Directions: YOU HAVE TO WRITE IT OUT IN YOUR NOTEBOOK OR ON A SEPARATE SHEET OF PAPER. NO COPY AND PASTING ALLOWED. Write out what is in Red.
GRADE 8 South Carolina: One of the United States Standard 8-3: The student will demonstrate an understanding of South Carolina’s role in the development of the new national government. Enduring Understanding Independence from Great Britain made the creation of a new national government and individual state governments imperative. To understand how and why these governments were created, the student will utilize the knowledge and skills set forth in the following indicators: Indicators 8-3.1 Explain the tensions between the Upcountry and the Lowcountry of South Carolina, including their economic struggles after the Revolutionary War, their disagreement over representation in the General Assembly, the location of the new capital, and the transformation of the state’s economy. 8-3.2 Explain the role of South Carolina and its leaders in the Constitutional Convention, including their support of the Three-Fifths Compromise and the Commerce Compromise as well as the division among South Carolinians over the ratification of the Constitution. 8-3.3 Explain the basic principles of government as established in the United States Constitution. 8-3.4 Analyze the position of South Carolina on the issues that divided the nation in the early 1800s, including the assumption of state debts, the creation of a national bank, the protective tariff and the role of the United States in the European conflict between France and England and in the War of 1812. GRADE 8 South Carolina: One of the United States Standard 8-4: The student will demonstrate an understanding of the multiple events that led to the Civil War. Enduring Understanding The outbreak of the Civil War was the culminating event in a decades-long series of regional issues that threatened American unity and South Carolina’s identity as one of the United States. To understand how South Carolina came to be at the center of this conflict, the student will utilize the knowledge and skills set forth in the following indicators: Indicators 8-4.1 Explain the importance of agriculture in antebellum South Carolina, including the plantation system and the impact of the cotton gin on all social classes. 8-4.2 Analyze how sectionalism arose from racial tension, including the Denmark Vesey plot, slave codes and the growth of the abolitionist movement. 8-4.3 Analyze key issues that led to South Carolina’s secession from the Union, including the nullification controversy and John C. Calhoun, the extension of slavery and the compromises over westward expansion, the Kansas-Nebraska Act, the Dred Scott decision, and the election of 1860. 8-4.4 Evaluate the arguments of unionists, cooperationists, and secessionists on the issues of states’ rights and slavery and the ways that these arguments contributed to South Carolina’s secession. 8-4.5 Compare the military strategies of the North and the South during the Civil War and the fulfillment of these strategies in South Carolina and in the South as a whole, including the attack on Fort Sumter, the Union blockade of Charleston and other ports, the early capture of Port Royal, and the development of the Hunley submarine; the exploits of Robert Smalls; and General William T. Sherman’s march through the state. 8-4.6 Compare the differing impact of the Civil War on South Carolinians in each of the various social classes, including those groups defined by race, gender, and age.
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1. Four intolerable Acts were passed to punish Massachusetts for the Boston Tes Party, but what effect did the passage of these acts have on the American Colonies as a whole?
Answer: The acts caused the colonists to immediately draft the Declaration of Independence. 2. As a result of the French and Indian War, Britain was left with a large debt and more territory to govern, which led to __________. Answer: Britain looking to the American colonies to help pay their debt. 3. An appropriate title to represent the central idea of the picture to the right would be __________. Answer: Colonists Shackled by Taxation 4. The British policy known as salutary neglect let to ___________. Answer: A growing sense of independec in the American colonies. 5. The Sugar Act and Currency Act are both examples of tax laws placed on the American colonies, but South Carolina was especially impacted by the Currency act because ___________. Answer: the Currency Act stopped the colony from printing its own money. 6. Why were colonists upset by the Proclamation of 1763? Answer: They could not settle west of the Appalachian mountains. 7. I wish I knew what this war was about, but nobody tells me anything. It's hard to know what is going on. I keep hearing the phrase, "Liberty," but I know it will only be "Liberty' if we fight for the British. Based on this statement, which group from S.C. does this describe? Answer: African Americans 8. When I first heard the news that the delegates signed the Declartion of Independence I was ecstatic! The British were passing taxes, but were not involving us in the decision making process. We need to be able to make our own decisions, especially when it's our group being taxed. However, I am worried that I won't be able to sell my crops at the General Store. It is rumored that the owner is a strong loyalists and does not do business with "known Patriots." Based on this statement, which group from S.C. does this describe? Answer: Lowcountry Elite 9. I did not want to be involved in this war. I do not care if the colonies get their independence. Still, I do worry about my people and me. If the colonists do win this, they will continue stealing our land. However, if we side with the British, they will stop this "land stealing and control the colonies. Based on this statement, which group from S.C. does this describe? Answer: Native Americans 10. I am really not involved in this conflict with England. I am too busy working on my farm and trying to take care of my family and getting them out of these matters. Besides, the British don't interfere in this part of S.C. Still, there is the possibility that if we don't fight, the British will begin interfering in our area. Answer: Backcountry Men Directions: Turn to pages 70 to 72 in the 8th Grade Pass Coach book and write down the correct missing statement in your notes while you read. Only write down the notes that are in RED. YOU HAVE TO WRITE IT OUT IN YOUR NOTEBOOK OR ON A SEPARATE SHEET OF PAPER. NO COPY AND PASTING ALLOWED.
Lesson 13: Agriculture and South Carolina ●*______________ is a Latin word meaning “Before the War.” The Antebellum era of ________ Carolina was right before the American Civil War. The Rise of Cotton ●Before cotton, most people wore clothes made out of ________. –Wool is very warm & is great for winter clothing. –Cotton is a stronger fabric than wool. –Cotton was expensive because it was hard to clean it when first being used. ●* _______________ - A machine that pulls the seeds out of the cotton plant. –The cotton business replaced the indigo business. ●*__________ was the biggest crop in South Carolina during the Antebellum era. ●South Carolina along with other Southern states were becoming rich off of the hard work of slave labor. Plantation Life ●The “Age of the Gentleman Farmer” –A true southern gentleman in South Carolina was rich off the land but never got his hand in the dirt. –*Slavery made plantation owners very wealthy. Plantation Life Continued……. •Plantation families needed a large staff of servants or _________. •House servants (__________) took care of the house and the family. •They cooked, cleaned, did laundry, and raised the owner’s children. •Many other slaves worked in the fields picking cotton & other crops, digging ditches, & doing other chores. •S.C. Farmers made fortunes off of Indigo, _______, tobacco, and rice. •*Review - ___________ - A large farm that often grows cash crops. •Cash Crop - Money making farming business. •The families of the plantation owner lived in large mansions. •These houses today stand as S.C.’s version of the castles of Europe. •A row of shacks was located in front of the plantation. •Enslaved people lived there. Slavery in the Old South •There were two kinds of slave owners: •_________ Slave Owners – Slave owners who constantly had their slaves beaten into submission to serve the master and family living on the plantation. •_________Slave Owners – Slave owners who treated their slaves like family and often rewarded their slaves for obedience to the master and his family living on the plantation. •*____________ - The idea of a slave master who treats his slaves like they were his own children. •Most slaves escaped from the plantation because their masters were abusing them. •Most slaves with a paternal master did not escape out of the fear that they could be caught and sold to abusive slave owners. •Men, women, and children that were slaves had to plant, clear the land, & cultivate the farm. Slavery in the Old South continued…….. •Slaves were not allowed to leave the plantation. •They could be sold or rented to other masters. •They weren’t allowed to legally read or write. •Some plantation owners (usually paternal) allowed their slaves to fish, hunt, or grow their own food. •Slaves were given _________ rations once a week. •They were given fabric and clothing once a year. •Not all slaves were given shoes •Slaves had to work 18 hours a day, 6 days a week. Relationships between slaves and owners varied •Paternal slave owners cared for the physical well being of slaves to get more work out of them. •Some slave owners were brutal and abusive in treating the enslaved. •All slaves were denied ________________. •If a slave left a plantation, they had to carry passes. •If they were caught trying to escape, they were punished in the worst ways. •Many owners feared uprisings. •Most slaves did not __________. •They protested by destroying property, working slower, & pretending to be sick. •*One reason plantation owners put more controls on the enslaved was because they were afraid of _____________. •__________ __________– A self-educated enslaved man who bought his freedom. •He planned a large uprising in Charleston. •Goal: Free African American ________ from the city and plantations. •Many people were involved and someone alerted the authorities. •Results – Many were ________ and the plot was never carried out. •Tighter controls over the enslaved began. •*Hope – Enslaved communities formed in churches and underground. Many slaves had prayers rituals celebrating the day they shall all be free. This kept many slaves sane and kept them together. |
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March 2018
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