Click here to download a printable Word document

Black History Specials Lesson 27 Porgy & Bess: Gullah Version
The play Porgy & Bess preformed with Gullah dialect.
Palmetto Specials Lesson 36 Gullah Culture

I. Objective
1. The students will enhance their understanding of this unique culture and language that contributes to the diversity of South Carolinians.
II. Background for the Lesson
The Gullah culture and language once predominated the barrier Sea Islands of the South Carolina coast. The blacks, who were originally brought to the Sea Islands as slaves, had little association with the rest of the population of the state because of the isolation from the mainland. Because of this, they retained much of their African languages and culture. Gullah is considered a dialect of the English language by some scholars and a separate language by others. In either case, it is a creole language, an amalgam of English, West African languages and perhaps Spanish, French and others.
Dr. Charles Joyner, in his book, Down by the Riverside, refers to Gullah as a distinct language, "the common language that the slaves forged out of diverse traditions and uncertain circumstances--for it was through Gullah that Africans from various backgrounds not only communicated with, and entertained one another, but also linked themselves into a community, gave shape to a common culture, and handed down that culture to their posterity."
Joyner adds, "It is now impossible to say, with any certainty, what Gullah sounded like as spoken by the slaves. The Gullah speech of present day All Saints Parish is probably no more than a pale reflection of antebellum slave speech."
Ronald Daise, in his book, Reminiscences of Sea Island Heritage, says "Sea Island culture is in transition. Ever since my birth in 1956, some aspects of it have died out completely; others linger, but falteringly. As a consequence of change, old tales--old spirituals, old beliefs, and old customs--soon may be nonexistent."
III. The Lesson
With bridges from the islands to the mainland, the advent of radio and television, and the simple passage of time, this unique culture and language has been eroding. Ron and Natalie Daise of Beaufort, South Carolina, among others, don't want the Gullah culture to be lost and forgotten. They have researched this subject, written books, made recordings, and have given Gullah based performances around the state and nation.
Today's program is based on some of their performances including, "Oh Death," "Martha Jenkins Tells An Eerie Tale," "Great Day," and "This May Be the Last Time."
IV. After the Lesson
Lead the students in a discussion as to why there were similarities and differences in the language and customs of Sea Island blacks and those blacks on the mainland. Talk about the reasons why a knowledge of this culture and heritage should be preserved. Detail some influences that the Gullah language and culture has had in communities throughout the country, though especially in the South, both black and white.
References:
1. Reminiscences of Sea Island Heritage; Ronald Daise, 1987, Sandlapper Publishing, Inc., Orangeburg, South Carolina.
2. De Gullah Storybook; Ronald and Natalie Daise, G.O.G. Enterprises, Beaufort, South Carolina.
3. "We'll Stand the Storm and Other Spirituals;" (audio cassette) G.O.G. Enterprises, Inc., Beaufort, South Carolina.
4, Down By the Riverside; Charles Joyner, 1984, University of Illinois Press, Urbana and Chicago, Illinois.

Mary Long's Yesteryear Lesson 18 Penn Center

This program tells the history of the Penn Center from it's beginning to it's end.

Palmetto Places Lesson 3 St. Helena

Produced by SCETV, this special series visits various sites. Students not only visit, but also learn about their historic and special relevance to South Carolina today.

Palmetto Places Lesson 20 Beaufort
Produced by SCETV, this special series visits various sites. Students not only visit, but also learn about their historic and special relevance to South Carolina today.
Conversations on SC History with Dr. Walter Edgar Lesson 11 The Antebellum Period

Produced by ITV and ETV this series features noted South Carolina historian, Dr. Walter Edgar, discussing key issues in South Carolina history with ETV's Tom Fowler.

Baker's DozenProgram 1 Lyn Z. Mueller
Description of the Program
This first program begins with the question " Have you ever hear a story so good that you hung on every word until it became alive and you became a part of it?". A good story attracts, entertains, and inspires children. This series is about stories that are told by good storytellers. All of the 13 storytellers seen in this series were inspired by Augusta Baker, a leading authority in children's literature who believed that stories stand alone when they are told.
This program's storyteller is Lyn Z. Mueller, director of the state's Writing Improvement Network who has been a storyteller for ten years. Since August Baker influenced her and gave her the power to teach reading and writing through storytelling, she considers August Baker to be her fairy godmother. Ms. Baker who helped her as a writer create rhythms and pauses in her writing and to experiment with language in a new way.
Storytelling is a wonderful art form. Telling a story can transport the listener into the story and also allow a child to make the connect between listening and reading. Listening to a story can transport the listener to another time and place.
The Storyteller's Story
Ms. Muller's story was a South Carolina Gullah tale that is at least 150 years old. It was first documented by John Bennett, in Charleston at the turn of century. The story is about a corpse that refused to stay in the grave. The widow wants the corpse to go away, but the bones stay in the house, talk to her, and rock by the fire. One day a fiddler comes to court the widow while the corpse sits by the fire. The corpse asks the fiddler to play and the bones begin to dance and "cut the buck". When the widow sees the dead man dance and his bones start falling off, she asks the fiddler to play faster. The faster the fiddler played the more bones fell off until only the head bone is left and it is still talking. The fiddler hurries away and the widow collects the bones but stacks them criss crossed so the corpse can't get back together. The widow stays a widow forever because the fiddler refuses to court her again.
Questions and Answers
1. What have you learned about stories from being a storyteller?
She learned to use rhythm in stories and to use words beyond alliteration. She said she learner ways to put words into the story so that she sculpts the words. In her own way she has learned to dance with the words and to crawl inside the story like slipping into an old pair of comfortable jeans. She now sees the story from the inside out after becoming a storyteller.
2. Should children try storytelling?
Storytelling is wonderful for children. Sometimes even children who are reluctant to read, will not be reluctant to tell stories. Book are just stories that were written down by someone.
3. What advice do you have for student storytellers?
Most children first try to retell fairy tale, but they should stick with folk tale because a folk tale isn't as long or as complicated as a fairy tale. They also try to create their own stories too soon. They should tell and retell family stories that they know and are comfortable with retelling.
4. Do you memorize your stories?
Yes, I learn my stories by heart. Augusta Baker said to learn stories like you learn your favorite songs. When you know a song by heart and the song is started you can always join in. It is the same with stories. Since you memorize the stories, you are learning them word by word, therefore you have learned them by heart.
Suggested Activities
1. At the end of the program, Ms. Mueller began a story called, "The Hag". It can be found in Gullah or South Carolina folk tale books. Remember that there may be different versions of a tale depending on who told the tale as it was written down.
2. Discuss the way Ms. Mueller used dialect to tell her stories. Did this add to the story? Would the story have been as enjoyable without the dialect? If this story would be told in a different type of dialect, what would it be like and what kinds of things would have to be changed?
3. Could the students understand the words even though some of the words and phrases may not have been familiar to them. Ask what "cut a buck" might mean in dancing. Can the students think of other such words or phrases?
4. Ask students to tell short family tales in small groups. Each group should select one storyteller to tell the family tale to the class.
5. Let students read folk tales and practice telling them to each other. Let them tell the story to the class when they know it by heart.

Baker's Dozen Program 11 Darion McCloud
Description of the Program
Have you ever told a story? It can be difficult because you have to create a world with interesting characters by just using words. Words can be powerful if used correctly. Darion McCloud uses words to create pictures in your imagination. He is a storyteller who currently works in the children's section at the public library. He is also an artist who does paintings and drawings. Listen as his words spin pictures in your mind as he tells you a story. Mr. McCloud's story originally comes from Africa but he found it in a book entitled How Many Spots Does A Leopard Have by Julius Lester. The original name was "The Woman and the Tree Children" but he like to call it "Children of the Tree".
Think back to all the stories you've read that you really enjoyed. Now imagine telling these stories aloud. It could be difficult. But telling stories aloud has dated back to the beginning of time. Words are powerful whether written or said aloud. Listen once more as Darion McCloud uses words to create images in our mind.
The Storyteller's Story
Once there was a old, old woman who wondered why she was still alive because all she had in her life was pain. She decided that a husband and children would make her life better so she asked the root doctor for them. He said it was up to her to get them. He told her to go home and shine her pots until they were bright, then take them into the forest and put them around the fruit bearing sycamore tree. She did as she was told, climbed up in the tree, picked some fruit and dropped them in the pots. She was to take the pots home and leave them alone for awhile. As she walked home, she heard the laughter of children and the smells of good things associated with children and she was so happy. She and the children lived happily and the hut was full of joy and good things.
Then one day some of the children did something that made her angry and she said to them, you are nothing more than tree children and that's all you are. That night the children all ran away. The next morning she searched for them and asked the root doctor to help. He did not know what to do so she took her pots, shinned them bright and returned to the fruit bearing sychamore tree deep in the forest hoping that her children would return. When she climbed the tree and picked the fruit, the covering came off and there was a brown fruit the color of the children's eyes and it was full of tears. She climbed down, returned home alone and lived the rest of her life alone and sad.
Questions and Answers
1. Do you tell most of your stories with dialect?
I try to tell stories with dialects even if the dialect isn't exact for the region from which the story came. I think dialects give a story a flavor that is very important to the story.
2. How did you become interested in storytelling?
I've always been interested in stories. I loved Greek mythology, comic books, films and all of them are different kinds of storytelling. Everyone in the neighborhood told stories. When I started to work at the library, I had to tell stories in the Children's Room and I was a little afraid. Once I found out what storytelling really was, I realized this was something I had done all my life. I love it.
3. How is telling stories different from reading stories out loud?
The stories I tell are folk tales, when you read you read only the words that are written on the page, Folk tales are oral traditions and everyone who tells the story adds something of themselves to the story. They are made to be told. Folk tales are my favorite type of story because a folk tale is a little bit different every time you tell the story. Everyone who tells the story tells it a little differently. This is the way it is supposed to be as long as you stay true to the story.
4. How many stories do you tell?
I have thirteen to fourteen stories that I usually tell, but seven or eight of them are probably the ones I tell best.
5. Do you memorize stories?
Yes, I memorize the events in the correct order so that I can tell it correctly and still be able to add myself to the story.
6. What do you think is the most important thing in your mind when telling a story?
Just pick good stories and enjoy the story. If you enjoy the story then you can share it better and that's what storytelling is all about.
Suggested Activities
1. "Children of the Tree" was told in wonderful dialect. Did the dialect help or distract from the story? Why would dialect be important to a story? Ask the students to think of other types of stories that need dialect to be most effective.
South Carolina Gullah tales are good examples of dialect stories.
2. Share some Greek mythology with the students. Discuss the stories and the characters in them. Why would these have influenced Mr. McCloud? Show Grecian art depicting these mythology characters. Be careful of the illustrations you chose to use with your class. Let your students draw their own illustrations.

Baker's Dozen Program 13 Sherry William
Description of the Program
Storytelling is an ancient art. It requires the teller to combine character, plot, and setting through the use of words. Think a moment how you would describe a sunrise or how a Western sheriff would talk compared to an Egyptian king. Storytelling is not easy. It is a wonderful art form. Sherry Williams has been creating this type of art for over 10 years and she likes to tell African folk tales.
Telling a story is more than entertaining a crowd. Telling a story is as unique as creating a painting. With words instead of brushes the storyteller must create a canvas of images in the listener's mind.
The Storyteller's Story
This story is called "Mr. Bear and Mr. Rabbit " and is told using a Gullah dialect. The story is from The Knee High Man and Other Stories by Julius Lester.
Mr. Rabbit was coming down the road when he saw a field of lettuce. He wanted to get in the field of lettuce but couldn't find a way in because of the tall fence. He thought the fence was too high to jump over but that he could dig under the fence. He started to dig and was not getting anywhere so he sat under the tree and began to think about how to get into the field. He saw a little gal come down the field and open the latch and go into the field. He decided to come back the next day and ask the little gal to let him in . The next day he told the little gal that her pa said for her to let him in the field and to come back at noon to let him out. So she agreed. Rabbit just ate and ate the lettuce and was barely able to get himself up and out the gate when the gal came to let him out. This continued for days until the farmer noticed that he was missing some lettuce. He went into the field and waited until he saw the rabbit and gal who let him in. The farmer decided to teach the rabbit a lesson. He let him start eating the lettuce before he caught the rabbit, tied a rope around his leg, tied the rope up in the tree, and left the rabbit there.
Mr Rabbit wasn't afraid but he knew he had to think of a way to get down. Finally, he saw Mr. Bear coming down the road, so he pretended that he was enjoying swinging back and forth by one foot from the tree. Mr. Bear begged Mr. Rabbit to let him try swinging and finally the rabbit agreed. The Bear let the rabbit down and the rabbit tied the rope around the bear's foot and left him swinging there in the tree. When the farmer came by and saw the bear in the tree instead of the rabbit, he knew that he would have to get the rabbit another time.
Questions and Answers
1. Do you like to use dialects in stories?
Yes, because I grew up around dialects. The story isn't written in Gullah but I added that because I grew up in the Low Country and always heard it. My mother didn't want it spoken in the house and used proper language, but I learned the Gullah from hearing it. In the book, Mr. Lester writes the stories in Southern Black English which is somewhat different than Gullah.
2. What is the most important thing to keep in mind when you tell a story?
You want to make sure that everyone is involved in the story, that you tell the story in sequence, and that everyone is enjoying it. You can also tailor the tale to the audience.
3. Why is storytelling important to you?
Most of the stories I tell are out of books and it is a way to bring children and books together.
4. Would you say you are a particular kind of storyteller?
I tell African-American animal tales mostly and the Gullah tales because they are the ones that are most comfortable for me to tell.
5. What authors or storytellers have most influenced you?
I love Augusta Baker's style of storytelling. She could tell a story and get you totally involved just by using her voice. I like Julius Lester"s and Virginia Hamilton's work.
6. What advice would you give someone who is telling stories for the first time?
Be sure you like the story and that you know it well. Read several kinds of stories and choose the style you like best. If you really like a story then you can tell it well.
Suggested Activities
1. Have a storytelling festival to finish your study of storytelling. Let students follow Ms. Williams advice and read lots of different tales before deciding on the type they like best. Students may choose a story from a book that they want to tell or they could write their own. Try to include as many different types of stories as possible and not have all animal or folk tales.
2. Once students have selected a story to tell, they need to practice it over and over. Let students critique the stories in a constructive, not critical way. This would be like letting other students read a story that has been written to offer helpful suggestions. Practice, practice, practice.
3. Invite younger classes to your storytelling festival. Let your storytellers sit on blankets around your room, in the Media Center, or on the playground. The younger students can rotate between the storytellers as time permits. Have fun!

Family Across the Sea
A Word About This Guide
Family Across the Sea chronicles the journey of a small band of people from South Carolina, Georgia, Florida and Oklahoma to Sierra Leone in 1989. Their goal to trace the connections between their heritage and that of the people of West Africa. Since the SC ETV program's 1990 premiere, public television viewers and teachers have been asking for a print component to go along with the hour-long documentary. This guide is the result of those requests.
The Family Across the Sea Viewer's Guide is designed to meet the needs of both general audience viewers and classroom teachers. Although the middle four pages on the copper colored paper are titled "Teacher's Guide," and structured to stand alone (thus a separate introduction), the time line and many of the field trips will be of interest to general audiences, too. Likewise, many teachers may choose to incorporate some of the essays from the viewer's guide into their lesson plans.
This guide is by no means the definitive word on the Gullah people and their history. It is meant instead to cover material not addressed in the documentary or to elaborate further on some of the "connections," such as basket-making and the cultivation of rice. The essay writers want to stimulate readers to think about the centuries-old links between the people of West Africa and their brothers and sisters scattered throughout the United States. It is also an opportunity to see how elements of the language, folklore and traditions of both the Gullah and West African people have become part of American culture today.

Palmetto Specials LESSON 36GULLAH CULTURE

I. Objective
1. The students will enhance their understanding of this unique culture and language that contributes to the diversity of South Carolinians.
II. Background for the Lesson
The Gullah culture and language once predominated the barrier Sea Islands of the South Carolina coast. The blacks, who were originally brought to the Sea Islands as slaves, had little association with the rest of the population of the state because of the isolation from the mainland. Because of this, they retained much of their African languages and culture. Gullah is considered a dialect of the English language by some scholars and a separate language by others. In either case, it is a creole language, an amalgam of English, West African languages and perhaps Spanish, French and others.
Dr. Charles Joyner, in his book, Down by the Riverside, refers to Gullah as a distinct language, "the common language that the slaves forged out of diverse traditions and uncertain circumstances--for it was through Gullah that Africans from various backgrounds not only communicated with, and entertained one another, but also linked themselves into a community, gave shape to a common culture, and handed down that culture to their posterity."
Joyner adds, "It is now impossible to say, with any certainty, what Gullah sounded like as spoken by the slaves. The Gullah speech of present day All Saints Parish is probably no more than a pale reflection of antebellum slave speech."
Ronald Daise, in his book, Reminiscences of Sea Island Heritage, says "Sea Island culture is in transition. Ever since my birth in 1956, some aspects of it have died out completely; others linger, but falteringly. As a consequence of change, old tales--old spirituals, old beliefs, and old customs--soon may be nonexistent."
III. The Lesson
With bridges from the islands to the mainland, the advent of radio and television, and the simple passage of time, this unique culture and language has been eroding. Ron and Natalie Daise of Beaufort, South Carolina, among others, don't want the Gullah culture to be lost and forgotten. They have researched this subject, written books, made recordings, and have given Gullah based performances around the state and nation.
Today's program is based on some of their performances including, "Oh Death," "Martha Jenkins Tells An Eerie Tale," "Great Day," and "This May Be the Last Time."
IV. After the Lesson
Lead the students in a discussion as to why there were similarities and differences in the language and customs of Sea Island blacks and those blacks on the mainland. Talk about the reasons why a knowledge of this culture and heritage should be preserved. Detail some influences that the Gullah language and culture has had in communities throughout the country, though especially in the South, both black and white.
References:
1. Reminiscences of Sea Island Heritage; Ronald Daise, 1987, Sandlapper Publishing, Inc., Orangeburg, South Carolina.
2. De Gullah Storybook; Ronald and Natalie Daise, G.O.G. Enterprises, Beaufort, South Carolina.
3. "We'll Stand the Storm and Other Spirituals;" (audio cassette) G.O.G. Enterprises, Inc., Beaufort, South Carolina.
4, Down By the Riverside; Charles Joyner, 1984, University of Illinois Press, Urbana and Chicago, Illinois.

South Carolina Geography Lesson 7 The Coastal Zone

Vocabulary
arcuate
bay
barrier island
citadel
delta
dunes
erosion
estuary
geologic
landscape
maritime
peninsula
resort
sediment
topography
transgressive

Definition and Location
The Coastal Zone is the region of the state where creeks and rivers are affected by the ebb and flow of ocean tides. (In some places, such as Virginia, the term "tidewater" is used to describe this region.) Counties in South Carolina that are wholly or partially located in the Coastal Zone are Harry, Georgetown, Colleton, Jasper, and Beaufort.
The Coastal Zone can be subdivided into three separate regions. The arcuate is the crescent-shaped area from the North Carolina border to Winyah Bay, near Georgetown. It is about 60 miles in length and includes many popular beach resorts, the largest of which is Myrtle Beach. This area is popularly referred to as the Grand Strand. The next 20 miles or so, from Winyah Bay to Bulls Bay, is known as the Santee Delta, the largest delta on the East Coast. It is inhabited primarily by wildlife. The remainder of the Coastal Zone south to the Georgia border consists mostly of sea islands. Charleston and Beaufort are in this region.

Pre-telecast Activities
Using a map of South Carolina, locate and briefly describe the following places.
" Student Host: Myrtle Beach (Horry County). This is the central city of the Grand Strand and one of the East Coast's most popular vacation spots. Out-of-state license tags from such places as Michigan, Ohio, and Virginia are common sights. The physical geography-primarily the Atlantic Ocean, the beaches, and the climate-has contributed to tourism's being the dominant factor in the area's economy.
" Student Host: Santee Delta. The Student Host takes a boat ride with a geologist from the South Carolina Coastal Council. They travel from a landing where U.S. Highway 17 crosses the North Santee River, through the delta to the Atlantic Ocean.
" Festival Gullah Festival (Beaufort County). Gullah is a dialect and culture of Blacks who, for many years, were isolated on the sea islands of the South Carolina and Georgia coasts. Roads, bridges, mass media, and improved educational and economic opportunities have caused Gullah to diminish. This festival is held to help preserve the cultural heritage of the Gullah people.
" Student Host: Morris Island (Charleston Harbor). The size and shape of Morris Island has changed dramatically since Confederate batteries there protected Charleston Harbor during the War Between the States. As a transgressive barrier island, its shoreline is constantly changing. The old abandoned lighthouse there now lies several hundred feet off shore.
" Student Host: Hilton Head (Beaufort County). The general erosional stability of this beach ridge barrier island, along with its moderate climate and tropical landscape, has helped in its development as an internationally known resort.
" 50-Minute Man: Charleston County. The 50-Minute Man travels on a shrimp boat from a landing along Bohicket Creek on Wadmalaw Island to the North Edisto River and the Atlantic Ocean. He mentions that fishing and shrimping are-factors in the coastal economy, passes Rockville, and points out the changing landscape on Seabrook Island due to the construction of resort residences.
" Festival Host: Beaufort County Water Festival (Beaufort). Water has historically affected the culture and economy of the Beaufort area. It has kept people isolated on the sea islands, along with bringing people in to make new settlements. Shrimping and fishing are important here, as are military establishments such as the Parris Island Marine Base. Water is also significant in the recreational activities of the area.
" Student Host: Charleston (Charleston County). Charleston is the second largest city in South Carolina. It is on a peninsula formed by the Ashley and Cooper rivers, and is one of the nation's oldest and most historic cities. Its landscape consists of many architecturally unique homes. The host visits the four corners of law at Meeting and Broad streets (U.S. Post Office, County Courthouse, City Hall, and St. Michael's Episcopal Church); The Citadel (a state-supported military college); and Battery Park. The College of Charleston is also located here.

Post-telecast Activities: Points for Discussion,
Clarification, Review, and Research
" Tourism is a top "industry" in South Carolina, and the Coastal Zone accounts for a major part of that tourist trade.
"
o Why are people both from in-state and out-of-state attracted to the Coastal Zone?
"
o How has the increased popularity of the Coastal Zone affected the landscape of the region over the past 20 years?
" The city of Charleston is continually struggling between growth and historic preservation. Does one necessarily have to give way to the other? What similar struggles might be occurring in your area?
" Why are some sea islands, such as Hilton Head, better suited for development than others?
" Why did many people on South Carolina's sea islands develop a unique cultural language dialect? Why is it disappearing? Should it be preserved?
" The landscape of Myrtle Beach has changed dramatically over the last quarter of a century-from a small town consisting primarily of single-family dwellings, to a large town with shopping malls and high-rise hotels and condominiums. Has this been good for the local economy? What damages might lie ahead (overbuilding, hurricanes, storm erosion of beaches that would, in turn, threaten buildings)?
" Have students discuss whether or not they would like to live year-round in the Coastal Zone. In what part would they choose to live? What would be some of the advantages or disadvantages of living in the Coastal Zone? Discuss the types of work they might do there, housing, etc. Why might some tourists choose to visit the beaches of South Carolina in the late fall and winter? What are some advantages and disadvantages of visiting during those times of the year?
" Using another method of transportation other than that used in today's lesson, select a trip in the Coastal Zone that should take approximately 50 minutes-the time spent in this class.
" The 50-Minute Man went from Bohicket Creek to the North Edisto River and south to the Atlantic Ocean. Where might he have arrived in 50 minutes had he traveled north on the Edisto? In three hours? (Be certain to differentiate between the North Edisto and the North Fork Edisto on the map.)
" "Beach music" and the "shag" are cultural phenomenons heavily rooted in the South Carolina coast. Play some beach music (The Tams, The Embers, The Drifters, etc.). Why was/is this music especially suited for "beach life"?
" Study a detailed map of the Coastal Zone showing the sea islands, bays, and estuaries to determine how the coastline could be "stretched" to about 3,000 miles. What comparison was used in the lesson?
" Have a group of students prepare an ad campaign for radio, television, and print that promotes tourism for the South Carolina coast. Note how great a role "geography" plays in such a campaign (climate, people, culture, highways, railroads, air service, recreation, etc.).
" What steps has the General Assembly taken to deal with beach erosion?