UNIT PLAN
Grade Level:
Unit #:
Unit Name:
8
1
Early Carolina
Big Idea/Theme:
Early civilization attempts in South Carolina had a major impact on South
Carolina today.
Culminating Assessment:
Create a time line depicting the settlement of South Carolina.
Unit Understanding(s)
Students will understand that…
Native Americans had an influence
on the formation of South Carolina.
Relations between Europeans and
Native Americans were volatile.
There were many attempts to settle
South Carolina, but it was the
plantation system and slavery that
made South Carolina viable.
African Americans had a gigantic
role in the formation of South
Carolina.
Early South Carolina had several
types of government.
South Carolina became a
successful British Colony.
South Carolina had a military and
economic involvement in the
French-British colonial rivalry.
Unit Essential Question(s):
What aspects of Native American
life had an effect on the formation of
South Carolina.
How did relations improve and
worsen between European settlers
and Native Americans?
After many attempts at settlement,
how did the plantation system make
permanent settlements in South
Carolina possible?
How did African Americans impact
the economics, government, and
culture of early South Carolina?
What were the different types of
government in early South
Carolina?
What events, economic systems,
and people made South Carolina a
successful colony?
What was South Carolina’s role in
the military and economic rivalry
between the French and British
colonial rivalry?
Students will know… / Students will be able to…
Appropriately make use of important vocabulary mentioned in the 2005 state
support documents.
http://ed.sc.gov/agency/offices/cso/social_studies/sd2005/
Describe how the culture, political systems and daily life of Native Americans
of the Eastern Woodlands were affected by the geography of the region in
which they lived.
Examine how the relations between Native Americans and the Europeans
changed.
Describe the various attempts of settlement in South Carolina and why most
failed. They will also be able to describe why the plantation system was
extremely successful in South Carolina.
Explain the importance of the institution of slavery in the formation of South
Carolina’s government, economy, and culture.
Summarize the significant changes to South Carolina’s government during
the colonial period. Students should also be able to compare the proprietary
regime and period of royal government. They should be able to explain the
significance of the Regulator movement in South Carolina.
Explain how South Carolinians used natural, human, and political resources
to gain economic prosperity. Students should be able to explain the role of
trade with Barbados, rice planting, Eliza Lucas Pinckney and indigo planting,
the slave trade, and the practice of mercantilism in making South Carolina a
prosperous colony.
South Carolina Academic Standards:
Standard 8-1:
The student will demonstrate an understanding of the
settlement of South Carolina and the United States by Native
Americans, Europeans, and Africans.
8-1.1 Summarize the culture, political systems, and daily life of the Native
Americans of the Eastern Woodlands, including their methods of hunting
and farming, their use of natural resources and geographic features, and
their relationships with other nations. (H, G, P)
8-1.2 Categorize events according to the ways they improved or worsened
relations between Native Americans and European settlers, including
alliances and land agreements between the English and the Catawba,
Cherokee, and Yemassee; deerskin trading; the Yemassee War; and the
Cherokee War. (H, P, E)
8-1.3 Summarize the history of European settlement in Carolina from the first
attempts to settle at San Miguel de Gualdape, Charlesfort, San Felipe,
and Albemarle Point to the time of South Carolina’s establishment as an
economically important British colony, including the diverse origins of the
settlers, the early government, the importance of the plantation system
and slavery, and the impact of the natural environment on the
development of the colony. (H, G, P, E)
8-1.4 Explain the growth of the African American population during the colonial
period and the significance of African Americans in the developing culture
(e.g., Gullah) and economy of South Carolina, including the origins of
African American slaves, the growth of the slave trade, the impact of
population imbalance between African and European Americans, and the
Stono Rebellion and subsequent laws to control the slave population. (H,
G, P, E)
8-1.5 Summarize the significant changes to South Carolina’s government during
the colonial period, including the proprietary regime and the period of royal
government, and the significance of the Regulator movement. (G, P)
8-1.6 Explain how South Carolinians used natural, human, and political
resources to gain economic prosperity, including trade with Barbados, rice
planting, Eliza Lucas Pinckney and indigo planting, the slave trade, and
the practice of mercantilism. (H, G, E)
8-1.7 Summarize the military and economic involvement of South Carolina in
the French-British colonial rivalry. (H, G, P, E)
Interim Assessment (formative)
Vocabulary Quizzes
Map Skills
Tests/Quizzes
Discussion/Questioning
Journals
Collaborative Work
Exit/Entry Slips
KWL Activities
Graphic Organizers
Thinking Maps
Key Terms and People
Slave
Alliance
Treaty
Yemassee War
Militia
Cherokee War
Colony
San Miguel de Gualdape
Charlesfort
San Filipe
Albemarle Point
Naval Stores
Carolina Gold
Proprietary Colony
Proprietor
Quitrent
Charter
Headright Method
Royal Colony
Plantation
Immigrant
Cash Crop
Subsidy
Township
Subsistence Farm
Regulators
Staple Crop
Eliza Lucas Pinckney
Indigo
Mercantilism
French and Indian War
Cherokee
Catawba
Yemassee
Gullah
Stono Rebellion
Slave Codes
Great Council
Commons House of Assembly
Culminating Assessment for Unit 1 -Early Civilization Attempts in S.C.
Big idea: Early Civilizations attempts in S.C. had a major impact on S.C. of today.
Project Objective: The purpose of this project is to allow students to show their
understanding of key events surrounding the early attempts to settle South
Carolina. Students must connect events together in order to show cause and effect
and also should be able to show where each event falls on a timeline. Students
may also illustrate each major event on the timeline.
Requirements:
-Students must put events in order (do not have to include specific dates)
-Timeline must include _____ events.
-Students must be able to show relationships between individual events and the
impact each event had on the state. (cause and effect)
-*optional requirement- students will illustrate each key event.
Possible items to be included:
-Eastern Woodlands
-Spanish Settlement- San Miguel de
Gualdape
-French Settlement- Charlesfort
-Spanish Settlement- San Felipe
-British Settlement- Charles Town
-Proprietary Colony
-Yemassee War
-Carolina Gold
-Middle Passage
-Royal Colony
-Townships
-Stono Rebellion
-Indigo/Eliza Lucas Pinckney
-French and Indian War
-Cherokee War
-Regulator Movement
Key Criteria (to meet the standard/rubric)
TIMELINE PROJECT
CATEGORY
4
3
2
1
Preparation
The student had
notes about all the
events and dates
s/he wished to
include on the
timeline before
beginning to
design the
timeline.
The student had
notes about
almost all the
events and dates
s/he wished to
include on the
timeline before
beginning to
design the
timeline.
The student had
notes about most
(75%) of the
events and dates
s/he wished to
include on the
timeline before
beginning to
design the
timeline.
The student had
not prepared
adequate notes
before beginning
to design the
timeline.
Resources
The timeline
contained at least
12-15 events
related to the topic
being studied.
The timeline
contained at least
9-11 events
related to the topic
being studied.
The timeline
The timeline
contained at least contained fewer
5-8 events related than 5 events.
to the topic being
studied.
Content/Facts
Facts were
accurate for all
events reported on
the timeline.
Facts were
accurate for
almost all events
reported on the
timeline.
Facts were
accurate for most
(~75%) of the
events reported on
the timeline.
Sequential
Order
All events are in
sequential order.
Most events are in 50%-75% of the
sequential order. events are in
sequential order
The timeline is not
in order and
events are in
random order.
Cause and
Effect
7-9 events are
linked to each
other and show
clear cause and
effect.
6-8 events are
linked to each
other and show
clear cause and
effect.
Less than 4 events
are linked to each
other and show
clear cause and
effect.
Resource Links:
http://lowcountrydigital.library.cofc.edu/
http://spinner.cofc.edu/unescoafricanpassages/index.htm
http://www.teachingushistory.org
http://www.cas.sc.edu/cege/
4-5 events are
linked to each
other and show
clear cause and
effect.
Facts were often
inaccurate for
events reported on
the timeline.