8th Grade
Social Studies
Module
8-1
Civil War
Lesson 8-1.3
Standard 8-3: 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.
Instructional Progression:
In the 3rd grade, students learned about the exploration and settlement of
South Carolina and the United States (3-2). Specifically, they learned
motives behind the exploration of South Carolina by the English, the Spanish,
and the French, including the idea of “for king and country” (3-2.1).
Additionally students summarized 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 (3-2.6). Also, they
explained 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 (3-2.7).
In 4th grade, students learned about the exploration of the New World (4-1).
More specifically they learned the political, economic, and technological
factors that led to the exploration of the New World by Spain, Portugal, and
England, including the competition between nation-states, the expansion of
international trade and the technological advances in shipbuilding and
navigation (4-1.1). Also, they learned to use a map to identify the routes of
various sea and land expeditions to the New World and to
match these to the territories claimed by different nations, including the
Spanish dominance in South America and the French, Dutch, and English
exploration in North America (4-1.3). Students summarized the discoveries
associated with these expeditions.
In United States History, students will summarize the distinct characteristics
of each colonial region in the settlement and development of America,
including religious, social, political, and economic differences (USHC-1.1).
Also students will summarize the early development of representative
government and political rights in the American colonies, including the
influence of the British political system, the rule of law and the conflict
between the colonial legislatures and the royal governors (USHC-2.1).
Taxonomy level of indicator:
B 2 Understand/ Conceptual Knowledge
Content Overview:
In order to encourage immigration, huge tracts of land were given to settlers
in the colony through the headright system. In the headright system every
person who paid their passage to the New World received land. Wealthy
individuals who paid the passage of others received their tracts of land. This
led to the establishment of the plantation system that required an
abundance of laborers. Slaves were critical because they provided a cheap
and dependable source of labor. Slavery made the large plantations
successful and thus made the plantation owners very wealthy. A welldeveloped slave system came from the British West Indies with the original
English settlers.
The colony of South Carolina had rich natural resources that also contributed
to the development of the plantation system. South Carolina had an
abundance of fertile land, a mild climate, and many waterways. Waterways
were an excellent means for transporting cash crops to market. The fertile
land made growing various cash crops profitable.
Introduction to the lesson:
The teacher should begin the lesson by explaining that James Oglethorpe
was the founder of the colony of Georgia. Oglethorpe was a philanthropist
who worked in Parliament for the rights of debtors and the poor. Oglethorpe
intended Georgia to be both a refuge for Britain’s growing debtor population,
as well as a buffer between hostile Spanish Florida and South Carolina. In
this selection Oglethorpe offers his view of South Carolina’s climate and
natural resources. It is important to remind students that Oglethorpe was
writing in hopes of encouraging British support of settlement in Georgia. For
this lesson students will work in pairs to read Oglethorpe’s descriptions, and
then respond by writing their own modern day description of South Carolina’s
climate, wildlife and resources. Students should imagine that they are
charged with encouraging modern-day settlement of South Carolina. The
goal is to reach understanding by placing students in the same situation that
Oglethorpe was in. Oglethorpe invested heavily in the founding of Georgia,
and his ability to attract settlers and investments determined the success of
his venture. Oglethorpe saw Georgia as an opportunity to relieve pressure
on the British government, who at the time was dealing with overcrowded
prisons. Oglethorpe also hoped to develop a profitable colony where debtors
could be given a second chance and a better future. Oglethorpe believed
that Georgia was suited perfectly for the “sorts” of inhabitants he was
appealing to, and that under the proper conditions their plight could be
reversed. He sought to ban the importation of alcohol, so as to provide a
more socially responsible society, and also hoped to ban slavery to avoid
conflicts resulting from revolts he believed would be encouraged by the
nearby Spanish in Florida. He also billed Georgia as a perfect buffer between
South Carolinians and inhospitable native tribes in the interior. In the end,
market forces driven by a burgeoning rice trade made his social experiment
unsuccessful.
Lesson time:
1. Teacher introduction to Oglethorpe and colonization of Georgia (10
min.)
2. Reading the selection (15 min.)
3. Written Response (30 min.)
4. Class discussion (10 min.)
Materials Needed:
http://docsouth.unc.edu/southlit/oglethorpe/oglethorpe.html (Full
Oglethorpe Document)
James Oglethorpe Description of Climate and Resources 1732
*THE Air is Healthy, being always serene, pleasant and temperate, never
subject to excessive Heat or Cold, nor to sudden Changes; the Winter is
regular and short, and the Summer cool'd with refreshing Breezes; and tho'
this Country is within Three Hundred Miles of Virginia, it never feels the
cutting North-West-Wind in that uneasy and dangerous Degree that the
Virginians complain of.
This Wind is generally attributed to those great Seas of fresh Water which lie
to the Northwest beyond the Apalachean Mountains. It seems a Journey of
an Hundred Leagues in that warm Climate, blunts the Edge which the Wind
gets in its Passage over those prodigious Lakes. Nor on the other Hand doth
this Country ever feel the intense Heats of Spain, Barbary, Italy, and Ægypt;
probably because, instead of the scorching Sands of Africk and Arabia, it has
to the Southward, the spacious Bay of Mexico, which is much
more temperate in its effect upon the Winds, than are those burning sandy
Desarts.
*The Soil of this Country is generally Sandy, especially near the Sea;
but 'tis impregnated with such a fertile Mixture that they use no Manure,
even in their most antient Settlements, which have been under till age these
Sixty Years.
It will produce almost every Thing in wonderful Quantities with very little
Culture. Farther up the Country the Land is more mixed with a blackish
Mould, and its Foundation generally Clay good for Bricks. They make their
Lime of Oyster shells, of which there are great Quantities on Banks near the
Shore. All Things will undoubtedly thrive in this Country that are to be found
in the happiest Places under the same Latitude. Their Rice, the only
considerable Staple which requires many of their Hands at present, is known
to be incomparably better than that of the East Indies; their Pitch, Tar and
Turpentine (of which they export great Quantities) are the Rewards of their
Industry in clearing the Land of superfluous Timber.* Mulberries both Black
and
White, are Natives of this Soil, and are found in the Woods as are many other
Sorts of Fruit-Trees of excellent Kinds, and the Growth of them is surprizingly
swift; for a Peach, Apricot, or Nectarine, will, from the Stone, grow to be a
bearing Tree in four or five Years Time. All Sorts of Corn yield an amazing
Increase, an Hundred Fold is the common Estimate, tho' their Husbandry is
so slight, that they can only be said to scratch the Earth and meerly to cover
the Seed. *
All the best Sorts of Cattle and Fowls are multiplied without Number, and
therefore almost without a Price; you may see there more than a Thousand
Calves in the same Inclosure belonging to one Person. *
The Vine is also a wild Native here, Five or Six Sorts grow wild in the Woods;
it has been said that the Stone of the Grape is too large, and the Skin too
thick, but several who have tried, find all imaginable Encouragement to
propagate the different Kinds from Europe; nor is it doubted that by proper
Culture this wild Grape may be meliorated, so as well to reward the Care of
the Planter.
The wild Beasts are Deer, Elks, Bears, Wolves, Buffaloes, Wild-Boars,
and abundance of Hares and Rabbits: They have also the Cata-mountain, or
small Leopard; but this is not the dangerous Species of the East Indies. Their
Fowls are no less various; they have all the Sorts that we have in England,
both wild and tame, and many others either useful or beautiful. It would be
endless to enumerate their Fishes, the River Savannah is plentifully stock'd
with them of many excellent Kinds: No Part in the World affords more Variety
or greater Plenty. They have Oak, Cedar, Cypress, Fir, Walnut and Ash,
besides the Sassafras. They have Oranges, Lemons, Apples and Pears,
besides the Peach and Apricot mention'd before; some of* these are so
delicious, that whoever tastes them will despise the insipid watry Taste of
those we have in England; and yet such is the Plenty of them, that they are
given to the Hogs in great Quantities.
Sarsaparilla, Cassia, and other Sorts of Trees grow in the Woods, yielding
Gums and Rosin, and also some Oyl excellent for curing Wounds.
Teaching the Lesson
Procedure:
1. Teacher introduction to Oglethorpe. Teacher should explain
information above in the “Introduction”. (10 min.)
2. Break Students into pairs and distribute copy of excerpt on description
of climate and resources. (5 min.)
3. Ask students to read the selection quietly. Students should be reading
critically and determining if they think Oglethorpe was being honest in
his report. (15 min.)
4. Once students finish reading the selection, ask each pair to create
their description of South Carolina. This should be a 1-2 page written
description intended for distribution to people who have never been
to, nor have prior knowledge of South Carolina and its natural
resources. Remind them that, like Oglethorpe, they are “selling” their
state to outsiders. Their goal is encourage settlement, it is up to them
to decide how much to embellish the facts. (30 min.)
5. After students finish their description, ask several groups to share
highlights from their report. During this time the teacher should lead
a class discussion about the responsibility of someone in Oglethorpe’s
position to be 100% honest in his description. Were the students
100% honest? Remind them that settlers in the 18th century often
had to give up everything to leave their homeland for America. How
was Oglethorpe different from any modern-day salesman? How was
the settlement of Georgia different from that of South Carolina? How
was it similar?
Extensions
See strategies under Suggested Instructional Strategies on the SOUTH
CAROLINA SUPPORT SYSTEMS INSTRUCTIONAL GUIDE.
Assessing the Lesson:
Formative: During the reading, the teacher should check for progress and
understanding. During the class discussion, the teacher should check for
understanding.
Summative: The teacher should use the following rubric to grade student responses.
Teacher Name:
Student Name:
CATEGORY
________________________________________
4321Above Standards Meets Standards Approaching Standards Below Standards Score
Support
for
Position
Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the
position statement.
The writer
anticipates the
reader's concerns,
biases or
arguments and has
provided at least 1
counter-argument.
Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the
position statement.
Includes 2 pieces of
evidence (facts, statistics,
examples, real-life
experiences) that support
the position statement.
Audience
Demonstrates a
clear understanding
of the potential
reader and uses
appropriate
vocabulary and
arguments.
Anticipates reader's
questions and
provides thorough
answers
appropriate for that
audience.
Demonstrates a
general
understanding of
the potential
reader and uses
vocabulary and
arguments
appropriate for
that audience.
Demonstrates some
It is not clear who
understanding of the
the author is
potential reader and uses writing for.
arguments appropriate for
that audience.
Evidence
and
Examples
All of the evidence
and examples are
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author's position.
Most of the
evidence and
examples are
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author's position.
At least one of the pieces
of evidence and examples
is relevant and has an
explanation that shows
how that piece of
evidence supports the
author's position.
Evidence and
examples are NOT
relevant AND/OR
are not explained.
Author makes 1-2
errors in grammar
or spelling that
distract the reader
from the content.
Author makes 3-4 errors
in grammar or spelling
that distract the reader
from the content.
Author makes
more than 4 errors
in grammar or
spelling that
distract the reader
from the content.
Grammar Author makes no
& Spelling errors in grammar
or spelling that
distract the reader
from the content.
Includes 1 or fewer
pieces of evidence
(facts, statistics,
examples, real-life
experiences).