The Powder MagazineCharleston, SC

Teacher Resource Packet

Photo courtesy of Historic Charleston Foundation

Explore the 1700s!

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Table of ContentsPlanning Your Visit ................................................................................................... 3

Letter of Introduction..................................................................................................................... 4

Overview of the Powder Magazine ............................................................................................... 5

Planning Your Visit ....................................................................................................................... 6

Pre-Visit Activities .....................................................................................................7An “Arrgh!-ticle” About Life on the High Seas ............................................................................ 9

Stede Bonnet, The “Gentleman” Pirate: A Play on the High Seas ........................................................................ 11

Blackbeard: The Life of a Pirate………………………………………………………………………………….13

Pirate “Arrgh!-ticle”.............................................................................................................................................. 15

Pirate Vocabulary Extension Activity................................................................................................................... 16

Pirate Vocabulary.................................................................................................................................................. 17

A Day in the Life of a Revolutionary Soldier.............................................................................. 19Revolutionary Soldier’s Equipment Fact Sheet .................................................................................................... 21

Excerpts from Joseph Plumb Martin’s Journal (Private Yankee Doodle) ............................................................. 22

James Southerland: A Fictional Account of a Revolutionary War Soldier’s Day................................................. 23

James Southerland: Journal ................................................................................................................................... 24

Containing an Explosion! ............................................................................................................ 25Arches: How to Draw One and the Different Parts ............................................................................................... 27

Arches: How Do They Stay Up?........................................................................................................................... 28

Arches: A Crossword Puzzle................................................................................................................................. 29

Post-Visit Activities .................................................................................................. 31Chaperone Thank You Assignment ............................................................................................. 33

Final Quiz .................................................................................................................................... 35

Educator Evaluation..................................................................................................................... 37

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Planning Your Visit

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Letter of IntroductionDear Educator,

Thank you for your interest in the Powder Magazine. It is the oldest public building betweenVirginia and Florida and was crucial in protecting the early settlement against attacks by theSpanish, French, Native Americans, and pirates. This building also played an important role in theRevolutionary War, housing the gunpowder that protected the city from the British.

In your field trip to the Powder Magazine, your students will step back in time to learn howCharleston survived its early days. Students will learn how the Powder Magazine protectedCharleston from enemies, discover what it was like to be a Colonial soldier, and will explore thearchitecture of the building. They will also learn about life in the early Colonial Period and andthe people who made up the diverse city of Charles Town.

This Teacher Resource Packet has been developed to help you prepare your class for their visit tothe Powder Magazine. The information and activities found in the packet will help you correlateyour field trip to the Powder Magazine with your classroom lessons. The lessons correspond to theSouth Carolina’s fourth grade Social Studies, Language Arts, Science, and Math standards.

The Powder Magazine recommends looking over the Planning Your Visit section and using thePre-Visit materials with your class before visiting the site. The activities in the Post-Visit sectionwill reinforce concepts addressed during your visit. After finishing the unit, please take a fewminutes to fill out and return the evaluation form located at the end of the packet so we cancontinue to better serve teachers.

This packet reflects the museum's mission of strengthening the public's awareness of thedevelopment of Charleston in the early days of its settlement. We look forward to welcoming youand your class to step back in time through your field trip to the Powder Magazine.

Sincerely,

The Powder Magazine Board of The National Society of The Colonial Dames of America in TheState of South Carolina

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Overview of the Powder MagazineThe Powder Magazine, a National Historic Landmark, is owned and operated by The NationalSociety of The Colonial Dames of America in The State of South Carolina. The building,completed in 1713, is one of the two surviving fortified structures of its kind in what were thethirteen original colonies. It is the oldest public building in the Carolinas, and is the only survivingmilitary structure associated with the siege and capture of Charleston by the British in 1780.

The Powder Magazine, originally a military storage area for loose gun powder, is located onCumberland Street in Charleston, SC. It is a small brick building with walls three feet thick andfour groin arches that were designed to implode in case of an explosion. This was necessary so thesurrounding property would not be subject to a spreading fire in the event of an explosion of anykind- an accidental one or from an enemy invasion.

The Powder Magazine is a visible reminder of the era of the Lord Proprietors and their founding ofthe government of the Carolinas, and of the fortifications which protected the city. Charleston wasone of only three walled cities in Colonial America, and the only one in the former Britishcolonies.

By 1704 Charles Towne was a walled city, and the erection of The Powder Magazine wascompleted in the North West corner of this enclosure in 1713 under the Lord Proprietors rule. Thewalled city was bordered by the present Meeting, Cumberland, East Bay and Water Streets---fourblocks long and two blocks wide. The entrance gates and the draw bridge were at Meeting andBroad Streets. A Half Moon Battery was at the other end of Broad Street. Four Bastions (militaryoutposts) protecting the city were located at each corner of the quadrantal enclosure with eighty-four cannons along the waterfront protecting the city from the French, the Spanish, the Pirates andthe Native Americans.

The Powder Magazine has been restored to its original appearance (except for the addition of athin plaster wash inside to protect the brick from a chronic moisture problem). It was used as apowder magazine from 1713-1748 and again briefly during the Revolutionary War from 1776-1780. Its other uses during its first 200 years were as a storage area, a stable, a wine cellar, a printshop and finally a museum. In the 20th Century its present owners operated it as theirHeadquarters, meeting place and museum.

In 1902, The National Society of The Colonial Dames of America in The State of South Carolinasecured this hallowed relic of Charleston’s past which, like the city, has endured the furies of warsand the ravages of nature.

In the mid 1990s, having assumed the responsibility for the operation of the Powder Magazineunder a lease agreement, Historic Charleston Foundation factually and faithfully restored thebuilding to its 18th Century appearance. Since the return of the Powder Magazine to The NationalSociety of The Colonial Dames of America in The State of South Carolina in 2003, more repairshave been completed and a reorganization of its operation and focus is presently underway.

Today, the Powder Magazine is an educational historic site whose owners are dedicated torevering and revealing the colonial history of Charleston, our state and our nation by furthering anappreciation of our national heritage through historic preservation, patriotic service andeducational projects.

*All italicized items are included as part of the final quiz in the Post-Visit Assessment section

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Planning Your Visit

Use the following checklist to prepare for your field trip to the Powder Magazine:

Before your field trip:

Read over the Teacher Resource Packet.

Use Pre-Visit activities to introduce students to The Powder Magazine. Use thefollowing icons to help guide you through the Teacher Resource Packet.

Teacher Preparation- Use these pages to prepare yourlessons and plan for the field trip.

Student Worksheets- These pages can be copied and usedwith your students in preparation for the field trip.

Contact The Powder Magazine Manager at (843) 722-9350 to plan details of yourtrip including:

Parking information Any other special accommodations

The day of your field trip:

Use the bathroom before leaving the school; there are no facilities at the PowderMagazine.

Plan to arrive 10 minutes early.

Plan to be at the Powder Magazine for at least an hour.

Remind your students of appropriate museum manners.

After your field trip:

Fill out and return your field trip evaluation form.

Use the Post-Visit activity to connect your museum visit to your classroom lessons.

Encourage your students to visit these other points of interest in Charleston:

The Old Exchange Building Dock Street Theater St. Philips Church Hugeunot Church

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Pre-Visit Activities

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An “Arrgh!-ticle” About Life on the High Seas

Standards Addressed:

Language Arts

4-R1.16: Demonstrate the ability to respond to texts through a variety of methods, such as creativedramatics, writing, and graphic art.

4-C1.3: Begin using language and vocabulary appropriate for the purpose and audience.

Objectives:

Students will create a newspaper article that summarizes the story of either Stede Bonnet orBlackbeard, and their interaction with the city of Charleston.

Materials:

“Stede Bonnet, The ‘Gentleman’ Pirate: A Play on the High Seas” “Blackbeard: The life of a Pirate” “Pirate ‘Arrgh!-ticle’” “Pirate Vocabulary Extension Activity” “Pirate Vocabulary”

Procedures:

1. Begin the lesson by having a short class discussion on pirates. Using a K-W-L chart, askthe students to tell what they know about pirates; record their answers on the chart.

2. Have students read the handout “Stede Bonnet, The ‘Gentleman’ Pirate: A Play on theHigh Seas” as a class. Assign each of the students a part to read. Do the same with the play“Blackbeard: The Life of a Pirate.”

3. Have students create a newspaper article, using the “Pirate ‘Arrgh!-ticle’” form, that tellsthe story of either Stede Bonnet or Blackbeard and what he did in Charleston. The studentsshould use information they learned from the story to write the article.

4. Have students share their article with the class and tell what happened to either of thepirates when they came to Charleston.

Assessment:

Each student will create a newspaper article that will include the following:

Attention grabbing title Information on Stede Bonnet or Blackbeard Information about what happened in Charleston Picture relating to Pirates (this could be a picture of Bonnet or Blackbeard, his ship, his

crew, his trial, etc.)

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Extension Activities:

Use the “Pirate Vocabulary Extension Activity” handout to test the students’ pirate vocabularyknowledge. Use the “Pirate Vocabulary” form to check the students’ work. Students can also usethe “Pirate Vocabulary” handout while writing the newspaper article.

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STEDE BONNET, THE “GENTLEMAN” PIRATE: A PLAY ON THE HIGH SEAS

Characters:

Narrators (4) Mrs. Bonnet Colonel William Rhett

Stede Bonnet Crewman (4) Blackbeard the Pirate Judge

Narrator 1: Major Stede Bonnet was one of the more unique pirates commonly known as the“Gentleman Pirate.”

Everyone: “Arrgh! The “Gentleman Pirate!”

Narrator 1: Bonnet came from an upright English family and was a retired Major in the King’sGuards. He lived with his wife on a large estate in Barbados.

Narrator 2: He was a well-educated and well-respected man. Stede Bonnet became a pirate in1717. The reason Stede Bonnet became a pirate is a mystery.

Everyone: “Arrgh! A mystery!”

Narrator 2: Some say it’s because of his nagging wife!

Mrs. Bonnet (Shouting angrily): “Stede, when are you going to take out the trash? You arealways out playing cricket with your friends! When are you going to spend more time with me?You always leave your wig on the floor--how many times do I have to put it away for you?”

Stede Bonnet: “I’ll leave my wig wherever I choose! And where are my cricket bats anyway? I’moff to meet the guys!”

Narrator 3: One day, Stede bought a sloop, or ship.

Everyone: “Arrgh! He bought a sloop!”

Narrator 3: He named the sloop Revenge and outfitted it with ten guns. Stede decided that heneeded a crew, so he went to the dirtiest, grimiest places he could find. Then, he hired the dirtiest,grimiest crewmen, or hands, he could find.

Crewmen together: “Arrgh!”

Stede Bonnet (to the crewmen): “Ahoy me hearties! Are you sick of working for nothing? Well,then come work for me on the Revenge. We’ll plunder every ship on the sea and share the booty!And on top of that, I’ll pay you in gold, me buckos!”

Crewman 1: “Blimey! I’m on board this ship! Aye-aye!”

Crewman 2: “Shiver me timbers! Let’s set sail and loot everything in sight! Arrgh!”

Narrator 4: So, Stede and his new dirty, grimy crew raised the Jolly Roger and set sail on the highseas. They plundered many ships off the Virginia and Carolina coasts.

Everyone: “Arrgh! Get the loot!”

Narrator 4: But the crew soon realized that Stede was not an experienced seaman, or sea dog, andthey began to grow restless.

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Crewman 3: “Arrgh! This Cap’n don’t even know how to drive this ship! Me thinks he’s neverbeen on the sea before! Me thinks he’s a rum fellow.”

Crewman 4: “Begad! Me thinks you’re right, matey. He thinks he’s so savvy with that wig ofhis—me thinks he walks the plank!”

Everyone: “Arrgh! He walks the plank!”

Narrator 1: But, Stede Bonnet didn’t walk the plank because another ship was in sight. The shipwas a pirate ship. The captain on the pirate ship was none other than Blackbeard!

Everyone: “Arrgh! Blackbeard!”

Narrator 1: Blackbeard and Stede met and decided to be partners.

Blackbeard: “Well, Yo-ho-ho and a bottle of rum! I like your wig and I like your rum. You andme will be good buckos and we will loot the seas together. Arrgh!”

Narrator 2: But making friends with pirates is not always a good idea. Blackbeard tricked Stede.He plundered Stede’s sloop and sailed off with all of Stede’s treasures.”

Stede Bonnet: “Arrgh! I’ve been tricked by Blackbeard!”

Everyone: “Arrgh! He was tricked by Blackbeard!”

Narrator 3: Meanwhile, Colonel William Rhett of Charleston was searching for Stede Bonnet.

Colonel William Rhett: “Nobody messes with Charleston! I’m gonna find that Stede Bonnet andhave him hanged!”

Narrator 4: Colonel Rhett did find Stede Bonnet. There was a fierce battle and in the end, the“Gentleman Pirate” raised the white flag of surrender. Bonnet and his dirty, grimy crew were takento Charleston. They were put on trial for their diabolical deeds.

Judge: “Stede Bonnet, you are a filthy pirate! I have no idea why you decided to become a pirate.You had money, you had land, and you had a great life. You are a disgrace.”

Everyone (shouting): “Hang him! Cut off his hands! He’s guilty!”

Judge: Death by hanging!

Narrator 1: On December 10, 1718, Stede Bonnet was hanged at White Point in Charleston,South Carolina. His body was left hanging for four days as a warning to anyone thinking aboutbecoming a pirate.

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BLACKBEARD: THE LIFE OF A PIRATE

Characters:

Narrator 1 Narrator 2 Blackbeard Pirate 1

Pirate 2 Judge Trott Governor

Narrator 1: It is mid-August, 1715. The sea is rough and the pirate ship Revenge lies off the coastof Charles Town. The sound of deck bells, creaking wood, and the crash of the ocean are the onlysounds that can be heard

Narrator 2: The infamous pirate Blackbeard stands on the wooden deck of his ship, Queen Anne’sRevenge, discussing how to get the much needed medicine for his crew

Blackbeard: We need to barter with the people of Charles Town for the medicine before we have amutiny.

Pirate 1: Mutiny? Do you think it would come to that?

Narrator 1: Blackbeard looks out over the harbor and strokes his long black beard. Tired andhaggard, with blood-shot eyes, he looks out to sea.

Blackbeard: My men are sick. Our rations are almost gone. How do you propose we keep afloat?

Pirate 2: Maybe we can trade or sell some of our booty that we captured in the West Indies…

Blackbeard: That won’t work, mate. We’re pirates! We need to take it by force.

Narrator 2: Suddenly, Blackbeard spies a wealthy merchant ship coming into the harbor .

Blackbeard: blimey, my friend, I might see something on the horizon!

Narrator 1: Blackbeard calls to his crew to raise the Jolly Roger and run out the guns.Descending on the panicing ship, Blackbeard calls out to the crew and passengers on board.

Blackbeard: People of Charles Town…I am taking you and your families hostage until your cityand your governor meet the demands of my crew!

Narrator 2: The people comply. They have no choice. He is Blackbeard, the most feared pirate ofthe seas. Blackbeard locks them in the hold of the ship and threatens to hang them if his needs arenot met.

Narrator 1: Meanwhile, there is chaos in Charles Town. At the Powder Magazine, Judge Trottand the Governor go over their options.

Governor: What are their demands? Have they mentioned the powder magazine?

Judge Trott: We are protected by the wall. They will never get close to the magazine. My sourcestell me that they want medicine. And worse, they have hostages.

Governor: Hostages!! How many?

Judge Trott: About twenty men, women, and children. They have given us a deadline. If we donot meet it, I fear the hostages will not survive.

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Governor: Well, we have no choice but to give in. We cannot abandon our fellow citizens and wemust not anger Blackbeard. Let us meet their demands.

Narrator 2: Back aboard the Revenge, Blackbeard and his crew await the much-needed medicine.They see a small row-boat in the distance and they know they have won.

Blackbeard: I think out ship has come in!

Pirate 1: Hurray! Cheers for our Captain!

Pirate 2: This will make the men happy, sir! You have saved our ship once again.

Blackbeard: Unlock the prisoners from the hold and send them up. But before they go, they are toleave me all their jewelery and clothing.

Narrator 1: The men in the row-boat drop the medicine at the pirate ship and help to load thefrightened hostages on board. Blackbeard and his crew stand on the deck of the Revenge andwatch the boat make its way slowly back to shore.

Pirate 1: Where to, sir?

Blackbeard: Raise the flag and set the sails. We’re off to the Outer Banks.

Pirate 2: Aye, Aye, Captain!!

Narrator 2: This is the life of a pirate.

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PIRATE “ARRGH!-TICLE”

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PIRATE VOCABULARY EXTENSION ACTIVITY

Directions: Match each vocabulary term with the appropriate definition on the right.

___ 1. Jolly Roger

___ 2. Ahoy!

___ 3. Booty

___ 4. Shiver me Timbers!

___ 5. Me hearties

___ 6. Rum fellow

___ 7. Arrgh!

___ 8. Cricket

___ 9. Loot

___ 10. Sloop

___ 11. Walks the plank

___ 12. Begads!

___ 13. Hands

___ 14. Aye-Aye

___ 15. Cap’n

___ 16. Bucko

___ 17. Plunder

___ 18. Yo-ho-ho and a bottle of rum

___ 19. Savvy

___ 20. Blimey

___ 21. Matey

___ 22. Sea Dog

A. Hello!

B. Shouted to show a pirate means serious business

C. “Yes, sir,” or “I’ll get right on it, Cap’n!”

D. By God!

E. An exclamation of surprise

F. Gold, money or other goods obtained illegally

G. Familiar term, “me bucko” = “me friend”

H. Short for Captain

I. A sport played with a bat and a ball; originated in England

J. The crew of a ship, the sailors

K. The pirates skull-and-crossbone flag

L. Similar to booty, goods obtained illegally

M. The pirates way of addressing someone cheerfully

N. Typical way for a pirate to address his crew

O. The act of pillaging or robbery

P. A peculiar person

Q. The pirate’s way of saying, “Cool” or “Awesome”

R. An experienced seaman

S. An expression of surprise or strong emotion

T. A ship

U. A piratical execution. Pirates would blindfold their prisonersand make them walk on a plank off the side of the ship into thewaters below.

V. A very pirate thing to say; it may not mean anything.

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PIRATE VOCABULARY

Ahoy! – Hello!

Arrgh! – An expression shouted out by pirates to show that they mean serious business

Aye-Aye! – “Yes, sir,” or “I’ll get right on it, Cap’n!”

Barter – To trade for goods

Begads! – By God!

Blimey! – An exclamation of surprise

Booty – Gold, money or other goods obtained illegally

Bucko – Familiar term, “me bucko” = “me friend”

Cap’n – Short for Captain

Cricket – A sport played with a bat and a ball that originated in England

Hands – The crew of a ship, the sailors

Hostage – Someone taken prisoner

Jolly Roger – The pirate’s skull-and-crossbone flag

Loot – Similar to booty, goods obtained illegally

Matey – The pirate’s way of addressing someone in a cheerful fashion

Mutiny – To overthow the captain of a ship and vote on a new leader

Me hearties – Typical way for a pirate to address his crew

Plunder – The act of pillaging or robbery

Rum fellow – A peculiar person

Savvy – The pirate’s way of saying, “Cool” or “Awesome”

Sea dog – An experienced seaman

Shiver me timbers! – An expression of surprise or strong emotion

Sloop – A ship

Walks the plank – A piratical execution. Pirates would blindfold their prisoners and make themwalk on a plank off the side of the ship into the waters below.

Yo-ho-ho and a bottle of rum – A very pirate thing to say even though it may not mean anything.

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A Day in the Life of a Revolutionary Soldier

Standards Addressed:

Social Studies

4.3.6: Compare the daily life and roles of diverse groups of Americans during and after theRevolutionary War, including roles taken by women and African Americans such as MarthaWashington, Mary Ludwig Hays McCauley (Molly Pitcher), Abigail Adams, Crispus Attucks, andPeter Salem. (H, P).

English

4-W1.6.1: Demonstrate the ability to write multiple-paragraph compositions, friendly letters, andexpressive and informational pieces.

Objective:

Students will write a journal entry as if they were a soldier in the Revolutionary War. Studentsshould discuss the importance of the soldier’s equipment in relationship to daily life.

Materials:

Paul Revere’s Midnight Ride, by Steven Krensky “Revolutionary Soldier Equipment Fact Sheet” “Excerpts from Joseph Plumb Martin’s Journal” “Fictional Account of a Revolutionary War Soldier’s Day” “Journal”

Procedures:

1. Introduce the students to the lesson.

Open with the following question: Can anyone tell me what they think it would be like tobe a soldier? This will get the students to start thinking about what it would be like to be asoldier.

Read Paul Revere’s Midnight Ride; discuss the book with the students. Answer thequestions: What war was this story about? Who was fighting the war? Why, do you think,they were fighting? What equipment do you think a soldier needs in order to do his job?Why are these items important?

2. Distribute the “Revolutionary Soldier Equipment Fact Sheet,” and ask the following question:What are some jobs that require you to have certain equipment to do the job?

Discuss the terms provided on the Revolutionary Soldier Equipment Fact Sheet. Ask the students which item from the Revolutionary Soldier Equipment Fact Sheet they

feel is the most important and why?

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3. Read “Fictional Account of a Revolutionary War Soldier’s Day.” Discuss what life was likefor the soldier. Answer these questions: How do you think the soldier was feeling? Do youthink his life was easy or hard? Did you recognize any of the equipment he was using? Namesome of the equipment and how it was used.

4. Have students read Joseph Plumb Martin’s real-life account as a Revolutionary War soldier;have students write questions they have about the journal entries. Use the student’s questionsto emphasize the hardships endured by a Revolutionary War soldier.

Assessment:

Students will write a historically accurate journal entry as James Southerland on the following day(April 2, 1774). Be sure to include at least three equipment terms from the Revolutionary SoldierEquipment Fact Sheet.

Extension Activities:

Math Activity- Students will create a bar graph in class based on their opinion of the mostimportant piece of equipment of a Revolutionary War soldier.

Language Arts Activity- Students will write a letter to a soldier in Iraq to find out whatdaily life is like for him/her.Please visit www.amillionthanks.org for guidelines.

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REVOLUTIONARY SOLDIER’S EQUIPMENT FACT SHEET

Haversack – a single strapped bagworn over one shoulder used tocarry food and personal belongings

Canteen – a round containerfastened with a shoulder strap usedto hold water

Musket – the gun used by arevolutionary soldier

Bayonet – knife or dagger shapedweapon designed to fit on or overthe musket

Knapsack – a bag similar to abackpack used to carry a soldier’sbedding and clothing

EXCERPTS FROM JOSEPH PLUMB MARTIN’S JOURNAL (PRIVATE YANKEE DOODLE)

1777, Somewhere Near Germantown, PennsylvaniaI had now to travel the rest of the day, after marching all the day andnight before and fighting all the morning. I had eaten nothing sincethe noon of the preceding day, nor did I eat a morsel til the forenoonof the next day, and I needed rest as much as victuals.After the army had collected again and recovered from their panic, wewere kept marching and countermarching, starving and freezing,nothing else happening, although that was enough, until we campedat a place called the White Marsh, about twelve miles to thenorthward of Philadelphia.1777, The GulfThe army was now not only starved but naked. The greatest part wasnot only being shirtless and barefoot, but destitute of all otherclothing, especially blankets. I procured a small piece of raw cowhideand made myself a pair of moccasins, which kept my feet (while theylasted) from the frozen ground, although, as I well remember, the hardedges so galled my ankles, while on a march, that it was with muchdifficulty and pain that I could wear them afterwards. The onlyalternative I had was to endure this inconvenience or to go barefoot,

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as hundreds of my companions had to.

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JAMES SOUTHERLAND: A FICTIONAL ACCOUNT OF A REVOLUTIONARY WAR SOLDIER’S DAY

Monday, April 1, 1774

Today I woke up to rain softly sprinkling on my face. I was not happy about this, for it had beenraining a lot during the past few days, and I was tired of being wet and cold. I quickly rolled up myblanket and put it into my knapsack, which held my spare clothing. I opened my canteen and tooka swig of water. I am careful not to use too much of my water, because lately it has been hard tofind good water. The water near our camp is muddy, nasty, and full of frogs. I opened myhaversack and pulled out my ration of bread. The bread was hard enough to break the teeth of arat...

In the morning the scout signaled our troops to march. The British were near! We marched untilafternoon bearing the heavy weight of our gear. Somehow we mustered on. Then we ran into theBritish. We drove them back at first. Later though, the British received more regulars to help themand they drove us back. Several of us were wounded, but none have been killed. This was my firstbattle. I am tired and very scared. I think I need more practice with my musket. I do not know ifmy shots did any damage.

We set up camp for the night. Several of the soldiers gathered wood for the fire, and stacked itinto a pile. Once there was a sufficient pile, William pulled out a flint and a striker and started afire. The food here is not like the food at home. It is plain awful! The meat is burned on theoutside and almost raw on the inside. The bread is just flour and water mixed together and tasteslike the stone it was baked on. But some soldiers had to forge for their vittles, so I am grateful formine. After supper, we tended to our muskets. We cleaned them and got them ready for tomorrow.I shudder as I look at the bayonet. I am scared of the day I will actually have to use it. I also mademy cartridges. Preparation of cartridges for the muskets is a very important camp duty. We have tomake the lead balls and roll them in with the gunpowder, into cartridges.

Sometimes to wind down after a long day we pull our cards and dice out of our haversacks andenjoy a few games before bed. I was so anxious about today, it was difficult for me to lie down andfall asleep, so I searched out one of my friends to play a card game with. Really I just wanted totalk about the day.

It is time for bed now. I should not stay up too late, for tomorrow we are supposed to attack amajor British supply line. Once again I roll out my blanket on the cold ground, and pray that it willnot rain tonight.

James Southerland

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JAMES SOUTHERLAND: JOURNAL

Tuesday, April 2, 1774

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Containing an Explosion!Standards Addressed:

Science

Inquiry 1.A.5a.: Explain or interpret an observation based on data and prior knowledge.

Inquiry 1.A.6 a.: Use prior knowledge and observations to identify and explain in advance whatwill happen.

Math

Geometry IV.F.4.1: Connect geometry to other areas of mathematics, to other disciplines, and tothe world outside the classroom.

Objective:

Students will explain the design of the Powder Magazine and why the geometric shape of the archwas chosen for the Powder Magazine.

Materials:

Whiteboard Markers, Pen/Pencil String Paper “Arches: How Do They Stand Up?” “Arches: How to Draw One

and the Different Parts” “Arches: A Crossword Puzzle”

Procedure:

1. Lead the students in an inquiry-based discussion in order to explore the design of abuilding to store gunpowder. Use the following questions as a springboard for your ownclass’s discussion.

a. Remember what the Powder Magazine stores: gunpowder.b. What hazards would this cause?c. How should a building be designed in order to safely store gunpowder? Have

students sketch their ideas for a building that would store gunpowder, then havethem share and explain their sketches.

2. Have students share all their ideas. Lead the discussion and see if they can discover theneed for the building to implode rather than explode. What shape would be most conduciveto implosion?

3. Draw an arch on the board using the instructions on the handout. Analyze its structure.What would happen if one of the walls fell? The whole arch would fall! And the reason isas simple as gravity!

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4. Give students the handout “Arches: How Do They Stand Up?” and go over the structure ofan arch. Explain that the Powder Magazine is constructed with arches and walls that arethree feet thick.

5. Continue the discussion by telling them that even if the building implodes, there will befire. What could be included in the architecture itself that could put out a fire? List ideas. Ifthey do not come up with the answer, tell them that the spaces between the arches werefilled with sand in order to help smother a fire.

6. Complete the “Arches: A Crossword Puzzle” activity on on page 27.

Assessment:

Students will write a short paragraph describing the design of The Powder Magazine.

Extension Activities:

What other arches have you seen? Where were they? Can you guess their purpose? During yourfield trip to the Powder Magazine, look for three examples of an arch (other than the PowderMagazine).

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ARCHES: HOW TO DRAW ONE AND THE DIFFERENT PARTS

1. Construct the baseline A-B, and extend your compass out to the exact same length.2. With your compass needle at point B, construct arc A-C.3. With your compass needle at point A, construct arc B-C.4. Above, the main portal at Notre Dame, Paris.

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ARCHES: HOW DO THEY STAY UP?

The thing that holds any kind of arch together is gravity. The key to an arch is that it has a(basically) triangular piece at the top. Since gravity is pulling the top piece straight down, thismeans that all the forces produced by gravity on that top piece have to add up to being straightdown. But it can only push against the flat edge of the bricks next to it. So what actually ends uphappening is that it pushes the brick on its left a little bit to the left and a little bit down, and itpushes the brick on its right a little bit to the right and a little bit down.

The "to the right part" and the "to the left part" cancel each other out, so that the total force beingproduced by gravity on the triangle is just straight down. One law of physics is that "every forcehas an equal and opposite force" (for something that's standing still). This means that the force ofthe top brick pushing down (gravity) is equal to the force of the bricks below it holding it up. Also,this means that the force that the top brick applies to the brick on its left is equal to the force that itapplies to the brick on its right.

The reason that the bricks to the left and right don't just slide off to either side is because there's alot of friction (or mortar) between them and the bricks below them, so they won't budge to eitherside.

1. Keystone- the central stone of an arch or vault.2. Voussoirs- stones than make the arch (usually brick or wedge-shaped).3. Impost- The part of the arch’s wall (usually molding) on which the arch rests.4. Abutment- the part of the arch's wall which balances the force of gravity the arch makes

(thrust).5. Center- the center point of the arch.6. Span- the width of the arch's opening.7. Crown- the top part of an arch.8. Haunch- The part of the arch’s wall which experiences the most thrust.

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ARCHES: A CROSSWORD PUZZLE

Across

2. Wedge-shaped stone at the top of an arch3. Type of solid explosive6. Curved structure spanning an opening7. Bursting apart with sudden violence

Down

1. Having to do with shapes, angles, and lines4. Interactions that occur between objects based on their mass; force pulling objects toward thecenter of the Earth5. Collapsing inward

On the back of this handout, write 2-3 sentences explaining the design of the Powder Magazine.

Word Bank

Explosion

Implosion

Arch

Powder

Geometric

Keystone

Gravity

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Post-Visit Activities

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Chaperone Thank You Assignment

As a post-visit activity, have students write thank you notes to field trip chaperones. A thank youwriting activity is a good way to make the learning experience more personal for students and is anexcellent way to show appreciation for those who helped make the field trip happen.

Here are some guidelines for writing a thank you note:

Address the thank you note specifically to one chaperone, using a greeting such as, “DearMrs. Jones.”

Include the date. Make sure to state exactly what you are thanking the chaperone for. Tell the chaperone about something you learned at the Powder Magazine. Choose a closing, such as “Your friend,” “Thanks again,” or “Sincerely,” and sign your

name below the closing.

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Final Quiz1. When was the Powder Magazine built?

A. 1713B. 1998C. 1500D. 1890

2. Why did they store gunpowder in the Powder Magazine?A. To prevent house firesB. To make magazinesC. To sell to make moneyD. To use to start fires

3. Who was the pirate known as the “Gentleman” Pirate?A. BlackbeardB. Jack SparrowC. Stede BonnetD. Captain Hook

4. Where was the pirate Stede Bonnet hanged?A. The Powder MagazineB. St. Michael’s ChurchC. White Point GardensD. King Street

5. Which architectural design was used in designing the Powder Magazine?

____________________________________________

6. If the building blew up, would it implode or explode?

____________________________________________

7. What is the wedge-shaped stone at the top of an arch called?A. TriangleB. KeystoneC. BrickD. Peak

8. This carried soldiers personal belongings:A. KnapsackB. CanteenC. HaversackD. Cartridge Box

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9. What was the name of the weapon that was designed to fit on or over the musket?A. KnifeB. SwordC. RifleD. Bayonet

10. What do you think would be the hardest thing about being a Revolutionary Soldier?

_________________________________________________________________________

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Educator EvaluationPlease complete the following page and return it to:

The Powder Magazine81 Cumberland Street

Charleston, South Carolina 29401

Name: ________________________________________

School: ________________________________________

Did your class visit the Powder Magazine this school year?

Yes No

Did you use the Teacher Resource Packet before your visit?

Yes No

Please circle the activities you used with your class:

An “Arrgh!-ticle” Solving the Mystery of the “Gentleman Pirate”

A Day in the Life of a Revolutionary Soldier

Containing an Explosion

Did you use the Teacher Resource Packet following your visit?

Yes No

What I found most useful about the Teacher Resource Packet was:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

What I would change or add to the Teacher Resource Packet is:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Thank you for completing the survey. Your responses will help us better serve teachers.

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This Teacher Resource Packet was completed as part of a requirement for a Social Studies coursein the Master of Arts in Teaching (MAT) program at the College of Charleston (CofC) during the

summer evening, 2005 semester.

The following MAT students contributed to this project: Emily Arrington, Debbie Bandy,Elizabeth DuPre, Jennifer Griffiths, Harley Kemp, Liz Osborne, Chrissy Peffer, Mary Smith,

Sara Tyler, and Anna Ward.

CofC teacher, Mr. Mark Teseniar, managed this project with direction from The National Societyof The Colonial Dames of America in The State of South Carolina, at the Powder Magazine: Ann

DuPre, Harriott Johnson and Eleanor Parker.

For further information, please visit The Charleston Powder Magazine website athttp://www.powdermag.org.