CHARLES TOWNE LANDING
STATE HISTORIC SITE
1500 Old Towne Road
Charleston, SC 29407
Phone: (843) 852-4200
Fax: (843) 852-4205
From I-26 E: Take Cosgrove Road exit 216-A onto Highway 7 (Sam Rittenberg Blvd.) bear
left onto Highway 171 (Old Town Road). Follow signs for Charles Towne Landing. The park
is on the left at a traffic light.
Reservations and Program Information
For reservations, contact:
Park Interpreter
Phone: (843) 852-4200
[email protected]
Charles Towne Landing
Directions
Your class will soon visit Charles Towne Landing State Historic Site. During your visit, you
will explore the “Birthplace of South Carolina.” You will be at the same place where English settlers started the Carolina colony in the year 1670 — more than 300 years ago.
During your visit, a park ranger will talk to you about how the settlers lived and made
money. Life in 1670 was very different than your life today. Would you be able to survive?
Your class will play a trading game to see how well they would have succeeded in 1670
Charles Towne.
Each student will be provided an activity book with pre-site, on-site and post site activities.
The activity book supports the following lesson plans.
123
Charles Towne Landing: Pre-Site
Charles Towne Landing: Pre-Site
Content Area:
History
Grade Level:
3
Time to Complete:
1 hour
Title of Program:
Survival through Success
South Carolina State Standards Addressed
3-2 The student will demonstrate an understanding of the exploration and settlement of South Carolina and the United
States.
3-2.1 Explain the motives behind the exploration of South Carolina by the English,
the Spanish, and the French, including the
idea of “for king and country.” (G,P,E,H)
3-2.3 Use a map to identify the sea and
land routes of explorers of South Carolina
and compare the geographic features of
areas they explored, including the climate
and the abundance of forests. (G,H)
3-2.5 Summarize the impact that the European colonization of South Carolina had
on Native Americans, including conflicts
between settlers and Native Americans.
(H,G)
3-2.6 Summarize the contributions of
settlers in South Carolina under the Lords
Proprietors and the royal colonial govern-
124
ment, including the English from Barbados
and the other groups who made up the
diverse European population of early South
Carolina.
Program Description
In this lesson, students will explore the
reasons that individuals left their homes
for a new world as well as the reasons that
the king and the Lords Proprietors had for
wanting to settle America.
Children will put themselves in the place
of the first European and African inhabitants of Charles Towne to better understand
these reasons. This will prepare them for
on-site trade activities in which they will
participate at Charles Towne Landing.
Focus Questions For Students
How did the first English settlers travel to
Carolina?
Why did settlers want to come to Carolina?
Were all the English settlers that came to
Carolina equal? If not, how were they different?
Culminating Assessment
Complete worksheets in activity book presite section.
Material/Equipment/Resources
• Activity book
Teacher Preparation
Implement the pre-site activities before your
field trip:
“Coming to Carolina”: Reading Comprehension and Map Skills
Students will discover how and why the settlers traveled to Carolina.
“Name Your Vessel”: Historical Significance
Students will learn why the settlers named
their ships and the significance that these
names have to South Carolina history.
Charles Towne Landing: Pre-Site
“Carolinians Have Class”: Reading Comprehension and Graphing
Students will explore the various classes of
people that came to Carolina. Students will
be introduced to several individuals and will
determine their social class.
125
Charles Towne Landing: On-Site
Charles Towne Landing: On-Site
Content Area:
History
Grade Level:
3
Time to Complete:
4 hours
Title of Program:
Survival through Success
South Carolina State Standards Addressed
3-2 The student will demonstrate an understanding of the exploration and settlement of South Carolina and the United
States.
3-2.1 Explain the motives behind the exploration of South Carolina by the English,
the Spanish, and the French, including the
idea of “for king and country.” (G,P,E,H)
3-2.3 Use a map to identify the sea and
land routes of explorers of South Carolina
and compare the geographic features of
areas they explored, including the climate
and the abundance of forests. (G,H)
3-2.5 Summarize the impact that the European colonization of South Carolina had
on Native Americans, including conflicts
between settlers and Native Americans.
(H,G)
3-2.6 Summarize the contributions of
settlers in South Carolina under the Lords
Proprietors and the royal colonial govern-
126
ment, including the English from Barbados
and the other groups who made up the
diverse European population of early South
Carolina.
Program Description
This program is concerned with activities
of the colonists of South Carolina’s first
permanent European settlement; the focus
will be on financial survival by means of
trade with the American Indians and other
English colonies, especially Barbados, and
daily life in a 17th-century colony.
Focus Questions For Students
How did the first English settlers travel to
Carolina?
Why did settlers want to come to Carolina?
Were all the English settlers that came to
Carolina equal? If not, how were they different?
Culminating Assessment
Students will actively participate in the
“Trade Game” during their site visit.
Students will successfully complete the postsite activities upon their return to school.
Material/Equipment/Resources
• Activity Book
• The Trade Game
• The “Birthplace of South Carolina”
Teacher Preparation
Read lesson completely and contact
Charles Towne Landing with questions or
concerns. Implement pre-site activities prior
to your scheduled visit.
Procedures
On-site activities are led by park rangers.
Students need to bring their activity books
and a pen or pencil.
I. Introduction and welcome
II. Survival through Success:
The Fortified Area: Through discussions
and activities at historic reproductions
and demonstration areas, students will
examine steps that the settlers took to
feel secure in their new home.
Maritime Trade: By interacting with historic reproductions, students will learn
that financial success was the primary
motivation for settling Carolina. Ships
left here filled with lumber, animal skins
and other items to sell in Barbados and
England. The ships returned full of
items that the settlers needed to live a
comfortable life.
III. Activity: The Trade Game
Each group will be given a list of items
they have to trade and a list of items
they want. A value list is also provided.
Groups cannot alter the value of items.
Students will start the game with 15
trade cards (five of each item). The park
staff will provide additional trade cards
as the game continues. The game can
be stopped at anytime by the park staff
for a special problem such as a hurricane, shipwreck or crop failure.
Only students assigned as traders may
leave their group and “travel” to trade
with the other groups. The Barbadians
and Native Americans CANNOT trade
with each other. Colonists can trade
with both groups. The group that best
meets the list of needed items SUCCEEDS.
Charles Towne Landing: On-Site
Good Beyond Expectations: By exploring the landscape of Charles Towne
Landing State Historic Site, students will
discover what the settlers found when
they arrived in Carolina that helped
them survive and succeed in the new
colony.
Each group will be led by at least one
teacher or chaperone. This person will
assist the students in playing the game
and will assign responsibilities to the
students. Other chaperones will help
the park staff in making the game run
smoothly.
As part of the Survival through Success
Program, students, teachers and chaperones will play the trade game. The
game supports and reinforces the major
curriculum standards and educational
themes of the program.
The class will be divided into three
groups. Each group will represent one
of the trade groups of the 1670s — Native Americans, colonists and Barbadians.
127
Charles Towne Landing: Post-Site
Charles Towne Landing: Post-Site
Content Area:
History
Grade Level:
3
Time to Complete:
1 hour
Title of Program:
Survival through Success
South Carolina State Standards Addressed
3-2 The student will demonstrate an understanding of the exploration and settlement of South Carolina and the United
States.
3-2.1 Explain the motives behind the exploration of South Carolina by the English,
the Spanish, and the French, including the
idea of “for king and country.” (G,P,E,H)
3-2.3 Use a map to identify the sea and
land routes of explorers of South Carolina
and compare the geographic features of
areas they explored, including the climate
and the abundance of forests. (G,H)
3-2.5 Summarize the impact that the European colonization of South Carolina had
on Native Americans, including conflicts
between settlers and Native Americans.
(H,G)
3-2.6 Summarize the contributions of
settlers in South Carolina under the Lords
Proprietors and the royal colonial govern-
128
ment, including the English from Barbados
and the other groups who made up the
diverse European population of early South
Carolina.
Program Description
This lesson is meant to reinforce the concepts of trade taught at Charles Towne
Landing State Historic Site. One part of this
lesson is a follow-up letter writing activity.
Focus Questions For Students
Who were the two main trading partners of
the new colony at Charles Towne?
What items did each group have and want
to get?
Name a person from the exploration or
settlement of Charles Towne and explain
what that person did.
Culminating Assessment
Students will successfully complete the postsite activities upon their return to school.
Material/Equipment/Resources
• Activity Book
Procedures
Have students complete the post-site worksheets in their activity booklets. Students
can write the park ranger at Charles Towne
Landing and give a report on their visit to
the “Birthplace of South Carolina.”