A Field Trip
Through South
Carolina's Past, Using the State House
- Pre-site Activity/Teacher Led
Grade Level: 8
Content Area: History
Time to Complete:
4 to 5 days
Title of Lesson:
A Field Trip Through South
Carolina's Past, Using the State House
South Carolina
State Standards Addressed:
|
8-1 |
The student will demonstrate an
understanding of the settlement of South Carolina and the United
States by Native Americans, Europeans and Africans. |
|
8-1.4 |
Explain the growth of the African
American population during the Colonial period and the significance
of African Americans in the developing culture (e.g. Gullah) and
economy of South Carolina, including the origin of African American
slaves, the growth of the slave trade, the impact of population
imbalance between African and European Americans, the Stono
Rebellion and subsequent laws to control the slave population. |
|
8-2 |
The student will demonstrate an
understanding of the American Revolution - the beginnings of the new
American nation and South Carolina's part in the development of the
nation. |
|
8-2.1 |
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, Henry Middleton, Thomas Lynch Jr.
and Thomas Heyward Jr. |
|
8-2.3 |
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. |
|
8-2.5 |
Explain the economic and political
tensions between the people of the Upcountry and the Lowcountry of
South Carolina; including the economic struggles of both groups
following the American Revolution, their disagreement over
representation in the General Assembly and the location of the new
capital city, and the transformation of the state's economy that was
caused by the production of cotton. |
|
8-3 |
The student will demonstrate an
understanding of the American Civil War - its causes and effects and
the major events that occurred during that time. |
|
8-3.1 |
Explain the importance of agriculture
in antebellum South Carolina, including plantation life, slavery and
the impact of the cotton gin. |
|
8-3.2 |
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. |
|
8-3.5 |
Compare the military strategies of the
North and the 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. |
|
8-3.6 |
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. |
|
8-4 |
The student demonstrate an
understanding of the impact of Reconstruction on the people and
government of South Carolina. |
|
8-4.1 |
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 the social classes,
and disagreement over voting rights. |
|
8-4.2 |
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. |
|
8-4.3 |
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. |
|
8-4.4 |
Explain how events during Reconstruction
improved opportunities for African Americans, but created a backlash
that, by the end of reconstruction, negated the gains that African
Americans had made, including philanthropy of northern aid
societies, the assistance provided by the federal government such as
the Freedman's Bureau, and their advancement in politics and
education. |
|
8-4.5 |
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 growing violence during the
election of 1876. |
|
8-5 |
The students will demonstrate an
understanding of major social, political and economic developments
that took place in the United States during the second half of the
19th century. |
|
8-5.1 |
Summarize the political, economic and
social conditions in South Carolina following the end of
Reconstruction, including the leadership of Wade Hampton and the
so-called Bourbons or Redeemers, agricultural depression and
struggling industrial development, the impact of the temperance and
suffrage movements, the development of the 1895 constitution, and
the evolution of race relations and Jim Crow laws. |
|
8-5.2 |
Compare key aspects of the Populist
movement in South Carolina, including the economic and political
roots of Populism, the leadership of Benjamin Tillman, conflicts
between the Tillmanites and the Conservatives, the founding of
land-grant colleges, and the increased racial conflicts and
lynching. |
|
8-5.5 |
Summarize the human, agricultural and
economic costs of natural disasters and wars that occurred in South
Carolina or involved South Carolinians in the late 19th century,
including the Charleston earthquake of 1886, the hurricane of 1893,
and the Spanish-American War. |
|
8-6 |
The student will demonstrate an
understanding of South Carolina's development during the early 20th
century. |
|
8-6.1 |
Summarize the progressive reform
movement in South Carolina, including the motivation of
progressives: child labor laws; Prohibition; improvements to roads,
hospitals, and libraries; tax reforms; changes to local government
systems; and the roles significant state governors and women's
groups. |
|
8-6.4 |
Explain the causes and effects of
changes in South Carolina's culture during the 1920s, including
Prohibition, the boll weevil, the rise of mass media, increases in
tourism and recreation, the revival of the Ku Klux Klan and the
Southern Literary Renaissance. |
|
8-6.5 |
Explain the effects of the Great
Depression and the lasting impact of the New Deal programs on South
Carolina including the Rural Electrification Act, the Civilian
Conservation Corps, Work Progress Administration and Public Works
Administration building projects, the Social Security Act and the
Santee Cooper electricity project. |
|
8-7 |
The student will demonstrate an
understanding of South Carolina's economic revitalization during
World War II and the latter 20th century. |
|
8-7.1 |
Summarize the significant aspects of the
economic growth experienced by South Carolina during and following
World War II, including the contributions of Governor Strom Thurmond
in promoting economic growth; the creation of the State Development
Board and the technical education system; the benefits of a good
road system, a sea port and the Savannah River site; and the
scarcity of labor unions. |
|
8-7.3 |
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. |
|
8-7.4 |
Explain the factors that influenced the
economic opportunities of African American South Carolinians during
the latter 20th century, including racial discrimination, the Briggs
v. Elliot case, the integration of public facilities and the civil
rights movement, agricultural decline and statewide educational
improvement. |
Lesson Description:
The following activity was designed for teachers to
familiarize the students with important
events and leaders in South Carolina's
history and to review with students
those historical events and leaders that
are commemorated in the State House and
State House grounds. By completion
of all activities, students will have a
better understanding of periods and
events in South Carolina's history, and
will have the opportunity to reflect on
the role of memorials and monuments in
keeping the state's history alive in
public memory.
Materials/Equipment/Resources:
Teacher Preparation:
| 1. |
Review Rules of Conduct with
students. |
| 2. |
Read/review "Teacher Background". |
| 3. |
Complete pre-site activities with
students. |
Teacher Background:
These activities will prepare the students
for the field trip to the State House and grounds through research of the
state's complex and fascinating history.
For information on the State House, please
read the short history included at the website
www.scstatehouse.net/studentpage/tour.htm
Procedures:
Preparation:
|
1. |
Begin the activity by asking students
to review important periods in the state's history. |
|
2. |
Have
students connect the periods with specific events they may remember
from this class, or from earlier history classes. |
|
|
For
example, students may associate the Colonial period with the process
of establishing settlements along the South Carolina coast, or they
may associate the American Revolution with specific battles or
historical figures, such as George Washington. |
|
3. |
Collect
answers on the board, and then introduce the project assignment (to
be completed either individually, or in collaborative pairs.) This
also might be a good time to remind students of all the relevant
procedures for the field trip. |
Projects:
|
• |
Distribute the project assignments
to the students. |
|
• |
Students may locate the relevant
information through the web-based resources listed above.
|
|
• |
At the end of the process, students
should have completed their assignments, and should be able to
present their work to the class. |
Conclusion:
|
• |
Students should demonstrate
knowledge of important events and political leaders in the state's
history. |
|
