, away from the ocean.”

Juan Pardo Soon after the construction of Santa Elena, Spanish explorer Juan Pardo left the fort and explored the interior parts of the Carolinas. By 1570, he had traveled through the Upstate of South Carolina and into present-day Tennessee.

— “I have heard them speak about Cities of Gold and Fountains of Youth.” Motivations for While there were many legitimate motivations to settle in the New World Exploration (i.e. freedom of religion, land grants, etc.), many of the explorers and settlers were motivated by wild rumors. Two of the best known rumors to reach Europe in the 16th century was the City of Gold (known as “El Dorado” by the Spanish) and the Fountain of Gold (incorrectly believed to have been discovered by explorer Ponce de Leon in the early 1500s).

— “They differ from each other just as two Cusabo Tribes may differ, even if they have both lived in this area for thousands of years.”

Conflicts Among It is important to note that Native American tribes did not only fight against Natives white settlers—they also fought among themselves. Many tribes had different cultures and spoke different languages, so they were similar to two different nations. In many ways, the failure of the Natives to unite with one another made it easier for the white settlers to expand through the New World despite being outnumbered.

Standards & Indicators: 3-5.3 Summarize the changes in South Carolina’s economy in the 20th century, including the rise and fall of the cotton/textile markets.

3-5.5 Explain the effects of the Great Depression and the New Deal on daily life in South Carolina

Plot Summary—“An Unlikely Friend”

Mico walks back to the beach and is not surprised to see his white friend waiting for him. The white boy has a carved wooden gun and a whittled spear with him. He gives the spear to Mico and yells, “War!” It doesn’t take Mico very long to understand the game. He takes the spear and chases the white boy, and the boy pretends to shoot back with the toy gun. They spend all day playing on the beach. Over the next few week, Mico meets with his white friend several more times. They still cannot understand one another’s language, but they both enjoy playing the game of “War.” Mico thinks that, if all white men are like his friend, then there shouldn’t be any problem. However, he knows it’s not as simple as that.

14— The Native

— He ran to me and stuck out his hand. I looked at him with a confused glance. Then he grabbed my hand and started shaking it up and down. Basic Cultural Barriers This scene in the story shows that, aside from language, even the most common cultural exchanges did not exist between the Native Americans and the European settlers. In this example, the Native boy thinks it is strange when the white boy shakes his hand. These cultural barriers still exist between different nations in today’s world, but not to the same degree (thanks to frequent traveling, mass media, and broader education) as they did between the Natives and the settlers in the 16th century. page 18 — Then the white boy looked at me and said, “War!” I didn’t know his language, so I just stood there with a confused look on my face. More Language Barriers In the story, the Native boy and his white friend do not speak the same language. This was a common obstacle between the Natives and the settlers. It should also be noted, however, that the Native and the white boy still manage to communicate and become friends. In some cases, the language barrier was completely overcome through frequent interactions and trade. page 19 — I had seen quite a few rifles, because the men in my clan often cam back with them after visiting the white village. They would often trade a dozen animal skins for a single rifle.

th 16 Century Rifles Rifles and firearms did not exist among the Native Americans prior to the arrival of the European settlers. Gunpowder had been used for firearms in Europe for over a century by the late 1500s. When the settlers arrived in the New World, guns became a valuable item to trade with the Natives (the Natives usually offered animal skins, food, or other trinkets).

— I ran around pretending to chase him with my spear, yelling like the warriors do before battle. He would pretend to shoot me with his wooden gun…

Indian Skirmishes Individual battles among the settlers and the Natives were not uncommon when the first European settlers arrived to the New World, even at times when relations between the two groups were relatively peaceful. The Natives were viewed as “savages,” and the settlers warned against traveling into Indian territories unarmed. Obviously, during times of high tension between the two groups, violence became more common and there were periods of full-blown wars between the Natives and the settlers. For the most part, these large scale periods of violence did not take place until white settlers began to crowd what the Natives considered their own land. 15—Teacher’s Guide

Standards & Indicators: 3-5.6 Summarize the key events and effects of the civil rights movement in South Carolina, including the desegregation of schools and other public facilities.

3-5.2 Summarize the effects of the state and local laws that are commonly known as Jim Crow laws on African Americans

Plot Summary—“On the Hunt”

Mico goes hunting with Yoholo, one of the warriors in his clan. Yoholo is teaching him to walk quietly through the woods when they see two white men. The men yell, “savages,” and begin chasing Mico and Yoholo. Then Mico hears gunfire. Yoholo is able to run faster and get away, but Mico trips over a branch and hurts his leg. Soon, the white men are standing right over him and he is certain that they are going to kill him. Instead, the white men laugh at Mico and help him stand up. Then they let him go. Mico realizes that they did not harm him because he is so small. It reminds him of when he catches a fish in a creek and throws it back because it is too little to be of any use. As he is walking away with his hurt leg, Yoholo finds him and helps him back to the village.

— I was carrying a spear…Yoholo carried a longbow…

Hunting Weapons The longbow was the most common hunting weapon of the Native Americans along the Atlantic Coast, and it could be extremely dangerous when used properly. The spear, while only effective at close 16— The Native

distances, would have also been used with a stone arrow attached to the end. The Natives did have access to guns after the European settlers arrived, but many felt more comfortable with traditional weapons.

— …I turned to see the white men chasing after us. They shouted the word, “Savages!”

“Savages” The term “savages” describes how the European settlers viewed the Native Americans. While the Natives had very elaborate cultures and social structures, many white settlers felt they were wild and unable to understand civilized society. In many cases, this view was not shared by settlers who became familiar with the Natives through close interaction and trade. However, the term “savages” was used by the white population to describe Natives for centuries after arriving to America.

— I closed my eyes and waited for the sound of a gun shot. But it didn’t come. Instead I heard them talking and laughing.

Misunderstood Intentions Due to culture and language barriers, it was difficult for the Natives and the white settlers to determine how much of a threat they were to one another. In the story, Mico is surprised when he is caught by white hunters and they do not kill him. Of course, the European settlers were not so violent that they would kill a young Native boy—even if that was often the perception. The white men had the same misunderstandings about the Native, who they often believed were savage and would behave no differently than a wild animal.

— The sun had gone down, and it was becoming a cloudy night, so I couldn’t use the sun and stars as a guide.

Natives and Navigation While the Native Americans did not use compasses, sextents, or other common 16th century navigation tools, they were quite capable of finding there way around the terrain of the New World. Through hunting and interaction with other clans, a Native American became familiar with the trails and landmarks that marked an area. However, the Natives were also quite capable at using the natural tools of navigation, such as the sun and stars.

Standards & Indicators: 3-5.5 Explain the effects of the Great Depression on daily life in South Carolina. 17—Teacher’s Guide

Plot Summary—“A Warning”

The young men in Mico’s clan are angry when they hear about he and Yoholo’s run-in with the white hunters. Many of them describe similar experiences. As tensions rise, the elders in the clan hold a meeting—but they do not allow the young warriors to attend. The elders decide that, before any action can be taken against the white man, they must first see what the Natives in the other villages want to do. The elders believe that the only way to defeat the white man is for all of the tribes to unite together. A messenger named Cetto is sent to speak to other Natives. Cetto returns a few days later with an old man by his side. The man is an elder from another village who wants to share his experience with the white man. He says that when he was a young man he served as a guide for the Spanish explorer Hernando DeSoto. After they discovered the “mighty river,” he traveled with DeSoto’s crew back to the “white world.” The elder tells of the great white empires like Madrid, Paris, Rome, and London. After living in Europe for twenty years, he learned that the white man can never be satisfied with what he has, and is always looking to expand his empire. Therefore, the Spaniards who live in Santa Elena cannot be trusted to stay in the borders of their village. They have come to the New World looking to expand their empire. 18— The Native

— Many of the warriors – including Yoholo – said our clan had to start fighting back against the white man. Others weren’t so sure. Uncertain Plan of Action Much of the ill-feelings towards the European settlers came from the fact that the Native Americans did not know the true intentions of the white men. The Natives had no way of knowing how many white men were going to come, and when they would stop expanding their claims to land. This made it difficult for the nearby tribes to decide on a correct plan of action—if any— against the white man. This indecision is shown throughout the story.

— “I go into the white village every day to trade my animal skins. I do business with them, I talk to them, and some of them I would even call my friend.”

Friendly Relations With Not all interactions between the white settlers and the Native Natives Americans were tense or violent. Natives would often trade their goods (melons, animal skins, beads, etc.) for the goods of the white man (guns, seeds, rum, etc.). Many language and cultural barriers were overcome as a result of these economic exchanges.

— …the Chief of our clan decided to call a meeting. He met with a few of the elders to decide what to do. The warriors were not allowed to attend.

Elders The Native Americans had a very sophisticated social structure, with the elders being the most respected members of the clan. They used their lifetime of experience to make decisions and offer advice. The young men of the clan were warriors and hunters, while the women often tended to the crops.

— …a clansman named Cetto was sent out to travel to the nearby villages. He planned to meet with the clans in the other tribes…

Other Native Tribes In the story, Mico lives in a village that he calls his clan. There would and Villages typically be a number of other nearby clans and villages that were part of a Native American tribe. These tribes were all unique in certain ways, but also shared cultures and languages. Similar tribes were joined together as a Nation.

— “The man’s name was Hernando de Soto…He was an explorer, and I became his guide,” the old man said. “We traveled to the west, and we came to a mighty river.”

Hernando de Soto In the early 1540s, Spanish explorer Hernando de Soto led an expedition through South Carolina and into the interiors of the country. He is most known for being the first European to “discover” the Mississippi River in 1541. Hernando De Soto 19—Teacher’s Guide

died on the Mississippi River, but the surviving members of his crew brought news of the findings to the Spanish colonies in the New World. page 37 — “I have been to cities built by the white man. They are empires with names like Madrid, Paris, Rome, and London.”

th 16 Century Europe By the late 1500s, the cities listed above and several others in Europe were already heavily populated, and were of a great contrast to the sparsely populated colonies of the New World. Many of the buildings, churches, and other structures in Europe at the time were impressive even by today’s standards, and some are still standing. page 39 — “All of the Spaniards – like those that are here now – believed that our land was paved in gold and riches.”

New World Fever While there were many legitimate motivations to settle in the New World (i.e. freedom of religion, land grants, etc.), most of the explorers and settlers were motivated by less logical factors. They heard wild rumors of riches (such as the “City of Gold”) and legends (such as the Fountain of Youth), and the excitement created a “New World Fever” that spread through Europe in the 16th century.

Standards & Indicators: 3-5.5 Explain the effects of the Great Depression on daily life in South Carolina, including the widespread poverty and unemployment.

3-5.4 Explain the impact and the causes of emigration from South Carolina.

Plot Summary—“Into the White Village”

Despite the warnings of the old man about the white man, Mico goes back to the beach to see his friend. Instead of playing “war” as they usually do, the white boy asks Mico to follow him. They go into Santa Elena, the white man’s village. Mico is at first scared to enter, but then he realizes that the white men do not intend to harm him. They let him walk right through the village. Mico is amazed as he looks at the cabins, church, fields, and animals of the white man. He is most impressed by how organized and busy the village is, and begins to see how they could build an empire. At one point, Mico sees the white hunter who had chased him in the woods. The man approaches, and Mico fears the worst. Instead, the man sticks out his hand for Mico to shake. Mico finds it interesting that the white men are so friendly and courteous when you are not a threat to them. He feels, however, that this kindness is just a disguise for the warrior that white man really is. It is late when Mico returns to his village, and he expects everyone to be quietly in their huts. Instead, there is lots of commotion near the center of his village. Mico knows that something important has happened—he just doesn’t know what. 20— The Native

43 — My heart started pounding when the huge fort came into sight and I could see the red lines on the white man’s flag waving high above.

Spanish Flag of The flag that flew over Santa Elena was the Cross of Burgondy Flag, American Empire which flew over all of the overseas Spanish colonies. It was among the first of the European symbols to arrive in the New World. The flag (which is drawn in the book) dated back to the early 1400s and featured red cross marks on a white background.

— The first thing I noticed was the buildings. They were all built from thick logs, and were very square in shape.

Settler Cabins Unlike the straw and mud huts of the nearby Native Americans, the buildings and homes of the European settlers were more traditional wooden cabins. The story takes place in 1576, after the Spanish settlers had been in Santa Elena for ten years, giving them plenty of time for the construction of strong buildings. There are estimated that 60 houses were in the village, along with the fort and other structures. Excavations of these buildings are currently taking place on the what was the site of Santa Elena (on Parris Island, South Carolina).

— A group of men came riding by on the back of huge animals…My white friend must have saw me staring at the animals, because he pointed to the, and said, “horses”.

Horses As the most aggressive settlers of the New World in the 16th century, the Spanish are credited with bringing the first horses to the American continent. Some accounts say that explorers such as Ponce de Leon or Hernando de Soto brought them in the early 1500s. This story takes place in 1576, and the European settlers were certainly using horses by that time. However, Native Americans did not have horses prior to the arrival of the white settlers, so the animal would certainly have been an interesting sight. page 46 — I had never seen such a building, but I knew what it was as soon as I saw it. It was the white man’s church.

Religion and the Settlers One of the main purposes of Santa Elena was to be a religious mission. The residents were Jesuits (an order of the Roman Catholic Church). The mission supported the European colonists in Spanish America, but also had the goal of converting the nearby Native Americans to Catholicism. This was successful with some tribes, but a source of tension with others.

— …there were many times when I had helped plant and harvest the crops for my clan. I saw that some of the white man’s fields were sloppy and the seeds were planted too closely.

Farming and the Settlers In the 16th century, the success of a settlement often depended on the colonist’s ability to create farms and grow crops. This was the most reliable way to get food, as hunting and gathering could be unpredictable and difficult (especially in the winter). In 1576, Santa Elena was one of the most established European settlements in the New World and had an established agricultural foundation. The Native Americans were also known for showing the European colonists how to plant and harvest New World crops.

— It was almost like the white man’s kind smile was just a way to hide the warrior that he really was.

The White Warrior Throughout history, Europeans and the white colonists took pride in being more “civilized” than the Natives around the world. However, Europeans were actually quite violent and aggressive when it came to conquering land and building Empires. Natives quickly learned that the civilized behavior of the European settlers was just a way to hide the “white warrior.”

Standards & Indicators: 3-1.2 Interpret thematic maps of South Carolina places and regions that show how and where people live.

3-5.2 Summarize the effects of the state and local laws that are commonly known as Jim Crow laws on African Americans.

Plot Summary—“The Skirmish”

After Mico’s visit to Santa Elena, he returns to find the warriors in his clan bloody and covered in war paint. He learns that they had just come from attacking the white village. Mico realizes that he had barely missed them, and wonders what the men his clan would have done if they had seen him walking through Santa Elena with his white friend. The elders in the clan are angry with warriors for trying to take matters into their own hands. They fear that attacking Santa Elena with such small numbers will only force the white man to take revenge. Mico listens as the men in his clan argue throughout the night. As he hears the yelling outside of his hut, he wonders whether he has betrayed his clan by being friends with the white boy.

22— The Native

— “Something had to be done about the white man. We cannot sit here and let him take away our land. It was our duty to attack his village.” Panic Over the Although there was always a certain amount of distrust, Native Americans White Man began launching widespread attacks on the white settlers only when they realized that the Europeans were continuing to arrive in greater numbers and take over more land. In many ways, the isolated violent attacks were a panic reaction and were launched too quickly. It may have been better for the Natives to coordinate with one another and for all of the tribes to unite and outnumber the white man. However, tensions and distrust among the different Native tribes prevented this organization from occurring.

— I felt guilty, like I was betraying my clan by being friendly with the white people.

Caught in the Middle In 1576, the white settlers had been living closely and trading with the local Native tribes for more than ten years. In many cases, friendships had been formed between the settlers and the Native Americans. Therefore, there were people on both sides who favored a peaceful existence between the two groups rather than violence. However, as tensions grew, those who were “caught in the middle” were forced to choose sides. This is the dilemma that Mico faces in the story.

— “We agreed that we would consult the other clans. You have not only put our clan in danger, but you have harmed all of the other nearby tribes.”

Lack of Teamwork Despite being outnumbered drastically by the Native Americans, the Among the Natives European settlers were able to arrive at the New World and claim whatever lands they wanted with limited resistance. This is largely because the Native American tribes failed to coordinate and instead fought their own battles against the settlers. This is partly because tensions and distrust among the different Native tribes prevented them from organizing. In many cases, the tribes were at war with one another while at the same time fighting against the white man (other tribes actually joined the white man).

— Many of he warriors stood guard in the woods around our village just in case the white man tried to get revenge.

Escalating Events The tensions between the Native Americans and the European settlers grew over time. At first, the Natives did not view the white colonists as a great threat. However, the attitudes changed as more Europeans came in large numbers and claimed more lands. This led to isolated violence between the Natives and the settlers, which grew more frequent over time. By 17th and early 18th century, full wars were being fought in different colonies in America between the settlers and the Natives. 23—Teacher’s Guide

Standards & Indicators: 3-5.5 Explain the effects of the New Deal on the daily life in South Carolina, including the role of the Civilian Conservation Corps.

Plot Summary—“A Friend in Danger”

Mico does not leave his village for a few days because he is worried that the white men will be looking for revenge after being attacked. After a while, things return to normal. He decides to head to the beach to look for his friend. When Mico sees the white boy on the beach, he can tell that things are different. The boy knows that the Natives attacked Santa Elena, so he does not want to be friendly to Mico. At the same time, Mico can see that the white boy does not really blame him for the attacks. Mico notes that it does not matter that they cannot speak each other’s language, because their situation is too complicated for words. Mico returns to his village to see it covered with warriors from the nearby tribes. They are all covered in war paint and ready to go to battle. Mico learns that the warriors from all along the coast have united to conquer the white village once and for all. Not knowing what else to do, Mico runs back to the beach to warn his white friend. He finds him and shouts “War!” At first, the white boy is confused, but Mico shouts it several more times and points from his village to Santa Elena. 24— The Native

After a few tries, it is clear that the white boy begins to understand the warning. He turns around and quickly runs back to his Santa Elena.

Quotations and Talking Points page 58 — Everyone went about their daily business, although none of the men went into the white village to trade.

Ending Friendly Relations Since it was founded in 1566, Santa Elena’s doors were open to local Native Americans both to trade furs and other trinkets, as well as to convert the “savages” to Catholicism. Over time, however, there were more instances of violence between the settlers and the Natives, thus putting a strain on peaceful interactions. In 1576, Santa Elena was attacked and destroyed by the local tribes (this event is described in the story). page 59 — Yet there was also a look of understanding in my friend’s face. It was as if he knew that I wasn’t the one to blame. He knew that, like him, I was young and I had little input within my clan.

Wheels in Motion In the story, Mico and his white friend understand that they are not responsible for the tensions between the Native Americans and the white settlers. Yet they also understand that the “wheels are in motion,” and they cannot stop it. This is a feeling that was certainly felt by many Natives and white settlers who had friendly relations with the other group, but was forced to choose sides when the violence began. page 60-61 — The men were all young and fit … I saw that the faces of these men were painted with war symbols. I quickly realized that my village was covered with warriors preparing to go to battle.

Native Warriors The young men of a clan served as the warriors, and they were skilled at using weapons like spears, hatchets, and longbows. In some cases, they also used guns that they received while trading with the white man. The story describes how the warriors paint their bodies prior to going to battle, a common practice among the Natives. page 61 — …I guessed that warriors from all of the coastal tribes had come to fight.

Natives Combining Forces In the story, the Native Americans were easily able to overwhelm the white settlers at Santa Elena by joining forces with nearby clans and tribes. In dealing with the white settlers, it was often Native American’s failure to coordinate (as they did earlier in the story) that prevented them from 25—Teacher’s Guide

discouraging white expansion. This is partly because tensions and distrust among the different Native tribes prevented them from organizing.

— I thought about my white friend, who would return to his village tonight only to be attacked by all of the nearby tribes. Like all of the settlers in the white man’s village, he would be lucky to make it through the night alive.

Overwhelming Force When the different clans and tribes of the Native Americans joined together, they drastically outnumbered the settlers in Santa Elena. This overwhelming display of force made it easy for them to chase the white man away. However, in most cases the Natives resorted to isolated attacks by small groups rather than engaging in a large-scale organized effort.

Standards & Indicators: 3-5.6 Summarize the key events of the civil rights movement in South Carolina.

Plot Summary—“An End for Now”

After warning his white friend about the attack, Mico wanders in the woods for a long time. Finally, he gives in to his curiosity and walks to Santa Elena. He enters the village and is immediately surrounded by smoke and heat. Through the haze, he sees warriors running around screaming with torches in their hands. They are burning the white village to the ground. Mico also notices that there are no white men around. Having seen enough, Mico leaves the village and wanders back to the beach. He sees someone sitting in the distance, but it is not his white friend. It is Yoholo, and his faced is covered in smeared war paint and ash from the smoke. Yoholo is looking at a ship floating near the horizon. It is carrying the white residents of Santa Elena. They must wait until the tide rises before sailing home. Mico wonders how his friend must feel to sit on the ship and watch his home burned to the ground. Yoholo tells Mico that someone must have warned the white man because they all escaped. Mico feels guilty, and asks if the fighting is over now. Yoholo says that the white man will be back before too long. At that point, Mico doesn’t feel so guilty anymore. He realizes that warning his 26— The Native white friend can do little to change the course of history, just as Yoholo attacking Santa Elena can do little to change it. Despite what the future holds, Yoholo says that he is proud that the Natives stood their ground and chased off the white man—at least for now. He and Mico get up and walk back to their village.

Quotations and Talking Points page 68 — The white man’s village was on fire. I knew right then that the attack had taken place…I could hear the battle cries of the warriors. Santa Elena Under Attack In 1576, local Native American tribes attacked and destroyed Santa Elena. Few of the white settlers were killed because they were aware of the upcoming attack and managed to escape. The story loosely revolves around these real life events. Santa Elena remained abandoned for only a year when the white settlers returned and built a new fort in its place. page 70 — When I turned to look for myself, I saw a large sailboat sitting in the ocean. “The white man escaped,” he said.

The White Man’s Escape When the Native Americans attacked Santa Elena in 1576, few of the white settlers were killed. They were able to escape by ship which sailed south to Spanish occupied Florida. This timely escape suggests that the settlers were aware of the attack before it actually took place. The story alludes to this real-life situation because Mico is not sure whether or not he is the one who warned the white man about the attack. page 71 — “It is low tide,” Yoholo continued. “The white man must wait until the water rises before he can sail across the ocean”… I imagined how it must feel to watch your village being burned to the ground.

White Man’s Perspective It is alleged that after escaping the Native American attack on Santa Elena, the white settlers had to sit on their ship as they waited for the tides to rise. This means that could easily look to the shore and see Santa Elena being destroyed by the Natives. This was certainly an emotional sight to the settlers who had lived in Santa Elena for a decade. Once the water was high enough, the ship took the colonists south to Spanish occupied Florida. page 72 — “The white man will be back. He wants to build an empire on our land, and I don’t think that one attack will stop him.” Temporary Victory The Native Americans enjoyed a short-lived victory after destroying Santa Elena in 1576. Only a year later, the Spanish returned and built the more 27—Teacher’s Guide

powerful Fort San Marcos. The Spanish remained there for another ten years until the sight was completely abandoned in 1587. Even after the settlers were gone, many of the Natives in the area influenced by the Spanish mission held onto their Christian beliefs.

— “I don’t know what the future holds,” Yoholo said. “All we can control is right now. Let history show that today we stood our gtound and fought, and we chased away the white man.”

Taking a Stand at Although the victory was short-lived, the attack on Santa Elena in 1576 Santa Elena was one of the few instances of Native Americans successfully standing their ground against European expansion in South Carolina. However, the Spanish returned only a year later with a new resolve to crush any Indian rebellions. In later centuries, revolts against European settlers in South Carolina (i.e. the Cherokee and Yemassee Wars) ended in harsh defeats for the Natives.

Standards & Indicators: 3-5.3 Summarize the changes in South Carolina’s economy in the twentieth century, including the rise and fall of the cotton/textile markets.

Chapter 11 EPILOGUE pages 72-78 (7 pages) estimated reading time: 7 minutes

Plot Summary

The epilogue describes what happens to Mico’s village and the surrounding tribes after Santa Elena was burned to the ground in 1576. As Yoholo predicted, the white men returned a year later. They built a new fort, and were more prepared to battle against the Natives. Before long—and after a great deal of violence—all of the local tribes had to either join in friendly relations with the white man or move somewhere else. Mico remarks that when the white settlers first arrived a few decades before, they had to live in the Natives’ world. Now, it felt like the Natives were the ones living in the white man’s world.

28— The Native

— The Spanish settlers returned a year later (1577) and built a new fort where Santa Elena had been. They called it San Marcos. Return of the Spanish Only a year after Santa Elena was destroyed, the Spanish settlers returned to the same area and built the more powerful Fort San Marcos. The Spanish remained there for another ten years until the sight was completely abandoned in 1587. Even after the settlers were gone, many of the Natives in the area remained influenced by the Spanish mission held onto their Christian beliefs.

— After a great deal of violence, all of the nearby clans had to either join the white man or flee the area.

A Difficult Choice When the white settlers returned a year after Santa Elena was destroyed, they were resolved to not let the Native Americans threaten them with violence again. Any signs of a Native revolt were immediately put down. The local tribes had to make a difficult choice. They had to either be on friendly terms with the white settlers (which often meant converting to Christianity), or they had to flee the area and relocate to a new area.

— Many tribes came to our area from the South (just as my clan had done years earlier) after being chased away by the Spanish settlers.

Relocation of At the beginning of the story, Mico explains that his clan had to move Native Tribes from the south after the Spanish arrived in Florida. When the Spanish gained a foothold in present-day South Carolina, the Native Americans were again faced with a difficult choice. They had to either be on friendly terms with the white settlers (which often meant converting to Christianity), or they had to flee the area and relocate to a new area. An interesting example of this relocation is the Yemassee tribe, which during the 17th century came to South Carolina after being chased out of Spanish Florida. Then, after a war with English settlers in 1715, the Yemassee were chased back to Florida.

— It had been only a few decades since the white man first came into our world. Now we felt like we were living in the white man’s world.

White Man’s World The conclusion of the story shows how much the lives of the coastal Native Americans changed during the late 1500s. When the white settlers first arrived early in the century, there were so few that they did not seem to be a threat. By the year 1600, however, it was clear that the European settlers were going to keep arriving in great numbers and expanding their territory. In less than a century, the land of the Natives had clearly becoming the “white man’s world.”

Standards & Indicators: 3-5.3 Summarize the changes in South Carolina’s economy in the twentieth century, including the rise and fall of the cotton/textile markets. 29—Teacher’s Guide

The Great Depression Language Arts and Social Studies

Activities

Table of Contents

Ask your students to prepare a Table of Contents for a book entitled, The Great Depression. They should come up with 4 or 5 chapters that they feel are appropriate— and important—for a book of this title. For example, there will probably be chapters on, “Widespread Poverty” , “President Franklin Roosevelt” , and “The New Deal.”

Diary Entry

Ask your students to imagine that they are living in South Carolina during the Great Depression. Have them write a diary entry describing the conditions around them. Make sure that your students try to remember what life was like in South Carolina during the early 1930s (i.e. widespread poverty, high unemployment, lack of modern conveniences, etc.).

Letter Writing

There were very few modern conveniences in the rural areas of South Carolina during the Great Depression—farmers did not have electricity, running water, or tractors. For this reason, the state’s agricultural output began to fall behind the more industrial areas. Ask your students to write a letter to the South Carolina General Assembly explaining the problem. The letter should be an attempt to persuade the assembly to help farmers gain access to electricity, plumbing, and modern equipment. Make sure that your students explain why these things will help improve agriculture in the state (for example, farmers during the Great Depression were using mules instead of tractors, and— without plumbing or electricity—they had no effective system for watering their crops). 30— The Native Mock Interview

Group your students into pairs. In each pair, one student should take on the roll of a reporter. The other is a person living in South Carolina during the Great Depression. Have your students conduct a mock interview, where the reporter asks the South Carolina resident several questions about his or her situation in the 1930s. Remind your students that the Great Depression was plagued by widespread poverty, high unemployment, and a lack of modern conveniences (i.e. no electricity, indoor plumbing, etc.). Ask for volunteers to conduct their interview in front of the class—make sure that they get into character!

Word Study

South Carolina has a long history as an agricultural state. As a class, try to list words or phrases that may have derived in the “Deep South,” where most people lived on rural farms. Examples include: “Living in high cotton” (meaning a life of luxury), “He bought the farm” (meaning to die), and “It’s a country mile” (meaning a long way). After a list has been compiled, ask your students to research the true origin of the words and phrases.

Forming a List

Nearly a quarter of the American workforce was unemployed during the Great Depression, and millions of people were struggling to get by. Ask your students to create a list of essentials. This list should include all of the things that a person needs in order to survive (such as food, water, and shelter), as well as the things that a person needs in order to live in comfort (such as a car, telephone, or computer). When the list is complete, label the items as “necessary” or “luxury.” Discuss the struggles that people had during the Great Depression to get even the most basic items on the list.

Political Cartoon

As the nation struggled during the Great Depression, President Franklin Roosevelt introduced the “New Deal” to help struggling citizens. The New Deal consisted of a number of programs that provided thousands of Americans with jobs. Ask your students to draw a political cartoon about the New Deal. For example, this cartoon might show President Roosevelt throwing a group of struggling citizens a “New Deal” life-preserver in order to pull them out of a swamp labeled “Great Depression”. Look at other political 31—Teacher’s Guide cartoons (such as the one shown on page 38) for inspiration. The cartoon can be humorous, but it should also relate to historical events.

Brief Summary

Ask your students to write a summary of the economy for South Carolina during the 1930s. They must point out which areas (i.e. agriculture, industry, tourism, etc.) are growing, and which are declining. Discuss how the state’s economy has changed since the Great Depression (i.e. there has been a decline in agriculture, but a rapid rise in industry and tourism). Campaign Platform

Ask your students to plan a campaign for Franklin D. Roosevelt during the 1932 Presidential election. Your students must consider the events of the time (the Great Depression), and write a platform for Roosevelt to use. This platform should specify the people who Roosevelt should focus on during his campaign (i.e. the millions of Americans struggling during the Great Depression), the promises that he should make (such as the “New Deal”), and an overall strategy. After your students are complete, compare their campaign with Roosevelt’s actual campaign.

User’s Guide

Ask your students to imagine that they are living in the early 1930s, just as the Great Depression is beginning to sweep across South Carolina. Have them write a brief User’s Guide that is entitled “What to Expect.” The purpose of this guide is to prepare a South Carolina resident who is about to be confronted with the Great Depression. Remind your students to consider the: widespread poverty, high unemployment, lack of modern conveniences, low morale, role of New Deal legislation, etc.

Cause and Effect

President Franklin Roosevelt introduced his “New Deal” to provide jobs for the millions of unemployed Americans and to bring the nation out of the Great Depression. In South Carolina, projects were created under the New Deal to build national parks, electrical plants, government offices, and a number of other ventures. Ask your students to consider the New Deal in South Carolina and list its short-term effects (i.e. create jobs, stimulate the economy, boost morale, etc.) and long-term effects (i.e. the creation of national parks and forests, providing of electricity to the rural population, making the state a more desirable place to live, etc.). 32— The Native Check list

Franklin D. Roosevelt’s “New Deal” was designed to help the nation pull out of the Great Depression. It was an elaborate plan that focused on several areas of the nation. Ask your students to imagine that they are involved in the design of the New Deal. They must come up with a check list of goals to help ease the suffering of the Great Depression. Some of the obvious goals might be: create new jobs, get aid to the hungry and homeless, create a more stable economy, boost morale, etc. After the list is complete, compare the check list of your students with the actual legislation of the New Deal.

Oral Presentation

Divide your students into groups of three or four, and ask them to choose one of the New Deal programs that helped South Carolina (such as the Civilian Conservation Corps, Rural Electrification Act, Public Works Administration, Works Progress Administration, Federal Writers’ Project, etc.). Have each group prepare a short oral presentation describing how their piece of legislation had an impact during the Great Depression and the New Deal. Is it still having an impact on South Carolina today?

President Roosevelt’s “New Deal” consisted of several different projects. For example, the Civilian Conservation Corps (CCC) was created to build national parks and forests (many of which still exist in South Carolina). The Civilian Conservation Corps employed thousands of workers in South Carolina. Ask your students to create an advertisement encouraging workers to join the Civilian Conservation Corps. This can be a combination of a drawing, slogan, and short description. You can also repeat this same activity for some of the other New Deal programs in South Carolina (such as the Rural Electrification Act, Public Works Administration, Works Progress Administration, Federal Writers’ Project, etc.).

Description

Ask your students to choose a specific geographical region of South Carolina (such as the Blue Ridge Mountains or the Coastal Zone), or a specific city or landmark (such as Charleston or Sumter National Forest). Have them write a description about the location. This description should include information about the geography, people, economy, and activities that are common in the area. Next, have your students compare the location today with the way it was during the Great Depression. What are the major things that have changed? 33—Teacher’s Guide

Definition

The Great Depression was an “Economic Depression.” Based on what they know about the time period, ask your students to write a definition for “economic depression.” A few examples of great answers are: “A decline in the economy”—“A situation where people aren’t buying and selling as much”—“A time when people lose jobs and aren’t making as much money.” Technically, a depression is an extended recession, which is defined as a fall in the Gross National Product (all of the goods and services produced by a country) for two consecutive terms (six months). If it lasts for a shorter period, it’s called a panic.

Create A timeline

Ask your students to create a timeline spanning the Great Depression. This timeline should include the major events of the time period, including the stock market