The College of Charleston Avery Research Center for African American History and Culture will host the Edwin Harleston Creative Arts competition in honor of black history month. The contest is open to all students in the Charleston County school district, grades K-5.
Edwin Harleston graduated from the Avery Institute class of 1900 and ended up founding the first local NAACP division in Charleston, which was held at Avery. In addition to being a prominent activist, Harleston was also a committed artist who painted many portraits, some of which are now at the Avery Research Center.
To participate in the contest, students must select a black historical figure and highlight the following in their registration:
● Basic information about the historical figure of your choice (must use at least 1 main resource)
● A summary of your contributions to South Carolina and abroad
● Why is their work meaningful?
● How does their work affect life today?
● Why did the person they selected inspire them?
The contest categories include:
● 250-500 word essay
● 2-3 minute video
● Work of art
The deadline for this competition is February 22, 2020. Sending e-mail to [email protected]
What is the South Carolina Black History Bugle?
The Black History Bugle is an online printed and multimedia educational resource dedicated to illuminating South Carolina’s Black History interactively. Carefully designed by staff at the College of Charleston’s Avery Research Center, Bugle uses primary sources to make learning Social Studies historically accurate and student-friendly. In particular, the site allows educators and students to explore African American history along with group activities, student-led work and learning modules that correspond to classroom curricula.
Why a competition focused on creativity?
Black innovation has contributed a lot to South Carolina, the United States and the world. In an effort to continue to highlight this creativity, we want to give students the opportunity to show their love and appreciation for South American African American history in a unique and expressive way. Appealing to all learning styles, this year’s contest will allow students to express their knowledge in ways that will not only help them maintain such information, but will also serve as a resource for their classmates.
Contest criteria:
Students will be asked to select a black historical figure and highlight the following in their application:
● Basic information about the historical figure of your choice (must use at least one main resource)
● A summary of your contributions to South Carolina and abroad
● Why their work is important
● How their work lives today
● How the selected person inspires them
Eligibility:
● Must be an elementary and high school student in Charleston County
Black History Creativity Contest Categories:
● 250 to 500 word essay
● 2-5 minute video
● Work of art
The selected winner’s work will be published at http://www.blackhistorybugle.org/.
Shipping deadline
● February 26, 2020
SC state standards and indicators:
kindergarten
● KH1 Identify similarities and differences between yourself and others. This indicator was developed to encourage the investigation of students’ individual characteristics in relation to those of their colleagues.
● K.CG.1 Identify similarities and differences between people and discuss ways to protect and respect all people by practicing civic dispositions. This indicator was developed to encourage research on diversity in the classroom and in the community. In addition, the investigation promotes the identification of civic dispositions (eg, compassion, cooperation, empathy, honesty and respect) that are already displayed in the classroom environment and can be used to solve problems in the future.
First grade
● 1.H.1 Identify similarities and differences between a community and other communities in South Carolina over time. This indicator was developed to encourage research on the defining characteristics of the student community itself. In addition, the investigation should include discovering similarities and differences between communities across South Carolina to develop comparative skills for historical research.
● 1.CG.1 Demonstrate how civic dispositions encourage citizens with diverse beliefs and experiences to work together towards a common goal. This indicator was developed to encourage research on how to work with other people with stories different from yours. This indicator was also developed to stimulate research on identifying examples of such behavior that are already occurring and how to use civic dispositions to better accomplish a task.
Second Serie
● 2.H.1 Identify and compare significant historical events, moments and symbols in the history of the United States. This indicator was developed to encourage the investigation of historical events, including figures, symbols and observances, which have been important to the USA over time and also how they impacted us.
● 2.H.2 Examine current or past events in the history of the United States and discuss possible causes and effects. This indicator was developed to encourage research into the multiple causes and effects of events in the history of the United States. This indicator also promotes research on how to practice appropriate group discussion and civic dispositions, especially related to citizens’ roles in current events.
● 2.CG.1 Identify cultural and ethnic groups in the USA, explore their characteristics and communicate how civic dispositions build relationships between groups in a diverse society. This indicator was developed to encourage research on how civic dispositions (ie, compassion, cooperation, empathy, honesty and respect) support cooperation within a diverse society
● 2.CG.2 Use primary and secondary sources to research a national figure who has demonstrated civic disposition. This indicator was developed to encourage the investigation of past and present national figures who have demonstrated civic disposition (that is, compassion, cooperation, empathy, honesty and respect), exploring a variety of sources, such as children’s literature, historical documents, photographs and images, or news sources.
Third grade
● 3.4.1.PR Investigate the cultural characteristics of places and regions around the world. This indicator leads students to inquire about how geography influences cultural characteristics around the world. Culture can be expressed through architecture, arts and literature, clothing, cuisine, language and religion, among other items.
● S Investigate and explain the economic, social, political and environmental motivations behind human migration and how places can change as a result. This indicator leads students to examine why humans decided to migrate – voluntarily or involuntarily – to different regions of the world, including reasons related to job opportunities, social or political persecution and changes in environmental conditions.
Fourth grade
● 4.1.CX Contextualize the experience of Africans, Europeans and Native Americans in South Carolina. This indicator was developed to promote research on how South Carolina has developed as a result of the relationship between various ethnic, political and religious groups.
● 4.4.P Explain how emancipation was achieved as a result of civic participation. This indicator was developed to stimulate research into the role that abolitionists played in influencing public opinion and urging legislators to protect natural rights, which led to emancipation.
● 4.5.CC Identify and assess the impact of economic, political and social events on the African American experience during Reconstruction. This indicator was developed to encourage research on how Reconstruction resulted in the foundation for the fight for civil rights. This indicator was also developed to foster research on the policies of the Age of Reconstruction, such as constitutional amendments, black codes and Jim Crow laws.
Fifth year
● 5.1.CE Examine the attraction and attraction factors related to immigration and expansion in urban and rural populations during the period. This indicator was developed to promote research on why and how several people immigrated to the USA. In addition, this indicator was designed to promote research on how these immigrant cultures influenced American culture and society
● 5.1.CC Summarize how imperialism and economic expansion impacted the experiences of different groups and shaped American cultural identities. This indicator was developed to promote research on how the United States economy grew during the period. Topics for investigation may include the impact of population growth on production, working conditions and subsequent labor movements until 1910.