Standard 3-1 The student will demonstrate an understanding of places and regions and the role of human systems in South Carolina. 3-1.1 Identify on a map the location and characteristics of significant physical features of South Carolina, including landforms; river systems such as the Pee Dee River Basin, the Santee River Basin, the Edisto River Basin, and the Savannah River Basin; major cities; and climate regions. (G) Taxonomy Level: A 1 Remember / Factual Knowledge Previous/future knowledge: In kindergarten, students identified the location of school, home, neighborhood, community, city/town, and state on a map (K-5.1) and learned to construct a simple map (K-5.3). They also learned to recognize natural features of the environment including mountains and bodies of water (K-5.4). In first grade, students learned how people were alike and different in different regions of the world and United States (1-1.2) and identified a familiar area or neighborhood on a simple map, using the basic map symbols and the cardinal directions (1-2.1). In second grade, students located on a map the places and features of the local community, including the geographic features (2-2.1) and learned about cultures in different regions of the United States (2-1.2 and 2-1.3). They also learned to recognize characteristics of the local region, including its geographic features and natural resources (2-2.2) and to identify on a map the continents and the major nation-states of the world and distinguish between the two (2-4.1). In the future, students will use and interpret maps throughout the Social Studies indicators to facilitate learning. Students will interpret thematic maps of South Carolina places and regions (3-1.2) and categorize the six geographic regions of South Carolina according to their physical and human characteristics (3-1.3). Fourth grade students will use a map to identify the routes of various sea and land expeditions to the New World and summarize the discoveries associated with these expeditions (4-1.3). They will also compare the industrial North and the agricultural South prior to the Civil War and the geographic characteristics and boundaries of each region (4-6.1). Fifth grade students will learn how aspects of the natural environment affected travel to the West and thus the settlement of that region (5-2.1). Sixth grade students will analyze the huntergatherer communities in regard to their geographic, social, and cultural characteristics, including adaptation to the natural environment (6-1.1) and they will also learn the role of the natural environment in shaping early civilizations and ways that different human communities adapted to the environment (6-1.3). Significant geographic features of early civilizations (6-4.4) and the geographic aspects of Islamic expansion will also be addressed (6-4.5). Seventh grade students will use a map to identify the colonial expansion of European Powers through 1770 (7-1.1). In eighth grade, students will summarize the daily life of the Native Americans of the Eastern Woodlands, including their use of natural resources and geographic features (8-1.1) and they will learn about the impact of the natural environment on the development of the colony (8-1.3). US History and the Constitution students will summarize the distinct characteristics of each colonial region (USHC1.1) and how the abundance of natural resources influenced the economic growth of the United States (USHC.5.2). Previously, students located cities (K-5.1) and urban regions (2-2.1) on a map. Effective September 2008 Indicator 3-1.1 1 / 2 Students will locate cities on a map as they learn about the growth of cities in the United States (5-3.3, 5-3.5, and 5-4.2), cities centers (6-1.5), and in contemporary cultures (7-3.4, 7-7.3, and 7-7.7). In eighth grade, students will learn about migration from rural to urban areas in South Carolina in the second half of the nineteenth century (8-5.4) and the early twentieth century (8-
6.3). US History and the Constitution will further develop this theme of migration to cities (USHC 5.5 and USHC 5.6), as will Global Studies (GS 2.3). Climate is a recurring theme throughout the standards as students learn about the physical environment and how it affects humans, particularly how it affects agriculture. Third grade students learned how climate impacts the economy through the growth of tourism (3-5.3). The role of climate will be discussed in relation to the development of early civilizations (6-1.1 and 6-1.3), and exploration and settlement of the United States (3-2.3, 3-2.4, 4-1.3 and 8-1.3). USHC will further develop the theme as students learn about factors that affect economic growth (USHC 3.3, USHC 5.2 and USHC 5.3). It is essential for students to know the relative location of South Carolina in the United States and that South Carolina is bordered on the north by North Carolina, on the west and south by Georgia and on the east by the Atlantic Ocean. Students should know the characteristics of significant landforms of South Carolina including mountains, foothills, the fall line, sand hills, rivers, swamps, plains, marshes, beaches, and dunes. Students also need to know the major river systems in South Carolina including the Pee Dee River Basin, Santee River Basin, the Edisto River Basin, and the Savannah River Basin and be able to locate them on a map. Students should know that river systems are made up of several rivers. Students should also understand that South Carolina has no natural lakes. All of South Carolina s lakes are man-made, formed by damming of the rivers. Students should be able to locate the major cities of South Carolina, such as Greenville, Columbia, and Charleston, on a map. Students should be able to read a map legend to find the symbol for cities and know that cities are typically designated by a dot on a map. They should be able to identify Charleston as a port city because of its location on the Atlantic Ocean and Columbia as the capital, often designated by a star on a map. Students should know that South Carolina is located within only one climate region, the humid subtropical region. It is not essential for students to know that within South Carolina there are minor weather variations in rainfall and temperature as they relate to climate controls such as elevation and proximity to large bodies of water or the ocean. The temperature in the mountains is generally cooler than on the coast and the mountains receive more rainfall. Assessment guidelines: Appropriate assessment of this indicator would require students to identify, on a map, significant physical features of South Carolina and also to identify their characteristics; therefore, the primary focus of the assessment should be to interpret maps. However, appropriate assessment should also require students to recognize and label features on an unlabeled map of South Carolina and to interpret a climate map. Effective September 2008 Indicator 3-1.1 2 / 2
Standard 3-1: The student will demonstrate an understanding of places and regions and the role of human systems in South Carolina. 3.1.2 Interpret thematic maps of South Carolina places and regions that show how and where people live, work, and use land and transportation. (G, P, E) Taxonomy Level: B 2 Understand / Conceptual Knowledge Previous/future knowledge: In Kindergarten, students studied locations on a map (K-5.1). In first grade, students learned basic map symbols and cardinal directions and also identified familiar areas on a simple map (1-2.1). In second grade, students learned to recognize geographic features and natural resources of the local area (2-2.2) on a map and also characteristics of the local region (2-2.2). Earlier in third grade students learned to identify on a map the location and characteristics of significant physical features of South Carolina (3-1.1). In the future, students will learn how people live, work, and use land and transportation throughout the state. Indicators in both third and eighth grade will address early settlement, colonization, the antebellum period, the late nineteenth century, the early twentieth century, and contemporary South Carolina. Thematic maps should be used consistently to interpret social, historical, economic, political, and geographic concepts. Recurring themes in third and eighth grade, such as settlement, migration, population distribution, agriculture, transportation, and land use, support the use of thematic maps as part of instruction. Students will also have opportunities in other grade levels to interpret thematic maps to understand content. Maps should be used to show the spread of civilization, religions, and political alliances. It is essential for students to know how to interpret information from a thematic map. This includes making inferences about map content that includes population distribution, land use, and highway and interstate systems in South Carolina. Students should know how to use map elements such as legend, orientation, grid, and scale to help interpret a map. Students should also be exposed to a variety of maps that use different symbols to represent information such as dot density maps and choropleth maps. A choropleth map uses color or shading to show data. For example election maps show red states and blue states as Republican and Democrat. Students should use maps to understand the relationship of major South Carolina industries to geography, such as tourism being located predominantly on the Atlantic coast. Students should also be familiar with interpreting thematic historical maps representing the various time periods in South Carolina history so that students understand that where people live, work, and how they use land and transportation changes over time. This element of indicator 3-1.2 may be incorporated into later 3 rd grade standards and indicators related to South Carolina history. It is not essential for students to know how to create their own thematic maps. Assessment Guidelines: Appropriate assessment of this indicator would require students to interpret thematic maps that show information about a place, a time, or an event; therefore, the primary focus of Effective September 2008 Indicator 3-1.2 1 / 2
assessment should be to change one form of presentation, like a description or drawing, into a map that shows the information. However, appropriate assessments should also require students to interpret information and utilize the map legend. Effective September 2008 Indicator 3-1.2 2 / 2
Standard 3-1: The student will demonstrate an understanding of places and regions and the role of human systems in South Carolina. 3.1.3 Categorize the six geographic regions of South Carolina the Blue Ridge Mountain Region, the Piedmont, the Sand Hills, the Inner Coastal Plain, the Outer Coastal Plain, and the Coastal Zone according to their different physical and human characteristics. (G) Taxonomy Level: B 2 Understand / Conceptual knowledge Previous/future knowledge: In Kindergarten, students learned to recognize natural features of the environment, including mountains and bodies of water (K-5.4). Students also learned to understand human characteristics of place when they discussed personal connections to places familiar to them (K-5.2). In first grade, students compared use of land and natural resources around the world and discussed how humans affect the environment (1-2.2). In second grade, students learned to distinguish between urban, suburban, and rural areas (2-2.1) and recognize geographic features of the local region and its natural resources (2-2.2). Students studied the language, customs, and economic activities of cultural regions (2-2.1), as well as the cultural contributions of different groups (2-1.3). Human characteristics were also strongly emphasized in second grade with the study of how life in the local community has changed over time (2-2.4) and how it compares to communities around the world (2-2.5). One important note is that the new eighth grade standards do not include a repeat of the geography of South Carolina taught in third grade. However, many of the eighth grade standards are dependent on the student having an understanding of South Carolina s regional differences. In the future, students will need to understand how the different physical characteristics of the North and the South played a crucial role in the split of our nation prior to the Civil War (4-6.1, 4-6.3, 8-3.1, USHC 1.1 and 4.1). Students will need to understand how physical differences of regions affect ways of life. That understanding will be crucial to the students ability to understand ancient history and the development of the first civilizations. These issues will be studied extensively in sixth grade and Global Studies. It is essential for students to know and identify on a map the six geographical regions (landform regions) of South Carolina: Blue Ridge, Piedmont, Sandhills, Inner Coastal Plain, Outer Coastal Plain and Coastal Zone. Students will learn about the human characteristics of the different regions in later standards and indicators as they learn about the development of the human settlements and systems throughout South Carolina history. Teachers should consistently refer to the characteristics of the geographic regions as they teach later indicators The Blue Ridge Region is mountainous and has many hardwood forests, streams, and waterfalls. The Piedmont Region is the foothills of the mountains and includes rolling hills and many valleys. The region was once a productive farming area but poor farming practices led to the erosion of the topsoil. The red clay that was left is not good for farming. Waterfalls and swift flowing rivers provided the water power for early mills and the textile industry. Effective September 2008 Indicator 3-1.3 1 / 2
The Sand Hills Region is the region that in ancient times was the seacoast and therefore includes relatively flat lands with sandy soil that is not good for growing crops. The Sandhills region follows the fall zone of the state s rivers where a drop in elevation results in rapids. The Coastal Plain includes the Inner Coastal Plain and the Outer Coastal Plain and makes up twothirds of South Carolina. Large stands of trees promoted the development of timbering in the region. Well-drained soil, sufficient annual rainfall and a long growing season promoted agriculture. The Coastal Zone is a ten mile wide stretch of land from the Atlantic coast inland. It includes barrier islands that protect the coast from erosion due to tides and storms. The coastal zone includes a number of natural harbors. It also includes marshes that were used for growing rice during the 1700s. Today, the region relies heavily on the tourism industry which includes historic sites, golf, and the beach itself. It is not essential for students to know specific details about each geographic region, such as size in square miles or the specific size of the population in that area. It is not necessary for students to know that the Blue Ridge Mountains are part of the Appalachian mountain chain or that they are lower than the Rockies of the west because they are an older chain that has experienced more erosion. Assessment Guideline: Appropriate assessment of this indicator would require students to categorize the six regions of South Carolina based on their human and physical features; therefore the primary focus of assessment should be to determine the region based on a description, however, appropriate assessments should also require students to classify things as a human or physical feature and to be able to give examples of each for each region. Students should also be able to label the six regions on a map. Effective September 2008 Indicator 3-1.3 2 / 2
Standard 3-1: The student will demonstrate an understanding of places and regions and the role of human systems in South Carolina. 3.1.4 Explain the effects of human systems on the physical landscape of South Carolina over time, including the relationship of population distribution and patterns of migration to natural resources, climate, agriculture, and economic development. (G, E, H) Taxonomy Level: B 2 Understand / Conceptual Knowledge Previous/future knowledge: In Kindergarten, students learned to recognize the natural features of the environment (K-5.4). In first grade, students learned about the use of land and natural resources and also discussed conservation and actions that may harm the environment (1-2.2). In second grade, students learned to recognize geographic features (2-2.1) and natural resources of the local area (2-2.2). The students also learned about how land use changes over time (2-2.4). Additionally, these students discussed trade and how natural resources play a role in international trade (2-5.4). Students will consistently encounter examples of humans affecting the landscape not only in South Carolina, but across the US and the world. In fourth and fifth grade, students will learn about the relationship of the physical environment and humans as they study Native Americans (4-1.4, 4-2.1, 4-2.2, 4-3.7, 5-2.4). In fourth and fifth grades and US History, students will learn about the settlement of the west (4-5.2, 5-2.1, 5-2.2, USHC 3.1). In fifth and seventh grades and US History, students will learn about modern day transportation needs (5-2.1, 5-2.3, 5-6.2, USHC 3.1 and 7.1) and the impact of those advancements on the landscape. Students will study population patterns in relation to hunters and gatherers (6-1.1, 8-1.1), and the adaptation of the earliest civilizations (6-1.1, 6-1.2, 6-1.3, 6-1.5). Also, the Colombian Exchange (4-1.4, 6-3.3), settlement of the west (4-5.2, 4-5.4, 4-5.5, 4-5.6, 4-5.7, 8-5.4, USHC 3.1), Post Reconstruction migration (5-1.3, 8-4.1, 8-5.4, USHC 5.5), and the global population explosion (7-3.4, 7-7.3, 7-7.7, 8-5.6, GS 6.4) will give students insight into the causes and effects of population changes throughout history. Fourth and eighth grade, and US History students will learn about migration to secure natural resources in the study of settlement in the colonies (4-2.3, 4-2.7, 8-1.2, 8-1.4, 8-3.2, USHC 5.2), and settlement of the west (4-5.2, 4-5.4, 4-5,5, 4-5.6, USHC 3.1). In eighth grade, students will study climate and the effect of natural disasters on South Carolina (8-5.5). Throughout the social studies standards, students will have opportunities to further develop their knowledge of this indicator as they learn about agriculture and economic development in the New World. Students will learn about colonial economic development based on available land or lack thereof, geographic features and resources of the land acquired as the nation expanded west, comparison of the North and South prior to the Civil War, effects of the Civil War on the landscape and economy, the change from a plantation to sharecropping economy, the effects of modern day use of natural resources, the emergence of agriculture, the results of the Industrial Revolution on the land, South Carolina s exploitation of natural resources to build their colonial economy and trade relationships, the agricultural changes in South Carolina after WWI, and New Deal agencies and the landscape in South Carolina. It is essential for students to know how humans systems have had both a positive and negative impact on the geography of South Carolina and that geography has impacted human society over time. Teachers may select to target this indicator after they have taught about the history of South Carolina as a review of how human systems have impacted South Carolina throughout its history. Effective September 2008 Indicator 3-1.4 1 / 2
Students should understand that the physical geography of South Carolina affected where the Native Americans originally lived and their culture as well as where the early European explorers and settlers first established their settlements. Physical aspects considered by settlers were the location of rivers and access to the coast, and the climate and availability of other natural resources. Students should also understand how these physical characteristics impacted later development of South Carolina cities and towns and continues to have an impact on present-day growth. Additionally, students should know the impact of the natural resources found within South Carolina and how that has created economic development in our state. Ample forests led to the development of the timber industry and eventually to the establishment of national and state forests to preserve natural habitats. Rich soil and a temperate climate zone allowed for agriculture. At first rice and indigo were grown along the coast; later, South Carolina farmers cultivated cotton, tobacco and peaches. The abundance of natural harbors and rivers first led to the establishment of trade. Later textile mills were built along the fast flowing rivers of the Piedmont. Rivers were dammed to create man-made lakes in order to produce hydroelectricity. Tourism developed because of the availability of beaches. It is not essential for students to know the minor natural resources of our state (silica, kaolin, vermiculite, etc) or the minor agricultural activities (greenhouse flowers and plants, eggs, dairy, shellfish, clams). Assessment Guidelines: Appropriate assessment of this indicator would be for students to explain the effects of humans on the landscape; therefore, the primary focus of assessment should be to construct cause and effect models of the various ways that land (and in South Carolina, water) is affected by humans. However, appropriate assessments should also require students to relate where people in our state choose to live, work, and play to the physical landscape of a particular area or exemplify the ways that the land affects the people who live there. Effective September 2008 Indicator 3-1.4 2 / 2
Standard 3-2: The student will demonstrate an understanding of the exploration and settlement of South Carolina and the United States. 3.2.1 Explain the motives behind the exploration of South Carolina by the English, the Spanish, and the French, including the idea of for king and country. (G, P, E, H) Taxonomy Level: B 2 Understand / Conceptual Knowledge Previous/future knowledge: Students will have no previous knowledge of motives behind the exploration of South Carolina, nor the idea of for king and country. In the future, fourth grade students will study the political, economic, and technological factors that led to the exploration of the new world by Spain, Portugal, and England and advances in shipbuilding and navigation (4-1.1), and the motivation and accomplishments of the Vikings, Portuguese, Spanish, English, and French explorers (4-4.2). In sixth grade, students will compare the incentives of the various European countries to explore and settle new lands (6-6.2). It is essential for students to know: European explorers wanted to find a shorter route to the spices of Asia and to find gold, silver, precious metals or other valuables such as furs. The Spanish, French and English monarchs were also interested in expanding their empires by acquiring new land. Monarchs promoted exploration and settlement so that their country could be richer and more powerful than their European rivals. Explorers were sent out to claim new lands for king and country. Merchants and missionaries wanted to expand their knowledge of the world and to spread Christianity. Students need to know the geographic location of England, Spain, and France in relation to the New World. It is not essential for students to know the details of various voyages. Assessment Guidelines: Appropriate assessment of this indicator would require students to explain why different countries were motivated to send expeditions to explore South Carolina; therefore, the primary focus of assessment should be to construct cause and effect models of the various reasons different countries financed exploration and also identify ways that different countries benefited from the exploration of South Carolina. Effective September 2008 Indicator 3-2.1 1 / 1
Standard 3-2: The student will demonstrate an understanding of the exploration and settlement of South Carolina and the United States. 3.2.2 Summarize the activities and accomplishments of key explorers of South Carolina, including Hernando de Soto, Jean Ribault, Juan Pardo, Henry Woodward, and William Hilton. (H, G) Taxonomy Level: B 2 Understand / Conceptual Knowledge Previous/future knowledge: Previously in third grade, students learned about the motives behind the exploration of South Carolina by the English, the Spanish, and the French (3-1.1). In the future, fourth grade students will study Hernando de Soto (4-1.2), use a map to identify the routes of various sea and land expeditions to the New World and summarize the discoveries associated with these expeditions (4-1.3). In fourth grade, students will also learn about the exchange of plant life, animal life, and disease that resulted from exploration (4-1.4). In sixth grade, students will learn about the Columbian Exchange and how people in regions that were part of the exchange were affected by exploration (6-6.3). It is essential for students to know: Several explorers traveled through or established temporary settlements in South Carolina because of the national rivalry over land claims in the New World. Hernando de Soto explored for Spain in search of gold and slaves. He and his men traveled north from Spanish Florida, and encountered Native Americans in South Carolina. However, he did not establish a permanent settlement in South Carolina. Instead De Soto traveled extensively throughout the Southeastern United States in search of riches. Jean Ribault, exploring for France, came to South Carolina to compete with the Spanish for land in the New World. After arriving in Port Royal Harbor, which he named, he and his men built a fort. Located on present day Parris Island, Charlesfort provided protection to the colonists that Ribault left behind. Eventually the settlement at Charlesfort failed and the surviving colonists returned to France. The French never again attempted to settle in South Carolina. Juan Pardo, exploring for Spain, arrived at Parris Island and claimed the land for Spain. He re-named the land Santa Elena and used it as a base from which he explored the interior of South Carolina. Juan Pardo tried to make friends with the Native Americans because the Spanish were beginning to see how trade with the Native Americans could be beneficial. Henry Woodward arrived on the English ship Carolina which landed at Bull s Bay. Woodward s group established the first English settlement in South Carolina on the Ashley River and named it Charles Fort. Woodward traveled and explored the interior of South Carolina for England. Woodward traded with the Native Americans and tried to pave the way to honest, friendly relations with them. William Hilton was also from England. Hilton was hired by English settlers in Barbados to explore the coast of present day South Carolina to find more lush land for plantations. He claimed the area now known as Hilton Head for England. Later English migrants from Barbados became an important part of the English colony of South Carolina It is not essential for students to know the story of De Soto s encounter with Native Americans at the town called Cofitachequi. He was treated graciously, but left unhappy because he did not find gold and Effective September 2008 Indicator 3-2.2 1 / 2
other riches. De Soto took the Queen of Cofitachiqui with him as a captive. She later escaped and returned to Cofitachequi. Students do not need to know the details of the Charlesfort settler s trip back home to France or of the voyages of Woodward and Hilton. Assessment Guidelines: Appropriate assessment of this indicator would require students to summarize the experiences and accomplishments of de Soto, Ribault, Pardo, Hilton, and Woodward; therefore, the primary focus of assessment should be to generalize the parts of their journeys that had lasting consequences. However, appropriate assessments should also require students to identify the goals of the individual explorers; illustrate parts of their experience using words, pictures, or diagrams; or classify them by their mother country. Effective September 2008 Indicator 3-2.2 2 / 2
Standard 3-2: The student will demonstrate an understanding of the exploration and settlement of South Carolina and the United States. 3-2.3 Use a map to identify the sea and land routes of explorers of South Carolina and compare the geographic features of areas they explored, including the climate and the abundance of forests. (G, H) Taxonomy Level: B 2 Understand / Conceptual Knowledge Previous/future knowledge: In Kindergarten, students studied location (K-5.1), natural features of the environment (K-5.4), and also learned to construct a simple map (K-5.3). In first grade, students learned basic map symbols, cardinal directions, and identified familiar areas on a simple map (1-2.1). In second grade, students learned to recognize geographic features and natural resources of the local area (2-2.2). The students also learned to differentiate between nations and continents and learned to identify the continents on a map (2-4.1). Previously in third grade, students learned about the motives behind the exploration of South Carolina by the English, the Spanish, and the French (3-1.1). In the future, students will use maps to identify the routes of various sea and land expeditions to the New World and summarize the discoveries associated with these expeditions (4-1.3) and to illustrate the principal routes of exploration and trade between Europe, Asia, Africa, and the Americas during the age of European exploration (6-6.1). In seventh grade, students will use a map to identify the colonial expansion of European powers in Africa, Asia, Oceania, and the Americas through 1770 (7-1.1) and also to illustrate the geographic extent of European imperialism in various regions (7-4.2). It is essential for students to be able to identify on a map the land and sea routes of the explorers who came to South Carolina, including De Soto, Ribault, Pardo, Woodward and Hilton (3-2.2). The map should illustrate the routes the explorers followed coming to South Carolina and the routes they followed within South Carolina. Students should use their knowledge of the physical features of the six geographic regions of South Carolina (3-1.3) as they compare the areas explored by the various explorers within South Carolina. It is not essential for students to know specific details about the lives of individual explorers and where they went after leaving South Carolina. Assessment Guidelines: Appropriate assessment of this indicator would require students to use a map to identify routes of exploration; therefore, the primary focus of assessment should be to analyze maps. Another objective of this indicator is to compare the areas of South Carolina that were explored and settled. Effective September 2008 Indicator 3-2.3 1 / 1
Standard 3-2: The student will demonstrate an understanding of the exploration and settlement of South Carolina and the United States. 3-2.4 Compare the culture, governance, and geographic location of different Native American nations in South Carolina, including the three principal nations Cherokee, Catawba, and Yemassee that influenced the development of colonial South Carolina. (H, G, E, P) Taxonomy Level: B 2 Understand / Conceptual Knowledge Previous/future knowledge: In second grade, students learned about the cultural contributions of Native American nations (2-1.3). They will have no previous knowledge of the governance and geographic location of different Native Americans in South Carolina. In the future, fourth grade students will learn of the introduction of corn, potatoes, peanuts, and squash to Europeans by Native Americans (4-1.4). Students will also compare the everyday life and culture of the major Native American cultural groups, including the Eastern Woodlands (4-2.2) and learn how aid from Native Americans contributed to the American victory in the Revolutionary War (4-3.5). In eighth grade, students will summarize the culture, political systems, and daily lives of the Native Americans of the Eastern Woodlands (8-1.1). In fourth grade, students will use the land bridge theory to summarize and illustrate the spread of Native American populations (4-2.1) and students will compare the physical environment of Native Americans in the Eastern Woodlands to other Native American groups in the Southeast, the Plains, the Southwest, and the pacific Northwest (4-2.2). It is essential for students to know: The Native American tribes of the Easter Woodland region who lived in South Carolina were different from one another in language. However their cultures and government were similar. Culture depended on the geographic area in which they lived. Cherokee culture involved living off the mountainous land of the Blue Ridge Mountain region and the hilly western Piedmont. The Cherokee settled near rivers and the Cherokee nation was comprised of many villages that were loosely united with each other. Cherokee traveled from village to village in large dugout canoes. They were hunters/gatherers, fishermen and farmers. They lived in longhouses during the summer and wattle and daub houses in the winter. The Cherokee were powerful and thought of themselves as the real people. Their villages were run by councils where different leaders made decisions affecting the people. The leaders were elected and the Cherokee had a form of a constitution. Cherokee women sat on the village councils and had a significant voice in whether or not the tribe went to war. The Cherokee were traders and had a well traveled trail that ran from the mountains to the Atlantic Ocean. The Catawba lived off the land of the Piedmont. They were also hunters and farmers. The Catawba traveled the rivers in dugout canoes and were known as River People. They were powerful in their part of the state, near where Rock Hill is today. The Catawba lived in wigwams and were also governed by councils. The Catawba were famous for their pottery and were more peaceful than many Native Americans of that time in South Carolina. The Yemassee lived in the coastal zone on the southern coast of South Carolina, near the Georgia border. They lived in wigwams close to the coast in the summer and farther inland in wattle and daub houses along rivers during the winter. The Yemassee hunted, fished, farmed, and gathered clams and oysters. Effective September 2008 Indicator 3-2.4 1 / 2
It is not essential for students to know all of the other Native American groups in South Carolina. While the origin tales are popular in the reading texts, the legends and lore of the Native Americans of South Carolina are not essential information in the social studies classroom. Assessment Guidelines: Appropriate assessment of this indicator would require students to compare the culture, governance and geographic location of the principal nations of Native Americans in South Carolina; therefore, the primary focus of assessment should be to describe the nations and to detect ways that these nations were alike and different. However, appropriate assessments should also require students to identify the nation based on its description; or illustrate the nations by their unique attributes or the characteristics of their geographic region. Assessments should also require students to summarize the impact of how these Native American tribes influenced colonial South Carolina. Effective September 2008 Indicator 3-2.4 2 / 2
Standard 3-2: The student will demonstrate an understanding of the exploration and settlement of South Carolina and the United States. 3-2.5 Summarize the impact that the European colonization of South Carolina had on Native Americans, including conflicts between settlers and Native Americans. (H, G) Taxonomy Level: B 2 Understand / Conceptual Knowledge Previous/future knowledge: Students will have no prior knowledge of the impact the European colonization of South Carolina had on Native Americans. In the future, students will discuss how conflicts and cooperation influenced colonial events including the French and Indian Wars and Native American Wars (4-2.7) and students will learn about the effects of the American Revolution on Native Americans (4-3.7). It is essential for students to know: Most of the Native Americans were friendly to the Europeans at first, enjoying the trading relationship. Europeans traded with the Native Americans for furs in exchange for knives, guns and other manufactured goods. Trade relations between the two groups worsened when they were handled unfairly by the Europeans. In addition, as settlers moved west from the lowcountry to the back country they encountered more Native American tribes who, at first, moved farther west themselves. As Europeans continued to encroach on the territories or hunting grounds of the Native Americans around them, conflict arose over the ideas of land ownership and land use. Native Americans believed in communal ownership of the land and believed it could not be owned while Europeans believed individual ownership of the land and claimed it for themselves. The settling of the town of Beaufort was the last straw for the Yemassee nation of the southern coast. The Yemassee fought back and for a year there was much violence and bloodshed between the native nations and the European settlers of South Carolina. However, not all native tribes resisted the Europeans. The Cherokee sided with the English against the Yemassee and their allies. The Yemassee War ended in a truce with both sides badly wounded by the year of hardship. The Yemassee were eventually driven out of the state. Disease also killed large numbers of the Native Americans in South Carolina after the arrival of the Europeans because the natives had no immunity to European diseases. It is not essential for students to know particular details regarding dates or battles between the Yemassee and the colonists. Nor do students need to know such details as treaties or names of individual Native Americans. Assessment Guidelines: Appropriate assessment of this indicator would require students to summarize the relationship between the Native Americans and the European settlers of South Carolina; therefore the primary focus of assessment should be to generalize the main points in the description of their relationship and the effects of encroaching settlements and bad trading deals and to generalize how the native nations related to the Europeans once their numbers and power were on the rise. However, appropriate assessments should also require students to identify the geographic areas of trouble and contrast the two different points of view. Effective September 2008 Indicator 3-2.5 1 / 1
Standard 3-2: The student will demonstrate an understanding of the exploration and settlement of South Carolina and the United States. 3-2.6 Summarize the contributions of settlers in South Carolina under the Lord s Proprietors and the Royal colonial government, including the English from Barbados and the other groups who made up the diverse European population of early South Carolina. (H, G) Taxonomy Level: B 2 Understand / Conceptual Knowledge Previous/future knowledge: Students will have no prior knowledge of the contributions of settlers in South Carolina under the Lord s Proprietors and the Royal colonial government. In the future, students in eighth grade will summarize the history of European settlement in Carolina from the first attempts to settle (8-1.3). Students will also summarize significant changes to South Carolina s government during the colonial period (8-1.5). It is essential for students to know: The colony of South Carolina had a diverse population from the earliest colonial times. Each group made a significant contribution to the culture and character of South Carolina. The English were the first to establish a permanent colony in the area. The king of England gave the land to eight Lords Proprietors in payment of a debt. One of these proprietors was Lord Anthony Ashley Cooper for whom the rivers near Charleston are named. The Lords Proprietors commissioned the writing of the Fundamental Constitutions of Carolina which established representative government and guaranteed religious freedom in the colony and thus transferred the traditions of democratic government from England to South Carolina. The Lords Proprietors attracted new settlers to the colony by offering them free land. Many of the Englishmen who settled Charles Town came from the British settlement in Barbados where the plantation system had already been well established. These Englishmen brought the institution of slavery with them. Their rice and indigo plantations, run with African slave labor, made South Carolina one of the richest of the 13 English colonies. The Huguenots were French Protestants who were persecuted in Catholic France. They came to South Carolina for religious freedom. The Huguenots started the South Carolina Society which started schools and helped the poor. European Jews were also attracted to the colony because of its religious toleration. They established a synagogue in Charleston and contributed to the city s economic growth. The German and Scotch-Irish people settled the backcountry, which became the breadbasket of the colony. These rugged individualists were hardworking farmers but were sometimes scorned by the elite of the coast. After the Proprietors could not or did not provide enough protection for the backcountry settlers against the Native Americans, the colonists asked the King to take over control of the colony. He did so and sent a Royal Governor to govern the colony. It is not essential for students to know the names of the individual Proprietors or of any of the prominent French Huguenot families of Charleston. They do not need to know the details of the Fundamental Constitutions of Carolina. Effective September 2008 Indicator 3-2.6 1 / 2
Assessment Guidelines: Appropriate assessment of this indicator would require students to summarize the contributions of the Europeans in early colonial South Carolina; therefore the primary focus of assessment should be to generalize the main points in the description of what each group offered to the colony and the effects of their talents and to generalize the success of the colony related to the perspective of the white settlers. However, appropriate assessments should also require students to identify the accomplishments of the early setters; and to exemplify what made South Carolina an opportunity for some. Effective September 2008 Indicator 3-2.6 2 / 2
Standard 3-2: The student will demonstrate an understanding of the exploration and settlement of South Carolina and the United States. 3-2.7 Explain the transfer of the institution of slavery into South Carolina from the West Indies, including the slave trade and the role of African Americans in the developing plantation economy; the daily lives of African American slaves and their contributions to South Carolina, such as the Gullah culture and the introduction of new foods; and African American acts of resistance against white authority. (H, E, P, G) Taxonomy Level: B 2 Understand / Conceptual Knowledge Previous/future knowledge: In second grade, students studied the cultural contributions of African Americans (2-1.3). Students will have no previous knowledge of the slave trade and developing economy or acts of resistance. In the future, students will learn about the institution of slavery including the slave trade and the plantation economy. In fourth grade, students will learn about the introduction and establishment of slavery in the American colonies (4-2.5) and the contribution of African slaves to the development of the American colonies (4-2.6). In eighth grade, students will continue to learn about the importance of the plantation system and slavery to the colonies (8-1.3) and the growth of the slave trade (8-1.4). Students will also learn how South Carolinians used resources, such as the slave trade, to gain economic prosperity during the colonial period (8-1.6) and the antebellum period (8-3.1). Students will learn about the daily lives of African American slaves and their contributions to South Carolina. In fourth grade, students will learn about the impact of indentured servitude and slavery on daily lives (4-2.6). Fourth grade students will also learn how conflicts and cooperation among the different groups in the colonies influenced colonial events (4-2.7). The significance of African Americans in the developing culture of South Carolina will also be a topic of discussion (8-1.4). In the future, students will learn about acts of resistance of African Americans to white authority. Eighth grade students will study the Stono Rebellion and subsequent laws passed to control the slave population (8-1.4). The Denmark Vesy plot and slave codes will also be covered (8-3.3). It is essential for students to know: English settlers from Barbados brought with them the knowledge of the plantation system which was dependent on slave labor. They also brought their slaves. Captives, chained together below decks for weeks on very crowded and unsanitary ships, were brought from West Africa. At first, enslaved Africans were brought to Barbados and then to Charleston, but as time changed, the slaves were brought directly to Charleston. Slaves were valuable to the wealthy lowcountry planters because they knew how to grow rice which became central to the plantation economy and wealth of South Carolina. The institution of slavery came to dominate the culture of the lowcountry and eventually the culture of all of South Carolina. African slaves also made significant contributions to the culture of South Carolina. The slave trade included slave auctions which were the primary way of selling the enslaved people who arrived on the ships from Africa. Slaves were inspected by potential buyers and sold to the highest bidder. The daily life of the enslaved people differed widely from plantation to plantation or house to house depending on the benevolence of the master. The daily life of slaves included hard work and long hours in the fields that benefited the plantation owner, not the worker. Despite their often brutal circumstances, the enslaved Africans tried to keep the traditions of their homeland and succeeded in many cases. Their ingenuity and desire to communicate with fellow slaves who spoke many different African tongues led to the development of a common language. The blending of African traditions led to the Effective September 2008 Indicator 3-2.7 1 / 2
Gullah culture which has its own music, stories and art forms, such as sweetgrass basket weaving. The enslaved Africans also brought food and techniques of cooking food to our state. We enjoy okra, yams, hoppin john and other foods and the technique of frying food because of influences from Africa. Though mostly peaceful, enslaved Africans sometimes practiced acts of resistance against white authority. The effort to keep their African traditions alive was a silent statement of resistance. Enslaved people could also sabotage tools, work slowly, or in more drastic situations, run away or rebel. There were a few examples of violence such as the Stono Rebellion. This rebellion was quickly put down, participating slaves were executed and a new set of laws was passed in South Carolina to control slaves. It is not essential for students to know the details of growing rice and indigo or the Denmark Vesey conspiracy. Assessment Guidelines: Appropriate assessment of this indicator would require students to explain the effects of the slavery in South Carolina; therefore, the primary focus of assessment should be to construct cause and effect models of the various ways that the colony was improved by the knowledge and work of the enslaved people. However, appropriate assessments should also require students to recall how the slaves arrived in South Carolina; or exemplify the ways that the traditions of the enslaved people from West Africa affect the modern day culture and life of South Carolina through the contributions that they made to our state. Effective September 2008 Indicator 3-2.7 2 / 2
Standard 3-3: The student will demonstrate an understanding of the American Revolution and South Carolina s role in the development of the new American nation. 3.3.1 Analyze the causes of the American Revolution including Britain s passage of the Tea Act, the Intolerable Acts, the rebellion of the colonists, and the Declaration of Independence and South Carolina s role in these events. (H, P, E) Taxonomy Level: B 4 Analyze / Conceptual Knowledge Previous/future knowledge: Students will have no prior knowledge of the causes of the American Revolution or South Carolina s role in those events. In 4 th grade, students will explain the political and economic factors leading to the American Revolution, including the French and Indian War; British colonial policies such as the Stamp Act, the Tea Act, and the so-called Intolerable Acts; and the American colonists early resistance through boycotts, congresses, and petitions (4-3.1). Students will explain the major ideas and philosophies of government reflected in the Declaration of Independence (4-3.3). In seventh grade, students will explain the causes, key ideas, and effects of the French Revolution, including the influence of ideas from the American Revolution and the Enlightenment and ways that the Revolution changed social conditions in France and the rest of Europe (7-3.2). In 8 th grade, students will explain the interests and roles of South Carolinians in the events leading to the American Revolution, including the state s reactions to the Stamp Act and the Tea Act; the role of Christopher Gadsden and the Sons of Liberty; and the role of the four South Carolina signers of the Declaration of Independence Edward Rutledge, Arthur Middleton, Thomas Lynch Jr., and Thomas Heyward, Jr. (8-2.1). In Global Studies, students will compare the key elements of the revolutions that took place on the European and American continents in the nineteenth century, including social and political motivations for these revolutions and the changes in social organization that emerged following them (GS-4.3). In United States History and Constitution, students will explain the impact of the Declaration of Independence and the American Revolution on the American colonies and on the world at large (USHC 2.2). However, the causes and battles of the American Revolution are not included in the United States History standards. It is essential for students to know Great Britain thought that the colonies needed to help pay for expenses related to the protection of the colonies during the French and Indian War. Colonists had long paid taxes on imported goods in order to control trade. However, the colonists believed that only their colonial assemblies had the right to tax them directly for the purpose of raising revenue. The Stamp Act was the first direct tax that Great Britain placed on the colonies and was placed on such items such as newspapers, playing cards, and legal documents. Colonists responded with the rallying cry no taxation without representation. The colonies had no representation in the British Parliament but Effective September 2008 Indicator 3-3.1 1 / 2