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    • South Carolina History—8thGrade Curriculum GuideStandard 1: The student will demonstrate an understanding of the settlement of South Carolina and the United States by NativeAmericans, Europeans, and Africans.1st9WeeksIndicators Pacing Materials/Resources Suggested Activities8-1.1—Summarize the collective &individual aspects of the NativeAmerican culture of the EasternWoodlands tribal group, includingthe Catawba, Cherokee, &Yemassee.Tier 3 Words: Eastern Woodlands,nomadic, Piedmont, Cherokee,foothills, Catawba, daub & wattle,Yemassee, council, hostilities,Algonquin2 days The History of S.C. in theBuilding of a Nation—Chapter 2Student Resource Guide—pp.10-15Website: http://studysc.orghttp://discus.orgS.C. Curriculum Guide/Support Documents1. Local Native Americans/Native Americans across S.C./Map location oftribes2. Create a story map of hunting & farming methods3. Use a map to identify the locations of Native American settlements in S.C.& write about how they interacted with each other.4. Read background material about the Cherokee, Catawba, or Yemasseetribes; create/write a booklet that includes information about the tribe of yourchoice. Students can also include illustrations in their booklets.5. Read about the “Legend of Issaqueena” or other Native American Legends.Students will create/write their own Native American legend based on a realplace in S.C.8-1.2—Compare the motives,activities, & accomplishments of theexploration of S.C. & NorthAmerica by the Spanish, French, &English.Tier 3 Words—encomiendas,conquistadors, missions, religiouspersecution, Protestant, decimate,self-government, San Miguel deGualdape, Waccamaw River,Charlesfort, San Felipe2-3 days The History of S.C. in theBuilding of a NationWebsite: http://studysc.orghttp://discus.orgCompare & contrast the settlements of the French, English, & Spanish settlers
    • 8-1.3—Summarize the history ofEnglish settlements in NewEngland, the mid-Atlantic region, &the South, with an emphasis on S.C.as an example of a distinctlysouthern colony.Tier 3 Words—headright system,indentured servants, persecute,charter, joint stock company,Mayflower Compact, Pilgrims,Puritans, democracy, dissenters,quitrent, Fundamental Constitutionof Carolina, Lords Proprietors3 days The History of S.C. in theBuilding of the Nation1. Create a flip chart that summarizes each settlement in the New World—New England, Mid-Atlantic, & the South.2. Create your own colony—students can work in groups to create a newcolony from scratch—students can use what they learned about each of thecolonies including economic activity, daily, slaves, mistakes made, problemsencountered & solutions to problems. Students can create a colony, a map, log& brief description of the people of the colony, & finally solve a problem bymaking decisions about how they will utilize the 5 boats they will be given forthe trip.8-1.4—Explain the significance ofenslaved & free Africans in thedeveloping culture & economy ofthe South & S.C., including thegrowth of the slave trade &resulting population imbalancebetween African & Europeansettlers; African contributions toagricultural development; &resistance to slavery, including theStono Rebellion & subsequent lawsto control slaves.Tier 3 Words: Gullah, Geechee,indentured servants, MiddlePassage, naval stores, indigo, staple,slave codes, manumit3 days The History of S.C. in theBuilding of the NationThe International slaveTrade—pp. 56-58African Americans inCarolina—pp. 58-59The Stono Rebellion & itsAftermath—p. 59Student Resource Guide—pp.37, 39, 40, 41, 43, 44Website:http://studysc.orghttp://discus.org1. Create a cause/effect chart depicting events/conditions leading up to theStono Rebellion & its effect on the colony2. Analyze the slave & white populations of S.C. & hypothesize how thepopulation imbalance affected production, the economy, & culture
    • 8-1.5—Explain how S.C. used theirnatural, human, and politicalresources uniquely to gain economicprosperity, including settlement by& trade with the people ofBarbados, rice, & indigo planting, &the practice of mercantilismTier 3 Words: Lowcountry,prosperity, cash crop, indigo,mercantilism, subsidies, enumeratedsalutary neglect, Carolina Gold,naval stores, immigrant, balance oftrade2-3 days The History of S.C. in theBuilding of the NationA Growing Economy—pp.46-47Britain Develops a ColonialPolicy—p. 52Rice—Carolina Gold—pp.53-54Indigo—A Second Staple-pp.54-55The Growth of AfricanSlavery—pp. 55-56Website:http://studysc.orghttp://discus.org1. Create a timeline that illustrates the key events in the history of S.C.settlement2. Analyze ways in which Lords Proprietors attempted to persuade people tosettle in Carolina—In cooperative of 3-4 students, design an advertisement thatpersuades people to come to Carolina (include facts about the new land, waysto profit & what settlers will get in return for coming to a strange new land)3. Research the life of Eliza Lucas Pinckney with regard to indigo planting &the prosperity it brought to planters4. Create a map that shows the location of natural, human, & politicalresources throughout the colony of S.C.8-1.6—Compare the developmentof representative government inS.C. to representative government inthe other colonial regions, includingthe proprietary regime, the period ofroyal government, & SouthCarolina’s Regulator movement.Tier 3 Words: elite, bicameralassembly, proportional,Backcountry, royal colony,animosity, regulators, RegulatorMovement, vigilante, circuit court,disproportional3 days The History of S.C. in theBuilding of the NationCarolina Charter—pp. 36-37Royal Gov’t in theColonies—pp.65-66Ten Years of Indecision—pp.69-70Life in the Backcountry—pp.92-93The Regulator Movement—pp. 95-96Student Resource Guide—pp.27, 45, 47, 57, 60, 61Website: http://studysc.orghttp://discus.org1. Propriety vs. Royal Government—Create a chart that depicts the differencesb/t a proprietary & royal government2. Write a short paper that explains the purpose for government (especially in aland so far away from the mother country). Use this to explain why regulatorswere utilized in the Backcountry of S.C.3. Writing Prompt—the Backcountry of S.C. is located a long distance awayfrom Charleston and is relatively isolated because of distance & terrain. Howdo you & your family live in the backcountry? Give a written account of atypical day in the Backcountry.
    • Standard 8-2—The student will demonstrate an understanding of the causes of the American Revolution and the beginnings of the newnation, with an emphasis on South Carolina’s role in the development of that nation.1st9WeeksIndicators Pacing Materials/Resources Suggested Activities8-2.1— Explain the political &economic consequences of theFrench & Indian War on therelationship of the S.C. colonistswith Native Americans &England.Tier 3 words: mercantilism,salutary neglect, animosity,Upcountry, treaty, boundary,smuggler, Sugar Act, admiraltycourt3-4 days The History of S.C. in theBuilding of the NationThe War for theBackcountry—p. 91The Cherokee War—pp. 94Student resource guide—p.56Website:http://studysc.orghttp://discus.org1. Create a flowchart listing the causes, events, & outcomes of the French &Indian War—include alliances with Native American tribes where possible.2. Compare S.C. involvement in the French & Indian War to the involvement ofthe colonies as a whole3. Summarize the French & Indian War8-2.2— Summarize the responseof S.C. to events leading to theAmerican Revolution, includingthe Stamp Act, Tea Acts, & theSons of Liberty.Tier 3 Words: taxes, Stamp Act,prerogative, Sons of Liberty,Townshend duties revenue,boycott, Tea Act, Intolerable Acts3-4 days The History of S.C. in theBuilding of the NationAmerican Reaction to NewTaxes—p. 102The Stamp Tax in S.C.—pp.105-106The Tea Crisis &Revolution—p. 107Declaring Independence—pp. 113-114Student Resource Guide—pp. 62, 62, 64, 65, 66, 68Website:http://studysc.orghttp://discus.org1. Analyze the Stamp Act—create a list of items that one uses daily that would betaxed under the Stamp Act2. Create a sequence of events that led up to the Revolutionary War
    • 8-2.3—Explain the roles of SouthCarolinians in the adoption of theDeclaration of Independence.Tier 3 words: delegates, naturalrights, democracy, principles ofequality2 days The History of S.C. in theBuilding of the NationDeclaring Independence—pp. 113-114South Carolinians inCongress—p. 119Student Resource Guide—pp. 70-71Website:http://studysc.orghttp://discus.org1. Compare the roles of the 3 signers of the Declaration of Independence2. Write a short biographical sketch of each of the S.C. signers of the Declarationof Independence8-2.4—Compare the differentperspectives of different groupsof South Carolinians during theAmerican Revolution, includingPatriots, Tories/Loyalists, women,enslaved & free Africans, &Native AmericansTier 3 words: Patriots, Loyalists,Tories, provisional government,Continental Army, partisan bands,messengers2-3 days The History of S.C. in theBuilding of the NationA New Government inCharles Town—pp. 114-116Where did the BackcountryStand?—pp. 116-117British Invasion of theState—pp. 120-121South Carolina—pp. p. 121Disaster at Camden—p.122Victory at King’s Mountain& Cowpens—pp. 122-123Patriot Victory in S.C.—pp.123-124Website:http://studysc.orghttp://discus.orgWorking in pairs, assign a student to play a Lowcountry plantation owner andanother to play a small farmer from the Upcountry. Have them analyze advantages& disadvantages of loyalty to Britain versus patriotism to the U.S. and finallychoose their allegiance. Write a short narrative that explains their choice ofallegiances.
    • 8-2.5—Summarize the role ofSouth Carolinians in the course ofthe American Revolution,including the use of partisanwarfare & the battles ofCharleston, Camden, Cowpens,Kings Mountain, & EutawSpringsTier 3 words: palmetto tree, FortMoultrie, exile, militia, war ofattrition, Battle of Camden, Battleof King’s Mountain, Battle ofCowpens, irregular partisanforces, retreat, traitorproclamation, Battle of EutawSprings, beleaguered, Pyrrhicvictory, tactical, guerilla warfare3 days The History of S.C. in theBuilding of the NationBritish Invasion of theState—p. 120-121S.C. Fights Back—p. 121Disaster at Camden—p.122Victory at King’s Mountain& Cowpens—pp. 122-123Student Resource Guide—pp. 67, 69, 72, 73, 74Website: http://studysc.orghttp://discus.org1. Compare the different battles that took place in S.C. and write about anysimilarities or patterns2. “Badge of Honor”—Research various people involved in the AmericanRevolution. (Provide students with a list of names or they can use a person of theirchoice)Materials: list of names, the Badge of Honor (create one using internet source),S.C. History Text8-2.6—Explain the role of SouthCarolinians in the establishmentof their new state government &the national government after theAmerican RevolutionTier 3 words: Committee of 99,Provincial Congress, provincialgovernment, delegation,Declaration of Independence,Continental Congress, Treaty ofParis, Articles of Confederation,ratify, ceded, ConfederationCongress, insurrection3-4 days The History of S.C. in theBuilding of the NationGrowing Sentiment for aNew Constitution—pp. 131-132The Federal Convention—pp.132-133, & 136Ratifying the Constitution—pp. 136-137The State Constitution of1790—pp. 136Website:http://studysc.orghttp://discus.org1. Write a comparison of the lives of people of the Lowcountry & the Upcountry2. Analyze the arguments during the Constitutional convention that led to the 3/5Compromise, ending in the slave trade
    • Standard 8-3—the student will demonstrate an understanding of South Carolina’s role in the development of the new nationalgovernment.2nd9WeeksIndicator Pacing Materials/Resources Suggested Activities8-3.1--Explain the tensions betweenthe Upcountry and the Lowcountryof South Carolina, including theireconomic struggles after theRevolutionary War, theirdisagreement over representation inthe General Assembly, the locationof the new capital, and thetransformation of the state’seconomy.Tier 3 words: EconomyRepresentation, Patriots,Loyalist, Regulators, Mercantilists,Elite, Upcountry, subsistence farmers3 days The History of S.C. in theBuilding of the NationWebsite:http://studysc.orghttp://discus.org1. Compare/Contrast the Articles of Confederation to the Constitutionexamining the effects both had on S.C. and its people.2. Imagine you are Charles Pinckney of S.C. and write an argument for thenew constitution to the Federal convention.3. Create a political cartoon that illustrates how the Upcountry & Lowcountryfelt about each other.8-3.2-- Explain the role of SouthCarolina and its leaders in theConstitutional Convention, includingtheir support of the Three-FifthsCompromise and the CommerceCompromise as well as the divisionamong South Carolinians over theratification of the Constitution.Tier 3 Words: Three-fifthscompromise, Commerce compromiseRatify, Articles of Confederation,Constitution, Shay’s Rebellion,Virginia Plan, Bicameral, New JerseyPlan, Delegates, Great Compromise,Federalist, Antifederalist, Ratify1-2 days The History of S.C. in theBuilding of the NationWebsite:http://studysc.orghttp://discus.org1. Compare/Contrast the Articles of Confederation to the Constitutionexamining the effects both had on S.C. and its people.2. Imagine you are Charles Pinckney of S.C. and write an argument for thenew constitution to the Federal convention
    • Standard 8-3.3—Explain the basicprinciples of government asestablished in the United StatesConstitution.Tier 3 Words-- Popular Sovereignty,Individual Rights, Federalism,Representative Democracy, Checksand balances, Limited Government,Separation of Powers, Bill of Rights1-2 days The History of S.C. in theBuilding of the NationWebsite:http://studysc.orghttp://discus.orgCompare/Contrast the Articles of Confederation to the Constitutionexamining the effects both had on S.C. and its people.Standard 8-3.4-- Analyze theposition of S.C. on the issues thatdivided the nation in the early1800’s, including the assumption ofstate debts, the creation of a nationalbank, the protective tariff and therole of the U.S. in the Europeanconflict between England & France,and in the War of 1812.Tier 3 Words—Democratic-Republican,War Hawks, Jacksonian Democracy,Democratic Party, Veto, Whig PartyArsenal, Nullification, NationalismSecond great awaking, Tariff,Proclamation of Neutrality, XYZAffair, Alien Sedition Acts, EmbargoAct, Protective Tariff, State’s Rights3 days The History of S.C. in theBuilding of the NationWebsite:http://studysc.orghttp://discus.org1. Compare/Contrast the Articles of Confederation to the Constitutionexamining the effects both had on S.C. and its people.2. Imagine you are Charles Pinckney of S.C. and write an argument for thenew constitution to the Federal convention
    • Standard 8-4—The student will demonstrate an understanding of the multiple events that led to the Civil War.2nd9WeeksIndicator Pacing Materials/Resources Suggested ActivitiesStandard 8-4.1 Explain theimportance of agriculture inantebellum South Carolina,including the plantation system andthe impact of the cotton gin on allsocial classes.Tier 3 Words:Headright system, Cotton ginAntebellum, Planter, Field hands,Plantation system, Cash crop,Sectionalism, Overseer,Class system3 days The History of S.C. inthe Building of theNationWebsite:http://studysc.orghttp://discus.orgWrite a paper about one of the events of the Civil War that you believe to be themost important event with the strongest effect on S.C. society (must have proof ofopinion).Standard 8-4.2 Analyze howsectionalism arose from racialtension, including the DenmarkVesey plot, slave codes and thegrowth of the abolitionist movementTier 3 Words—Jeffersonian Republic, Nat TurnerRebellion, Abolitionist movement,Denmark Vesey Plot, Sectionalism,Slave codesUnderground RR, Whigs, WageSlave, Free states, The Liberator3 days The History of S.C. inthe Building of theNationWebsite:http://studysc.orghttp://discus.org1. Working in groups, students will create a scenario in which Denmark Veseyplotted his slave uprising; they will “act out” their storyline.2. Working in groups, students will write a list of slave codes; each student willwrite an argument that justifies the codes they created.
    • Standard 8-4.3-- Analyze keyissues that led to South Carolina’ssecession from the Union, includingthe nullification controversy andJohn C. Calhoun, the extension ofslavery and the compromises overwestward expansion, the Kansas-Nebraska Act, the Dred Scottdecision, and the election of 1860Tier 3 Words:Know Nothings, Popularsovereignty, Kansas-Nebraska Act,Dred Scott Decision, Westwardexpansion, Missouri CompromiseNullify, Liberty Party, Unionists,Free soil, Fugitive Slave Law, ForceBill, Nullification Crisis3 days The History of S.C. inthe Building of theNationWebsite:http://studysc.orghttp://discus.orgWrite an argument for or against SC secession from the United States. Siteexamples of why your argument is validStandard 8-4.4-- Evaluate thearguments of unionists,cooperationists, and secessionists onthe issues of state’s rights & slaveryand the ways that these argumentscontributed to S.C. secessionTier 3 Words-- CooperationistOrdinance of Secession, Unionists,Secessionists, State’s Rights3 days The History of S.C. inthe Building of theNationWebsite:http://studysc.orghttp://discus.orgWrite an argument for or against SC secession from the United States. Siteexamples of why your argument is valid Write an argument for or against SCsecession from the United States. Site examples of why your argument is valid
    • Standard 8-4.5-- Compare themilitary strategies of the North &South during the Civil War & thefulfillment of these strategies inS.C. and in the South as a whole.This includes the attack on FortSumter, the Union blockade ofCharleston, the capture of PortRoyal, & the development of theHunley submarine; the exploits ofRobert Smalls, & Gen. WilliamSherman’s march through the stateTier 3 Words-- Civil warBlockade, Confederacy, Union,Robert E. Lee, Ulysses S Grant,William T. Sherman, Total War,Conscription, H.L. Hunley4 days The History of S.C. inthe Building of theNationWebsite:http://studysc.orghttp://discus.orgImagine you are General Grant or Lee and you are explaining to others why theyshould join the North or South in this fightStudent groups will be assigned an event in which they will create a short skitusing their notes. Each group will act out their skit for the classStandard 8-4.6—Compare theimpact of the Civil War on SouthCarolinians in each of the variousclasses, including those groupsdefined by race, gender, & age.Tier 3 Words—EmancipationProclamation, pardon, inflation2 days The History of S.C. inthe Building of theNationWebsite:http://studysc.orghttp://discus.org
    • Standard 8-5: The student will understand the impact of Reconstruction, industrialization, & progressivism on society & politics in S.C. inthe late 20th& early 21stcenturies.3rd9weeksIndicator Pacing Materials/Resources Suggested ActivitiesStandard 8.5-1—Analyzethe development ofReconstruction policy and itsimpact in South Carolina,including the presidential andthe congressionalreconstruction plans, the roleof black codes, and theFreedmen’s Bureau.Tier 3 Words—Reconstruction, Freedmen’sBureau, sharecropping,southern elite, Black Codes,“Radical Republicans”,military district, 13thamendment, 14thamendment,15thamendment, Ku KluxKlan, CongressionalReconstruction3 days The History of S.C.in the Building of theNationWebsite:http://studysc.orghttp://discus.orgWriting Prompt: Compare and contrast some similarities women and black men faced infighting for equal rights under the law. Also, contrast women and black men on their rightsfollowing the 13th, 14th, and 15th Amendments. Hypothesize why women were excludedfrom votingStandard 8.5-2—Describethe economic impact ofReconstruction on SouthCarolinians in each of thevarious social classes.Tier 3 Words—EconomicDepression, Sharecropper,Tenant Farmer, vigilantegroups, scalawags,carpetbaggers, crop liensystem, immigrants3 days The History of S.C.in the Building of theNationWebsite:http://studysc.orghttp://discus.orgHave students define sharecroppers, tenant farmers, and the crop lien system. Havestudents create a flow chart explaining how the crop lien system kept the sharecroppers andtenant farmers in constant debt.http://ca.uky.edu/Agripedia/glossary/croplien
    • Standard 8.5-3—Summarizethe successes and failures ofReconstruction in SouthCarolina, including thecreation of political,educational, and socialopportunities for AfricanAmericans; the rise ofdiscriminatory groups; andthe withdrawal of federalprotection.Tier 3 Words—EthnicDiversity, Regionalism,Disenfranchise, Segregation,propaganda, corruption,freedom schools,philanthropists, Northern AidSociety, Penn School,literacy, Ku Klux Klan,Riflemen, Red Shirts,electoral votes3 days The History of S.C.in the Building of theNationWebsite:http://studysc.orghttp://discus.orgCreate a cause and effects chain that describes the political movement from Reconstructionto the Populist movement.Standard 8.5-4—Summarizethe policies and actions ofSouth Carolina’s politicalleadership in implementingdiscriminatory laws thatestablished a system of racialsegregation, intimidation, andviolence.Tier 3 Words—redeemers,Conservative Democrats,“lost cause”, eight box law,poll tax, gerrymandering,disenfranchise, Populist, JimCrow Laws3 days The History of S.C.in the Building of theNationWebsite:http://studysc.orghttp://discus.org1. Students will examine a copy of the Constitution of 1895 and list examples of waysAfrican Americans were negatively impactedhttp://www.sciway.net/afam/reconstruction/majorevents.html2. Hypothesize why some people resorted to violence such as racial conflict and lynchingsin their dealings with African Americans following the Civil War.
    • Standards 8.5.5—Compareindustrial development inSouth Carolina toindustrialization in the rest ofthe United States, includingthe expansion of railroads,the development of thephosphate and textileindustries, and immigration.Tier 3 Words—Industrialization, textiles,immigrant, emigrate, ethnicdiversity, mass production,transcontinental, textile mills,“lint heads”, tuberculosis,unions, strike, phosphates3 days The History of S.C.in the Building of theNationWebsite:http://studysc.orghttp://discus.org1. Collect a series of photos about child labor, perhaps from those of Lewis Hine, and draft abill to propose changes in the Child Labor Law.2. Hypothesize why families would allow their children to work in the conditions that havebeen reported by photographers of the period. What other choices did they have? Take anddefend a stand on one side or the other of the issue.3. Students will debate the positives and negatives of living in a mill village.Standard 8.5-6—Comparethe plight of farmers in SouthCarolina with that of farmersthroughout the United States,including the problems ofoverproduction, naturaldisasters, and sharecroppingand encompassing the rolesof Ben Tillman, thePopulists, and land-grantcolleges.Tier 3 Words—Populism,land-grant college, Populists,supply & demand, lien laws,Farmers’ Alliance, popularelection, secret ballot, naturaldisasters, tobacco3 days The History of S.C.in the Building of theNationWebsite:http://studysc.orghttp://discus.org1. Have student study photographs taken after the Charleston earthquake of 1886. Constructa table comparing the short-and long-term effects of the earthquake on the people of SouthCarolina, including how people now deal with and prepare for natural disasters. Thewebsite below has photographs of the Earthquake of 1886.www.knowitall.org/schistory/http://www.eas.slu.edu/Earthquake_Center/1886EQ/2. Students will compare the ideologies of the Populist Tillmanites and the ConservativeBourbonshttp://www.itv.scetv.org/guides/ConversationsonHistory/lesson16.pdf3. Video Activity: Discuss The Wizard of OZ as a Populist political allegoryhttp://paws.wcu.edu/mulligan/www/oz.
    • Standard 8.5-7—Comparemigration patterns of SouthCarolinians to such patternsthroughout the United States,including the movement fromrural to urban areas and themigration of AfricanAmericans from the South tothe North, Midwest, andWest.Tier 3 Words—migration,regionalism, populationdensity, urban, rural,immigrant, transcontinentalrailroad, urban, Tillmanites,ethnic diversity, quota system3 days The History of S.C.in the Building of theNationWebsite:http://studysc.orghttp://discus.org1. Have students create a flyer/poster advertising for homesteaders encouraging them totravel out west. Include on the poster a great slogan that includes a positive impact ofWestern Migration.2. Have students use primary-source information, such as census data, to create a graph thatshows how the population of South Carolina has changed over time. Include a projection ofhow the population will change over the next twenty years. What is the impact of populationgrowth on South Carolina? What is the impact of immigration?Standard 8.5-8—Comparethe Progressive movement inSouth Carolina with thenational Progressivemovement, including theimpact on temperance;women’s suffrage; laborlaws; and educational,agricultural, health, andgovernmental reform.Tier 3 Words—ProgressiveMovement, muckrakers,temperance,suffrage, compulsoryattendance, labor union,strike, collective bargaining,lockout, injunction,Progressives, picketing, 19thAmendment, prohibition3 days The History of S.C.in the Building of theNationWebsite:http://studysc.orghttp://discus.org1. The Progressive Movement developed in response to the problems of the growing citiesand the changing workplace in the late 19th century. Students will list social, economic, andpolitical problems of the era that require change. Considering these problems, students willinvestigate the role of the muckraker in exposing problems/corruption. In groups, choose aproblem and write an expose about the corruption (Hine and Sinclair)2. Have the students explain the meaning of suffrage. Research when women got the rightto vote and which amendment gave them this right. How does ratification work? Whatpercentage of the states must approve the amendment? How could women legally vote inSC when the amendment was not ratified? When did SC ratify this amendment?
    • Standard 8-6: The student will understand the impact of Reconstruction, industrialization, & Progressivism on society & politics in S.C. inthe late 19th& 20thcenturies.4th9WeeksIndicator Pacing Materials/Resources Suggested ActivitiesStandard 8.6-1—Explain thereasons for United Statesinvolvement in World War Iand the war’s impact on SouthCarolina and the nation as awhole, including the building ofnew military bases and theeconomic impact of emigrationto industrial jobs in the North.Tier 3 Words—Armistice,Reparations, patriotism, bonddrives, Sedition Act, patriotism3 days The History ofS.C. in theBuilding of theNationWebsite:http://studysc.orghttp://discus.org1. Research a military base in SC from WWI. Gather information about date of opening,location, number of military personnel, number of civilian employees, and the base’spurpose.2. Have students create a map identifying the military bases in SC in 1918 and a mapidentifying the military bases in SC today? IF bases are not currently in operation today,determine when the bases were in operation and when they ceased operation.3. Create a cause/effect chart that explains how World War I helped the economy of S.C.& the nation.Standard 8.6-2—Explain thecauses and effects of changes inSouth Carolina and the nationas a whole in the 1920s,including Prohibition, thedestruction caused by the bollweevil, the rise of mass media,improvements in daily life,increases in tourism andrecreation, the revival of theKu Klux Klan, and thecontributions of SouthCarolinians to the HarlemRenaissance and the SouthernLiterary Renaissance.Tier 3 Words—KKK,Prohibition, boll weevil,Harlem Renaissance, flappers,moonshine, “bootleggers”,Southern Literacy Renaissance3 days The History of S.C. inthe Building of theNationWebsite:http://studysc.orghttp://discus.orgResearch the Boll Weevil. What is a boll weevil and how did this particular insect effectcotton production? How has the problem of the boll weevil been controlled? In groups,students will suppose that the boll weevil has destroyed their cotton crops, they willdevelop and choose an alternative crop for production.
    • Standard 8-6.3—Explain thereasons for depressedconditions in the textile millsand on farms in South Carolinaand other regions of the UnitedStates in the 1920s and theimpact of these conditions onthe coming of the GreatDepression.Tier 3 Words—Stock MarketCrash, Great Depression, bollweevil, overproduction,foreclosure, sharecroppers,tenant farmers3 days The History of S.C. inthe Building of theNationWebsite:http://studysc.orghttp://discus.org1. Create a cause/effect chart that summarizes the reasons why S.C. was already in adepressed economical state before the Great Depression.Standard 8.6-4—Explain theeffects of the Great Depressionand the lasting impact of theNew Deal on people andprograms in South Carolina,including James F. Byrnes andMary McLeod Bethune, theRural Electrification Act, thegeneral textile strike of 1934,the Civilian ConservationCorps, the Works ProgressAdministration, the PublicWorks Administration, theSocial Security Act, and theSantee Cooper electricityproject.Tier 3 Words—bankrupt, NewDeal, WPA, Santee CooperElectricity Project, SSA, PWA,REA, CCC, Tennessee ValleyAuthority, “fireside chats”,power cooperative, NationalRecovery Act, arbitration3 days The History of S.C. inthe Building of theNationWebsite:http://studysc.orghttp://discus.org1. Construct a cause/effects/consequence chart that depicts the Depression as the cause &alphabet programs as multiple effects. Students will write a short explanation of theconsequences of the programs.2. Students will read a short bio about James F. Byrnes & Mary McLeod Bethune. Theywill write a summary of the part these S.C. natives played the Roosevelt administration.
    • Standard 8.6-5—Compare theramifications of World War IIon South Carolina and theUnited States as a whole,including the training of theDoolittle Raiders and theTuskegee Airmen, the buildingof additional military bases, therationing and bond drives, andthe return of economicprosperity.Tier 3 Words—DoolittleRaiders, Tuskegee Airmen,isolationist, Communism, massproduction, draft, illiterate,poverty, ration, war bonds3 days The History of S.C. inthe Building of theNationWebsite:http://studysc.orghttp://discus.org1. Students will write a paper in which they make the argument as to why the Doolittle’sRaiders is a mission that is critical to restoring the morale of the U.S. (after the bombingof Pearl Harbor).2. Students will create a cause/effect chart that summarizes the important role of theTuskegee Airmen during WWII
    • Standard 8-7: The student will demonstrate an understanding of the impact on S.C. of significant events of the late 20thand early 21stcentury.4th9WeeksIndicator Pacing Materials/Resources Suggested Activities8-7.1—Compare the social &economic impact of World WarII & the Cold War on S.C. withits impact on the rest of the U.S.including the increases in highbirth rate; the emergence of theconsumer culture; the expandingsuburbanization, highwayconstruction, tourism, &economic development; thecontinuing growth of themilitary bases & nuclear powerfacilities; & the increases ineducational opportunities.Tier 3 words: GI Bill, wartimeindustry, Cold War, GreatestGeneration, Baby Boomers,plutonium, tourism, resorts, U.S.Nuclear Arsenal4 days Website:http://studysc.orghttp://discus.org1. Compare/contrast how WW II & the Cold War impacted the U.S. & S.C.2. Construct a cause/effect/consequences chart with WW II being the cause. Students list& write a brief explanation of the effects the war had on families, the culture, theeconomy, the government, and education..
    • 8-7.2: Analyze the movementfor civil rights in S.C., includingthe impact of the landmark courtcases Elmore v. Rice and Briggsv. Elliot; civil rights leaders,Septima Poinsette Clark,Modjeska Monteith Simkins,and Matthew J. Perry; the S.C.school equalization effort &other resistance to schoolintegration; peaceful efforts tointegrate beginning with colleges& demonstrations in S.C. such asthe Friendship Nine & theOrangeburg Massacre.Tier 3 Words: mass media,unconstitutional, poll tax, civilrights movement, sit-in, riots,Southern Manifesto4 days Website:http://studysc.orghttp://discus.org8-7.3: Explain the changingpolitics in S.C., including theshift from the Democratic Partyrole of Strom Thurmond, in theRepublican party, the increasingpolitical participation of AfricanAmericans & women, & thepassage of the EducationImprovement Act (EIA).Tier 3 Words: Democrats,Republicans, Dixiecrats,conservatives, fundamentalists,evangelical, recession, revenues.4 days Website:http://studysc.orghttp://discus.org1. Cause/Effect Chart: The effect of Strom Thurmond’s shift from the Democratic Partyto the Republican Party.2. Investigate the Education Improvement Act (ACT) and write a brief summary of theeffect it had on education.
    • 8-7.4: Summarize key economicissues in present-day S.C.,including the decline of thetextile industry, the statecontinuing right-to-work status,the changes in agriculturalemphasis, the growingglobalization & foreigninvestment, the influx ofimmigrants & migrants into theSunbelt, the increased protectionof the environment, theexpanding number of culturalofferings, and the changes in taxpolicy.Tier 3 Words: tax breaks, laborunions, “right to work” status,globalization, NAFTA, GATT,Sunbelt, Rustbelt, environmentalhazards4 days Website:http://studysc.orghttp://discus.org1. Chart the effects of the decline of the S.C. Textile Industry.2. Investigate the various ways in which S.C. has increased the awareness of protectingthe environment, and the changes that this awareness has brought across the state. Writea paper that explains your position on this issue.