Cowpens National Battlefield Parks As Classrooms
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“...the
life of the common soldier — the ones who did the fighting — and those
connected to the battle as non-combatants are equally important.”
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From the Collection of the State of South Carolina |
INTRODUCTION Traditionally, historians have studied the Battle of Cowpens from the top down, studying its great leaders or studying the battle and battle tactics and weapons. These are valid and necessary topics, but the life of the common soldier — the ones who did the fighting — and those connected to the battle as non-combatants are equally important.
Non-traditional approaches to study of the battle include a study of the lives and lifestyles of lesser-known, sometimes unnamed participants in the events at Cowpens in context of the landscape and material culture of the period. Such approaches include:
The activities that follow address these often-neglected, yet compelling stories related to the Battle of Cowpens.
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GOAL:
To introduce to students the role of African-Americans at the Battle of
Cowpens in context of the Revolutionary struggle against England and the
African-American struggle for freedom.
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BACKGROUND INFORMATION
Colonial South Carolina was possibly the most ethnically diverse among all the colonies. Those of Native-American, African, European, Moorish and Turkish descent inhabited the coastal plain, and such diversity was especially reflected in the Charleston area.
It was a diverse group of individuals that met on the field of battle at Cowpens on a bitterly cold Wednesday morning, January 17, 1781. Of the more than 2000 men who fought this battle, the National Park Service can document 15 African-American males who fought with the Americans. In addition, there is one famous African-American male the Park Service has been unable to document other than by tradition. In general, African-American genealogy is difficult because of lack of records.
The names of minorities that the National Park Service can document at the Battle of Cowpens are as follows: James Anderson (or Asher Crockett), Julius Cesar, Lemerick Farr, Andrew Ferguson, Fortune Freeman, Gideon Griffen, Morgan Griffen, Drury Harris, Edward Harris, Allen Jeffers, Berry Jeffers, Osborne Jeffers, Andrew Peeleg, Dick Pickens, and Record Primes (or Primus Record), and also Thomas Tyac, a Native American.
The William Ranney painting (above) shows the famous William Washington-Banastre Tarleton sword fight in which Washington’s servant rode up, fired his pistol at a British officer, and saved Washington’s life. Since most waiters were African-American, Ranney painted him as such. Apparently the servant did not file a pension, and Washington did not leave behind written papers of his own role or of anyone else’s role in the American Revolution. Therefore, the National Park Service cannot document his complete role in the battle and even his name (most likely either Ball/Collins/Collin). On a larger scale, African-Americans in the Revolution had a vested interest in the fight for freedom. Many hoped that liberties embodied in the Declaration of Independence would lead to the abolition of slavery. Many slave-owners, especially those in the Middle States and North, saw the connection between the Declaration and those issues involved in slavery, and freed their slaves (The North generally didn’t have as large an economic motive as the South.) George Washington, for example provided for the manumission of his slaves in his will. Phillis Wheatley wrote so eloquently on the issue that she was granted her freedom.
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Robert Hooper for NPS |
Slave-holders in the South feared British-inspired slave insurrections. Indeed, numerous slaves fought for the British in hopes that a British victory would offer them freedom. There is no evidence that they fared better under British command, however, than under their former masters. It is in these contexts the following activities are recommended: |
PRE-SITE ACTIVITIES
ON-SITE ACTIVITIES
POST-SITE ACTIVITIES
OBJECTIVE/PROCESS STANDARDS
STRANDS: Social Studies, Language Arts, Visual Arts, Theatre/Drama
STATE OBJECTIVES/STANDARDS:
North Carolina:
South Carolina:
TEACHER/STUDENT RESOURCES
Crow, Jeffrey J. The Black Experience in Revolutionary North Carolina. Raleigh: Department of Archives and History, North Carolina Department of Cultural Resources, 1996.
Frey, Sylvia R. Water From the Rock: Black Resistance in a Revolutionary Age. Princeton, New Jersey: Princeton University Press, 1991.
Kaplan, Sidney and Emma Nogrady Kaplan. The Black Presence in the Era of the American Revolution. Revised Edition. Amherst, Massachusetts: The University of Massachusetts Press, 1989.
STUDENT RESOURCES
Davis, Burke. Black Heroes of the American Revolution. San Diego: An Odyssey Book, Harcourt Brace and Company, 1992.
Davis, Dr. Anita Price. The South in the American Revolutionary War: A Fun and Learn Book for Children. Cincinnati, Ohio: The Creative Company, 1993.
Silcox-Jarrett, Diane. “Phillis Wheatley: The First African-American Author” in Heroines of the American Revolution: America’s Founding Mothers. Chapel Hill, North Carolina: Green Angel Press, 1998.
Some resources are available in the bookstore at Cowpens National Battlefield Visitor Center.
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GOAL:
To present to students the contribution of women to the Battle of Cowpens
in context of women’s role in the Revolution in the Carolinas and colony-wide.
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BACKGROUND INFORMATION
Women made important contributions to the American Revolution. Stories abound of heroines and others associated with the events of war. Many were camp followers following their husbands, sons, and fathers as they fought. They cooked, sewed, and nursed the wounded, served as messengers and spies, and sometimes fought in battle. Often we are aware of such persons as Molly Pitcher and Sybil Ludington (the female Paul Revere), but there were other lesser-known and sometimes unnamed women who are of equal importance. A number of women are known for their involvement in the Revolutionary War in South Carolina.
Many stories of Revolutionary War heroines are blends of fact and fiction. Good researchers document their findings.
Other than those heroines connected to battles, there were those women on the home-front who took on the sole obligations of managing home and family. It is interesting to note those roles taken by various Native-American, African-American, Patriot, and Loyalist women.
PRE-SITE ACTIVITIES
Complete the following activities using the list of heroines and other women associated with the Revolution below.
SOME WOMEN OF THE AMERICAN REVOLUTION
| 1. ___Catherine Moore Barry | a. Eighteen-year-old who rode through wild Carolina backcountry to deliver General Nathanael Greene’s message to General Thomas Sumter. |
| 2. ___Emily Geiger | b. Mother of a future president, she traveled to Charles-ton and died as she attended to relatives on a British prison ship. |
| 3. ___Anne Kennedy Hamilton | c. Frontier Cherokee woman who warned settlers of impending attack. She helped introduce cattle into the Cherokee economy. |
| 4. ___Nancy Hart | d. Sixteen-year-old who warned the New York militia of an impending British attack against a Danbury, Con-necticut, supply center. She is remembered as “the female Paul Revere.” |
| 5. ___Elizabeth Hutchinson Jackson | e. Laurens County, SC, heroine whose nickname was short for Laodicea. |
| 6. ___Sybil Ludington | f. African-American who wrote about freedom, she be-came a symbol for the abolition of slavery. |
| 7. ___Molly Hays McCauley | g. Heroine from Walnut Grove Plantation, Spartanburg Co., SC |
| 8. ___Rebecca Motte | h. Patriot from Georgia for whom Hart County is named. |
| 9. ___Dicey Langston Springfield | i. Pennsylvania camp follower who was nicknamed Molly Pitcher when she took pitchers of water to wounded soldiers. |
| 10. ___Nancy Ward | j. She agreed that her own home be burned to drive out British invaders. |
| 11. ___Phillis Wheatley | k. According to legend, her father, brother and future husband fought at the Battle of Cowpens. |
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The image at the left is after Molly Pitcher took over the cannon when her husband fell in the Battle of Monmouth. (Mary Hays McCauley, alias Molly Pitcher) |
See the exercise above identifying women in the war.
POST-SITE ACTIVITIES
MARY PATTON
1751-1836
One of that heroic band who
established a civilization in the wilderness.
She made the powder used by
John Sevier’s troops in the battle
of Kings Mountain.
Erected by her descendants, 1932
OBJECTIVE/PROCESS STANDARDS
STRANDS: Social Studies, Language Arts, Visual Arts, Theatre/Drama
STATE OBJECTIVES/STANDARDS:
North Carolina:
South Carolina:
TEACHER/STUDENT RESOURCES
Blumenthal, Walter Hart. Women Camp Followers of the American Revolution. Philadelphia: George S. MacManus Company, 1952.
Buel, Joy Day and Richard Buel, Jr. The Way of Duty: A Woman and Her Family in Revolutionary America. New York: W. W. Norton and Company, 1995.
De Pauw, Linda Grant. Founding Mothers: Women of America in the Revolutionary Era. Boston: Houghton Mifflin Company, 1975.
Huff, Archie Vernon, Jr. “Jane Thomas and Dicey Langston Springfield” in Greenville: The History of the City and County in the South Carolina Piedmont. Columbia: University of South Carolina Press, 1995. pp. 28-29.
Kierner, Cynthia A. Southern Women in Revolution, 1776- 1800: Personal and Political Narratives. Columbia: University of South Carolina Press, 1998.
Some resources are available in the bookstore at Cowpens National Battlefield Visitor Center.
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GOAL:
To show students how Carolina backcountry geography affected the course
of the Battle of Cowpens.
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BACKGROUND INFORMATION
The geography of South Carolina has been a force in shaping the state’s history. Rivers and streams, mountains, and swamps all played a part in this history. All these were forces shaping the course of the Revolutionary War and the Battle of Cowpens.
South Carolina’s three major river systems (the Santee, the Pee Dee and the Savannah) flow generally from northwest to southeast, bisecting the state. Smaller rivers and streams flow into these systems. Many of the watercourses originate in the Blue Ridge mountains of the Carolinas. No one, then, can travel from the coastal plain to the upcountry without traversing rivers and streams. In many instances, rivers were obstacles.
Five rivers played an important part in the Battle of Cowpens, all part of the Broad River watershed and eventually the Santee. The Enoree, Tiger, Pacolet, and Broad rivers were instrumental in pre-battle travel, strategies and events. The Broad and Catawba rivers (both originating in North Carolina) figured prominently in post-battle travel and events. A swampy area leading to the battle site was most likely an obstacle, possibly affecting the outcome of the battle.
After the Patriot defeat at Camden, South Carolina (August 16, 1780), General George Washington changed commanders of the Southern Continental Army. He appointed General Nathanael Greene, who rebuilt the defeated army. The British at the time controlled Charles Town, Camden and many parts of South Carolina. Greene split his army, sending General Daniel Morgan to the backcountry to encourage the Patriots in the area and keep the British from getting supplies. General Cornwallis, commander of the British army in the south, learning of Morgan’s whereabouts, reciprocated by splitting his army and sending Lt. Colonel Banastre Tarleton in pursuit. Morgan, by then joined by militia units and knowing Tarleton was in pursuit, stopped at the flood-swollen Pacolet River.
Tarleton, further South and having already crossed the Broad in his pursuit of Morgan, crossed the Enoree and Tyger, both swollen by flood-waters. Morgan, on learning of Tarleton’s approach, crossed the Pacolet, and as Tarleton grew even nearer, struck out on the Green River Road (Mills Gap Road) towards the Cow Pens. Thicketty Mountain, a small mountain to the north of the Green River Road served as a landmark. Tarleton, pushing his army, crossed the Pacolet in pursuit. In the meantime, Morgan, with the flooded Broad River six miles to his rear (west), decided to stand and fight at the Cow Pens, fearing the fast-moving Tarleton would catch up and cut his soldiers down as they crossed the Broad. Morgan and his army of regulars and militia camped at the Cow Pens, the night of January 16 th and 17th . Tarleton, again trying to catch up, marched his army from two in the morning on the 17th and arrived at the Cow Pens before daybreak. He began the attack on Patriot forces at daybreak, his army now marching up a slight hill toward the waiting Patriots. Morgan, having arranged his army in three lines, had the advantage of trees and small hillocks for cover; the Patriot cavalry under the command of William Washington, were stationed behind an even larger hillock. From Tarleton’s view, the Americans appeared to be running, as the sharpshooters ran back to the militia line, and the militia retreated behind the Continental line. The British, thinking it a rout, were drawn in toward the remaining lines of Continentals. The British 71 st Highlanders entered the battle late, having been held in reserve by Tarleton and having had to negotiate a swampy area as they moved forward. An order to face the oncoming 71 st Highlanders was misunderstood as a call to retreat. Morgan stopped the retreat, had the line face about and fire in unison. The Continental line followed by a bayonet attack, and Washington’s cavalry and the regrouped militia came around to help envelop the British. The weary British began surrendering in numbers – more than 500 total.
Tarleton escaped the battle with some 50 of his soldiers, traveling the Green River Road east, and crossing the Broad River to Cornwallis’ camp at the head of Turkey Creek. Morgan, believing Cornwallis would come after him, left the Cowpens before noon. He, his army and more than 500 British prisoners, crossed the still-flooded Broad at Island Ford and proceeded to Gilbert Town. From there, they traveled northeast through Cane Creek valley, their destination Salisbury on the other side of the Catawba. He eventually met with General Greene at Salisbury. Patriot forces tried to delay the British at Sherill’s Ford of the Catawba.
Though Morgan retired from battle because of his health, Nathanael Greene led Cornwallis on a chase north to the Dan River which separated North Carolina and Virginia. From there he returned to fight Cornwallis at Guilford Courthouse, where the British held the field but suffered numerous casualties. Cornwallis, a great distance from his base, short of supplies, and frustrated with the Carolinas, proceeded to Wilmington and on to Yorktown, where he was defeated by Washington, October 1781.
PRE-SITE ACTIVITIES
ON-SITE ACTIVITIES
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POST-SITE ACTIVITIES
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Courtesy of HFC/NPS |
OBJECTIVE/PROCESS STANDARDS
STRANDS: Social Studies, Language Arts
STATE OBJECTIVES/STANDARDS:
North Carolina:
South Carolina:
TEACHER/STUDENT RESOURCES
Babits, Lawrence E. A Devil of a Whipping: The Battle of Cowpens. Chapel Hill: The University of North Carolina Press, 1998.
Kovacik, Charles F. and John J. Winberry. South Carolina: The Making of a Landscape. Columbia: University of South Carolina Press, 1987.
Some resources are available in the bookstore at Cowpens National Battlefield Visitor Center.
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Drawing by Gregg Glymph |
GOAL:
To help students gain skills in understanding a primary (original) historical
source, i.e., a journal as it relates to the Battle of Cowpens.
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BACKGROUND INFORMATION
James Collins was a 17-year-old South Carolinian who fought with General Thomas Sumter and other militia leaders after the fall of Charleston to the British. He kept a journal in which he wrote of British destruction, and battles leading up to the Battle of Cowpens. His account gives great insight into the battle, Daniel Morgan, his attitude toward the British, and the hardships of the militia. Probably his best account is that of the militia line as they got off two volleys and retreated in the face of Tarleton’s attack.
PRE-SITE ACTIVITIES
ON-SITE ACTIVITIES
POST-SITE ACTIVITIES
OBJECTIVE/PROCESS STANDARDS
STRANDS: Social Studies, Language Arts
STATE OBJECTIVES/STANDARDS:
North Carolina:
South Carolina:
TEACHER/STUDENT RESOURCES
Roberts, John M., ed. Autobiography of a Revolutionary War Soldier (James Collins). Ayer Company Publishers, Inc.: North Stratford, New Hampshire, 1989. Originally published by Feliciana Democrat, Printers, Clinton, Louisiana, 1859.
Some resources are available in the bookstore at Cowpens National Battlefield Visitor Center.
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"Order in the Court" by Katie Fowler |
GOAL:
To have students abstract information relevant to the battle, its
participants and geography through the use of an original source.
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BACKGROUND INFORMATION
Many Revolutionary War soldiers, both militia and regular, filed pensions for their service in the Revolution. Today, these pensions can be obtained from the National Archives, Washington, D.C., and, sometimes, from state archives. These pensions, designed to spur enlistment and limit desertions, were first authorized during the course of the war.
After the Revolution, Congress passed a series of pension laws. At first, these laws gave pensions to those who suffered debilitating injuries in the Revolution and to those immediate survivors of soldiers killed in battle. Over the years, Congress passed additional laws, extending rewards to other family members. Congress also extended provisions to militia veterans when it passed laws saying militia were eligible for rewards after two years of service, even though it were non-continuous.
As part of these laws, the federal government offered free land as a reward for military service. If the pension were approved, land was given to the west of settled areas – land known as the early American frontier. These lands were surveyed in lots of sometimes 100 acres or more. Congress granted acreage based on rank and length of service. Some people made the trek west and settled their lands, while others sold their land to people known as speculators who, in turn, resold the land for higher prices. Surveyors and attorneys received benefits from this speculation. Well-known people such as George Washington became land speculators. Often, people who settled these lands clashed with Native-4 Americans who still claimed the land as their own. Land was granted to the Mississippi River, and, further, as the frontier advanced.
Continental armies kept good records, making it easy for its soldiers to get bounties. Militia, on the other hand, had to answer a number of questions in order to receive pension rewards. Usually attorneys would let them know that pensions were available. The militia veteran appeared before a judge in a local court to answer these questions. They were asked to prove their birth date and place of birth, battles they participated in, their commanders and other relevant questions. Latter applicants were old and often feeble and their memory failed them. They could get their minister or those in battle with them to testify in their behalf. Anyone could be present in the courtroom, and each had an opportunity to challenge a petition.
Judges rejected pensions when petitioners did not follow these procedures. It seems that few pensions were rejected because of outright fraud. The Federal Justice Department later weeded out false claims. A number of militia would not apply for pensions; they stressed that they fought for higher reasons than rewards – that they didn’t defend their country for money. But, as many got older they needed the reward, and applied for pensions. There are instances where young women married the pensioner to share in the bounty.
State governments also provided rewards, often in land or money. More and more, state governments gave money as a reward. This became a campaign issue as candidates courted the veteran vote and supported rewards.
Since state boundaries extended west indefinitely, land grants were given in the west, advancing as the early American frontier advanced. For example, Carolinians might have received grants just beyond the settled areas, then in Tennessee, all the way to the Mississippi River; and, later, beyond.
PRE-SITE ACTIVITIES
1. Have students abstract the following pension application by answering the following questions:
Kelly, James – 28 April 1835 –
“… he returned to Camden county – in a very short time he volunteered under Col. Washington. They did not rendizvous (sic) at any particular place – there Was but one horse at that time – Declarant was a horseman & found his own Horse he can not recollect the name of his captains where were with Washington Col Howard and Col Pickens – all the men he thinks amounted to 300. We Marched to a garrison called Rugeleys occupied by tories and some British – We got a pine log and Hacked it to look as much like a cannon as possible & put It on an old pair of Waggon wheels & run it up near the fort and sent in a Flag & Col Rugeley (a Tory) surrendered the garrison. …marched on to the (sic) join Genl. Morgan and did join him at the place where the battle of the Cowpens was fought & but a few days before said battle – Declarant fought under Col Washington in said battle The battle ground was part in the woods and part an old Field – the militia were in front & the regulars in the rear Washington and his men on the wing – They barely got formed before Tarleton made his charge – the militia soon run – the British began to cut down the militia very fast and Washington and Howards men charged & with the regulars of Morgan soon routed the British – Col. Washington & two or three men pursued Tarlton 18 or 15 miles & he understood that during this chace Washington would have been killed by one of the British but that one of Washingtons men shot the fellows arm off & Washington made a hack at Tarlton & disabled tarltons fingers & glanced his head With his sword and took a good many prisoners. Morgan took the prisoners on towards virginia…”
2. Have students put the above pension in their own words, verbally or orally.
3. Distinguish between a primary source (original source) and a secondary source. Give examples of each. Discuss how each can contain bias or inaccuracies.
ON-SITE ACTIVITIES
POST-SITE ACTIVITIES
OBJECTIVE/PROCESS STANDARDS
STRANDS: Social Studies, Language Arts, Theater/Drama
STATE OBJECTIVES/STANDARDS:
North Carolina:
South Carolina:
TEACHER/STUDENT RESOURCES
Cartright, Betty G. and Lillian J. Gardiner. North Carolina Land Grants in Tennessee, 1778-1991. Memphis, Tennessee: Division of Archives, 1958.
Eller, Elizabeth F. Women of the Revolution. New York: Haskett House, 1969.
Hoyt, Max, et. al. Index of Revolutionary Pension Applications in the National Archives. Washington, D.C., 1976.
Moss, Bobby Gilmer. The Patriots at the Cowpens. Blacksburg, South Carolina: Scotia Press, 1985.
Moss, Bobby G. South Carolina Patriots in the American Revolution. Baltimore: Genealogical Publishing Company, 1982.
Neagles, James C and Lila L. Neagles. Locating Your Revolutionary War Ancestor: A Guide to the Military Records. Logan, Utah: The Everton Publishers, Inc. Records.
Revill, Janie. Revolutionary Claims Filed in South Carolina. Baltimore: Genealogical Publishing Company, 1969.
Some resources are available in the bookstore at Cowpens National Battlefield Visitor Center.
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GOAL:
To have students learn research methods for locating Revolutionary
War ancestors.
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BACKGROUND INFORMATION
Most citizens of the United States can identify at least one American General who fought in the American Revolution. Although leaders were important, it was the efforts of the thousands of lesser-known, or even unknown soldiers, that ultimately won the war. Many descendants of these men are unaware that their ancestors fought for their freedom.
To find out if the student has a Revolutionary War ancestor, he or she can begin by interviewing older family members who may remember family folklore of alleged Revolutionary War veterans. How can the student verify the information gleaned from grandparents? Many Revolutionary War veterans filed for pensions after the war. Both the National Archives in Washington, D.C., and state archives have records of these pensions.
Many soldiers had the same first and last name. Therefore, it is important to try to find birth, death, and marriage records to determine precisely which one is the correct ancestor. South Carolina began keeping records of births and deaths in 1915, while North Carolina began keeping them in 1913. Although North Carolina began keeping records of marriages in 1779, South Carolina did not start keeping marriage records until 1911. County courthouses have some records. The rest are kept in the state archives. Local public libraries also are excellent sources of genealogical information, and many have copies of census records on microfiche. In addition, the internet is a good source of genealogical information.
Genealogy comes from a Greek word meaning tracing generation or descent. Learning about their lineage enables people to find out about themselves - who they are and why they are that way. One can learn how one’s family fit into the context of history, thereby bringing history alive.
PRE-SITE ACTIVITIES
ON-SITE ACTIVITY
Have students look through books such as The Patriots at the Cowpens, The Patriots at Kings Mountain, The Loyalists at Kings Mountain, The Loyalists in the Siege of Fort Ninety Six, and Scots Irish in the Carolinas. Discuss how the authors acquired the information to write the books.
POST-SITE ACTIVITY
Write an autobiography so that your descendants will know about you and what you did when you were young. Be sure to include all that you have learned about your ancestry. Also write about your family now. Who is your favorite relative and why? How many people are in your family? Are you the oldest, youngest, middle, or only child? Where were you born? Where do you live now? Have you always lived there? What are your hobbies? Who are your best friends? What is important in friendship? Describe any family pets that you have had. Tell about your education. What are your favorite and least favorite subjects? Why? What is your proudest accomplishment? What was your most embarrassing moment? What do you think the future holds for you? Describe your personal code of ethics. If possible, include photographs for some items, and label them.
TEACHER/STUDENT RESOURCES
PLACES
BOOKS
Bunnell, Paul J. The New Loyalist Index. Bowie, Maryland: Heritage Books, Inc., 1989.
Chorzempa, Rosemary A. My Family Tree Workbook. New York: Dover Publications, Inc., 1982.
Dollarhide, William. Genealogy Starter Kit 2 nd Edition. Baltimore, Maryland: Genealogical Publishing Co, Inc., 1998.
Kennedy, Billy. Scots Irish in the Carolinas. Greenville, South Carolina: Emerald House Group, Inc., 1998.
Moss, Bobby Gilmer. The Loyalists at Kings Mountain. Blacksburg, South Carolina: Scotia-Hibernia Press, 1998.
Moss, Bobby Gilmer. The Loyalists in the Siege of Fort Ninety Six. Blacksburg, South Carolina: Scotia-Hibernia Press, 1999.
Moss, Bobby Gilmer. The Patriots at the Cowpens, Revised Edition. Blacksburg, South Carolina: Scotia-Hibernia Press, 1991.
Moss, Bobby Gilmer. The Patriots at Kings Mountain. Blacksburg, South Carolina: Scotia-Hibernia Press, 1990.
Moss, Bobby Gilmer. Roster of South Carolina Patriots in the American Revolution. Baltimore, Maryland: Genealogical Publishing, Co., Inc., 1983.
Neagles, James C. and Lila L. Neagles. Locating Your Revolutionary War Ancestor. Logan, Utah: Everton Publishers, Inc., 1983.
INTERNET
http://vitalrec.com/index.html This is a site for vital records. There may be a fee for some records.
http://rfci.net/wdfloyd/index.html The title is The Cemeteries of the Area that was Old Tryon County, NC and Other Stuff. There is plenty of “other stuff.”
http://www.state.sc.us/schah This is the site for the SC Dept. of Archives and History.
http://www.nara.gov This is the site for the National Archives.
http://www.familysearch.org This is the site for Church of Jesus Christ of Latter Day Saints genealogy and ancestor search. It includes a link on how to search for one’s ancestor through their database.
OBJECTIVE/PROCESS STANDARDS
STRANDS: Social Studies, Language Arts
STATE OBJECTIVES/STANDARDS:
North Carolina:
South Carolina:
http://www.nps.gov/cowp/Unit7.htm; Last Updated: 3/22/2005 2:19 PM; Virginia Fowler
