cherokee county school district social studies programgrade... · cherokee county school district...

CHEROKEE COUNTY SCHOOL DISTRICT SOCIAL STUDIES

PROGRAM

GRADE THREE

2006

Dr. William B. James, Superintendent Cherokee County School District

P.O. Box 460 Gaffney, South Carolina 29342

ACKNOWLEDGEMENTS

Appreciation is expressed to the following Cherokee County School District personnel who contributed ideas, assistance, and support in the development of this social studies program.

District Office Personnel

Dr. William B. James, Superintendent Dr. Linda C. Sellars, Chief Academic Officer Kim J. Bagwell, Coordinator of Early Childhood/Elementary Education Mrs. Elizabeth R. Ivey, Coordinator of Secondary Education

Editing

Mrs. Vickie Alexander District Office

Curriculum Writers

Suzanne Baebler B. D. Lee Elementary School Bette Berry Gaffney Middle School Martha Blackwood Ewing Middle School Melody Bradley Limestone-Central Elementary School Christine Brown Alma Elementary School Laura Camp Academic Coach Anne Cole Corinth Elementary School Anna Cooke District Office Carol Cooper Northwest Elementary School Jill Gee Northwest Elementary School Lynn Guest Mary Bramlett Elementary School Kim Guthrie Granard Middle School Deborah Hamrick Academic Coach Lori Hardin Northwest Elementary School Vickie Huffstetler Ewing Middle School Charlyne Long Blacksburg Primary School Cindy Love Limestone-Central Elementary School

Justin Lovelace Academic Coach Lynne Martin Gaffney Middle School Patti Martin Corinth Elementary School Michelle Moss Corinth Elementary School Jennie Neel Luther L. Vaughan Elementary School Jane Petty Luther L. Vaughan Elementary School Monica Phillips Alma Elementary School Fran Ross Goucher Elementary School Cindy Schull Draytonville Elementary School Sue Shealy Luther L. Vaughan Elementary School Catrina Solmon Northwest Elementary School Amie Sullivan Alma Elementary School Jennifer Taylor Luther L. Vaughan Elementary School Lindsey Wyatt Alma Elementary School

Administrative Consultants

Kim J. Bagwell District Office Anna Cooke District Office

Academic Consultants Laura Camp Jo C. Cobb Deborah Hamrick Justin Lovelace Malinda Patterson Kathy Phillips

Table of Contents

Acknowledgements Professional Handbook Scope and Sequence

Traditional Year Round

Unit 1 Welcome to the Palmetto State Chapter 1 The Geography of South Carolina Chapter 2 Regions of South Carolina

Unit 2 South Carolina Long Ago Chapter 3 The First South Carolinians Chapter 4 Exploration and Settlement

Unit 3 From Colony to State Chapter 5 The Birth of the Colonies Chapter 6 Revolution and Statehood

Unit 4 South Carolina and the Civil War Chapter 7 South Carolina Between the Wars Chapter 8 The Civil War and Reconstruction

Unit 5 Challenge and Changes Chapter 9 South Carolina Rebuilds Chapter 10 South Carolina in the 1900s

Unit 6 South Carolina Today Chapter 11 South Carolina’s Economy Chapter 12 South Carolina’s Government

Dear Third Grade Teachers, We hope that this guide will be user-friendly and include the necessary explanations and details that each of you will need to have a successful school year.

Please adhere to the Scope and Sequence as much as possible to ensure that grade-level standards are taught prior to spring testing. Throughout this guide many references will be made to the additional textbook, South Carolina Adventure and the correlating South Carolina Resource Package. Additional vocabulary is addressed under the section labeled “Teacher Notes” in the guide. Please make sure that these words are covered during the lessons. Transparencies have been made and placed throughout the guide to assist in the teaching of the content. When appropriate United Streaming videos have been correlated to the lessons. On the Unit Planners English Language Arts/Literature connections and Additional Resources are referenced. Each unit will have a “Preview”. This will be the child’s study guide for the unit. Posttests will be given at the end of each unit. It is vital that teachers read through the Preview, the content, and the Posttests before teaching each lesson and unit.

We hope that this guide will be helpful as you carry your third graders on their journey through South Carolina and its many adventures.

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Unit 1 Planner Grade 3

Welcome to the State Chapters 1 -2

Suggested Time Frame: 26 days

Vocabulary and Symbols: See Individual lessons.

ELA Connection: Integrating your day TE pg. 1f Read Aloud TE pg. 1h SE pgs. R2-R17

Technology Tips: See TE pg. 1c Map resources CD-Rom

United Streaming: See Individual Lessons

Differentiation: See TE pg.1g

Materials/Maps: Student Atlas Outline Map Globe Desk maps

Literature: Bibliography TE pg. 1h Sweet Grass Basket

Additional Resources: School to home TR 3 Vocabulary Workbook Big Book Atlas Family Activities

Assessment: Assessment option see TE pg. 1e Test talk transparencies

Teacher Notes: See Unit Objectives TE pg. 1d

Grade 3 Unit 1 Welcome to the Palmetto State

Chapter 1 The Geography of South Carolina Lesson 1 Explore South Carolina

Pages 10 - 19

Suggested Time Frame: 4 days Standard Indicators: 3-1.1, Identify on a map the locations 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) 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) Three Part Lesson:

I. Social Studies Set Up ( 5 minutes) Day 1- Introduce and Motivate page 10. Day 2- Revisit Day 1 T-Chart

Day 3- Revisit Booklet form Day 2 Day 4- Introduce and Motivate TE pg. 18 II. Direct Instruction.

Day 1- Read pg. 11, Use Text Wrap Questions in TE Whole Group Day 2- Read pgs. 12-13 (Highlight Biography from pgs. 16 and 17) Paired Reading Day 3- Read pgs.14-15 Paired Reading Day 4- Read pgs. 18-19. Think and apply questions. pg.19 Whole Group

III. Application

Day 1- Make T chart from Every Student Learns pg. 2- Geography Day 2- Where is South Carolina? Make map booklet using diagram on pg. 12 as reference.

Day 3- Label highlighted places on pgs. 14-15- Outline Map pg. 66 Day 4- Identify Plans on a Map- Easy “Globe Activity” Outline Map- pg. 1

TE pg. 18.

Vocabulary: landform sphere state equator capital hemisphere country Northern Hemisphere continent Southern Hemisphere Western Hemisphere Prime Meridian Eastern Hemisphere

ELA Connection/ Literature: Main Idea and Details. TE pp. 6-7,10 Lesson review Main Idea TE pp.15 Write a descriptive paragraph TE. p.15 Use Related Readings TE p. 4 3-R1.8, 3-R2.4, 3-C2.5, 3-RS3.1

Materials/ Maps: Student Atlas Outline Maps SE R2-R19 Globes Desk Maps

Differentiation: Leveled Readers ESL Word Study TE p.11 Learning Styles TE p.12 Leveled Practice TE. p. 14 and 18.

Additional Resources: Create Bar Graphs TE p. 13 Paint Your own picture TE3 Workbook p. 3-4 Pact Practice p.1-2 Read Alouds and Primary Sources p. 1-3

United Streaming: Geography Affects Where and How People Live

Technology Links: TE p.1c Additional Internet Links TE p.9 www.sfsocialstudies.com(Atlas) TE p.8b Additional Internet Links TE p.17 www.sfsocialstudies.com(Meet the People)

Assessment: Use review questions at the end of each sub-heading for on-going assessment.

Teacher Notes: Additional Vocabulary: South Carolina, Savannah River, Columbia, Sassafras Mountain, Blue Ridge Mountain Range, Charles F. Bolden, Jr.


Chapter 1 The Geography of South Carolina Lesson 2 Geography Shapes Our Communities

Pages 20-27

Suggested Time Frame: 3 days Standard Indicators: 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) 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 life 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) Three Part Lesson:

I. Social Studies Set Up ( 5 minutes) Day 1- Introduce and Motivate pg. 20 Day 2- Quick Teaching Plan Concept Map idea TE pg. 20

Day 3- Look at Picture on pg. 24 Ask, What does Your Family eat? Direct Instruction.

Day 1- Read pgs. 20-21 Partners Day 2- Read pgs. 22-23 Whole Group Day 3- Read and Discuss pgs.24-25 in Small Groups

II. Application

Day 1- Beginning Activity for Access Content section TE pg. 21 Day 2- Easy activity Level Practice TE pg. 23 Day 3- Activity –Write a Summary of the Gullah Culture on a Sweet Grass Basket (Clip Art)

Vocabulary: Urban community Suburban community Rural community natural resources Hydroelectric power culture

ELA Connection/ Literature: Main idea and Details TE pp.20 Lesson Review MI and details TE pg. 25 Write about a Proverb TE pg. 24 Link to writing TE pg.25 3-R1.8, 3-R2.4, 3-C2.5, 3-RS3.1

Materials/ Maps: Student Atlas Outline Maps TE R2-R19 Globes Desk Maps

Differentiation: Leveled Readers for Unit 1 ESL Support TE pg. 21

Additional Resources: Calculate Bar Graph and chart TE pg. 27 Workbook pg. 5, 6 Leveled Practice TE pgs 23-26 PACT Practice TE pgs.3-4

United Streaming: African and African American Folktales

Technology Links: www.knowitall.org


Teacher Notes: Additional Vocabulary: Sea Islands, St. Helena Island


Chapter 1 The Geography of South Carolina Lesson 3 Natural South Carolina

Pages 28-39

Suggested Time Frame: 4 days Standard Indicators: 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) Three Part Lesson:

I. Social Studies Set Up ( 5 minutes) Day 1- Introduce and Motivate pg. 28. Day 2- KWL chart on topic of ecosystems pgs. 30-31

Day 3- Introduce and Motivate pg. 34 Day 4- Introduce and Motivate pg. 36 II. Direct Instruction.

Day 1- Read pgs. 28-29 Whole group, Discuss Climate Maps TE pgs. 28-29 Day 2- Read and Discuss in groups TE pgs. 30-31 Day 3- Read pgs.34- 35 and then go back and read pgs. 32 and 33. Day 4- Read and Discuss the importance of captions pgs. 36-37

III. Application

Day 1- Make Venn Diagram comparing January and July average temperatures Day 2- Whole group- fill in KWL chart Day 3- List resources and ways to conserve them Day 4- Make Text to Self connection-Quick Write “What they know about one of the pictures”

Vocabulary: climate salt marsh ecosystem swamp conservation precipitation

ELA Connection/ Literature: Main idea and Details TE pp.28 Lesson Review TE pg. 33 Write and Illustrate TE pg. 33 Write a news report TE pg.35 3R1.8,3-R2.4,3-C2.5,3-RS3.1

Materials/ Maps: Student Atlas Outline Maps TE R2-R19 Globes Desk Maps

Differentiation: Leveled Readers for Unit 1 ESL Support TE p.11 Learning Styles TE pg.29 Leveled Practice TE. pg.32

Additional Resources: Learn about Forests TE pg. 31 Study South Carolina’s Wildlife TE pg.31 Link to Science TE p.33 Then and Now Pictures TE pg. 37 Create a Poster pg.35 Workbook pg. 7 PACT Practice pgs.5-6

United Streaming: Geography Affects Where and How We Live

Technology Links: www.sfsocialstudies.com


Teacher Notes: Additional Vocabulary: Congaree National Park, Appalachian Mountains, Ernest Frederick “Fritz Hollings

Grade 3 Unit 1 From Colony to State

Chapter 2 Regions of South Carolina Lesson 1 The Blue Ridge and Piedmont

Pages 42-49

Suggested Time Frame: 3 days Standard Indicators: 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. Three Part Lesson:

I. Social Studies Set Up (5 minutes) Day 1- Introduce and Motivate TE pg.42

Day 2- Refer to 2 column chart from Day 1 Application Activity Day 3- Introduce and Motivate TE pg. 48

II. Direct Instruction.

Day 1- Read and discuss pgs.42-43Whole group (Point out Map locations using inset maps) Day 2- Read and discuss pgs. 46-47 Whole Group (Point out Map locations using inset maps) Day 3- Read and discuss pgs.48-49 in Small Groups

III. Application

Day 1- Fill in 1 side of 2 column chart from Quick Teaching Plan TE pg.

42 Day 2- Complete 2 column chart from Day 1 Application Activity Day 3- Make generalizations Easy level Practice Activity TE pg. 49

.

Vocabulary: region geographer monadnock

ELA Connection/ Literature: Compare and contrast TE pg. 42,47 Generalizations TE pg.48

Materials/ Maps: Student Atlas Outline Maps SE R2-R19

Differentiation: ESL Support TE p.43 Level Readers for Unit 2 Leveled Practice pg. 49

Additional Resources: Workbook p. 10-11 PACT Practice pp. 7-8

United Streaming: Defining Regions and Cultures

Technology Links: www.knowitall.org


Teacher Notes: Additional Vocabulary: Blue Ridge Region, Sassafras Mountain, Piedmont Region, Spartanburg


Chapter 2 Regions of South Carolina Lesson 2 The Sand Hills and Inner Coastal Plain

Pages 50-57

Suggested Time Frame: 3 days Standard Indicators: 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. 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) Three Part Lesson:

I. Social Studies Set Up ( 5 minutes) Day 1- Introduce and Motivate TE pg. 50

Day 2- Quick plan cluster diagram TE pg.50 Day 3- Introduce and Motivate TE pg. 56


Day 1- Read and discuss pgs.50-51Whole group Day 2- Read and discuss pgs.52-55 Small Group Day 3- Read and discuss pgs.56-57 Echo Read

III. Application

Day 1- ESOL Intermediate Quick Teaching Plan TE pg. 51 Day 2- Complete Cluster diagram Day 3- Learn from Biography questions TE pg. 57 .

Vocabulary: fossil fall line canal plain

ELA Connection/ Literature: Main Idea and Details TE pg. 50 Lesson review TE pg.55

Materials/ Maps: Student Atlas Outline Maps TE R2-R19

Differentiation: ESL Support TE p.51 Level Readers for Unit 2 Leveled Practice TE p.53 Learning Styles TE p. 55

Additional Resources: Workbook p. 12 PACT Practice pp. 9-10 Link to Science TE p.55

United Streaming: Defining Regions and Cultures

Technology Links: Scott Foresman Website


Teacher Notes: Additional Vocabulary: Sandhills region, Inner Coastal Plain region, Evelyn Dabbs


Chapter 2 Regions of South Carolina Lesson 3 The Outer Coastal Plain and the Coastal Zone

Pages 58-69

Suggested Time Frame: 4 days Standard Indicators: 3-1.1, Identify on a map the locations 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) 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) 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. Three Part Lesson:


Day 2- Quick Teaching Plan TE pg. 58 Day 3- Introduce and Motivate TE pg. 66

Day 4- Introduce and Motivate TE pg. 68 II. Direct Instruction.

Day 1- Read and discuss pgs.58-59 Whole Group Day 2- Read and discuss pgs.60-65 Partners Day 3- Read and discuss pgs.66-67 Whole Group

Day 4- Read and discuss pgs. 68-69 Partners III. Application

Day 1- Intermediate Leveled Practice TE p. 59 Day 2-Answer questions from set up. Day 3- Create a paragraph about a hurricane.

Day 4- Postcard Activity TE pg.69 .

Vocabulary: tourism tributary barrier island erosion hurricane

ELA Connection/ Literature: Compare and contrast TE pg. 58-65 Research and write TE p. 67 3-C2.7,3-R1.16,3-R2.11,3C1.8

Materials/ Maps: Student Atlas Outline Maps TE R2-R19

Differentiation: ESL Support TE p.64 Level Readers for Unit 1 Leveled Practice TE p.59,61

Additional Resources: Workbook p. 13 PACT Practice pg. 11-12 Research Coastal erosion TE p.65

United Streaming: Geography Affects Where and How You Live Defining Regions and Cultures

Technology Links: Scott Foresman Website


Teacher Notes: Additional Vocabulary: Outer Coastal region, Coastal Zone region, Myrtle Beach, Ashley-Combahee-Edisto River System


South Carolina Long Ago Chapters 3 -4



ELA Connection: Integrating your day TE pg. 77f Read Aloud TE pg. 77h TE pgs. R2-R17


United Streaming: See individual lessons



Literature: Bibliography TE pg. 77h




Grade 3 Unit 2 South Carolina Long Ago

Chapter 3 The First South Carolinians Lesson 1 The Cherokee

Pages 86-93

Suggested Time Frame: 4 days Standard Indicators: 3-2.4, Compare the culture, governance, and geographic locations 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, P, E) Three Part Lesson:


Day 2- Look at Pictures on TE pg. 88 and define culture Day 3- Introduce and Motivate TE pg. 92 Day 4- Introduce and Motivate- TE pg. 92


Day 1- Read and Discuss pgs. 86- 87 Whole group (have students locate the regions where each Native American group lived) Day 2- Read and Discuss pgs. 88-89 Pairs (Using pictures discuss the Cherokees and the way they lived) Day 3- Read and Discuss pgs. 92-93 Small Groups Day 4- Read and Discuss pgs. 90-91 Whole group

III. Application

Day 1- Using Outline map of SC have students fill in where each Native American group was located. TE p.87 Day 2- Level Practice Easy pg. TE p. 88 Day 3- Learn from Biographies questions TE pg. 93 Day 4- Linguistic Learning Activity TE pg. 90

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Vocabulary: government council

ELA Connection/ Literature: summarize TE pg. 86 Read Biographies TE pg.80 Tell a legend TE pg.89 3-R.4, 3-R3.3, 3-R1.14, 3-R1.6, 3-R1.8, 3-R1.16

Materials/ Maps: TE pg.87 Native Americans in South Carolina

Differentiation: ESL Support TE pg.87 Level Readers for Unit 2 Learning Styles TE pg.90

Additional Resources: Workbook pg.18 Leveled Practice TE pg.88 Celebrate written Language TE pg. 92 Learn About Sequoia trees TE pg. 92 PACT Practice pg.13-14

United Streaming: There are no videos that focus on the Native Americans indigenous to South Carolina

Technology Links: www.sfsocialstudies.com TE pg. 93 Additional Internet Links TE pg. 84b


Teacher Notes: Additional Vocabulary: Cherokee, North Carolina, Up country, Low country, Sequoyah


Chapter 3 The First South Carolinians Lesson 2 The Catawba

Pages 94-99



Day 2- Introduce and Motivate Te pg. 98 II. Direct Instruction.

Day 1- Read and discuss pgs. 94-97 Pairs Day 2- Read and discuss pgs. 98-99 Whole Group

III. Application

Day 1- Quick Teaching Plan Web TE 94 Day 2- Think and Apply questions TE pg. 99

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Vocabulary: descendant

ELA Connection/ Literature: Compare and Contrast TE pg. 94 Link to Writing TE pg. 97 3-R.4, 3-R3.3, 3-R1.14, 3-R1.6, 3-R1.8, 3-R1.16

Materials/ Maps: TE pp.98-99 Use Intermediate Directions

Differentiation: ESL Support TE pg. 97 Level Readers for Unit 2 Learning Styles TE pg. 90 Leveled Practice TE pg. 96

Additional Resources: Workbook pgs. 19-20 Design a Compass Rose PACT Practice pgs.15-16

United Streaming: There are no videos that focus on Native Americans indigenous to South Carolina

Technology Links: www.sfsocialstudies.com TE pg. 99 Go to Atlas Additional Internet Links TE pg. 84b


Teacher Notes: Additional Vocabulary: Rock Hill, South Carolina, Hagler.


Chapter 3 The First South Carolinians Lesson 3 People of the Coast

Pages 100-107


I. Social Studies Set Up ( 5 minutes) Day 1- Quick Teaching Plan- Chart TE. Pg. 100

Day 2- Introduce and Motivate TE pg. 104 Day 3- Introduce and Motivate TE pg. 106 II. Direct Instruction.

Day 1- Read and Discuss pgs.100-103 with Partners Day 2- Read and Discuss pgs.104-105 Whole Group

Day 3- Read and Discuss pgs.106-107 Whole Group

III. Application Day 1- Complete chart from Set Up TE pg. 100

Day 2- Examine a site activity TE pg. 104 Day 3- Create a Poster TE pg. 107

. Vocabulary: midden mound

ELA Connection/ Literature: Summarize TE p. 100 Create a Museum Exhibit TE p.105 3-R1.4, 3-R1.8, 3-R1.16, 3-R3.8

Materials/ Maps:

Differentiation: ESL Support TE pg.101 Level Readers for Unit 2 Leveled Practice TE pg. 103

Additional Resources: Workbook pp 21, 22 Create a Poster TE pg. 107 Classroom Mounds TE pg. 102 PACT Practice pgs.17,18

United Streaming: There are no videos that focus on the Native Americans indigenous to South Carolina

Technology Links: www.sfsocialstudies.com Additional Internet Links TE pg. 84b


Teacher Notes: Additional vocabulary: Savannah river, Combahee River.


Chapter 4 Exploration and Settlement Lesson 1 European Explorers

Pages 112-121

Suggested Time Frame: 4 days Standard Indicators: 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) 3-2.2, Summarize the activities and accomplishments of key explorers of South Carolina, including Hernando DeSoto, Juan Pardo, Henry Woodard, and William Hilton. (H, G) 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 abundance of forests. (H, G) Three Part Lesson:

I. Social Studies Set Up ( 5 minutes) Day 1- Introduce and Motivate TE pg.112

Day 2- Define Map Scale Day 3- Introduce and Motivate TE pg. 118 Day 4- Introduce and Motivate- TE pg.120


Day 1- Read and discuss pgs. 112-115, 117 Whole Group Day 2- Read and discuss pgs. 116 Whole Group Day 3- Read and discuss pgs. 118-119 in Small Groups Day 4- Read and discuss pgs. 120-121Whole Group

III. Application

Day 1- Quick Teaching Plan TE pg. 112- Timeline Day 2- Calculate distance TE pg. 116 Day 3- Learn from Biographies questions on TE pg. 119 Day 4- Create a Timeline – Easy activity TE pg. 120

.

Vocabulary: explorer

ELA Connection/ Literature: Summarize TE p. 112 3-R1.14, 3-R1.8, 3-R1.16.3-R3.8,3-R1.5,3-R1.4, 3-R2.11, 3-C1.8

Materials/ Maps: Routes of European Explorers TE p.115 Map Adventure TE p.116

Differentiation: ESL Support TE p.114 Level Readers for Unit 2 Learning Styles TE p.114 Leveled Practice TE pp.113, 120

Additional Resources: Workbook pp 25-26 Contagious diseases TE p.115 Comparing Climates TE p.116 Perform a Skit TE p.104 PACT Practice pp.19-20

United Streaming: Exploring the World: Spanish Explorers of North America

Technology Links: www.sfsocialstudies.com Meet the People, SE/TE p.119 Additional Internet Links TE p110b


Teacher Notes: Additional Vocabulary: Grand Strand, Cofitachequi, Port Royal, Hilton Head Island, Christopher Columbus, Giovanni da Verrazano, Hernando de Soto, Lady of Cofitachequi, William Hilton


Chapter 4 Exploration and Settlement Lesson 2 Early Settlements

Pages 122-131

Suggested Time Frame: 3 days Standard Indicators: 3-2.5, Summarize the impact that the Europeans colonization of South Carolina had on Native Americans, including conflicts between the settlers and Native Americans. (H, G) 3-2.6, Summarize the contributions of settlers in South Carolina under the Lords 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) Three Part Lesson:

I. Social Studies Set Up (5 minutes) Day 1- Introduce and Motivate TE pg. 122

Day 2- Review Glossary Day 3- Introduce and Motivate TE pg. 130 II. Direct Instruction.

Day 1- Read and discuss pgs. 122-125 with Partners Day 2- Read and discuss pgs. 126-129 with Pairs

Day 3 – Read and discuss pgs. 130-131 Whole Group

III. Application Day 1- Quick Teaching Plan Glossary Idea TE pg. 122

Day 2- Quick Teaching Plan TE pg. Day 3- Writing Activity TE pg. 130

. Vocabulary: midden mound

ELA Connection/ Literature: Summarize TE p. 100 Create a Museum Exhibit TE p.105 3-R1.4, 3-R1.8, 3-R1.16, 3-R3.8

Materials/ Maps:

Differentiation: ESL Support TE p.101 Level Readers for Unit 2 Leveled Practice TE p. 103

Additional Resources: Workbook pp 21-22 Create a Poster TE pg. 107 Classroom Mounds TE pg. 102 PACT Practice pp.17-18

United Streaming: No videos grade appropriate.

Technology Links: www.sfsocialstudies.com Additional Internet Links TE p84b


Teacher Notes: Additional Vocabulary: Port royal, Albemarle Point, Charles Town, Fort Prince George, Lucas Vasquez de Ayllon, Lord Anthony Ashley Cooper, Henry Woodward, Elizabeth Lucas Pinckney, Yemassee War, Cherokee War


Chapter 4 Exploration and Settlement Lesson 3 Slavery in South Carolina

Pages 132-141

Suggested Time Frame: 2 days Standard Indicators: 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 American 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 food; and African American acts of resistance against white authority. (H, E, P, G) Three Part Lesson:

I. Social Studies Set Up ( 5 minutes)

Day 1- Introduce and Motivate TE pg. 132 Day 2- Introduce and Motivate TE pg. 136


Day 1- Read and discuss pg.132-135 Whole Group Day 2- Read and discuss pgs. 136-137 Choral Reading

III. Application

Day 1- On Level- Understanding Slave Trade TE pg. 134 Day 2- Easy- Compare and Contrast TE pg. 136

. Vocabulary: slavery plantation cash crop rebellion

ELA Connection/ Literature: Main Idea and Details TE pg. 132 Lesson Review- Main Idea and Details Write a Narrative TE pg. 130 Describe Traditions TE pg.135 3-R1.4, 3-R1.8, 3-R3.8, 3-R1.11, 3-R1.9

Materials/ Maps: Map TE pg. 134

Differentiation: ESL Support TE p.133 Level Readers for Unit 2 Leveled Practice Guide TE pg. 136 Leveled Practice TE pg. 134, 136

Additional Resources: Workbook pp 28 Create a Bar Graph TE pg. 141 Link to Music TE pg. 135 PACT Practice pp.23-24

United Streaming: African and African-American Folktales

Technology Links: www.nps.gov www.pbs.org Additional Internet Links TE pg. 110b


Teacher Notes: Additional Vocabulary: West Indies, William Sayle, Cato, Stono Rebellion


From Colony to State Chapters 5 -6



ELA Connection: Integrating your day TE pg. 145f Read Aloud TE pg.145h TE pgs. R2-R17










Chapter 5 The Birth of the Colonies Lesson 1 Colonial South Carolina

Pages 154-161

Suggested Time Frame: 3 days Standard Indicators: 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 enslaved African Americans. (H, E,) Three Part Lesson:


Day 2- Review Cards Day 3- Introduce and Motivate TE pg. 160

II. Direct Instruction. Day 1- Read and discuss pgs.154-157 Whole Group Day 2- Read and discuss pgs. 157-159 Whole Group Day 3- Read and discuss pgs. 160-161 Whole Group

III. Application

Day 1- Quick Teaching Plan 1st part TE pg. 154 Day 2- Complete cards and arrange is sequential order. Day 3- Express Points of View TE pg. 160 (Writing Curriculum Connection)

.

Vocabulary: immigrant export economy

ELA Connection/ Literature: Sequence TE pg. 154 Link to Writing- TE pg. 159, 167 Write a Petition TE pg. 157 Express Points of View TE pg 160 3-R3.6, 3-R1.5, 3-R1.8, 3-R1.9, 3-R1.12

Materials/ Maps: Map TE pg. 153 Map TE pg. 154-156

Differentiation: ESL Support TE p.156 Level Readers for Unit 3 Leveled Practice Guide TE pg. 155,161 Leveled Practice TE pg. 155, 161

Additional Resources: Workbook pg. 33-34 Research rice TE pg. 158 PACT Practice pp.25-26

United Streaming: There are no videos appropriate for third grade.

Technology Links: www.socialstudiesforKids.com/ www.sciway.net www.u-s-history.com Additional Internet Links TE pg. 152b


Teacher Notes: Additional vocabulary: Camden, Francis Nicholson, royal colony


Chapter 5 The Birth of the Colonies Lesson 2 Early South Carolina Government

Pages 162-173

Suggested Time Frame: 4 days Standard Indicators: 3-2.6, Summarize the contributions of settlers in South Carolina under the Lords 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) 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) Three Part Lesson:


Day 2- Review chart of the events leading up to the reasons why South Carolina formed its own government.

Day 3- Introduce and Motivate pg.168 Day 4- Introduce and Motivate TE pg. 170 II. Direct Instruction.

Day 1- Read and discuss pgs. 162-165 Whole Group Day 2- Read and discuss pgs. 165-167 Whole Group

Day 3- Read and discuss pgs. 168-169 Whole Group Day 4- Read and discuss pgs. 170-173 Small Groups

III. Application

Day 1- Quick Teaching Plan TE. Pg. 162 Students will make a three column chart and write the heading of each section for each column. Day 2-After reading each section complete the chart. Day 3-Learn from Biographies questions TE. Pg. 169 Day 4- Perform Readers Theater in small groups for the rest of class.

. Vocabulary: tax boycott constitution

ELA Connection/ Literature: Summarize TE p. 162 Link to writing TE. pg.167 Read about the Colonies’ road to Independence TE. Pg. 173 3-R1.5, 3-R1.8, 3-R3.8,3-R1.11,3-R1.9,3.R1.4

Materials/ Maps: Map TE pg. 153

Differentiation: ESL Support TE p.163 Level Readers for Unit 3 Leveled Practice Guide TE pg.,165 Leveled Practice TE pg. 165,

Additional Resources: Workbook pp 35 Create A Flag TE. Pg. 169 Subtraction TE. Pg. 168 Write a Protest Song TE. Pg. 165 Produce A Play TE. Pg. 172 PACT Practice pp.27,28

United Streaming: Nothing appropriate for third grade



Teacher Notes: Additional Vocabulary: Boston, Massachusetts Charles Town, Philadelphia, Pennsylvania, Gideon Gibson, Christopher Gadsden, Regulators, Commons House of Assembly, Stamp Act , General Assembly


Chapter 6 Revolution and Statehood Lesson 1 The American Revolution

Pages 176-189

Suggested Time Frame: 5 days Standard Indicators: 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) 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) Three Part Lesson:


Day 2- students make a chart of key battles in the American revolution TE pg. 178 Quick Teaching plan

Day 3- Introduce and Motivate TE pg.184 Day 4- Investigate and Motivate TE pg. 186 Day 5- Investigate and Motivate TE pg. 188 II. Direct Instruction.

Day 1- Read and discuss pgs.178-181 Whole Group Day 2- Read and discuss pgs. 182-183 Whole Group

Day 3- Read and discuss pgs. 184-185 Whole Group Day 4- Read and discuss pgs. 186-187 Whole Group Day 5- Read and discuss pgs. 188-189 Whole Group

III. Application Day 1- Understanding Positions TE pg. 180 Leveled Practice Easy Day 2- Go back and complete chart started on Day2 set up. TE pg.178 Day 3- Think and Apply questions. TE. pg. 185

Day 4- Describe a courageous person you know and tell why that person is courageous. Day 5- Write a letter as an American during the Revolution. TE pg. 188 Writing Curriculum Connection

. Vocabulary: Patriots Loyalists Declaration

ELA Connection/ Literature: Summarize TE pg. 178 Read about Thomas Jefferson pg. 181 Write a Poem TE pg. 179 Write a Letter TE pg.188 3-R1.4, 3-R1.8, 3-R3.6, ,3-R1.9

Materials/ Maps: Map TE pg. 177 Map adventure TE pg. 182 Map and globe skills TE pg. 184

Differentiation: ESL Support TE pg.182 Level Readers for Unit 3 Leveled Practice Guide TE pg. 180 Leveled Practice TE pg. 180

Additional Resources: Workbook pgs. 38, 39 Learn about Swamps TE pg. 186 Using Fractions TE pg. 183 Link to Drama TE pg. 183 Create Symbols for a Map TE pg. 184 Draw an Artifact TE pg. 183 PACT Practice pgs.29, 30

United Streaming: Symbols of America

Technology Links: www.socialstudiesforkids.com Additional Internet Links TE pg. 176b


Teacher Notes: Additional Vocabulary: Sullivan’s Island, Philadelphia, George Washington, William Moultrie, Thomas Jefferson, Francis Marion, Rebecca Motte, Intolerable Acts, Second Continental Congress, Declaration of Independence


Chapter 6 Revolution and Statehood Lesson 2 From Colony to State

Pages 190-197

Suggested Time Frame: 3 days Standard Indicators: 3-3.3, 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) 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) 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. Three Part Lesson:



Day 1- Read and discuss TE pgs.190-193 Pair Reading Day 2- Read and discuss TE pgs. 194-195 Whole Group

Day 3- Read and discuss TE pgs. 196-197 Whole Group

III. Application Day 1-Quick Teaching Plan TE pg. 190

Day 2- Learn from Biographies questions TE. pg. 195 Day 3- Create a Mobile with the Three Branches of South Carolina’s Government

. Vocabulary: ratify

ELA Connection/ Literature: Read about the US Constitution TE pg. 192 Lesson review- Sequence TE pg. 193 3-R1.4, 3-R1.8, 3-R3.8,3-R1.9,3-R1.5

Materials/ Maps: No maps

Differentiation: ESL Support TE p.191 Level Readers for Unit 3 Leveled Practice Guide TE pg. 192 Leveled Practice TE pg. 192 Learning Styles TE pg. 197

Additional Resources: Workbook pg 40 Multiplying fractions and Whole Numbers TE pg. 193 PACT Practice pg.31-32

United Streaming: America at It’s Best; the American Government For the People: The meaning of American Democracy



Teacher Notes: Point out and include following Vocabulary: Charleston, Columbia, Philadelphia, Pennsylvania, John Rutledge, Charles Pinckney, Aedanus Burke, Midlands, Constitutional Convention.


South Carolina and the Civil War Chapters 7-8



ELA Connection: Integrating your day TE pg. 205f Read Aloud TE pg. 205h TE pgs. R2-R17



Differentiation: See TE pg. 205g



Additional Resources: School to Home TR 11 Vocabulary Workbook Big Book Atlas Family Activities



Unit 4 South Carolina and the Civil War

Chapter 7 South Carolina Between the Wars Lesson 1 Life before the Civil War

pages 214-221

Suggested Time Frame: 3 days Standard Indicators: 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 enslaved African Americans. (H, E) Three Part Lesson:


Day 2- Preview diagrams on TE pgs. 216 -218 Day 3- Introduce and Motivate TE pg. 220 II. Direct Instruction

Day 1- Read and Discuss TE pgs. 214-215 Partner Read Day 2- Read and Discuss TE pgs. 216-219 Partner Read Day 3 -Read and Discuss TE pgs. 220-221 Whole group

III. Application Day 1- Make a Venn Diagram comparing the Rich and Middle class societies.

Day 2- Make a 3 column chart with the headings; Plantation, Small Town and City TE pg. 214 (Quick Teaching Plan) Day 3- Measure the classroom and make a map to scale. TE pg. (Math Curriculum Connection)

Vocabulary: merchant overseer yeoman artisan map scale

ELA Connection/ Literature: Compare and contrast TE pg. 210-211,214 3-R1.16,3.R3.6, 3-R1.9, 3R1.8

Materials/ Maps: TE pg. 213 TE pg. 216-218 Map scale TE pg. 220

Differentiation: ESOL support TE. Pg. 215 Leveled Readers for Unit 4 Leveled Practice TE pg. 219 Extend Biographies TE pg. 208

Additional Resources: Workbook pg. 45-46 PACT Practice TE pg. 33-34 Calculating Dates on a Timeline TE pg. 207 Produce a Compare and Contrast Skit TE pg. 217 Draw a Home TE pg. 216 Link to Art TE pg. 219

United Streaming: No grade appropriate videos for this lesson.

Technology Links: See additional Internet Links TE pg. 212b http: // www.nps.gov http:// www.eliwhitney.org http://www.sccotton.org

Assessment: Lesson 1 Review TE pg. 219 Workbook pages

Teacher Notes: Additional Vocabulary: McConnells, Charleston

Unit 4 South Carolina and the Civil War

Chapter 7 South Carolina Between the Wars Lesson 2 Cotton and Slavery

pages 222-231

Suggested Time Frame: 4 days Standard Indicators: 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) Three Part Lesson:


Day 2- Preview the picture of the tag slaves wore TE pgs. 226 Day 3- Introduce and Motivate TE pg. 228 Day 4- Introduce and Motivate TE pg 230 II. Direct Instruction

Day 1- Read and Discuss TE pgs. 222-225 Partner Read Day 2- Read and Discuss TE pgs. 226-229 Partner Read Day 3 -Read and Discuss TE pgs. 220-221 Whole Group Day 4- Read and Discuss TE pgs. 230-231 Whole Group

III. Application Day 1- Create a three-box sequence cartoon. The first box should show people cleaning cotton, the second draw a cotton gin and the third box will have people working in the field. TE pg. 223 ESOL Support Intermediate level Day 2- Create a cluster chart with slavery in the middle TE pg. 222 (Quick Teaching Plan) Day 3- Write an Obituary about John C. Calhoun TE pg. 228 (Writing curriculum connection) Day 4- Write a short paragraph answering the question at the end of “Respect in Action” TE pg. 231

Vocabulary: abolitionist compromise

ELA Connection/ Literature: Summarize TE pg. 222 3-R1.11,3-R1.9, 3-R1.4, 3-R3.3,

Materials/ Maps: TE pg. 225-226

Differentiation: ESOL support TE. pg. 223 Leveled Readers for Unit 4 Leveled Practice TE pg. 224, 226

Additional Resources: Workbook pg. 47 PACT Practice TE pg. 35-36 Calculate Hours Worked TE pg. 224 Link to Mathematics TE pg. 227

United Streaming: No grade appropriate videos for this lesson.

Technology Links: See additional Internet Links TE pg. 212b

Assessment: Lesson 2 Review TE pg. 227 Workbook pages

Teacher Notes: Additional Vocabulary: Bishopville, Eli Whitney, Sarah Grimke, Angeline Grimke, John C. Calhoun, cotton gin, Underground Railroad, state’s rights, Compromise of 1850, Fugitive Slave Law

Grade 3 Unit 4 South Carolina and the Civil War Chapter 7 South Carolina Between Wars

Lesson 3 South Carolina Leaves the Union Pages 232-239

Suggested Time Frame: 3 days Standard Indicators: 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. Three Part Lesson:


Day 2- Have students close their eyes while the teacher reads the Social Studies Background on TE pg. 236. (Creating a visual picture of the War)

Day 3- Introduce and Motivate TE pg.238 II. Direct Instruction.

Day 1- Read and Discuss TE pgs. 232-235 Partner Read Day 2- Read and Discuss TE pgs. 236-237 Partner Read

Day 3- Read and Discuss TE pgs. 238-239 Whole Group

III. Application Day 1- Understanding the Election of 1860 TE pg. 234 Leveled practice Beginning level. (Practice and Extend)

Day 2- Quick Teaching Plan TE pg. 232 Day 3-Design a Brochure TE pg. 239 (Art Curriculum Connection)

.

Vocabulary: secedes

ELA Connection/ Literature: Cause and Effect TE pg. 232 Lesson Review TE pg.237 Read About Women during the Civil War TE pg. 237 Linking to Writing TE pg. 237 3-R1.11, 3-R3.6, 3-R1.9, 3-R1.8, 3R1.5

Materials/ Maps: TE pg. 236

Differentiation: ESL Support TE p.283 Level Readers for Unit 4 Leveled Practice TE pg. 234

Additional Resources: Workbook pg. 48 Graph Farm Sizes TE pg.239 Design a Recruiting Poster TE pg. 237 Track Plant Growth TE pg. 239 PACT Practice pg.37-38

United Streaming: None

Technology Links: Additional Internet Links TE pg. 212b


Teacher Notes: Additional Vocabulary: Abbeville, Columbia, Charleston, Fort Sumter, Abraham Lincoln, Jefferson Davis, Mary Chesnut, Confederate States of America, Union, Secession Convention

Grade 3 Unit 4 South Carolina and the Civil War

Chapter 8 The Civil War and Reconstruction Lesson 1 The War Between the States

Pages 244-253

Suggested Time Frame: 4 days Standard Indicators: 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) Three Part Lesson:


Day 2- Review Timeline from Day 1 Application Day 3- Introduce and Motivate TE pg. 250 Day 4- Introduce and Motivate TE pg. 252 II. Direct Instruction.

Day 1- Read and discuss TE pgs. 244-2245 Whole Group Day 2- Read and discuss TE pgs. 246-249 Whole Group

Day 3- Read and discuss TE pgs. 250-251 Whole Group Day 4- Read and discuss TE pgs. 252-253 Whole Group

III. Application Day 1- Quick Teaching Plan TE pg. 244 Students will create a Timeline of the key events in the Civil War Day 2- Students will summarize the information about African Americans in the Civil War. TE pg.248 (Leveled Practice Easy) Day 3-Think and Apply questions TE pg. 253 Day 4- Close and Assess TE pg. 253

. Vocabulary: blockade generalization cross- section diagram

ELA Connection/ Literature: Cause and Effect TE pg. 244 Read about Civil War Soldiers TE pg. 253 Read About Robert E. Lee and the Surrender at Appomattox TE pg. 249 Read about the Hunley TE pg. 2251 Write Headline TE pg. 247 3-R1.11, 3-R3.3, 3-R1.9, 3-R1.14, 3R1.8

Materials/ Maps: TE pg. 243, 245, 246, 248


Additional Resources: Workbook pg.51- 52 Link to Music TE pg.249 Make a Travel Poster TE pg. 246 PACT Practice pg.39-40

United Streaming: No appropriate videos for this lesson

Technology Links: Additional Internet Links TE pg. 242b http://www.nps.govhttp://www.hunley.orghttp://www.pbs.org

Assessment: Use review questions at the end of each sub-heading for on-going assessment. Lesson review TE pg. 249 Workbook pages

Teacher Notes: Additional Vocabulary: Manassas, Virginia, Columbia, Appomattox Court House, Virginia, Wade Hampton, William T. Sherman, Robert Lee, Ulysses S. Grant, First Battle of Manassas (Bull Run), Sherman’s March

http://www.nps.gov/

http://www.hunley.org/

http://www.pbs.org/


Chapter 8 The Civil War and Reconstruction Lesson 2 The Effects of the War

Pages 254-263

Suggested Time Frame: 3 days Standard Indicators: 3-4.5, Summarize the effect 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) 3-4.6, Explain how the Civil War affected South Carolina’s economy, including destruction of plantations, towns, factories, and transportation systems. (E, H) Three Part Lesson:


Day 2- Preview and Discuss pictures on TE pgs. 258-261 Day 3- Introduce and Motivate TE pg. 262

II. Direct Instruction. Day 1- Read and Discuss TE pgs. 254-245 Small Group Day 2- Read and Discuss TE pgs. 258-261 Small Group Day 3- Read and Discuss TE pgs. 262-263 Whole Group

III. Application

Day 1- Focus on the Fact File TE pg. 257 Using Leveled Practice Easy, Students will discuss and make a poster showing the services the Freedman’s Bureau. Day 2- Quick Teaching Plan TE pg. 254 Students will make a cluster chart (bubble web) with “The Effects of the Civil War” in the center circle. Write key details. Day 3-Learn from Biographies questions TE pg. 263

. Vocabulary: freedman sharecropper phosphate carpetbagger

ELA Connection/ Literature: Compare and Contrast TE pg. 254 Lesson Review- Compare and Contrast TE pg. 261 Read About the Emancipation Proclamation TE pg. 256 Write a Pamphlet TE pg. 260 Write a Speech TE pg. 263 3-R1.16, 3-R1.4, 3-R1.9, 3-R3.3, 3R1.8

Materials/ Maps:


Additional Resources: Workbook pg.53 Use Fractions TE pg.255 Write a Song.TE pg. 257 (Music Curriculum Connection) Portray a Carpetbagger coming to town. TE pg. 261 Learn about Phosphate TE pg. 259 PACT Practice pg.41-42




Teacher Notes: Additional Vocabulary: Beaufort, Oliver “Otis” Howard, Emancipation Proclamation, Freedmen’s Bureau, truck farming


Chapter 8 The Civil War and Reconstruction Lesson 3 Rebuilding South Carolina

Pages 264-271

Suggested Time Frame: 3 days Standard Indicators: 3-4.7, Summarize the effect of Reconstruction in South Carolina, including the development of public education, racial advancements and tensions, and economic changes. (H, E, P) Three Part Lesson:


Day 2- Preview and Discuss Lists from Day 1 Application Activity Day 3- Introduce and Motivate TE pg. 270

II. Direct Instruction. Day 1- Read and Discuss TE pgs. 264-265 Small Group Day 2- Read and Discuss TE pgs. 266-269 Small Group Day 3- Read and Discuss TE pgs. 270-271 Whole Group

III. Application

Day 1- Explain Reconstruction TE pg 265 Using Leveled Practice Easy, Students will discuss and list problems South Carolina and Virginia faced during Reconstruction. Day 2- Quick Teaching Plan TE pg. 264 Students will create a sequence chart of events of reconstruction and put them in correct order as they read. Day 3-Design a Brochure TE pg. 270 (Art Curriculum Connection)

. Vocabulary: Reconstruction

ELA Connection/ Literature: Summarize TE pg. 264 Summarize TE pg. 269 3-R1.16, 3-R1.4, 3-R1.9, 3-R3.3, 3R1.8



Additional Resources: Workbook pg.54 Explore education Options on the Internet TE pg. 271 PACT Practice pg.43-44




Teacher Notes: Additional Vocabulary: Washington D.C., Columbia, Andrew Jackson, Daniel E. Sickles, black codes, Constitution of 1868, Compromise of 1877.


Chapter 8 The Civil War and Reconstruction Lesson 3 Rebuilding South Carolina

Gap Lesson after Lesson 3 Scott Forseman pgs. 266-268

“Racial Tension” Suggested Time Frame: 2 days Standard Indicators: 3.4.7, Summarize the effect of Reconstruction in South Carolina, including the development of public education, racial advancements and tensions, and economic changes. (H, E, P) Three Part Lesson:

I. Social Studies Set Up (5 minutes) Day 1- Introduce Vocabulary: racial, tension, protest, violence

Day 2- Review vocabulary


Day 1- Read and discuss SE pg. 282-285 from South Carolina Adventures Whole group Day 2- Read and discuss SE pgs. 286-289 South Carolina Adventure Whole Group

III. Application

Day 1- Activity “Outline the Story: “Briggs vs. Elliott” pg. 234 in the South Carolina Adventures Teacher’s Resource Package. Day 2- Students will write a summary of the key events of “Briggs vs. Elliott”.

IV. Additional Resources:

If You Lived at the Time of Martin Luther King, by Ellen Levine. (a read aloud)

.

Vocabulary: Reconstruction

ELA Connection/ Literature: Summarize TE pg. 264 Summarize TE pg. 269 3-R1.16, 3-R1.4, 3-R1.9, 3-R3.3,3R1.8



Additional Resources: Workbook pg.54 Explore Education Options on the Internet TE pg.271 PACT Practice pg.43,44

United Streaming:



Teacher Notes: Point out and include following Vocabulary: Washington D.C., Columbia, Andrew Johnson, Daniel E. Sickles, black codes, Constitution of 1868, Compromise of 1877.


Challenge and Changes Chapters 9-10



ELA Connection: Integrating your day TE pg. 279f Read Aloud TE pg .279h TE pgs. R2-R17


United Streaming: See Individual lessons







Grade 3 Unit 5 Challenge and Changes

Chapter 9 South Carolina Rebuilds Lesson 1 Life after Reconstruction

Pages 288- 295

Suggested Time Frame: 3 days Standard Indicators: 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 towns. (H, G, E) 3-5.2, Summarize the effects of the state and local laws that commonly known as Jim Crow laws on African Americans in particular and on South Carolinians as a whole. (H, P, E, G) Three Part Lesson:

I. Social Studies Set Up ( 5 minutes) Day 1- Investigate and motivate TE pg. 288 Day 2- Preview and discuss pictures on TE pg. 292

Day 3- Investigate and Motivate TE pg. 294 II. Direction Instruction

Day 1-Read and Discuss TE pgs. 288-291 Paired Reading Day 2- Read and Discuss TE pgs. 292-293 Paired Reading Day 3- Read and Discuss TE pgs. 294-295 Whole Group

II. Application Day1- Understanding Patterns of Migration and Out migration Leveled Practice TE pg. 291 Day2- Write and Perform skit showing a scene involving a family living in a mill town. Drama Curriculum Connection TE pg. 293 Day 3- Practice and Extend Learning styles, Verbal Learning- Create a Presentation, TE pg. 294

Vocabulary: outmigration

ELA Connection/ Literature: Cause and effect TE. Pg. 288,293 Create a Handbill TE. Pg. 292 Learn more about Inventions TE. Pg. 295 3-R1.11,3-R3.3, 3-R1.14, 3-R1.8, 3-R1.9

Materials/ Maps: Map TE. Pg. 290 Student Atlas Desk Maps

Differentiation: ESOL support TE. Pg. 289 Leveled Readers for Unit 5 Leveled Styles TE pg. 294

Additional Resources: Link to Geography TE pg. 293 Workbook pg. 60 PACT Practice TE pg. 45-46 Make a line graph TE pg. 290 Write and Perform a skit TE pg. 293 Learn about textile mills TE pg. 292 Fast Facts- More Invention of the Early 1900’s TE pg. 294

United Streaming: Cotton Growing Early America: Trains American Heroes and Heroines: Dr. Martin Luther King, Jr.


Assessment: Use on-going assessment in TE.

Teacher Notes: Additional Vocabulary: Columbia, Graniteville. Wade Hampton, William Gregg.

Grade 3 Unit 5

Chapter 9 South Carolina Rebuilds Lesson 1 Life after Reconstruction

Gap Lesson Scott Forseman pages 290-293, 303, 310-311

Suggested Time Frame: 1 day Standard Indicators: 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 towns. (H, G, E) Three Part Lesson:

I. Social Studies Set Up ( 5 minutes) Day 1- Introduce vocabulary: expansion, and textiles

II. Direct Instruction

Day 1- Read and discuss SE pg. 244-249 South Carolina Adventure Paired reading. Use the map of Railroads, of 1925 on pg. 245 in the text to show the expansion of the railroads in South Carolina. Make a transparency of the map.

III. Application

Day 1- Do activity,” Come to a Mill Village” pg. 211 in South Carolina Adventure Teacher Resource Package.


Chapter 9 South Carolina Rebuilds Lesson 2 Daily Life

Pages 296- 301

Suggested Time Frame: 2 days Standard Indicators: 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 towns. (H, G, E) Three Part Lesson:

I. Social Studies Set Up ( 5 minutes) Day 1- Investigate and Motivate TE pg. 296 Day 2- Preview and discuss pictures on TE pg. 300


Day 1- Read and discuss TE pgs. 296-299 Paired Reading Day 2- Read and discuss TE pgs. 300-301 Paired Reading

III. IV. Application

Day 1- Describing Places – Easy ESL Support TE pg.298 Day 2- Think and Apply questions TE pg. 301

Vocabulary: segregation

ELA Connection/ Literature: Main Idea and details TE. Pg. 296,299 Write Short Story TE. Pg. 299 Link to Writing TE. Pg. 299 3-R1.11,3-R3.3, 3-R1.4, 3-R1.8, 3-R1.9

Materials/ Maps: Map TE. Pg. 300 Student Atlas Desk Maps

Differentiation: ESOL support TE. pg. 289 Leveled Readers for Unit 5 Leveled Practice TE pgs. 297 & 300

Additional Resources: Workbook pg. 61-62 PACT Practice TE pg. 47-48

United Streaming: Cotton Growing


Assessment:

Teacher Notes: Additional Vocabulary: The Sea Islands, Richard Greener.


Chapter 10 South Carolina in the 1900s Lesson 1 A New Century

Pages 316-321

Suggested Time Frame: 3 days Standard Indicators: 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) 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)


Day 2- Review Lists from Application Activity on Day 1 Day 3- Introduce and Motivate TE pg. 332 II. Direct Instruction.

Day 1- Read and discuss TE pgs.316-317 Whole Group Day 2- Read and discuss TE pgs. 318-321 Partner Read

Day 3- Read and discuss TE pgs. 322-323 Choral

III. Application Day 1- List the effects of the Progressive Movement In South Carolina

Day 2- Quick Teaching Plan- Chart- TE pg. 316 Day 3- Learn from Biographies question pg. 323

.

Vocabulary: suffragist reform neutral ration

ELA Connection/ Literature: Cause and Effect TE pgs. 316, 321 3-R1.11, 3-R3.3, 3-R1.4, 3-R1.9, 3R1.9, 3-R1.8

Materials/ Maps: TE pg. 315 TE pg. 320 Student Atlas Desk Maps

Differentiation: ESL Support TE pg. 317 Level Readers for Unit 5 Leveled Practice TE pg. 321

Additional Resources: Workbook pg. 66 PACT Practice pg. 51-52 Create a Bar graph TE pg. 319 Research the Boll Weevil TE pg. 320 Fast Facts about Woodrow Wilson TE pg. 322


Technology Links: Additional Internet Links TE pg. 314b http://www.nps.govhttp://www.eliwhitney.orghttp://www.sccotton.org


Teacher Notes: Additional vocabulary: Greenville, Parris Island, Anita Pollitzer, Richard I. Manning III, Woodrow Wilson, World War I, Progressive Movement, Great Migration

http://www.nps.gov/

http://www.eliwhitney.org/

http://www.sccotton.org/


Chapter 10 South Carolina in the 1900s Lesson 2 Boom Times, Hard Times

Pages 324-331

Suggested Time Frame: 3 days Standard Indicators: 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 3-5.7, Summarize the rights and responsibilities that contemporary South Carolinians have in the schools, the community, the state, and the nation. Three Part Lesson:


Day 2- Review Concept Web from Application Activity on Day 1 Day 3- Introduce and Motivate TE pg. 330 II. Direct Instruction.

Day 1- Read and Discuss TE pgs. 324-325 Whole Group Day 2- Read and Discuss TE pgs. 326-329 Partner Read

Day 3- Read and Discuss TE pgs. 330-331 Choral

III. Application Day 1- Concept Web- Intermediate Activity- ESL Support TE pg.325

Day 2- Quick Teaching Plan- Chart- TE pg. 324 Day 3- Caring in Action question TE pg. 331

.

Vocabulary: depression

ELA Connection/ Literature: Summarize TE pgs. 324 and 329 Write a Diary Entry TE pg. 327 Write a News Report TE pg. 330 Learn More About Mary McLeod Bethune TE 331 3-R1.11, 3-R1.4, 3-R1.9, 3-R1.8, 3-R3.6, 3-R1.16

Materials/ Maps: Student Atlas Desk Maps


Additional Resources: Workbook pg. 67 PACT Practice pgs.53-54 Listen to Jazz TE pg. 325 Read an Oral History Aloud TE pg. 327 Link to Art TE pg. 329

United Streaming: Cotton growing America at it’s Best: What it Means to be an American Citizen

Technology Links: Additional Internet Links TE pg. 314b http://www.nps.govhttp://www.eliwhitney.orghttp://www.sccotton.org


Teacher Notes: Additional vocabulary: Myrtle Beach, Franklin Delano Roosevelt, Great Depression, World War II, roaring twenties, New Deal, Civilian Conservation Corps

http://www.nps.gov/




Chapter 10 South Carolina in the 1900s Lesson 3 Civil Rights

Pages 332-341

Suggested Time Frame: 4 days Standard Indicators: 3-5.6, Summarize the key events and effects of the civil rights movement in South Carolina, including the desegregation of schools (Briggs v. Elliot) and other public facilities and the acceptance of African Americans’ right to vote. 3-5.7, Summarize the rights and responsibilities that contemporary South Carolinians have in the schools, the community, the state, and the nation. Three Part Lesson:


Day 2- Review Sentences from Application Activity on Day 1 Day 3- Introduce and Motivate TE pg. 338 Day 4- Introduce and Motivate TE pg. 340 II. Direct Instruction.


Day 3- Read and Discuss TE pgs. 338-339 Choral Read Day 4- Read and Discuss TE pgs. 340-341 Choral Read

III. Application Day 1- Intermediate Activity- ESL Support TE pg. 333

Day 2- Quick Teaching Plan- Timeline- TE pg. 332 Day 3- Make a Poster- Curriculum Connection TE pg. 339 Day 4- Write an Invitation- Curriculum Connection TE pg. 341

.

Vocabulary: civil rights conflict mediator

ELA Connection/ Literature: Cause and Effect TE 332,337 Write an Invitation TE 341 3-R1.11, 3-R3.3, 3-R1.9, 3-R1.8

Materials/ Maps: Student Atlas Desk Maps

Differentiation: ESL Support TE pg. 333 Level Readers for Unit 5 Leveled Practice TE pg. 336 Learning Styles TE pgs. 338-340

Additional Resources: Workbook pg. 68-69 PACT Practice pg. 55-56 Make a Poster TE pg. 339 Unit 5 Project TE pg. 348

United Streaming: The boyhood of martin Luther King Jr. America at it’s Best

Technology Links: Additional Internet Links TE pg. 314b Internet Activity SE/TE 343 http://www.nps.govhttp://www.eliwhitney.orghttp://www.sccotton.org


Teacher Notes: Additional Vocabulary: Clarendon County, Rock Hill, Septima Poinsette Clark, Dr. Martin Luther King, Jr., Briggs v. Elliot, brown v. board of Education, Civil Rights Act, Voting Rights Act

http://www.nps.gov/




South Carolina Today Chapters 11-12



ELA Connection: Integrating your day TE pg. 349f Read Aloud TE pg.349h TE pgs. R2-R17


United Streaming: See individual lessons.

Differentiation: See TE pg. 349g






Grade 3 Unit 6 South Carolina Today

Chapter 11 South Carolina’s Economy Lesson 1 South Carolina’s Changing Economy

Pages 358-369

Suggested Time Frame: 5 days Standard Indicators: 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. Three Part Lesson:


Day 2- Review Definitions from Application Activity on Day 1 Day 3- Introduce and Motivate TE pg. 364 Day 4- Introduce and Motivate TE pg. 366 Day 5- Introduce and Motivate TE pg. 368 II. Direct Instruction.


Day 3- Read and Discuss TE pgs. 364-365 Choral Read Day 4- Read and Discuss TE pgs. 366-367 Choral Read Day 5- Read and Discuss TE pgs. 368-369 Choral Read


Day 2- Quick Teaching Plan- Main Idea Chart- TE pg. 358 Day 3- Learn from Biographies question TE pg. 365 Day 4- Leveled Practice Challenge Activity TE pg. 366 Day 5- Improvise Dialogue- Curriculum Connection TE pg. 368

Vocabulary: demand supply manufacture technology latitude longitude

ELA Connection/ Literature: Draw Conclusions TE pg. 358 Lesson Review- Draw Conclusions TE pg. 363 3-R1.14, 3-R1.9, 3-R1.8

Materials/ Maps: TE pg. 357 TE pg. 363 WB pg. 75 TE pg. 366-367

Differentiation: ESL Support TE pg.359 Level Readers for Unit 6 Leveled Practice TE pgs. 360, 365, 366 Learning Styles TE pg.369

Additional Resources: Workbook pg. 74-76 PACT Practice pg. 57-58 Create a Table TE pg. 361 Write a Tourism Jingle TE pg. 362 Link to Drama TE pg. 363 Improvise Dialogue TE pg. 368 Design a T-shirt TE pg. 362 Illustrate a Map TE pg. 363


Technology Links: Additional Internet Links TE pg. 349c


Teacher Notes: Additional vocabulary: Spartanburg, Myrtle Beach, Charles Townes.

Grade 3 Unit 6

Chapter 11 South Carolina’s Economy Lesson 1 A New Century

Gap Lesson Scott Forseman pages 358-363

Suggested Time Frame: 1 day Standard Indicators: 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. (H, E, G) Three Part Lesson:

I. Social Studies Set Up ( 5 minutes) Day 1- Introduce vocabulary: industries


Day 1- Read and discuss the demand for cotton and textile industries in SE pg. 277 South Carolina Adventure Whole group

III. Application

Day 1- Study the photograph on page 232 of the South Carolina Adventure Resource Package and answer the questions.

Vocabulary: Mineral Kaolin Service

ELA Connection/ Literature: Draw Conclusions TE pg. 370 Lesson Review- Draw Conclusions TE pg. 373 3-R3.4, 3-R1.9, 3-R1.8


Differentiation: ESL Support TE pg. 371 Level Readers for Unit 6 Leveled Practice TE pg. 372

Additional Resources: Workbook pg. 77 PACT Practice pg. 59-60 Link to Geography TE pg. 373 Describe a Manufacturing Process TE pg. 374


Technology Links: Additional Internet Links TE pg. 349c


Teacher Notes: Additional Vocabulary: Gaffney, Greenville


Chapter 12 South Carolina’s Government Lesson 1 Governing South Carolina

Pages 380-387

Suggested Time Frame: 3 days Standard Indicators: 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. 3-5.7, Summarize the rights and responsibilities that contemporary South Carolinians have in the schools, the community, the state, and the nation. Three Part Lesson:


Day 2- Review Definitions from Application Activity on Day 1 Day 3- Introduce and Motivate TE pg. 386 II. Direct Instruction.


Day 3- Read and Discuss TE pgs. 386-387 Choral Read


Day 2- Quick Teaching Plan- Chart- TE pg. 380 Day 3- Learn from Biographies question TE pg. 387

Vocabulary: Veto Budget Council Administrator Mayor

ELA Connection/ Literature: Main Idea and Supporting Details TE pg. 380 Lesson Review- Main Idea and Details TE pg. 385 Link to Writing TE pg. 385 Write an Essay TE pg. 387 3-R1.14, 3-R1.9, 3-R1.8, 3-R3.6, 3-R1.16, 3-R1.4



Additional Resources: Workbook pg. 80 PACT Practice pg. 61-62 Using Fractions TE pg. 383

United Streaming: Cotton Growing No video streaming



Teacher Notes: Additional vocabulary: Washington, D.C., Columbia, Legislative branch, executive branch, judicial branch


Chapter 12 South Carolina’s Government Lesson 2 Citizens of the United States

Pages 388-397

Suggested Time Frame: 4 days Standard Indicators: 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. (Also 3-5.2) 3-5.7, Summarize the rights and responsibilities that contemporary South Carolinians have in the schools, the community, the state, and the nation. Three Part Lesson:

I. Social Studies Set Up (5 minutes) Day 1- Introduce and Motivate TE pg. 388 Day 2- Introduce and Motivate TE pg. 392



Day 3- Read and Discuss TE pgs. 394-395 Choral Read Day 4- Read and Discuss TE pgs, 396-397 Partner Read

III. Application Day 1- Learning Styles- Visual Learning- Chart TE pg.390 Day 2- Compare the History of Communities- Easy Chart Activity TE pg. 392 Day 3- Learn from Biographies question SE pg. 395 Day 4- Curriculum Connection- Design a Sticker TE pg. 397


Chapter 11 South Carolina’s Economy Lesson 2 The Economy Today

Pages 370-375

Suggested Time Frame: 2 days Standard Indicators: 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 industry. Three Part Lesson:


Day 2- Introduce and Motivate TE pg. 374

II. Direct Instruction. Day 1- Read and Discuss TE pgs.370-373 Whole Group Day 2- Read and Discuss TE pgs. 374-375 Partner Read

III. Application Day 1- Quick Teaching Plan- Reports- TE pg. 370 Day 2- Describe a Manufacturing Process- Curriculum Connection TE pg. 374

Vocabulary: Right Responsibility Periodicals Reference books Internet searches Keyword

ELA Connection/ Literature: Summarize TE pg.388 Lesson Review- Main Idea and Details TE pg. 385 Lesson Review- Summarize TE pg. 391 Read nonfiction TE pg. 394 Read About Voting TE pg. 396 Create a Newspaper TE pg. 395 3-R1.14, 3-R1.9, 3-R1.8, 3-R3.8, 3-R1.4

Materials/ Maps:

Differentiation: ESL Support TE pg.389 Level Readers for Unit 6 Leveled Practice TE pg. 392 Learning Styles TE pg. 390

Additional Resources: Workbook pg. 81-82 PACT Practice pg. 63-64 Graph Poll Results TE pg. 397 Design a Sticker TE pg. 397

United Streaming: America at its Best



Teacher Notes: Additional Vocabulary: South Carolina, Marian Wright Edelman

Assessm

ents

Unit 1 Preview

Name: ________________________ Class: ___________________ Date: __________ ID: A

1

Unit 1- Welcome to the State- Preview

Multiple ChoiceIdentify the letter of the choice that best completes the statement or answers the question.

____ 1. Which city is home to one of the oldest museums in the country? pg.14a. Charlestonb. Columbiac. Greenvilled. Aiken

____ 2. How can South Carolinians help conserve forests? pg.33a. by using more woodb. by building larger citiesc. by recycling paperd. by building roads

____ 3. What are some physical features of the Blue Ridge Region? pgs.44-45a. salt marshes and sea islandsb. mountains and waterfallsc. swamps and floodplainsd. plains and sand dunes

____ 4. Which of the following describes the Gullah language? pg.24a. It mixes English with different Spanish languages.b. It mixes English, Spanish, and French languages.c. It mixes English, Spanish, and West African languages.d. It mixes English with different West African languages.

____ 5. In which city do the leaders of South Carolina work? pg.15a. Charlestonb. Columbiac. Greenvilled. Aiken

____ 6. What features are found along South Carolina’s coastline? pg.11a. mountains and waterfallsb. islands and desertsc. salt marshes and sand dunesd. rolling hills and valleys

Name: ________________________ ID: A

2

____ 7. What are two important industries in the Piedmont Region? pg.47a. textiles and peachesb. logging and shippingc. tourism and cottond. manufacturing and transportation

____ 8. What physical features are most common along South Carolina’s coast? pg.62a. pine forests and wide valleysb. beaches and marshesc. sandhills and lakesd. rivers and rolling hills

____ 9. In what way do people use the forests of the Piedmont Region? pg.47a. for loggingb. for hydroelectric powerc. for textile productiond. for peach farming

____ 10. Which type of ecosystem is found in the valleys of the Blue Ridge Mountains? pg.30a. salt marshb. swampc. Carolina Bayd. cove forest

____ 11. What two regions border the Outer Coastal Plain? pgs.60-61a. the Piedmont and the Inner Coastal Plainb. the Sandhills and the Piedmontc. the Inner Coastal Plain and the Coastal Zoned. the Inner Coastal Plain and the Sandhills

____ 12. In which region can you find the remains of South Carolina’s old coastline? pg.51a. Piedmontb. Sandhillsc. Coastal Zoned. Blue Ridge

____ 13. Which of the following is an important industry in the Coastal Zone Region? pg.62a. farmingb. fishingc. textilesd. logging

Name: ________________________ ID: A

3

____ 14. From which two cities did the Santee Canal allow goods to be shipped? pg.60a. Columbia and Charlestonb. Camden and Myrtle Beachc. Georgetown and Port Royald. Aiken and Greenville

____ 15. What is the city of Spartanburg sometimes called? pg.47a. “Home of the Whitetail Deer”b. “Fresh Peach Capital of the South”c. “Grand Strand”d. “Palmetto City”

____ 16. Which region of South Carolina is located in the northern and western edge of the state? pg.44a. Sandhillsb. Outer Coastal Plainc. Blue Ridged. Inner Coastal Plain

____ 17. How has Charleston’s location helped it become an important trading center? pg.22a. It is on the Atlantic Ocean, where the Congaree and Broad Rivers

meet.b. It is in the center of the state near the Catawba River.c. It is on a sea island in the Atlantic Ocean near the Savannah River.d. It is on the Atlantic Ocean, where the Ashley and Cooper Rivers meet.

____ 18. How did the people of Columbia use water to meet the community’s needs? pg.22a. The rivers were used to ship textiles throughout the state.b. The rivers provided power to run machines in mills.c. The rivers were used to ship lumber throughout the state.d. The rivers provided water to the peach farms.

____ 19. How has James Island changed in recent years? pg.21a. It used to be a suburban community and is growing into an urban

community.b. It used to be a suburban community and is growing into a rural

community.c. It used to be a rural community and is growing into a suburban

community.d. It used to be an urban community and is growing into a suburban

community.

Name: ________________________ ID: A

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____ 20. Which of the following might you find in a rural community? pg.21a. many schools, office buildings, and storesb. many farms that raise livestock and grow cropsc. many buses, trains, cars and busy roadsd. many theaters, museums, and restaurants

Unit 1 Preview

Answ

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ID: A

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Unit 1- Welcome to the State- PreviewAnswer Section

MULTIPLE CHOICE

1. ANS: A OBJ: Lesson Objective (1–1:3) 2. ANS: A OBJ: Lesson Objective (1–3:4)

STO: 3-5.7 Summarize the rights and responsibilities that contemporary South Carolinians have in the schools¸ the community¸ the state¸ and the nation.

3. ANS: B OBJ: Lesson Objective (2–1:2) STO: 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.

4. ANS: D OBJ: Lesson Objective (1–2:3) STO: 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.

5. ANS: B OBJ: Lesson Objective (1–1:2) STO: 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.

6. ANS: C OBJ: Lesson Objective (1–1:1) STO: 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.

7. ANS: A OBJ: Lesson Objective (2–1:3), Lesson Objective (2–1:4)STO: 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.



10. ANS: D OBJ: Lesson Objective (1–3:2) STO: 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.


ID: A

2


13. ANS: B OBJ: Lesson Objective (2–3:2), Lesson Objective (2–3:3)STO: 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.




17. ANS: D OBJ: Lesson Objective (1–2:2) STO: 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.

18. ANS: B OBJ: Lesson Objective (1–2:2) STO: 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.

19. ANS: C OBJ: Lesson Objective (1–2:1) STO: 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.


Unit 2 Preview


1

Unit 2- South Carolina Long Ago- Preview


____ 1. From where did most explorers of South Carolina sail? pg.114a. Asiab. the Atlantic coastc. South Americad. Caribbean islands

____ 2. Where in South Carolina did the Catawba live? pg.95a. along the coastb. in the Piedmontc. in the Low Countryd. in mountain areas

____ 3. Which explorer claimed part of South Carolina for Spain? pg.114a. Hernando de Sotob. Giovanni da Verrazanoc. Francisco Gordillod. Christopher Columbus

____ 4. Why did Hernando de Soto and his men march across Florida, Georgia, and South Carolina? pg.119a. They were hoping to find other European settlements.b. They were searching for the Mississippi River.c. They were searching for gold.d. They were trying to find a place to settle.

____ 5. Why did plantation owners use slavery? pg.133a. They had very large homes.b. They did not know how to farm.c. There was a lot of land in the colony.d. They needed many workers.

____ 6. Why did early settlements at San Miguel de Gualdape and Port Royal fail? pg.123a. There was not enough food.b. There were not enough homes.c. There were not enough people.d. The settlers wanted to move.

Name: ________________________ ID: A

2

____ 7. In what way did Coastal Native Americans differ from other Native American groups in South Carolina? pg.101a. They ate shellfish.b. They hunted.c. They farmed.d. They lived along rivers.

____ 8. Why did Spanish, French, and English explorers come to South Carolina? pg.113a. They were searching for an easier route to South America.b. They hoped to sell silk, spices, and other goods.c. They hoped to claim land and riches.d. They were searching for an easier route to Africa.

____ 9. What exists today that tells about the culture of Coastal Native Americans? pg.101a. ancient homesb. ancient villagesc. ancient buildingsd. midden mounds

____ 10. What was the largest group to settle in the eastern part of South Carolina? pg.195a. Catawbab. Cherokeec. Yemasseed. Sewee

____ 11. What was the typical work week like for enslaved Africans on plantations? pg.133a. 8 hours a day, five days a weekb. 14 to 15 hours a day, six days a weekc. 5 to 6 hours a day, four days a weekd. 10 hours a day, five days a week

____ 12. Which Native American group built several towns near the Savannah and Combahee Rivers? pg.102a. Cherokeeb. Yemasseec. Edistod. Catawba

____ 13. Where did the Cherokee build many of their towns? pg.88a. in swampsb. along riversc. on beachesd. on mountain peaks

Name: ________________________ ID: A

3

____ 14. In addition to food, what did animals provide to the Cherokee? pg.88a. friendshipb. housingc. clothingd. transportation

____ 15. What group lived on the same land where colonists started the communities of Beaufort and St. Helena? pg.126a. the Cherokeeb. the Edistoc. the Catawbad. the Yemassee

____ 16. How did the Catawba use fire to get food? pg.96a. They set small fires to catch fish.b. They set small fires to gather crops.c. They set small fires to cook food.d. They set small fires to capture animals.

____ 17. What led to the start of the Cherokee War? pg.127a. The Cherokee refused to sign a peace treaty with the settlers at Fort

Prince George.b. The Cherokee captured settlers and forced them to work.c. The Cherokee attacked settlers for holding their peacekeepers as

prisoners.d. The Cherokee wanted better prices from the English traders.

____ 18. In which part of South Carolina did the Yemasee, Seewee, Edisto, and Waccamaw live? pg.101a. in the mountainsb. in the Piedmontc. in the Low Countryd. in the Up Country

____ 19. How did Native Americans contribute to the economy of the English colony in South Carolina? pg.129a. The deerskin they traded was the colony’s main export.b. They helped build the port at Charles Town.c. The corn and beans they grew helped make the colony successful.d. They made beads and tools that the colonists could sell.

Name: ________________________ ID: A

4

____ 20. What was the role of the Cherokee council? pg.90a. to count the votes of every member of the communityb. to carry out laws and orders for the chiefc. to share ideas about important decisions with the chiefd. to make laws and decisions for the community

Unit 2 Preview

Answ

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ID: A

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Unit 2- South Carolina Long Ago- PreviewAnswer Section

MULTIPLE CHOICE

1. ANS: D OBJ: Lesson Objective (4–1:3) STO: 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.

2. ANS: B OBJ: Lesson Objective (3–2:1) STO: 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.

3. ANS: C OBJ: Lesson Objective (4–1:2) STO: 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.

4. ANS: C OBJ: Lesson Objective (4–1:2) STO: 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.



STO: 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.

8. ANS: C OBJ: Lesson Objective (4–1:1) STO: 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.”

9. ANS: D OBJ: Lesson Objective (3–3:3) 10. ANS: A OBJ: Lesson Objective (3–2:3)


11. ANS: B OBJ: Lesson Objective (4–3:3) STO: 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.


ID: A

2


14. ANS: C OBJ: Lesson Objective (3–1:2) STO: 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.

15. ANS: D OBJ: Lesson Objective (4–2:3) STO: 3-2.5 Summarize the impact that the European colonization of South Carolina had on Native Americans¸ including conflicts between settlers and Native Americans.

16. ANS: D OBJ: Lesson Objective (3–2:2) STO: 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.

17. ANS: C OBJ: Lesson Objective (4–2:4) STO: 3-2.5 Summarize the impact that the European colonization of South Carolina had on Native Americans¸ including conflicts between settlers and Native Americans.


19. ANS: A OBJ: Lesson Objective (4–2:2) STO: 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.


Unit 3 Preview


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Unit 3- From Colony to State- Preview


____ 1. How did Francis Marion earn the nickname “Swamp Fox”? pg.182a. by leading attacks against the colonists and then disappearing into the

swampsb. by leading attacks against the British and then disappearing into the

swampsc. by pushing the colonists into the swamps to battled. by raising foxes in the swamps and selling them to the British

____ 2. Who was in charge of rewriting South Carolina’s state constitution? pg.193a. Aedanus Burkeb. Charles Pinckneyc. John Rutledged. Christopher Gadsden

____ 3. Why was South Carolina’s first constitution meant to be temporary? pg.167a. The colonists planned to rewrite it once statehood was official.b. It needed to be approved by the King of England.c. The colonists hoped to solve their differences with Great Britain.d. It was written by the first settlers at Charleston.

____ 4. How did Rebecca Motte contribute to the war effort in South Carolina? pg.182a. She let Patriot troops burn her house in order to capture British troops.b. She stored weapons and other supplies that Patriot troops had captured

from the British.c. She helped escaped prisoners find places to stay.d. She provided Patriot troops with food and clothing.

____ 5. Of the thirteen original colonies started by England, which were the Southern colonies? pg.155a. Delaware, Maryland, Virginia, North Carolina, and South Carolinab. Pennsylvania, New Jersey, Delaware, Maryland, and Virginiac. Maryland, Virginia, North Carolina, South Carolina, and Georgiad. New Jersey, Delaware, Maryland, Virginia, and North Carolina

____ 6. How did South Carolinians protest the Intolerable Acts? pg.179a. by refusing to sell goods to Britainb. by boycotting British goodsc. by closing Charleston harbord. by dumping tea into Charleston harbor

Name: ________________________ ID: A

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____ 7. Why was South Carolina’s General Assembly created? pg.167a. to improve relations with Great Britainb. to allow the British to pass new taxesc. to regulate the colony’s ports and courtsd. to give colonists a voice in making their own laws

____ 8. Why did the southern part of South Carolina split in 1732? pg.156a. to prevent the colony from becoming too powerfulb. to allow South Carolina to become a royal colonyc. to separate South Carolina from the Spanish in Floridad. to separate South Carolina from the Native Americans in Florida

____ 9. What was the Stamp Act? pg.165a. a tax on all stamps sold in the colonyb. a law that required colonists to buy British stamps each yearc. a law that prevented all colonists from votingd. a tax on all newspapers, books, and documents

____ 10. Why did people in the Up Country want the state capital to move? pg.191a. They thought it should be located along the coast.b. They thought it should be located closer to the southern border.c. They thought it should be in a more central location.d. They thought it was too close to the northern border.

____ 11. Why was the government in Charles Town unable to enforce laws and protect settlers in the Up Country? pg.163a. The Up Country became a separate colony.b. The Up Country set up its own circuit court.c. The Up Country was too far away.d. The Up Country had its own constitution.

____ 12. Why did some South Carolinians not want to ratify the United States Constitution? pg.192a. They did not think the United States needed a constitution.b. They did not think it gave states enough power.c. They did not think it provided enough security for the country.d. They did not think it gave the federal government enough power.

____ 13. In South Carolina’s colonial government, who had to give final approval before any new laws were enforced? pg.164a. the Commons House of Assemblyb. the royal councilc. the King of Englandd. the royal governor

Name: ________________________ ID: A

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____ 14. For which leader was Fort Sullivan renamed? pg.180a. George Washingtonb. William Moultriec. Francis Mariond. Daniel Morgan

____ 15. Who were the Regulators? pg.163a. British officials sent to enforce laws in the Up Countryb. British officials sent to enforce laws in Charles Townc. settlers who wanted to enforce laws in the Up Countryd. settlers who wanted to enforce laws in Charles Town

____ 16. Why did many plantation owners disagree with the United States Constitution? pg.193a. It stated that slavery would be made illegal in 1808.b. It stated that enslaved Africans could not be brought to the United

States after 1808.c. It stated that enslaved Africans would not be allowed to vote.d. It stated that no person could own more than three slaves.

____ 17. What happened at the battle at Sullivan’s Island in 1776? pg.180a. British troops defeated the Americans.b. American troops defeated the Native Americans.c. French troops defeated the British.d. American troops defeated the British.

____ 18. What became an important industry as many immigrants settled the Up Country? pg.159a. riceb. tradec. tourismd. cotton

____ 19. Which part of South Carolina did the constitutions of 1776 and 1778 favor? pg.193a. the Midlandsb. the Piedmontc. the Up Countryd. the Low Country

Name: ________________________ ID: A

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____ 20. How did South Carolinians help Boston after the Boston Tea Party? pg.179a. They sent ships to Boston.b. They opened their homes to Bostonians.c. They sent supplies to Boston.d. They sent troops to Boston.

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Unit 3- From Colony to State- PreviewAnswer Section

MULTIPLE CHOICE

1. ANS: B OBJ: Lesson Objective (6–1:4) STO: 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.


3. ANS: C OBJ: Lesson Objective (5–2:4) STO: 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.

4. ANS: A OBJ: Lesson Objective (6–1:4) STO: 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.

5. ANS: C OBJ: Lesson Objective (5–1:1) 6. ANS: B OBJ: Lesson Objective (6–1:1)

STO: 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.

7. ANS: D OBJ: Lesson Objective (5–2:2) STO: 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.

8. ANS: C OBJ: Lesson Objective (5–1:2) STO: 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.


10. ANS: C OBJ: Lesson Objective (6–2:1) STO: 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.


STO: 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.

13. ANS: C OBJ: Lesson Objective (5–2:2)

ID: A

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17. ANS: D OBJ: Lesson Objective (6–1:3) STO: 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.


19. ANS: D OBJ: Lesson Objective (6–2:3) STO: 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.


Unit 4 Preview


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Unit 4- South Carolina and The Civil War- Preview


____ 1. How did John C. Calhoun feel about the issue of slavery? pg.227a. He thought each state had the right to make its own decisions about

slavery.b. He thought territories in the West should become “free” states.c. He thought that slavery should be abolished in every state.d. He thought Northern states should become “slave” states.

____ 2. Who was elected President of the Confederate States of America? pg.235a. John C. Breckinridgeb. Jefferson Davisc. Abraham Lincolnd. Stephen Douglas

____ 3. About what percentage of people living in South Carolina were enslaved? pg.223a. more than 75 percentb. more than 50 percentc. less than 10 percentd. less than 25 percent

____ 4. What was decided at the Secession Convention in South Carolina? pg.235a. South Carolina would declare war against the United States.b. All Southern states would declare war against the United States.c. All Southern states would secede from the United States.d. South Carolina would secede from the United States.

____ 5. What state had Sherman’s forces marched through before they reached South Carolina? pg.247a. Georgiab. Tennesseec. North Carolinad. West Virginia

____ 6. In what way did the rebuilding and expansion of South Carolina’s railroads affect its textile industry? pg.260a. Many people moved from mill towns to railroad towns.b. Workers left the textile industry to find jobs on the railroads.c. New railroad lines made it easier to buy textiles from Northern cities.d. New railroad lines made it easier to sell textiles to Northern cities.

Name: ________________________ ID: A

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____ 7. Why were many South Carolinians concerned about the abolitionist movement? pg.225a. Abolitionists had helped many enslaved people escape.b. Abolitionists had ended slavery in the North.c. Abolitionists had ended slavery in many western territories.d. Abolitionists had ended slavery in the South.

____ 8. What percent of voters in South Carolina had to pledge their loyalty to the Union under President Johnson’s plan for Reconstruction? pg.266a. 10 percentb. 100 percentc. 75 percentd. 50 percent

____ 9. How did the invention of the cotton gin affect slavery in South Carolina? pg.223a. Enslaved people were no longer needed to work in cotton fields.b. Many planters hired out their enslaved workers.c. More enslaved people were brought to work in cotton fields.d. Many enslaved people were allowed to hire themselves out.

____ 10. Who managed a planter’s workers on a large plantation? pg.216a. an overseerb. a butlerc. a blacksmithd. a carpenter

____ 11. Why did many planters lose their land after the Civil War? pg.255a. They were sent to prison for using enslaved workers.b. They had trouble making enough money without enslaved workers.c. They were unable to compete with yeoman farmers.d. Union forces took over their plantations.

____ 12. Besides farming, enslaved people worked as which of the following? pg.224a. doctors and lawyersb. carpenters and household workersc. teachers and government officialsd. merchants and planters

Name: ________________________ ID: A

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____ 13. Why did the black codes anger some members of Congress? pg.266a. They did not think Southern leaders should have the power to make

such laws.b. They thought that the laws should punish Southern states for going to

war.c. They thought that the laws should give the same rights to women.d. They did not think African Americans should be given so much

power.____ 14. How did the Union blockade affect South Carolina? pg.246

a. It made it hard for Union ships to travel to South Carolina.b. It made it hard for Union soldiers to get supplies.c. It made it easier to get supplies to and from South Carolina.d. It made it hard to get supplies to and from South Carolina.

____ 15. What did Rutherford B. Hayes agree to do if Southern states accepted him as President? pg.269a. allow slavery in those statesb. allow those states to use their old constitutionsc. order United States troops to leave the Southd. give states the right to choose if African Americans could vote

____ 16. What rule needed to be met in order for the military government to leave the South? pg.267a. All African Americans would have the right to vote.b. All African Americans would be provided with an education.c. All African Americans would have the same jobs as white men.d. All African Americans would be given land to farm.

____ 17. Who helped lead Confederate troops to victory at the First Battle of Manassas? pg.245a. Wade Hamptonb. William T. Shermanc. Robert E. Leed. Ulysses S. Grant

____ 18. What was a sharecropper? pg.258a. a person who mined for minerals used in farmingb. a person who farmed land for the person who owned itc. a person who owned a large farm and had many workersd. a person who owned a small farm and had few workers

Name: ________________________ ID: A

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____ 19. Why did South Carolinians argue that slavery was part of their way of life? pg.233a. It allowed them to grow their own food.b. It took away jobs from yeoman farmers.c. It was necessary to the economy.d. It offered enslaved people a better life.

____ 20. Which of the following describes a yeoman farmer? pg.217a. worked for large plantation ownersb. owned a large amount of land that was worked by manyc. owned a small amount of land and worked it himselfd. owned a large amount of land and worked it himself

Unit 4 Preview

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Unit 4- South Carolina and The Civil War- PreviewAnswer Section

MULTIPLE CHOICE

1. ANS: A OBJ: Lesson Objective (7–2:4) STO: 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.

2. ANS: B OBJ: Lesson Objective (7–3:3) STO: 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.

3. ANS: B OBJ: Lesson Objective (7–2:2) STO: 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.

4. ANS: D OBJ: Lesson Objective (7–3:3) STO: 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.

5. ANS: A OBJ: Lesson Objective (8–1:3) STO: 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.

6. ANS: D OBJ: Lesson Objective (8–2:4) STO: 3-4.7 Summarize the effects of Reconstruction in South Carolina¸ including the development of public education¸ racial advancements and tensions¸ and economic changes.


8. ANS: A OBJ: Lesson Objective (8–3:1) STO: 3-4.7 Summarize the effects of Reconstruction in South Carolina¸ including the development of public education¸ racial advancements and tensions¸ and economic changes.

9. ANS: C OBJ: Lesson Objective (7–2:1) STO: 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.

10. ANS: A OBJ: Lesson Objective (7–1:1) STO: 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.

11. ANS: B OBJ: Lesson Objective (8–2:1) STO: 3-4.7 Summarize the effects of Reconstruction in South Carolina¸ including the development of public education¸ racial advancements and tensions¸ and economic changes.

12. ANS: B OBJ: Lesson Objective (7–2:3) STO: 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.

ID: A

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15. ANS: C OBJ: Lesson Objective (8–3:3) STO: 3-4.7 Summarize the effects of Reconstruction in South Carolina¸ including the development of public education¸ racial advancements and tensions¸ and economic changes.


17. ANS: A OBJ: Lesson Objective (8–1:1) STO: 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.

18. ANS: B OBJ: Lesson Objective (8–2:3) STO: 3-4.7 Summarize the effects of Reconstruction in South Carolina¸ including the development of public education¸ racial advancements and tensions¸ and economic changes.

19. ANS: C OBJ: Lesson Objective (7–3:1) STO: 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.

20. ANS: C OBJ: Lesson Objective (7–1:2) STO: 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.

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Unit 5- Challenge and Changes- Preview


____ 1. Where did most African Americans who outmigrated from South Carolina settle? pg.321a. in other countriesb. in other southern statesc. in western territoriesd. in northern cities

____ 2. Which of the following was a challenge faced by South Carolina during the late 1800s? pg.289a. Many people left the textile industry to work in farming.b. Laws were passed that favored African Americans.c. Laws were passed that made it difficult for white landowners to vote.d. Many people struggled as sharecroppers and tenant farmers.

____ 3. What invention in the early 1900s allowed people and goods to move throughout South Carolina? pg.291a. automobilesb. steamshipsc. planesd. trains

____ 4. Why did many South Carolinian merchants and bankers struggle in the 1920s? pg.325a. Merchants and bankers from other states took away their business.b. Many farmers borrowed money they could not pay back.c. Many people spent all their money on automobiles like the Model T.d. People stopped buying items like radios, refrigerators, and telephones.

____ 5. How did the government help make life better for landowners in the late 1800s? pg.303a. A law was passed that allowed them to borrow money to plant crops.b. A law was passed that allowed them hire up to twenty tenant farmers.c. A law was passed that allowed them to buy as much land as they

wanted.d. A law was passed that allowed them to hire up to twenty

sharecroppers.

Name: ________________________ ID: A

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____ 6. About how many South Carolinians served in World War I? pg.318a. 6,000b. 54,000c. 28,000d. 14,000

____ 7. How did the 1868 state constitution change education? pg.297a. Black and white children were allowed to attend the same schools.b. Many new schools opened to provide children with a free education.c. Children from wealthy families were able to learn at home.d. Teaching enslaved children to read and write became illegal.

____ 8. What was the main goal of the Progressive Movement? pg.317a. to end slaveryb. to improve transportationc. to reform communitiesd. to end child labor

____ 9. How did African Americans create their own ways of worship before the Civil War? pg.299a. They blended their own cultures, languages, and music with the

Christian religion.b. They blended their own cultures, languages, and music with the ideas

of Native Americans.c. They built many churches, which created a sense of community for

them.d. They matched their religious beliefs with those of their slave owners.

____ 10. Why did some parents who lived in Clarendon County challenge the school district in court? pg.334a. They argued that the schools should be segregated.b. They argued that tax dollars should not be used to pay for school.c. They argued that the schools were separate but not equal.d. They argued that all children should have to walk to school.

____ 11. Which of the following describes the Civilian Conservation Corps? pg.326a. It built housing, highways, sewer systems, and schools.b. It started a nationwide school lunch program.c. It provided food, clothing, and work relief for South Carolinians.d. It built roads and state parks, planted trees, and helped to prevent

fires.

Name: ________________________ ID: A

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____ 12. What folk-art tradition can be found on many of Charleston’s doors? pg.298a. stained glass windowsb. hand-carved woodc. wrought-iron gatesd. embroidered flags

____ 13. To where were goods shipped from the port city of Charleston? pg.290a. Chicago, Illinoisb. New York, New Yorkc. St. Louis, Missourid. Cincinnati, Ohio

____ 14. Where in South Carolina were many army training camps built? pg.318a. in the Midlands and the Up Countryb. in the Blue Ridge Mountainsc. along the Grand Strandd. on the Sea Islands

____ 15. South Carolina led the South in the production of what good by 1910? pg.292a. automobilesb. ricec. textilesd. paper

____ 16. About how many trains did Columbia offer daily by the early 1900s? pg.290a. 36b. 2c. 12d. 144

____ 17. Where in South Carolina do many African Americans continue the tradition of sea grass basket weaving? pg.298a. the Sea Islandsb. the Midlandsc. the Piedmontd. the Blue Ridge Mountains

____ 18. Why did many African Americans move to the North in the late 1800s? pg.291a. They hoped to find factory jobs there.b. They hoped to find farming jobs there.c. South Carolina was getting too crowded.d. Northern cities offered them free places to live.

Name: ________________________ ID: A

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____ 19. Why were many farming jobs lost in South Carolina after the war? pg.320a. There was a long period with heavy rain.b. The price of cotton and other crops increased.c. There were more markets where crops could be sold.d. The price of cotton and other crops fell.

____ 20. What was the Voting Rights Act? pg.337a. It outlawed voting requirements such as reading tests.b. It allowed government officials to decide who could vote.c. It caused African American suffrage to decrease.d. It required all voters to pay a tax before voting.

Unit 5 Preview

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Unit 5- Challenge and Changes- PreviewAnswer Section

MULTIPLE CHOICE

1. ANS: D OBJ: Lesson Objective (10–1:4) STO: 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.

2. ANS: D OBJ: Lesson Objective (9–1:1) STO: 3-4.6 Explain how the Civil War affected South Carolina’s economy¸ including destruction of plantations¸ towns¸ factories¸ and transportation systems.

3. ANS: A OBJ: Lesson Objective (9–1:3) STO: 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.

4. ANS: B OBJ: Lesson Objective (10–2:1) STO: 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.


6. ANS: B OBJ: Lesson Objective (10–1:3) 7. ANS: B OBJ: Lesson Objective (9–2:1)

STO: 3-4.7 Summarize the effects of Reconstruction in South Carolina¸ including the development of public education¸ racial advancements and tensions¸ and economic changes.

8. ANS: C OBJ: Lesson Objective (10–1:1) STO: 3-5.7 Summarize the rights and responsibilities that contemporary South Carolinians have in the schools¸ the community¸ the state¸ and the nation.

9. ANS: A OBJ: Lesson Objective (9–2:2) STO: 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.

10. ANS: C OBJ: Lesson Objective (10–3:2) STO: 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 public facilities and the acceptance of African Americans’ right to vote.

11. ANS: D OBJ: Lesson Objective (10–2:3) STO: 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.

12. ANS: C OBJ: Lesson Objective (9–2:3) STO: 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.

13. ANS: B OBJ: Lesson Objective (9–1:3) STO: 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.

ID: A

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14. ANS: A OBJ: Lesson Objective (10–1:3) 15. ANS: C OBJ: Lesson Objective (9–1:4)

STO: 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.

16. ANS: C OBJ: Lesson Objective (9–1:3) STO: 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.

17. ANS: A OBJ: Lesson Objective (9–2:3) STO: 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.

18. ANS: A OBJ: Lesson Objective (9–1:2) STO: 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.



Unit 6 Preview


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Unit 6- South Carolina Today- Preview


____ 1. Which of the following describes South Carolina’s economy during World War II? pg.354a. The demand for textiles increased, but the demand for farm products

decreased.b. The supply of textiles was small, but the supply of farm products was

large.c. The demand for textiles and farm products was greater than the

supply.d. The supply of textiles and farm products was greater than the demand.

____ 2. What important device did Charles Townes help invent? pgs.361 and 365a. the laserb. the cell phonec. the computerd. the fax machine

____ 3. What industry became important in Spartanburg during the 1990s? pg.361a. tourismb. textilesc. automobile manufacturingd. lumber

____ 4. Who is the leader of the executive branch? pg.382a. the Speaker of the House of Representativesb. the Senate presidentc. the governord. the Supreme Court Chief Justice

____ 5. Which of the following is an example of a service worker? pg.372a. automobile manufacturerb. librarianc. textile workerd. farmer

____ 6. Who is the leader of a community? pg.385a. the governorb. the mayorc. the presidentd. the administrator

Name: ________________________ ID: A

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____ 7. Which South Carolina leader served in the Senate for 49 years? pg.381a. James F. Clyburnb. Maggie Wallace Gloverc. Mark Sanfordd. Strom Thurmond

____ 8. Which of the following is a service that county governments provide? pg.384a. They maintain roads.b. They provide education.c. They make state laws.d. They build parks.

____ 9. How many members does South Carolina have in the United States House of Representatives? pg.381a. twob. eightc. fourd. six

____ 10. Which of the following became important cash crops in South Carolina after World War II? pg.360a. cotton and indigob. rice and cornc. peaches and tomatoesd. soybeans and tobacco

____ 11. What cities are important centers for the seafood industry? pg.371a. Columbia and Aikenb. Charleston and Georgetownc. Spartanburg and Cowpensd. Port Royal and Rock Hill

____ 12. How did Marian Wright Edelman help protect citizens’ right to vote? pg.391a. She voted against the Civil Rights Act.b. She built new polling places throughout South Carolina.c. She helped African Americans register to vote in Mississippi.d. She started the Children’s Defense Fund.

____ 13. Which of the following is a responsibility of all citizens, both young and old? pg.389a. paying taxesb. practicing religionc. following rulesd. speaking freely

Name: ________________________ ID: A

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____ 14. What mineral of South Carolina is used to make china teacups and paper? pg.371a. goldb. kaolinc. coald. iron

____ 15. How has the manufacturing industry changed the Piedmont? pg.372a. Many people have moved away from the region.b. New hotels and resorts have been built.c. More forests have been cleared for timber.d. New highways and airports have been built.

____ 16. Which South Carolina leader serves as a member of the United States House of Representatives? pgs.386-387a. Charles Townesb. Marian Wright Edelmanc. Strom Thurmondd. James F. Clyburn

____ 17. Where is South Carolina’s state government located? pg.382a. Port Royalb. Columbiac. Charlestond. Beaufort

____ 18. Why is it important for citizens to vote? pgs.390-391a. They must agree on every decision the government makes.b. They need to manage elections and collect taxes.c. They help choose government leaders.d. They need to recommend budgets and help enforce laws.

____ 19. Which of the following resources is important in Gaffney? pg.371a. lumberb. peachesc. cattled. seafood

Name: ________________________ ID: A

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____ 20. How did South Carolina’s economy change after World War II? pg.359a. The demand for textiles and cotton decreased, but the supply was

large.b. The demand for textiles and cotton increased, but the supply was

small.c. The demand for textiles and cotton decreased, but the supply was

small.d. The demand for textiles and cotton increased, but the supply was

large.

Unit 6 Preview

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Unit 6- South Carolina Today- PreviewAnswer Section

MULTIPLE CHOICE




4. ANS: C OBJ: Lesson Objective (12–1:2) STO: 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.

5. ANS: B OBJ: Lesson Objective (11–2:2) 6. ANS: B OBJ: Lesson Objective (12–1:3)



8. ANS: A OBJ: Lesson Objective (12–1:3) STO: 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.



11. ANS: B OBJ: Lesson Objective (11–2:1) STO: 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.





ID: A

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Unit 1 T

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Unit 1- Welcome to the State


____ 1. What features are found along South Carolina’s coastline?a. mountains and waterfallsb. rolling hills and valleysc. islands and desertsd. salt marshes and sand dunes

____ 2. In which city do the leaders of South Carolina work?a. Charlestonb. Columbiac. Greenvilled. Aiken

____ 3. Which city is home to one of the oldest museums in the country?a. Charlestonb. Greenvillec. Columbiad. Aiken

____ 4. How has James Island changed in recent years?a. It used to be a rural community and is growing into a suburban

community.b. It used to be a suburban community and is growing into an urban

community.c. It used to be an urban community and is growing into a suburban

community.d. It used to be a suburban community and is growing into a rural

community.____ 5. Which of the following might you find in a rural community?

a. many theaters, museums, and restaurantsb. many schools, office buildings, and storesc. many buses, trains, cars and busy roadsd. many farms that raise livestock and grow crops

Name: ________________________ ID: A

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____ 6. How has Charleston’s location helped it become an important trading center?a. It is on the Atlantic Ocean, where the Congaree and Broad Rivers

meet.b. It is on the Atlantic Ocean, where the Ashley and Cooper Rivers meet.c. It is on a sea island in the Atlantic Ocean near the Savannah River.d. It is in the center of the state near the Catawba River.

____ 7. How did the people of Columbia use water to meet the community’s needs?a. The rivers were used to ship textiles throughout the state.b. The rivers provided power to run machines in mills.c. The rivers provided water to the peach farms.d. The rivers were used to ship lumber throughout the state.

____ 8. Which of the following describes the Gullah language?a. It mixes English, Spanish, and French languages.b. It mixes English, Spanish, and West African languages.c. It mixes English with different Spanish languages.d. It mixes English with different West African languages.

____ 9. Which type of ecosystem is found in the valleys of the Blue Ridge Mountains?a. Carolina Bayb. swampc. salt marshd. cove forest

____ 10. How can South Carolinians help conserve forests?a. by building larger citiesb. by recycling paperc. by building roadsd. by using more wood

____ 11. Which region of South Carolina is located in the northern and western edge of the state?a. Blue Ridgeb. Sandhillsc. Inner Coastal Plaind. Outer Coastal Plain

____ 12. What are some physical features of the Blue Ridge Region?a. swamps and floodplainsb. mountains and waterfallsc. salt marshes and sea islandsd. plains and sand dunes

Name: ________________________ ID: A

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____ 13. What are two important industries in the Piedmont Region?a. manufacturing and transportationb. logging and shippingc. tourism and cottond. textiles and peaches

____ 14. In what way do people use the forests of the Piedmont Region?a. for loggingb. for peach farmingc. for textile productiond. for hydroelectric power

____ 15. What is the city of Spartanburg sometimes called?a. “Palmetto City”b. “Fresh Peach Capital of the South”c. “Home of the Whitetail Deer”d. “Grand Strand”

____ 16. In which region can you find the remains of South Carolina’s old coastline?a. Blue Ridgeb. Piedmontc. Sandhillsd. Coastal Zone

____ 17. What physical features are most common along South Carolina’s coast?a. rivers and rolling hillsb. pine forests and wide valleysc. beaches and marshesd. sandhills and lakes

____ 18. What two regions border the Outer Coastal Plain?a. the Inner Coastal Plain and the Coastal Zoneb. the Piedmont and the Inner Coastal Plainc. the Inner Coastal Plain and the Sandhillsd. the Sandhills and the Piedmont

____ 19. From which two cities did the Santee Canal allow goods to be shipped?a. Aiken and Greenvilleb. Georgetown and Port Royalc. Camden and Myrtle Beachd. Columbia and Charleston

Name: ________________________ ID: A

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____ 20. Which of the following is an important industry in the Coastal Zone Region?a. textilesb. farmingc. fishingd. logging

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Unit 1- Welcome to the StateAnswer Section

MULTIPLE CHOICE




STO: 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.

5. ANS: D OBJ: Lesson Objective (1–2:1) STO: 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.





10. ANS: D OBJ: Lesson Objective (1–3:4) STO: 3-5.7 Summarize the rights and responsibilities that contemporary South Carolinians have in the schools¸ the community¸ the state¸ and the nation.

11. ANS: A OBJ: Lesson Objective (2–1:1) STO: 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.

ID: A

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13. ANS: D OBJ: Lesson Objective (2–1:3), Lesson Objective (2–1:4)STO: 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.





18. ANS: A OBJ: Lesson Objective (2–3:1) STO: 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.

19. ANS: D OBJ: Lesson Objective (2–3:2), Lesson Objective (2–3:3)STO: 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.

20. ANS: C OBJ: Lesson Objective (2–3:2), Lesson Objective (2–3:3)STO: 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.

Unit 2 T

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Unit 2- South Carolina Long Ago


____ 1. In addition to food, what did animals provide to the Cherokee?a. transportationb. friendshipc. clothingd. housing

____ 2. Where did the Cherokee build many of their towns?a. on beachesb. in swampsc. on mountain peaksd. along rivers

____ 3. What was the role of the Cherokee council?a. to make laws and decisions for the communityb. to carry out laws and orders for the chiefc. to count the votes of every member of the communityd. to share ideas about important decisions with the chief

____ 4. Where in South Carolina did the Catawba live?a. in mountain areasb. in the Low Countryc. in the Piedmontd. along the coast

____ 5. How did the Catawba use fire to get food?a. They set small fires to capture animals.b. They set small fires to catch fish.c. They set small fires to gather crops.d. They set small fires to cook food.

____ 6. What was the largest group to settle in the eastern part of South Carolina?a. Cherokeeb. Catawbac. Yemasseed. Sewee

Name: ________________________ ID: A

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____ 7. In which part of South Carolina did the Yemasee, Seewee, Edisto, and Waccamaw live?a. in the mountainsb. in the Up Countryc. in the Piedmontd. in the Low Country

____ 8. What exists today that tells about the culture of Coastal Native Americans?a. ancient villagesb. ancient homesc. ancient buildingsd. midden mounds

____ 9. In what way did Coastal Native Americans differ from other Native American groups in South Carolina?a. They ate shellfish.b. They farmed.c. They lived along rivers.d. They hunted.

____ 10. Which Native American group built several towns near the Savannah and Combahee Rivers?a. Yemasseeb. Cherokeec. Edistod. Catawba

____ 11. Why did Spanish, French, and English explorers come to South Carolina?a. They hoped to claim land and riches.b. They hoped to sell silk, spices, and other goods.c. They were searching for an easier route to Africa.d. They were searching for an easier route to South America.

____ 12. Which explorer claimed part of South Carolina for Spain?a. Christopher Columbusb. Francisco Gordilloc. Giovanni da Verrazanod. Hernando de Soto

Name: ________________________ ID: A

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____ 13. Why did Hernando de Soto and his men march across Florida, Georgia, and South Carolina?a. They were searching for the Mississippi River.b. They were searching for gold.c. They were trying to find a place to settle.d. They were hoping to find other European settlements.

____ 14. From where did most explorers of South Carolina sail?a. Asiab. South Americac. Caribbean islandsd. the Atlantic coast

____ 15. Why did early settlements at San Miguel de Gualdape and Port Royal fail?a. There were not enough people.b. There was not enough food.c. There were not enough homes.d. The settlers wanted to move.

____ 16. How did Native Americans contribute to the economy of the English colony in South Carolina?a. The deerskin they traded was the colony’s main export.b. The corn and beans they grew helped make the colony successful.c. They helped build the port at Charles Town.d. They made beads and tools that the colonists could sell.

____ 17. What group lived on the same land where colonists started the communities of Beaufort and St. Helena?a. the Cherokeeb. the Catawbac. the Yemasseed. the Edisto

____ 18. What led to the start of the Cherokee War?a. The Cherokee attacked settlers for holding their peacekeepers as

prisoners.b. The Cherokee refused to sign a peace treaty with the settlers at Fort

Prince George.c. The Cherokee captured settlers and forced them to work.d. The Cherokee wanted better prices from the English traders.

Name: ________________________ ID: A

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____ 19. Why did plantation owners use slavery?a. They did not know how to farm.b. They needed many workers.c. They had very large homes.d. There was a lot of land in the colony.

____ 20. What was the typical work week like for enslaved Africans on plantations?a. 5 to 6 hours a day, four days a weekb. 8 hours a day, five days a weekc. 10 hours a day, five days a weekd. 14 to 15 hours a day, six days a week

Unit 2 A

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Unit 2- South Carolina Long AgoAnswer Section

MULTIPLE CHOICE








8. ANS: D OBJ: Lesson Objective (3–3:3) 9. ANS: A OBJ: Lesson Objective (3–3:4)



11. ANS: A OBJ: Lesson Objective (4–1:1) STO: 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.”

12. ANS: B OBJ: Lesson Objective (4–1:2) STO: 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.

ID: A

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13. ANS: B OBJ: Lesson Objective (4–1:2) STO: 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.

14. ANS: C OBJ: Lesson Objective (4–1:3) STO: 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.

15. ANS: B OBJ: Lesson Objective (4–2:1) 16. ANS: A OBJ: Lesson Objective (4–2:2)


17. ANS: C OBJ: Lesson Objective (4–2:3) STO: 3-2.5 Summarize the impact that the European colonization of South Carolina had on Native Americans¸ including conflicts between settlers and Native Americans.

18. ANS: A OBJ: Lesson Objective (4–2:4) STO: 3-2.5 Summarize the impact that the European colonization of South Carolina had on Native Americans¸ including conflicts between settlers and Native Americans.

19. ANS: B OBJ: Lesson Objective (4–3:2) STO: 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.


Unit 3 T

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Unit 3- From Colony to State


____ 1. Of the thirteen original colonies started by England, which were the Southern colonies?a. Maryland, Virginia, North Carolina, South Carolina, and Georgiab. Delaware, Maryland, Virginia, North Carolina, and South Carolinac. New Jersey, Delaware, Maryland, Virginia, and North Carolinad. Pennsylvania, New Jersey, Delaware, Maryland, and Virginia

____ 2. Why did the southern part of South Carolina split in 1732?a. to allow South Carolina to become a royal colonyb. to prevent the colony from becoming too powerfulc. to separate South Carolina from the Spanish in Floridad. to separate South Carolina from the Native Americans in Florida

____ 3. What became an important industry as many immigrants settled the Up Country?a. tradeb. tourismc. cottond. rice

____ 4. Why was the government in Charles Town unable to enforce laws and protect settlers in the Up Country?a. The Up Country set up its own circuit court.b. The Up Country was too far away.c. The Up Country became a separate colony.d. The Up Country had its own constitution.

____ 5. Who were the Regulators?a. settlers who wanted to enforce laws in the Up Countryb. settlers who wanted to enforce laws in Charles Townc. British officials sent to enforce laws in the Up Countryd. British officials sent to enforce laws in Charles Town

____ 6. In South Carolina’s colonial government, who had to give final approval before any new laws were enforced?a. the royal governorb. the royal councilc. the Commons House of Assemblyd. the King of England

Name: ________________________ ID: A

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____ 7. Why was South Carolina’s General Assembly created?a. to allow the British to pass new taxesb. to improve relations with Great Britainc. to regulate the colony’s ports and courtsd. to give colonists a voice in making their own laws

____ 8. What was the Stamp Act?a. a tax on all stamps sold in the colonyb. a tax on all newspapers, books, and documentsc. a law that prevented all colonists from votingd. a law that required colonists to buy British stamps each year

____ 9. Why was South Carolina’s first constitution meant to be temporary?a. It was written by the first settlers at Charleston.b. It needed to be approved by the King of England.c. The colonists hoped to solve their differences with Great Britain.d. The colonists planned to rewrite it once statehood was official.

____ 10. How did South Carolinians help Boston after the Boston Tea Party?a. They sent supplies to Boston.b. They sent troops to Boston.c. They sent ships to Boston.d. They opened their homes to Bostonians.

____ 11. How did South Carolinians protest the Intolerable Acts?a. by refusing to sell goods to Britainb. by closing Charleston harborc. by dumping tea into Charleston harbord. by boycotting British goods

____ 12. What happened at the battle at Sullivan’s Island in 1776?a. American troops defeated the British.b. American troops defeated the Native Americans.c. British troops defeated the Americans.d. French troops defeated the British.

____ 13. For which leader was Fort Sullivan renamed?a. George Washingtonb. William Moultriec. Francis Mariond. Daniel Morgan

Name: ________________________ ID: A

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____ 14. How did Francis Marion earn the nickname “Swamp Fox”?a. by leading attacks against the colonists and then disappearing into the

swampsb. by leading attacks against the British and then disappearing into the

swampsc. by pushing the colonists into the swamps to battled. by raising foxes in the swamps and selling them to the British

____ 15. How did Rebecca Motte contribute to the war effort in South Carolina?a. She stored weapons and other supplies that Patriot troops had captured

from the British.b. She helped escaped prisoners find places to stay.c. She provided Patriot troops with food and clothing.d. She let Patriot troops burn her house in order to capture British troops.

____ 16. Why did people in the Up Country want the state capital to move?a. They thought it was too close to the northern border.b. They thought it should be in a more central location.c. They thought it should be located along the coast.d. They thought it should be located closer to the southern border.

____ 17. Why did some South Carolinians not want to ratify the United States Constitution?a. They did not think it gave the federal government enough power.b. They did not think it gave states enough power.c. They did not think it provided enough security for the country.d. They did not think the United States needed a constitution.

____ 18. Why did many plantation owners disagree with the United States Constitution?a. It stated that enslaved Africans would not be allowed to vote.b. It stated that no person could own more than three slaves.c. It stated that slavery would be made illegal in 1808.d. It stated that enslaved Africans could not be brought to the United

States after 1808.____ 19. Who was in charge of rewriting South Carolina’s state constitution?

a. Christopher Gadsdenb. John Rutledgec. Charles Pinckneyd. Aedanus Burke

Name: ________________________ ID: A

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____ 20. Which part of South Carolina did the constitutions of 1776 and 1778 favor?a. the Low Countryb. the Midlandsc. the Up Countryd. the Piedmont

Unit 3 A

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Unit 3- From Colony to StateAnswer Section

MULTIPLE CHOICE

1. ANS: A OBJ: Lesson Objective (5–1:1) 2. ANS: C OBJ: Lesson Objective (5–1:2)

STO: 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.

3. ANS: A OBJ: Lesson Objective (5–1:3) STO: 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.

4. ANS: B OBJ: Lesson Objective (5–2:1) 5. ANS: A OBJ: Lesson Objective (5–2:1) 6. ANS: D OBJ: Lesson Objective (5–2:2) 7. ANS: D OBJ: Lesson Objective (5–2:2)

STO: 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.

8. ANS: B OBJ: Lesson Objective (5–2:3) STO: 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.


10. ANS: A OBJ: Lesson Objective (6–1:1) STO: 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.


12. ANS: A OBJ: Lesson Objective (6–1:3) STO: 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.


ID: A

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15. ANS: D OBJ: Lesson Objective (6–1:4) STO: 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.

16. ANS: B OBJ: Lesson Objective (6–2:1) STO: 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.



19. ANS: C OBJ: Lesson Objective (6–2:3) STO: 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.


Unit 4 T

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Unit 4- South Carolina and The Civil War


____ 1. Who managed a planter’s workers on a large plantation?a. a carpenterb. a blacksmithc. a butlerd. an overseer

____ 2. Which of the following describes a yeoman farmer?a. owned a large amount of land and worked it himselfb. owned a large amount of land that was worked by manyc. owned a small amount of land and worked it himselfd. worked for large plantation owners

____ 3. How did the invention of the cotton gin affect slavery in South Carolina?a. Many planters hired out their enslaved workers.b. Many enslaved people were allowed to hire themselves out.c. More enslaved people were brought to work in cotton fields.d. Enslaved people were no longer needed to work in cotton fields.

____ 4. About what percentage of people living in South Carolina were enslaved?a. less than 10 percentb. less than 25 percentc. more than 50 percentd. more than 75 percent

____ 5. Besides farming, enslaved people worked as which of the following?a. merchants and plantersb. doctors and lawyersc. teachers and government officialsd. carpenters and household workers

____ 6. How did John C. Calhoun feel about the issue of slavery?a. He thought each state had the right to make its own decisions about

slavery.b. He thought Northern states should become “slave” states.c. He thought territories in the West should become “free” states.d. He thought that slavery should be abolished in every state.

Name: ________________________ ID: A

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____ 7. Why were many South Carolinians concerned about the abolitionist movement?a. Abolitionists had ended slavery in the South.b. Abolitionists had ended slavery in the North.c. Abolitionists had ended slavery in many western territories.d. Abolitionists had helped many enslaved people escape.

____ 8. Why did South Carolinians argue that slavery was part of their way of life?a. It was necessary to the economy.b. It offered enslaved people a better life.c. It took away jobs from yeoman farmers.d. It allowed them to grow their own food.

____ 9. What was decided at the Secession Convention in South Carolina?a. All Southern states would secede from the United States.b. South Carolina would secede from the United States.c. All Southern states would declare war against the United States.d. South Carolina would declare war against the United States.

____ 10. Who was elected President of the Confederate States of America?a. Abraham Lincolnb. John C. Breckinridgec. Stephen Douglasd. Jefferson Davis

____ 11. Who helped lead Confederate troops to victory at the First Battle of Manassas?a. William T. Shermanb. Robert E. Leec. Ulysses S. Grantd. Wade Hampton

____ 12. How did the Union blockade affect South Carolina?a. It made it easier to get supplies to and from South Carolina.b. It made it hard to get supplies to and from South Carolina.c. It made it hard for Union soldiers to get supplies.d. It made it hard for Union ships to travel to South Carolina.

____ 13. What state had Sherman’s forces marched through before they reached South Carolina?a. North Carolinab. West Virginiac. Tennesseed. Georgia

Name: ________________________ ID: A

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____ 14. Why did many planters lose their land after the Civil War?a. Union forces took over their plantations.b. They were sent to prison for using enslaved workers.c. They were unable to compete with yeoman farmers.d. They had trouble making enough money without enslaved workers.

____ 15. What was a sharecropper?a. a person who owned a small farm and had few workersb. a person who owned a large farm and had many workersc. a person who farmed land for the person who owned itd. a person who mined for minerals used in farming

____ 16. In what way did the rebuilding and expansion of South Carolina’s railroads affect its textile industry?a. Workers left the textile industry to find jobs on the railroads.b. Many people moved from mill towns to railroad towns.c. New railroad lines made it easier to buy textiles from Northern cities.d. New railroad lines made it easier to sell textiles to Northern cities.

____ 17. What percent of voters in South Carolina had to pledge their loyalty to the Union under President Johnson’s plan for Reconstruction?a. 10 percentb. 50 percentc. 75 percentd. 100 percent

____ 18. What rule needed to be met in order for the military government to leave the South?a. All African Americans would be given land to farm.b. All African Americans would be provided with an education.c. All African Americans would have the same jobs as white men.d. All African Americans would have the right to vote.

____ 19. Why did the black codes anger some members of Congress?a. They thought that the laws should punish Southern states for going to

war.b. They thought that the laws should give the same rights to women.c. They did not think Southern leaders should have the power to make

such laws.d. They did not think African Americans should be given so much

power.

Name: ________________________ ID: A

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____ 20. What did Rutherford B. Hayes agree to do if Southern states accepted him as President?a. allow slavery in those statesb. allow those states to use their old constitutionsc. give states the right to choose if African Americans could voted. order United States troops to leave the South

Unit 4 A

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Unit 4- South Carolina and The Civil WarAnswer Section

MULTIPLE CHOICE

1. ANS: D OBJ: Lesson Objective (7–1:1) STO: 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.

2. ANS: C OBJ: Lesson Objective (7–1:2) STO: 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.



5. ANS: D OBJ: Lesson Objective (7–2:3) STO: 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.


7. ANS: D OBJ: Lesson Objective (7–2:5) STO: 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.





ID: A

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Unit 5 T

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Unit 5- Challenge and Changes


____ 1. Which of the following was a challenge faced by South Carolina during the late 1800s?a. Laws were passed that made it difficult for white landowners to vote.b. Laws were passed that favored African Americans.c. Many people left the textile industry to work in farming.d. Many people struggled as sharecroppers and tenant farmers.

____ 2. Why did many African Americans move to the North in the late 1800s?a. They hoped to find farming jobs there.b. They hoped to find factory jobs there.c. South Carolina was getting too crowded.d. Northern cities offered them free places to live.

____ 3. About how many trains did Columbia offer daily by the early 1900s?a. 2b. 12c. 36d. 144

____ 4. To where were goods shipped from the port city of Charleston?a. Cincinnati, Ohiob. Chicago, Illinoisc. New York, New Yorkd. St. Louis, Missouri

____ 5. What invention in the early 1900s allowed people and goods to move throughout South Carolina?a. trainsb. automobilesc. planesd. steamships

____ 6. South Carolina led the South in the production of what good by 1910?a. paperb. automobilesc. riced. textiles

Name: ________________________ ID: A

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____ 7. How did the 1868 state constitution change education?a. Children from wealthy families were able to learn at home.b. Teaching enslaved children to read and write became illegal.c. Black and white children were allowed to attend the same schools.d. Many new schools opened to provide children with a free education.

____ 8. How did African Americans create their own ways of worship before the Civil War?a. They blended their own cultures, languages, and music with the

Christian religion.b. They blended their own cultures, languages, and music with the ideas

of Native Americans.c. They matched their religious beliefs with those of their slave owners.d. They built many churches, which created a sense of community for

them.____ 9. Where in South Carolina do many African Americans continue the tradition of sea

grass basket weaving?a. the Sea Islandsb. the Piedmontc. the Midlandsd. the Blue Ridge Mountains

____ 10. What folk-art tradition can be found on many of Charleston’s doors?a. embroidered flagsb. stained glass windowsc. wrought-iron gatesd. hand-carved wood

____ 11. How did the government help make life better for landowners in the late 1800s?a. A law was passed that allowed them to borrow money to plant crops.b. A law was passed that allowed them to buy as much land as they

wanted.c. A law was passed that allowed them to hire up to twenty

sharecroppers.d. A law was passed that allowed them hire up to twenty tenant farmers.

____ 12. What was the main goal of the Progressive Movement?a. to reform communitiesb. to end child laborc. to end slaveryd. to improve transportation

Name: ________________________ ID: A

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____ 13. Where in South Carolina were many army training camps built?a. on the Sea Islandsb. along the Grand Strandc. in the Blue Ridge Mountainsd. in the Midlands and the Up Country

____ 14. About how many South Carolinians served in World War I?a. 6,000b. 14,000c. 28,000d. 54,000

____ 15. Why were many farming jobs lost in South Carolina after the war?a. The price of cotton and other crops fell.b. The price of cotton and other crops increased.c. There were more markets where crops could be sold.d. There was a long period with heavy rain.

____ 16. Where did most African Americans who outmigrated from South Carolina settle?a. in other countriesb. in northern citiesc. in western territoriesd. in other southern states

____ 17. Why did many South Carolinian merchants and bankers struggle in the 1920s?a. Many farmers borrowed money they could not pay back.b. Merchants and bankers from other states took away their business.c. Many people spent all their money on automobiles like the Model T.d. People stopped buying items like radios, refrigerators, and telephones.

____ 18. Which of the following describes the Civilian Conservation Corps?a. It built roads and state parks, planted trees, and helped to prevent

fires.b. It built housing, highways, sewer systems, and schools.c. It provided food, clothing, and work relief for South Carolinians.d. It started a nationwide school lunch program.

____ 19. Why did some parents who lived in Clarendon County challenge the school district in court?a. They argued that all children should have to walk to school.b. They argued that the schools were separate but not equal.c. They argued that the schools should be segregated.d. They argued that tax dollars should not be used to pay for school.

Name: ________________________ ID: A

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____ 20. What was the Voting Rights Act?a. It required all voters to pay a tax before voting.b. It outlawed voting requirements such as reading tests.c. It allowed government officials to decide who could vote.d. It caused African American suffrage to decrease.

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Unit 5- Challenge and ChangesAnswer Section

MULTIPLE CHOICE

1. ANS: D OBJ: Lesson Objective (9–1:1) STO: 3-4.6 Explain how the Civil War affected South Carolina’s economy¸ including destruction of plantations¸ towns¸ factories¸ and transportation systems.

2. ANS: B OBJ: Lesson Objective (9–1:2) STO: 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.


4. ANS: C OBJ: Lesson Objective (9–1:3) STO: 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.


6. ANS: D OBJ: Lesson Objective (9–1:4) STO: 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.


8. ANS: A OBJ: Lesson Objective (9–2:2) STO: 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.




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12. ANS: A OBJ: Lesson Objective (10–1:1) STO: 3-5.7 Summarize the rights and responsibilities that contemporary South Carolinians have in the schools¸ the community¸ the state¸ and the nation.

13. ANS: D OBJ: Lesson Objective (10–1:3) 14. ANS: D OBJ: Lesson Objective (10–1:3) 15. ANS: A OBJ: Lesson Objective (10–1:4)

STO: 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.


17. ANS: A OBJ: Lesson Objective (10–2:1) STO: 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.

18. ANS: A OBJ: Lesson Objective (10–2:3) STO: 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.

19. ANS: B OBJ: Lesson Objective (10–3:2) STO: 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 public facilities and the acceptance of African Americans’ right to vote.


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Unit 6- South Carolina Today


____ 1. Which of the following describes South Carolina’s economy during World War II?a. The demand for textiles and farm products was greater than the

supply.b. The supply of textiles and farm products was greater than the demand.c. The demand for textiles increased, but the demand for farm products

decreased.d. The supply of textiles was small, but the supply of farm products was

large.____ 2. How did South Carolina’s economy change after World War II?

a. The demand for textiles and cotton decreased, but the supply was large.

b. The demand for textiles and cotton decreased, but the supply was small.

c. The demand for textiles and cotton increased, but the supply was large.

d. The demand for textiles and cotton increased, but the supply was small.

____ 3. Which of the following became important cash crops in South Carolina after World War II?a. cotton and indigob. soybeans and tobaccoc. peaches and tomatoesd. rice and corn

____ 4. What industry became important in Spartanburg during the 1990s?a. tourismb. lumberc. textilesd. automobile manufacturing

____ 5. What important device did Charles Townes help invent?a. the laserb. the computerc. the fax machined. the cell phone

Name: ________________________ ID: A

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____ 6. Which of the following resources is important in Gaffney?a. cattleb. peachesc. seafoodd. lumber

____ 7. What mineral of South Carolina is used to make china teacups and paper?a. goldb. coalc. kaolind. iron

____ 8. What cities are important centers for the seafood industry?a. Columbia and Aikenb. Port Royal and Rock Hillc. Spartanburg and Cowpensd. Charleston and Georgetown

____ 9. How has the manufacturing industry changed the Piedmont?a. New highways and airports have been built.b. New hotels and resorts have been built.c. More forests have been cleared for timber.d. Many people have moved away from the region.

____ 10. Which of the following is an example of a service worker?a. automobile manufacturerb. textile workerc. farmerd. librarian

____ 11. How many members does South Carolina have in the United States House of Representatives?a. twob. fourc. sixd. eight

____ 12. Which South Carolina leader served in the Senate for 49 years?a. Strom Thurmondb. James F. Clyburnc. Mark Sanfordd. Maggie Wallace Glover

Name: ________________________ ID: A

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____ 13. Which South Carolina leader serves as a member of the United States House of Representatives?a. Strom Thurmondb. James F. Clyburnc. Charles Townesd. Marian Wright Edelman

____ 14. Where is South Carolina’s state government located?a. Charlestonb. Port Royalc. Beaufortd. Columbia

____ 15. Who is the leader of the executive branch?a. the governorb. the Speaker of the House of Representativesc. the Senate presidentd. the Supreme Court Chief Justice

____ 16. Which of the following is a service that county governments provide?a. They make state laws.b. They maintain roads.c. They provide education.d. They build parks.

____ 17. Who is the leader of a community?a. the governorb. the presidentc. the administratord. the mayor

____ 18. Which of the following is a responsibility of all citizens, both young and old?a. paying taxesb. following rulesc. speaking freelyd. practicing religion

____ 19. Why is it important for citizens to vote?a. They need to recommend budgets and help enforce laws.b. They need to manage elections and collect taxes.c. They help choose government leaders.d. They must agree on every decision the government makes.

Name: ________________________ ID: A

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____ 20. How did Marian Wright Edelman help protect citizens’ right to vote?a. She started the Children’s Defense Fund.b. She helped African Americans register to vote in Mississippi.c. She built new polling places throughout South Carolina.d. She voted against the Civil Rights Act.

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Unit 6- South Carolina TodayAnswer Section

MULTIPLE CHOICE










10. ANS: D OBJ: Lesson Objective (11–2:2) 11. ANS: C OBJ: Lesson Objective (12–1:1)






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18. ANS: B OBJ: Lesson Objective (12–2:1) STO: 3-5.7 Summarize the rights and responsibilities that contemporary South Carolinians have in the schools¸ the community¸ the state¸ and the nation.


20. ANS: B OBJ: Lesson Objective (12–2:2) STO: 3-5.7 Summarize the rights and responsibilities that contemporary South Carolinians have in the schools¸ the community¸ the state¸ and the nation.

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