indicator 3-1.1 1 / 2toolboxforteachers.s3.amazonaws.com/standards/social... · 2012-02-10 ·...

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 hunter-

gatherer 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.


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 3rd 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


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.




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.


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 two-

thirds 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.




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)


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.


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.


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)



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.




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)



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


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.




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)


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.




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)



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.


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.




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)



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.


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.




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)


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).


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.



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.




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)



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).


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


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.



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


Students will have no prior knowledge of the causes of the American Revolution or South Carolina’s role

in those events.

In 4th 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 8th 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


they were represented in their own colonial assemblies. Colonists did not necessarily want representation

in Parliament because, in that assembly, colonial interests would have been overshadowed by the interests

of Great Britain. Colonial interests were protected in their own colonial assemblies. Colonists’ protests

included a boycott of British goods which led to the repeal of the Stamp Act.

The Tea Act was not a tax. Colonists had been boycotting tea as a protest against an earlier tax. These

taxes [Townshend duties] also had been repealed as a result of the colonial boycott, except for the tax on

tea. The Tea Act allowed the tea company to have a monopoly on the tea trade and therefore they were

able to provide tea more cheaply to colonial consumers. When the British shipped this cheap tea to the

colonies, colonial leaders feared that colonial consumers would be tempted to buy and the boycott would

be broken. In both Boston, Massachusetts and in Charleston, South Carolina there were “tea parties.” In

Boston, colonists boarded English ships and threw the tea overboard. In Charleston, the tea was stored in

a warehouse and not allowed to be sold. Angry over the tea party in Boston, England passed laws to

punish Boston [ the Coercive Acts]. The colonist called these laws the Intolerable Acts. The laws closed

the port of Boston so that goods could not be shipped in or out. These acts also took the right to self-

government away from the people of Massachusetts by dissolving their colonial assembly. In response to

the Intolerable Acts, the colonists met together in a congress [the First Continental Congress] and sent a

letter to the King of England pledging their loyalty but stating their opposition to British actions.

Meanwhile, South Carolinians sent the Bostonians rice and money to help them survive the closing of

their port.

The First Continental Congress advised the colonies to establish militias and arm themselves. They also

started another boycott of trade with Great Britain. British troops in Boston, hearing that the people of

Lexington and Concord had arms and ammunition, marched to those towns. Shots were fired and the

Revolutionary War began. British troops were chased back to Boston and the city was surrounded by

American militiamen. Representatives of the colonies met again in the Second Continental Congress

which named George Washington as Commander of the newly formed Continental Army. The King of

England declared that the colonies were in a state of rebellion. Soon the British troops and the new

Continental Army were fighting for control of the colonies.

In July of 1776, the Second Continental Congress issued a declaration establishing the United States of

America. This Declaration of Independence was written by Thomas Jefferson and stated the reasons

why the colonies should be free and independent states. It said “all men are created equal” and have the

right to “life, liberty and the pursuit of happiness.” It listed all of the reasons that the colonies had the

right to declare their independence. Men from South Carolina signed the Declaration of Independence.

It is not essential for students to know the other actions of the British government that led to conflict

with the colonists, including the Proclamation of 1763, the Quartering Acts and the Boston Massacre, or

the Townshend Duties. They do not need to know about the early battles of the revolution at Bunker Hill

and in New York. Students do not need to remember the names of the South Carolina signers of the Declaration of Independence, including Edward Rutledge, Arthur Middleton, Thomas Lynch, Jr. and

Thomas Heyward, Jr.

Assessment Guidelines: Appropriate assessments would require students to analyze how the actions of the England caused the

reactions of the colonists. Students should be able to explain why the British taxed the Americans and

why the Americans resisted this taxation. Students should be able to identify the causes and resulting

effects of British actions.


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.

3.3.2 Summarize the key conflicts and key leaders of the American Revolution in South

Carolina and their effects on the state, including the occupation of Charleston by the British; the

partisan warfare of Thomas Sumter, Andrew Pickens, and Francis Marion; and the battles of

Cowpens and Kings Mountain. (H, P, G)

Taxonomy Level: 2 B Understand / Conceptual Knowledge

Previous/future knowledge: Students will have no prior knowledge of key conflicts and key leaders of the American Revolution and

their effects on the state, the occupation of Charleston, partisan warfare, or the battles of Cowpens and

Kings Mountain.

In the 4th grade, students will summarize the roles of principal American, British, and European leaders

involved in the conflict, including King George III, George Washington, Benjamin Franklin, Thomas

Jefferson, John Adams, Thomas Paine, Patrick Henry, and the Marquis de Lafayette (4-3.2). Students

will also summarize the events and key battles of the Revolutionary War, including Lexington and

Concord, Bunker (Breed’s) Hill, Charleston, Saratoga, Cowpens, and Yorktown (4-3.4).

In 8th grade, students will compare the perspectives and roles of different South Carolinians during the

American Revolution, including those of political leaders, soldiers, partisans, Patriots, Tories/Loyalists,

women, African Americans, and Native Americans (8-2.2) and summarize the course and key conflicts of

the American Revolution in South Carolina and its effects on the state, including the attacks on Charleston;

the Battle of Camden; the partisan warfare of Thomas Sumter, Andrew Pickens, and Francis Marion; the

Battle of Cowpens; and the Battle of Kings Mountain (8-2.3).

It is essential for students to know Initially South Carolina troops were able to repulse British attempts to capture Charles Town because of their defense of Fort Moultrie. However, unable to defeat the American forces in New York, New Jersey

and Pennsylvania, the British returned to Charles Town. They hoped to find many people who were still

loyal to the King known as Loyalists. There were many Loyalists in South Carolina and even more people

who did not want to be involved in the war on either side. After a long siege during which the British

blockaded the city by land and by sea, the city fell to the British. When the British occupied Charles

Town they forced Charles Town men to sign an oath of loyalty to England. Most agreed. Then the British

required the South Carolinians to sign an oath to fight for the British. Many refused to do this, escaped

from the city, and joined forces to fight the British

Because of the harsh tactics of the British occupiers, many South Carolinians formed militias that aided the

regular Continental Army in defeating the British in South Carolina. Their hit and run tactics are referred

to as partisan warfare. [Although this type of warfare is often referred to as ‘guerrilla’ warfare today, this

term was not used at the time of the Revolution.] Thomas Sumter’s home was burned by British soldiers

so he led a militia against the British in the backcountry. Sumter was gifted at surprise attacks after which

he would disappear into the woods. His hit and run tactics and his tenacity earned him the nickname “The

Gamecock”. Another partisan fighter, Francis Marion, was known as the “Swamp Fox.” Marion led

surprise attacks on the British throughout the swampy lowlands. Andrew Pickens, named “The Wizard

Owl” by upcountry Native Americans, was a backcountry farmer who joined the militia when the British

burned his farm. He led his men to victory in the Battle of Cowpens.


The British marched up from Charles Town and threatened the backcountry people to try to force them

into being loyal to the crown. Most of the men were not afraid and escaped to North Carolina and

Tennessee to gather other patriots to fight against the British. They re-entered South Carolina and fought

the British at the Battle of King’s Mountain. The British tried to surrender. The patriots remembered a

time when the British had not honored the patriots’ request to surrender ( a request for ‘quarter’) and had

slaughtered the Patriot troops. So the Patriots repaid the British actions by ignoring the British request to

surrender. Most of the British force was killed. Kings Mountain was a significant defeat for the British

and a turning point of the war. After the Battle of Kings Mountain, the remaining British soldiers kept

chasing the Patriots around the backcountry.

The Patriots defeated the British a second time at the Battle of Cowpens. The American militia, led by

Andrew Pickens, fooled the British into thinking that they were retreating because they were afraid of the

British army. However, when the British chased the fleeing American militia they were led into the guns of

the Continental Army. Surrounded, the British suffered a major defeat. This battle forced the British to

abandon their backcountry efforts. Soon the British marched out of South Carolina to the Virginia coast to

await rescue by the British navy. There they were surrounded by the Continental Army at Yorktown.

The American’s French allies used their navy to block the British escape by sea. Soon the British were

forced to surrender and the American Revolution was over.

The British had attacked Charles Town hoping to find a large number of Loyalists to support them.

However, the harsh actions of the British army and their Loyalist allies including the hanging of Patriots

as traitors, the burning of homes and farms and the refusal to grant surrendering Patriots ‘quarter’, soon

turned many South Carolinians into Patriots willing to fight for independence. As a result, the British met

defeat in South Carolina and ultimately in the American Revolution.

It is not essential for students to know names and dates of other battles fought in South Carolina.

Students do not need to know about the conflict that erupted in the backcountry at the start of the

revolution, known as the Regulator Movement. Students do not need to know about the role of the young

Andrew Jackson in the war in South Carolina or the names of other military leaders such as Nathaniel

Greene.

Assessment Guidelines: Appropriate assessment would require students to summarize the key conflicts of the American

Revolution in South Carolina. Students should be able to explain the importance of these battles.

Appropriate assessment should also require students to compare the tactics of South Carolina partisan

leaders to those of the regular army and explain their effectiveness in driving the British from South

Carolina and to eventual defeat at Yorktown.

.





3.3.3 Summarize the effects of the American Revolution in South Carolina, including the

establishment of a new nation and a new state government and capital. (H, P, G)

Taxonomy Level: 2 B Understand / Conceptual Knowledge

Previous/future knowledge: In Kindergarten students learned about patriotic holidays such as Independence Day (K-3.3).

In 1st grade, students learned to differentiate between levels of government (1-4.2) and studied the

contributions of some of the Founding Fathers (1-4.3).

In 2nd grade, students learned about the partnership between local and state governments and the federal

government (2-3.3).

In 4th grade, students will learn about the ideas in the Articles of Confederation compared with those in

the United States Constitution, including how powers are shared between state and national government

and how individuals and states are represented in the national congress (4-4.1), the three branches of

government established by the United States Constitution and examples of the checks and balances that

the Constitution provides among the branches (4-4.2), and the role of the Bill of Rights in the ratification

of the Constitution (4-4.3).

In 8th grade, students will summarize events related to the adoption of South Carolina’s first constitution

the role of South Carolina and its leaders in the Continental Congress, and the ratification of the United

States Constitution, including Henry Laurens’s actions, Charles Pinckney’s role and the importance of

issues debated during the Philadelphia Convention for South Carolina (8-2.4). Students will also explain

the economic and political tensions between the people of the Upcountry and the Lowcountry, including

the disagreements over representation in the General Assembly and the location of the new capital city (8-

2.5).

In United States History and Constitution, students will explain the development of the Articles of

Confederation (USHC 2.3) and summarize the creation of a new national government, including the new

state constitutions (USHC 2.4). Students will also analyze underlying political philosophies, the

fundamental principles, and the purposes of the United States Constitution and the Bill of Rights,

including the ideas behind the separation of powers and the system of checks and balances and the

influence of the Magna Carta, the English Bill of Rights, and the colonial charters (USHC-2.5).

In U.S. Government, students will compare the advantages and disadvantages of the ways in which

power is distributed, shared, and limited to serve the purposes of constitutional government, including the

criteria of effectiveness, the prevention of the abuse of power, and responsiveness to popular will. (USG

1.5). Students will also summarize the basic principles of American democracy including popular

sovereignty, the rule of law, the balance of power, the separation of powers, limited government,

federalism, and representative government as expressed in the Declaration of Independence, the Federalist

Papers, the Constitution, and the Bill of Rights (USG 2.1).


South Carolina changed from a colony to a state by writing a new state constitution after the signing of

the Declaration of Independence. Although states in the North were influenced by the words of the


Declaration of Independence that “all men are created equal” to gradually free their slaves, South

Carolina slave owners did not support such laws. The plantation-owning Lowcountry elite continued to

have more political power than the Backcountry farmers because they were given a greater representation

in the state legislature. Later, compromises helped the Backcountry farmers. The capitol was moved

from Charleston to Columbia to give Backcountry people more of an opportunity to petition and influence

their government. However the Lowcountry retained its representative majority in the state legislature.

Finally, new counties with court systems were created to address the lack of law and order in the

Backcountry. Backcountry farmers were granted more equal representation once they began to own

slaves and the Lowcountry elite no longer feared that the Backcountrymen would vote to limit slavery.

After the Declaration of Independence, the Continental Congress had established a new government for

the United States [the Articles of Confederation]. However other states were having conflict between the

lowcountry elites and Backcountry farmers that was similar to the conflict in South Carolina, [especially

Massachusetts’ Shays’ Rebellion]. Some Americans thought that the first United States government was

too weak and called for changes. Representatives of the states met in Philadelphia to set up a better

government for the new nation. This meeting resulted in a second constitution and became known as the

Constitutional Convention. South Carolina sent four delegates to Philadelphia. All were rich planters

from the Lowcountry. Although South Carolina delegates had to compromise and did not get everything

they wanted in the United States Constitution they, and other members of the Lowcountry elite, supported

its ratification. Backcountry farmers did not support ratification because they feared the power of the

elites. The compromise of adding a Bill of Rights to the Constitution in order to protect the rights of

individuals was promised and South Carolina became the 8th state to ratify the new United States

Constitution.

Authority in the new government derived from “We, the people.” The new government of the United

States had three branches: the legislative branch that makes the laws, the executive branch which carries

out the laws and the judicial branch which interprets the laws. The people were given the right to elect

representatives to the House of Representatives and to indirectly elect Senators and the President. No

branch of the government could become too powerful because of a system of checks and balances. The

constitution also included a process that allowed it to be updated or amended. The amendment process

has allowed the Constitution to continue to work for over 200 years, longer than any other constitution in

the world to this day.

It is not essential for students to know Students do not need to know that Backcountry farmers paid a disproportionate amount of tax because

they were taxed on the amount of land they had rather than its value in producing crops or that taxes were

changed so that land was taxed based on how much money farmers were able to make from it, not its size.

They do not need to know details about the Virginia Plan, the New Jersey Plan and the Connecticut or

Great Compromise at the Constitutional Convention. Students do not need to know the position of the

South Carolina delegates in the debates at the Constitutional Convention. Students do not need to know

that the state’s delegates supported the establishment of a stronger national government that would

support their interests. They supported the states with large populations like South Carolina but were

willing to compromise on representation in a two house national Congress. They advocated an

aristocratic republic in which only property owners could vote. Since almost all Americans owned

property however this was not undemocratic. They wanted their slaves to be counted for the purposes of

representation so that they would have a greater voice in the government and they did not support the 3/5s

compromise which finally resolved this issue. They also wanted to protect the slave trade from

government interference and won a 20 year moratorium on ending the international slave trade that lasted

until 1808. Students do not need to know the circumstances of South Carolina’s ratification of the

Constitution or the debates that took place at the ratifying convention.


Assessment Guidelines: Appropriate assessment would require students to summarize the changes in South Carolina following the American Revolution. Students should be able to explain the conflict between the Lowcountry elite

and the Backcountry farmers and how these conflicts were resolved. Students should be able to explain

the main features of the new national constitution.





3.3.4 Outline the current structure of state government, including the branches of

government; the names of the representative bodies; and the role that cities, towns, and

counties play in this system. (P, G)

Taxonomy Level: 4 B Analyze / Conceptual Knowledge


In 1st grade, students identified the basic functions of government, including making and enforcing laws

and protecting citizens (1-3.1). Students summarized the concept of authority and gave examples of

people in authority, including school officials, public safety officers, and government officials (1-3.2). They identified ways that government affects the daily lives of individuals and families in the United

States, including providing public education, building roads and highways, and promoting personal

freedom and opportunity for all (1-3.3). Students summarized possible consequences of an absence of

laws and rules, including the potential for disorderliness and violence (1-3.4). Students recognized the

basic values of American democracy, including respect for the rights and opinions of others, fair

treatment for everyone, and respect for the rules by which we live (1-4.1) and identified the different

levels of government—local, state, and national (1-4.2).

In 2nd grade, students recognized different types of local laws and those people who have the power and

authority to enforce them (2-3.1). Students also identified the roles of leaders and officials in local

government, including law enforcement and public safety officials (2-3.2) and explained the ways that

local and state governments contribute to the federal system, including law enforcement and highway

construction (2-3.3).

In 3rd grade, students will summarize the effects of the state and local laws that are commonly known as

Jim Crow laws on African Americans in particular and on South Carolinians as a whole (3-5.2).

In 4th grade, students will explain the political and economic factors leading to the American Revolution,

(4-3.1) and the major ideas and philosophies of government reflected in the Declaration of Independence.

(4-3.3). Students will compare the ideas in the Articles of Confederation with those in the United States

Constitution, including how powers are now shared between state and national government and how

individuals and states are represented in the national congress (4-4.1). Student will classify government

activities according to the three branches of government established by the United States Constitution and

give examples of the checks and balances that the Constitution provides among the branches (4-4.2).

They will explain the role of the Bill of Rights in the ratification of the Constitution, including how the

Constitution serves to guarantee the rights of the individual and protect the common good yet also to limit

the powers of government (4-4.3).

In 8th grade students will summarize the history of European settlement in Carolina, including the

early government, (8-1.3) and summarize the significant changes to South Carolina’s government during

the colonial period (8-1.5) Students will summarize events related to the adoption of South Carolina’s

first constitution and the [writing and]ratification of the United States Constitution (8-2.4). They will summarize the events and the process that led to the ratification of South Carolina’s constitution of 1868 (8-4.3). Students will summarize the political, economic, and social conditions in South Carolina

following the end of Reconstruction, including the development of the 1895 constitution, and the

evolution of race relations and Jim Crow laws (8-5.1).

In United States History and Constitution, students will summarize the early development of


representative government and political rights in the American colonies (USHC-2.1) and explain the

impact of the Declaration of Independence and the American Revolution on the American colonies and

on the world (USHC-2.2). Students will explain the development and effectiveness of the Articles of

Confederation (USHC-2.3) and summarize the creation of a new national government (USHC-2.4).

Students will analyze underlying political philosophies, fundamental principles, and purposes of the

United States Constitution and Bill of Rights(USHC-2.5). They will compare differing economic and

political views that led to the emergence of the American two-party political system (USHC-2.6) and

summarize the origins and the evolution of the United States Supreme Court (USHC 2.7).

In American Government, students will study the organization and responsibilities of local and state

governments, including the purposes and functions of state constitutions, reserved and concurrent powers

in the states, the relationships among national, state, and local levels of government, and the structure and

operation of South Carolina’s government (USG 3.2). Students will compare the advantages and

disadvantages of the ways in which power is distributed, shared, and limited to serve the purposes of

constitutional government (USG 1.5), summarize the basic principles of American democracy including

popular sovereignty, the rule of law, the balance of power, the separation of power, federalism, and

representative governments, limited government (USG 2.1), contrast the distribution of powers and

responsibilities within the federal system (USG 3.1).

It is essential for students to know Although government and political systems are an essential strand throughout the Social Studies Standards, this is the last time that the functions and responsibilities of state and local government will be

explicitly taught until students are seniors in high school. This understanding is essential for an

understanding of later government concepts.

Students should understand the basic roles of the three branches of government in South Carolina. The

legislative branch is the General Assembly, which makes state laws. The General Assembly is composed

of the Senate and the House of Representatives. The executive branch is lead by the governor. He is

responsible for carrying out (or executing) the laws passed by the General Assembly. He signs or vetoes

laws passed by the legislature. The judicial branch is our state’s court system. The responsibility of the

courts is to see that the laws are fairly applied to all citizens. The Supreme Court of South Carolina

decides whether the laws passed by the General Assembly or the actions of the governor conform to the

constitution of the state of South Carolina.

Students should also know that cities, towns, and counties have local governments to serve citizens. Towns

usually have elected mayors who are the executive and elected town councils that serve as the legislature

for the town. They also have municipal (town) courts. Counties have county councils that make rules for

the unincorporated parts of the state that are not divided into towns. These governments play a vital role in

providing services and meeting the needs of the local citizens. Such services include protection provided

by police, firemen and emergency medical teams; water, sewer and garbage services; public schools,

libraries and parks; and new roads and road repairs. Towns and counties also regulate land use and

businesses within their jurisdiction. Students should be able to identify the symbols for towns

and cities on a map and locate and name the county and/or town in which they live. They should be able

to locate and name the state capital.

It is not essential for students to know how local officials are elected or the names of current elected

officials. Although they should know the name and location of the county in which they live, students do

not need to know the names or locations of other South Carolina counties.

Assessment Guidelines: Appropriate assessments would require students to explain the branches of

government and how the branches of government are related to each other, yet function independently.


Appropriate assessments should also require students to identify functions of their local governments and

infer how the daily lives of citizens are affected. Students should be able to compare local, state and

national governments as to their form and functions.


Standard 3-4: The student will demonstrate an understanding of the events

that led to the Civil War, the course of the War and Reconstruction, and

South Carolina’s role in these events.

3.4.1 Compare the conditions of daily life for various classes of people in South Carolina,

including the elite, the middle class, the lower class, the independent farmers, and the free and

the enslaved African Americans. (H, E)



In Kindergarten, students compared the daily lives of children and their families in the United States in

the past with the daily lives of children and their families today (K-1.1).

In first grade, students compared the daily lives of families across the world (1-1.4) and identified ways

that government affects the daily lives of families and individuals in the United States (1-3.3).

The concept of the daily life of different classes in South Carolina is a new concept in third grade.

Previously, in 3rd grade, students learned about the daily lives of African American slaves during the

settlement of the United States (3-2.7). Later in the 3rd grade, students will learn how different classes

were affected by the Civil War (3-4.5).

In the 8th grade, students will compare the attitudes of the unionists, cooperationists, and secessionists in

South Carolina and summarize the reasons that the members of the South Carolina secession convention

in 1860 voted unanimously to secede from the Union (8-3.4). Students will compare the effects of the

Civil War on daily life in South Carolina, including the experiences of plantation owners, women,

Confederate and Union soldiers, African Americans, and children (8-3.6). Students will also summarize

Reconstruction in South Carolina and its effects on daily life in South Carolina, including the experiences

of plantation owners, small farmers, freedmen, women, and northern immigrants (8-4.2).

In United States History and Constitution, students will summarize the progress made by African

Americans during Reconstruction and the subsequent reversals brought by Reconstruction’s end,

including the creation of the Freedmen’s Bureau, gains in educational and political opportunity, and the

rise of anti–African American factions and legislation (USHC-4.5).


The central idea of this indicator is that there are different social classes in every society. Historic events

may impact these classes differently and so these classes may have different perspectives on historic

events. Emphasis should be placed on the concept of class differences by teaching about the daily lives and characteristics of the various classes of people in antebellum South Carolina.

The elite were the wealthy, upper class, planter aristocracy who were land rich. The elite owned 20 or

more slaves and attained their wealth from the cultivation and sale of the cash crops, cotton and rice.

Although the elite had lived only along the coast in colonial times, by the antebellum period they lived in

the midlands and the upstate as well. The children of the elite were often educated by private tutors or at

private schools in South Carolina and abroad. The elite had greater political power and influence in the

state because of their wealth and social standing and made laws that protected their interests, especially

their interests in slavery.


The middle class were tradesmen, merchants, shopkeepers, physicians and attorneys, and could easily

earn a living during prosperous economic times. They were most likely to live in cities and towns and

had some political and social influence in their neighborhoods. They may have owned a few slaves to do

household chores. Children of the middle class were taught to read and write and might pursue a

profession like their fathers.

The lower class were unskilled and uneducated and often landless. Their job prospects were very limited.

Those who could afford to hire them preferred to use slave labor. Often lower class people squatted on a

piece of land and engaged in subsistence farming. Children of the lower class were uneducated as there

were no public schools and their parents were also uneducated and needed the children to work. They had

little social or political influence.

Independent farmers owned small farms which they worked themselves with the aid of family

members. Some independent farmers owned a few slaves but worked side by side with them in the fields.

The children of independent farmers might be educated at home. The majority of farming in the state,

especially in the upstate, was done by independent farmers. As independent farmers were more successful

in growing cash crops and became more prosperous, they bought more slaves and increased their social

and political standing. Some even became members of the elite. At the time of the Civil War not all

white South Carolinians owned slaves.

Free African Americans usually had a particular skill, such as carpentry, or a talent, such as music-

making. This skill led them to be hired out by their masters. Some were allowed to keep a portion of the

money they earned from being hired out which they saved to buy their freedom. Others had been given

their freedom by a master for some special deed or service, although this became much less likely (and

illegal) after the slave revolt of the early 1830’s. Their skill or talent allowed them to earn a living in the

towns or cities of the South. Others were independent farmers. Many stayed in the region because they

had family members who were still enslaved. They worked to earn money to buy the freedom of wives

and children. The children of freed African Americans might be taught to read and write at home but

there were no public schools provided for them. Although free African Americans in the South had more

economic opportunity than free African Americans who lived in the North because of their special skills,

they did not have political or social equality with other Southerners. They had to pay a special tax and

carry their freedom papers wherever they went. They lived in fear of being returned to slavery.

Enslaved African Americans were an unpaid labor source who were bought and sold and considered the

property of their white masters. Slaves were allowed few personal freedoms and had to carry a pass

issued by their master to travel from one plantation to another. Many enslaved African Americans were

born and died on the same plantation where they lived in one- room slave cabins under the strict

supervision of their masters. Others were sold upon the death of their masters, when they were

disobedient or when the master needed extra cash. Families were divided by such sales. Slaves,

including women and children worked from sun-up to sun-down in the fields or in the master’s house.

They were not paid but were given a few clothes and limited amounts of food by the master. It was

illegal for slaves and their children to learn to read and write because such knowledge might allow them

to escape their masters. Slaves who disobeyed the rules or tried to escape were punished, sometimes

severely.

Students should be able to compare and contrast characteristics of each class. Students should also be

able to discuss the positive or negative impact of each of these characteristics on the daily life of each

class.

It is not essential for students to know the hierarchy within each class or the names of particular

individuals who were members of each class. They do not need to remember the style of dress or the


social habits of each class. However, such details would help students to understand the differences that

social class distinctions fostered. Students do not need to know what slaves ate or the difference between

the task system and the gang system. They do not need to know the social distinctions between house

servants and field hands. They do not need to understand the role of the driver or the overseer. Students

do not need to know the relative numbers of the members of each class. However they should understand

that there were few free African Americans and that a majority of the population of South Carolina was

African American slaves.

Assessment guidelines: Appropriate assessment would require students to compare the daily life of various classes in South Carolina including the elite, the middle class, the lower class, the independent farmers, and the free and

the enslaved African Americans. Therefore, the primary focus of assessment should be to classify

characteristics of the various classes as alike and/or different and conclude how these characteristics

impacted the daily lives of individuals. However, appropriate assessments should also require students to

identify the various classes based on their description; or illustrate the daily lives of the various classes

by their characteristics.





3.4.2 Summarize the institution of slavery prior to the Civil War, including reference to

conditions in South Carolina, the invention of the cotton gin, subsequent expansion of slavery,

and economic dependence on slavery. (H, E, P)


Previous/future knowledge: In the 3rd grade, students have previously learned about the transfer of the institution of slavery from the

West Indies, the slave trade, and the developing plantation economy (3-2.7). Students also compared the

conditions of daily life for various classes of people in South Carolina, including the elite, the middle

class, the lower class, the independent farmers, and the free and the enslaved African Americans (3-4.1).

In the 4th grade, students will learn more about the introduction and establishment of slavery in the New

World and the role of the slave trade (4-2.5), the impact of slavery on life in the New World and the

contributions of slaves (4-2.6), the effects of the American Revolution on slaves and how the war affected

attitudes about slavery and contributed to the abolition of slavery in some state constitutions (4-3.7),

specific legislation and events affecting slavery in the territories (4-5.7), and how sectionalism fueled by

the issue of slavery lead to war (4-6.3).

In 7th grade, students will study European colonial power and its effect on African nations and the slave

trade (7-1.4).

In 8th grade, students will further study the importance of slavery to the plantation system and history of

settlement (8-1.3), the origins of African American slaves and the growth of the slave trade (8-1.4), how

South Carolina used human resources to gain economic prosperity (8-1.6), the importance of agriculture

in antebellum South Carolina and the dependence on slavery (8-3.1). Students will also learn about the

impact of the cotton gin (8-3.1).

In United States History and Constitution, students will compare the social and cultural characteristics of

the North, the South, and the West during the antebellum period, including the lives of African Americans

and social reform movements such as abolition and women’s rights (USHC-4.1).


The geography of South Carolina, including the climate, soil conditions, and topography supported

growing cotton. The institution of slavery and the plantation system were originally established by the early English settlers who brought the institution with them from Barbados (3-2.7). Slavery was also supported by the social class system (3-4.1) of South Carolina. The elite class who controlled the

government encouraged the practice of slavery in order to support their lifestyle, economic situation and

social and political position.

After the Revolutionary War, Northern states passed laws to gradually free their slaves; however, the

plantation owning political elite in South Carolina did not support such laws. The institution of slavery

became stronger as a result of the invention of the cotton gin by Eli Whitney [1793]. By making it easier

to pick the seed from the short boll cotton, the cotton gin made cotton a profitable cash crop for all parts

of South Carolina. Some students mistakenly think that because it was faster to take the seed out of the

boll, less slave labor was needed. It is important that students understand that the cotton gin led to the

expansion of slavery. Planters soon increased profits by increasing the production of cotton which


required more slave labor to plant, chop (hoe) and pick the cotton. Planters bought additional slaves and

were less likely to free any of their slaves, continuing the cycle of exploitation of African Americans.

As the cultivation of cotton grew, cotton became increasingly important to the economy of South

Carolina and South Carolinians became increasingly dependent on slave labor. Many smaller

independent farmers, because of increased profits due to the cotton gin, also became slave owners. Like

the larger plantations, they too became dependent on the slaves to keep up the increased production of

cotton on their farms. More slaves equaled more money, regardless of the size of the farm. As a result of

the increased production of cotton, cotton farmers sought more land farther west and the institution of

slavery was spread with the cultivation of new cotton fields.

It is not essential for students to know about the fluctuations of the cotton market brought about by

increased production, the differences in types of cotton, how to grow cotton, or the negative impact on the

soil of agricultural practices of this time period. They do not need to understand how the cotton gin

works.

Assessment guidelines:

Appropriate assessments would require students to summarize the institution of slavery prior to the Civil War. Students should be able to generalize the main points in the description of slavery and the effects of

economic dependence on slavery and also to generalize how the invention of the cotton gin related to the

expansion of slavery. Appropriate assessments should also require students to identify specific changes

that were a result of the invention of the cotton gin; or compare the economy of South Carolina before

and after the invention of the cotton gin





3.4.3 Explain the reasons for South Carolina's secession from the Union, including the

abolitionist movement, states' rights, and the desire to defend South Carolina's way of life. (H, P,

E)



Students have no prior knowledge of secession, abolition, states' rights, or defending South Carolina's

way of life.

Later in the 3rd grade, students will outline the course of the Civil War and South Carolina's role in

significant events, including the Secession Convention (3-4.4).

In 4th grade, students will summarize the roles and accomplishments of the leaders of the abolitionist

movement and the Underground Railroad before and during the Civil War, including those of Harriet

Tubman, John Brown, Frederick Douglass, Harriet Beecher Stowe, Sojourner Truth, and William Lloyd

Garrison. (4-6.2) Students will also explain how specific events and issues led to the Civil War, including

the sectionalism fueled by issues of slavery in the territories, states’ rights, the election of 1860, and

secession (4-6.3).

In the 8th grade, students will explain the impact of key events leading to South Carolina’s secession from

the Union, including the nullification crisis and John C. Calhoun, the Missouri Compromise, the Tariff of

1832, the Compromise of 1850, the Kansas-Nebraska Act and subsequent armed conflict, the Dred Scott

decision, the growth of the abolitionist movement, and the election of 1860 (8-3.2). Students will also

draw conclusions about how sectionalism arose from events or circumstances of racial tension, internal

population shifts, and political conflicts, including the Denmark Vesey plot, slave codes, and the African

American population majority (8-3.3). They will compare the attitudes of the unionists, cooperationists,

and secessionists in South Carolina and summarize the reasons that the members of the South Carolina

secession convention in 1860 voted unanimously to secede from the Union, including concerns about

states’ rights and fears about abolition (8-3.4).

In United States History, students will explain how the political events and issues that divided the nation

led to civil war, including the compromises reached to maintain the balance of free and slave states, the

successes and failures of the abolitionist movement, the conflicting views on states’ rights and federal

authority, the emergence of the Republican Party and its win in 1860, and the formation of the

Confederate States of America (USHC-4.2).

It is essential for students to know South Carolina's agricultural economy became dependent on slave labor as a result of the introduction of

the institution of slavery by the English settlers who came from Barbados and was later intensified by the

invention of the cotton gin. As a result, the southern way of life was well established and defended by the

elite class who profited greatly from the use of slaves. Cotton brought prosperity to the state. As a result,

slavery was accepted by almost all South Carolinians as their way of life, even though many South

Carolinians did not own slaves. Slavery was defended by the middle class, who hoped one day to be like

the elites and by lower class whites who, at the very least, felt superior to the enslaved African American.


The purpose of the abolitionist movement was to outlaw slavery throughout the United States.

Abolitionism was seen by South Carolinians as a threat to their way of life. Abolitionists spoke out

against slavery in speeches and newspapers. South Carolina refused to allow abolitionist newspapers to be

mailed into the state. South Carolinians feared that abolitionists would foster slave revolts and were,

therefore, not welcome in the state. South Carolinians who spoke out against slavery were often vilified

and not accepted by society. Some abolitionists, such as the Grimke sisters, were forced to leave South

Carolina. Abolitionists also provided resting places for escaping slaves along the Underground Railroad.

However, this means of escape was not very effective in South Carolina because the state was too far

from the border with the North and even farther from Canada. Escaped slaves often continued their

journey all the way to Canada because they were not safe from recapture in the North. The abolitionist

movement was effective in South Carolina only in making slave owners more determined to defend the

right to own slaves. It is important for students to understand that most Northerners were not abolitionists.

The argument over slavery reached a climax as a result of a series of disagreements between the North

and the South over whether or not slavery should be allowed to expand to the western territories. South

Carolina was afraid that if more states joined the Union as free states, the slaves states would be

outnumbered by the more populous free states not only in the House of Representatives, where

representation is based on population, but also in the Senate, where each state has 2 senators. They feared

that the South and South Carolina would lose control over the right to have slaves as a result of national

legislation.

States' rights was an idea that was supported by South Carolina’s John C. Calhoun [in the Nullification

Crisis of 1832]. It was the idea that the state had the right to decide whether or not to obey national laws.

This theory did not conform to the intent of the Constitution of the United States. The theory of states

rights’ supported the notion that only the South Carolina legislature had the right to make decisions about

slavery (or any other issue) in the state and that the state could defy national laws with which it disagreed

thus making them null and void within that state. When Abraham Lincoln won the election of 1860,

South Carolinians were afraid that he would free their slaves. So they seceded from the Union in order to

preserve their way of life. However, Lincoln wanted to stop the spread of slavery to the territories but he

was not an abolitionist. Lincoln did not advocate ending slavery in South Carolina and the rest of the

South. South Carolina and other southern states were attempting to hold on to a way of life that was

based on slavery and defended their action with the argument of states' rights.

It is not essential for students to know the events that led to the argument over expansion of slavery into

the territories including the Missouri Compromise, the Mexican War, the Compromise of 1850, the

Kansas-Nebraska Act, the Dred Scott decision and the raid on Harper’s Ferry by the abolitionist John

Brown. They do not need to know that the theory of states’ rights was used first in arguments over

domestic and foreign policy in the Washington and Adams administrations that led to the creation of two

political parties. They do not need to understand the circumstances and outcome of the Nullification

Crisis nor the arguments made by proponents of states' rights. They do not need to know that John C.

Calhoun of South Carolina articulated the theory of states’ rights in South Carolina Exposition and

Protest. They do not need to know that other Americans believed that only the Supreme Court had the

right to declare an act of Congress to be unconstitutional and therefore null and void. Students do not

need to know the other three candidates in the election of 1860.

Assessment guidelines: Appropriate assessment would require students to explain the reasons for South

Carolina's secession. Students should be able to compare the position of abolitionists and South

Carolinians on the issue of slavery. Appropriate assessments should also require students explain the

concept of states' rights and to summarize the effort to defend a way of life in South Carolina.





3-4.4 Outline the course of the Civil War and South Carolina's role in significant events,

including the Secession Convention, the firing on Fort Sumter, the Union blockade of

Charleston, and Sherman's march through South Carolina. (H, G)

Taxonomy Level: B 4 Analyze / Conceptual Knowledge

Previous/future knowledge: This is the fist time that students will learn about the circumstances and the course of the Civil War.

In 4th grade, students will summarize significant key battles, strategies, and turning points of the Civil

War—including the battles of Fort Sumter and Gettysburg, the Emancipation Proclamation, the

significance of the Gettysburg Address, and the surrender at Appomattox—and the role of African

Americans in the War (4-6.4). Students will compare the roles and accomplishments of key figures of the

Civil War, including Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, and Robert E. Lee (4-6.5).

In 8th grade, students will compare the military strategies of the North and South with regard to specific

events and geographic locations in South Carolina, including the capture of Port Royal, the Union

blockade of Charleston, and Sherman’s march through the state (8-3.5).

In United States History, students will outline the course and outcome of the Civil War, including the role

of African American military units; the impact of the Emancipation Proclamation; and the geographic,

political, and economic factors involved in the defeat of the Confederacy (USHC-4.3).

It is essential for students to know about significant events leading up to the Civil War and events

occurring during the course of the Civil War in South Carolina.

As a result of the election of Abraham Lincoln as president of the United States [November 1860], a

Secession Convention was held in Columbia, then moved to Charleston [December, 1860]. Almost all

members of the convention voted to secede, or no longer be part of the United States. They signed the

Ordinances of Secession. South Carolina was the first state to secede from the Union, even before

Lincoln was sworn in as president.

Soon other states joined South Carolina and formed a new country, the Confederate States of America.

They wrote a constitution and elected a president, Jefferson Davis. [January, 1861] The Confederacy

began to form an army and to take over forts and other property located in the South that belonged to the

national government. The Confederate government ordered the Union soldiers to leave Fort Sumter,

located in Charleston harbor. The United States army refused to obey the orders of the Confederate States

of America. President Lincoln would not recognize the Confederate split from the Union and sent

supplies to the federal troops at Fort Sumter. Confederate troops fired on Fort Sumter before the supply

ships could arrive. The bombardment continued until the Union troops surrendered. Federal troops were

allowed to leave peacefully but the Civil War had begun.

President Lincoln and the Union army prepared for war. So did the Confederate States of America. South

Carolina depended on the export of cotton in exchange for imports of much needed war supplies from

Europe so the United States Navy blockaded the port of Charleston. The Union blockade brought great

hardship to the people of South Carolina because they could not get needed food and supplies.


Determined to break the blockade, the Confederacy developed the first submarines near the end of the

war. The Confederate ship, The Hunley, was the first submarine to sink an enemy warship. However, The

Hunley itself sank and was not effective in breaking the Union blockade of the port of Charleston.

Most of the fighting in the Civil War took place outside of South Carolina. However, the war came to the

state when the Union forces took over Port Royal near Hilton Head and tried to take Charleston for over a

year. Towards the end of the war, Union General William Tecumseh Sherman led his troops across

Georgia and South Carolina in an effort to split the Confederacy and finally bring an end to the war by

using the tactic of total war. Sherman’s “March to the Sea” from Atlanta to Savannah, Georgia left

behind a trail of destruction of burned and looted farms and plantations. Sherman continued the march

through South Carolina from Savannah to Columbia. The city of Columbia burned and Sherman’s troops

headed north to the North Carolina border. The purpose of Sherman’s march was to destroy available

supplies and anything important to the economy in an effort to end the war and to convince the civilian

population to end the war.

Students need to understand the geography of the region and be able to use maps to gather information

and understand concepts such as the significance of the location of Fort Sumter, the blockade of

Charleston and route of Sherman’s march.

It is not essential for students to know that the Secession Convention was moved to Charleston because

of an outbreak of smallpox. Students do not need to remember specific battles and dates or events that

did not take place in South Carolina. However, understanding some of the war strategy, such as the effort

of the Union forces to split the Confederacy at the Mississippi and the attacks of both sides on their

respective capitals will help students understand why there was not much fighting in South Carolina.

They do not need to know the names of military leaders, except for Sherman. They do not need to

understand how The Hunley worked or the circumstances of its retrieval. They do not need to know about

blockade runners, about the Port Royal experiment or about the siege of Charleston by land and the attack

on Fort Wagner led by the 54th Massachusetts African American unit.

Assessment guidelines: Appropriate assessments would require students to outline the course of the Civil War in South Carolina. Students should be able to explain specific important events in the course of the war in South Carolina

such as the Secession Convention in South Carolina, the firing on Fort Sumter, the Union blockade and

Sherman’s march. They should be able to explain the cause and effect relationship between secession and

Fort Sumter on the one hand and the blockade and Sherman’s march on the other so students should be

able to outline the order in which these events took place.





3.4.5 Summarize the effects of the Civil War on the daily lives of people of different classes

in South Carolina, including the lack of food, clothing, and living essentials and the

continuing racial tensions. (H, E)


Previous/future knowledge: Students previously learned about the daily lives of various classes in South Carolina (3-4.1).

Later in 3rd grade, students will explain how the Civil War affected South Carolina's economy, including

destruction of plantations, towns, factories, and transportation systems (3-4.6). Students will summarize

the effects of Reconstruction in South Carolina, including the development of public education, racial

advancements and tensions, and economic changes (3-4.7).

In 4th grade, students will explain the impact of the Civil War on the nation, including its effects on the

physical environment and on the people—soldiers, women, African Americans, and the civilian

population of the nation as a whole (4-6.6).

In 5th grade, students will summarize the provisions of the Thirteenth, Fourteenth, and Fifteenth

Amendments to the Constitution, including how the amendments protected the rights of African

Americans and sought to enhance their political, social, and economic opportunities (5-1.2). Students

will explain the effects of Reconstruction on African Americans, including their new rights and

restrictions,.. and the actions of the Freedmen’s Bureau. (5-1.3) They will compare the economic and

social effects of Reconstruction on different populations, including the move from farms to factories and

the change from the plantation system o sharecropping (5-1.4) and explain the purpose and motivations

behind the rise of discriminatory laws and groups and their effect on the rights and opportunities of

African Americans in different regions of the United States (5-1.5).

In 8th grade, students will compare the effects of the Civil War on daily life in South Carolina, including

the experiences of plantation owners, women, Confederate and Union soldiers, African Americans, and

children (8-3.6). Students will explain the purposes of Reconstruction with attention to the economic,

social, political, and geographic problems facing the South, including reconstruction of towns, factories,

farms, and transportation systems; the effects of emancipation; racial tension; tension between social

classes; and disagreement over voting rights (8-4.1). Students will also summarize the events and the

process that led to the ratification of South Carolina’s constitution of 1868, including African American

representation in the constitutional convention; the major provisions of the constitution; and the political

and social changes that allowed African Americans, Northerners, “carpetbaggers,” and “scalawags” to

play a part in South Carolina state government (8-4.3). Students will explain how events during

Reconstruction improved opportunities for African Americans but created a backlash that, by the end of

Reconstruction, negated the gains African Americans had made, including the philanthropy of northern

aid societies, the assistance provided by the federal government such as the Freedmen’s Bureau, and their

advancement in politics and education (8-4.4). Students will summarize the successes and failures that

occurred in South Carolina during Reconstruction, including the bribery of legislators, corruption in

political parties, the development of public education, and violence during the election of 1876 (8-4.5).


In United States History and Constitution, students will summarize the progress made by African




It is essential for students to know All classes of people suffered as a result of the war. Food, cloth and needles and thread to make

clothing, and other basic necessities were in short supply because Southerners imported these goods

when they exported their cotton crop. The Union blockade successfully blocked this trade. However,

each group of people was affected in different ways.

Some elite plantation owners volunteered to serve in the Confederate army. However, they were not

required to serve by the Confederate government because they had to supervise their slaves. This led to

the charge that it was a “rich man’s war and a poor man’s fight.” The elite lost much of their wealth as a

result of the war. They were not able to export their cotton because of the blockade. When the advancing

Union army freed the slaves, confiscated food and livestock and burned buildings, the elite lost much of

their property. Many had loaned money to the Confederate government and invested in it by buying

bonds using their Confederate currency. Confederate bonds and currency became worthless when the

South lost the war. Despite these losses of property, the elite continued to have social status and

influence among the white population of South Carolina during and after the war.

Independent farmers, and middle and lower class men volunteered or were drafted into the

Confederate army. They spent days in army camps drilling to prepare for battle. Carrying everything

they might need, they marched from battle to battle at the command of their officers. In battle, many lost

their lives or were gravely wounded. Others died of disease in crowded camps or prisons. Soldiers

suffered from loneliness, weather, hunger and fatigue. Many, however, found camaraderie with their

fellow soldiers. The middle class also lost money and suffered property damage as a result of the war.

Women of all classes were left at home to tend to businesses and farms. This became increasingly

difficult as food, cloth and other goods were in short supply and as some slaves ran away or were freed by

the advancing Union army. As supplies fell, rising prices affected poor families more than wealthy ones.

Women also served as nurses at wayside hospitals. They grieved for sons, brothers and husbands lost in

the war. Because of the high nu mber of casualties, many women continued to run farms and businesses in

the generation after the war.

Most African American slaves continued to work on plantations during the war. Some, close to the

battle front, fled to Union lines. Eventually some African Americans were allowed to join the Union

army and fight for their freedom in segregated units. Slaves were also used by the Confederate army to

build fortifications. African American suffered from lack of food, just as did others throughout South

Carolina. They were liberated as the Union army reached their vicinity.

During the war, racial tensions increased as whites feared that slaves would rise up in rebellion. This led

to the “20 slave rule” that exempted owners of 20 or more slaves from serving in the Confederate army.

As slaves were liberated by the Union army, many left their plantation homes to search for family

members who had been sold away or to experience freedom. Destitute, without food or shelter except

that provided by the Freedman’s Bureau, most eventually returned to the vicinity of their original

plantation homes. In the post-war period, whites tried to continue to control the freedmen through the

Black Codes. African Americans, protected by amendments to the Constitution and by the national

government, wanted to exercise the full rights of American citizenship. This led to increased tension

between former slaves and former slave owners.


It is not essential for students to know the numbers of South Carolina soldiers who were killed or

wounded during the Civil War. They do not need to know how many slaves fled during the war years or

the circumstances of their lives as camp followers of the Union army. Students do not need to know

about the Port Royal experiment or the Penn School. They do not need to know details about or all-black

regiments that were formed or where and how these units fought. They do not need to know the

circumstances of the story of Robert Smalls and how he led his family and crew to freedom by

surrendering the boat that he piloted to the Union navy. However, this story illustrates the will of African

Americans to seek their freedom as well as their skills.


Appropriate assessment would require students to summarize the effects of the Civil War on the daily

lives of people of different classes in South Carolina. Students should be able to identify the hardships of

war that all classes had in common and compare how some classes were affected differently by the war

than others. Appropriate assessments should also require students to explain how these factors resulted in

increased racial tension among the classes.





3-4.6 Explain how the Civil War affected South Carolina's economy, including

destruction of plantations, towns, factories, and transportation systems. (E, H)


Previous/future knowledge: Previously, in 3rd grade, students learned about the plantation economy (3-2.7), the destruction of

railroads, cities, and farms during Sherman's march (3-3.4), and the effect of the Civil War on different

classes in South Carolina (3-4.5).

In 5th grade, students will compare the economic and social effects of Reconstruction on different

populations, including the move from farms to factories and the change from the plantation system to

sharecropping (5-1.4).

In 8th grade, students will explain the purposes of Reconstruction with attention to the economic, social,

political, and geographic problems facing the South, including reconstruction of towns, factories, farms,

and transportation systems; the effects of emancipation; racial tension; tension between social classes; and

disagreement over voting rights. (8-4.1)

In United States History and the Constitution, students will summarize the progress made by African





The plantation system collapsed as a result of the loss of slave labor because of the freeing of the slaves

through the war and the 13th Amendment. However, the agricultural, cotton economy of pre-war South

Carolina survived because of the development of the system of sharecropping. There was no cash available to pay wages for farm workers so the sharecropping system was developed to make use of the available free African American labor force. The landowner provided acreage, seed and equipment such

as hoes and plows, and the freedman provided the labor in exchange for a portion, or share, of the crop

that was produced. This mutually beneficial arrangement allowed the freedman some control over his

labor and provided manpower for the land owner. As time went on, however, the system mired the

sharecropper, whether white or African American, in poverty and indebtedness.

As a result of the war, there was massive destruction of cities, towns, factories, and railroads. A fire in

Charleston in 1861 and the bombardment of the city left it in ruins. The burning of Columbia as a result

of Sherman’s March left the capital city and many towns along Sherman’s route destroyed. The few

factories that were in the South had converted to war production, but the money paid by the Confederate

government was worthless once the war ended so they went out of business. Some factories had been

destroyed. Railroads and bridges had been destroyed by both armies to prevent the enemy from using

them to transport soldiers and supplies. Confederate money was worthless and so was not available to

finance rebuilding, pay taxes, or pay workers. There was also a shortage of men due to heavy war

casualties. It is important that students understand that the purpose of Reconstruction was not to rebuild

the destroyed economic infrastructure of the South, but rather to reconstruct the political Union. The

United States government did not then think that it was the responsibility of national government to

rebuild the South’s economy. That was the responsibility of states and individuals.


It is not essential for students to know details of the controversy over how Columbia was burned. They

do not need to remember “Sherman’s bowties” although this story would help students to remember the

devastation to the transportation system that resulted from the war.

Assessment guidelines: Appropriate assessment would require students to explain the effects of the

Civil War on South Carolina's economy. Students should be able to explain the cause and effect of the

various ways in which the economy was affected by the war. Appropriate assessments should also require

students to recall specific details that led up to the collapse of South Carolina's economy and compare

the effect on groups based on geographic location such as urban or rural.





3.4.7 Summarize the effects of Reconstruction in South Carolina, including the development of

public education, racial advancements and tensions, and economic changes. (H, E, P)



Students will have no prior knowledge of Reconstruction, advances in education, race or economic

changes during this time period. Later in 3rd grade, students will learn about the effect of the Civil Rights

movement in the 20th century (3-5.6).

In 4th grade, students will learn about the ideals of equality as described in the Declaration of

Independence and how they were slow to take hold (4-4.6).

In 5th grade, students will learn about the aims of Reconstruction and the effect of Lincoln's assassination

(5-1.1), the effect of Reconstruction on African Americans (5-1.3), and the economic and social effect of

Reconstruction (5-1.4). Students will also learn about the rise of discriminatory laws and groups (5-1.5)

and the advancement of Civil Rights movement in the 20th century (5-5.3).

In 8th grade, students will learn about the purposes of Reconstruction (8-4. I), events during

Reconstruction that helped African Americans, including advances in education (8-4.4), the successes and

failures of Reconstruction, including the development of public education (8-4.5), and conditions after

Reconstruction (8-5.1). Students will also learn about racial discrimination and the Civil Rights

movement (8-7.4).

In United States History and the Constitution, students will learn about the effects of Reconstruction

(USHC 4.4) and the progress of African Americans during Reconstruction (USHC 4.5). Students will

also learn about the education progress made by African Americans (USHC 4.5) and educational changes

after World War II (USHC 9.1) and the civil rights movement (USHC 9.5).


Reconstruction was a period of time after the end of the Civil War when the federal government protected

the rights of newly freed slaves. It ended when the antebellum political elites regained control of the

government and the freedmen were no longer protected. Reconstruction was not the process of rebuilding the Southern economy or its infrastructure, but of reconstructing southern society and

government so that African Americans could have a role as free citizens and the southern states could be

fully involved again in the national government. Lincoln and the national government never recognized

that South Carolina had seceded from the Union. Although third grade students may not be able to

understand the complexities of the constitutional questions that secession raised, it is important that this

time period not be so oversimplified so that students have wrong ideas that must be corrected later.

Students should know that the first Reconstruction plan proposed by President Lincoln did not work

because Confederate leaders were still in power and they did not protect the rights of newly freed slaves.

Although South Carolina ratified the 13th amendment granting slaves their freedom, South Carolina

leaders also passed Black Codes, laws that restricted the rights of the freed slaves so that they were free in

name only. So, the second Reconstruction plan was passed by Congress, brought federal military

intervention to the state and stripped the power from the former Confederate leaders. South Carolina was

forced to ratify the 14th amendment, which recognized the right of African Americans to be treated as


citizens of the United States. The state also had to write a new state constitution that recognized these

rights. Many African Americans were elected to serve in the convention that wrote the new constitution

and later served in the state legislature. Congress later also passed another amendment which guaranteed

African Americans the right to vote [15th amendment].

The South Carolina elite resented this national interference and the political role that African Americans

could now play in state government. South Carolina whites called anyone who cooperated with the state

government, a government in which African Americans were now allowed to participate, a ‘scalawag.’

They called northerners who came South as missionaries or for economic opportunity ‘carpetbaggers.’

South Carolina whites accused these people of trying to take advantage of the plight of the state after the

war. Although some may have been corrupt, many so-called carpetbaggers and scalawags made

significant positive contributions to the state

Racial tensions increased as African Americans gained rights and opportunities. Many whites refused to

participate in state government so long as African Americans were able to vote and hold office. Some

South Carolinians resented the freedmen and tried to intimidate them by burning their homes and

churches so that they would not vote or exercise their rights. The Ku Klux Klan was active in South

Carolina, particularly in the upcountry. Some African Americans and their white supporters were killed

by the KKK. Although the national government sent troops to control the KKK and protect the freedmen,

they were not able to eliminate the Klan.

The new state constitution required the establishment of the public education system. This was a

positive result of Reconstruction for former slaves and poor whites who did not have access to education

before the Civil War. However, pubic education intensified racial tensions because whites did not want

to go to school with African Americans. Two separate school systems were therefore created. These

segregated schools were not equal.

Economic changes after the war were slow to take hold. Fertile land and a suitable climate for agriculture

meant that cotton would continue to be a dominant crop. Sharecroppers provided the labor (3-4.6).

However, farmers were soon caught in a cycle of debt and poverty (3-5.3). Although the infrastructure

was not immediately repaired, commerce continued. By the end of the century, entrepreneurs began to

build textile mills in the state. The availability of natural resources, such as swift flowing rivers, impacted

the state’s recovery. Textile mills used water power to run the machines that turned cotton into cloth.

It is not essential for students to know the specific Reconstruction plans of Presidents Lincoln and

Johnson and of the Congress or the circumstances of, or the differences between, these plans. For

instance, they do not need to know that President Lincoln’s plan was formulated before the end of the

fighting and one purpose of its relatively easy terms was to persuade southern states to surrender. Later,

when it was evident that the South Carolina government was determined to restrict the rights of freed

slaves through the Black Codes, the Congress passed the military reconstruction plan to protect this

outcome of the war. Students do not need to know that many of the historical interpretations of

Reconstruction that were prevalent up until the time of the civil rights movement in the 1950s and 1960s

have been reevaluated in light of recent scholarship. They should not be taught the negative

interpretations of the role of so-called ‘scalawags’ and ‘carpetbaggers’ so that they will not have to

unlearn this inaccurate history.

Assessment guidelines: Appropriate assessments would require students to summarize the effects of Reconstruction in South

Carolina. Students should be able to generalize the main points in the description of Reconstruction and

the effects of Reconstruction on various groups. Appropriate assessments should also require students to


identify the causes of racial tension during Reconstruction, explain positive results of Reconstruction,

such as the development of public education, and compare the conditions of a slave to a freedman.


Standard 3-5: The students will demonstrate an understanding of the

major developments in South Carolina in the late nineteenth century and

the twentieth century.

3-5.1 Summarize developments in industry and technology in South Carolina in the late

nineteenth century and the twentieth century, including the rise of the textile industry, the

expansion of the railroad, and the growth of the towns. (H, G, E)


Previous/future knowledge: Students will have no prior knowledge of developments in industry and technology in South Carolina in

the late nineteenth century and the twentieth century. Later in third grade students will learn about the rise

and fall of the cotton/textile market in South Carolina during the twentieth century (3-5.3).

In the 5th grade, students will learn about the rise of the service industry in the United States after World

War II (5-5.2). Students will also learn about the popularity of new technology during the 1920s (5-4.1),

key developments in technology and its effect on World War II and the United States economy (5-4.6),

and new technology after World War II (5-5.2).

In 6th grade, students will learn about advances in printing technology during the Renaissance (6-5.5) and

the exchange of technology through the Columbian Exchange (6-6.3).

In 7th grade, students will learn about the impact of new technology that emerged during the Industrial

Revolution (7-3.5) and the development of space technology during the Cold War (7-6.2). Students will

also learn about the industrialization of textile production in England and the impact of interchangeable

parts and mass production (7-3.5)

In 8th grade, students will explain the changes in South Carolina agriculture and industry during the late

nineteenth century, including changes in crop production in various regions (8-5.3), and changes in

agriculture and industry after World War I (8.6-3). Students will also trace the growth of the textile

industry in the Upcountry in the late nineteenth century (8-5.3).

In United States History and the Constitution, students will compare economic development in different

regions of the United States during the late nineteenth century (USHC 3.3) and developments in business

and industry, including the growth of new industries in the late 19th century (USHC 5.1). Students will

also learn about the lasting impact of technological developments in America after World War II and

improvements in agricultural technology and the resulting changes (USHC 8.5).


Although agriculture remained the dominant economic activity in South Carolina, the state experienced

changes in the late nineteenth century and early twentieth century due to developments in industry and

technology.

The growth of the textile industry provided jobs and an increase in economic activity. Local entrepreneurs

became boosters of the idea of a New South that was based on investment in industry as well as

agriculture. South Carolina's geography provided ideal locations for textile mills. Mills were located

along fall line rivers where they could use the swift flowing water to make hydroelectric power to turn the

turbines to run machinery. This also placed the mill close to the source of cotton. Towns were built near

textile mills to provide housing, social activities, and needed goods for the textile workers.

South Carolina also had a steady supply of workers. Farmers who could no longer make a living from the

land because of falling cotton prices and depleted soil (3-5.3) moved to the towns so that they, their wives


and children could find work in the mills. Because of segregation and discrimination (3-5.2), African

Americans were not hired to work in the mills but might get jobs loading and unloading the cotton bales

and finished cloth outside of the mill.

The growth of the railroad in South Carolina improved the movement of both goods and people and so

promoted economic growth. Many more miles of track were laid, especially in the upstate. Peach

farmers were able to get their crop to market in special refrigerated cars. Textile mills were able to ship

cloth out of the state to markets across the country. Towns grew up along the railroad routes across the

state. Streetcars also helped to expand the cities of Charleston and Columbia.

Other technological innovations such as the telephone, electricity and the automobile had limited impact in

South Carolina. Many people who lived in the state, especially those who lived in rural areas, were not

able to get service and many others could not afford to pay for it. Automobiles lead to an increase in

paved roads in the state.

It is not essential for students to know about working conditions in the mills or the lack of

child labor laws or that inventors were attracted to South Carolina because of the lack of labor unions.

They do not need to know that the paternalistic attitude of some mill owners led them to control the lives

of the workers who lived in the mill villages.


Appropriate assessments would require students to summarize developments in industry and technology

in South Carolina in the late nineteenth century and the twentieth century. Students should be able to generalize the developments and how they positively affected South Carolina. Appropriate assessments should also require students to explain the rise of the textile industry in South Carolina, including conditions that made it possible and the impact it had on the state. They should be able to interpret the

impact of the growth of the textile industry and the railroad system on South Carolina towns by reading

and interpreting maps.





3.5.2 Summarize the effects of the state and local laws that are commonly known as Jim Crow laws on

African Americans in particular and on South Carolinians as a whole. (H, P, E, G)


Previous/future knowledge: Students were introduced to the concept of racial tension and its causes previously in 3rd grade when they

learned about the plantation system, the Civil War, and Reconstruction. They will have no prior

knowledge of Jim Crow laws specifically.

In 4th grade, students will illustrate how ideals of equality set forth in the Declaration of Independence

were slow to take hold as evident in the Three-Fifths Compromise and the Fugitive Slave Acts (4-4.6).

In 5th grade, students will explain the purposes and motivations behind therise of discriminatory laws and

groups and their effect on the rights and opportunities of African Americans in different regions of the

United States. (5-1.5)

In 8th grade, students will summarize the political, economic, and social conditions in South Carolina

following the end of Reconstruction, including, the development of the 1895 constitution, and the

evolution of race relations and Jim Crow laws (8-5.1).

In United States History, students will summarize the progress made by African Americans during

Reconstruction and the subsequent reversals brought by Reconstruction’s end, including … the rise of

anti–African American factions and legislation (USHC-4.5).

It is essential for students to know When Federal troops withdrew from the South ending Reconstruction, conditions deteriorated for African

Americans. Segregation and discrimination had long been accepted practices in South Carolina. Schools

had been segregated from the time of their establishment during Reconstruction. But within ten years of

the end of Reconstruction, the South Carolina legislature passed Jim Crow laws to provide a legal means

to segregate African Americas in South Carolina. Jim Crow laws were a way for South Carolina to

circumvent the rights established for African Americans by the thirteenth and fourteenth amendments to

the Constitution of the United States. The thirteenth amendment abolished slavery. The fourteenth

amendment secured rights of citizenship for African Americans including due process and equal

protection of the laws. Jim Crow laws meant that African Americans could not ride in the same railroad

cars, or use the same public restrooms or water fountains. They had to sit in the balcony at theatres and

could not eat in the same restaurants as whites. Every aspect of life was separate. As time passed and

technology changed, Jim Crow was applied to new circumstances (for example, to buses and movie

theaters).

Other laws were also passed to limit African Americans’ right to vote as protected in the 15th amendment.

African Americans were required to pass a literacy test on the Constitution. Even if they could read the

Constitution, the white examiner declared that they were illiterate and therefore could not vote. Voters

were also required to pay a poll tax before they could vote. This was particularly hard for poor

sharecroppers, many of whom were African Americans. Poor illiterate whites were allowed to vote

because of the ‘grandfather clause’ that said if their grandfather could vote before the Civil War then so

could they. African Americans who protested these laws were intimidated by terrorist groups such as the

Ku Klux Klan.


Racial discrimination was now written into the state law and could be enforced by the state government.

Because their right to vote was denied, African Americans had no representation in this government and

so could not protect their rights. The national government did not interfere in state government to protect

African American citizens. The Supreme Court ruled that “separate but equal” was constitutional.

However, conditions were not equal.

It is not essential for students to know all of the circumstance in which segregation was practiced.

They do not need to know that Jim Crow laws were passed by the followers of Ben Tillman in an effort to

be sure that the conservative faction of the Democratic Party could not appeal to the African American

voter and therefore win an election. They do not need to know that the Tillmanites used racism as a

means of consolidating their own political power. Students do not need to know that the literacy test and

poll tax were written into the South Carolina constitution of 1895 that replaced the Reconstruction era

constitution of 1868. They do not need to know the degree to which lynchings were used to intimidate

African Americans. They do not need to know the names of the Supreme Court case, Plessy v. Ferguson,

that declared “separate but equal” to be constitutional.

Assessment guidelines: Appropriate assessment would require students to summarize the effect of Jim Crow laws on African Americans and South Carolina. Students should be to generalize the aspects of Jim Crow laws that were

used effectively to suppress African American rights. However, appropriate assessments should also

require students to identify specific Jim Crow laws and limitations on the right to vote.





3.5.3 Summarize the changes in South Carolina's economy in the twentieth century, including

the rise and fall of the cotton/textile markets and the development of tourism and other industries.

(E, H)



In 3rd grade, students explained the role of African Americans in the developing plantation economy; (3-2.7), the invention of the cotton gin (3-4.2), changes in the economy as a result of the Civil War (3-4.6)

and Reconstruction (3-4.7). Students also learned about the rise of the textile industry in South Carolina (3-5.1).

In 5th grade, students will compare the economic and social effects of Reconstruction on different

populations, including the move from farms to factories and the change from the plantation system to

sharecropping (5-1.1).

In eighth grade, students will explain the causes and effects of changes in South Carolina’s culture during

the 1920’s including… increases in tourism and recreation (8-6.4) and the expanding role of tourism in

South Carolina in the latter part of the twentieth century (8-7.2). Students will learn about the reduction of

cotton production and how it contributed to agricultural decline in the twentieth century (8-7.3) and about

the impact of events in South Carolina such as the opening and closing of military bases, development of

industries, and the expansion of port facilities (8-7.5).

In United States history, students will summarize developments in business and industry, including the

ascent of new industries, the rise of corporations through monopolies and corporate mergers, the role of

industrial leaders such as John D. Rockefeller and Andrew Carnegie, the influence of business ideologies,

and the increasing availability of consumer goods and the rising standard of living (USHC-5.1). They will

summarize the factors that influenced the economic growth of the United States and its emergence as an

industrial power (USHC-5.2). Students will also explain the transformation of America from an agrarian

to an industrial economy, including the effects of mechanized farming, the role of American farmers in

facing economic problems, and the rise of the Populist movement (USHC-5.3).

It is essential for students to know Although ‘cotton was king’ in South Carolina prior to the Civil War, the cotton industry rose and fell in

South Carolina in the late 19th and 20th centuries. During the Civil War, customers for South Carolina

cotton found new sources. However, after the war landowners insisted that sharecroppers continue to

plant cotton. Low prices for the cotton crop were the result of an increase in supply as too many farmers

continued to depend on cotton as a cash crop and production of cotton increased in other parts of the

world. Cotton also depleted the soil of its nutrients. Farmers planted more and more acreage to get a

bigger and bigger yields in order to make up for the low prices, thus increasing supply even more. Textile

mills built in South Carolina temporarily increased the demand for cotton (3-5.1). However, in the late

19th century, the boll weevil invaded the cotton fields and hurt the cotton economy. World War I

increased demand for cotton cloth for use in soldier’s uniforms and cotton farmers made money.

However, once the war ended, so did the demand; supplies remained high and prices fell. Textile mills

also experienced hard times in the 1920s. They could not get high prices for their products and workers

wanted more money for the long hours that they worked. The development of synthetic fibers replaced

cotton for clothing and decreased demand for the crop and for cotton textiles. The Great Depression hurt

the cotton farmer and the textile mills. During World War II there was an increased demand for cotton


and once again the farmers and the textile mills were working. When the war ended, demand fell again.

Farmers turned to other crops such as peaches and tobacco. Foreign competition because of low wages in

other parts of the world eventually led to the closing of many textile mills and decreased the demand for

cotton. Some cotton continues to be grown in South Carolina today. However, tobacco, pine trees and

soybeans are now the state’s most important crops.

Tourism developed in South Carolina as a result of the promotion of the historic city of Charleston and of

South Carolina’s beautiful beaches by both entrepreneurs and the state government. Hotels were opened

in Charleston and along the coast. The city of Myrtle Beach was built as a tourist attraction. After World

War II, the increasing number of automobiles and improved national highways and state roads helped to

make South Carolina tourist attractions accessible to people from other states. Air conditioning has also

boosted tourism. Today, tourism is a major industry in South Carolina.

War affected the demand for cotton and also promoted the development of other industries. Starting

during World War I, ships were built at the Charleston Navy yard and military bases in South Carolina

trained many soldiers from all over the United States. [Camp Jackson in Columbia was started as a

training base in WWI]. This continued during World War II and the Cold War. The national government

built the Savannah River nuclear plant to make the materials used in bombs during the Cold War. This

plant provided more jobs. World War II also increased world trade and once the war ended South

Carolina governors worked to get more industries and therefore more jobs to come to South Carolina.

Industries come to South Carolina because both taxes and wages are low. Most South Carolina workers

are not members of labor unions. As industries grew so did South Carolina’s port facilities and this also

increased jobs. More jobs stimulated economic growth by increasing the demand for goods and services,

such as grocery stores, gas stations, hospitals etc.

As a result of these economic changes people have moved into the state. Whether they are soldiers

training at military bases or tourists or retirees from other states or employees of foreign companies that

have invested in South Carolina, these people and their ideas have made the state a more diverse

community.

It is not essential for students to know

Students do not need to know which regions of South Carolina were most heavily invested in cotton

production. They do not need to now about the impact of other crops, such as rice, and changes in their

cultivation as a result of hurricanes. Students do not need to understand the role played by governors James F. Brynes and Strom Thurmond in attracting other industries to South Carolina and in keeping the military bases. They do not need to know how the Savannah nuclear power plant produces weapons grade

materials nor the controversies over building the plant, the dislocation of people from the area or the

danger it poses. They do not need to understand the controversies over South Carolina as a dumping site

for other nuclear waste. They do not need to know the names of companies that have relocated to South

Carolina such as Michelin or BMW.

Assessment guidelines: Appropriate assessments would require students to summarize changes in South Carolina's economy in

the twentieth century. Students should be able to identify factors that have had a positive and/or negative

impact on South Carolina's economy. Appropriate assessments should also require students to identify

trends and the general causes of these trends in the cotton/textile industry over time, such as

overproduction or changes in demand due to war. Students should be able to explain reasons for the

growth of tourism in South Carolina and identify examples of tourist sites. They should be able to

explain the impact of the growth of other industries in twentieth century South Carolina.





3-5.4 Explain the impact and the causes of emigration from South Carolina and internal

migration from the rural areas to the cities, including unemployment, poor sanitation and

transportation services, and the lack of electricity and other modern conveniences in rural

locations. (H, E, G)


Previous/future knowledge: In 3rd grade, students explained 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. (3-1.4)

In 4th grade, students will use a map to illustrate patterns of migration and trade during the period of

westward expansion, including the Santa Fe and the Oregon trails. (4-5.5)

In 5th grade, students will explain the effects of immigration and urbanization on the American economy

during the Industrial Revolution, including the role of immigrants in the work force and the growth of

cities, the shift from an agrarian to an industrial economy… (5-3.3). Students will summarize the stock

market crash of 1929 and the Great Depression, including … migration from rural areas (5-4.2). They will

summarize the significance of large-scale immigration and the contributions of immigrants to America in

the early 1900s (5-3.4).

In 8th grade, students will compare migration patterns within South Carolina and in the United States as a

whole,… including the population shift from rural to urban areas, migration between regions of the

United States, the westward expansion, and the motivations for migration and settlement (8-5.4). Students

will also explain the impact of World War I on South Carolina, including…the impact of emigration to

industrial jobs in the North (8-6.2). Students will explain how the increased industrialization and

mechanization, the reduction in cotton production, and the emigration of African Americans both resulted

from and contributed to agricultural decline in South Carolina (8-7.3).

In United States History, students will explain the causes and effects of urbanization in late nineteenth

century America, including the movement from farm to city,… and the migration of African Americans

to the North and the Midwest (USHC-5.5). Students will also explain the influx of immigrants into the

United States in the late nineteenth century in relation to the specific economic, political, and social

changes that resulted, including the growth of cities and urban ethnic neighborhoods … (USHC 5.6).

They will summarize key economic issues in the United States since the fall of communist states,

Including…Immigration... (USHC-10.2)

It is essential for students to know Migration is an essential understanding that will be addressed repeatedly in the standards. Students must

understand what the term migration means, the difference between emigration and immigration, and that

both ‘push’ and ‘pull’ factors influence migration.

During the late 19th century, African Americans began to emigrate from South Carolina to the North and

Midwest. They were pushed from South Carolina by segregation, discrimination and the violence of the

Ku Klux Klan (3-5.3) as well as by the cycle of poverty of sharecropping and the lack of other economic opportunities in the state. They were pulled by jobs in other states, particularly at the time of World War

I. Although segregation was practiced in the North and Midwest, segregation was not mandated by law

as it was in South Carolina. African Americans were allowed to vote in regions outside of the South.


This movement is known in American history as the Great Migration and led to the flowering of African

American culture in the Harlem Renaissance.

Internal migration occurred in South Carolina as a result of the cycle of poverty of sharecropping (push)

and the opportunity for work in the textile mills (pull) that was provided for whites and a few African

Americans. Improved sanitation and water lines and the greater availability of electricity in cities such as

Charleston, Greenville and Columbia also made mill towns around these cities attractive to poor workers

and their families. However, mill workers were not well paid and most could not afford to buy the

conveniences that electricity made possible.

As a result of both the emigration of African Americans and the internal migration of white farm families

to mill towns, agriculture in South Carolina was impacted, particularly the planting and harvesting of

labor intensive crop such as cotton.

Students should be able to use maps to understand migration patterns.

It is not essential for students to know how many South Carolinians emigrated from the state or moved

from farms to mill towns. Students do not need to know specifics about the Harlem Renaissance or the

South Carolinians who were part of it. They do not need to know how much mill workers were paid or

how much modern conveniences run by electricity cost.

Assessment guidelines: Appropriate assessment would require students to explain the causes and effects

of migration on South Carolina. Students should be able to compare the migration patterns of African

American and white South Carolinians.





3-5.5 Explain the effects of the Great Depression and the New Deal on daily life in South

Carolina, including the widespread poverty and unemployment and the role of the Civilian

Conservation Corps. (H, E, P)


Previous/future knowledge: In 3rd grade, students summarized the changes in South Carolina’s economy in the twentieth century,

including the rise and fall of the cotton/textile markets and the development of tourism and other

industries (3-5.3).

In the 5th grade, students will summarize the stock market crash of 1929 and the Great Depression,

including economic weakness, unemployment, failed banks and businesses, and migration from rural

areas (5-4.2). Students will also explain the immediate and lasting effect on American workers caused by

innovations of the New Deal, including the Social Security Act, the Federal Deposit Insurance

Corporation, and the Civilian Conservation Corps (5-4.3).

In the 8th grade, Students will explain the effects of the Great Depression and the lasting impact of New

Deal programs on South Carolina, including the Rural Electrification Act, the Civilian Conservation

Corps, Works Progress Administration and Public Works Administration building projects, the Social

Security Act, and the Santee Cooper electricity project (8-6.5).

In Global Studies, students will explain the impact of the Great Depression and political responses in

Germany, Britain, and the United States, including Nazism, Fascism, retrenchment, and the New Deal

(GS-5.3).

In United States History and the Constitution, students will explain the causes and effects of the stock

market crash of 1929 and the Great Depression, including the disparity in incomes, limited government

regulation, stock market speculation, and the collapse of the farm economy; wealth distribution,

investment, and taxes; government policies and the Federal Reserve System; and the effects of the

Depression on human beings and the environment (USHC-7.4). Students will compare the first and

second New Deals as responses to the economic bust of the Great Depression, including the rights of

women and minorities in the workplace and the successes, controversies, and failures of recovery and

reform measures such as the labor movement (USHC-7.5).


The Great Depression had a profound effect on South Carolina as it did in other parts of the country and

around the world. Many South Carolinians were already living in poverty prior to the Great Depression.

The Crash of 1929 did not cause the Depression; it was a symptom of many problems that undetermined the health of the economy in the 1920s. As a result of the Depression, many South Carolinians lost their

jobs because textile mills closed, their life savings because banks failed, and their homes or farms because

they could not pay their mortgage. Up to one in four South Carolinians were unemployed because of the

Depression. Between 1929 and 1933, the United States government did little to directly help the many

people who were out of work and hungry.

In 1932, Franklin Delano Roosevelt was elected and inaugurated president of the United States in 1933.

Roosevelt and the Congress created many New Deal programs to relieve the suffering of the American


people, to help the economy to recover from the Depression and to reform the system so that such a

depression would not happen again.

One of the New Deal programs, the Civilian Conservation Corps (CCC), provided employment by

hiring young men to work on outdoor projects. CCC projects included soil conservation, reforestation,

fire prevention, and the development of recreational areas across the state. The CCC planted crops that

helped the South Carolina soil to recover from years of planting cotton. The work of the CCC in South

Carolina provided the foundation of South Carolina's state park system and enhanced the geography of

the state. However, the CCC was racially segregated. Other New Deal programs also discriminated

against African Americans. Sharecroppers, many of whom were African Americans, lost their land

because a New Deal program took farm land out of production in order to lower supply and boost the

price that land owners could get for their crops. Whites were given preference on the public works

projects designed to put the unemployed back to work.

New Deal programs were designed mostly to relieve suffering by putting people back to work and

therefore earning a paycheck. They were also designed to help bring the economy out of the Depression.

Once workers spent their paycheck they would help others such as grocers and store keepers. These

grocers and store keepers would then order more goods from farms and factories. People would be hired

to produce these goods and more people would get a paycheck to spend. The New Deal relieved some

suffering and gave many people hope. However, it did not end the Depression. The Depression ended

only with government spending and the job creation that resulted from the start of World War II.

It is not essential for students to know It is not necessary that students understand the causes of the Great Depression or specific details of the Stock Market Crash of 1929 or any other economic indicators such as bank closures and unemployment

rates during the Great Depression. However, they should understand that the crash did not cause the

Depression but was a symptom of economic problems that included farmers’ low prices for crops such as

cotton and the low wages that many factory workers, including textile workers, received for their labor.

They do not need to know about Hoovervilles or bread lines. However, such details would help students

to understand the poverty of the time period. They do not need to know about other New Deal programs

that impacted South Carolina such as the South Carolina Public Service Authority (Santee Cooper) which

brought electricity to rural South Carolina, the Works Project Administration (WPA) which built houses,

schools, sewers, and roads, and the South Carolina Emergency Relief Fund. They do not need to know

about the Federal Writers’ Project of the WPA which gave writers jobs and collected the Slave

Narratives. This oral history project preserved the stories of African Americans who had been slaves.

Students do not need to know the names of the specific state parks that were created as a result of the

CCC during the New Deal.


Appropriate assessment would require students to explain the effects of the Great Depression on people

in South Carolina. Students should be able to construct cause and effect models of the various ways that

South Carolinian's were affected by the economic downturn. Appropriate assessments should also require students to explain how New Deal Programs worked to help relieve some of the suffering of South

Carolinians during the Great Depression and identify examples of ways that New Deal programs helped

South Carolina.





3-5.6 Summarize the key events and effects of the civil rights movement in South Carolina,

including the desegregation of schools (Briggs v. Elliott) and other pubic facilities and the

acceptance of African Americans' right to vote. (P, H)



In first grade, students recognized the basic values of American democracy, including respect for the

rights and opinions of others, fair treatment for everyone, and respect for the rules by which we live. (1-

4.1)

In the 3rd grade, students summarized the effects of the Civil War on the daily lives of people of different

classes in South Carolina, including…the continuing racial tensions (3-4.3). Students also summarized the

effects of Reconstruction in South Carolina, including…racial advancements and tensions (3-4.5) They

summarized the effects of the state and local laws that are commonly known as Jim Crow laws… (3-5.2).

In 5th grade, students will summarize the provisions of the Thirteenth, Fourteenth, and Fifteenth

Amendments to the Constitution, including how the amendments protected the rights of African

Americans and sought to enhance their political, social, and economic opportunities (5-1.2). Students will

explain the advancement of the civil rights movement in the United States, including key events and

people: desegregation of the armed forces, Brown v. Board of Education, Martin Luther King Jr., Rosa

Parks, and Malcolm X (5-5.3).

In the 8th grade, students will explain the factors that influenced the economic opportunities of African

American South Carolinians during the latter twentieth century, including racial discrimination, the

Briggs v. Elliott case, the integration of public facilities and the civil rights movement, agricultural

decline, and statewide educational improvement (8-7.4).

In United States History and Constitution, students will explain the movements for racial and gender

equity and civil liberties, including their initial strategies, landmark court cases and legislation, the roles

of key civil rights advocates, and the influence of the civil rights movement on other groups seeking

ethnic and gender equity (USHC-9.5).

In American Government, students will contrast the distribution of powers and responsibilities within

the federal system, including the purpose, organization, and enumerated powers of the three branches; the

workings of the Supreme Court; and the operation of the law-making process (USG-3.1). Students will

summarize the function of law in the American constitutional system, including the significance of the

concept of the due process of law and the ways in which laws are intended to achieve fairness, the

protection of individual rights, and the promotion of the common good. (USG-3.3)


It is important for students to understand that the movement for civil rights for African Americans was

continuous from the time of the first abolitionists. Organizations and individuals were actively protesting the Jim Crow laws and restrictions on voting long before the post World War II Civil Rights movement started with a court case in South Carolina.

Although their schools were far inferior to the schools provided for white students, the parents of some

African American children in Clarendon County, South Carolina just wanted a bus to take their children


to their all-black school. The school board provided busses for all of the white children but not for the

African American children. Parents bought a used bus themselves but asked the school board to pay for

the gas. The school board denied their request. With the assistance of the National Association for the

Advancement of Colored People (NAACP), the parents brought suit against the district school board in a

case called Briggs v Elliott for equal treatment under the law as required by the 14th Amendment. The

state court ruled in favor of the school district. The parents appealed the decision to the Supreme Court of

the United States. The NAACP had four similar cases before the Supreme Court from other parts of the

country. Briggs became part of the landmark Brown v. Board of Education of Topeka, Kansas decision

reached by the Supreme Court in the early 1950s. In Brown, the Supreme Court ruled that segregation in

public schools was inherently unequal and that African American students should be integrated into

classrooms with white children with “all deliberate speed.”

However, this decision did not change conditions and was not immediately enforced. Segregation

continued in schools and all other parts of Southern life. Rosa Parks was a member of the NAACP who

was tired of segregation. When she refused to move from her seat on a bus she started the Montgomery

Bus Boycott. This peaceful protest against segregation started a series of protests throughout the South

that included sit-ins, marches and boycotts. Martin Luther King, Jr. became a leader of the non-violent

protest movement and made the famous “I Have A Dream” speech at a protest march in Washington,

D.C. South Carolina also had protests. Pictures of protesters being attacked by police dogs and sprayed

with fire hoses in places such as Birmingham and Selma, Alabama were carried on nationwide TV and in

newspapers. This news coverage led to greater public awareness of racial discrimination and sympathy

for the conditions of African Americans in the South. It also led South Carolina leaders to be concerned

that these protests would hurt their efforts to attract businesses to the state (3-5.3). So South Carolina

government and business leaders began to deliberately and peacefully integrate public facilities in the

state. Although the state of South Carolina resisted integration of Clemson University all the way to the

Supreme Court, Clemson University and the University of South Carolina were peacefully integrated.

Stores and restaurants opened their doors to African American customers. This peaceful integration was

eventually marred by the ‘Orangeburg Massacre’, when black students were shot by the South Carolina

highway patrol and the National Guard after a protest about a segregated bowling alley.

As a result of the civil rights protests, the national government passed laws that protected the rights of

African Americans. The Civil Rights Act [1964] made segregation illegal in all public facilities. The

Voting Rights Act [1965] outlawed literacy tests and the 26th Amendment outlawed poll taxes. African

Americans were allowed to vote and elected to state legislatures fro the first time since Reocnstruction.

It is not essential for students to know Although the many stories of the civil rights movement will bring this era to life for students, students do

not need to know exact dates or details. For instance they do not need to remember that some of the

Clarendon County students had to walk 18 miles to and from school each day. They do not need to know

the role of Judge J. Waties Waring in ruling that African Americans should have the right to vote in the

all-white primary of the Democratic Party. They do not need to know the role of Strom Thurmond as a

candidate for the Dixiecrat Party in 1948 or as author of the Southern Manifesto that condemned the

Brown ruling. They do not need to know that the Brown decision in 1954 overturned a decision made by

the Supreme Court in 1896 called Plessy v. Feguson. The Plessy decision had established ‘separate-but-

equal’ as the standard. Students do not need to know that Clemson University was integrated by Harvey

Gantt or the number of students who were killed in the Orangeburg Massacre. They do not need to know

about the role of Jackie Robinson in integrating baseball in 1947 or in a protest at the Greenville Airport.

However, the story of integrating baseball is an interesting one for students and will help them to

understand that segregation touched every part of life.


Assessment guidelines: Appropriate assessment would require students to summarize the key events

and effects of the Civil Rights Movement in South Carolina. Students should also be able to explain

Briggs v Elliott and its long term impact on public education in South Carolina and to compare Jim Crow

laws and restrictions on voting to the civil rights legislation of the 1960s.





3-5.7 Summarize the rights and responsibilities that contemporary South Carolinians

have in the schools, the community, the state, and the nation. (P)



In 1st grade, students recognized the basic values of American democracy, including respect for the rights

and opinions of others, fair treatment for everyone, and respect for the rules by which we live (1-4.1).

In 4th grade, students will explain the major ideas and philosophies of government reflected in the

Declaration of Independence (4-3.3). Students will compare the ideas in the Articles of Confederation

with those in the United States Constitution, including how individuals and states are represented in the

national congress (4-4.1). Students will also explain the role of the Bill of Rights in the ratification of the

Constitution, including how the Constitution serves to guarantee the rights of the individual and protect the

common good yet also to limit the powers of government (4-4.3).

In the 7th grade students will outline the role and purposes of a constitution, including such functions as

defining a relationship between a people and their government, describing the organization of government

and the characteristics of shared powers, and protecting individual rights and promoting the common good

(7-2.3).

In United States History and Constitution, students will summarize the early development of

representative government and political rights in the American colonies, the rule of law and the conflict

between the colonial legislatures and the royal governors (USHC-2.1). 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). They will summarize the creation of a new national government, including

the new state constitutions, the Founding Fathers and their debates at the Constitutional Convention,

and the subsequent ratification of the Constitution (USHC-2.4). Students will analyze underlying political

philosophies, the fundamental principles, and the purposes of the United States Constitution and the Bill of

Rights (USHC-2.5). They will compare the social and cultural characteristics of the North, the South, and

the West during the antebellum period, including the lives of African Americans and social reform

movements such as abolition and women’s rights (USHC-4.1) and explain the movements for racial and

gender equity and civil liberties, including their initial strategies, landmark court cases and legislation, the

roles of key civil rights advocates, and the influence of the civil rights movement on other groups seeking

ethnic and gender equity (USHC 9.5).

In U.S. Government, students will summarize the basic principles of American democracy

including popular sovereignty, the rule of law, the balance of power, the separation of powers, limited

government, federalism, and representative government as expressed in the Declaration of Independence,

the Federalist Papers, the Constitution, and the Bill of Rights (USG-2.1). They will compare fundamental

values, principles, and rights that are in conflict with one another in the American political system and the

ways in which such conflicts are typically resolved, including conflicts that arise from diversity, conflicts

between individual rights and social stability, and conflicts between liberty and equality (USG 2.3), and

summarize the function of law in the American constitutional system, including the significance of the

concept of the due process of law and the ways in which laws are intended to achieve

fairness, the protection of individual rights, and the promotion of the common good

(USG 3.3).



Throughout their study of the history of South Carolina, students should have been discussing the basic

rights and responsibilities of all American citizens.

In school, students should practice respect for the rights and opinions of others, fair treatment for

everyone, and respect for the rules by which we live (1-4.1) by obeying school rules and treating other

members of their class with respect and fairness. Their responsibility to act in the best interests of

everyone in the class should be part of the culture of the classroom.

In their community, state and nation students must also obey the law and exercise their rights with the

clear understanding that their rights cannot infringe upon the rights of others. Free speech includes the

responsibility to speak with respect and fairness for the rights and opinions of others as well as for the

truth. Students should understand that they have a right to vote but the responsibility to vote intelligently

after considering all arguments and issues. Students should understand that every citizen has the right to

protection by and services from the United States government but they also have the responsibility to

support and preserve that government through their taxes and/or service. Citizens have the responsibility

to understand the principles upon which our government is based and to preserve and protect those

principles. Every citizen has the right to advocate for their self interests but the responsibility to

compromise and act for the common good. Other rights can, and should, be discussed with the clear

understanding that every right includes a responsibility.

It is not essential for students to know exact language of the Bill of Rights or the Constitutions of the United States and South Carolina. Students do not need to be able to list every right included in the

Bill of Rights but to have a general understanding that rights include responsibilities.

Assessment guidelines: Appropriate assessment would require students to summarize the rights and

responsibilities of contemporary South Carolinians. Students should be able to generalize the main points

in the description of rights and responsibilities and infer their effects on school, community, state, and

nation. Appropriate assessments should also require students to compare individual rights and

responsibilities.


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