Marks standards assign

BBQ Regions of South Carolina
Mark Musselman
Audubon at Francis Beidler Forest

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.

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
Carolina’s 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.

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.

Suggested Grade Range: 8th
Grade Social Studies; unit on
landforms influence on culture in SC
Time: 60 minutes

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
)

Objectives:
SWBAT describe why human migration and associated customs
moved more quickly within South Carolina watersheds than
between those same watersheds.

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.

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)

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.

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."

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.

(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.)

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?

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?

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.

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.

SC Geography Bingo Clue
Scandinavian country at intersection of
US 321, SC 400, and SC 332
F5
Norway

You may not want this on your
sandwich but it’s on US 221
A4
Mayo

Civil War U.S. president town off US 78
G/H7
Lincolnville

Circular alphabet character on US 17-A
H6
Round O

Clemson fan’s town on SC 414
A3
Tigerville

Not a Pepsi town on SC 246
D3
Cokesbury

President Clinton’s daughter on SC 170
I6
Chelsea

SC 261 runs through this dog name
D6
Boykin

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