This activity enlightens eighth graders on the life of Bertie Herbert Bowman. They will have a better understanding of the term “the American Dream,” and they will see how Bowman achieved his American dream.
All Lesson Plans
This activity enlightens eighth graders on the life of Bertie Herbert Bowman. They will have a better understanding of the term “Exodusters,” and they will see how exodusters affected Bowman’s life.
This activity allows students to look at Bowman’s book Step by Step, and to understand the Jim Crow Laws.
The students will calculate the route Bowman took from Summerton, South Carolina to Washington, D.C. more than 60 years ago and compare and contrast it to the current day route from Summerton, South Carolina to Washington, D.C.
The students will be able to explain the contributions of individuals from South Carolina and how they influenced the history of United States. The students will be able to explain how personal actions are constrained by larger social or historical conditions.
Discuss the students’ interpretation of the American dream. Analyze how Bertie Herbert Bowman achieved his American dream by overcoming obstacles of the Jim Crow era.
Students will identify the formal and informal responsibilities/qualifications of U.S. representatives and senators.
Students will read Martin Luther King Jr.’s “I have a Dream” speech. They will also hear about Bertie Herbert Bowman’s American dream.
There are hundreds of historical photographs pertaining to Hobcaw Barony and the Baruch family, most of which are archived at the Georgetown County Digital Library (http://www.gcdigital.org/). Many of these photographs can also be found throughout the Between the Waters website. They provide a rich visual record of life at Hobcaw during the first half of the 20th century, and an opportunity for students to increase their literacy skills. Photographs contain a great deal of information but they can also contain misinformation. In this lesson students learn how to analyze or “read” a photograph, an important aspect of visual literacy.
Students will conduct research through the use of the internet or by means of an interview of a relative, neighbor, or community member that was in elementary school during the 1960’s. The student will gather information to create a school schedule from the 1880’s, 1930’s, 1950’s 1960’s to compare and contrast the timeline of school schedules.