Chapter 1
Vocabulary Development
Word Bank subtropical tectonic Pangaea plateau metamorphic climate fossils humid Sandlapper tributaries delta dunes landscape meteorite drift marsh hemisphere sediment bay abundant savanna plains
tools. Find the words in the word bank above that fit the following sentences.
1. South Carolina is noted for its hot, ______temperatures. 2. A nickname for a South Carolinian is ______, referring to the poor
Workbook. farmers who used to eat clay. interactive 3. Each region of our state has different mountains, plains, valleys, or rivers, which causes a varied ______. online Student 4. Not dinner plates, but the sort of plates that lie beneath the earth and cause the movement of our our the earth's crust are called ______plates. in 5. The Santee ______is an area near a river built up by the soil carried using down the coastal river from the inland. 6. A unique feature of the coastal plain, an example of a Carolina ______, is them
questions Big Swamp. 7. The mountains and the Piedmont of South Carolina are formed from the
answer ______rock. are 8. North America, and therefore, South Carolina, is part of the Western ______of will the Earth.
These 9. Since we normally have a lot of rain in South Carolina, rainfall can be called ______. Students 10. South Carolinians suffer in the summer from a ______that is hot, wet, and muggy. 11. The Piedmont region of South Carolina is a relatively flat expanse of land known as a ______. 12. Hot, wet weather is very ______.
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Student Resource Manual Capital City Publishers
Chapter 1
Vocabulary Development continued
13. Natural barriers of sand formed by wind and waves are called ______. 14. All major river systems are formed by a number of ______. 15. Many scientists believe that the bays of the coastal plain were caused by a ______. 16. Large amounts of ______, or soil and plant life, cause a river to flow more slowly. 17. The area of flat land without trees, known as a ______, is typical of tools. the Outer Coastal Plain. 18. The huge continent that North America was once part of is ______. 19. Home to many endangered species, the ______lands of South Workbook. interactive Carolina were flooded by Hurricane Hugo. 20. Continental ______is the theory of the formation of the landscape.
online 21. Broad areas of flatland, such as one might find in the Midwest, are called Student ______. our our 22. The Inner and Outer Coastal Plains still contain ______of ancient sea in
using life.
them questions the answer are will These Students
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Student Resource Manual Capital City Publishers
Chapter 1
Literacy Elements: Time Lines
Arrange in order the following events on the development of the South Carolina landscape by placing the number of the event on the time line below:
1. South Carolina Piedmont is part of an island off the coast of North America.
2. Mastodons, sloths, and glyptodonts lived in South Carolina.
3. North America separates from Pangaea: the Sandhills form the coastline.
tools. 4. The sea begins to recede to the present coastline.
5. Sedimentary rock beneath the Inner and Outer Coastal Plain contains fossils of ancient sea life.
Workbook. interactive Time Line
3,000,000,000 225,000,000 40,000,000 30,000,000 Even online
Student years ago years ago years ago years ago Today
our our ------|------|------|------|------|------
in
using
Writing Activity
them questions Think about the section of South Carolina where you live. Brainstorm by making a list of features and landmarks that make your section unique. Be certain to include major cities, historical places, the and outstanding places to visit. Then write a well-organized paragraph of description that would answer
are introduce a tourist to your region of the state. To make your writing special, you might illustrate it
will with a poster or brochure that would feature your region. If you prefer, you may make a video about the area where you live. Feature important landmarks, major cities, and interesting places to
These visit. Write a script to be used with your video.
Students
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Student Resource Manual Capital City Publishers
Chapter 1
Literacy Elements: Interpreting Maps and Charts
Study the climate maps and the regions maps on page 4 in your textbook. Then answer the True-False questions based on these maps.
tools.
Workbook. interactive
online
Student True or False (T or F)
our our ____ 1.The Blue Ridge region has the lowest in temperatures in the state both winter
using and summer.
____ 2.The Coastal Zone gets the most them rainfall in the state. questions
the ____ 3.Typical January low temperatures in
answer the Sandhill region near Columbia are range from 30-34 degrees. will ____ 4.Low temperatures in Charleston
These during July would average 70-74 degrees.
Students ____ 5.The Columbia area of South Carolina gets the same amount of rainfall as the rest of the Sandhills and lower Piedmont.
____ 6.The city of Greenville and the surrounding area is one of the coolest sections in the state.
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Student Resource Manual Capital City Publishers
Chapter 1
Study Skills
• Hugo first hits South Carolina coast at 9:15 p.m., Thursday, September 21, 1989.
• At midnight (Thursday, September 21, 1989) winds of 135 mph hit the city as eye of hurricane passes over Charleston. Thirty buildings are flattened and the entire city loses power, water and sewer services. Side streets are filled with mud and littered with fallen trees. City receives 5.84 inches of rain in 24 hour period.
tools.
• Coastal Areas: Folly Island through Garden City area has severe property damage. Myrtle
Workbook. Beach and North Myrtle Beach suffer heavy beach erosion and some property damage. interactive
online Student
our • Widespread damage is reported as Hugo moves inland. Storm's strong winds uproot trees and our destroy buildings early Friday morning, September 22, 1989. in using
them
questions • At 6:00 a.m., September 22, Hugo is south of Charlotte and is downgraded to a tropical storm. Still with 90 mph winds, the storm destroys many trees and 85% of city is without power. the
answer are will
These
Students
Continues on next page
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Student Resource Manual Capital City Publishers
Chapter 1
Study Skills continued
HUGO’S PATH IN THE CAROLINAS
Greenville y
tools.
Columbia y
Workbook.
interactive
Charleston
online Use the map above and information on y Student the previous page to answer the following
our questions. our in 1. What does the map show?
using 2. When did Hugo first hit South Carolina's coast?
them
questions 3. When did the eye of Hugo pass over Charleston?
the 4. How high were the winds at Charleston?
answer are 5. How much rainfall did Charleston receive? will 6. What direction did Hugo take across South Carolina? These 7. What type of damage did Myrtle Beach and North Myrtle Beach have?
Students 8. When was Hugo downgraded to a tropical storm?
For Thought:
9. What was the difference in the type of damage that Hugo caused along the coast and the damage caused when it moved inland?
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Student Resource Manual Capital City Publishers
Chapter 1
Literacy Elements: Interpreting Data
STALKING A KILLER: HURRICANE HUGO
Use the time sequence below to answer the questions that follow.
Monday, September 11, 1989—a tropical storm is born off the coast of Senegal, Africa.
Tuesday, September 12—Storm continues to develop and is named Hugo.
tools. Wednesday, September 13 –Hugo classified as a hurricane.
Sunday, September 17—Gaining strength as it crosses the Atlantic, Hugo's winds are clocked at 150 mph. It is classified as a category 4 Hurricane. It slams into the Caribbean Islands Workbook.
interactive causing widespread damage and some casualties.
online Monday, September 18—Hugo crosses northeast corner of Puerto Rico leaving 50,000 people Student homeless and 25 dead. our our in Tuesday, September 19—Hugo brushes the Bahamas and winds weaken to 105 mph. using
Wednesday, September 20--Hugo heads for Southeast Coast of United States. South Carolina's them Governor Campbell warns coastal residents to "plan for the worst." questions the Thursday, September 21 –Hugo’s winds increase to 135 mph and it is reclassified as a category 4 answer Hurricane. South Carolina’s Governor Campbell orders, at 6:30 a.m., a required are
will evacuation of the coastal areas.
These Thursday, September 21—at midnight Hugo crashes into Charleston with 135 mph winds. The hurricane levels trees/buildings on Sullivan's Island and Isle of Palms. Extensive
Students flooding and damage in Charleston.
Friday September 22—Hugo moves inland causing extensive damage. Downgraded to tropical storm as it loses strength.
Continued on next page
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Student Resource Manual Capital City Publishers
Chapter 1
Literacy Elements: Interpreting Data continued
1. What does the time sequence show?
2. When and where was Hugo born?
3. When was Hugo first classified as a hurricane? tools.
4. When did Hugo first hit land?
Workbook. interactive
5. What category classification was Hurricane Hugo given on Thursday, September 21? online
Student
our our in 6. When did Hugo hit Charleston and with what wind force?
using
them 7. What type damage did Hugo cause in the Charleston area? questions
the
answer are 8. Why was Hugo downgraded to a tropical storm?
will
These For Thought:
Students 9. What can be done to reduce South Carolina's threat from future hurricanes?
Credit: GreenviIle Piedmont, September 29, 1989. The Charlotte Observer, September 23, 1989.
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Student Resource Manual Capital City Publishers
Chapter 1
Literacy Elements: Reading Maps
Pangaea was an enormous continent where dinosaurs once roamed. During the Cretaceous and Jurassic periods of time, the continent began to divide and drift apart, eventually forming the world as we know it today. Using the map of Pangaea below, identify and name the six continents and one country of today within Pangaea.
Continent 1 ______Continent 5 ______Continent 2 ______Continent 6 ______Continent 3 ______Continent 7 ______tools. Continent 4 ______II. Workbook. interactive online Student our our in using them questions the answer are will These Students
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Student Resource Manual Capital City Publishers
Chapter 1
Literacy Elements: Creating Maps
Using the following map of South Carolina and the maps in your textbook locate on the map below each region, city, river system, or landmark.
tools. Workbook. interactive online Student our our in
using Regions Coastal Zone Inner Coastal Plain (Upper Pine Belt)
them Grand Strand Sandhill Region
questions Santee Delta Piedmont Barrier Islands Blue Ridge the Outer Coastal Plain (Lower Pine Belt)
answer are River Systems will Savannah River Pee Dee River Santee River
These Major Cities
Students a. Greenville c. Charleston b. Columbia (capital) d. Spartanburg
1.Put a BIG STAR on the capital of South Carolina and an asterisk on your town.
Landmarks 1.Fall Line 3.Whitewater Falls (highest waterfall) 2.Sassafras Mountain (highest peak) 4.Big Swamp (Carolina Bay)
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Student Resource Manual Capital City Publishers
Chapter 1
Literacy Elements: Using Primary Sources
Paul Pinckney lived through the 1886 Charleston Earthquake. He later wrote an account of his memories concerning the quake. Read the excerpts from his account to answer the questions below.
“It was about 9:50 o’clock on the evening of August 31, 1886, that the people of Charleston felt the quivering of the first earthquake shock ever known in that part of the country. They had just returned from worship and not many had yet retired (gone to bed)….The tremblor came lightly with a gentle vibration of the houses as when a cat trots across the floor; but in a very few seconds of this and it began to come in sharp jolts and shocks which grew momentarily more violent until buildings were shaken as toys. Frantic with terror, the people rushed from houses, and in
tools. doing so many lost their lives from falling chimneys or walls. With one mighty wench, which did most of the damage, the shock passed. It had been accompanied by a low, rumbling noise, unlike anything ever heard before, and its duration was about one minute… There were no electric lights in those days, and the streets were illuminated with gas. The people gathered in the public parks and squares and there in the dim light
Workbook. brave men and women gave help to the injured and dying. Soon several fires added their horror to this tragedy and much damage was done interactive before they were got under control…It was not until the next day that the people began to realize the extent of the calamity that had befallen them. Then it was learned that not a building in the city had escaped injury in greater or lesser degree. Those of brick and stone suffered most. online Student Many were down, more were roofless, or the walls had fallen out, all chimneys were gone, much crockery, plaster, and furniture destroyed…To our our add to their dismay the people were cut off from the outer world, all wires being down and it was not until the next day that a courier rode to in Summerville, nearly thirty miles away, and gave the world its first news of the disaster. At the same time, he brought back the cheering message using that the world was not utterly destroyed, as many had believed. The rumors current on the outside were to the effect that Charleston and all the coast country had been swept away by a mighty tidal wave and that the Florida peninsula had them questions snapped off from the continent in the general cataclysm and fallen into the sea…” the
answer
are
will 1. When did the earthquake strike 5. How badly was Charleston damaged? Charleston? 6. Why couldn’t the people of Charleston
These 2. What caused the buildings to be “shaken ask for outside assistance? as toys?” 7. What rumors were spreading outside the
Students 3. What did some of the victims do that city to explain the loss of communication contributed to their deaths? with Charleston? 4. How long did the quake last?
For Thought:
8. Why do you think that Pinckney still remembered so vividly these events which happened twenty years earlier? Credit: San Francisco Chronicle, May 6, 1906.
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Student Resource Manual Capital City Publishers
Chapter 1
For Further Study
TWO MAJOR HISTORIC DISASTERS
Historically, South Carolina has been threatened by both earthquakes and hurricanes. The state has a history of seismic activity. On August 31, 1886, Charleston was damaged by one of the most destructive earthquakes in United States history. The first shock hit at 9:51 p.m. A strong aftershock happened eight minutes later. The city was then rocked by six more shocks over several days. Sixty people were killed. Two thousand buildings were destroyed. Total property loss was estimated at six million dollars.
tools. Charleston was still recovering from the devastation brought by the Civil War. Property owners were to poor to tear down the damaged buildings and rebuild. Instead, they repaired their buildings by running long earthquake rods through them. They then literally bolted sagging buildings back together again.
Workbook. interactive To date the worst hurricane to hit the state was the so-called the “Great Storm of 1893.”This deadly hurricane struck Beaufort and the nearby Sea Islands on August 28th at high tide. This hurricane created a tidal wave that submerged entire islands. It killed at least 2000 people. The online
Student storm left 20,000-30,000 homeless. It also caused an estimated10 million dollars in property damage. our our in 1. Why was the Charleston earthquake of 1886 the most destructive earthquake in state history?
using
2. How did the citizens of Charleston repair some of their buildings after the 1886 earthquake? them Why? questions
the
answer 3. To date, what has been the worst hurricane to hit the state? Why? are
will For Thought:
These 4. Why is South Carolina particularly vulnerable to earthquakes and hurricanes?
Students
Credit: Charles F. Kovacik and John J. Winberry, South Carolina: The Making of a Landscape (Columbia: South Carolina: University of South Carolina Press, 1989).
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Student Resource Manual Capital City Publishers
Chapter 2
Vocabulary Development
Word Bank adaptation consensus pledge cooperation ancestor culture rivalry mound bridge arrowhead shaman clan kinship treaty
Fill in the blanks with the Word Bank word that best fits the context of the sentence.
1. Early people came across a land ______from Siberia to Alaska where the Bering
tools. Sea is now located.
2. A small stone point used in hunting small game is an ______.
3. Art, music, education, work—the complete lifestyle of a people is their ______.
Workbook. interactive 4. Each Native American group had a ______or spiritual.
5. In order to live in a new land or in a new circumstances, life styles must undergo
online ______. Student
our 6. A ______is an unbreakable pledge between nations. our in 7. Rather than voting on each issue, Native American councils governed by general agreement or
using ______.
8. Competition or ______between Native American groups was less important than them working together. questions
the 9. Native Americans believed in ______, working together to achieve common goals.
answer
are 10. Native American groups joined together because they were descended from common
will ______(s).
These 11. Native American nations or groups were divided into various ______(s).
12. A Native American’s word was considered his sacred ______. Students
13. ______among the Native Americans depended on the female; each person took his family name from his mother.
14. A large pile of earth around which the Native Americans built villages was a ______.
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Student Resource Manual Capital City Publishers
Chapter 2
Finding Out: Using Carbon-14
Archaeologists date artifacts (objects shaped by humans) using a process known as carbon-14 dating. They can calculate the age of artifacts made from organic materials by measuring how much radioactive carbon-14 they contain. All living materials absorb carbon-14, a radioactive isotope, from the atmosphere. When they die, the isotope begins to decay. Scientists can measure how much of the carbon-14 is left and then calculate the approximate age of the object. However, only organic objects (such as bone or charcoal) can be dated using carbon-14.
1. What are are artifacts?
tools. 2. What is carbon-14?
3. How can carbon-14 be used to date artifacts?
4. What are the artifacts that can be dated using carbon-14? Workbook. interactive For Thought: Read the information on each of the following archaeological locations and decide which ones are the most promising for accurate dating of the artifacts discovered. online
Student Location A: Archaeologists discover a stone spear point lodged in the bone of an ancient our our mastodon. Can the “artifact”, the stone spear point, be dated? in Explain ______
using ______
them Location B: Archaeologists discover a number of skeletons of Ice Age animals preserved in questions layers of sediments. Examining the bones, archaeologists conclude that some of these bones show signs of human alteration. Can these “artifacts”, the human the altered bones be dated? answer Explain ______are
will ______Location C: Archaeologists discover several stone spear points buried in sediment near a river. These Can these “artifacts”, the stone spear points, be dated? Explain ______Students ______
Location D: Archaeologists discover an ancient camp site that contains stone spear points, bison bones, and charcoal. Can these “artifacts”, the stone spear points, be dated? Explain ______
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Student Resource Manual Capital City Publishers
Chapter 2
For Further Study: Revising the land bridge theory
WHEN DID THE FIRST PEOPLE ARRIVE?
Archaeologists have become increasingly divided over when and how the first people came to the Americas. The dominant theory has been the so-called “land bridge theory”. According to this theory, late during the last ice age, Asia and North America were connected by a land bridge from Siberia to Alaska at the Bering Strait. About 14,000 years ago, an ice-free corridor opened through the glaciers. Moving through this ice-free corridor, the so-called Clovis people were the first to reach North America. However, mounting evidence suggest that the Americas were inhabited much earlier. Well tools. before the end of the last ice age, these early people may have migrated along the coastline or by boats, thus avoiding the ice sheets. Evidence of earlier human activity has been found in scattered locations across the Americas. These sites have yielded artifacts which have been dated more than 14,000 years old.
Workbook. Evidence to support this earlier migration theory in South Carolina has been reported by interactive Albert Goodyear, a University of South Carolina archaeologist. He has been excavating a site in Allendale County along the Savannah River known as the “Topper Site”. Goodyear reports finding artifacts that he has been able to date as between 16,000 and 50,000 years old. Goodyear online
Student believes it is time to consider the possibility that people arrived in the Americas thousands of years earlier than the current “land bridge” or Clovis theory maintains. our our in
using 1. According to the land bridge theory, when did the first people arrive?
them questions
the 2. What is the archaeological significance of the Topper site being excavated in South
answer Carolina? are
will
These 3. How does Goodyear’s research support an early arrival theory?
Students
4. What is another theory to explain when and how the first people arrived in the New World?
Credit: Neil Shea, “The First Americans?,” National Geographic ( May 2005).
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Student Resource Manual Capital City Publishers
Chapter 2
Literacy Elements: Using Primary Sources
Primary Sources are eyewitness accounts or actual records/documents from the past. John Lawson kept a journal of his trip into the interior of Carolina in the early 1700’s. Read the excerpt from his journal on page 17 of your textbook and answer the questions below.
1. What was John Lawson hired by the Lords Proprietors to do?
2. Why do you think that the Lords Proprietors wanted this done?
tools.
3. Where were most of the Congaree men?
Workbook.
interactive 4. How were the Native American women keeping score in their games?
online Student
our 5. What type of shelter did the Congaree have in their village? our in
using 6. What did Lawson call the leader of the Congaree village?
them questions 7. How did the Congaree show hospitality toward Lawson? the
answer are
will 8. What was in the “Loblolly (thick broth)” that Lawson ate while in the village?
These
Students For Thought:
9. Why is John Lawson’s journal considered a primary source?
10. How did the English and other Europeans have a negative impact on the Native Americans that they encountered?
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Student Resource Manual Capital City Publishers
Chapter 2
Literacy Elements: Using a Chart
Use the chart of page 15 of your textbook to answer the questions below:
1. What does this chart show?
2. Archaeologists have divided South Carolina’s prehistoric record into how many periods?
3. When did the first Native Americans arrive in South Carolina?
tools.
4. In what period did the Europeans first arrive?
Workbook. interactive 5. What were the dates of the Archaic Period?
online
Student 6. What were some of the differences between the mound building cultures of the Woodland and the Mississippian Periods? our our
in 7. When was agriculture first practiced among Native America s of Carolina? using n
them 8. What were the dates of the Mississippian Period? questions the For Thought: answer
are
will 9. What connection do you think there was between the development of agriculture and the development of pottery in the Woodland Period?
These
10. What impact did the arrival of the Europeans have on Native American culture? Students
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Student Resource Manual Capital City Publishers
Chapter 2
Literacy Elements: Interpreting Historic Art
The Sketch
Historic artwork such as sketches, wood cuts, and paintings can give us information on how people lived in another time. Study John White’s sketch (and caption) that appears on page 16 and answer the questions below:
1. Who made this sketch?
tools. 2. What does this sketch show?
Workbook.
interactive 3. Why do you think the Native Americans had a palisade (wall) around their village?
online Student 4. What does the presence of a temple suggest about these people? our
our
in
using 5. What is the probable source of heating and cooking in the village?
them questions 6. Where were their fields located? the answer are
will For Thought:
These 7. What does this sketch tell us about how Native Americans adapted to their environment?
Students
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Student Resource Manual Capital City Publishers
Chapter 2
Literacy Element: Note Taking
Using the following chart, describe Native American life and culture by listing the essential facts about each aspect of Native American life from your textbook. Include the details you learn from EYEWITNESS TO HISTORY on page 17 in your textbook.
How did the Native Americans USE THE LAND?
tools. How did the Native Americans GET FOOD?
How did the Native Americans acquire Workbook. interactive EDUCATION/TRAINING?
online
Student How did the Native Americans
our TRAVEL from place to place? our in
using What sorts of WORK did the Native Americans do?
them questions What kinds of RELIGIOUS
BELIEFS did Native Americans the have? answer are
will Writing Activity
These Suppose a visitor from another country is sent to survey the state of South Carolina today. He is ordered to keep a journal of his experiences. He visits your school and observes the "natives."
Students What might he say about your school and its students? Write one journal entry.
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Student Resource Manual Capital City Publishers
Chapter 2
Literacy Elements: Interpreting Maps and Charts
Using the information on pages 14-16 in your textbook titled "South Carolina American Native American Language Groups and Nations" and the map of South Carolina below, place the four different language groups in the area of the state where they lived. Put an asterisk to mark your town in South Carolina, and notice which groups lived near your home.
tools.
Workbook.
interactive
online Student
our our
in
using
them questions Graphing Information the answer Using the information from your textbook (p.17), make either a line or bar graph to demonstrate are the decline of the South Carolina Native American population. will
Native American Population (in thousands) These
Students
Years 1600 1715 2000
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Student Resource Manual Capital City Publishers
Chapter 2
For Further Study
The early Native Americans of South Carolina had no written languages and therefore left no written records of their own. Much of our knowledge of these peoples has come from archaeology. Archaeologists have identified 11,000 Native American sites in the state.
Pretend that you are an archaeologist working at a Stono Native American village site in the low country. Below is a list of the artifacts found at the site. Using the artifacts and the information given above, answer the questions that follow the list.
Artifacts Discovered at the Site:
tools. 1. bone fish hooks 4. deer and bear bones 2. clay pottery fragments 5. fish bones 3. maize kernels in a small clay 6. a small iron pot pot 7. stone arrowheads
Workbook. interactive Questions
1. How many Native American sites have been identified in South Carolina? online
Student 2. Who used the sites? How were the sites used? our our in 3. What evidence do you have that these Native Americans had some variety in their diet? using 4. What could the stone arrowhead have been used for? them questions 5. What does the existence of kernels of maize tell you about these Native Americans? the answer 6. What evidence did the sites yield that suggests contact with Europeans? are
will 7. Why would this artifact brought by the Europeans have been highly prized by the Native Americans? These
Students 8. What do the artifacts tell you about the life of this village's inhabitants?
For Thought
9. How would the coming of the Europeans change Native American cultures?
Page 25
Student Resource Manual Capital City Publishers
Chapter 3
Vocabulary Development
Word Bank Huguenots bull archaeologist inhabitants invasion mercantilism crafty conquistadores sphere expedition caravel garrison
Using the words from the Word Bank, fill in the blanks in the following sentences. Use the boxed letter to form the Mystery Word at the end of the exercise. Then unscramble the Mystery Word.
1. The idea that the Earth was a ______was new in the early 1400s.
tools. 2. Pope Alexander IV issued a papal ______or decree which allowed Spain to become master of the world.
3. ______is an economic system that closely regulates trade and
Workbook. commerce for the benefit of the government. interactive
4. Religious refugees from France, followers of John Calvin, the ______, came to North America with Jean Ribaut. online
Student
our 5. Many of North America’s original ______were tricked into our becoming slaves for the Spanish. in
using 6. At first, Columbus could find no sponsors for his planned ______to find the shortest route to Asia.
them 7. Columbus used three ______s to make the voyage from Europe to the New questions World. the
answer 8. DeSoto met a ______Cacica during his exploration of South Carolina who urged are him to travel further west in search of riches.
will 9. The ______of soldiers left at Charlesfort by Jean Ribaut revolted against the
These officer in charge and turned to cannibalism during their return trip to France.
10. Hernando Cortes is but one of the ______who plundered Students the treasures of Mexico and South America.
11. The ruling noble families of Europe defended their nations from ______.
12. According to ______s, the first Spanish town in South Carolina (and North America), San Miguel, was located on the Savannah River.
MYSTERY WORD ______= ______
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Student Resource Manual Capital City Publishers
Chapter 3
Literacy Elements: Data Retrieval Chart
Early Explorers
Read pages 21-27 in your textbook, and complete the chart below on early European explorers.
Explorer Date Discovery
Christopher Columbus
tools.
Giovanni de Verrazano
Workbook. interactive Jacques Cartier
online
Student Samuel de Champlain
our our in
using Ponce de Leon
them questions Hernando de Soto
the
answer are
will Jean Ribaut
These
Pedro Menendez de Aviles Students
For Thought:
When De Soto visited Cofitachequi (p. 26) in 1540, the ruler of the province showed him Spanish beads, axes, and a rosary. What does this suggest about the earlier possible influence of de Ayllon’s failed expedition on South Carolina Native Americans?
Page 27
Student Resource Manual Capital City Publishers
Chapter 3
For Further Study
COLUMBIAN EXCHANGE
In 1493, Columbus returned to the New World on his second voyage with his ships loaded with settlers, plants, and animals. However, this was not a one way transition since the Spanish also took back to Europe new plants and diseases. This exchange of people, plants, and diseases between the Old and New Worlds has been called the “Columbian Exchange”.
From the New World to the Old From the Old World to the New
Pepper (chili and bell) Cow
tools. Tomato Horse Potato Pig Corn Chicken Cocoa Wheat Beans (lima, navy, kidney) Peach
Workbook. Pumpkins Pear interactive Squash Lemon Peanut Orange Turkey Black rat online
Student Pineapple Banana Tobacco Small pox our our
in 1. What was the “Columbian Exchange”?
using
2. What were some of the major foods obtained from the New World?
them questions 3. What was the “foul weed” that was an Native American discovery and became a major export the crop? answer
are
will 4. (a) What were some of the major plants brought by Europeans to the New World?
These (b) What were some of the animals?
Students
5. How does the “All American” fast food meal of hamburger and fries show both “Old” and “New” world influences?
6. Why did the introduction of new European diseases and animals help the Europeans in conquering the New World?
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Student Resource Manual Capital City Publishers
Chapter 3
Literacy Elements: Data Retrieval
On the following chart, compare and contrast the roles of the Spanish and French in South Carolina by noting important facts from Chapter Three (see pages 23-27).
Spanish French
Reasons for Exploration
tools.
Areas Explored Workbook. interactive
online Student Types and our our Locations of in Settlements
using
them
questions Use of Slaves the answer are will
Treatment of These Native Inhabitants
Students
Reasons for
Leaving SC
Without a
Permanent
Settlement
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Student Resource Manual Capital City Publishers
Chapter 3
Literacy Elements: Using a Timeline The Spanish in Carolina
A time line is the arrangement of events in the order in which they occurred. The following time line lists important events in the Spanish attempts to colonize South Carolina.
1492 Columbus claims the New World for Spain. 1513 Ponce de Leon lands in La Florida ( present day Florida). 1525 Lucas Vasquez de Ayllon establishes a colony, San Miguel de Gualdape. This, the first Spanish settlement in North America, failed. tools. 1540 Hernando De Soto passed through South Carolina. 1565 Spanish establish a military outpost at St. Augustine, Florida. It became the first successful Spanish settlement in the future United States.
Workbook. 1566 Pedro Menendez established the town of Santa Elena on Parris Island, South Carolina. It interactive was briefly the capital of Spanish La Florida. 1567 Captain Juan Pardo led expedition to explore the interior of Carolina. online Student 1576 Carolina Native Americans attacked Santa Elena leading the colonists to abandon the our our settlement. in 1577 Spanish return and build a prefabricated fort, and the town of Santa Elena prospered.
using 1586 Sir Francis Drake burns St. Augustine, Florida. 1587 Spanish authorities order Santa Elena abandoned.
them questions 1. How many years does the time line cover?
the
answer 2. When did Spain first enter the New World? are will 3. When and where did Pedro Menendez establish a settlement?
These 4. When did Ponce de Leon first land in La Florida?
Students 5. In what year did Juan Pardo explore the interior of South Carolina?
6. What was the first Spanish settlement to be established in North America?
7. What was the first successful Spanish settlement in the future United States?
8. When was Santa Elena finally abandoned by the Spanish?
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Student Resource Manual Capital City Publishers
Chapter 3
Literacy Elements: Latitude and Longitude
Latitude and longitude are imaginary lines used for purposes of location. Latitude lines run east and west but are used to measure directions north and south of an imaginary line—the equator. Longitude lines run north and south but are used to measure directions east and west of an imaginary line—the prime meridian. Answer the questions below using the world map your teacher will give you.
1. What does the map show?
2. What degree of latitude is the equator?
3. What degree of longitude is the prime meridian? tools. 4. What degrees of latitude and longitude intersect in Mexico?
5. What degrees of latitude and longitude intersect in India? Workbook. interactive 6. The prime meridian runs through which continents?
7. In the Western Hemisphere, the equator runs through which continent? online Student 8. If you were at 20° south latitude and 160° west longitude, you would be in what body of our our water? in 9. If you were at 40° north latitude and 100° west longitude, where would you be? using
10. If you were at 55° north latitude and 0° longitude, where would you be? What country would
them you be nearest? questions Literacy Elements: Locations the
answer
are After completing the activity above, add the following information to your world map.
will 1. On the map, locate the seven continents: North America, South America, Africa, Europe, Asia, Australia, and Antarctica. These
2. On the map, locate these bodies of water: Atlantic Ocean, Pacific Ocean, Indian Ocean, Students Arctic Ocean, Caribbean Sea, Mediterranean Sea, Red Sea, and Persian Gulf.
3. On the map locate there countries: China, India, Portugal, Spain, England, Ireland, Italy, Norway, Sweden, Iceland, Russia, and Greenland.
4. On the map, locate the modern countries of Canada, United States of America, and Mexico.
5. On the map, draw a compass rose.
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Student Resource Manual Capital City Publishers
Chapter 3
For Further Study
WHAT HAPPENED TO COFITACHEQUI
During their expeditions Ayllon, De Soto, and Pardo had contact with a large Native American chiefdom (empire ruled by a chief) in the Camden, South Carolina, area. However, by the time of the English settlement, this Native American chiefdom had almost completely broken down. Why did such a large and powerful Native American empire collapse?
tools. Based on current archaeological evidence, it is this author's contention that the Spanish contact led to exposure to Old World diseases to which the Native Americans had no immunization and led to a dramatic decrease in the Native American population and the collapse of the Cofitachequi chiefdom.
Workbook. Archaeologists working at several sites in the South have reported finding evidence for such massive interactive population declines after initial contact with the Europeans. The evidence includes a decreasing number of villages; decreasing size of existing villages; changes in burial activities (appearance of mass online Student burials usually associated with epidemics); and even the relocation of entire towns. Relocation was a our our common response when people fled the power of an epidemic. The author believes that the above in probably explains what happened to Cofitachequi. Even in the time between the Ayllon and De Soto using contacts with Cofitachequi these new diseases were already reducing Native American population. The Cacica [queen or headwoman] had pointed out many empty houses in her capital to De Soto. them questions The chiefdom of Cofitachaqui depended upon a large population in order to construct the mounds, the
answer houses, and temples that impressed De Soto. Moreover, this culture depended upon a large number to are support the leaders and their officials. The author believes that the epidemics introduced by the will Spanish led to a rapid reduction in the Native American population of Cofitachequi and its rulers. As
These a result, the Native American culture represented by Cofitachequi collapsed.
Students
Continued on next page
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Student Resource Manual Capital City Publishers
Chapter 3
For Further Study continued
TESTING A HYPOTHESIS
Historians often develop hypotheses to explain historical events. A hypothesis is a possible explanation for certain behavior or events. You will learn more about developing and testing hypotheses by completing the questions below after reading the article "What Happened to Cofitachequi."
1. What problem does the author identify in the article?
tools.
2. What hypothesis does the author suggest to explain the problem?
Workbook. interactive
online
Student 3. What evidence does the author offer to support the hypothesis? our our in
using
them 4. Does this evidence support the author's conclusions? Explain. questions
the
answer are
will
These
Students
Credit: Jerald J. Milanich and Susan Milbrath, eds., First Encounters: Spanish Explorations in the Caribbean and United States, 1492-1570 (Gainesville, Florida: University of Florida Press, 1989).
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Student Resource Manual Capital City Publishers
Chapter 4
Vocabulary Development
Word Bank charter Puritans revoke corporation Separatist patent indentured servant Pilgrims Bible commonwealth “Invincible Armada” proprietor Lord Protector Representative Privy Council Non-Separating Parliament Annul Congregationalists royal province legislative assembly House of Burgesses proprietary colony tools. In the blank next to each term, write the letter of the correct definition from the list on the right. You may want to look at Chapter 4 again for clues. You might also use a dictionary.
1. ______charter A. A person having legal title or exclusive right to some Workbook. interactive property. 2. ______indentured servant B. A gift of land granted by the king 3. ______corporation C. A colony settled as a haven for religious ideas online
Student 4. ______annul D. Huge navy, built by Phillip II of Spain 5. ______patent E. Group of businessmen who invested in a colony our our 6. ______proprietor F. Both houses, Lords and Commons, of English
in government
using 7. ______Pilgrims G. Servants who work for a set number of years to pay for passage to the colonies 8. ______“Invincible Armada” H. Colony directly under control of the Privy Council
them 9. ______Lord Protector I. To cancel, as in the case of Henry VIII’s marriages questions 10. ______royal province J. Small group pf Puritans who wished to separate entirely from the Church of England the 11.______Bible commonwealth K. The king’s closest advisors answer
are 12. ______proprietary colony L. To cancel, as in the case of Massachusetts Bay Colony’s
will charter; voided in 1691 by the king 13. ______Parliament M. An executive who ruled England along with the House of
These Commons after the execution of Charles I 14. ______Privy Council N. A colony in which the king granted ownership of the colony to an individual or group with extensive powers Students 15. ______revoke O. Another term for charter, as in the case of the grant of “Carolana” to Robert Heath
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Student Resource Manual Capital City Publishers
Chapter 4
For Further Study: The First Thanksgiving
The Pilgrim Thanksgiving celebration was very different than the Thanksgivings we enjoy today. The foods, guests, location and even the dates of the celebration were different. William Bradford, Plymouth’s long time governor, wrote that the Pilgrims feasted on waterfowl, wild turkeys, and venison. They probably ate pottage, a type of stew made by cooking corn or wheat in a broth with meat. Certainly, they did not eat cranberry sauce or pie, since sugar was in short supply in Plymouth. The feast would have been eaten with only knives and spoons, because forks had not yet come into wide use in England.
tools. Edward Winslow, in a letter describing the feast to a friend in England, wrote “many of the Native Americans coming amongst us, and among the rest their king Massasoit, with some ninety men, when for three days we entertained and feasted.” Having few houses in the settlement, the Pilgrim’s feast would have taken place outside with tables and benches brought out from the houses. Workbook.
interactive Historians agree that the Pilgrim Thanksgiving was a harvest festival and would have been celebrated
online between early September and early October. It was President Lincoln who designated the fourth Thursday Student in November as Thanksgiving. In 1941, Congress changed the date from the fourth to the last Thursday of our our November. in
using 1. What “traditional Thanksgiving” foods did the Pilgrims eat?
2. What “traditional Thanksgiving” foods did the Pilgrims not eat? Why? them questions 3. What was “pottage?”
the
answer 4. What eating utensils did the Pilgrims not use? Why? are
will 5. According to Edward Winslow, how long did the Pilgrim feast last?
These For Further Study:
Students 6. On a separate piece of paper, create a Venn Diagram comparing and contrasting the first Pilgrim Thanksgiving with today’s Thanksgiving celebrations.
Credit: Deetz, James and Patrice Scott Deetz. The Times of their Lives, Life, Love. And Death in Plymouth Colony. New York: Freeman and Company, 2000.
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Student Resource Manual Capital City Publishers
Chapter 4
Study Skills: Understanding the Facts
Using the information in Chapter 4, write “true” if the statement is correct. If the statement contains an error, write “false” and then rewrite it so that it is correct.
_____1. England separated from the Catholic faith because the pope refused to annul the marriage of Henry VIII
_____2. The first Africans that came to Virginia came as slaves
tools. _____3. Captain John Smith forced the colonists to work
_____4. Cotton became the major export crop of Virginia Workbook.
interactive
_____5. Lord Baltimore dreamed of creating a colony for Protestants
online Student
our our _____6. The Pilgrims wanted to reform the Church of England and to start a new church in
in Virginia
using
_____7. The Puritans allowed religious freedom in Massachusetts Bay Colony
them questions _____8. Roger Williams founded Rhode Island after being forced out of Massachusetts. the answer
are
will _____9. Sir Robert Health obtained a patent (charter) from King Charles II
These ____10. “Carolina” was taken from Carolus, King Charles’ name in Latin
Students ____11. King Charles II gave a charter for Carolina to eight of his friends
____12. Dr. Henry Woodward sailed with Captain William Hilton on his explorations of Carolina
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Student Resource Manual Capital City Publishers
Chapter 4
Literacy Elements: Using Primary Sources
Read the excerpts from this charter and answer the questions that follow.
The Second Carolina Charter
The original charter was granted in 1663. However, the Heath patent had not yet been terminated. A second charter, which increased the original land grant, was issued in 1665.
Charles the Second, by the grace of God, of Great Britain, France, and Ireland, King and Defender of the faith, &c.
tools. Whereas by our letters patents, bearing date the four and twentieth day of March, in the fifteenth year of our reign, we were graciously pleased to grant our right trusty, and right well-beloved cousin and counsellor, Edward ( Hyde), Earl of Clarendon, our high chancellor of England…George (Monck) Duke of Albemarle, master of our horse…William, now Earl of Craven;…John, Lord Berkeley;…Anthony Ashley Cooper, Chancellor of our Workbook. interactive Exchequer (treasury);…Sir George Carteret; Sir John Colleton…;Sir William Berkeley…all that province…called Carolina, extending…within six and thirty degrees of the northern latitude, and to the west, as far
online as the south seas ( Pacific); and…within one and thirty degrees of the northern latitude, and …as far as the south Student seas ( Pacific Ocean) aforesaid. our our
in 1. Who gave the proprietors their charter?
using
2. Who were the Eight Lords Proprietors (name them)?
them questions 3. Their charter gave them the lands between what two lines of latitude? the answer
are
will 4. What was to be the western border of their land grant?
For Thought: These
5. Why do you think that the king gave the proprietors their own colony and what do you Students think that the proprietors hoped to do with this colony?
Credit: B.R. Carroll “The Second Charter of Carolina,” in South Carolina. A Documentary Profile of the Palmetto State, pp.10-11.Edited by Elmer D. Johnson and Kathleen Sloan (Columbia, South Carolina, 1971).
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Student Resource Manual Capital City Publishers
Chapter 4
Literacy Elements: Using a Time Line to Interpret Information
On the line below, construct a time line to show when the following events took place. Use the number with each event to correctly place the event.
A. Maryland is founded by Lord Baltimore.
B. Queen Elizabeth dies. (During her reign the first English settlements were made in North America.)
C. Three ships land at Jamestown. tools. D. John Cabot reaches Newfoundland.
E. England defeats Spain's "Invincible Armada."
Workbook. interactive F. Sir Robert Heath receives the first charter for the land that includes South Carolina.
G. The Lords Proprietors get the Carolina charter from Charles II. online
Student H. The first shipload of African slaves arrives in Virginia. our our in I. The House of Burgesses, the first legislative assembly in America, is formed.
using J. The first Thanksgiving Day is celebrated by the Puritans at Plymouth.
them K. Charles II was crowned King of England. questions
the
answer are
will
These
Students
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Student Resource Manual Capital City Publishers
Chapter 4
Study Skills
Time Lines and Dates
Every good history student has to keep track of dates. Dates tell when events take place, and then the student can tell the sequence of events. That way, it is easy to understand how one event may have influenced another. One of the best ways to keep track of the order of events is to use a Time Line.
Read through the following list of events (in bold face type) that was important to the settlement of the New World. tools. • In 1497, John Cabot explored Newfoundland, giving England a claim to North America.
• In 1529, Parliament annulled the marriage of Henry VIII and declared him "the only head on earth Workbook. interactive of the Church of England."
• In 1625, the Baltimore family established a colony, Maryland, where English Catholics could live online Student under the English flag and worship freely.
our our • In 1620, a small group of Puritans who wanted to separate themselves from the Church of England in
using secured permission from the Virginia Company to settle in North America. They settled at Plymouth, Massachusetts, in the fall of 1621.
them questions 1400 1500 1600 1700 the |______|______|______|
answer are Now read the statements that follow. In the space at the left of each statement, tell whether the statement
will is true or false according to the time line above.
These ______1. Most of the above events (in heavy type) occurred between 1600 and 1700. ______2. Henry VIII had his marriage annulled after settlers sailed for the New World. Students ______3. English Catholics and Puritans went to the New World at nearly the same time. ______4. John Cabot’s exploration of Newfoundland was the first event to give the English a foothold in the New World.
Credit: Pelisson, Gerard J. Mastering Social Studies Skills. Amsco School Publications, Inc., New York, 1982. continued on next page
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Student Resource Manual Capital City Publishers
Chapter 4
Literacy Elements: Using Maps
Knowing geographic locations is important. Refer to the maps in your textbook on pages 33 and 83.
2. Using the map of Colonial America your teacher will provide, complete your outline map by writing in the following:
a. the location of the thirteen colonies
b. the location of the Appalachian Mountains
tools. c. the location of these towns and cities: Jamestown, Plymouth, Charlestown, Williamsburg, New York City, Savannah and Boston
d. the location of the Five Great Lakes and the St. Lawrence River
Workbook.
interactive e. the location of Spanish Florida
f. the location of New France
online Student 3. Place an asterisk by the first successful English colony. our our
in 4. Separate by lines the Southern, Middle and New England colonies
using
For Discussion:
them questions 5. How did the Appalachian Mountains serve as a barrier to the expansion of the early English colonies? the answer
are
will
These 6. Why were most of the early settlements located near water? Students
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Student Resource Manual Capital City Publishers
Chapter 4
Making, Doing, Learning
1. Design a poster that could have been used by the eight Lords Proprietors to lure colonists to the settlement of Carolina. Keep in mind that the Proprietors hoped to make money from their business venture and probably promised colonists that they could share the profits.
2. Make a list of the eight Lords Proprietors. See how many names of the Proprietors you can find on a South Carolina map. Make a list of the places you find and categorize them according to whether they are cities, counties or rivers.
3. Pretend that you are Sir Anthony Ashley Cooper and you are writing home about the English tools. province called Carolina. What would you write?
4. To understand how archeologists interpret artifacts, complete the following activity. Bring an object from home that represents your life. In small groups of four or five, think of questions
Workbook. about the objects brought by the group that would help determine the importance of the object interactive to its owner. Then, select an object other than your own and write a possible answer to the following questions.
online
Student A. What is the physical evidence? Size? Shape? Color? Texture? Parts?
our our B. What might be reasonably said about the object? Origin? Construction? Function? in
using C. What conclusions might be made about its meaning or value to its owner? What might be said about the society or culture?
them D. What else needs to be known before making positive statements? questions the Discussion Questions answer are 1. What factors made the Virginia colony successful? will
These 2. Why did the Eight Lords Proprietors ask King Charles II for a land grant? Students
Credit: Tedd Levy and Donna Collins Krasnow, A Guidebook for Teaching United States History: Earliest Times to the Civil War (Boston: Allyn and Bacon, Inc., 1979).
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Student Resource Manual Capital City Publishers
Chapter 5
Vocabulary Development
Word Bank Fundamental Constitutions Quakers recruit headright caciques gentry destination moat daub and wattle dugout threat cannibals naval stores noble elite landgraves plantation gale freemen palisade thatch clapboard hostile peninsula
tools.
Many of the words in the Word Bank deal with the colonists’ methods of establishing their colony. Classify these words by listing them under the general heading that best fits. You may not use every word. Also, you may disagree with your classmates about your choices for each heading.
Workbook. interactive Government Types of Settlers Housing
______online Student
our ______our in ______
using
Protection of Settlement Native Americans Crops/Planting them
questions ______the
answer ______are will ______
These Religion
Students ______
What other classification(s) might be added to those above?
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Student Resource Manual Capital City Publishers
Chapter 5
Study Skills: Using Resources
Using the Internet to Outline a Biography
One of the most influential figures in the settlement of South Carolina was Lord Anthony Ashley Cooper. Using the Internet, do the following:
1. Look up biographical information on Lord Anthony Ashley Cooper, the Earl of Shaftesbury.
2. Using your textbook and the internet, fill in the following outline about Cooper's life with complete sentences that supply supporting details. Use the question as part of your sentence
tools. answer. For example, in answer to Where and when was he born?, you reply, Cooper was born in (place) on (date):
Main Idea: Lord Anthony Ashley Cooper, the Earl of Shaftesbury, was influential in the development of the colony in South Carolina. Workbook.
interactive I. Cooper's early life and education prepared him to be a leader in England.
A. Where and when was he born? online Student B. What were his ancestors like?
our C. Where did he attend school, and what did he study? our in II. He soon became prominent in England's government.
using A. What was his first position? B. After Oliver Cromwell's death, what did he do, and how was he rewarded? them C. What titles did King Charles II give Cooper? questions D. What services did he perform for the king in his new positions? the
answer III. His career included work on important laws and serving as the leader of the Lords Proprietors
are of Carolina.
will A. What important legislation did Cooper support? B. How was Cooper important in financing the colony of South Carolina? These C. What other important legislation did Cooper support? (see Cabal, Test Act, Whig Party) D. How was Cooper important in financing the colony of South Carolina? Students IV. Cooper’s friend and physician, John Locke, helped Cooper to overcome physical disabilities and form rules of government for South Carolina's colony.
A. How did Locke help Cooper physically? B. What did the two name the laws created for the colony in South Carolina?
Activity continues on the next page
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Student Resource Manual Capital City Publishers
Chapter 5
Study Skills: Using Resources
1. Where did they get their ideas for these laws? 2. How was land distributed in the colony according to Cooper's plan? 3. Who was the highest authority in the colony according to Cooper’s plan?
V. Cooper's life ended in exile from England.
A. Why was Cooper exiled? B. When and where did he die?
tools. Writing Activity
Using the outline sentences that you have just completed, write a biography of Lord Anthony Ashley Cooper by copying the sentences in the order that you have written them. The first sentence will be the MAIN IDEA and it will be a one-sentence paragraph to begin your biography. Make other paragraphs Workbook.
interactive by indenting each time you copy the sentence beside a Roman numeral, and let the detail sentences become the body of the paragraph. To show the order of time in your biography, use connecting words like first, second, third, next, also, last, finally, or in conclusion to start each paragraph. (You may find this outline useful in composing other biographies.) online Student our our in using them questions the answer are will These Students
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Student Resource Manual Capital City Publishers
Chapter 5
Literacy Elements: Data Retrieval Chart
Using information from your textbook and other resources, complete the following chart to show the differences and the similarities between South Carolina, Virginia and Massachusetts.
South Virginia Massachusetts Carolina
On what date was the colony founded?
tools.
Who were the
Workbook. interactive founders?
online
Student What were the our our reasons for the
in colony’s founding?
using
them What type of
questions government or
rules were used to the govern the colony?
answer are
will To what extent were slaves used These in the colony
Students By what methods did the colonists make money? What kinds of crops were
grown? What
businesses did the colonists operate?
Page 45
Student Resource Manual Capital City Publishers
Chapter 5
Literacy Elements: Reading a Flow Chart
On page 43 in your textbook, there is a discussion of the Fundamental Constitutions of Carolina. Below is a flow chart that shows the type of government proposed by this document. Study the flow chart, and then answer the questions that follow.
Fundamental Constitutions of Carolina
Lords Proprietors
Highest authority in the colony
tools.
Governor
Workbook. Rules in absence of proprietors interactive
online Student
our Grand Council our Recommend laws/advise governor in
using
them Parliament questions Composed of nobles and representatives of the landowners. It could accept or the reject laws proposed by the Grand Council. answer
are
will
1. What was the title of this document? These
2. In the colony, who was the highest authority? Students 3. Parliament was composed of what groups and what power did it have?
4. Where were the laws initiated?
5. Who ruled in the absence of the proprietors?
6. Why do you think that the settlers never approved the Fundamental Constitutions of Carolina?
Page 46
Student Resource Manual Capital City Publishers
Chapter 5
Literacy Elements: Using Maps
Use the map on page 44 in your textbook to answer the questions below.
1. What is the title of the map?
2. What does the dotted line indicate on the map?
3. What three ships originally sailed from England? tools.
4. What was the expedition's first stop after leaving England?
Workbook. interactive 5. What happened to the Albemarle? Where did this happen?
online 6. What ship replaced the Albemarle? Student
our our
in 7. After another storm, what happened to the Port Royal? Where did the Carolina go after this storm? using
them 8. Where did the colonists aboard the Carolina finally establish their colony? questions the 9. Approximately how long was the "long voyage" of the Carolina? answer
are
will
For Discussion: These
10. Why was sea travel so much more dangerous then than it is today? Students
Page 47
Student Resource Manual Capital City Publishers
Chapter 5
Making, Doing, Learning
Read pages 44-48 in your textbook concerning the establishment of Carolina as a colony. Then imagine that you are one of the colonists and write diary entries about your experience using the information in your textbook.
March 15, 1670
tools.
Workbook. April 1, 1670 interactive
online
Student
our our
in
using August, 1670
them questions the answer
are
will February, 1671 These
Students
March 4, 1671
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Student Resource Manual Capital City Publishers
Chapter 5
Making, Doing, Learning Use this Venn Diagram to compare and contrast the settlement at Albemarle Point with the settlement at Charles Town. Albemarle Point Charles Town
tools.
Workbook.
interactive
online Student
our our in using
them
questions Discussion Questions the
answer
are 1. Why were the Barbadians and the English colonists’ rivals for power in Charles Town? With
will which group would you side? Why?
These
2. What did the Native Americans have to trade with the Carolina settlers? Why did they want to Students trade with them?
3. When the English settled in Carolina, why did the Spanish in St. Augustine feel that they were trespassing on their territory? How did the Spanish react?
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Student Resource Manual Capital City Publishers
Chapter 6
Literacy Elements: Interpreting Charts and Graphs
Using the following chart and graph, answer the questions below: The Expanding Population of Colonial South Carolina tools. Workbook. interactive
SC POPULATION, 1708 online Student
our Year 1680 1708 1750 1760 1770 our in
using Total Number of People 1,000 9,580 65,000 84,000 130,000 (Estimated)
them
questions 1. Between 1680 and 1708, the Carolina population increased ___ times. a) 8 b) 10 c) 20 the
answer 2. In 1708, the colony had are a. more Native American slaves than free whites will b. three times more black slaves than Native American slaves c. the same number of white servants as Native American slaves These 3. Between 1680 and 1750, the Carolina populations increased by_____.
Students a) 8,580 b) 64,000 c) 63,000
4. From 1750 to 1770, there is a difference of approximately ___ in the South Carolina population. a) 1,000,000 b) 70,000 c) 65,000
5. From 1680 to 1770, the population increased by_____. a) 129,000 b) 125,000 c) 128,000
Page 50
Student Resource Manual Capital City Publishers
Chapter 6
For Further Study
Eliza Lucas Pinckney
Born in 1722 in the West Indies, Eliza Lucas would become famous in South Carolina for promoting the growing of indigo (a blue dye).With her family; she immigrated from the West Indies to South Carolina in 1738. They settled on a plantation inherited by her father near Charles Town. Her father returned to the West Indies as the Lieutenant Governor of Antigua. He left sixteen year old Eliza in charge of their plantations, her mother, and her sister. In 1740, her father sent her a packet of indigo seeds with a letter noting that “Indigo has
tools. done well in Jamaica, and I am anxious for you to try it.” Finally, in 1744, after several failures, she was able to successfully grow indigo. In a letter to her father, she wrote that “out of a small patch of indigo growing at Wappo…made 17 pounds of very good Indigo.” She distributed indigo seed to neighboring planters. The British government encouraged South Carolina planters to grow it by offering a bounty on indigo in 1749. Workbook. interactive Indigo exports grew and peaked at one million pounds in the mid-1770’s.
online In 1744, Eliza married a widowed neighbor, Charles Pinckney who was 17 years older than her. The couple had Student three children. When her husband died in 1758, she again took over the management of their plantations. Both our our of her sons, Charles Cotesworth Pinckney and Thomas Pinckney were leaders in the American Revolution and in in the early years of the Republic. In 1793, she traveled to Philadelphia for medical treatment. There she died on using May 26, 1793. George Washington served as one of her pall bearers at her funeral.
them 1. What crop did Eliza Lucas Pinckney help to develop in South Carolina? questions the 2. Why did her father leave her in charge of the family plantations? answer are will 3. Why did her father send her the indigo seeds?
These 4. How did the British government encourage the growing of indigo in Carolina?
Students
For Thought:
5. Why do you think that Washington would request to be her pall bearer?
Credit: Bodie, Idella. South Carolina Women (Orangeburg, SC: Sandlapper Publishing, 1990).
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Student Resource Manual Capital City Publishers
Chapter 6
Finding Out
The Stono Rebellion
The Stono Rebellion of September 1739 was the largest slave rebellion in Colonial American history. About 20 slaves, led by a slave named Jemmy, gathered near the Stono River which was not far from Charles Town. Planning to escape to Spanish Florida, the rebelling slaves broke into Hutchinson’s store at the Stono Bridge. The slaves murdered the storekeeper, and stole guns and powder. Other slaves joined them as they moved from plantation to plantation killing and burning.
By chance, the rebelling slaves met Lt. Governor William Bull on the road, but he managed to
tools. escape and spread the alarm. The militia assembled and attacked the slaves’ camp. Some of the rebelling slaves were killed and others were captured. However, many slaves escaped and armed patrols hunted them down. As a result of the Stono Rebellion, South Carolina’s assembly passed the slave code of 1740. Slaves and Native Americans that helped the colonists during the rebellion were rewarded with freedom, clothes, land, or money. Workbook. interactive July-Saved the lives of his master, Mr. Thomas Elliot, and his family. Rewarded with freedom, a suit of clothes, hat, shoes, and stockings. online
Student Ralph, Prince, Joe, Larush, Pompey, Sampson, Cut, Toby, Hercules, Ben, Tony, Primus, Peter, Scipio, James, and other men and women-rewarded with clothes and cash. our our Toby, Old Tack, Peter, Tom, Titus, Simon, Philip, Native Americans who helped the colonists- in rewarded with a coat, hat, a pair of Native American stockings, a gun, two pounds of powder, and
using eight pounds of bullets. Some received money. Jemmy-A leader of the rebellion; we do not know what happened to him.
them Questions for Discussion: questions 1. Why did the slaves start their revolt at Hutchinson’s store? the
answer
are 2. How did the slaves plan to escape?
will
These 3. Why did some slaves and Native Americans help the colonists?
Students 4. How did the Stono Rebellion change colonial South Carolina?
Credit: Margaret B. Walden, Social Studies Consultant, Black Contributions to South Carolina History (Columbia: State Department of Education, 1990)
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Student Resource Manual Capital City Publishers
Chapter 6
Literacy Elements: Using Primary Sources
Passed after the Stono Rebellion of 1739, the Slave Code of 1740 remained the basic slave law of South Carolina until the Civil War finally ended slavery in the state. Read the paraphrased excerpts below and answer the questions that follow:
A. All blacks and mulattoes (people of mixed ancestry) were to be considered slaves unless they could prove that they were born free or had been manumitted (legally freed). B. Children of slave mothers were to be slaves; of free mothers, free. C. No slave could leave his master’s property without a pass, and any slave caught off his master’s property could be challenged by any white man. If the slave resisted capture, he tools. could legally be killed. D. No slave was to be allowed to carry firearms except in company with his master or some other white man. E. A slave attempting to leave the province (colony) without permission was subject to the
Workbook. death penalty… interactive F. For striking a white person, a slave could be punished at the discretion of the local magistrate (judge); and for a third offense, he could be executed. G. Slaves executed were to be paid for out of the provincial treasury online
Student H. Slaves were not allowed to own horses, cattle or hogs, boats or canoes; nor were they permitted to carry on trade for their own profit. our our I. No slave could be given his freedom without the permission of the General Assembly of in the Province…
using 1. Who were considered slaves in Colonial South Carolina?
them questions 2. What determined whether a person was born a slave or free person?
the
answer are 3. What were two offenses for which a slave could receive the death sentence?
will
These 4. For a slave to be granted freedom, what law making body had to approve?
Students For Thought:
5. After reading the excerpt from the Slave Code of 1740, what do you think were the main purposes of this code? Explain your answer.
Credit: South Carolina Statutes at Large, VII. Quoted in South Carolina: A Documentary Profile of the Palmetto State ( Columbia: University of South Carolina Press, 1971)
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Student Resource Manual Capital City Publishers
Chapter 6
Literacy Elements: Using Primary Sources
THE NATIVE AMERICAN TRADE
The Native Americans of South Carolina wanted the trade goods the colonists had. With packhorses loaded with trade goods, traders would trade their goods for deerskins. These deerskins were used as money on the frontier. Below is a list of trade goods and their prices sent to an Native American trader on April 30, 1716. Study the list, and answer the questions that follow.
TRADE ITEM SKINS A gun 35
tools. A white Duffield Blanket 16 A hatchet 3 A narrow hoe 3 A broad hoe 5 Thirty bullets 1 Workbook. interactive A knife 1 A pair of scissors 1 Two strings of beads 1 online
Student Twelve flints 1 A Broadcloth Coat, laced 30 our our A Half Thicks Coat 20 in An Ax 5
using A Pistol 20 A Sword 10 A Shirt 5 them A Steel 1 questions A Calico Petticoat 14
the
answer 1. What were deerskins used for on the Carolina frontier? are will 2. How many deerskins did a gun cost? A shirt? A knife?
These 3. What trade items would have improved the Native Americans’ standard of living? Explain your choices.
Students 4. How did the Native American trade undermine Native American independence and make them more dependent upon the colonists?
Credit: McDowell, W.L. Journals of the Commissioners of the Indian Trade. September 20, 1710-August 29, 1718 (Columbia, South Carolina: South Carolina Archives, 1955).
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Student Resource Manual Capital City Publishers
Chapter 6
Literacy Elements: Reading a Pie/Circle Graph
AFRICAN ORIGINS OF GEORGETOWN SLAVES
The rise of rice as a major cash crop resulted in the importation of thousands of slaves from West Africa. The rice planters preferred to import slaves from the rice-growing regions of West Africa. Use the pie graph below to answer the questions.
tools. Workbook. interactive 40% Windward and Gulf Coasts, Sierra online
Student Leone,and Elsewhere our our in using
1. What does the pie graph show? them questions 2. Eighty percent of all Africans imported into the Georgetown district came from which two the areas? answer
are
will 3. Where were 20 percent of the slaves imported from?
These
Students For Discussion
4. Why do you think rice planters preferred to import slaves from the West African regions shown on the pie graph above?
Credit: Charles Joyner, Down by the Riverside (Chicago: University of Illinois Press, 1984).
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Student Resource Manual Capital City Publishers
Chapter 6
Using Resources
BIOGRAPHY OF ELIZA LUCAS PINCKNEY
Write your own biographical sketch of Eliza Lucas Pinckney using the outline questions below as a guide to the kinds of details that you need in your sketch. Use the information in your textbook and other resources to complete the outline questions. Also, see the Eyewitness to History at the end of Chapter 8. Remember to let the main idea be the first paragraph of your essay. Be certain to indent for a new paragraph at each Roman numeral. The sentence that goes with each Roman numeral is the topic sentence of the paragraph. The following sentences, numbered A, B, or C, become the body of the paragraph. You might also put in some quotes tools. from Eliza Pinckney, herself, about her life, since she kept a journal and wrote many letters. Main Idea Eliza Lucas Pinckney was a remarkable South Carolinian who overcame many problems to establish one of the most successful plantations in the colonies.
Workbook. interactive I. Eliza Lucas Pinckney's early life prepared her to run a plantation well. A. Where and when was she born? B. What was her father's occupation? How might this have influenced Eliza? online
Student C. Where did she attend school, and what did she study? D. What event put her in charge of a plantation at an early age? our our
in II. Even though she encountered problems, Eliza's interests and abilities enabled her to do an excellent job with the plantation. using A. What were her interests and abilities? What had she done as a student that might help her as a plantation manager?
them B. With what plant did Eliza decide to experiment and why? questions C. Were all of her experiments successful? Why? What happened? D. What problems did Eliza have because of being a woman in an unusual position? the answer III. Eliza invented special procedures for the production of indigo dye. are
will A. What was the procedure for producing indigo dye? B. Did Eliza keep her methods of production a secret? What did she do and why?
These IV. Eliza Lucas Pinckney also excelled as a homemaker. A. Whom did she marry? Students B. Who were her children?
V. She will be remembered as one of South Carolina's most influential citizens. A. What were some of the final events of her life? B. When and where did she die?
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Student Resource Manual Capital City Publishers
Chapter 6
For Further Study
Historical Background: With the great expansion of the rice culture in the early 1700s, there developed a demand for increased numbers of slaves from Africa. These newly enslaved Africans, coming from a region of many different languages, were faced with the problems of communicating with each other as well as with their new "masters." From these communication needs the people developed a new language called Gullah in South Carolina or Geechee in Georgia. It is called a creole language since experts believe that it developed from a union of English and languages used in various regions of West Africa. The development of Gullah represented one part of the creation from African cultures of a new African-American culture in the rice-producing regions of South Carolina and Georgia. tools. GULLAH: A LANGUAGE
Below are examples of some African words that have entered the Southern vocabulary:
Workbook. interactive goober peanut heh yes chigger small flea online
Student nana grandmother tote to carry our our buckra white man in
using Use the information above to answer the following questions:
1. What is Gullah? them questions the
answer 2. Why did Gullah develop?
are
will
These 3. What is the language called in Georgia?
Students For Thought. 4. How has Gullah enriched the southern vocabulary?
Credit: Patricia Jones-Jackson, When Roots Die: Endangered Traditions on the Sea Islands (Athens: University of Georgia Press, 1987). Charles Joyner, Down by the Riverside (Chicago: University of Illinois Press, 1984). Page 57
Student Resource Manual Capital City Publishers
Chapter 6
Finding Out
RICE CULTIVATION: THE WORK CYCLE Rice was a labor-intensive crop. It was planted, cultivated, and harvested almost exclusively by hand. Read the flow chart and then answer the questions that follow:
April: Rice was planted and the May/June: Slaves hoed fields. fields flooded. Fields were drained Fields then flooded again to destroy after the rice sprouted. grass and insects. Drained again after 3 weeks and rice cultivated again by hand.
tools.
March: Slaves prepared rice fields Mid-July: Final flooding with heavy for spring planting. heads of rice now supported by the water.
Workbook. interactive
Mid-September to Mid-November: Mid-September: Fields drained and harvested rice was: the rice harvested by slaves with online
Student (1) Threshed—rice heads separated sickles, dried for a day, and then tied from the stalks by beating the heads into sheaves and carried to the our our off with flailing sticks. threshing yards on boats called
in (2) Winnowed—slaves separated “flats.” grain from chaff by tossing into the using air using fanner baskets. (3) Pounded—slaves using mortars
them removed husks from the rice grains.
questions 1. What does the flow chart show? the 2. Who did this hard, "back breaking" work in the fields? answer 3. a) When were the rice fields first flooded? are b) What was the purpose of the second flooding? will c) What was the purpose of the final flooding? 4. a) How was the rice harvested? These b) How was the rice removed from the fields to the threshing yards? 5. a) How was the rice removed from stalks? Students b) What did winnowing do? c) What did pounding do? 6. When were the fields prepared for a new spring planting?
For Discussion: 7. After completing the flow chart, what explanations can you offer for why the rice planters felt the need to turn to slavery to meet their needs for labor?
Credit: Charles Joyner, Down by the Riverside (Chicago: University of Illinois Press, 1984).
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Student Resource Manual Capital City Publishers
Chapter 6
Finding Out
AN AFRICAN CRAFT: BASKETRY
Read the article and then answer the questions that follow.
Basketry was a craft of definite West African origins. It flourished as a craft among the slaves of the rice-growing regions of South Carolina because the baskets were of practical use. These baskets were used for winnowing rice, carrying food, or storing household items. These baskets were "work baskets" made of strong weaves, and constructed using coiling techniques similar to those developed in West Africa. These coil baskets tools. were constructed by wrapping dried palmetto leaves around bundles of sweet grass. Today the descendants of those slaves still practice this ancient craft of basketry. Along U.S. Highway 17, north of Charleston or in Charleston, one can see small stands where the basket weavers sell their Workbook.
interactive baskets. The basket weavers of Mt. Pleasant, South Carolina, have developed a reputation for the artistic quality of their baskets. Most of the baskets that are offered for sale tend to be of the "show basket" variety. These colorful baskets are made of pine needles and sweet grass. They are not as strong as the work baskets online Student which are made for more practical uses.
our our 1. How are the baskets constructed? in using 2. Where did the basket weaving techniques used in South Carolina originally develop?
them 3. What materials were originally used to construct these baskets? questions
the 4. Why was basketry encouraged on the low country plantations in South Carolina? answer
are
will 5. Compare "work baskets" to "show baskets" and explain the difference.
These 6. What South Carolina town has developed a reputation for its basket weavers?
Students For Discussion:
7. Do you think the state should or should not encourage traditional crafts such as basketry? Explain your answer.
Credit: Patricia Jones-Jackson, When Roots Die: Endangered Traditions on the Sea Islands (Athens: University of Georgia Press, 1987). Charles Joyner, Down by the Riverside (Chicago: University of Illinois Press, 1984).
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Student Resource Manual Capital City Publishers
Chapter 6
Making, Doing, Learning
Winnowing and Pounding. A Re-Creation of the Past
Materials needed: Mortar and pestle, sunflower seeds, and fanner basket
Procedure to follow:
1. Complete worksheet "Rice Cultivation: The Work Cycle."
2. Re-create “pounding” activity by using mortar and pestle to grind husks from the sunflower tools. seeds. (Sunflower seeds with husks are substituted for rice since rice with husks is difficult to obtain today.) Pour pounded mixture into fanner basket.
3. Re-create “winnowing” activity by tossing seeds/husks into air. The wind will blow husks
Workbook. away. interactive For Discussion:
online
Student 4. How do these activities approximate the “pounding and winnowing” activities of slaves in the Georgetown District and how do they demonstrate the fact that rice cultivation was a our our labor-intensive activity? in
using
them questions the answer are will These Students
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Student Resource Manual Capital City Publishers
Chapter 7
Vocabulary Development
Word Bank province prime minister invasion treaty cabinet township veto divine right monarch privateer dominion militia hostage reign autocratic parish provisional pirate
Write T or F to answer the following True-False questions about the words in your Word Bank. If you determine a statement is false, you must rewrite the statement to be true.
tools. _____ 1. South Carolina never becomes a royal province.
_____ 2. Townships, or small towns surrounded by 20,000 acres, were set up by Governor Robert Johnson to encourage settlers to leave Charleston.
Workbook.
interactive _____ 3. Dominions included pairs of colonies joined together for trading purposes.
_____ 4. Privateers were British sea captains who had special permission to seize ships.
online Student _____ 5. Even though the royal governor ruled in the name of the king, he could not veto laws
our passed by the general assembly. our in _____ 6. The militia was a group of town police hired by the plantation owners.
using _____ 7. Parish is another term for town.
them _____ 8. Fort Johnson was built to protect Charles Town from a French invasion. questions
_____ 9. The prime minister was the head of the cabinet, or leading minister. the
answer _____10. Blackbeard, the pirate, cut off the head of one of his hostages. are
will _____11. Robert Johnson was a provisional governor who replaced James Moore.
These _____12. The antics of a tricky Scot named Sir Alexander Cuming succeeded in making a treaty with the Native Americans that lasted five years.
Students _____13. A monarch is a king or ruler.
_____14. Kings feel they rule by consent of the people, not divine right given by God.
_____15. Pirates were welcomed in Charles Town since they spent money there.
_____16. George II never used his cabinet and made all royal decisions himself.
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Student Resource Manual Capital City Publishers
Chapter 7
Literacy Elements: Reading a Flow Chart
Below is a flow chart of the royal government established in Carolina in 1729. Study the flow chart and answer the questions that follow.
SOUTH CAROLINA'S ROYAL GOVERNMENT
Board of Trade (supervised colonial government)
tools.
Royal Governor (had power to veto bills)
Lieutenant Governor (acted as governor in absence of royal governor)
Workbook. interactive
The Assembly online Student
our His Majesty’s Council Commons House of Assembly our (Upper House) (Lower House) in 1. Had to approve bills passed by a) Could introduce vote on bills
using Commons b) Had power to tax and spend money 2. Served as highest court of appeals c) Elected by free whites who owned 3. Appointed by governor property them questions the 1. What does the flow chart show? answer
are
will 2. Who served as governor in the absence of the appointed royal governor?
These 3. What were the names of the two houses of the General Assembly?
4. How were members chosen to His Majesty's Council? Students
5. How were members chosen to the Commons House?
6. What was the highest court of appeals?
For Discussion:
7. Why do you think the ownership of property was a requirement for voting?
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Student Resource Manual Capital City Publishers
Chapter 7
Literacy Elements: Map Development
MAJOR NATIVE AMERICAN PATHS OF SOUTH CAROLINA
Native American paths were used by the settlers as well as the Native Americans. Settlers pushed along these paths and settled in the wilderness. Many also came down the Catawba Path from Virginia and Pennsylvania to make new homes in the South Carolina Piedmont region. Using the information that follows, color code the Native American paths on the map below by using the appropriate colored pencil.
Red: The Cherokee Path led from Charles Town through Saxe Gotha to the Congarees tools. (near present-day Columbia), and from there to Saluda Old Town (present-day Saluda) to Ninety-Six and on to Keowee, the chief town of the Cherokees.
Orange: The Catawba Path led through Fredericksburg Township into North Carolina. Workbook. interactive Yellow: A final path led along the Atlantic Coast.
Two important paths led from New Windsor (near the present town of Aiken) to Keowee.
online Student Blue: The first path led from New Windsor (near Aiken) to Keowee along the Savannah
our River. our in Green: The other path led from New Windsor to the Congarees and there joined the
using Cherokee Path to Keowee.
them questions the answer are will These Students
N
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Student Resource Manual Capital City Publishers
Chapter 7
Literacy Elements: Reading a Map
SOUTH CAROLINA TOWNSHIPS
Governor Robert Johnson proposed the creation of townships to attract European settlers to the colony. Use the map on page 71 in your textbook to answer the following questions.
1. What is the title of the map?
2. What were the names of the two townships established on the Savannah River? tools.
3. The Saxe Gotha Township was located on what river?
Workbook. interactive For Thought:
4. Why were all these townships located below the fall line? online Student
our our 5. Why do you think all these townships were located on rivers? in
using Using Compass Rose/Cardinal Direction (Cardinal directions are used to tell direction.)
them
questions 6. Identify the direction a Carolina settler would travel:
the A. from Charles Town to Georgetown?
answer are will B. from Charles Town to Williamsburg Township?
These C. from Willtown to Beaufort?
Students
D. from Dorchester to New Windsor Township?
E. from Fredericksburg Township to Saxe Gotha Township?
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Student Resource Manual Capital City Publishers
Chapter 7
Finding Out
A SOUTH CAROLINA PIRATE: ANNE BONNY
Anne Bonny was a famous female pirate from South Carolina. Born in Ireland, she had come with her father to South Carolina and grew up on a plantation outside of Charleston. She grew into a beautiful woman with a taste for adventure. Anne married a sailor named James Bonny and went with him to Nassau—a favorite pirate haven. There she abandoned her husband and took up with a pirate captain named Calico Jack. She
tools. helped Jack in seizing a ship and then sailed the Caribbean taking ships. Anne apparently dressed in men's clothing and fought in ship battles with other crew members. However, her life in the "sweet trade" (term for piracy) ended when their ship was captured and she and fellow crew members were taken in chains to Jamaica to stand trial for piracy. Workbook. interactive After being tried, Anne and the other pirates were sentenced to be hung. However, a group of Jamaican planters, who knew and had done business with Anne's father, interceded with the court. Anne was online
Student able to escape the noose and return to her father's plantation in South Carolina. She never returned to the
our "sweet trade." our in 1. Where was Anne Bonny raised?
using 2. What clues does the article give to explain why Anne was attracted to piracy?
them
questions 3. What pirate captain did she join?
the 4. What was the "sweet trade"?
answer are 5. What saved Anne from the hangman? will 6. Where did Anne go after she left piracy? These
Students
Credit: Frank Cordingly, Under the Black Flag. The Romances and the Reality of Life Among the Pirates ( New York: Harcourt, Brace, and Company, 1995).
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Student Resource Manual Capital City Publishers
Chapter 7
Internet Treasure Hunt
Find the answers to the following questions using sites on the Internet.
1. What is a buccaneer?
2. What does a coracle look like?
3. What type of ships did pirates use?
4. What types of treasure did pirates take? tools. 5. What does a pirate flag look like? What was its nickname?
6. What areas were included in the Spanish Main?
Workbook. interactive 7. What types of weapons did pirates use?
8. What attracted people to piracy? online
Student 9. What was the punishment for piracy? our our in 10. Who was Blackbeard?
using
MAKE A ROGUES' GALLERY (MOST WANTED LIST) OF FAMOUS PIRATES them questions Use the internet or books about pirates to create a Rogues' Gallery. Each page might have a
the picture or drawing of the pirate, a physical description, a list of his crimes, a description of his
answer ship, and a place where he might be found. Use the Wanted posters at your local post office as an are example to follow. Be sure to include Edward Teach and Stede Bonnet.
will
These MAKE A POSTER OR MODEL
Students Using a poster or model, label all the parts of a pirate ship from the bowsprit to the mizzenmast.
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Student Resource Manual Capital City Publishers
Chapter 8
Vocabulary Development
Word Bank immigration fertile Georgian denomination landowner aristocracy quarter gardenia yeomen Puritan ferry synagogue servant tavern planter Awakening tract telescope Baptist triangular trade Anglican revival Palladian commissary tolerance tutor Cupola chapel of ease diverse Methodist pastel Enlightenment
tools. Fill in the blanks beside the definitions (including those in bold type) with the word from the Word Bank that best describes the meaning in the textbook. (Use words only once.)
I. Renewed Interest in Religion a.______Workbook. interactive a small church built near plantation homes b.______acceptance of other (religious) views c.______
online the name or type of religion d.______Student
our movement begun by John and Charles Wesley e.______our
in the state church in South Carolina f.______
using New England Congregational church g.______religious group that favored the Great Awakening h.______
them Beth Elohim is a Jewish i.______questions Great Awakening was a religious j.______the title of the head of the Church of England in South Carolina k.______answer are will II. Rise of Interest in Science Begins the a.______
These used by Galileo to prove that the sun is the center of solar system b.______increased interest in education led to use of private c.______(s) Students flowering plant, named in honor of Dr. Alexander Garden d.______
III. Economic Development of the Colony a.______trade between America, the West Indies, and Africa b.______people of the middle colonies were more varied or c.______Continued on next page
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Student Resource Manual Capital City Publishers
Chapter 8
Vocabulary Development continued
for profitable farming, the land must be d.______rooftop structure where investors and others watch for ships e.______type of transportation used to move people and goods f.______
IV. Type of Wealthy Society most planters were members of the a.______
tools. planter's servants lived on the b.______where they worked many plantation houses were built in a building style called c.______another name for this style comes from the architect's name d.______
Workbook. the part of the plantation where slaves lived was the slave e. ______interactive many portraits of these people were done in chalks or f.______(s) V. People of British America online Student movement of people from England and other places to America a.______our our one who owned land b.______in another term for laborers c.______using business where all sorts of people gather to eat or drink d.______person who is indentured to pay back passage to America e.______them questions the answer are will These Students
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Student Resource Guide Capital City Publishers
Chapter 8
Literacy Elements: Interpreting Charts and Graphs
GROWTH OF THE COLONIAL POPULATION
Using the information from the chart below, answer the questions beneath the chart.
Date of first Estimated Estimated COLONY European Settlement Population in 1670 Population in 1770
Virginia 1607 35,309 447,016
tools. Massachusetts 1620 35,333 266,565 New Hampshire 1623 1,805 62,396 New Jersey 1623 1,000 117,431 Workbook.
interactive New York 1624 5,754 162,920 Connecticut 1633 12,603 183,881
online Maryland 1634 13,226 202,599 Student
our Rhode Island 1636 2,155 58,196 our
in Delaware 1638 700 35,496
using North Carolina 1660 3,850 197,200 South Carolina 1670 200 124,244 them Pennsylvania 1682 0 240,057 questions Georgia 1733 0 23,375 the
answer Other (Tennessee, 0 26,700 are
will Kentucky, Vermont)
These Total 111,935 2,148,076
Students
continued on next page
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Student Resource Guide Capital City Publishers
Chapter 8
Literacy Elements: Interpreting Charts and Graphs….continued
1. Read the title of the chart. What kind of information will the chart give?
2. Which was the first colony settled?
tools. 3. Which was the last colony settled?
Workbook. interactive
4. How many times greater was the total population in 1770 than in 1670? online
Student
our our in
using 5. Use an almanac to find the current populations of Philadelphia, Boston, New York, Charleston, and Raleigh. Which of these cities now has more people than all the colonies in them 1770? questions
the
answer are
will 6. Which colony showed the greatest increase in population? These Students
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Student Resource Guide Capital City Publishers
Chapter 8
Study Skills: Data Retrieval
Using the information on pages 79-80 of your textbook and other resources in the classroom, complete the following chart to show the differences and similarities between the Northern, Middle and Southern colonies.
NORTHERN MIDDLE SOUTHERN
Where did people live? tools.
Workbook. What were the major interactive trades or businesses?
online
Student
our our
in What did the colonies
using trade?
them questions the What were the answer are large cities? will
These
Students What were the kinds of
churches in these colonies?
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Student Resource Guide Capital City Publishers
Chapter 8
Literacy Elements: Making a Products Map
COLONIAL PRODUCTS MAP
tools. Workbook. interactive online Student our our in using
them questions
the Using pages 79-80 in your textbook titled "Economic Growth in the Colonies," complete the following answer
are activity on the map above.
will 1. Show the location of the Southern, Middle and New England colonies. Label them
These appropriately.
2. Place the appropriate symbol on the colony (colonies) that produced: Students
Tobacco (T) Shipbuilders (S) Fishing and Whaling (F/W) Naval Stores (N) Rice (R) Timber (Ti) Furs (F) Grain (G) Indigo (I) Livestock (LS)
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Student Resource Guide Capital City Publishers
Chapter 8
Literacy Elements: Using a Map Legend
On pages 81-82 in your textbook, the author discusses a typical Low Country plantation. Use that information and the map below to answer the following questions.
A LOW COUNTRY PLANTATION IN 1740: A TYPICAL PATTERN tools. Workbook. interactive online Student our our in 1. What does the map show? Road using 2. What type of labor force did this? Slave Street
them questions 3. What crop was grown? Plantation House the 4. What was the name of the area where the answer field hands lived? Kitchen are will 5. Why was the kitchen in a separate building? Living Quarters These 6. What was the purpose of the "smoke for House Servants house"? Students 7. Why were the living quarters for house servants Indigo Fields near the main house?
8. Why was this plantation located near a River and Dock river?
Smoke House
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Student Resource Guide Capital City Publishers
Chapter 8
For Further Study
Two flowers, the gardenia and the poinsettia were named for South Carolinians, Dr. Alexander Garden and Joel R. Poinsett, respectively. In addition to these two, many other flowers and flowering shrubs and bushes grow well in South Carolina because of the favorable climate. Many world renowned gardens are in Charleston such as Middleton, Cypress and Magnolia Gardens.
Make a list of flowers, shrubs or bushes that are typically grown in South Carolina. On the outline map below, write in the six regions of South Carolina. (See Chapter 1 in your textbook to review.) For each region, choose the one kind of plant life named in your list that you think would typify that region. Research each of the six and see if you can find out (1) how they were introduced to tools. South Carolina, (2) soil, climate conditions needed for growth, and (3) a picture or drawing to depict your chose of plant life.
Workbook. interactive online Student our our in using them questions the answer are will These Students
Credit: Charles F. Kovacik and John J. Winberry, South Carolina: The Making of a Landscape Columbia: University of South Carolina Press, 1987).
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Student Resource Guide Capital City Publishers
Chapter 8
Literacy Element: Diagrams
PROCESSING OF INDIGO
Read the paragraph describing indigo cultivation and processing. Then complete the sequence chart on the processing of indigo.
Like rice, indigo was a labor-intensive crop. The indigo seeds were planted in April. Then when the plants had grown approximately 2 ½ feet tall, the leaves and stems were cut. In the first step of processing, the cut leaves and stems were placed in wooden vats to ferment for a day. In the second step, the liquid was transferred to a second vat. In this vat, the liquid was churned by hand tools. and lime was added which caused the indigo to settle on the bottom of the vat as sediment. In the third step of processing, this sediment was removed from the vat, dried on cloths, and then pressed into squares. In the final step, the dried indigo paste was cut into small squares and packed into barrels for export.
Workbook. interactive
online
Student
our our in
using
them questions
the
answer are
will
These
Students 1. Why was indigo a labor-intensive crop?
2. Why did it require a "skilled" work force to process it?
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Student Resource Guide Capital City Publishers
Chapter 8
Making, Doing, Learning
THE GREAT SEAL OF COLONIAL SOUTH CAROLINA
By 1750, South Carolina had become a wealthy colony. After reading chapter 8, create a great seal for the royal colony of South Carolina. Include appropriate symbols and a motto.
tools.
Workbook. interactive
online Student
our our in
using
them
questions
the
answer are will
These Students
Explain the symbols that you used:
Page 76
Student Resource Guide Capital City Publishers
Chapter 8
Making, Doing, Learning
Period: Early National Times 1780-1830 Theme: Expansion of the Plantation System
BASIC ARCHITECTURAL CHARACTERISTICS: LOW COUNTRY PLANTATION HOUSE
Example: Coffin Point Plantation, St. Helena Island, Beaufort County (c. 1800) (see next page)
tools. Coffin Point Plantation house is a good example of a Low Country plantation house. The style is based on the popular Adam style—a style copied from one designed by the English architects, the Adam brothers. In the United States, the Adam style was often called the Federal style because it was popular during the early days of our federal government when the United States had just won Workbook.
interactive its independence from England.
In South Carolina, it was the master-builder rather than the professional architect who usually
online designed and built Low Country plantation houses. A master builder named Mr. Wade built Coffin Student Point with the help of five carpenters. The foundation is made from tabby—a concrete-like our
our material made from seashells. Tabby was used on the Sea Islands and in areas near the coast where shells are plentiful. The roof is hipped and has dormers on each side. The decorations—the in dentil course in the eaves, the pediment in the center of the house, the half-circle window in the using pediment (the lunette), and the half-circle windows above the doors (the fanlights), were popular in Federal-style buildings.
them questions Activities (use Picture on next page) the answer 1. Find the lunette and fanlight windows. Count the number of panes in each. Draw an exact are picture of these windows. will
2. Count the half circles on the house. Why do you think people liked having half circles on their These houses?
Students 3. Write a poem in the shape of one of the windows.
4. Find out what the family in the house might have eaten every day for breakfast, lunch, and dinner. You might want to cook a meal like the one the Coffins ate when their house was first built.
Credit: S.C. Department of Archives & History, Public Programs Document Packet No. 5. Heritage Education.
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Student Resource Guide Capital City Publishers
Chapter 8 LOW COUNTRY PLANTATION HOUSE 1780-1830 (COFFIN POINT PLANTATION)
tools. Workbook. interactive online Student our our in using them questions the answer are will These Students
Credit: S.C. Department of Archives & History, Public Programs Document Packet No. 5. Heritage Education.
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Student Resource Guide Capital City Publishers
Chapter 9
Vocabulary Development
Word Bank Region civil strife Separate Baptist congregation still massacre gristmill plunde Regulators trek crockery sheriff Palatinate caravan Revivalist circuit court circular conestoga frontier provost marshall brink flax drifters empire loom New Light
tools.
Fill in the blanks with the Word Bank word that best fits the context of the sentence.
1. Settlement of the Back Country brought the British and French to the verge or Workbook.
interactive ______of war.
2. Settlers used ______(s) to weave cloth from thread.
online Student 3. Settlers used ______wagons to haul their possessions to the South over the
our Great Wagon Road. our in 4. ______indicates that people in a common region are fighting among using themselves.
5. New England, Middle, Southern colonies, and the Back Country were four them ______(s) in the colonies. questions
the 6. The Cherokees attacked Back Country settlers along the ______or
answer underdeveloped lands. are
will 7. The Back Country was claimed as part of the ______(s) of both Britain and France.
These 8. The settlers used a ______to make strong drink from corn.
Students 9. In order to grind corn into meal, settlers took their grain corn to the ______.
10. Settlers used the ______plant fibers to make linen cloth.
11. A group of 600-700 Back Country settlers called ______banded together to stop outlaws.
12. A ______was appointed for law enforcement in each district.
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Chapter 9
Literacy Elements: Using a Time Line
THE FRENCH AND INDIAN WAR
Read page 91 in your textbook titled "The War for the Back Country." Study A-F below and properly place the events on the time line. Then answer the questions that follow by writing in the correct letter in the blanks.
|______| 1750 1765 tools. a. 1754—Washington attacked a French force and was defeated. b. 1755—General Braddock defeated near Ft. Duquesne. c. 1758—William Pitt chosen by George II to be his leading minister and concentrates upon the conquest of French Canada. Workbook.
interactive d. 1759—General Wolfe's British Forces capture Quebec. e. 1760—George III dismisses William Pitt. f. 1763—Treaty of Paris signed. This treaty ends France as a North
online American power. Student our our 1. ______In this year, the king's chief minister was dismissed. in
using 2. ______Here Washington started his military career off "on the wrong foot”
them questions 3. ______For all practical purposes, this battle ended the French empire in America.
the
answer 4. ______In this year the French and Indian War officially ended. are
will 5. ______William Pitt chosen as the king's leading minister.
These 6. ______Here British forces suffered a major defeat at the hands of the French and
Students their Native American allies.
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Student Resource Guide Capital City Publishers
Chapter 9
Literacy Elements: Flow Chart - Genealogy Search
FAMILY TREE
Research your family background and enter your findings on the genealogy chart below:
You
______tools.
Mother Father
______Workbook. interactive online Student
our Grandfather Grandmother Grandmother Grandfather our ______in using them questions
Great Great Great Great Great Great Great Great the Grandmother Grandfather Grandmother Grandmother Grandmother Grandfather Grandmother Grandfather
answer ______are will These Students
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Student Resource Guide Capital City Publishers
Chapter 9
Literacy Elements: Using Primary Sources
As noted in Chapter 9, the end of the Cherokee War led to settlers pouring into the Back Country. With no courts, the settlers found themselves being robbed and murdered by outlaws. Desperate some 600 to 700 Back Country settlers banded together to protect themselves. They called themselves “The Regulators.” The movement begin to decline after the colonial government met some of their demands and passed the Circuit Court Act of 1768 which finally created courts and law officers for the Back Country.
Read the excerpt below from a letter to the South Carolina Gazette and use the information above to answer the questions that follow. “...In June, they (the Back Country settlers) held a Congress at the Congarees, where a vast tools. number of men assembled; several of the principal settlers on this River, men of property among them. When these returned, they requested the most respectable people in these parts to meet on a certain day; they did so, and, upon the report made to them, they unanimously adopted the Plan of Regulation, and are now executing it with indefatigable ardor…( The Regulators intend) to purge, by methods of their own, the country of all idle persons, all that
Workbook. interactive have not a visible way of getting an honest living, all that are suspected or known to be guilty of malpractices…They are every day excepting Sundays, employed in this Regulation Work, as they term it. They have brought under the lash, and are scourging (whipping) and banishing the online baser sort of people, such as the above, with universal diligence.” Student
our our in
using 1. According to the article, what type of people voted for the “Plan of Regulation?”
them questions 2. What was the goal of “The Plan of Regulation?”
the
answer are 3. What were two methods that the article identified as being used to remove from the Back
will Country these undesirable groups?
These 4. Why did the Regulator movement begin to decline after 1768?
Students
For Thought:
5. Why did the settlers of the Back Country resort to vigilante justice ( taking the law in their own hands)?
Credit: South Carolina Gazette, September 2, 1768. Quoted in South Carolina: A Documentary Profile of the Palmetto State, pp.12-13. Page 82
Student Resource Guide Capital City Publishers
Chapter 9
Finding Out
In the early 1700s, many Scotch-Irish and Germans came into Carolina as indentured servants. They paid for their passage to America by indenturing themselves. They were needed for labor and defense in the colony. The servant who was skilled or knew a trade was in demand. His/her services were offered for sale for a period of years. Some became apprentice indentures to learn a trade.
Indentured servants with the following skills were listed in the South Carolina Gazette in the early 1700s. On a separate sheet of paper, in your own words, describe what a person would do in each of the jobs listed. Then, list and identify those occupations that no longer exist in your community
tools. today. Would you be interested in any of these occupations today? Why?
Baker Miller Barber Nail Maker Blacksmith Painter Workbook. interactive Bricklayer Rope Maker Butcher Sadler Cabinet Maker Sailor online Student Carpenter Patroon of Pilot Boat Joyner our our Pettiauger Man Boat Builder Sawyer in
using Ship Carpenter Mason Teacher Chimney Sweep Scrivener Shoemaker them questions Collector Cooper Farmer
the Stone Cutter Tailor Farm Hand answer are Fencing Master Barber-Surgeon Gardener will File Cutter Wheelwright Weaver
These Now make a list of occupations for which people coming to the United States today might be qualified. Would some occupations be needed more than others? Which ones would be in heavy Students demand today?
Credit: Elizabeth Alston and Hunter Draper, Ethnic History of South Carolina (Charleston: Charleston County Public Schools, 1975). Page 83
Student Resource Guide Capital City Publishers
Chapter 9
Finding Out
SETTLING THE BACK COUNTRY
In your textbook, read pages 92-93 titled "Life in the Back Country." Imagine that you are planning to move your family to the Carolina Back Country and complete the questions below.
What are you going to do?
tools.
What supplies and equipment will you need?
Workbook. interactive
online Student What will you do first, second, third, etc?
our our 1. ______4. ______in
using 2. ______5. ______
them questions 3. ______6. ______the
answer are What problems might you face? will
These
Students
Credit: Parke Rouse, The Great Wagon Road. How Scotch-Irish and Germanics Settled the Uplands (Richmond, Virginia: The Dietz Press, 1995).
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Chapter 10
Vocabulary Development
Word Bank exert Sons of Liberty exchequer coercive smuggler effigies duty intolerable scamp ransack boycott placemen search warrant resign massacre Continental Congress
Using the words from your Word Bank, complete the following sentences:
1. A ______sneakily brought stolen merchandise into the Charles Town port. The tools. acts of these men encouraged the use of writs of assistance or ______(s) to find stolen goods. 2. ______of British officials were burned in protest over the new tax laws.
Workbook. 3. Colonists in South Carolina resented the British ______who held offices interactive that would have been better filled by the colonists themselves. The colonists felt that King George III made rules which they considered ______or totally unacceptable. In their opinion, he was forcing them to obey British law against their will. online Student He was ______. our our 4. Colonists organized a ______of British goods when new taxes were
in imposed, vowing not to buy a single item.
using 5. Violence broke out when the ______, a group dedicated to American freedom from British rule, ______(ed) homes of stamp tax agents and forced them to ______. them questions 6. When the British government punished Massachusetts for rebelling against them, the colonies called the ______, a large meeting of representatives, to protest. the
answer 7. Charles Townshend, who served George III as chancellor of the ______, asked are Parliament to pass new tax laws or ______(ies) which the Americans
will thought was "taxation without representation." 8. Mobs of angry citizens attacked the custom house in Boston. British soldiers fired on the These people, killing five of them. This event on March 5, 1770, came to be known as the "Boston ______.” Students 9. In South Carolina, the Wilkes Fund controversy brought the royal government to a standstill. Christopher Gadsden attempted to ______some force to increase the power of the colonies when he took up the cause of John Wilkes, Lord Mayor of London, who was known as a ______, but who was a critic of George III's government.
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Student Resource Guide Capital City Publishers
Chapter 10
Literacy Elements: Making a Time Line
Following are ten events leading to the American Revolution. Find the date for each event and write it at the end of each item. In the blank to the left of each item, number the items in the order they incurred. Then put them on the time line below.
1. _____ The Townshend Acts tax imports
2. _____ Battle of Lexington and Concord
3. _____ End of the Seven Years War
tools. 4. _____ First Continental Congress meets in Philadelphia
5. _____ The Stamp Act taxes legal documents and papers
Workbook. interactive 6. _____ Boston Tea Party
7. _____ The Boston Massacre online
Student 8. _____ The Sugar Act our our
in 9. _____ The Tea Act
using 10. _____ George III replaces his grandfather, George II, as king
them questions ______the
answer
are
will 1665 1776 These Students
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Student Resource Guide Capital City Publishers
Chapter 10
Literacy Elements: Sequencing
Place the events leading to the American Revolution in the correct sequence by numbering them 1-8.
_____Townshend Duties on glass, tea, paper, paint, and lead
_____Washington attacks French Scouting Party
_____Parliament passes the Stamp Act
tools. _____General Braddock’s army is surprised and defeated
_____General Wolfe captures Quebec
_____Five Bostonians killed in “Boston Massacre” Workbook. interactive _____Paul Revere, Dr Samuel Prescott, and William Dawes ride to warn the minute men
online
Student _____Battles of Lexington/Concord
our our Study Skills: Cause and Effect in using Complete each pair below by writing in the missing cause or effect.
them Cause Effect
questions 1. Washington attacks French ______the
answer 2. ______Parliament tries to tax the Colonies to help are pay for the empire will 3. Bostonians protest Townshend Acts ______These 4. ______Boston Tea Party Students 5. Revere/others warn of British plans ______
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Student Resource Guide Capital City Publishers
Chapter 10
Study Skills: Data Retrieval Chart
CAUSE AND EFFECT, 1765-1774
Fill in the following data retrieval chart using the information in your textbook about the actions of Parliament and the colonists' response. The first two dates are filled in as an example.
ACTIONS OF PARLIAMENT REACTIONS IN THE COLONIES DATE (CAUSE) (EFFECT)
1764 Proposed Sugar Act which tightened Rum industry threatened tools. Navigation Acts; tried smugglers; encouraged use of search warrants; added new taxes on cloth, sugar, coffee, wine
Workbook. interactive 1765 Proposed Stamp Tax which required Colonists furious; Patrick Henry stamps for newspapers and legal denounces British government in documents House of Burgesses online
Student
our our in
using
them questions
the
answer are will
These
Students
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Student Resource Guide Capital City Publishers
Chapter 10
Finding Out
1. After the Boston Tea Party, England passed the Intolerable Acts which said that Boston Harbor would be closed. This prevented Massachusetts from receiving many supplies and food. Some history books report that South Carolina responded by sending money and more than a thousand barrels of rice. Pretend you were a thirteen year old boy or girl in South Carolina sending a gift of rice to your cousin in Massachusetts. Write a letter to your cousin telling her/him how to prepare rice, how rice is served and what other foods are typically served with rice. What foods served in New England would be good with rice?
Get a recipe book from the Low Country, such as Charleston Receipts, for ideas of how rice tools. is served in the Low Country.
2. Working with another individual, write a letter of protest to the King of England asking for a repeal of the Stamp Act. Be sure to tell why the tax seems unfair. The other individual will
Workbook. then answer the letter pretending to be the King of England. interactive
online Making, Doing, Learning Student
our 1. Create an advertisement that could have appeared in your local newspaper to attract members our for the Sons of Liberty. (Remember that in Boston straw dummies were dressed as British in officials and were hung from limbs of a tree that came to be known as the Liberty Tree. Was using this also done in Charleston?)
them 2. In Philadelphia, Pennsylvania, a lawyer named John Dickinson wrote a series of letters to the
questions newspaper speaking out against the taxes placed on colonists by Parliament. Rather than signing his name, he called them "Letters from a Pennsylvania Farmer." There were also many the South Carolinians who opposed the extra taxes. Pretend that you are one of those individuals answer and that you are writing the Charleston Courier about the unfair taxes. Call your letters are "Letters from a South Carolina Planter." will
3. Write an eyewitness account of the Boston Tea Party. First, pretend that you are captain of one These of the ships loaded with tea. Then, write an account from the point of view of one of the Sons of Liberty. Share what you have written with your class. As a class, compare and contrast the Students two accounts.
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Chapter 10
For Group Discussion
STAMP ACT CONGRESS, 1765 South Carolina’s representatives to the Stamp Act Congress in 1765 were Thomas Lynch, John Rutledge and Christopher Gadsden. At that Congress, they probably discussed some of the issues below. Divide into two groups. One group will represent the Parliament in England and one the Stamp Act Congress. Complete the following activities for each issue.
1. Decide for each issue whether you agree or disagree.
2. Rewrite the statements if there is disagreement. tools. 3. Come together and talk about a possible compromise.
STAMP ACT CONGRESS
Workbook. interactive 1. The colonists have a right to protest and air their grievances to Parliament.
2. The colonists owe loyalty to King George III and Parliament. online
Student 3. The colonists can be taxed without being represented in Parliament. our our in 4. The colonies, because of distance, cannot be represented in Parliament.
using 5. Property should be taken from the colonists as punishment when they don’t follow the wishes of the crown. them questions 6. The colonies must purchase manufactured goods from Britain.
the
answer 7. Standing armies should be kept among the colonies both in times of war and peace. are
will 8. Being the mother country, Britain has the right to limit trade of the colonies with other countries.
These 9. The crown has the right to disapprove laws passed in the colonies.
Students 10. The colonies have the right to petition the king or Parliament.
11. The colonists have the right to be tried in their own country by a jury composed of their own peers.
Credit: Tedd Levy and Donna Collins Krasnow, A Guidebook for Teaching: United States History: Earliest Times to the Civil War (Boston: Allyn and Bacon, Inc., 1979).
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Student Resource Guide Capital City Publishers
Chapter 10
For Group Discussion
What did Christopher Gadsden mean in his speech against the Declaratory Acts when he told his fellow colonists to stand ready for "a struggle to break the fetters whenever again imposed" on you. What are fetters? To what "fetters" was Gadsden referring?
tools.
Workbook. interactive
online
Student
our our Discussion Questions in
using 1. Why and how did the colonists oppose the Stamp Act?
them
questions
the
answer 2. What affect did the Wilkes Fund controversy have on royal government in the state? are will
These
Students 3. Why did many Carolinians have ill feelings against Britain?
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Student Resource Guide Capital City Publishers
Chapter 11
Vocabulary Development
Word Bank declaration radical confederation independence moderate blockade provincial Loyalist parole tract rude traitor treaty palmetto quarter
Choose the word from the Word Bank above which best defines the phrase below. Write the word to the left of the definition.
tools. ______1. statement of beliefs
______2. one who wishes for rapid (or violent) change
Workbook. interactive ______3. freedom
______4. those who supported Britain, in spite of being Americans online
Student ______5. rough, crude our our in ______6. one who betrays his country, home, family, friends
using ______7. an agreement
them ______8. South Carolina’s state tree questions
the ______9. mercy
answer are ______10. an association (governments or people with same belief)
will ______11. one who wished for change in an orderly fashion
These ______12. conditional release from imprisonment
Students ______13. barrier around harbor or town preventing trade or travel
______14. referring to a special legal area, like a county
______15. leaflet or pamphlet stating one’s beliefs
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Student Resource Guide Capital City Publishers
Chapter 11
Study Skills: Identification
WHO AM I?
Give the correct answer in the space provided.
I wrote the Declaration of Independence with the help of Benjamin Franklin and John Adams. 1.______
I was named commander-in-chief of the American Army in the Revolutionary War, and I tools. fought in the French and Indian War under General Braddock. 2.______
I was king of England when the Revolutionary War started. I was called the “Royal Brute Workbook. interactive of Great Britain” by Thomas Paine. 3.______
online I became a Loyalist when the Provincial Congress would not name me as a Native Student American superintendent.4. ______our our in I was supposed to sign the Declaration of Independence with the other signers from South using Carolina, but I was absent because of illness. 5.______
them My nickname was “the Swamp Fox.” 6.______questions I was a German soldier who came to America to aid the Patriot’s cause in the Revolution. the 7.______answer
are
will I was the Loyalist leader who died at King’s Mountain. This battle turned the tide in favor of Patriots. 8.______These I surrendered to Washington at Yorktown, Virginia. 9.______
Students I was the last royal governor to come to Charles Town. I was welcomed with silence by the citizens. 10.______
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Student Resource Guide Capital City Publishers
Chapter 11
For Further Study: Confusing Dates for Independence
On June 7, 1776, Richard Henry Lee, a delegate from Virginia, introduced a resolution in the Second Continental Congress. This resolution called for a vote on independence and stated “that these United Colonies are and of right to be, free and independent States.” After four days of debate, the Second Continental Congress decided to postpone a vote on the resolution calling for independence. However, Congress did name a five-man committee to prepare a declaration of independence. The committee was composed of Thomas Jefferson, Benjamin Franklin, John Adams, Roger Sherman, and Robert Livingston. The committee then chose Thomas Jefferson to actually write the declaration. Minor revisions were made by Franklin and Adams. On June
tools. 28, 1776, the declaration written by Jefferson was presented to the Second Continental Congress where it was debated. Meanwhile, on July 2, 1776, the Second Continental Congress again took up Richard Henry Lee’s resolution and voted for independence. Finally, after making a number of changes in the document, the Second Continental Congress voted to accept Jefferson’s
Workbook. Declaration of Independence on July 4, 1776. interactive Only John Hancock, President of the Second Continental Congress, and Charles Thomason, the Secretary of Congress, actually signed this copy. A printer was paid to make a final copy on parchment. Most of the 56 delegates signed this copy on August 2, 1776. online
Student However, six delegates signed later, and one did not sign until 1781. our our
in 1. What resolution did Richard Henry Lee introduce on June 7, 1776? using
2. Who wrote the Declaration of Independence? them questions 3. What other committee members made changes in the Declaration? the answer are 4. What happened on July 2, 1776? will
These 5. What happened on July 4, 1776?
Students 6. What happened on August 2, 1776?
For Thought
7. Is the “fourth of July” the correct date to honor as “Independence Day?” Explain your answer.
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Student Resource Guide Capital City Publishers
Chapter 11
Finding Out: Gaining Historical Information from a Tombstone
Read the introductory paragraph below and the tombstone epitaph that follows. Then answer the questions below.
The Battle of King’s Mountain was fought on October 7, 1780, at King’s Mountain, South Carolina. It was a major victory for Patriotic forces and was one of the turning points of the Revolutionary War in the South. It was a hard fought battle that was fought almost entirely between Americans. The battle pitted American Loyalists against American Patriots. The tombstone epitaph below is from the churchyard of the Brittain Presbyterian Church in North Carolina. It is the epitaph of Thomas McCullough, a Virginia officer, that fought at King’s Mountain. He was mortally wounded in that battle and later died in North Carolina. tools.
Here lies the body
Workbook. Of Lieut. Thomas interactive McCullough belonging to Col. Campbell Regiment Virginia online
Student Who lost his life in And for the honorable our our Just and virtuous in Cause of liberty at
using The defeating Col. Ferguson’s infamous Company of bandits them Kings Mountain questions Oct. 7, 1780
the
answer 1. What military rank did Thomas McCullough attain? are
will 2. With what regiment was McCullough an officer?
These 3. According to the epitaph, how did he lose his life?
Students 4. Who was the enemy commander at King’s Mountain?
5. How the enemy is described (use details)?
For Thought:
6. The American Revolution was also a civil war. Based on the epitaph, how did the American Patriots feel about the American Loyalists they were fighting?
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Student Resource Guide Capital City Publishers
Chapter 11
Finding Out: South Carolina’s Delegates
“OUR LIVES, OUR FORTUNES, AND OUR SACRED HONOR”
South Carolina’s delegation to the Second Continental Congress voted for independence on July 2, 1776. The delegation consisted of Thomas Lynch, Jr., Thomas Lynch, Sr., Arthur Middleton, Edward Rutledge, and Thomas Heyward, Jr. Later, four of the five signed the Declaration of Independence. Read the following brief biographies on these signers and answer the questions that follow.
Thomas Lynch, Jr.: Lynch, Jr. (1749-1779) was the only child of Thomas Lynch, Sr. and served tools. as captain in the South Carolina militia. In order to assist his ailing father he was appointed as a delegate in 1776. Unlike his father, he did sign the Declaration. Suffering from poor health, he sailed for France in 1779, but was lost at sea.
Workbook. Thomas Lynch, Sr.: Lynch, Sr. (1727-1776) was a rice planter and delegate. He suffered a interactive stroke in 1776. Unable to sign the Declaration in August 1776, a space was left for him to sign with the South Carolina Delegation. Unfortunately, while traveling home in December 1776, he suffered a second stroke and died. online
Student Arthur Middleton: Middleton (1742-1787) came from one of the state’s wealthiest families. our our Yet, he was one of the most outspoken advocates for independence. He replaced his more in conservative father as a member of the state’s congressional delegation in 1776. He voted for and
using signed the Declaration. When appointed governor in 1778, he declined to serve, but chose to serve as a militia officer. Captured when Charles Town fell in 1780, he was imprisoned at St. Augustine until exchanged in the spring of 1781. He again served his country as a member of the them Continental Congress from 1781 to 1782. After the war, he rebuilt his rice plantations and lived at questions Middleton Place until his death in 1787.
the
answer Edward Rutledge: Rutledge (1749-1800) was a lawyer and planter. He was the head of South are Carolina’s congressional delegation. He became an advocate for independence only after it
will became clear that a majority of the other delegations were leaning toward it. He was again elected to congress in 1778, but chose instead to serve in the state militia, as a captain. When Charleston
These surrendered in 1780, he Rutledge was captured and imprisoned at St. Augustine, Florida. As part of a prisoner exchange, Rutledge was released in July of 1781. He was elected and served in the
Students state legislature from 1782 to 1798 and was elected governor in 1798. Edward Rutledge died while in office in 1800.
Thomas Heyward, Jr.: Heyward (1746-1809) was a wealthy planter and lawyer. Sent as a delegate to the congress, he voted for independence and signed the Declaration. In 1778, he returned to the state and accepted a commission as a captain in the militia. Captured when Charles Town fell, he was held as a prisoner in St. Augustine until July of 1781. After his release, he served as a circuit judge and died in 1809. Continued on the next page
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Student Resource Guide Capital City Publishers
Chapter 11
Finding Out: South Carolina’s Delegates continued
JUST THE FACTS
1. Who were the South Carolina delegates to the Second Continental Congress?
2. What delegate never signed the Declaration? Why?
3. What did the delegation do for this delegate on the actual document? tools.
4. Why was Thomas Lynch, Jr. appointed to serve in Congress?
Workbook. interactive 5. Who were the three delegates from South Carolina to be captured?
online
Student 6. Why were these three captured?
our our in 7. What happened to Thomas Lynch Jr.?
using
them For Thought questions
the 8. When the South Carolina delegates voted for the Declaration of Independence, they pledged
answer “our lives, our fortunes, and our sacred honor.” Based on the brief biographies presented on are these men, did they keep this pledge? Explain.
will
These
Students
Credit: L. Edward Parcell, ed. Who was who in the American Revolution (New York: Facts on File, 1993).
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Chapter 11
Study Skills: Testing a Hypothesis
TARLETON’S QUARTER
Commanding a newly formed North Carolina Continental Regiment, Colonel Buford had marched his men to help in the defense of Charles Town. However, when the city surrendered, Buford was ordered to return his troops to North Carolina. Buford was in the process of withdrawing his troops when he was overtaken by Lt. Colonel Tarleton’s cavalry. The fight that followed on May 29, 1780 was officially called the Battle of the Waxhaws, but became better known as “Buford’s
tools. Massacre” in South Carolina history.
Historians have long debated what actually happened. The Patriots did suffer high casualties.
Workbook. They reported 113 killed, 150 seriously wounded, and 53 captured while the British admitted to only 5 interactive dead and 12 wounded. However, did the high casualties prove that a massacre occurred?
online Student According to historian Robert Bass, Tarleton’s cavalry charge broke Buford’s defensive line. our our In the confusion of battle, some of Buford’s men grounded their muskets, but picked their guns up in again when they still saw their flag flying. He also wrote that the British troopers kept swinging their using swords among Buford’s men. Suggesting the British troopers chose to ignore any surrender gestures and continued the fight. However, Tarleton claimed that he could not prevent his men after they saw them questions him fall (his horse was shot from under him) and thought he was dead.
the
answer The circumstances surrounding the killing of Buford’s men, after they had tried to surrender are
will (asking for quarter in the language of the day), led to the addition of a new South Carolina battle cry, the battle cry of “Tarleton’s Quarter” came to mean take no prisoners. It would be heard often in the These backcountry of the Carolinas.
Students
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Chapter 11
Study Skills continued
TESTING A HYPOTHESIS
Historians often develop hypothesis to explain historical events. A hypothesis is a possible explanation for certain behavior or events. Read the article “Tarleton’s Quarter” and complete the questions that follow.
1. What problem does the article identify?
tools.
2. What hypothesis can you develop from the article?
Workbook. interactive 3. What evidence in the article can you find to support your hypothesis?
online
Student
our our 4. Do you think the evidence supports your conclusions? Explain.
in
using
5. Identify the term “Tarleton’s Quarter.”
them questions the Creating: answer
are
will 6. Write an article describing Buford’s Massacre as if you were a South Carolina journalist of the time.
These
Students
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Student Resource Guide Capital City Publishers
Chapter 11
Making, Doing, Learning
WHAT PRICE FREEDOM: THE HUMAN COST OF THE AMERICAN REVOLUTION
The American Revolution that started at Lexington and Concord ended at Yorktown eight years later. In that time, there were 1,331 battles fought on the land and sea. An estimated 200,000 men served in the militia or the Continental Army. Approximately 6,284 men were killed in combat. In addition, approximately 10,000 died of numerous diseases while approximately 8,500 died as prisoners of war. In fact, as a percentage of the population, the number of deaths in the Revolution made it the second most costly war in American history with 12.5 percent of the American troops killed, only the American Civil War had a higher death rate at 13 percent. tools. 1. How many Americans served in the militia or the Continental Army?
2. How many battles were fought in the American Revolution?
Workbook. interactive 3. What were the total war-related deaths in the Revolution?
4. What percentage of American troops were killed in the Revolution? online
Student 5. What was the bloodiest war in American history? The second bloodiest war? our our in 6. What explanations can you suggest for the high death rate among American troops in the
using Revolution?
7. In the space below construct a bar graph showing the number of men who were killed in them combat, who died of diseases, and who died as prisoners of war. questions the PATRIOT DEATHS IN THE AMERICAN REVOLUTION
answer are will
These
Students
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Chapter 11
Literacy Elements: Using a Time Line
THE REVOLUTIONARY WAR IN SOUTH CAROLINA
Use the time line to answer the questions below. You may need to refer to pages 117-124 in your textbook.
TIME LINE OF EVENTS OF THE REVOLUTIONARY WAR 1776 First attack on Charles Town fails 1776 Declaration of Independence adopted by colonies 1778 New constitution adopted for state tools. 1779 Second attack on Charles Town begins 1780 Charles Town falls to British 1780 Buford's Massacre incites Up Country 1780 General Gates loses Battle of Camden 1780 Battle of King's Mountain won by the overmountain men Workbook. interactive 1781 Americans win battle at Cowpens 1781 Greene loses battle at Guilford Courthouse 1781 British evacuate Ninety Six online
Student 1781 Greene loses battle at Eutaw Springs 1781 Cornwallis surrenders at Yorktown our our in
using 1. How many years does the time line cover?
2. When did the first British attack on Charles Town occur? them questions 3. What are three events that occurred in 1780 that are shown on the time line?
the
answer 4. Who won the Battle of King's Mountain? are
will 5. What American general lost at Camden?
These 6. When was a new state Constitution adopted?
Students 7. What important American document was published in 1776?
8. What “massacre” in 1780 caused the Up Country to turn against the British?
9. What battle did General Gates lose in 1780?
10. What British general surrendered at Yorktown in 1781?
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Chapter 11
Literacy Elements: Recognizing Point of View
One should recognize that newspapers and other primary sources often reflect a point of view –an interpretation of an event based on an individual's opinion or prejudice. On page 121 of your textbook is a brief discussion of an incident that happened at the Waxhaws, on May 29, 1780, involving Colonel Tarleton. Using this material, write two brief newspaper articles discussing the incident: one from the British point of view and the other from the Patriot point of view. Use the space below.
UNFORTUNATE INCIDENT BLOODY MASSACRE
tools.
Workbook. interactive
online Student
our our
in
using
them questions the answer
are
will
These
Students
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Chapter 11
Literacy Elements: Using Primary Sources
A HERO AT FORT MOULTRIE
A primary source is an eyewitness account or actual record of a past event. Read pages 117-118 in your textbook and then the primary source below and answer the questions that follow.
Account of Jasper at Fort Moultrie 1
Sergeant Jasper . . . leapt over the ramparts, and deliberately walked the whole length of the fort, until he came to the colors . . , tools. when he cut off the same from the mast, and called to me for a sponge staff, and with a thick cord tied on the colors and stuck the staff on the rampart in the sand. . . . Governor Rutledge2 as a reward, took his small sword from his side, and . . . presented it to
Workbook. Sergeant Jasper, telling him to wear it in remembrance of the 28th interactive of June, and in remembrance of him. He also offered Jasper a Lieutenant's commission, but as he could neither read nor write, he modestly refused to accept it, saying, "he was not fit to keep online Student officers' company, being only bred a Sergeant."
our our 1. With what event does this primary source deal? in
using 2. What did Jasper do to become a hero?
them questions 3. What reward did Governor Rutledge give to Jasper? the
answer are 4. Why did Jasper refuse a lieutenant's commission? will
These 5. What is the source of this account?
Students 6. What evidence do you have that this source is reliable?
1 From a manuscript copy of the life of Brigadier General Peter Horry, one of Marion’s bravest officers, for whom Horry County is named. 2 After the battle. Page 103
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Chapter 11
Literacy Elements: Using Map Skills
THE REVOLUTIONARY WAR tools. Workbook. interactive online Student our our in using them questions the answer are will These Students
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Chapter 11
Literacy Elements: Using Map Skills continued
On the map above do the following. Use pages 113-115 and the map on page 115.
1. Using postal abbreviations locate the thirteen colonies and place them on the map on the Revolutionary War map.
2. Locate these battles on the map:
Cowpens Yorktown Concord Trenton Lexington Saratoga
tools. Savannah Charles Town King's Mountain
3. Locate Valley Forge.
4. Locate these cities: Boston Workbook. interactive New York Philadelphia
online
Student 5. Locate these bodies of water:
our
our Ohio River Mississippi River
in Wabash River Five Great Lakes St. Lawrence River using Use the compass to answer the questions below on direction.
them questions 1. One would go ______from Charleston to Cowpens.
the 2. One would go ______from Philadelphia to Boston. answer 3. One would go ______from King's Mountain to Charles Town. are
will 4. One would go ______from Yorktown to Cowpens.
These
Students
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Chapter 11
Making, Doing, Learning: Writing a Biography
THREE HEROES OF THE REVOLUTION: MARION, PICKENS, AND SUMTER William Cullen Bryant wrote the following verse about Francis Marion, "the Swamp Fox." Notice that Bryant chose the fact that Marion knew the Carolina swamps very well and used his knowledge to surprise the British troops. Notice how he has described the life of one of Marion's men who loves the moonlight rides and surprise attacks.
"Our band is few, but true and tried, Our leader frank and bold; tools. The British soldier trembles When Marion's name is told. Our fortress is the good greenwood, Our tent, the cypress-tree;
Workbook. We know the forest round us, interactive As seamen know the sea . . .
"Well knows the fair and friendly moon online
Student The band that MARION leads-- The glitter of their rifles, our our The scampering of their steeds. in 'Tis life to guide the fiery barb
using Across the moonlit plain; 'Tis life to feel the night wind That lifts his tossing mane. them A moment in the British camp-- questions A moment—and away
the Back to the pathless forest
answer Before the peep of day. are
will "Grave men there are by broad Santee; Grave men with hoary hairs,
These Their hearts are all with Marion, For Marion are their prayers . . .
Students For them we wear these trusty arms, And lay them down no more, Till we have driven the BRITON Forever from our shore."
Using information you gather about Thomas Sumter, Andrew Pickens, or Francis Marion from your textbook, the Internet, or your local media center, write about the experiences of one of these heroes. Write a poem, short story, or a speech. Be certain to tell about the hero’s war experiences.
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Chapter 11
Making, Doing, Learning
Read the following article to try to get a sense of why the overmountain men chose to fight at King’s Mountain.
TO BE A SOUTH CAROLINA PARTISAN
Today we want to identify with those South Carolinians who became partisans (guerrillas) and took up arms against the British after the British victory at Camden in the summer of 1780. Try to form an image of yourself as a small frontier farmer in the Back Country; you live with your family in a log cabin and farm the land that you cleared yourself. Picture yourself in clothes tools. of rough deerskin. Feel your rough, calloused hands. See your cabin, with its front porch on which the dogs and children are playing, and see the green corn fields that you have planted beyond the cabin. Feel the sense of ownership and pride that you have for your family and the farm you have created out of the wilderness. Yes, you have worked hard to provide for your
Workbook. family. interactive Now imagine your reaction when you hear that "Bull Dog" Ferguson, a British major, is marching through the South Carolina Back Country demanding that the settlers give full support to the king and provide assistance, or else your homes and crops will be burned. Feel the anger online
Student building within you. You have fought the land and the Native Americans to build your home. Feel your eyes moving toward a stand of tall oaks—the site where you have buried two children. our our No, you have sacrificed too much to allow it to be taken away now. in See yourself packing your provisions of beef jerky, lead bullets, water bottle, and rifle.
using Picture yourself saying goodbye to your family and joining other partisans (civilian fighters just like yourself) as you ride to meet this new threat to your family and home. Feel the sun beating down on you and feel the sweat on your brow as you and 900 other men ride to attack this invader them at a place known as King's Mountain. questions
the Use the following questions for group discussion:
answer are 1. How do you picture the frontier farmer? His farm?
will 2. Why do you think he and his neighbors chose to "get involved" in the Revolution? 3. How do you think this frontier farmer (and his neighbors) would define freedom?
These For additional research:
Students Research the Battle of King's Mountain. Where is King's Mountain? Who was involved in the battle? How long did the battle last? Who won?
Credit: Mildred Young, Project Coordinator, Social Studies, Eighth Grade, Differentiated Curriculum for Gifted and Talented (Greenville, South Carolina: The School District of Greenville County, 1990).
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Chapter 11
Study Skills: Using Primary Sources
DECLARATION OF INDEPENDENCE DATA SHEET
In Chapter 11, you read about the Declaration of Independence written by Thomas Jefferson. Use the copy of the Declaration in the textbook to complete the worksheet below.
1. What is the title of the document?
tools. 2. What did Jefferson mean when he wrote “ a decent respect for the opinions of mankind requires that they should declare the causes which impel them to the separation?” Workbook.
interactive 3. When Jefferson wrote “We hold these truths to be self-evident, that all men are created equal” was he referring to political, economic, or social equality? ( Explain your answer) online Student 4. In 1776, what groups in America were not considered“equal?” our our in 5. According to Jefferson, “governments are instituted among men, deriving their just powers using from the consent of the governed.” In short, from whom do governments obtain their power? them questions 6. According to the Declaration, if a government “becomes destructive” what do the people have
the the right to do? answer are
will 7. In the Declaration, Jefferson list a series of complaints against the British government. Who is the “He” that he refers to in these complaints? These
Students 8. It is in the last paragraph that the signers finally declare independence. What did they pledge to each other?
9. Why did George Washington not sign the Declaration of Independence?
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Chapter 12
Vocabulary Development
Word Bank confederation prosperous judicial confiscation ordinance convention legislative amercement ratify arsenal curb indents ambassador rebellion federalist station cede executive compromise primogeniture
tools. Fill in the blanks with the Word Bank word that best fits the context of the sentence.
1. The branch of the government which includes the Supreme Court is the ______branch. Workbook. interactive 2. After the Revolution, since South Carolina had no money, the treasurer issued certificates or ______. online
Student 3. An act which fined the property of those who had taken British protection was ______. our our
in 4. The checks and balances of the branches of government allow each branch to ______the others. using 5. Oconee ______was a small fort in the back country built in case of Native American attack. them questions 6. The State Constitution of 1790 abolished ______, in which the oldest son
the inherited everything.
answer 7. The branch of the government which includes the President and his Cabinet is the are
will ______branch. 8. James Madison and Alexander Hamilton organized the Annapolis ______
These to discuss trade problems.
Students 9. A South Carolina act which listed those who had sided with the British and took their property for auction was ______. 10. Branch of government which includes the two houses of Congress is the ______branch. 11. The Northwest ______admitted new territory into the United States. 12. Anti-federalists did not wish to ______the Constitution. 13. In 1789 the United States was governed by the Articles of ______. Page 109
Student Resource Guide Capital City Publishers
Chapter 12
For Further Study
CHARLES PINCKNEY AND THE CONSTITUTION
Like James Madison, Charles Pinckney from South Carolina also submitted a plan for a new Federal Constitution. According to James Madison’s May 29, 1787 notes, “Mr. Pinkney laid before the house the draught (plan) of a federal government which he had prepared to be agreed upon between the free and independent States of America.” Pinckney then gave his plan to the Committee of Detail to use.
The exact contents of his plan have been questioned by some. Parts of Pinckney’s Plan have been tools. found in the papers of James Wilson, another delegate to the Constitutional Convention (see page 138 in the text). Pinckney got many of his ideas from the state constitutions of New York and Massachusetts as well as from the Articles of Confederation.
Workbook. In spite of the problems of determining exactly what was in the Pinckney Plan, some historians interactive believe that many of his ideas and even his language did become part of the constitution. They believe that the idea that the president should be the commander-in-chief as well as the terms “president,” “House,” and “Senate” came from Pinckney’s Plan. Some historians have gone so far online
Student as estimate that there were forty-three Pinckney contributions in the final Constitution. It would appear that Charles Pinckney did make significant contributions to the Constitution written in our our Philadelphia. in
using 1. When did Charles Pinckney submit his plan for a new constitution to the Constitutional Convention? 2. Where have historians found pieces of Pinckney’s original plan? them 3. According to some historians, what were some of Pinckney’s contributions to the questions Constitution?
the
answer For Thought: are
will 4. Do you think that Charles Pinckney should be considered as one of the major contributors to the Constitution? Explain
These
Students
Credit: Christopher Collier and James Lincoln Collier, Decision in Philadelphia. The Constitutional Convention of 1787(New York: Ballantine Books, 1986).
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Chapter 12
Literacy Elements: Reading a Table
Use the table below of the Constitution's division of powers to answer the questions that follow.
OUR TRIPARTITE GOVERNMENT Branch Members Some of the Powers Elected/Appointed by
Legislative Bicameral Congress: tax/coin money voters (Two Houses) declare war U.S. Senate and U.S. spend money House of Representatives tools.
Executive President/Vice veto laws electoral college President and other commander of armed members of the forces Workbook.
interactive executive branch pardon
Judicial Nine member Supreme interpret/determine Supreme Court justices
online Court and lower federal constitutionality appointed by President Student courts of laws and confirmed by
our U. S. Senate our in 1. What does the chart show? using 2. What are the three branches shown?
them
questions 3. How many members are there on the United States Supreme Court?
the 4. Who actually elects the President/Vice President?
answer are 5. How are Supreme Court Justices approved? will 6. What does bicameral mean? These 7. What are two powers of Congress?
Students 8. What can a president do if he dislikes a law passed by Congress?
9. How can Congress raise money?
For Discussion:
10. Why do you think the writers of the Constitution divided the government into three branches? (See page 133 in your textbook.) Page 111
Student Resource Guide Capital City Publishers
Chapter 12
Literacy Elements: Interpreting Charts
RATIFICATION OF THE UNITED STATES CONSTITUTION State Date Approved For Against 1. Delaware Dec. 7, 1787 30 0 2. Pennsylvania Dec. 12, 1787 46 23 3. New Jersey Dec. 18, 1787 38 0 4. Georgia Jan. 2, 1788 26 0 5. Connecticut Jan. 9, 1788 128 40 6. Massachusetts Feb. 6, 1788 187 168
tools. 7. Maryland Apr. 28, 1788 63 11 8. South Carolina May 23, 1788 149 73 9. New Hampshire June 21, 1788 57 46 10.Virginia June 26, 1788 89 79 11.New York July 26, 1788 30 27 Workbook. interactive 12.North Carolina Nov. 21, 1789 197 77 13.Rhode Island May 29, 1790 34 32
online
Student Use the chart above to answer the questions below:
our our 1. What does the chart show? ______
in 2. How is the chart organized? ______using 3. Which state was the first to ratify the Constitution? ______
them questions 4. The Constitution was ratified by two votes in ______. the 5. The two states where the vote for ratification was the closest were and answer
are ______and ______.
will 6. The three states which passed the Constitution by unanimous votes were ______, ______, and ______. These
7. The last two states to ratify the Constitution were ______and Students ______.
8. On May 23, 1788, ______ratified the new Constitution.
For Discussion:
9. Why did the Back Country of South Carolina oppose the new Federal Constitution? (See pages 136-137 of your textbook.)
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Chapter 12
Study Skills: Learning from Documents
United States Constitution: A Worksheet
Turn to the appendix in your textbook and locate the Constitution. Use this copy to answer the questions below.
1. What is the full name of the Constitution?
2. What is the introduction to the Constitution called?
tools. 3. With what branch of government do the following articles deal? Article I? ______Article III? ______Article II? ______
Workbook. 4. What are the constitutional requirements for running for the office of: interactive United States House of Representatives Member (Article I, Section 2) Age ______online
Student Citizenship ______Residency ______our our Term of Office ______in
using United States Senator (Article I, Section 3) Age ______Citizenship ______them Residency ______questions Term of Office ______the President—requirements are the same for Vice-President (Article II, Section 1) answer
are Age ______
will Citizenship ______Residency ______
These Term of Office ______
5. In Article II, Section 2, what is a major power of the Presidency? Students
6. In Article II, Section 4, what are the crimes listed for which a President can be impeached and removed from office?
Continued on next page
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Chapter 12
Literacy Elements: Learning from Documents continued
7. In Article I, Section 8, what is the first power of Congress listed?
8. According to Article III, what is the highest court established under the Constitution?
For Further Study: tools. 9. Who is currently President of the United States?
Workbook. 10. Who is currently Vice-President of the United States? interactive
11. List the names of the six current members of the House of Representatives from South online
Student Carolina.
our our in 12. List the names of the two current senators from South Carolina. using them questions the answer are will These Students
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Chapter 12
Study Skills: Data Retrieval Chart
WHAT DOES THE CONSTITUTION SAY?
Look at the following list of the powers that a government has. Complete the chart labeled Your Opinion showing how you feel they should be divided—controlled by the federal government, controlled by the state government, or control shared by both federal and state.
Make laws about capital punishment Print money Make traffic laws Make treaties with other countries Outfit and command the army and navy Make laws about marriage, divorce tools. Declare war Make laws about taxes Make laws about who should be drafted Control the trade in alcohol Control banks Make laws about gambling Build roads Make laws concerning abortion Control integration/segregation Provide money, rules for health care Workbook. interactive
YOUR OPINION
online
Student Federal State Both
our our in
using
them Now, check what the Constitution says about these powers (See appendix in your textbook). Fill in the questions following chart according to where the Constitution says they belong. Discuss with your classmates which you prefer—your version or the Constitution's version. the
answer are THE CONSTITUTION SAYS will
Federal State Both
These
Students
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Chapter 12
Making, Doing, Learning
THE FOUR SIGNERS FROM SOUTH CAROLINA
South Carolina's four delegates to the constitutional convention were chosen by the state legislature. The South Carolina signers were Charles Pinckney, Charles Cotesworth Pinckney, John Rutledge, and Pierce Butler. Suppose that a dinner had been arranged to honor these men on their return to South Carolina from Philadelphia. You are the master of ceremonies and must, therefore, introduce each one before he comments on the work done at the convention.
tools. Write a brief five to ten sentence introduction for all but Charles Pinckney. His introduction has been done for you as a model. It is traditional when making an introduction to save the name of the person introduced until the end of the speech. Use your text and the internet to find the best information. Place your speech on a note card as a good speaker would do. You might also share introductions with your class by presenting the speeches to your class. Workbook.
interactive
online Student Ladies and gentlemen, our first speaker this evening is one who is well-known to you. He is our
our only twenty-nine years old, but probably had a larger share in the forming of this new constitution than any other delegate. He presented a complete plan to the convention. The in other delegates adopted at least one of his proposals for every year of his age plus two— using that’s right! Thirty-one of his provisions are in this historic document. That's not surprising since this young man spoke from the floor more than 100 times. However, you may know him best as the courageous hero of our recent Revolution against the British tyrants. He them questions served his country as a lieutenant in the Charleston Regiment and was captured by the British and held prisoner for a year. I give you a man who has put forth both mind and body the to make this a great nation—Charles Pinckney! answer are
will
These Credit: With Liberty and Justice: Essays on the Ratification of the Constitution in South Carolina (Columbia: Department of Archives and History, 1989). Students Christopher Collier and James Lincoln Collier, Decision in Philadelphia: The Constitutional Convention of 1787 (New York: Ballentine Books, 1986).
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Chapter 13
Vocabulary Development
Word Bank Federalist proclamation tribute amendment Republican embargo blackguard protracted justice War Hawks gin neutrality nationalism compromise
Using the words from your Word Bank, choose the best word that fits the context of the paragraph below: The first federal government of the United States was created in 1789. There was a great deal
tools. of argument about the way to properly create a system that would avoid the errors of the British monarchy. In the end, leaders (1) ______(ed) to achieve agreement. One of the first actions of the new government was to pass the first ten (2) ______(s) to the Constitution, known today as the Bill of Rights. At this same time, the federal court system was set up, and John Jay became the first chief (3) ______. Workbook.
interactive In order to help trade prosper in the new nation, George Washington issued a (4) ______which said that the United States would take no sides in European wars or would maintain its (5) ______.
online Within a few years, two political parties had begun to form. The (6) ______(s) Student believed in a strong central government which gave help to trade and industry. The (7)
our ______(s) wanted to balance federal power with states' rights. our In spite of the leaders' hopes, the United States did become involved in the wars that England in and France were to have with their allies. An (8) ______Act which stopped trade with using both nations only hurt American shipping. By 1812, a group of eager young Republicans, one of whom was South Carolina's John C. Calhoun, became known as the (9) ______because they pushed President Madison into war with the British. This war made everyone proud to be them an American and started a great wave of (10) ______. questions During this period, Charles Cotesworth Pinckney became famous for his part in the XYZ
the Affair. He met with three Frenchmen to discuss French threats of war. When the three, known only as
answer X, Y, and Z, asked for a bribe, he refused. Later he was honored at a banquet where Congressman are Robert Goodloe saluted him by saying that Pinckney would give “. . . millions for defense, but not one
will cent for (11) ______. . .” or a payment made for protection.
These A cousin of Charles Cotesworth Pinckney was Charles Pinckney, who was a leader of the Republicans in South Carolina. Elected governor four times, he was popular with the people, but considered a scoundrel by his family who called him Students (12) “______Charley,” since he campaigned for Jefferson when Charles Cotesworth was running for vice president as a Federalist. After 1800, many other changes took place in South Carolina. The invention of the cotton (13) ______by Eli Whitney made short-staple cotton a profitable crop. South Carolina College was formed. Voting was equalized with a “one man, one vote” amendment. Finally, the Second Great Awakening brought (14) ______meetings or revivals to the state as Methodists and Baptists dominated the religious life of South Carolina.
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Chapter 13
Vocabulary Development
Using the information in your textbook, match the famous person (column A) with his accomplishments (column B).
A B
1._____ John Rutledge a. ambassador to Portugal
2._____ Henry William De Saussure b. ambassador to Spain
3._____ Ralph Izard tools. c. one of the first members of Congress; called the "Gamecock of the 4._____William Loughton Smith Revolution"
5._____Thomas Sumter d. governor of South Carolina during Workbook. interactive Revolution and an associate justice of 6._____Thomas Pinckney Supreme Court
7._____Charles Cotesworth Pinckney online e. ran for president; famous for XYZ Student Affair
our 8._____Pierce Butler our
in 9._____Charles Pinckney f. signer of Constitution; one of first using senators from South Carolina 10._____Thomas Heyward
them g. director of mint in Philadelphia questions 11._____Richard Furman h. leader of Republicans in South the 12._____Francis Asbury Carolina answer
are
will i. one of first senators from South Carolina in Congress
These j. entertained George Washington in Charles Town Students k. circuit rider who formed new churches
l. first president of South Carolina Baptist Convention
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Chapter 13
Study Skills: Applying the Bill of Rights
Using the Constitution in the back of your text, locate the first ten amendments (the Bill of Rights). Identify which amendment protects you as a citizen in each situation below by writing the number of the correct amendment in the space provided.
1. Police use torture on you to obtain a confession.______2. You refuse to testify on the grounds that it might incriminate yourself______3. You are arrested for criticizing the President in a letter to the
tools. editor______4. The city you live in passes an ordinance stating that no one may own a legally licensed firearm______5. Police arrest you for practicing your religion______Workbook.
interactive 6. You are accused of stealing a bicycle and a judge sets your bail at $100,000______7. The United States government orders you to put up soldiers in your
online home______Student 8. You are arrested after participating in a peaceful demonstration on the sidewalk in front of our
our the White House.______
in 9. You are arrested and jailed for two years before you are actually brought to trial______using 10. You are tried for a crime, found not guilty by a jury and then the government puts you on trial again for the same crime.______
them questions For thought: the 11. Based on their interpretation of the Bill of Rights, the United States Supreme Court has answer ruled that police must tell people arrested of their legal rights. They must tell them “You are
will have the right to remain silent and anything that you say can and will be used against you in a court of law. You have the right to an attorney and, if you cannot afford one, one will be provided to you.” Why do you think that the Supreme Court felt that criminal suspects These needed to know this legal information (also be sure to identify the specific amendments that these statements are summarized from)? Students
Page 119 Student Resource Book Capital City Publishing
Chapter 13
Study Skills: Data Retrieval
POLITICAL PARTIES—FEDERALISTS VS. REPUBLICANS
Using information from pages 144-145 of your textbook, fill in the following chart with details about the actions and beliefs of the Federalists and the Republicans:
Topics Federalists Republicans
Who was/were the leader(s)?
tools. Did they support or oppose the policies of Washington and Hamilton?
Workbook. interactive What were their opinions on funding the national debt?
online Student Did they support or oppose the French
our Revolution? our in Did they support or oppose the Jay Treaty using in which the British agreed to limited trade
and giving up their forts in the Northwest? them questions Who were their Presidential candidates? the
answer
are
will Did they agree or disagree with the Louisiana Purchase? Why?
These Who were the South Carolinians in each
Students party?
Make a one sentence summary of the
beliefs of each on the power of government
vs. states’ rights.
continues on next page
Page 120 Student Resource Book Capital City Publishing
Chapter 13
Study Skills: Data Retrieval (continued)
POLITICAL PARTIES TODAY—DEMOCRATS VS. REPUBLICANS
Using newspaper clippings, brochures, pamphlets, the internet, or other references, fill in the following chart concerning the positions of today's political parties
Topics Democrats Republicans
Who are the leaders?
tools. Which party has the most members in
Congress? What are their opinions on funding the
Workbook. national debt?
interactive What are their opinions on caring for the
poor and homeless? online Student What are their positions on foreign policy
our our issues? in What are their opinions on the use of racial
using quotas in hiring for jobs? How do they balance the needs of the
them environment with the needs of the national questions economy and business? Make a one sentence summary of the beliefs the of each on the power of the government vs. answer
are the rights of states or individuals.
will For Class Discussion: Write the answers that your class decides are best.
These 1. What are the similarities between the first political parties and those of today? What are the main differences? Students
2. What issue most divided the Federalists and Republicans of the early 18OOs? What issue or issues most divide the Republicans and Democrats today?
3. What are the strengths and the weaknesses of our current two-party political system?
Page 121 Student Resource Book Capital City Publishing
Chapter 13
Literacy Elements: Interpreting Charts and Graphs
Foreign Trade, 1800-1812
Using the chart about the value of trade between the United States and other countries from 1800 to 1812, plot the figures for imports on the graph by placing dots at the appropriate points. Connect the dots using a solid line. Do the same for exports, and connect the dots using a dotted line. Then answer the questions below. Millions of dollars 140
tools. 1. During the years shown on the graph, what 130 was the average amount of exports by the 120 United States? What was the average amount 110 of imports? 100 Workbook.
interactive 90 2. During what years did the United States export 80 or sell to other countries the least amount? 70
online What major event might have caused sales to 60 Student drop? 50
our our 40 3. During what years did the United States import in 30 the most goods? Why do you think other 20 using countries sold so much to the United States 10 during this period? 0
them questions 4. Our present economy has many problems with Trade – 1800 - 1812 the fact that the United States imports more the Year Imports Exports than it sells. Why do you think this is true? answer 1800 91 71 are 5. List as many of the foreign goods your family 1801 111 93 will 1802 76 72 owns as you can on another sheet. Ask your parents why they purchased these brands 1803 65 56
These 1804 85 78 rather than American-made goods. 1805 121 96
Students 1806 129 102
1807 139 108
1808 57 22
1809 59 52
1810 85 67
1811 53 61
1812 77 39
Figures given in millions of dollars
Page 122 Student Resource Book Capital City Publishing
Chapter 13
Study Skills: Paraphrasing
The Bill of Rights
On page 143 in your textbook, there is a brief discussion of the Bill of Rights, the first ten amendments to the Constitution. Use the Bill of Rights in the appendix of your textbook and paraphrase each of the ten amendments in the space provided on the chart.
I. Amendment
tools. II. Amendment
III. Amendment
Workbook.
interactive IV. Amendment
online
Student V. Amendment
our our in VI. Amendment
using VII. Amendment
them questions VIII. Amendment the answer IX. Amendment are will X. Amendment
These
Students For Thought:
In your opinion, why are the first ten amendments called the Bill of Rights? Support your opinion.
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Chapter 13
Giving Your Opinion
LEADERSHIP ROLES: YESTERDAY AND TODAY
1. South Carolina played an important role in the establishment of the new government in 1789. Brainstorm with members of your class and make a list of leadership characteristics and qualifications you think Washington and his advisers had in mind when they selected individuals to fill the new government positions. List the qualities you chose under columns A-E below.
2. On the chart below, you will see a list of South Carolinians who held important positions in tools. the new government. To the right of their names, within the parentheses, write the position that each person was given. Select one of the individuals and prepare an oral report. After information on each individual has been presented, rate all of these people against one criterion at a time (1 the lowest/10 the highest). Then, total the score for each person.
Workbook. interactive 3. Do South Carolinians, who are leaders today on the national level, possess any of the leadership characteristics you listed on your sheet?
online
Student A B C D E Total Score our our
in
using 1. Pierce Butler ( )
them questions 2. Thomas Sumter ( )
the
answer are 3. Charles C. Pinckney ( )
will
These 4. Thomas Pinckney ( )
Students 5. John Rutledge ( )
Credit: L.Edmund Purcell, ed., Who was who in the American Revolution (New York: Facts on File, 1993).
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Chapter 14
Vocabulary Development
Word Bank Nationalism doctrine census spinning jenny Unitarian hemisphere canal era panic toll Republican barrier atlas
Match the word from the Word Bank with the sentence that best describes its meaning: ______1. John C. Calhoun, a former War Hawk, was a member of this political
tools. party. ______2. An ____ is a period of time associated with a particular event. ______3. Many Puritan descendants became ___(s) who taught the humanity of
Workbook. Jesus and human goodness. interactive ______4. The views of John Quincy Adams on European colonies are expressed in the Monroe _____. online Student ______5. An economic depression called the ____ of 1819 nearly closed the our
our Bank of the United States. in ______6. The ____ islands of South Carolina were prime areas for the
using production of Sea-Island cotton. ______7. The 1790 United States ____ showed 108,895 blacks in South them Carolina. questions ______8. The Monroe Doctrine expressed the view that Europe could not the colonize the Western ______. answer are ______9. In order to send cotton by boat to market in Charleston, a number of will ______(s) were built.
These ______10. Robert Mills created an ____ of South Carolina which had maps of every district.
Students ______11. A mechanic spinner, known as a _____, was run by water power to make thread. ______12. Parts of South Carolina’s State Road were leased to private citizens who charged _____(s). ______13. After the War of 1812, Americans began to feel pride in their country; it was an age of _____.
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Chapter 14
Reading in the Content Area
ROBERT MILLS
Robert Mills was America's first professionally trained architect. Born and educated in Charleston, Mills was a graduate of the College of Charleston. Pursuing an interest in architecture, he apprenticed under James Hoban, the architect of the White House, and learned the basics of design. In 1802, he won recognition and a prize for his design of the new South Carolina College (University of South Carolina today). Mills then studied under the well-known architect Benjamin Henry Latrobe and perfected his knowledge of the science of architecture. After his marriage to Eliza Smith in 1809, Mills tools. started his own practice. A characteristic of Mills' work was his emphasis on the construction of fireproof buildings. Mills designed the Record Building in Charleston, which was the first fireproof building in the country. Returning to South Carolina in 1820, Mills became the engineer and architect for the Board of Public Works for the State of South Carolina. In this position, he designed numerous Workbook. interactive jails, court houses, and the State Hospital (a mental institution). Remarkably, he also found time to publish the Atlas of South Carolina (1825) and the Statistics of South Carolina (1826). Mills went to Washington and was appointed a federal architect by President Jackson in online
Student 1830; He served through the terms of seven presidents to 1852. As a federal architect, he designed numerous federal buildings. It was Mills' design of the Washington Monument (1836) that made our our him famous. Robert Mills was a major influence on architecture in the early National period. in
using Below is a time line showing significant dates in the life of Robert Mills. Use the article, time line, and pages 162-163 in your textbook to answer the questions below. Then complete the time line by writing a brief caption that tells the importance of each date in the life of Robert Mills.
them questions the answer
are 1825 1830
will
1781 1802 1809 1820 1826 1836 1855 These
Students
continues on next page
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Chapter 14
Reading in the Content Area continue
1. What does the time line show?
2. How many years are covered in this time line?
tools. 3. What two books about South Carolina did Mills publish in 1825 and 1826?
Workbook. 4. How old was Mills when his design was selected for the Washington Monument? interactive
online Student 5. How old was Mills when he married?
our our in
using 6. In what years did he help to design the South Carolina College? What is the name of this school today?
them
questions
the 7. Under what famous architect did Mills first study?
answer are will 8. After reading pages 162-163 in your textbook, what reason can you give for Mills going to
These Washington to work as a federal architect in 1830?
Students
Credit: Helen K. Hennig, Great South Carolinians Vol. I (Chapel Hill: The University of North Carolina Press, 1949).
Page 127 Student Resource Book Capital City Publishing
Chapter 14
Literacy Elements: Reading a Map
MISSOURI COMPROMISE
Use the map on page 160 of your textbook to answer the questions that follow.
1. What is the title of this map?
2. Before the Missouri Compromise, how many slave states were in the union?
tools. 3. What does the green color represent on the map?
4. What does the star represent on the map?
Workbook. interactive 5. In what year was Missouri admitted as a slave state?
online Student 6. What line of latitude became the dividing line for slavery in the rest of the Louisiana our our Purchase?
in
using 7. What country still had extensive land claims in the Southwest in 1820?
them questions 8. Read page 159 in your textbook and answer the questions below. What Congressman proposed limiting slavery in Missouri? the answer
are
will 9. How did Congress maintain the balance between slave and free states in the Missouri Compromise?
These
Students For Thought:
10. Why do you think that Charles Pinckney feared that slavery might lead to “the division of this Union and a civil war”?
Page 128 Student Resource Book Capital City Publishing
Chapter 14
Finding Out
Work with your classmates in small teams of four or five. Divide the items below into groups of six items. For a task involving cooperation, teamwork and light competition, each team should seek a single important response to each item assigned. Then, each group should share information with the class.
Population of the United States in 1820 Gideon Dupont Native Americas Sea Island cotton Noah Webster Eli Whitney Unitarians 1820 population of slaves in S. Carolina Tariff of 1816 John Wilson tools. Marbury v. Madison three major canals in S. Carolina by 1824 Fletcher v. Peck towns on the fall line McCullough v. Maryland Poinsett Bridge John Quincy Adams Robert Mills Workbook. interactive Monroe Doctrine products of South Carolina’s first factories cause of Panic of 1819 spinning jenny Missouri Compromise William Bates online Student our
our Making, Doing, Learning in 1. After the War of 1812, there was a growing feeling of nationalism, patriotism, and loyalty to using the country as a whole. "Americans began to feel that they could fight anyone and anything— Europeans, Native Americans, the frontier—and win." Capture this Era of Good Feeling in a
them collage that you prepare for display in your classroom. questions 2. Before most federal monuments are built, the federal government sponsors competitions so the that architects can submit ideas for a monument. Then a select committee chooses the best answer design and the winning one is used in the construction of the monument. Robert Mills entered are and won such a competition for his design of the Washington Monument. Design your own will monument to honor George Washington, the nation's first president.
These Discussion Questions
Students 1. Why did Noah Webster write an American dictionary of the English language? How do you think it was different from an English dictionary?
2. In December 1803, the South Carolina legislature voted to reopen the international slave trade. Why did the legislature support the reopening of the slave trade?
Page 129 Student Resource Book Capital City Publishing
Chapter 15
Literacy Elements: Reading a Graph
Read the section in your textbook titled "The Denmark Vesey Insurrection" (pages 172-173). Complete the two circle graphs showing the black/white population percentages in South Carolina in 1820 and 1860. Use your completed circle graphs and textbook to answer the questions that follow.
tools. Workbook.
interactive 1820 1860
online 1. What percentage of the population was white in 1820? . . . in 1860? Student
our our in 2. By what percentage did the black population increase from 1820 to 1860? using
them
questions 3. By what percentage did the white population decrease between 1820 and 1860? the answer are 4. What two factors contributed to the increase of the black population from 1820 to 1860? will
These 5. Why did the "white aristocracy" in Charleston attack the Methodist meeting house and Students Methodist preachers?
For Thought:
6. Why were there a number of slave revolts in the state?
Page 130 Student Resource Book Capital City Publishing
Chapter 15
Literacy Elements: Reading a Time Line
Andrew Jackson, our seventh president, is the only president that South Carolina can claim. Study the time line below and answer the questions that follow.
1767 Born in the Waxhaw settlement of South Carolina. 1775- 1780 Attended school/ lived with his uncle’s family, the Crawford’s, on land that is now Andrew Jackson State Park. 1780- 1781 Served as a courier for Patriots in the American Revolution; was captured and wounded by the British; imprisoned at Camden; contracted small pox;
tools. both of his brothers died in the Revolution. 1781 Mother died in Charleston while volunteering to nurse Patriot prisoners of war. 1785- 1787 Studies law in North Carolina.
Workbook. 1787 Admitted to the bar. interactive 1788 Moves to Nashville, Tennessee to practice law. 1791 Appointed Attorney General for Metro District. 1796 Elected to the U.S. House of Representatives. online
Student 1797 Resigns from House and elected to the U.S. Senate. 1798 Resigns from the Senate; appointed Judge of Tennessee Superior Court. our our 1802 Elected Major-General of Tennessee Militia.
in 1812- 1814 Led troops against the Creek Native Americans and the British. Got the using nickname “Old Hickory” from his troops. 1815 Defeated the British at the Battle of New Orleans and became a national
them hero.
questions 1824 Becomes a candidate for president. 1825 Election goes to the House and Jackson loses. the 1828 Elected President.
answer 1832 Re-elected President. are 1845 Died at his home, the Hermitage, outside of Nashville, Tennessee. will 1. Where was Jackson born? How old was he when he died?
These 2. Did Jackson have political experience before becoming president? Explain .
Students 3. Why did Jackson’s Revolutionary War experiences make him very anti-British?
4. What two groups did Jackson fight while a military officer serving his country?
5. How did being a military hero help Jackson to be elected president?
6. How was Jackson’s nickname? Who gave it to him?
Page 131 Student Resource Book Capital City Publishing
Chapter 15
Literacy Elements: Sequencing
Read pages 172-173 in your textbook on the Denmark Vesey Insurrection. Arrange the following events of the Denmark Vesey Insurrection by numbering them in the order that they took place:
______Peter Prioleau tells his master a revolt has been planned.
______Denmark Vesey wins $1,500 in the East Bay lottery.
______Colonel John Prioleau informs the mayor of Charleston that a slave revolt is possible.
tools. ______Denmark Vesey recruits blacks to join his movement.
______Governor Thomas Bennett calls out the militia.
Workbook. interactive ______The legislature adds two more laws to the slave code.
______Vesey and five leaders are executed. online
Student ______Vesey and 79 other slaves are brought to trial. our our
in ______Vesey believes that he is like Moses, called to save his people.
using Writing Activity
them In 1824, one section of the country, the South, began to feel that the President and the Congress questions were treating them unfairly because of new laws that were being considered. Imagine that you were a Southern cotton planter in 1824. What would your opinion be concerning the new tariff the proposed in Congress on imported cotton or woolen cloth? Express your ideas in a letter to John answer C. Calhoun asking for his help. (It is important to note that even today the Congress still struggles are with the question of import taxes for foreign textiles.) will These Students
Page 132 Student Resource Book Capital City Publishing
Chapter 15
Study Skills: Using a Time Line
IMPORTANT EVENTS IN THE NULLIFICATION CONTROVERSY
Read pages 173-175 in your textbook concerning the Nullification Crises, and use the time line to answer the questions below.
Ì 1824 - Congress passes tariff that raises duties to 33.5 percent Ì 1828 - Congress passes “Tariff of Abominations” that raises duties to 50 percent Ì 1828 - J.C. Calhoun secretly writes South Carolina Exposition and Protest, containing the theory of nullification
tools. Ì 1831 - J.C. Calhoun openly supports nullification in the Fort Hill Letter Ì 1832 - Congress passes new Tariff Ì 1832 - South Carolina legislature calls a special convention and passes Ordinance of Nullification which nullified the tariffs of 1828 and 1832 Ì 1832 - President Jackson issues Nullification Proclamation. Congress passes Force Workbook. interactive Bill. Ì 1832 - Calhoun resigns as Vice President. SC legislature elects him to the US Senate. Ì 1833 - Compromise Tariff of 1833 is passed, crisis ends online
Student Ì 1833 - South Carolina repeals Ordinance of Nullification
our our in 1. What was Calhoun’s South Carolina Exposition and Protest and when was it published?
using
2. Congress passed what bill that authorized the use of the military against South Carolina? them questions 3. What was another name for the Tariff of 1828? the
answer
are
will 4. What did Calhoun join in 1832 in order to help his state?
These 5. What compromise ended the Nullification Crisis? How did South Carolina react?
Students
For Thought
6. Why did South Carolinians believe that the tariffs hurt their economy?
Page 133 Student Resource Book Capital City Publishing
Chapter 15
Study Skills: Using Primary Sources
VESEY TRIAL VERDICT The following articles appeared in the Charleston Courier on June 29, 1822, the day after Denmark Vesey’s sentence was given, and on July 10, 1822, the day after Gullah Jack’s sentence was given. After reading these articles, answer the questions below.
CHARLESTON Saturday Morning, June 29, 1822
The Court of Magistrates and Freeholders, convened for the trial of sundry persons of color, tools. charged with an attempt to raise an insurrection in this state, after acquitting several, unanimously found the following GUILTY, and passed upon them the Sentence of Death, to be carried into execution on Tuesday next, the 2d July, between six and eight o'clock in the morning . . .
Workbook. interactive DENMARK VESEY, a Free Black Man ROLLA…. BATTAU…. Slaves of His Excellency Thomas Bennett
online NED…. Student PETER, the Slave of James Poyas, Esq. our
our JESSE, the Slave of Thomas Blackwood, Esq.
in
using CHARLESTON Wednesday Morning, July 10, 1822
them The Court of Magistrates and Freeholders, convened for the trial of sundry persons of color, questions charged with an attempt to raise an insurrection in this state, after acquitting several, unanimously found the following GUILTY, and passed upon them the Sentence of Death, to the be carried into execution on Friday next, the 12th July, between six and eight o'clock in the answer morning ... are
will GULLAH JACK, the Slave of P. Pritchard, Esq. MONDAY, the Slave of John Gell, Esq. These CHARLES, the Slave of the Hon. John Drayton HARRY, the Slave of David Haig, Esq.
Students JOHN, the Slave of Elias Horry, Esq.
1. Assume you are a white person living in Charleston. How would you react to these articles?
2. Assume you are a free black living in Charleston and may be accused of being in this plot. What would you do? How would you feel?
Page 134 Student Resource Book Capital City Publishing
Chapter 15
Study Skills: Using Primary Sources, II
A newspaper is considered a primary source. Below are notices of runaway slaves that were placed in the Charleston Courier. Use these notices to answer the questions below.
January 19, 1822, vol XX FIFTY DOLLARS REWARD Runaway from the subscriber in February last, his Negro wench Jenny, she is black, stout made, and plausible; has lost some of her front teeth; is about 45 years of age, and about 5 feet six inches high. She is well-known in Charleston, Round 0, Wiltown and Ashepoo. She formerly belonged to the estate of Williman, recently of Mr. Henry Parker, of whom I purchased her. tools. The above reward will be given after her safe delivery in Jacksonborough jail, or at the workhouse in Charleston. All persons are cautioned against harboring or employing her. H. Wadpole
Workbook. interactive Use the January 19, 1822, notice to answer the following questions:
1. What was the runaway's name, and how old was she? online
Student For Thought our our 2. What clue do you find in the notice that suggests why she ran away?
in
using May 2, 1822 RANAWAY them A mulatto man, named Thomas, belonging to the estate of Henry Laurens. He is 22 years questions of age, 5 feet 5 inches high, and well known in the city. Thomas was in the service of a private family, in capacity of a house servant; and he absconded without any known reason, the it is suspected that he will attempt to leave the state. All masters of vessels are hereby answer
are cautioned against receiving him, as the law will be strictly enforced. Ten dollars will be paid
will for his delivery to the subscriber, or the master of the workhouse; twenty dollars for the proof of his having been harbored; and fifty dollars for proof of his having been received on board any vessel, with the intention of being conveyed from the state. These John B. Laurens, East Bay
Students Use the May 2, 1822, notice to answer the following questions:
1. What was the name of the runaway, and how was he employed?
For Thought 2. This runaway had high status in the slave community. What does this say about slavery?
Continues on next page
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Chapter 15
Study Skills: Using Primary Sources continued
April 2 TWENTY DOLLARS REWARD And all expenses paid. Ranaway from the subscriber, in January last, a Negro woman named NANNY, country born, she formerly belonged to Mr. L. Jandon, of St. Andrews Parish. Said woman was purchased by Mr. E. Jandon of Mr. T. Gaillard, of St. John's Berkley. She is five feet some inches high, full eyed, light complexion, speaks short and surly. She has a father in Charleston, by name Sam Gaillard, a free man. She may go by the name of Gaillard or Jandon. The above reward will be paid for her delivery to me in St. George's Dorchester, of Charleston workhouse. All persons are cautioned against harboring
tools. said woman, as the law will be rigorously enforced. Joseph Cox
Use the April 2, 1822, notice to answer the following questions: 1. What was the name of the runaway? Workbook. interactive 2. What was the status of her father?
online 3. If she were a slave, then what was the status of her mother? Explain. Student
our our Mar. 5 in 20 DOLLARS REWARD
using Ranaway from the subscriber on or about the 15 of Oct. 1821, his Negro fellow PROFFIT; he is about 5 feet 7 or 8 inches tall, very black, speaks slowly and with some difficulty. It is supposed that he may be found about Mr. Henry Holmes on the Ashley, where he has a wife.
them The above reward will be paid upon his being delivered at the workhouse in Charleston, questions upon application to Wm. S. Whaley the
answer Use the March 5 notice to answer the following questions: are 1. What was the name of the runaway? will
2. What does the notice tell you about slavery and marriage? These For Thought. Students 3. What clue do you have as to why the man possibly ran away?
For Class Discussion: Defenders of slavery liked to picture slaves as happy, contented people. How do the runaway notices call that image into question?
Credit: Elizabeth Alston and Hunter Draper, Ethnic History of South Carolina, Student Activities Manual (Charleston: Charleston County Public Schools, 1975).
Page 136 Student Resource Book Capital City Publishing
Chapter 15
Making, Doing, Learning
Using the sources listed below or other sources, write an obituary for the Grimke′ sisters. Use an appropriate title.
See: William H. and Patricia Willimon, Turning the World Upside Down: The Story of Sarah and Angelina Grimke′. (Columbia: Sandlapper Press, 1972).
Mark Perry, Lift Up Thy Voice. The Grimke Family Journey from Slaveholders to Civil Rights Leaders ( New York, New York: Penguin Group, 2001).
tools.
Workbook. interactive online Student our our in using
them Sarah Moore Grimke Angelina Emily Grimke questions Born 1792 - Died 1873 Born 1805 - Died 1879 the
answer are will These Students
Page 137 Student Resource Book Capital City Publishing
Chapter 16
Vocabulary Development
Word Bank antebellum musket Industrial Revolution mass produce famine assembly line interchangeable part working class vast upper class Romanticism Transcendentalist barges self-reliant voluntary society temperance steamboats renaissance locomotive textiles turnpikes planters academies malaria factors slander duel yeomen tools. musters poor white malnutrition denim overseer free black Reform Judaism gynecology artisans temple Diocese college
Workbook. Below, the words from the Word Bank have been divided into six categories. Using information from interactive your textbook, explain the relationship of each word to its category in one or two sentences. For example, you would explain why being self-reliant was part of social reform. Your teacher may wish to divide the class into groups to do each category and share the groups’ reasons with the class.
online Student Transportation Social Reform Religion and Education our our barges Romanticism Reform Judaism
in steamboats voluntary society temple turnpikes temperance Diocese using locomotive self-reliant gynecology vast renaissance college
them Transcendentalist questions Lifestyles Industrial Revolution Planters the upper class musket antebellum answer
are poor white assembly line factors
will free black interchangeable part overseer yeomen mass produce academies duel textiles malaria These slander denim working class Students malnutrition famine artisans musters
Page 138 Student Resource Book Capital City Publishing
Chapter 16
Study Skills
ALL SAINTS PARISH, GEORGETOWN
On page 185 of your textbook, the rice planters of All Saints Parish are mentioned. All Saints Parish was the site of the richest rice plantation in South Carolina. According to the 1860 United States census, only fourteen planters in the United States owned more than 500 slaves and three of these planted in All Saints Parish. According to the same census, only one of them had more than 1000 slaves and that was Joshua John Ward. In All Saints Parish, the ratio of white to black was one to nine—the highest in South Carolina. Joshua John Ward was the richest of these rice planters with six plantations:
tools. Brookgreen, Longwood, Springfield, Alderly, Prospect Hill, and Oryzantia. His slaves produced rice of the highest quality and they often won prizes for him at agriculture fairs.
However, it should be noted that this fabulous wealth was based upon the labor of
Workbook. thousands of slaves. It should not be forgotten that not only did black Carolinians' labor interactive produce the basis for the wealth, but they also enriched Carolina culture with their creolized language (Gullah), crafts and folk stories.
online
Student 1. Where in South Carolina was All Saints Parish located?
our our
in 2. According to the United States census of 1860 did most planters own large numbers of
using slaves? Give evidence from the information above to support your answer.
them 3. Who was the South Carolina planter from All Saints Parish who owned more than 1000 questions slaves? the answer 4. What were the names of his six plantations? are
will
5. What was grown on Joshua Ward's property? These
Students 6. Name several ways that black Carolinians contributed to the culture of the state.
For Further Discussion:
7. What made possible the luxurious life-style of the planters of All Saints Parish?
Credit: Charles Joyner, Down by the Riverside (Chicago: University of Illinois Press, 1984). Page 139 Student Resource Book Capital City Publishing
Chapter 16
Literacy Elements: Constructing a Chloropleth Map
A population density map is one that shows the number of people by area. Color is especially useful in showing population density. Make your own population density map on the two blank maps on the next page by using a different color to represent each population category. Use the figures from the charts to know how to color each state. (You will use five different colors.)
1790 Less than 100,000 to 250,000 to 500,000 to More than 100,000 249,999 499,999 1,000,000 1,000,000 Maine South Carolina New York Virginia
tools. Vermont New Jersey Massachusetts West Virginia New Hampshire Pennsylvania Kentucky Connecticut North Carolina Tennessee Maryland Workbook.
interactive Georgia Delaware
online
Student 1840
our Less than 100,000 to 250,000 to 500,000 to More than our 100,000 249,999 499,999 1,000,000 1,000,000 in Wisconsin West Virginia Michigan Maine New York using Iowa Rhode Island Illinois Massachusetts Pennsylvania Arkansas Missouri Indiana Ohio them Florida Louisiana North Carolina Virginia questions Delaware Vermont Tennessee the New Hampshire South Carolina answer New Jersey Georgia are
will Maryland Alabama
These Students
Page 140 Student Resource Book Capital City Publishing
Chapter 16
Literacy Elements: Constructing a Chloropleth Map
1790 Population
Less than 100,000
100,000-249,999 tools. 250,000-499,999
500,00-1,000,000
Workbook. interactive More than 1,000,000 online Student our our in using them questions the
answer 1840 are
will Population
Less than 100,000 These 100,000-249,999 Students 250,000-499,999
500,00-1,000,000
More than 1,000,000
Page 141 Student Resource Book Capital City Publishing
Chapter 16
Map Skills
SOUTH CAROLINA RAILROADS
Read pages 183-184 in your textbook and answer the questions below:
1. Why had Charleston not recovered from the Panic of 1819?
2. What company was chartered in 1827 to build the proposed railroad?
3. What was the name of South Carolina's first locomotive? tools. 4. What happened to this locomotive?
5. Use the map on page 183 of your textbook to answer the questions below:
Workbook. interactive 6. What does the map show?
7. What do the black lines represent on the map? online
Student 8. What canal connected the Santee and Ashley rivers? our our in For Thought:
using 9. What part does access to a good transportation system play in the development of a town or city? them questions the For Further Study
answer are 1. Complete a web search on the Internet, for additional information on Eli Whitney. Include in will a report to the class, answers to the following questions. How did he happen to invent the cotton gin? Why did he get little or no money from the invention? What was his important These contribution to industrial mass production?
Students 2. Do further research on Jehu Jones, a free black in early nineteenth century Charleston, who moved in its highest social circles and became a trustee of the Brown Fellowship Society (page 189 in your textbook). For additional information about Jehu Jones, see Public Program Document Packet #2, Jones: Time of Crisis, Time of Change, published by the South Carolina Department of Archives and History. Report your findings to the class.
Page 142 Student Resource Book Capital City Publishing
Chapter 16
For Further Study
SENECA FALLS CONVENTION
In 1848, a convention on women's rights was held in Seneca Falls, New York. Delegates wrote a Declaration of Sentiments that listed their concerns. Read the list and put a checkmark by the concerns that are still problems for women today.
_____ 1. Men have not permitted women to vote. _____ 2. Men have not allowed women to have a say in making laws. _____ 3. Women have no legal rights. tools. _____ 4. Women have no property rights. _____ 5. In marriage ceremonies, women have to promise to obey their husbands. _____ 6. Men have monopolized almost all of the most profitable employment. _____ 7. Women make lower salaries than men.
Workbook. _____ 8. Almost no women hold positions in religion, medicine, and law. interactive _____ 9. Women have few ways of gaining a good education. Many colleges are all male institutions. _____ 10. Women are excluded from the ministry and cannot hold important positions in the online
Student church. _____ 11. Women are supposed to follow a different moral code than men. our our _____ 12. Men try to destroy women's self-confidence, lessen their self-respect, and make in them dependent. using Now rank your list by writing the problems that are the most important ones:
them Most important problem: questions the
answer Second most important problem: are
will
Finally, write a paragraph on each important problem describing some ways women might work to find These solutions to the problems that still trouble them today. Using research, you might also indicate some steps that have already been taken to enable women to overcome these problems. Students Credit: Larry Cuban, ed. Promise of America: Struggling for the Dream (New York: Scott, Foresman and Company, 1975).
See: Carol Hymowitz and Michaele Weissman, A History of Women in America (New York: Bantam Books, Inc., 1978). Nancy Woloch, Women and the American Experience (New York: Alfred A. Knopf, 1984).
Page 143 Student Resource Book Capital City Publishing
Chapter 16
Literacy Elements: Interpreting
INTERPRETING ARTIFACTS IN THE SLAVE QUARTERS
Read pages 187-188 in your textbook and then complete the activity below.
Since the slaves left very few written records of their own, historians often have been forced to rely upon the written records of the planters or the reports left by outside observers of the plantations. Archaeology has increased our understanding of the slaves' world by conducting excavations of their living quarters on various plantations. Pretend that you are an archeologist working at a site identified as the slave quarters of a tools. coastal Carolina plantation. Below is a list of the artifacts found at the site. Using the artifacts and the information given above, answer the questions that follow the list.
Artifacts Discovered at the Site:
Workbook. Charcoal rice in a small clay container interactive fragments of gourds clam shells fish hooks possum and squirrel bones pottery fragments a broken iron pot online Student corn cobs a candle holder
our fish bones our in Questions: using
1. Who used the site? What was the site's purpose? them questions 2. What evidence do you have that these slaves had some variety in their diet? the
answer 3. What does the presence of charcoal tell you? are will 4. How could slaves have used the gourds whose fragments were found? These 5. What purpose could the iron pot have served? How is it different from other items? Students
6. What does the existence of pottery fragments suggest?
7. What do the artifacts suggest about the lifestyle of the cabins' inhabitants?
Credit: Mildred Young, Project Coordinator, Social Studies, Eighth Grade, Differentiated Curriculum for Gifted and Talented (Greenville, South Carolina: The School District of Greenville County, 1990).
Page 144 Student Resource Book Capital City Publishing
Chapter 16
Literacy Elements: Interpreting
THE STATE SONG: “CAROLINA"
As indicated on page 192 of the textbook, Henry Timrod's poem "Carolina" became the official state song. Written during the Civil War, it was set to music by Anne Custis Burgess and became the official state song on February 11, 1911. Below is the state song. Read through the song then complete the questions that follow. “CAROLINA” Call on thy child-ren of the hill. Wake swamp and riv-er, coast and rill. Throw thy bold manner to the breeze! tools. Rouse all thy strength, and thy skill, Front with thy ranks the threatening seas Car-o-li-na! Car-o-li-na!” Like thine own proud armorial trees, Carolina! Carolina! Hold up the glories of thy dead; Say how thy elder children bled, Girt with such wills to do and bear, Workbook. interactive And point to Eutaw’s battle-bed, Assured in right, and mailed in prayer, Carolina! Carolina! Thou wilt not bow thee to despair. Carolina! Carolina! online
Student Thy skirts indeed the foe may part, Thy robe be pierced with sword and dart, our our They shall not touch they noble heart in Carolina! Carolina!
using 1. Poets often use symbolism in their poetry. What indications do you have that Carolina is seen as a brave woman by the poet in this poem? Give specific examples. them questions 2. Why do you think that the poet chose to symbolically represent the state as a brave mother? the
answer
are
will 3. The poem was written during what time of crisis for the state?
These Extension Activities
Ì Write a rap song that depicts present-day South Carolina. Students
Ì The poem from Henry Timrod was written before the Civil War. Complete an Internet search to find the entire poem. In looking at the poem. What stanzas were deleted from the song, and why do you think they were?
Page 145 Student Resource Book Capital City Publishing
Chapter 16
For Group Discussion
This activity will help you understand what it was like to be a slave on a South Carolina rice plantation. After reading the article, answer the questions that follow.
To Be a Slave
You live and work on a South Carolina rice plantation along the Waccamaw River in All Saints Parish, Georgetown District. The year is 1850. You are a slave, the property of a rice planter, and you labor in the preparation, growing, and harvesting of the rice crop along with other slaves. Your workday begins at sunrise. You and the other slaves are assigned certain individual tasks to perform under an overseer's direction. Today you are to hoe a newly tools. drained rice field. Notice as the day progresses how hot and humid it is and smell the stagnant standing water in the rice fields. Feel the mud oozing up between your toes. Listen to the humming of the mosquitoes and the slap of your own hand on the back of your neck as you are bitten.
Workbook. Think of the dreaded disease malaria that the mosquitoes may carry as you scratch your interactive stinging, sweaty arms and legs. Feel how your clothes stick to you as you lean over to weed the field, with the hot sun beating down on your back. Picture yourself working and sweating in the rice field under the hot July sun as sweat pours down your face. online
Student Imagine the feel of the blisters on your hands and the pain in your back from stooping over all day. See yourself using the hoe. Feel the muscles in your arms and back as you raise our our and lower the tool repeatedly.
in Feel the hunger in your stomach and taste the dryness in your throat. At midday, you break with the others for a meal at the "big kitchen". Picture your meal: a plate of rice, boiled using pork, and sweet potatoes. Taste the rice and notice how the salty meat makes you even thirstier. Feel the thirst; you try to satisfy it with a drink of water. Roll it around in your
them mouth and imagine the feel as it rolls down your dry throat. questions After the midday meal, you return to your work in the rice field until your task is completed. Picture yourself as you walk, tired and sweaty from the field, coated with the the swamp mud in which you have toiled all day. You shoulder your hoe and return to your answer quarters, knowing that tomorrow will bring a repetition of today's activities. are will 1. Name the ways in which you can relate to the misery the slave felt during the day. These 2. What were some of the tasks that had to be performed on a rice plantation? Students 3. Describe the midday meal. Why was it a “big” meal?
4. What was the major difference between a hired hand and a slave?
Credit: Mildred Young, Differentiated Curriculum for Gifted and Talented (Greenville, South Carolina: The School District of Greenville County, 1990).
Page 146 Student Resource Book Capital City Publishing
Chapter 16
For Group Discussion
THE BEST FRIEND OF CHARLESTON
Imagine that you are a Charlestonian about to embark on the adventure of your life because you have purchased a ticket to ride on the first locomotive in the state—The Best Friend of Charleston. This adventure has been purchased for the extravagant ticket price of $6.75 and is for the trip from Charleston to Hamburg, South Carolina, a distance of 136 miles.
tools. Notice the small, brightly painted engine which is called The Best Friend of Charleston; you walk past it to the open passenger cars attached behind the engine. You climb up into a car and take your seat. As the train pulls out of the station, above the noise of the train and other people, you hear the conductor yell, "All aboard". Feel the train cars shake, sway, and rattle as they move along the track. Workbook.
interactive The wind is blowing smoke from the engine toward the passenger cars. Smell the smoke as it drifts through them. See the frightened farm animals that run in panic from the iron monster that
online belches smoke and steam as it passes. Feel the train as it moves down the tracks at the Student unbelievable speed of thirty to thirty-five miles per hour! Feel the wind as it hits your face and our
our blows through your hair. Unfortunately, some steep inclines force the train to slow to a crawl. in Hungry from the excitement imagine yourself opening your lunch packed by your aunt. How good using the fried chicken and boiled eggs taste. Yes, you think to yourself, this certainly beats riding in a stage coach.
them questions Questions for discussion: the 1. What is the name of this train? answer are
will 2. What are some advantages of the railroad? What about disadvantages?
These 3. Why do you think railroads replaced canals as the preferred form of transportation in South Carolina? Students
4. Estimate the time it would take to make the trip from Charleston to Hamburg. Compare this to the time the same trip would take by car today.
Credit: Mildred Young, Project Coordinator, Social Studies, Eighth Grade, Differentiated Curriculum for Gifted and Talented (Greenville, South Carolina: The School District of Greenville County, 1990).
Page 147 Student Resource Book Capital City Publishing
Chapter 17 Literacy Elements: Using Primary Sources SOUTH CAROLINIANS IN THE MEXICAN WAR
After reading the discussion of the Palmetto Regiment in the Mexican War on page 203-204 in your textbook, read the primary source below and answer the questions that follow..
A Letter from Adjutant James Cantey to a Friend in Camden
National Palace of Mexico Oct. 27, 1847.
tools. Dear _____: After an interval of five months, an opportunity is at length afforded us of communicating with our friends at home .... When --- left us early in June, the diseases of the climate had just begun to rage. The muffled drum and measured tread of the funeral escort could be heard from morning till night; and soon the summons of death was so oft Workbook. interactive repeated that it became impossible to render the unfortunate dead the sad compliment of a military burial. When we marched from Puebla on the 8th of August with the invading army, one hundred sick were left at that place, and three hundred muskets were all that could online
Student be marched upon the bloody plains of Contreras and Churubusco. ... out of that number, one
our hundred and thirty-seven brave but unfortunate men were left upon the field consecrated by our the life blood of the brave, the gallant, the lamented Colonel Butler, who had only risen from in his sick bed the evening before, to lead his command ... over the mountains and hills and using congealed lava, broken by deep chasms and rugged steeps—the night dark and stormy, and the rain pouring down in torrents.
them It was one o'clock in the morning before we reached our position around the questions fortifications at Contreras.... At daylight the charge was sounded and in less than twenty minutes we were all in the forts of the enemy, capturing and killing all but about one the 3
answer regiment of lancers who escaped towards the city. are The whole army then moved forward and encountered the enemy in immense
will numbers ... at Churubusco.... Every housetop, hillock, bridge, or mound, was fortified and defended by cannon. The strife was tremendous and the conflict deadly—but ... our troops
These penetrated to the suburbs of the city.... On the 12th September, the bombardment of Chapultepec was commenced, . . . On the 13th, the sound was again heard that announced the
Students storming of that fortress that knows no superior in the world for strength.... General Quitman, pointing to a stone fortification just under a stone wall 15 feet high, lined with 5 or 6 12-pounders and supported by about 2,000 muskets, raised in his stirrups and said to Major Gladden, that the fate of the day depended on carrying that breastwork and wall, and that the Palmettoes were the boys to do it.... Immediately Major Gladden said, " Come on, boys, we will try it. . . . "
3Mexico City. Page 148 Student Resource Book Capital City Publishing
Our way lay over an open plain cut up by many deep ditches; through a fire from the fort crossed by another from the right … alas, many who started ... failed to finish … As soon as the castle2 was taken, the army moved on towards the gates of the city, every inch of the ground disputed.... I could not see how it was possible for a single man to escape alive....Our Regiment ... were the storming party and were the first troops to enter the great capital of the Mexicans—and our flag the first that floated over the gates of the city.
1. From where was the letter written?
2. What in the letter illustrates the sense of duty that Colonel Butler had?
tools. 3. What fort (identified as a castle in the letter) was taken with the assistance of the Palmettos?
4. What clue does the letter give that the cost for taking the “castle” was high?
Workbook. interactive 5. According to the letter, what troops and flag were the first to enter Mexico City?
online
Student
our our Now look again at page 204 of your textbook and answer the following questions: in
using 6. How did the General Assembly honor the individual veterans of the regiment?
them questions 7. How did the state honor the entire regiment?
the
answer are
will For Thought:
These 8. Considering the opposition of many Carolinians to the Mexican War, why do you think men volunteered to serve in the South Carolina regiment?
Students
9. Nearly 43 percent of the regiment was killed. What explanations can you offer for this high rate?
2 The king’s palace at Chapultepec Page 149 Student Resource Book Capital City Publishing
Chapter 17
Study Skills: Sentence Completion
Write the word from the following list that best completes each sentence. manifest destiny popular sovereignty slave Robert Barnwell Rhett cooperationists concurrent majority Palmetto Regiment Compromise of 1850 secede William Barrett Travis
1. California was admitted to the United States as a free state by the ______.
tools. 2. The Southern states threatened to ______if slaves were not allowed into new territories by slave owners.
3. The belief that the future of the United States was to govern an empire that stretched from the Atlantic coast to the Pacific was called ______. Workbook. interactive 4. The idea that settlers of a territory should make their own decision about whether or not slavery should be allowed is called ______. online
Student 5. When the Mexican government opened Texas to American settlement, many South our our Carolinians moved there. One became the leader of the Texans at the Alamo. Although the
in Texans lost, we remember ______as a hero because of his refusal to
using allow the 187 Texans to surrender to Santa Anna’s Mexican forces. Later the Texans won at San Jacinto.
them 6. Every South Carolina member of Congress voted for Texas to become an official state of the questions union because Texas was entering as a ______state. the 7. After Texas became a state, Mexico disagreed with the Texans about the boundary between answer
are Texas and Mexico. As a result, the Mexican War broke out. South Carolina sent a lot of
will men to join the fight. This group was called the ______.
These 8. On the idea of secession, the state was split between extremists and ______.
9. The extremists, or fire-eaters, urged the South to secede from the Union at once. A person Students who was an example of this group was ______.
10. In order to protect slavery, Calhoun proposed a constitutional amendment to create two presidents, one for the North and one for the South. This idea was called ______.
Page 150 Student Resource Book Capital City Publishing
Chapter 17
Literacy Elements: Reading a Map
A DIVISIVE ISSUE
Use the map on page 202 in your textbook to answer the questions below.
1. With what does this map deal?
2. How many slave states are shown? List them.
tools. 3. How many free states are shown? List them.
Workbook. 4. What role did the discovery of gold in California have in its becoming a state? interactive
5. What two territories were to be open to slavery based upon popular sovereignty? online Student
our our 6. When was California admitted as a state? in
using Read pages 202-203 of your textbook and answer the questions below.
them 7. What was the Wilmot Proviso? questions
the
answer 8. What issue brought on the crisis in 1850? are
will 9. Who developed the Compromise of 1850?
These
Students 10. How did the sudden death of President Taylor help get the Compromise of 1850 passed?
For Thought:
11. How did the success in the Mexican War lead to the trouble that made the Compromise of 1850 necessary? (In your textbook, refer to page 202, "Wilmot Proviso.")
Page 151 Student Resource Book Capital City Publishing
Chapter 17
Literacy Elements: Reading a Map
UNITED STATES GROWTH 1783-1853
tools.
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online
Student Use the map above to complete the chart below. (The first one has been done for you.)
our our Land Date Obtained from? How obtained?
in 1. Original United States of 1783 Great Britain war America using 2.
them 3.
questions 4. the
answer 5. are will 6.
These 7.
Students Read pages 199-203 in your textbook and identify the terms below:
1. manifest destiny
2. "Fifty-Four Forty or Fight!"
3. Treaty of Guadalupe-Hidalgo
4. Gadsden Purchase
Page 152 Student Resource Book Capital City Publishing
Chapter 17
For Further Study
ALL ABOUT MOVING: TODAY AND IN THE NINETEENTH CENTURY
1. Where were you born? ______
2. In how many communities have you lived? ______
3. Below is a list of reasons for moving. Check all those that have applied to your family. _____ change in employment _____ fire/flood/storm/earthquake
tools. _____ better house damage _____ better school district _____ desire to change entire _____ better neighborhood environment—moving “out to Workbook.
interactive _____ closer to work the country” or “into the big _____ near relatives city”
online _____ near friends _____ other (specify) Student _____ better climate our our 4. What difficulties did you and your family face when moving? in
using 5. What difficulties did you and your family face in adjusting to the new neighborhood?
6. Which of the reasons listed in item 3 might have applied to nineteenth-century Americans them moving westward? questions
the
answer 7. For what other reasons might nineteenth-century Americans have moved west? are
will 8. What difficulties might have faced nineteenth-century Americans moving west? How do
These these compare with your answers to question 4?
Students 9. What difficulties might men, women, and children have faced when adjusting to the new western environments? Make a separate list for men, women, and children.
10. How do your answers to question 9 compare with your answers to question 5?
Credit: Tedd Levy and Donna Collins Krasnow, A Guidebook for Teaching US History: Mid-Nineteenth Century to the Present (Boston: Allyn and Bacon, Inc., 1979).
Page 153 Student Resource Book Capital City Publishing
Chapter 17
For Further Study: Using Primary Sources
A Texas Hero from South Carolina
On page 203 of your textbook, read about Colonel James Butler Bonham, a South Carolina hero at the Alamo. After reading the primary source below and the supplemental information, answer the questions that follow.
James Butler Bonham born February 20, 1807—Red Banks, Edgefield County, South Carolina. Arrived in Texas December 1835—Opened law office, carried messages twice from the Alamo— March 3rd returned from last trip—died in battle.
tools. John S. Lorton was a respected merchant in Pendleton, South Carolina, known for his integrity and honesty. Bonham trusted him enough to have Lorton dispose of this surplus material.
April 12, 1834 Dear Lorton Workbook. interactive First my respects to your mother and sister and all enquiring friends. I write to request you to take my old saddle cloth (that is military one) and sell it for what anyone will give you—Also I have an uniform coat, the one I had as Adjutant—it was borrowed online
Student by the Tailors in Jep Lewise’s old office to make one by—Also I have a red sash in Hebbs store (that is Elijah Hebbs) at Anderson, and a silver Epaulett with it in my desk in his our our store for these two last I have enclosed an order to him from me through you—when you in get those things to your store sell them if you can to some of the new field officers now
using about to be elected. I think there is a chance the coat cost me $32 the sash $16 and Epaulett $4 and saddle cloth a good sale but that is old and not account. I remain yours ever in friendship them P.S. Sell them as well as you can but sure and sell them as they are no use to questions me.
the James B. Bonham
answer
are 1. What evidence does the letter give you of Bonham’s past military service?
will 2. What general rank had Bonham previously held in the military?
These 3. Why did Bonham choose John S. Lorton to sell his surplus material?
Students 4. What occupation did Bonham practice in Texas before the war?
For Thought:
5. Why was Bonham incorrect when he asked his friend to sell some military items and wrote, “sell them as they are no use to me”?
6. Why do you think Bonham wanted the items sold?
Page 154 Student Resource Book Capital City Publishing
Chapter 17
Making, Doing, Learning
JOHN C. CALHOUN: AN EVALUATION
As your author points out, John C. Calhoun was one of the nation's leading statesmen in the antebellum period. Using the information given on him in your textbook (see index of text for pages) and any other resources you have available, write his obituary answering the questions "who," "what," "when," and "where" about his life. Be sure to include an appropriate title.
John C. Calhoun
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See: Helen K. Hennig, Great South Carolinians Vol. I (Chapel Hill: The University of North Carolina Press, 1949).
Page 155 Student Resource Book Capital City Publishing
Chapter 17
Making, Doing, Learning
THE JOURNEY WEST
Imagine that you are alive in the year 1860 and are preparing to move to the Great Plains. You have been warned by earlier settlers to travel as lightly as possible—that excess weight will have to be thrown out along the way. Your Conestoga wagon is limited in space. What will you take on a journey west? Refer to pages 199-200 in your textbook. You must limit your list to six items. Make your list general. For instance, list food, not different items of food.
1. ______4. ______tools. 2. ______5. ______3. ______6. ______
Workbook. interactive Perishable food was impractical for the journey west. Below is a list of the major items packed by the pioneers. After reading it, plan a day's meals using only the ingredients on the list.
online Student flour coffee molasses/honey
our tea crackers cornmeal our pickles rice dried beans in sugar dried fruit ham/bacon
using
Breakfast Lunch Dinner them questions ______the
answer ______are will ______
These
Students
Credit: Tedd Levy and Donna Collins Krasnow, A Guidebook for Teaching US History: Mid-Nineteenth Century to the Present (Boston: Allyn and Bacon, Inc., 1979).
Page 156 Student Resource Book Capital City Publishing
Chapter 17
Giving Your Opinion
SOUTHERN SPOKESMAN: JOHN C. CALHOUN
In your textbook, on page 204, the author tells you that the United States Senate chose Calhoun as one of its five greatest senators. Using the information in your textbook, complete the chart below by:
1. Identifying five standards (your criteria) for political “greatness” and writing them in columns A-E.
2. Assigning each standard a value 1-10 (1 the lowest/10 the highest).
tools. 3. Comparing Calhoun to your standards and giving him a total score.
4. Determining if, based on your standards, he should be considered “great”.
Workbook.
interactive A B C D E TOTAL SCORE
online Student
our our
in
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them questions Question Stated: Was John C. Calhoun a the “great political leader?” answer
are
will John C. Calhoun
These
5. After completing the chart, in a sentence(s) explain why you would or would not rank Students Calhoun as a “great political leader.”
Page 157 Student Resource Book Capital City Publishing
Chapter 17
Giving Your Opinion
A HERO'S LAST CALL FOR HELP
Surrounded by a large Mexican force, Colonel Travis wrote a last appeal for help on February 24, 1836, but help did not arrive in time. Read the following appeal and use it to determine what type of man Travis was by completing the Character/Analysis/Organizer your teacher will give you.
Commandancy of the Alamo— Bexar, Feby 24th 1836—
tools. To the People of Texas and all Americans in the World—
Fellow Citizens and Compatriots
Workbook.
interactive I am besieged, by a thousand or more of the Mexicans under Santa Anna. I have sustained a continual Bombardment & cannonade for 24 hours & have not lost a man. The enemy has demanded surrender at discretion; otherwise,
online the garrison are to be put to the sword, if the fort is taken. I have answered the Student demand with a cannon shot, & our flag still waves proudly from the walls — I
our shall never surrender or retreat. Then, I call on you in the name of Liberty, of our patriotism & everything dear to the American Character, to come to our aid, in with all dispatch—The enemy is receiving reinforcements daily & will no doubt
using increase to three or four thousand in four or five days. If this call is neglected, I am determined to sustain myself as long as possible & die like a soldier who never forgets what is due to his own honor & them that of his country— questions
the VICTORY OR DEATH.
answer are William Barret Travis
will Lt Col. Comdt
These P.S. The Lord is on our side. When the enemy appeared in sight we had not three bushels of corn—We have since found in deserted houses 80 or 90 bushels & got into the walls 20 or 30 head of Beeves— Students Travis
Page 158 Student Resource Book Capital City Publishing
Chapter 18
Vocabulary Development
Word Bank sectionalism Free Soilers inauguration delegation nominate endorse perpetual amicable Confederacy popular sovereignty influential Know Nothings brink chivalry statesmen martyr denounced Fill in the blanks with the Word Bank word that best fits the context of the sentence.
1. The Order of the Star Spangled Banner was called the "______" because they
tools. had a secret group. 2. James L. Orr felt South Carolina could become more ______by being active in the Democratic Party. 3. ______hated slavery in the western territories and were part of the Workbook.
interactive Republican Party. 4. Charles Sumner said that Senator Butler had read many books of ______but had made a vow to slavery. online
Student 5. Republicans chose to ______Abraham Lincoln as a moderate candidate in place of an abolitionist. our our 6. In 1859 and 1860, a series of events brought the nation to the ______of in civil war.
using 7. At Jefferson Davis' ______as President of the Confederacy, the band played "Dixie."
them 8. Stephen Douglas called his plan of each western territory voting to be slave or free popular questions ______. 9. By the mid-1850s, the great ______like Webster, Clay, and the Calhoun were gone from American politics. answer
are 10. To Northern abolitionists, John Brown was a saint and a ______.
will 11. Abraham Lincoln took the position that "the Union of these states is ______."
These 12. John Laurence Manning was elected governor in 1852; he was a "warm hearted, ______, excellent" planter. Students 13. Interest in one's own region of the country is called ______. 14. The group of representatives or ______from South Carolina to the Democratic convention was led by James Orr. 15. Preston Brooks was ______in the press for his beating, of Charles Sumner in Congress. 16. The Democratic Convention of 1860 split when the majority would not ______slavery in the territories. 17. The seven Southern states that left the Union were known as the ______. Page 159 Student Resource Book Capital City Publishing
Chapter 18
Study Skills: Using Primary Sources
SOUTH CAROLINA'S ORDINANCE OF SECESSION
On page 218 in your textbook, read about the Secession Convention which unanimously passed the Ordinance of Secession on December 20, 1860. Read the ordinance below and answer the questions that follow.
The Secession Ordinance
An ordinance to dissolve the Union between the State of South Carolina and
tools. other states united with her under the compact entitled "The Constitution of the United States of America."
We, the People of the State of South Carolina, in Convention assembled, do declare and ordain, and it is hereby declared and ordained, that the Ordinance Workbook. interactive adopted by us in Convention, on the twenty-third day of May in the year of our Lord one thousand seven hundred and eighty-eight, whereby the Constitution of the United States of America was ratified, and also all Acts, and parts of Acts, of
online the General Assembly of this state, ratifying amendments of the said Student Constitution, are hereby repealed; and that the union now subsisting between our our South Carolina and other States, under the name of “The United States of
in America,” is hereby dissolved.
using
1. What was the purpose of this Secession Ordinance?
them questions 2. When did South Carolina ratify the original Constitution? the answer
are
will 3. What was repealed as well as the Constitution itself?
These 4. When the authors wrote, "We, the people of the State of South Carolina, in convention assembled . . . ,” what document did they copy? Students
5. Identify the sentence that officially withdrew the state from the union.
Page 160 Student Resource Book Capital City Publishing
Chapter 18
Literacy Elements: Interpreting Charts and Graphs
FACTS ABOUT SLAVERY PRIOR TO THE CIVIL WAR
Year Blacks in the North Blacks in the South Free Slave Free Slave 1790 27,034 40,086 32,523 657,538 1800 47,196 36,505 61,239 857,097 1810 78,181 27,510 108,265 1,863,852 tools. 1820 99,307 19,108 134,327 1,518,914 1830 137,529 3,568 182,070 2,005,475 1840 170,728 1,129 215,565 2,486,226 Workbook.
interactive 1850 196,308 262 238,167 3,204,051 1860 226,152 64 261,918 3,953,696
online Student Answer the following True-False questions about the chart above. F the statement is false, rewrite it as
our a true statement in the space provided. our in ______1. In 1860, there were no slaves in the North. using ______2. Most free blacks lived in the South.
them ______3. In 1850, the slave population of the South outnumbered that of the North more questions than 100 to 1. the ______4. In 1860, all blacks were slaves. answer are ______5. In 1820, the slave population of the South decreased a small amount. will
______6. In 1810, there were approximately 10 times more slaves than free blacks in the These South.
Students ______7. Between 1800 and 1860, the slave population of the North increased 100 times.
______8. In 1830, the slave population of the North decreased by 75%.
For Discussion:
9. The year 1830 brought a further decrease in the number of slaves in the North. To what people or events do you attribute this decrease?
Page 161 Student Resource Book Capital City Publishing
Chapter 18
Literacy Elements: Using Primary Sources
A CAROLINIAN'S DEFENSE OF SLAVERY
James Henry Hammond (1807-1869) was a successful cotton planter and politician. He served South Carolina as a congressman, governor and senator. In a speech he made in the United States Senate on March 4, 1858, he defended slavery by comparing the condition of the slaves to the condition of wage laborers in the North. Hammond claimed slaves were better off. Use this information and the excerpt from his speech that follows to answer the questions below.
... The Senator from New York [William H. Seward] said yesterday that the whole tools. world had abolished slavery. Aye, the name, but not the thing; all the powers of the earth cannot abolish that. God only can do it when he repeals the fiat, "the poor ye always have with you;" for the man who lives by daily labor, and scarcely lives at that, and who has to put out his labor in the market, and take the best he can get for
Workbook. it; in short, your whole hireling class of manual laborers and "operatives," as you interactive call them, are essentially slaves. The difference between us is, that our slaves are hired for life and well compensated; there is no starvation, no begging, no want of employment among our people, and not too much employment either. Yours are online Student hired by the day, not cared for, and scantily compensated, which may be proved in
our the most painful manner, at any hour in any street in any of your large towns... our in
using 1. Who was the speaker/writer of the speech?
2. What office did he hold at the time he gave the speech? them
questions 3. How could you challenge his claim "that our slaves are hired for life and well compensated"? the
answer 4. He claimed that Northern workers were "hired by the day, not cared for, and scantily are compensated," and there was some basis of truth in what he said. However, what could a will Northern worker do that a slave could not do in order to improve his situation?
These 5. Why did this speaker have an interest in promoting and supporting slavery? (See Introduction.)
Students 6. After reading the excerpt above, can you identify a problem that sometimes exists when primary sources are used?
Page 162 Student Resource Book Capital City Publishing
Chapter 18
Literacy Elements: Sequencing
THE ROAD TO WAR
After reading pages 211-215 in your textbook, place the following events in the order they happened by numbering them from 1 to 10.
_____ The Supreme Court hands down the Dred Scott decision.
_____ Congress passes the Kansas-Nebraska Act.
tools. _____ Abraham Lincoln wins the presidential election with only 40 percent of the popular vote.
_____ The Whigs split and the Democrats are able to elect Franklin Pierce as president.
Workbook. _____ Jefferson Davis is chosen president and Alexander H. Stephens is chosen vice-president interactive of the newly formed Confederate States of America.
_____ Seceding Southern states form the Confederate States of America in Montgomery. online
Student
our _____ The Democratic Party splits; and the Northern wing runs Stephen A. Douglas and the our Southern wing runs John Breckinridge for president. in
using _____ John Brown raids Harper’s Ferry, Virginia, to obtain weapons with which to arm the slaves.
them _____ Upset over the Kansas-Nebraska Act, Northern Whigs, anti-Nebraska Democrats and questions Free Soilers form the Republican Party.
the
answer _____ Abraham Lincoln is inaugurated as the sixteenth president of the United States. are will For Thought:
These 1. Why did the Dred Scott decision upset so many people in the North? (See page 213 in your textbook.
Students
2. Why did John Brown’s raid on Harper’s Ferry upset so many people in the South? (See page 214 in your textbook.)
Page 163 Student Resource Book Capital City Publishing
Chapter 18
Literacy Elements: Geographic Locations
SECESSION
Use the map on page 219 in your textbook to complete the activities/questions that follow.
tools. Workbook. interactive online Student our our in using them questions the
answer
are 1. On the map above, label the 11 states that seceded from the union.
will 2. On the map above, label the slave states that remained in the union.
These 3. What was the first state to secede? The date?
Students 4. What was the last state to secede? The date?
For Thought:
5. Why did the refusal of some slave states to secede weaken the position of the other seceding states?
Page 164 Student Resource Book Capital City Publishing
Chapter 18
For Further Study
CHOOSING SIDES
Read pages 216-217 in your textbook which deals with Preston Brooks' attack on Charles Sumner. Then write two brief articles in the space below summarizing the incident from the point of view of a South Carolina planter and an abolitionist. Be sure to answer the questions “who," "what," "when," "where," and "why" in each article.
Honor Defended Bloody Assault
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Page 165 Student Resource Book Capital City Publishing
Chapter 19
Vocabulary Development
Word Bank emancipation peninsula exempt bombardment offensive curb turmoil blockade conscription torpedo surgeon general invasion adjourn ironsides loot strategy garrison freedmen battery
In the blank next to each term, write the letter of the correct definition from the list on the right.
tools. _____ 1. emancipation a. confusion _____ 2. peninsula b. shelling with cannon, other weapons _____ 3. exempt c. finger of land that juts into the sea Workbook. interactive _____ 4. battery d. draft or call to military service _____ 5. offensive e. military plan online
Student _____ 6. curb f. to lessen or stop altogether
our _____ 7. turmoil g. chief medical officer of country our
in _____ 8. blockade h. exclude, leave out
using _____ 9. conscription i. forceful entrance of warlike troops _____10. torpedo j. boat reinforced with iron them
questions _____11. surgeon general k. steal or destroy goods and property _____12. invasion l. blacks made free by proclamation the
answer _____13. adjourn m. group of cannons are
will _____14. ironsides n. barrier of troops or ships encircling a city _____15. loot o. formally close a meeting These _____16. strategy p. type of bomb used by ship or submarine
Students _____17. garrison q. freedom, especially for slaves _____18. freedmen r. aggressive movement forward _____19. bombardment s. segment of troops in a fort
Page 166 Student Resource Book Capital City Publishing
Chapter 19
Literacy Elements: Using Primary Sources
HEROISM AT FORT WAGNER
Black troops fought in more than 400 engagements and 20 won the Congressional Medal of Honor, the nation's highest military honor. On page 232 of your textbook, there is a reference to the attack made by the Fifty-fourth Massachusetts Regiment (a northern black regiment) on Fort Wagner, July 18, 1863. Although the attack led by Colonel Robert G. Shaw failed, the black regiment was engaged for an hour in fierce fighting before being forced to retreat. Read the excerpt of the letter written by an eyewitness of the actions of Sergeant William Carney which won him a Congressional Medal of Honor. Answer the questions that follow.
tools. When the Sergeant arrived to within about one hundred yards of the fort—he was with the first battalion, which was in the advance of the storming column—he received the regimental colors, pressed forward to the front rank, near, the Colonel [Shaw], who was leading the men over the ditch. He says, as they ascended the wall of the fort, the Workbook.
interactive ranks were full, but as soon as they reached the top, "they melted away" before the enemy's fire "almost instantly." He received a severe wound in the thigh, but fell only upon his knees. He planted the flag upon the parapet, lay down on the outer slope, that
online he might get as much shelter as possible; there he remained for over half an hour, till Student the 2nd brigade came up. He kept the colors flying until the second conflict was
our ended. When our forces retired he followed, creeping on one knee, still holding up the our flag. It was thus that Sergeant Carney came from the field, having held the emblem of in liberty over the walls of Fort Wagner ... and having received two very severe wounds, using one in the thigh and one in the head. Still he refused to give up his sacred trust until he found an officer of his regiment.
them When he entered the field hospital, where his wounded comrades were being brought
questions in, they cheered him and the colors. Though nearly exhausted with the loss of blood, he said: "Boys, the old flag never touched the ground." the Of him as a man and soldier, I can speak in the highest term of praise. answer are 1. Why is this a primary source? will 2. With what battle does this primary source deal? These 3. For what actions in the battle was Sergeant Carney awarded the medal?
Students 4. How many times was Carney wounded?
For Thought
5. Sergeant Carney risked his life to save the flag. What do you think the flag represented to him?
Credit: W. Williams, History of the Negro Race in America, Vol. II (New York, 1883).
Page 167 Student Resource Book Capital City Publishing
Chapter 19
Literacy Elements: Distinguishing Fact From Opinion
Decide which of the statements below are fact and which are opinion. Explain your answer.
1. Robert E. Lee was the greatest general in American history.
2. President Lincoln ordered warships to prevent other ships from entering or leaving the harbors of Southern ports.
tools. 3. The South would have won the war if Great Britain and France had come to its aid.
4. Much property was destroyed when Sherman marched through South Carolina. Workbook. interactive
5. The Union bombardment of Fort Sumter began in August. online
Student
our our 6. The Civil War began at Fort Sumter. in using 7. Women and African Americans were probably just as important to the war effort as the
them troops were. questions
the
answer 8. General Irvin McDowell’s Union army lost to General Pierre Beauregard’s Confederate are troops at Manassas, Virginia. will
These 9. To most people, Abraham Lincoln symbolized the Union cause.
Students 10. Grant’s heavy loss of troops indicated that he did not value human life.
Page 168 Student Resource Book Capital City Publishing
Chapter 19
Literacy Elements: Using Primary Sources
A SLAVE'S VIEW OF THE WAR
Read the primary source below. It is a South Carolina slave's account of a Union attack on a Confederate fort. Then answer the questions that follow.
"I'd been yeare seventy-three years, workin' for my Master widout even a dime wages. I'd worked rain wet sun dry. I'd work wid my mouf full of dust, but would not stop to get a drink of water. I'd been whipped, an’ starved, an' I was always prayin', "Oh! Lord, come an' delibber us! " . . . tools. "One day I look up an'. . . der was tunders out of day, an' der was lightnin's. Den I looked down on de water, an' I see, 'peared to me a big house in de water, an' out of de big house came big eggs, and de good eggs went on trou' de air, an' fell into de fort; an' de bad eggs burst before dey got dar . . .
Workbook. Den I heard 'twas the Yankee ship firin' out de big eggs, and dey had come to interactive set us free ... Oh! Praise de Lord! I'd prayed seventy-three years, an' now he's come an' we's all free."
online
Student 1. Slavery was a system of forced labor. What form of physical force is mentioned in the account? our our in 2. From what was the old man praying for deliverance?
using 3. The old man used some colorful phrases to describe the attack that he witnessed. Identify what he was describing when he said: them questions o “der was tunders . . der was lightning"
the
answer o "big house in de water" are
will o "de big eggs"
These For Thought:
Students 4. Why were the invading Union forces seen as "liberators" by most slaves?
Credit: Elizabeth Alston and Hunter Draper, Ethnic History of South Carolina, Student Activities Manual (Charleston: Charleston County Public Schools, 1975).
Page 169 Student Resource Book Capital City Publishing
Chapter 19
For Further Study
THE H.L. HUNLEY
The Confederate Submarine, the H.L. Hunley, was the product of both patriotism and the desire for profit. The Federal blockade was increasingly tightening its hold on Charleston. John Fraser and Co. of Charleston, the leading blockade running company in the Confederacy, offered a large cash reward to anyone who sank either one of the Union ships or monitors blockading Charleston’s harbor.
Originally built in Mobile, Alabama, it was named for its major sponsor Horace tools. Lawson Hunley. The owners shipped it on railroad cars to Charleston, South Carolina in August of 1863. The submarine was a modified ship’s boiler to which ballast tanks had been added as well as two hatches. It moved through the water by having its propeller hand cranked by her crew. In the calm water, the Hunley was capable of approximately
Workbook. four miles an hour. Her crew consisted of eight men who worked the crank and a pilot to interactive steer the boat.
After arriving in Charleston, the submarine sank at least twice. The second online
Student sinking, on October 15, 1863, killed Horace Hunley, its namesake. It was after this disaster that a Lt. George Dixon volunteered to operate the submarine. However, when our our obtaining a crew, General Berauregard ordered that every potential volunteer be fully in informed about what had happened to the Hunley’s previous two crews.
using While the Hunley was refitted and its crew trained, the Union Admiral DuPont had been warned by a deserter of the submarine’s existence. He ordered the blockading them ships to be on special alert. After several failed attempts (due to bad weather), the questions Hunley set course for the blockading ships on the night of February 17, 1864.
the
answer Equipped with a spar torpedo attached to its bow, the Hunley headed toward the are Union Sloop-of-war, the Housatonic. Despite the alarm sounded by a sentry stationed on will the ship, the torpedo exploded and the ship sunk. However, the Hunley never returned to Charleston. The sinking of the Housatonic marked a new page in naval warfare, for it
These was the first time that a submarine had sunk a warship.
Students For over a hundred years, the Hunley remained lost. The Hunley was located in 1995 and raised on August 8, 2000. It is now being restored at the Warren Lasch Conservation Center in Charleston, South Carolina.
Continued on next page
Page 170 Student Resource Book Capital City Publishing
Chapter 19
For Further Study continued
After reading the article on the Hunley, answer the question below:
1. What were two reasons for the construction of the H.L. Hunley?
2. Why was the Hunley shipped from Mobile to Charleston?
3. From what was the submarine constructed? How did it move through water?
tools.
4. Why was it named H.L. Hunley?
Workbook. interactive 5. What happened to the submarine during its trial runs in Charleston’s harbor?
online
Student 6. What did the Hunley do on the night of February 17, 1864?
our our
in 7. What happened to the Hunley?
using
8. What is the significance of the sinking of the Housatonic?
them questions 9. What happened on August 8, 2000 off Charleston, South Carolina? the
answer
are
will For Thought
These 10. Compare and contrast the Hunley to a modern submarine by using a Venn diagram.
Students
Credit: E. Milby Burton, The Siege of Charleston 1861- 1865 (Columbia, South Carolina: The University of South Carolina, 1970).
Page 171 Student Resource Book Capital City Publishing
Chapter 19
Literacy Elements: Reading a Time Line
Use the time line to answer the questions below.
TIME LINE OF KEY EVENTS IN THE CIVIL WAR
December, 1860 Ordinance of Secession passed February, 1861 Confederate States of America formed April, 1861 Fort Sumter taken by South Carolina July, 1861 First Battle of Manassas won by Confederates tools. November, 1861 Port Royal seized by Union forces May, 1862 First attack on Charleston fails April, 1863 Bombardment of Charleston begins July, 1863 Battle of Gettysburg lost by Confederates Workbook.
interactive July, 1863 Vicksburg falls to Grant February, 1865 Columbia burned by Sherman’s army April, 1865 Lee surrenders at Appomattox Courthouse online
Student
our 1. What does the time line show? our in 2. When did the bombardment of Charleston begin? using
3. When was South Carolina's capital city burned by Sherman's army? them
questions 4. What is the date given for the formation of the Confederate States of America? the answer
are 5. How many years passed between the passage of the Ordinance of Secession and the
will surrender of Lee at Appomattox Courthouse?
These 6. What is the date of the first battle of the Civil War?
Students 7. When was the first territory in South Carolina occupied by Union forces?
8. When was Charleston first attacked by Union forces?
9. What is the date of the first battle won by the Confederates?
10. When did General Grant win the battle at Vicksburg.
Page 172 Student Resource Book Capital City Publishing
Chapter 19
Literacy Elements: Using a Table
EMBATTLED CONFEDERACY Use the table below to answer the questions that follow.
NUMBER OF BATTLES FOUGHT IN EACH SOUTHERN STATE BY YEAR Confederate States 1861 1862 1863 1864 1865 Total Alabama 0 10 12 32 24 78 Arkansas 1 42 40 78 6 167 tools. Florida 3 3 4 17 5 32 Georgia 0 2 8 92 6 108
Workbook. Louisiana 1 11 54 50 2 118 interactive Mississippi 0 42 76 67 1 186 online
Student North Carolina 2 27 18 10 28 85 our
our South Carolina 2 10 17 9 22 60 in Tennessee 2 82 124 89 1 298 using Texas 1 2 8 1 2 14
them Virginia 30 40 116 205 28 519 questions 1. What does the table show? the
answer 2. In what year did the war begin? are
will 3. What two Southern states had the fewest number of battles? 4. What Southern state had the largest number of battles? These
5. In 1861 what states had no battles fought in them? Students 6. In what year were the most battles in South Carolina fought?
7. In what two years were the majority of battles fought in Tennessee? 8. What two states had the fewest battles fought in them in 1865? For Thought: 9. Why were most of the battles in the Civil War fought in the South?
Page 173 Student Resource Book Capital City Publishing
Chapter 19
Literacy Elements: Reading a Map
A NATION DIVIDED
tools.
Workbook. interactive
online Student On the map above:
our • Choose a color to use in the legend for the Union states. Then color and identify these states our by name on the map. in • Choose a color to use in the legend for the Confederate states. Then color and identify these using states by name on the map.
You may want to refer to the map on page 219 in your textbook and to pages 225-227 for the them
questions names of major battles. On the map above, the dots represent the location of some of the famous battles of the Civil War. Place the correct number beside the description of the battles given the below. The first one has been done for you.
answer are _____ Manassas, Virginia, was the location of the first major battle on July 21, 1861. will _____ Shiloh, Tennessee, was the location of this bloody battle on April 6-7, 1862.
These _____ The firing on Fort Sumter in Charleston, South Carolina, on April 12, 1861, started the Civil War.
Students _____ Confederate forces surrendered to General Grant at Vicksburg, Mississippi, on July 4, 1863. _____ Lee lost at Gettysburg, Pennsylvania, on July 3, 1863. _____ Sherman captured Atlanta, Georgia, on September 2, 1864. _____ Sherman captured Columbia, South Carolina, February 17, 1865. _____ Lee’s invasion of Maryland was stopped at Antietam, September 17, 1862. _____ Lee surrendered to Grant at Appomattox Court House, Virginia, on April 9, 1865.
Page 174 Student Resource Book Capital City Publishing
Chapter 19
Class Discussion Reading
Read the article and prepare answers to the questions for our class discussion. .
THE FIRST BLACK UNION REGIMENT South Carolina can claim the distinction of being the state where the first black Union regiment was created. In 1861, Union forces invaded the Sea Islands of South Carolina and found many slaves who had refused to leave with their masters. General David Hunter was placed in command of the Department of the South (the military term for the Sea Islands) but had few troops. Hunter decided to raise a regiment of black Carolinians. He requested arms and uniforms from the War Department for the purpose of arming a regiment of ex-slaves. He obtained
tools. "recruits" by ordering his troops to round up all able-bodied ex-slaves. With these men, he formed a black regiment. However, the War Department had not given approval for the creation of a black regiment and the Lincoln administration was not yet willing to deal with this issue and refused to accept this regiment into the Union army. Hunter was forced to disband the black regiment he had Workbook.
interactive organized and trained. This was not the end of the story because the Union needed additional troops and General Rufus Saxton (who replaced Hunter in the Department of the South) was ordered on August 25, 1862, to raise, equip and train for service in the United States Army "such
online volunteers of African descent as you may deem expedient, not exceeding 5000." These orders Student represented a major shift in the Lincoln administration and one which would be clearly stated in our
our his Emancipation Proclamation on January 1, 1863. General Saxton chose Colonel Thomas Wentworth Higginson to command the black in regiment which was called the "First South Carolina Volunteers." While not officially the first using black regiment to be made part of the Union Army, some of Hunter's original regiment continued to serve on an unofficial basis and later became part of Saxton's regiment. Therefore, these black
them Carolinians should be recognized as the first American black regiment. Before the end of the war, questions 5,462 black Carolinians would serve in the Union army, and by 1865, blacks would represent approximately ten percent of all Union forces. the answer For Class Discussion are 1. In 1861, the Sea Islands were placed under what Union military department? will 2. How did General Hunter get recruits for his black regiment? 3. Why was this regiment disbanded? These 4. What was one reason for the decision to create another black regiment? What was its name? 5. Who was chosen by General Saxton to command this regiment? Students 6. Why can this regiment claim to be the first black American regiment? 7. How many black Carolinians would serve in the Union army? 8. Why do you think that so many black Carolinians, most of them ex-slaves, volunteered to fight for the Union army?
Credit: Dudley Taylor Cornish,The Sable Arm:Black Troops in the Union Army, 1861-1865 (Kansas:University of Kansas Press, 1987).
Page 175 Student Resource Book Capital City Publishing
Chapter 19
Class Discussion Reading
Read the article and prepare answers to the questions for our class discussion. .
WOMEN AND THE CIVIL WAR
Most women fought the Civil War at home by filling the places that their husbands, brothers, and fathers left vacant when they went to war. Southern women were left on their own with new responsibilities. They kept up farms, plantations and managed family businesses. Many became keepers of stores and inns. Some women even learned new trades such as printing and blacksmithing. tools. In every community across South Carolina, women organized sewing circles. They took down curtains from their windows and made them into underclothing for the soldiers. They sent their warm blankets to men on the front and when cold weather came, they were forced to use carpet from their floors to keep themselves warm. They also used sheets, table cloths and
Workbook. pillowcases that they tore for bandages. interactive South Carolina women helped create military hospitals to care for the massive number of casualties created by the war. They often worked in these hospitals as nurses. Phoebe Yates Pember, a widow from South Carolina became a superintendent in Richmond's largest hospital. online
Student In Columbia, South Carolina, Miss Sallie Hampton and Miss Susan Hampton Preston founded the first wayside hospital. It is said that it served about 75,000 soldiers during the war our our years. Mrs. Sarah K. Rowe of Orangeburg is said to have boarded the train each day in in Orangeburg to care for wounded soldiers. She returned home by way of Kingville and Branchville
using taking care of wounded soldiers who were on board. Mrs. Mary Amarintha Yates Snowden of Charleston was also an outstanding woman leader. Before the war, she raised a large sum of money for the Calhoun monument which was erected in Charleston in 1887. During the burning of them Columbia, Mrs. Snowden carried between $40,000 and $50,000 worth of securities sewed in her questions skirts.
the Many Southern women turned their homes into factories and became good at finding
answer substitutes for products that were no longer available. For example, berries from dogwood trees are were taken as a substitute for quinine, a drug used as a cure for malaria, and burned rye wheat,
will sweet potatoes, and okra seeds were used for coffee. Raspberry and blackberry leaves, as well as sassafras roots, were brewed to make tea, and ground peas (peanuts) were used to replace
These kerosene.
Students For Class Discussion 1. What were some of the ways women contributed to the war effort? 2. What woman became superintendent of Richmond's largest hospital? 3. How did Miss Sallie Hampton and Miss Susan Hampton Preston contribute to the war effort? 4. For what was Mrs. Mary Amarintha Yates Snowden known? 5. What woman boarded trains to take care of wounded soldiers?
Page 176 Student Resource Book Capital City Publishing
Chapter 19
Literacy Element: Creating a Diagram
THE FIRST SHOT
Read pages 227-228 in your textbook and then complete the diagram below that illustrates the sequence of events that led to the attack on Fort Sumter and the start of the Civil War. Use the statements below to complete the diagram. Write the information in the appropriate box.
Ì -President Lincoln calls for 75,000 volunteers to put down the rebellion. Ì -Major Anderson surrenders after a 33-hour attack.
tools. Ì -Confederate General Beauregard takes command of Confederate troops in Charleston. Ì -Confederates fire on Star of the West. Ì -Major Anderson secretly removes his Union troops to Fort Sumter. Ì -Confederate officials demand the surrender of Fort Sumter. Workbook.
interactive 1. 2. 3. online Student our our in using them 4. 5. questions the answer are will These Students 6.
Page 177 Student Resource Book Capital City Publishing
Chapter 19
Giving Your Opinion
VITAL STATISTICS Below are facts and statistics taken from page 225 in your textbook. Read each one and then (1) check whether it was an advantage or disadvantage and (2) explain your choice in the space provided.
1. The Confederacy had fine generals to lead its armies. Explain. Advantage Disadvantage
tools. 2. The South was fighting to protect its own land. The Union army was the invading force. Explain. Advantage Disadvantage
Workbook. interactive 3. The Union far outnumbered the Confederacy—20.7 million people to 9.1 million people. Explain. Advantage Disadvantage online Student our our
in 4. All of the manufactured goods of the South equaled only one-fourth of the goods produced by the North. Explain. using Advantage Disadvantage
them
questions 5. The Union had an effective navy. Explain. the Advantage Disadvantage answer
are
will 6. Iron production and railroad transportation heavily favored the North. Explain.
These Advantage Disadvantage
Students 7. The South had 3,500 miles of coast from which ships could easily sail through the Union blockade. Explain. Advantage Disadvantage
Page 178 Student Resource Book Capital City Publishing
Chapter 20
Vocabulary Development
Word Bank reconstruction tenure petition parliamentary- carpetbaggers impeach apportioned procedure scalawags welfare penitentiary sovereign bribe controversial suffrage allegiance Ku Klux Klan regulate aggravated pardon Gilded Age Black Code fraud assassination corruption comply reform provisional devastated endorse red shirts tools. civil rights jubilee civic rival
Using the words in your Word Bank, choose the best words to complete the following sentences. These sentences provide a summary of Chapter 20.
Workbook. interactive 1. Mark Twain called the period after the Civil War the ______because people were more interested in making money than in moral crusades. 2. One of the
online questions that the Civil War decided was that the federal government was Student ______; it had more power than the states. 3. After the Civil War, the our our Southern states, which had been destroyed or ______during the fighting, in underwent a period of build-up or ______. 4. In order to be readmitted to the using Union, voters in the state had to swear ______to the United States; high Confederate officials had to ask for ______, one by one. 5. Abraham Lincoln's
them ______by Southern extremists occurred in the midst of getting Southerners questions to agree to or ______with the reorganization of Southern society. 6. the Benjamin F. Perry of Greenville was appointed ______governor of South answer Carolina after the War after citizens sent ______(s) signed by many voters to are
will President Johnson. 7. Dishonesty or ______in government was everywhere during this period of time. Voters were paid or ______(ed) to vote for a
These particular candidate. Many radical officials stole public money and were guilty of ______. There was great need for change or ______in government. Students 8. Even though they provided social services and ______for the good of all, Southerners especially resented two groups of radical leaders: those Southerners who accepted radical rule or ______, and those Northerners who came south as missionaries, soldiers, or officials in the Freedmen's Bureau, or ______.
continued on next page
Page 179 Student Resource Manual Capital City Publishers
Chapter 20
Vocabulary Development continued
9. After the War, black people were filled with hope; it was a great year, a year of ______. But soon rules called ______(s) were made to control or ______blacks. These kinds of laws were hotly debated since they were very ______. Tension was made far worse or ______by violence from white groups like the ______. The state constitution of 1865 ______the House on the basis of white population and taxes paid. Black tools. ______was not discussed; blacks could neither vote nor hold office. Perhaps the only sign of progress was the opening of a state ______or correctional institution. 10. The response of the federal government was swift; they revoked the Constitution of 1865 and adopted a ______act which gave full and equal Workbook. interactive benefit of the laws to blacks. When President Johnson threatened to veto some of the new laws set up to punish the South, Congress passed the______of Office
online Act. Then they voted to charge him with breaking the law or to ______him. Student 11. Blacks in South Carolina were active members of the Republican Party. Most were our our members of the Union League, a ______group which had secret meetings and in used ______or rules of order. 12. In 1876, Democrats decided that using it was time for a change. They formed rifle clubs to support or ______Civil War hero, Wade Hampton III, for governor. Club members who were called
them “______” went on a campaign of terror. Democrats even formed a questions ______House of Representatives when troops would not admit Democratic the members. answer are will These Students
Page 180 Student Resource Manual Capital City Publishers
Chapter 20
Study Skills
AFRICAN AMERICANS IN POLITICS DURING RECONSTRUCTION
Use the chart and the information below to answer the questions that follow:
AFRICAN AMERICAN ELECTED FROM THE SOUTH* YEAR SENATE HOUSE 1870 1 2 1875 1 7 1885 0 2
tools. 1900 0 1
* There were no blacks elected from the North in the period shown on the table.
BLACK CAROLINIANS IN POLITICS
Workbook. interactive In South Carolina, African Americans composed approximately 60 percent of the population and used their new found political power to elect many of their own to positions in government during Reconstruction. Between 1867 and 1876 more than half (255) of the people online Student elected to state and federal offices were black. Of those, one-fourth had been free before the war
our and 65 percent were literate. our Many of the African American politicians served in the General Assembly. In fact, for six in years during Reconstruction, they controlled the lower house of the state legislature. Several were
using elected to Congress (including Robert Smalls); two became lieutenant governors (Alonzo Ransier and R. H. Gleaves); and one became an associate justice on the state Supreme Court (Jonathan Jasper Wright). them
questions 1. According to the table, in what year did the largest number of African Americans serve in the Congress? answer are 2. How many African Americans were elected to the Senate? will 3. How many African American Carolinians held state/federal offices between 1867 and 1876?
These 4. Which house of the General Assembly did African Americans control? 5. Identify these famous African American Carolinians: Students Ì Robert Smalls Ì Alonzo Ransier Ì Jonathan Jasper Wright
For Thought: 6. What reasons can you offer for the fact that no African Americas were elected to Congress from the North in the time shown by the table?
Page 181 Student Resource Manual Capital City Publishers
Chapter 20
Literacy Elements: Interpreting Charts and Graphs
CASUALTIES OF WAR
North
South
0 100,000 200,000 300,000 400,000
tools. Died in battle Died form wounds, disease, etc.
Using the chart above, determine whether the statements below are fact or opinion. Rewrite the opinion statements to make them facts. Workbook. interactive _____ 1. About 200,000 Northern soldiers died in battle in the Civil War.
online _____ 2. Approximately 94,000 Southern soldiers died in battle in the Civil War. Student
our _____ 3. Obviously, Southerners were more effective in battle than Yankee troops. our in _____ 4. Twice as many men died from wounds or disease than died in battle. using _____ 5. The South had fewer troops than the North.
them
questions Now study this graph, marking or correcting the statements as you did above. the answer Korean War Revolution 4,000 _____ 6. Since the Civil War was longer, there are 54,000 were more deaths. will War of 1812 2,000 _____ 7. The Civil War had more deaths than These Mexican World War I, II, and Korea. War Students 13,000 _____ 8. Wars with few casualties, like the Revolution or Vietnam, were not as Bad as the Civil War.
World War Spanish American War 117,000 2,000 Vietnam War 56,000
Page 182 Student Resource Manual Capital City Publishers
Chapter 20
Literacy Elements: Using Primary Sources
THE OATH OF ALLEGIANCE
On May 29, 1865, President Johnson issued a proclamation. This proclamation gave amnesty and pardon to Southerners taking an oath pledging loyalty to the Union and support for emancipation (freeing of the slaves). However, major Confederate officials and planters, with taxable property valued at more than $20,000, had to apply personally for presidential pardons.
Below is a typical Oath of Allegiance that was administered in 1865 in South Carolina. Read the oath and answer the questions that follow.
tools. I, ______(state full legal name) of county______, state of South Carolina do solemnly swear or affirm in the presence of Almighty God, that I will henceforth faithfully support and defend the Constitution of the United States and the Union of the United Workbook. interactive States hereunder, and that I will, in like manner, abide by and faithfully support of all laws and proclamations which have been made during the existing rebellion with reference to the emancipation online
Student of slaves, so help me God.
our our in 1. Why did a white South Carolinian have to take the Oath of Allegiance?
using
2. What two things did the person taking the oath have to swear to do? them questions the 3. What two groups of white Southerners were excluded under the president’s proclamation? answer
are
will
These 4. What did these two groups have to do in order to have their rights restored?
Students
For Thought
5. What was the purpose of these Oaths of Allegiances? What were some of the possible consequences of not taking the oath?
Page 183 Student Resource Manual Capital City Publishers
Chapter 20
Literacy Elements: Reading a Time Line
SIGNIFICANT EVENTS DURING RECONSTRUCTION
Use the time line below to answer the questions that follow on the next page.
1865 Lincoln assassinated by John W. Booth. Andrew Johnson becomes president and starts presidential Reconstruction. 13th Amendment ratified. Black Codes enacted in several Southern states to regulate freedmen. tools. 1866 Congress passes Civil Rights Bill over presidential veto. First major legislation passed over a presidential veto in American history. 14th Amendment passes Congress.
Workbook. Ku Klux Klan organized at Pulaski, Tennessee. interactive
1867 Congress takes control of Reconstruction.
online Student 1868 President Andrew Johnson impeached by the United States House but the United States our our Senate failed by one vote to get two-thirds vote required to convict him.
in U. S. Grant elected president as a Republican.
using 1869 15th Amendment passed by Congress.
them 1870 15th Amendment ratified. questions 1874 Democrats win control of United States House from the Republicans. the answer 1876 There was a disputed presidential election: Hayes (Republican) - Tilden (Democrat) are will 1877 In the Compromise of 1877, Hayes makes a deal to become president. Federal troops withdrawn from South Carolina, Louisiana and Florida and Republican governments These collapsed in these States. Reconstruction ended.
Students
continues on next page
Page 184 Student Resource Manual Capital City Publishers
Chapter 20
Literacy Elements: Reading a Time Line continued
SIGNIFICANT EVENTS DURING RECONSTRUCTION
1. Why did Andrew Johnson become President in 1865?
2. In what year was the Civil Rights bill passed? What was different about its passage by Congress?
3. What organization was formed in 1866 to oppose radical rule? tools.
4. When did Congress take over Reconstruction?
Workbook. interactive 5. What are the three civil rights amendments?
online Student 6. What was the purpose of the Black Codes?
our our in 7. Who became president in 1868?
using 8. By how many votes did the Senate fail to convict President Johnson?
them
questions 9. Who were the two presidential candidates in the 1876 election? the
answer are will For Thought:
These 10. Why did the election of Hayes lead to the end of Reconstruction in South Carolina? (Read page 248 in your textbook.)
Students
Page 185 Student Resource Manual Capital City Publishers
Chapter 20
Literacy Elements: Using Primary Sources
After reading the selection from the Black Codes, answer the questions that follow.
SOUTH CAROLINA REGULATIONS OF LABOR ON FARMS (THE BLACK CODES)
XLV. On farms or in out-door services, the hours of labor, except on Sunday, shall be from sunrise to sunset, with a reasonable interval for breakfast and dinner. Servants shall rise at dawn in the morning, feed, water and care for the animals on the farm, do the usual and needful work about the premises, prepare their meals for the day, if tools. required by the master, and begin the farm work or other work by sun-rise. The servant shall be careful of all the animals and property of his master, and especially of the animals and implements used by him, shall protect the same from injury by other persons, and shall be answerable for all property lost, destroyed or injured by his negligence, dishonesty or bad faith. Workbook. interactive XLVI. All lost time, not caused by the act of the master, and all losses occasioned by neglect of the duties herein before prescribed, may be deducted from the wages of the servant; and food, nursing and other necessaries for the servant, while he is absent from work
online on account of sickness or other cause, may also be deducted from his wages. Servants Student shall be quiet and orderly in their quarters, at their work, and on the premises; shall our
our extinguish their lights and fires, and retire to rest at seasonable hours. Work at night, and outdoor work in inclement weather, shall not be exacted, unless in case of in necessity. Servants shall not be kept home on Sunday, unless to take care of the using premises, or animals thereupon, or for work of daily necessity, or on unusual occasions; and in such cases, only so many shall be kept at home as are necessary for these purposes. Sunday work shall be done by the servants in turn, except in cases of them
questions sickness or other disability, when it may be assigned to them out of their regular turn. Absentees on Sunday shall return to their home by sun-set. the XLVII The master may give to a servant a task at work about the business of the farm which
answer shall be reasonable. If the servant complains of the task, the District Judge, or are Magistrate, shall have the power to reduce or increase it. Failure to do a task shall will be deemed evidence of indolence, but a single failure shall not be conclusive. When a servant is entered into a contract, he may be required to rate himself as a full hand,
These three-fourths, half, or one-fourth hand, and according to this rate, inserted in the contract, shall be the task, and of course the wages.
Students XLVIII. Visitors or other persons shall not be invited or allowed by the servant to come or remain upon the premises of the master without his express permission. XLIX. Servants shall not be absent from the premises without permission of the master.
Continues on next page
Credit: The Statutes At Large of South Carolina, XIII. Acts from December, 1861 to December, 1866 p.125. Page 186 Student Resource Manual Capital City Publishers
Chapter 20
Literacy Elements: Using Primary Sources continued
1. Who were the "servants" referred to in the statutes?
2. What were to be the working hours?
3. What happened if a worker was absent? tools.
4. What type of work were workers excluded from except in "case of necessity"?
Workbook. interactive
5. To whom could the worker appeal if the worker felt the job he was given was unreasonable? online
Student
our our in 6. When could the servant leave the farm?
using
them For Discussion: questions
the 7. Why do you think the South Carolina Black Codes (as well as the Black Codes of other
answer Southern states) caused many in the North to question the motives of Southerners toward are blacks after the Civil War? What do you think was the real intent of the laws?
will
These
Students
Credit: Margaret B. Walden, Social Studies Consultant, Black Contribution to South Carolina History (Columbia: State Department of Education, 1990).
Page 187 Student Resource Manual Capital City Publishers
Chapter 20
Study Skills: Document Evaluation
DOCUMENT EVALUATION: THE BLACK CODES
Study the "South Carolina Regulations of Labor on Farms" (see the Black Codes page) and read pages 243-244 in your textbook. Then, complete the evaluation sheet below.
1. Identify the type of document by placing a check in the appropriate space(s):
___ newspaper ___ will
tools. ___ letter ___ local government* ___ map ___ state government* ___ census report ___ federal government* ___ diary/journal ___ other (specify):
Workbook. interactive *If the document is a local, state, or federal one, please specify (i.e. bill, state constitution, etc.)
2. Identify characteristics of the document: online
Student
our 1. Author(s) of the document: our 2. Date the document was written: in 3. What can this document tell us about life in South Carolina at that time? using
3. Identify the intent of the document.
them questions 1. What was the document's original purposes the 2. Why did these regulations cease to be enforced? answer
are 3. Do you think this document is worth preserving? Why or why not?
will
These
Students
Credit: Mildred Young, Project Coordinator, Social Studies, Eighth Grade, Differentiated Curriculum for Gifted and Talented (Greenville, South Carolina: The School District of Greenville County, 1990).
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Chapter 20
Finding Out
WHO AM I?
Write the answer to the left of the statement: ______1. I am the president who was charged by the House of Representatives with breaking the law; however, I was acquitted by one vote in my Senate trial. ______2. I am a writer who referred to the period after the Civil
tools. War as “the Guilded Age.” ______3. I am from Tennessee and I succeeded Abraham Lincoln as president. ______4. I am from Greenville and I was appointed provisional Workbook. interactive governor of South Carolina by President Johnson during Reconstruction.
online ______5. Along with Francis Pickens, I was a part of the old Student white leadership in South Carolina and was a delegate
our to the convention called in 1865 to write a new our constitution for South Carolina. in
using ______6. I am a Columbia barber and I was the first black to be seated as a juror following the Civil War.
them ______7. I am a free black tailor from Charleston who first questions served in the Confederate, then the Union army. After the Civil War, I was elected a state senator and the secretary of state. answer are ______8. I was one of the first bishops of the Colored Methodist will Episcopal Church, and as a result, I became one of the central figures in the black community. These ______9. Following the Civil War, I was elected governor under
Students South Carolina’s new constitution replacing the provisional governor appointed by the president. ______10. I became governor of South Carolina when President Hayes withdrew the federal troops from Columbia to end Reconstruction. My followers are called “Red Shirts.”
Page 189 Student Resource Manual Capital City Publishers
Chapter 20
Finding Out
Called "The Gullah Statesman," Robert Smalls served longer in Congress than any other black Carolinian except Joseph Hayne Rainey. After reading Smalls' biography that is provided, complete the activities on the next page. (See page 245 in your textbook for a picture of Robert Smalls.)
ROBERT SMALLS The future Civil War hero and Congressman was born into slavery on April 5, 1839, the only child of Lydia, a house-servant of Henry McKee of Beaufort. Young Robert became the
tools. favorite of his new master, John McKee who inherited him in 1848. Afraid that her son would not understand the horrors of slavery, Lydia forced her son to watch slaves being whipped in the Beaufort jail and to attend slave auctions at the Arsenal. In 1851 at the age of seventeen Smalls was hired out to work in Charleston. Eventually he was allowed to purchase his families freedom
Workbook. and that of his wife, whom he married in 1856. interactive At the outbreak of the Civil War, Smalls was pressed into service by the Confederate authorities to pilot The Planter, a transport steamer assigned to Charleston harbor and the coastal
online waterways. In the cold hours before dawn on May 13, 1862, Smalls and the black members of the Student crew seized the ship and sailed it into the Union lines. On December 1, 1863, when the our
our commander of The Planter deserted under attack, Smalls took charge and maneuvered the ship to
in safety. Subsequently he was promoted to the rank of captain and given command of the steamer. During Reconstruction Smalls became political leader of his native district and earned the using title, "King of Beaufort." A Republican, he nevertheless won the respect of whites by his moderate political views and his charity toward the family of his former owner. He was elected to the state them House of Representatives and the state Senate, and from 1875 to 1887, with the exception of two questions years, Smalls represented South Carolina in Congress.
the When the Democrats gained political control of the state in 1876, Smalls was convicted of
answer accepting a bribe while in the state Senate. He was pardoned by the governor, and a member of the are investigating committee agreed with the editor of the Charleston News and Courier that Smalls will "could not be convicted before a jury of impartial white men anywhere on the same evidence today (1895)." These In the last years of his life, from 1889 to 1913, whenever the Republican Party was in power, Smalls served as Collector of the Port of Beaufort. His last noteworthy public service was Students in the state Constitutional Convention of 1895. He made a valiant, but ill-fated effort to stop the disfranchisement of black citizens. "I was born and raised in South Carolina and today I live on the very spot on which I was born," he told the convention. "My race needs no special defense, for the past history of them in this country proves them to be the equal of any people anywhere. All they need is an equal chance in the battle of life."
Credit: Elizabeth Alston and Hunter Draper, Ethnic History of South Carolina, Student Activities Manual (Charleston: Charleston County Public Schools, 1975).
Page 190 Student Resource Manual Capital City Publishers
Chapter 20
Study Skills: Using Primary Sources
ROBERT SMALLS
After reading the biography of Robert Smalls, place the following events in Smalls' life in the proper chronological order by numbering them from 1 to 7.
_____ Served as Collector of the Port of Beaufort.
_____ Represented South Carolina in Congress.
tools. _____ Hired out at 17 to work in Charleston.
_____ Born the only child of Lydia, a house slave, in 1859.
Workbook. _____ Promoted to captain and given the command of The Planter. interactive _____ Became the hero of The Planter by sailing it to the Union fleet.
online
Student _____ Attempted to prevent disfranchisement of blacks in the Constitutional Convention of 1895.
our our Complete a Character Analysis Organizer on Robert Smalls ( Check your appendix for an example). in Then write a paragraph (based on the information in the organizer) on the man called "'The Gullah
using Statesman."
them questions the answer are will These Students
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Chapter 21
Vocabulary Development
Word Bank AFL fraud mugwump transcontinental brake immigration racism trust capital Industrial refineries union coupler investment Stalwart ethnic inventions strike financial Lost swing
Fill in the blanks with the Word Bank word that best fits the context of the sentence. tools. 1. The ______Revolution began after the Civil War. 2. ______that made train cars run more efficiently helped the railroads to become big business. Workbook.
interactive 3. The ______railroad crossed the entire country from the Atlantic to the Pacific. 4. The air ______was one invention that enabled powerful trains to travel at high speeds. online Student 5. Much Native American land was lost by ______as well as sale by the our
our government. in 6. ______is an abbreviation for Samuel Gompers' confederation of small
using craft unions. 7. The Eight-Box Law was an example of the ______of the conservative
them leaders. questions 8. A ______combined all the companies owned by a man like John D.
the Rockefeller.
answer 9. The safety ______was an invention that helped the powerful new are trains of this age. will 10. ______brought many people to provide labor for large industry. These 11. The major ______power in the United States was J.P. Morgan, who created U.S. Steel and General Electric. Students 12. Standard Oil built hundreds of oil ______after 1858, when oil was discovered in Pennsylvania. 13. Large cities in America had ______neighborhoods of Italians, Poles, Greeks, Russians, and Chinese. 14. Conservatives in South Carolina kept memories of the “______Cause” alive.
continued on next page
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Chapter 21
Vocabulary Development continued
15. ______bankers like J.P. Morgan set up large railroad and life insurance companies. 16. ______(s) were part of the Republicans who supported big business. 17. Samuel Gompers worked to organize workers into a labor ______. 18. Gompers used the ______as a weapon to get management to give in to
tools. the demands of labor unions. 19. A ______in government was a fence-straddler who would take neither side in a debate. 20. ______states might vote for either party in a national election. Workbook. interactive 21. Pierpont Morgan needed lots of ______, or money, for growth.
online Student our our in using them questions the answer are will These Students
Page 193 Student Resource Manual Capital City Publishers
Chapter 21
Literacy Elements: Reading a Pie (Circle) Graph
CHANGING IMMIGRATION PATTERNS
Use the pie graphs to answer the questions below:
8.1% Western Hemisphere 1.3% Asia
6.3% Southern Europe
tools.
11.9% Eastern/ Central Europe 32.8% Eastern and Central 1.1% Western Europe Hemisphere
Workbook. interactive 1.9% Asia 72% Northern and
online Western 44.5% Student Europe Northern and Western our Europe our in
using A. (1881-1890) B. (1891-1900)
them questions 1. What years does pie graph A cover? Pie graph B?
the 2. By what percentage did immigration from Northern/Western Europe decline from pie
answer graph A to pie graph B? are
will 3. By what percentage did immigration increase from Eastern and Central Europe from pie graph A to pie graph B?
These 4. In pie graph A what percentage of immigrants came from the Western Hemisphere? In pie graph B? Students 5. By what percentage did immigration from the Western Hemisphere decline from pie graph A to pie graph B? 6. By what percentage did immigration from Southern Europe increase from pie graph A to pie graph B? 7. What area of the world had the smallest percentage of immigration to the United States in pie graph A? In pie graph B?
Page 194 Student Resource Manual Capital City Publishers
Chapter 21
Literacy Elements: Reading a Chart
BUILDING AN IRON WEB
Use the table below and page 255-256 in your textbook to answer the questions that follow.
Railroad Mileage: 1860-1890 Total miles of Year Track operated In United States 1860 30,626 tools. 1870 52,922 1880 115,647 1890 208,152
Workbook.
interactive Credit: U. S Bureau of the Census, Department of Commerce, Historical Statistics of the United States, Colonial Times to 1970, Part II (Washington, D.C., 1975).
1. What is the purpose of the table above? online Student
our our 2. How many miles of track were there in 1860? in
using 3. How much did the total miles of track increase between 1860 and 1880?
them
questions 4. How did the federal government encourage the construction of a national railroad system? the (See page 255 in your textbook.) Identify two ways the government encouraged the
answer construction of a national railroad system. are will 5. How did new inventions aid in the development of fast and efficient rail transportation? These
Students 6. What was the increase in the total miles of railroad track between 1860 and 1870? What law passed by Congress could help explain this increase?
For Thought: 7. What was the relationship between the development of a national railroad system and the growth of national businesses like the Standard Oil Company?
8. What is the meaning of the title "Building an Iron Web"?
Page 195 Student Resource Manual Capital City Publishers
Chapter 21
Literacy Elements: Reading a Chart
Use the information and chart below to answer the questions that follow.
IMMIGRATION TO THE STATE, 1880-1970 Immigration accounted for only a small number of the total population of South Carolina in the late nineteenth and the twentieth centuries. Immigrants have usually settled in the urban areas, though some foreign-born citizens have settled in every county in the state. In 1950, for example, over two-thirds of the foreign-born lived in the cities of Charleston, Columbia, Greenville, and Spartanburg. The following chart traces the origin of foreign-born citizens in South Carolina from the nine countries where most were born: tools. Country of Birth 1880 1900 1920 1940 1960 1970 Great Britain 1,043 721 691 634 6,178 7,779 Germany 2,846 2,075 1,079 570 6,471 9,193
Workbook. Greece 23 62 578 713 1,939 2,188 interactive Canada 100 204 269 339 3,654 4,805 U.S.S.R. 29 316 1,187 536 1,920 1,661
online Poland 128 103 351 405 2,038 1,701 Student Italy 84 180 344 175 2,274 2,653
our Ireland 2,626 1,131 442 132 1,641 1,336 our France 131 84 78 87 960 1,069 in TOTAL ALL using COUNTRIES 7,686 5,528 6,401 4,915 37,569 49,800 Credit: Elizabeth Alston and Hunter Draper, Ethnic History of South Carolina (Charleston: Charleston County Public Schools, 1975). them
questions 1. Why does the chart only list immigration from nine countries? the
answer 2. In 1950, where did two-thirds of all foreign-born citizens settle in the state? are will 3. From what two countries did the majority of South Carolina immigrants come?
These 4. What year shown on the table had the lowest total immigration?
Students 5. By how much did total immigration increase from 1880 to 1970?
6. In what year shown was total immigration five times greater than in 1880?
7. Why did the state have difficulty attracting foreign immigrants? (See page 261 in your textbook.) Give two reasons.
For Thought: 8. Why did most immigrants settle in urban areas of the state? Page 196 Student Resource Manual Capital City Publishers
Chapter 21
Study Skills: Fact or Opinion
Read pages 255-257 in your textbook and determine whether the statements below are fact or opinion.
______1. The first big business in America was the transcontinental railroad.
______2. It was necessary for the federal government to loan money and to give grants of land to the railroads in order for the West to be developed.
______3. The Native Americans were the victims of the settlement of the western part of the United States.
tools. ______4. John D. Rockefeller’s trust was the best way to run the oil refinery business.
______5. Bankers helped businesses to grow by lending them the necessary amounts of Workbook. interactive capital, or money, for growth and investment.
______6. Congress was correct in excluding poor, untrained immigrants from immigrating to online
Student America. Only the skilled should have been allowed to come into the country.
our our ______7. From the outset, men and women were treated as equals in the in settlement of the West.
using ______8. Much of the land of the Native Americans was lost by fraud and sale before the government attempted to reform its policies toward them. them questions ______9. The Homestead Act helped to spread farming.
the
answer ______10. Farmers found life and farming the plains fairly easy. are
will ______11. According to the Superintendent of the Census, 1890 was the first time in American history that there was no frontier.
These ______12. The Republican party was the best party because it was the “party of Lincoln.”
Students For Thought:
Frederick Jackson Turner, a famous American historian, saw the end of the frontier in 1890 as a major event in America history. What did the end of the frontier signify? (See pages 256-257 in your textbook.)
Page 197 Student Resource Manual Capital City Publishers
Chapter 21
Making, Doing, Learning
1. Think of an individual in your community who represents the "New South" spirit and arrange to interview that individual. (Read pages 260-261 in your textbook.) Write a series of questions in preparation for the interview, or use the questions below. You might also plan to tape record the interview. Carry your camera or a video recorder along and take pictures to share with your class. Do not forget to get an interview release form from your teacher.
Ì Were you born in South Carolina?
tools. Ì What kind of work do you do? What attracted you to your business? Ì Why are you in South Carolina now? Ì Have you seen South Carolina change during your adult years? Have you been a part of that change? Workbook. interactive Ì What are some of the resources that have contributed to the growth of the state? Which of these, if any, are unique to South Carolina? online
Student Ì What do you see in the future for South Carolina?
our our 2. Pretend that you moved from South Carolina to live in one of the mining boom towns of the in 1860s. Use your imagination to write a letter about life in the West that you will send to
using family members still living in South Carolina. Describe the town where you trade, your life in the mining town, problems that you encountered on your move West, what you miss about South Carolina, and why you decided to leave South Carolina. them questions See: Hutson Horn, Old West: The Pioneers (New York: Time/Life Books, 1974). the 3. Create an advertisement that could have been used in the late 1800s to attract immigrants to answer
are South Carolina. Be ready to explain why you presented the state as you did.
will
These Students
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Chapter 22
Vocabulary Development
Word Bank suburbs textiles rural scrip realism naval stores Darwinism country store naturalism urban truck farming mill village tenant natural selection evangelist cooperation sharecropping competition fundamentalist crop-lien tenements hurricane phosphates evolution turpentine
tools. Using words from your Word Bank, complete the following outline of main points in this chapter: I. Modern Cities Emerge A. City or ______population grew while country or ______population
Workbook. declined. interactive B. The middle class lived between the city and country in the ______.
online C. Factory workers lived in ______in the slums. Student
our II. Scientific Advances our
in A. The most influential scientific view was ______which stated that all life
using developed through ______. B. This philosophy which was called ______after Charles Darwin,
them was adopted by businessmen and reformers. questions C. Herbert Spencer, a social Darwinist, said that those who adapt to ______In the the workplace would prosper, but Reform Darwinists believed in ______. answer
are III. Religious Changes will A. Many ______ministers rejected the ideas of Darwin.
These B. Famous ______, like Dwight L. Moody held revivals. IV. New Trends in Literature Students A. Some writers used Darwin’s ideas to explain the actions of people; like natural selection, their style was called ______. B. Others, like Stephen Crane, showed how life actually was. Their style was called ______. continue on next page
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Chapter 22
Vocabulary Development continued
V. Changes in South Carolina A. Agriculture 1. A huge storm, or ______, destroyed rice fields on the South Carolina coast. 2. Many farmers began growing fresh vegetables or ______. 3. ______(s) lived on the land of others and survived by tools. ______where they exchanged labor for housing, food, clothes, and a share of the crop, and were paid in ______, not cash. Workbook.
interactive 4. The center of the rural community was the ______where business was done through the ______system and online
Student debts were paid at harvest. our
our B. New Industries in 1. Fertilizers depended on the mining of ______. using 2. Every town had its own mill for the production of ______, and a ______with communities built by mills. them questions C. Wood products
the 1. South Carolina’s first settlers and 1880s lumbermen used the forests for answer
are ______. will 2. The leading wood product was ______.
These Students
Page 200 Student Resource Manual Capital City Publishers
Chapter 22
Literacy Elements: Reading a Table
As your textbook (pages 269-270) has indicated, the number of tenant farmers and sharecroppers increased in the South after the Civil War. Use the table below to answer the questions that follow.
UNITED STATES TENANCY 1890: SELECTED STATES STATE PERCENTAGE OF TENANCY Maine 4.7 North Carolina 30.7 South Carolina 61.1
tools. Mississippi 62.4 California 23.1 Connecticut 12.9 New York 23.9
Workbook. Virginia 30.7 interactive Louisiana 58.0 Georgia 59.0
online
Student Credit: U.S. Bureau of the Census, Department of Commerce, Historical Statistics of the United States, Colonial Times to 1970 (Washington, D.C., 1975). our our in 1. What does the table show?
using 2. In how many states, was tenancy over 50 per cent on the table?
them questions 3. Which state had the lowest tenancy? Which had the highest?
the
answer are 4. How much greater was the percentage of tenancy in South Carolina than North Carolina?
will
These 5. What was the percentage of tenancy in South Carolina?
Students For Thought:
6. Identify the Southern states in the table above. How do you explain the high percentage of tenancy in 1890 in the Southern states? See pages 269-270 in your textbook.
Page 201 Student Resource Manual Capital City Publishers
Chapter 22
Study Skills: Identifying and Supporting an Hypothesis
The article below develops an hypothesis concerning the impact of sharecropping and the crop-lien system on the South. Before beginning the activity, review the meaning of foreclosure, sharecropping, tenant farming and crop-lien system with your teacher. Then read the article and complete the questions that follow.
A NEW FORM OF BONDAGE
tools. With the destruction of the plantation system, a new labor and credit system had to be developed in the South. As your textbook points out on pages 269-270, this new economy was based on sharecropping and tenant farming. In addition, a new agricultural credit system developed which was called the crop-lien system. (See pages 270-271.) While the system would appear to be mutually advantageous, it can be argued that sharecropping, tenant farming, and the Workbook.
interactive crop-lien system served to keep the South's small farmers economically oppressed. It also contributed to the destruction of the fertility of their farmland, and increased farm tenancy. As an agricultural system, it was inefficient since the work force had little motivation to online
Student care for equipment or land that was not theirs. This problem was made worse by the practices of the country store owners who charged high prices for goods and advanced credit only for such our our cash crops as cotton and tobacco that had established markets and were easily stored. Thus, the in use of sharecropping/tenant farming and the crop-lien system locked the agricultural South into a
using new form of slavery. It became a vicious cycle. Farmers could only get credit if they grew crops that depleted their soil, and they had to pay high prices for the goods they purchased. As time passed, the fertility of their soil decreased while their debts to the land owners/store owners them increased. Farmers could not pay their debts and had to face foreclosure. As a result, many questions farmers joined the ranks of the tenants. By 1890, 61 percent of South Carolina farmers worked for
the someone else and did not own their own land.
answer are
will 1. What is the problem identified in this article? 2. What is the author's hypothesis in this article? State it. These 3. What evidence is offered to support this hypothesis?
Students 4. Do you think that the author "makes a case" for this hypothesis? Explain.
5. What does the title of this article mean?
Credit: Charles Reagan Wilson and William Ferris, eds., Encyclopedia of Southern Culture (Chapel Hill: The University of North Carolina Press, 1989).
Page 202 Student Resource Manual Capital City Publishers
Chapter 22
Literacy Elements: Interpreting Photographs
Photography has given historians an invaluable primary source. You will use some of the photographs in Chapter 22 in your textbook to answer the questions below.
Use the photograph on page 270 in your textbook to answer the questions below.
1. What does the picture show?
2. What materials were used in the construction of the house? tools.
3. What is the probable source of both heating and cooking for the house?
Workbook. interactive 4. Why do you suppose that the hog is not penned?
5. What does the presence of farm animals tell you about the life of the people who occupied online Student this house? our our
in Use the photograph on page 274 in your text to answer the questions below. using
6. What materials were used in the construction of the house? them questions 7. Why would the porch be a center of family activity? the answer
are 8. What pieces of furniture can you identify in this picture? will For Thought:
These Use the photographs on pages 270 and 274 in your textbook to answer the following questions. Students
9. How does the tenant house compare to a house in the mill village?
10. Why do you think that many Southerners considered a mill village house to be a "step-up" over their old tenant house?
Page 203 Student Resource Manual Capital City Publishers
Chapter 22
Study Skills
working in the mill
Below are the words to a song that arose out of the work conditions of textile mills in the South around the turn of the century when the twelve hour work day, low wages, and child labor were still the rule. Read the words to the song, then answer the questions that follow.
Every morning at half past four Chorus You hear the cook's hop on the floor They docked me a nickel, they docked me a Chorus dime,
tools. It's hard times in the mill, my love, They sent me to the office to get my time. Hard times in the mill. Chorus Cotton mill boys don't make enough, Every morning just at five To buy them tobacco and a box of snuff. You gotta get up, dead or alive Chorus Workbook.
interactive Chorus Every night when I get home, Every morning at six o'clock A piece of corn bread and an old Two cold biscuits, hard as a rock. jawbone.
online Chorus Chorus Student Every morning at half past nine Ain't it enough to break your heart? Hafta
our The bosses are cussin' and the spinners work all day until it's dark. our are cryin'. Chorus in Credit: John Anthony Scott, The Ballad of America: The History of the United States in Song and Story (Urbana:
using The University of Illinois Press, 1983), pages 274-275.
them 1. What time did the cooks get up to begin cooking breakfast for the mill workers? questions 2. What time did the workers get up? the 3. What time did the workers eat breakfast? answer are 4. What did mill workers eat for breakfast? will 5. What does it mean to be "docked" a nickel or "docked" a dime?
These 6. What does the line in the song "They sent me to the office to get my time" mean? 7. What line in the song tells you that cotton mill workers were paid low wages? Students 8. What did the workers eat in the evening when they returned home? 9. How do you know the mill worker’s day was usually long? For Thought: 10. In spite of hard working conditions, could it be argued that during this period, mill workers were better off than agricultural workers? Explain. (See pages 274-275 in your textbook.)
Page 204 Student Resource Manual Capital City Publishers
Chapter 22
Literacy Elements: Document Evaluation
FROM SHARECROPPER TO MILL WORKER IN THE 1880S
Read the primary source "Eyewitness to History" on page 278 in your textbook, and then complete the evaluation sheet below.
Document Evaluation Sheet 1. Identify the type of document:
tools. ______newspaper ______will ______letter ______local government* ______map ______state government*
Workbook. ______census report ______federal government* interactive ______diary/journal ______other (specify):
online Student
our our *If the document is a local, state, or federal one, please specify (i.e. bill, congressional report, state
in constitution, etc.) ______
using 2. Identify characteristics of the document:
them 1. Author(s) of the document: questions 2. Date the document was written: the
answer
are 3. What can this document tell us about life in the United States at that time?
will 3. Identify the intent of the document:
These 1. What was the document's original purpose?
Students 2. Did the importance of this document change over time?
3. Why do you think this document is worth preserving?
Credit: Mildred Young, Project Coordinator, Social Studies, Eighth Grade, Differentiated Curriculum for Gifted and Talented (Greenville, South Carolina: The School District of Greenville County, 1990).
Page 205 Student Resource Manual Capital City Publishers
Chapter 22
Vocabulary Development
MILL WORKERS AND MILL VILLAGES
Use the map below and pages 274-275 in your textbook to answer the questions that follow.
A TYPICAL MILL VILLAGE
tools.
Workbook. interactive
online
Student
our our in
using 1. What does the map show?
2. What do the boxes with "Xs" on them represent? them questions 3. What is the physical difference between a mill house and a supervisor's house? What does this
the suggest?
answer are 4. Why do you think that this mill was located near a river? (See page 273 in your textbook.)
will 5. What evidence can you find on the map to support the statement that "mill villages were self-
These contained communities"?
Students 6. How many rooms were there in a "typical" mill house? (See page 274 in your textbook.)
7. Instead of paying in cash, how did mill owners sometimes pay their employees? (See page 275 in your textbook.)
For Thought:
8. Why do you think that sports teams were such an important part of mill life?
Page 206 Student Resource Manual Capital City Publishers
Chapter 22
Finding Out. . .
Below is a diagram that shows the vicious cycle of the crop-lien system and suggests the frustration of being a small farmer in the rural South. Read the diagram and answer the questions that follow.
A VICIOUS CYCLE: THE CROP-LIEN SYSTEM
7. After "settling up," farmer has to borrow again.
tools. 1. Country store advances credit. Farmer 6. Farmer "settles up" (pays off his debt) signs a crop lien on his crop. In with store. short, he mortgages his crop, agreeing
Workbook. to pay when he harvests and sells it. interactive
5. Farmer forced to sell crops at lower price online
Student than anticipated. 2. Farmer plants cotton or tobacco which
our were the only crops for which the store our owner would advance money. in
using 4. Price of cash crops fall
them 3. Farmer uses credit to purchase supplies from the country questions store. Most items purchased have a high "mark up."
the
answer are 1. What does the diagram show? will 2. What is a "crop lien"?
These 3. Why was the farmer forced to grow cotton or tobacco?
Students 4. Why does it cost the farmer so much to make purchases from the country store?
5. What happened when it came time to "settle-up"?
6. Why did the system often become "a vicious cycle"?
Page 207 Student Resource Manual Capital City Publishers
Chapter 22 Literacy Elements: Interviewing
MILL WORKERS
Interview a retired mill worker using the form below. To practice for the interview, tape record yourself asking the questions below. Try to take a tape recorder or a video recorder to your interview.
Interviewee ______Age______*Have the individual sign an interview release form. Get the form from your teacher.
Place of Birth ______Ethnic Background ______
tools. 1. When were you born?
2. Where were you born? Home/Hospital Town Workbook.
interactive 3. Where did you go to school?
online 4. How many grades did you complete? Student
our our 5. Why did you start working in the mill?
in 6. In what mill(s) did you work? At what age did you start? using
7. What do you remember about working conditions in the mill?
them questions 8. Where did you live when you worked in the mill? the 9. How much an hour did the "average worker" make? answer
are
will 10. Do you have any particular recollections of your time spent in the mill?
11. What do you remember about the sports teams? These
12. Did you ever shop at the mill store? What do you remember about that experience? Students
See: James Hoopes, Oral History: An Introduction for Students (Chapel Hill: University of North Carolina, 1979).
Credit: Mildred Young, Project Coordinator, Social Studies, Eighth Grade, Differentiated Curriculum for Gifted and Talented (Greenville, South Carolina: The School District of Greenville County, 1990).
Page 208 Student Resource Manual Capital City Publishers
Chapter 23
Vocabulary Development
Word Bank imperialist charter Populist stump meeting segregation alliance coinage regime mortgages radical repeal prohibition Grange annex accommodation distillery
In each of the following phrases from your textbook, circle the word or expression that is most nearly the same in meaning as the word from your Word Bank:
tools. 1. an imperialist power c. organizations a. uncaring d. supporters b. dominating c. democratic 7. the plan was too radical d. kindly a. realistic Workbook. interactive b. far-reaching 2. legalize racial segregation c. ridiculous a. separation d. conservative online
Student b. discrimination c. equality 8. Populist Party our our d. hatred a. of the people in b. popular
using 3. banks held their mortgages c. for population growth a. money d. for fathers b. property them c. loans on property 9. free coinage of silver questions d. stock a. gathering
the b. minting of coins
answer 4. Patrons of Husbandry or Grange c. counterfeiting are a. marriage association d. distribution
will b. farm association c. property owners 10. repeal of the law
These d. tenants a. ringing b. taking apart
Students 5. states charter(ed) agricultural colleges c. renew a. closed d. cancellation b. organized c. legalized 11. to annex the Philippines d. founded a. to remove b. to declare statehood 6. farmers' alliances pressed for laws c. to incorporate a. relatives d. to destroy b. votes
Page 209 Student Resource Manual Capital City Publishers
Chapter 23
Vocabulary Development
12. the Tillman regime a. administration b. dictatorship c. monarchy d. crusade
13. these stump meeting(s) ... became a regular part of South Carolina politics a. meeting in forest tools. b. public debates c. meeting where stumps were seats d. rallies
Workbook. 14. a national prohibition movement had been growing interactive a. modesty b. drunkenness c. control of drugs online
Student d. control of alcohol
our our 15. distilleries that made whiskey in a. companies
using b. people c. illegal stills d. plant(s) for making alcohol them questions 16. Booker T. Washington's views of accommodation
the a. friendship
answer b. adaptation are c: subservience
will d. agreement
These Students
Page 210 Student Resource Manual Capital City Publishers
Chapter 23
Literacy Elements: Using Primary Sources
South Carolina was the second state (Mississippi was the first) to move to disfranchise their African American citizens by writing new state constitutions. At the South Carolina Constitutional Convention of 1895, the Committee on the Rights of Suffrage (voting) was responsible for writing new voting requirements. Senator Benjamin Ryan Tillman was appointed the chairman of this important committee. Study the excerpts on voting requirements from the 1895 Constitution and answer the questions that follow.
Residence in the state for two years, in the County one year in the polling precinct in which the elector offers to vote four months, and the payment six months before any election of any poll tools. tax due and payable.
Any person who shall apply for registration after January 1st, 1898, if otherwise qualified shall be registered: Provided, that he can both read and write any Section of this Constitution
Workbook. submitted to him by the registration officer or can show that he owns, and has paid all taxes interactive collectible during the previous year on property in the State assessed at three hundred dollars ($300) or more.
online
Student 1. What was the purpose of the residency requirements in the 1895 Constitution?
our our in 2. Why did requiring the payment of a poll tax to be paid six months before any election
using (general elections are in November) keep many African Americans from voting?
them 3. After January 1, 1898, what were the two requirements that were designed to keep African questions Americans from voting?
the
answer For Thought: are
will 4. What were some of the specific ways that the suffrage section of the 1895 Constitution effectively eleminated African American voters in the state?
These
Students 5. Why did the new voting requirements also affect some white voters?
Constitution of the State of South Carolina Ratified in Convention, December 4, 1895, ( R.L. Bryan Company, 1909. Article II, Sections 4a and 4d, p.11).
Page 211 Student Resource Manual Capital City Publishers
Chapter 23
Literacy Elements: Using Primary Sources
Read the following excerpt from the 1898 South Carolina Law Segregating Railroads and fill in the answers to the data retrieval chart on the next page.
1898 SOUTH CAROLINA LAW SEGREGATING RAILROADS (JIM CROW COMES TO SOUTH CAROLINA) No. 483
An Act to require all railroad companies operating trains and doing business in this State to provide and operate separate coaches, or separate apartments in coaches for the accommodations tools. and transporting of white and colored passengers in that State.
Section 1. Be it enacted by the General Assembly of South Carolina, that all railroads or railroad companies engaged in this State as common carriers of passengers for hire shall furnish separate Workbook.
interactive apartments in first-class coaches or separate coaches for the accommodations of white and colored passengers: Provided, equal accommodations shall be supplied to all persons, without distinction of race, color or previous condition, in such coaches.
online Student Section 2. That any first-class coach of such carrier of passengers may be divided into apartments,
our separated by substantial partition, in lieu of separate coaches. our in Section 3. That should any railroad or railroad company, its agents or employees, violate the using provisions of this Act, such railroad or railroad company shall be liable for a penalty of not more than five hundred dollars nor less than three hundred dollars for each violation, to be collected by
them suit of any citizen of this State, and the penalty recovered shall after paying all proper fees and
questions costs go into the general fund of the State Treasury.
the Section 4. That the provision of this Act shall not apply to nurses on trains, nor to narrow gauge
answer roads, or to relief trains in case of accident, or vestibule trains, nor to officers or guards are transporting prisoners, nor to prisoners being so transported. will Section 5. That in case the coach for either white or colored passengers should be full of These passengers and another coach cannot be procured at the time, then the conductor in charge of the train shall be, and he is hereby, authorized to set apart so much of the other coach as may be Students necessary to accommodate the passengers on said train.
Section 6. That there shall be in addition to the first-class coaches provided for in this Act a second-class car in which it shall be lawful for any and all persons to ride by paying second-class fare or having a second-class ticket.
Credit: Elizabeth Alston and Hunter Draper, Ethnic History of South Carolina, Student Activities Manual (Charleston: Charleston County Public Schools, 1975).
Page 212 Student Resource Manual Capital City Publishers
Chapter 23
Literacy Elements: Using Primary Sources/Data Retrival
DATA RETRIEVAL CHART
Black White
Persons Affected tools.
Workbook. interactive Penalties for Breaking the Law online
Student
our our in
using
them Exceptions questions
the
answer are will For Thought:
These What was the purpose of the 1898 law which segregated railroads? Why is this an example of a “Jim Crow law”?
Students
Credit: Elizabeth Alston and Hunter Draper, Ethnic History of South Carolina, Student Activities Manual (Charleston: Charleston County Public Schools, 1975).
Page 213 Student Resource Manual Capital City Publishers
Chapter 23
Literacy Elements: Using Chronological Order
After reading the chapter, arrange the following events in order by numbering them one through ten.
_____1. Founding of Winthrop College
_____2. Adoption of new South Carolina constitution
_____3. Farmers' Alliances organized
_____4. Spanish-American War tools. _____5. Populist Party formed
_____6. Clemson Agricultural and Mechanical College founded
Workbook. interactive _____7. Ben Tillman died
_____8. Tillman elected governor of South Carolina online
Student _____9. Plessey v. Ferguson our our in _____10. Darlington Riot
using
Using pages 283-290 in your textbook, place the correct date to the right of each event in the above list, them and then place each event in the correct position on the time line below. questions the
answer
are
will
These
Students
Page 214 Student Resource Manual Capital City Publishers
Chapter 23
Idenitfication
After reading Chapter 23 in your textbook, identify each of the following in one or two sentences.
1. William Jennings Bryan
2. William McKinley
3. Theodore Roosevelt
4. Booker T. Washington tools. 5. Thomas E. Miller
6. Sub-treasury plan
Workbook. interactive 7. Spanish American War
8. Plessey v. Ferguson online
Student 9. U.S.S. Maine our our in 10. Patrons of Husbandry
using 11. Populist Party
them 12. Dispensary System questions
the 13. Constitution of 1895
answer are 14. Richard Carroll
will 15. "Rough Riders"
These 16. Guantanamo Bay
Students 17. Colonel D. Wyatt Aiken
18. Thomas Green Clemson
Page 215 Student Resource Manual Capital City Publishers
Chapter 23
Literacy Elements: Using Primary Sources/Data Retrival
THE CONSTITUTION OF 1868 VS. 1895 CONSTITUTION
Read page 246 in your textbook and complete the chart and question below on the 1868 Constitution.
Provisions of 1868 South Carolina Constitution Ì Suffrage (who could vote): Ì Representation in South Carolina House: Ì Representation in South Carolina
tools. Senate: Ì Education: Ì Women:
For Thought: Workbook. interactive At the time, why was this constitution considered to be the most democratic constitution in the state's history?
online
Student Read pages 289-290 in your textbook. Complete the chart and questions below on the 1895 Constitution. our
our
in Provisions of 1895 South Carolina Constitution Ì Suffrage (who could vote): using Ì Representation in South Carolina House:
them Ì Representation in South Carolina questions Senate: Ì Education: the Ì Women: answer
are
will 1. What was the real purpose of the 1895 Constitution?
2. How has the state Constitution of 1895 been extensively changed? (See page 290 in your These textbook).
Students For Thought: 3. Why was the passage of the 1895 Constitution a political set-back for African Americans Carolinians? (See ages 289-290 in your textbook.)
Page 216 Student Resource Manual Capital City Publishers
Chapter 23
Literacy Elements: Using Primary Sources/Data Retrival
BENJAMIN TILLMAN After reading pages 285-289 in your textbook, use the statements below concerning Ben Tillman's life to complete the sequence chain. The first box has been done for you.
A. Created Dispensary System B. Issued Shell Manifesto; became nominee of Democratic Party; was elected governor C. Elected to United States Senate with nickname "Pitchfork Ben Tillman" D. Voiced opposition to Conservatives in Columbia E. Aided in creation of Winthrop College for women
tools. F. Helped to write 1895 Constitution G. Made living by farming 400 acres
1. Workbook. 2. 3. interactive Made living by farming 400 acres online
Student
our our in
using 4. 5. 6. 7.
them questions
the
answer are
will
These
Students
For Thought:
Why do you think Tillman was so popular with the small farmers of the state? (See pages 285-286 in your textbook.)
Page 217 Student Resource Manual Capital City Publishers
Chapter 24
Literacy Elements: Vocabulary Development
Word Bank pragmatism abolition public reserve regulation corrupt compensation forester armistice muckraker rebates obstacle ratify gruesome monopolize NAACP pardon domestic exposition graduated suffrage
Use the words from the Word Bank to describe people who act in a particular way, believes in a certain
tools. idea, or are associated with an event: 1. One who writes sensational accounts of corruption is a ______. 2. One who believes in the advancement of civil rights might belong to the ______. Workbook.
interactive 3. Those who want to find out "what works" believe in ______. 4. One who puts aside land for all to use creates a ______. online
Student 5. One who works with the nation's woodlands is a ______.
our 6. One who wants a fair wage for his work believes in ______. our in 7. One who takes bribes is ______. using 8. One who votes in favor of a law would want to ______it.
them 9. A governor who excuses a criminal for his crime gives the criminal a ______. questions 10. One who can overcome great barriers is willing to face ______(s). the 11. One who describes the meat-packing industry might write a ______description. answer are 12. One who is concerned with his own country is interested in ______affairs. will 13. One who wished to see all citizens have the right to vote believes in universal ______. These 14. One who organizes an enormous show puts on an ______.
Students 15. One who wishes that child labor be done away with wants the ______of it. 16. One who gives a partial repayment of a fare or price is giving ______. 17. One who wants more rules wishes for increased ______. 18. One who wishes to control every aspect of a business wishes to ______it. 19. One who pays a tax based on what he has earned pays a ______tax. 20. One who signs a truce among enemies is signing an ______. Page 218 Student Resource Manual Capital City Publishers
Chapter 24
Literacy Elements: Interpreting Information
Read the biographical sketch of Bernard Baruch. Answer the questions and complete the sequencing activity on the next page.
BERNARD M. BARUCH: SOUTH CAROLINA LEADER IN WORLD WAR I Born in Camden, South Carolina, on to the Peace Conference at Versailles in 1919. August 19, 1870, Bernard Baruch was the son His last public service was membership on the of Dr. Simon Baruch, Prussian immigrant and United Nations Atomic Energy Commission to Confederate surgeon, and Belle Wolfe Baruch. which he was appointed by President Truman Bernie grew up playing in the fields and in 1946. It was during this period that he
tools. working on his father's farm near town. When coined the phrase, "the Cold War," to designate he was eleven, Baruch moved with his family to the rivalry between the United States and the New York City. His mother was delighted that USSR following World War II. her son could get an excellent education and Though he was especially helpful to also attend synagogue services every week. Presidents Wilson and Roosevelt, he was Workbook. interactive These things were not possible in South consulted by every President from Wilson to Carolina during Reconstruction. Eisenhower and became known as the He attended public school in New York “advisor to Presidents." In Washington his online
Student and in religious school learned Hebrew under “office" was usually a bench in Lafayette a famous rabbi. He was graduated from the Park across from the White House. Here he our our City College of New York in 1889. He was consulted with national leaders and offered in intrigued by the stock market and financiers his advice.
using like J. P. Morgan, so in 1891 he secured a Baruch was noted for his large gifts to position with a Wall Street brokerage firm. worthwhile causes, many of which were given By 1901, when he was thirty-one years old, anonymously. He donated $250,000 to New them Baruch boasted that he had made $100,000 for York University, $400,000 to Columbia questions every year of his life. In May, 1903, he left his University, and $800,000 to various medical
the former firm and opened his own office. schools. His alma mater named one of its
answer Life changed for Bernard Baruch when he schools the Bernard M. Baruch School of are met Woodrow Wilson. He first took notice of Business and Public Administration. will Wilson when Wilson was president of Princeton South Carolina was never far from his University. The two men grew to admire each thoughts: "South Carolina is bone of my bone,
These other greatly, and Wilson constantly called on flesh of my flesh and wherever I may live or the financial wizard for advice. When the whatever I may do, South Carolina is home."
Students United States entered World War I, Wilson He purchased an estate, "Hobcaw Barony," appointed Baruch chairman of the War near Georgetown. There he entertained many Industries Board, which controlled industry friends, including President Franklin D. and supervised the production of material Roosevelt, Winston Churchill, and James F. needed for the war effort. Byrnes. So vast was Baruch's knowledge of the Baruch was extremely active, even into his world economy, that Wilson appointed Baruch nineties. He died on June 20, 1965, at the age the economic advisor to America's delegation of 94.
Page 219 Student Resource Manual Capital City Publishers
Chapter 24
Literacy Elements: Interpreting Information
BERNARD M. BARUCH
1. Where and when was Baruch born? 2. Why was his mother "delighted" with the family's move to New York? 3. How did Baruch make his fortune? 4. What position did he hold in World War I under President Wilson? 5. Baruch coined the term "Cold War." What does the term mean?
tools. 6. He was a close advisor to Presidents. Give examples. 7. How did Baruch dispose of much of his personal fortune? 8. What was the name of the estate that he purchased near Georgetown, South Carolina? Workbook.
interactive a. Identify some of his famous friends that he entertained at this estate. 9. When did Bernard Baruch die?
online For Thought: Student 10. What evidence does the article give to support the statement "Wherever I may live or our
our whatever I may do, South Carolina is home"? in
using Study Skills: Sequencing
The statements below are important events from the life of Bernard Baruch. Place them in the correct
them order by numbering them one through seven. questions _____ Family moved from South Carolina to New York the
answer
are _____ Served as member of the United Nations Atomic Energy Commission
will _____ Formed his own stock market firm
These _____ Born in Camden, South Carolina
Students _____ Served as Chairman of the War Industries Board _____ Served as economic advisor to America's delegation to Peace Conference at Versailles _____ Died at the age of 94
Credit: Elizabeth Alston and Hunter Draper, The Ethnic History of South Carolina: South Carolina's Contributions to American History (Charleston: Charleston County Public Schools, 1975). Page 220 Student Resource Manual Capital City Publishers
Chapter 24
Study Skills: Matching
Using the information in your textbook, match the famous person (column A) with the information about that person (column B).
Column A Column B
_____ 1. Jane Addams a. South Carolinian who became President of Morehouse College
tools. _____ 2. Gifford Pinchot b. practiced the “Big Stick” policy
_____ 3. Theodore Roosevelt c. native South Carolinian who became Chairman of the War Industries Board during Workbook.
interactive _____ 4. Woodrow Wilson World War I
_____ 5. Anita Pollitzer d. South Carolinian who played a major role in the
online Building of the Panama Canal Student _____ 6. Benjamin Mays our
our _____ 7. David Coker e. founder of a settlement house called Hull House in
using _____ 8. Upton Sinclair f. proposed a program called the New Freedom
them _____ 9. David Gaillard g. active in women’s suffrage movement; became questions national president of the National Women’s _____ 10. Bernard Baruch Party the answer _____ 11. Robert LaFollette h. South Carolinian noted for the development of are hybrid plants will _____ 12. William E. B. DuBois i. author of The Jungle These j. leader of the conservation movement Students k. leader of the Niagara Movement
l. leading champion of state reform and Governor of Wisconsin
Page 221 Student Resource Manual Capital City Publishers
Chapter 24
Literacy Elements: Making a Pie (Circle) Graph
THE GREAT MIGRATION FROM SOUTH CAROLINA
In the early part of the twentieth century, over 600,000 black Carolinians migrated from the state in search of a better life. Using the information on pages 306-307 in your textbook, complete the pie graphs below to show the black/white population percentages in 1880 and 1930. Use your completed graphs to answer the questions that follow.
A Changing Population Trend
1880 1930 tools. Workbook. interactive online Student our our in using them questions the 1. What do the pie graphs show? answer
are
will 2. What percentage of the state's population was black in 1880? What percentage was white?
These 3. What percentage of the state's population was black in 1930?
4. What percentage was white? Students
For Thought:
5. Why could it be argued that "The Great Migration from South Carolina" was a "brain drain" that deprived the state of some of its best and brightest black citizens? (See pages 306-307 in your textbook.)
Page 222 Student Resource Manual Capital City Publishers
Chapter 24
Literacy Elements: Arranging Events in Chronological Order
After reading Chapter 24 in your textbook, put the following in the order that they occurred.
_____ 1. Department of Commerce and Labor created _____ 2. Prohibition passed in South Carolina _____ 3. "Cotton Ed" Smith became South Carolina Senator _____ 4. Interstate Commerce Act passed _____ 5. Meat Inspection Act passed tools. _____ 6. Panama Canal completed _____ 7. Theodore Roosevelt became President _____ 8. Armistice signed to end World War I Workbook. interactive _____ 9. Elkins Act passed _____10. 19th Amendment passed online
Student _____11. 16th Amendment passed
our _____12. Niagara Movement organized our
in For Thought:
using Most South Carolinians opposed women's suffrage in 1920. How do you think they feel about it today?
them Finding Out questions
the A muckraker searches for and exposes political or commercial corruption. Many newspaper
answer writers today search out facts to better warn the public about issues of concern. are will Search your daily newspaper to find muckraking articles that inform the public about the following topics:
These • dangers from hazardous waste in public landfills, especially those that might poison the water supply
Students • nuclear waste disposal • environmental pollution, especially by large companies or even the government itself • governmental corruption on the local, state, or national level • false or misleading information given to consumers by manufacturers • product safety, especially in automobiles, motorcycles, or children's toys • false or misleading nutrition or health information given in order to sell a product • deliberate planning on the part of companies for their products to become useless, so that consumers will purchase new items
Page 223 Student Resource Manual Capital City Publishers
Chapter 24
Finding Our
SOUTH CAROLINIANS IN WORLD WAR I
Approximately 65,000 South signed. More than 1,500 Americans Carolinians served in the Armed lost their lives in the fighting of the Forces during World War I, and the last few hours of the war. great majority of the state's troops The 30th Division was known as the went into three divisions: the 30th, the "Old Hickory" Division. It contained 81st, and the 42nd. Some African men from North Carolina, South Americans soldiers from South Carolina, and Tennessee and was given tools. Carolina served in the famous African Andrew Jackson's nickname because Americans regiment known as the he had lived in these states. Many men 371st. It fought in France and was from South Carolina's National Guard honored by having its colors decorated units were in this division. South Workbook.
interactive with the Croix de Guerre. Corporal Carolinians served also in the Navy Freddy Stowers, a South Carolinian, and Marine Corps. was the only African American soldier The gallantry of the South online
Student from World War I to receive the Carolinians who served in World War I Congressional Medal of Honor. has been proudly recorded. They our our One South Carolina battalion, charged deadly machine-gun nests, in commanded by Major (later Colonel) J. brought in wounded comrades under
using M. Johnson of Marion. became a part of fire, and performed many other heroic the 117th Engineers of the 42nd, or deeds. More than two thousand South Rainbow Division. The division was Carolinians gave their lives in France them given this nickname because it had during World War I. questions soldiers from many states. The 117th Among the many medals American the Engineers contained the first South fighting men may win, the Medal of
answer Carolinians to reach French soil. They Honor is the highest. Only a few of the are played an important part in the great nation's heroes have received it. will Allied offensive of 1918. During World War I, this coveted Many South Carolina soldiers medal was awarded to eight men from These were assigned to the 81st Division, South Carolina—seven infantrymen known as the "Wildcats." They, too, and one ensign in the Navy. Only two Students took part in the Allied offensive which states received a greater number, and ended in victory on November 11, 1918, they were states with a larger when an armistice with Germany was population than South Carolina.
continues on next page Page 224 Student Resource Manual Capital City Publishers
Chapter 24
Finding Out continued
1. How many South Carolinians served in the armed forces during World War I?
2. What was unique about the 371st regiment? How was it honored by the French government?
3. What were the nicknames of these famous World War I divisions in which South Carolinians tools. served?
Ì 42nd Division Workbook. interactive Ì 81st Division online Student
our Ì 30th Division our in
using 4. What army division that contained many South Carolinians suffered some of the last casualties in World War I? them questions 5. Who was Corporal Freddie Stowers? the answer are 6. What is the nation's highest military award? How many South Carolinians were awarded this will medal in World War I? These 7. What is significant about the number of soldiers/sailors who won this award from South
Students Carolina?
8. How many South Carolinians died in World War I in France?
Page 225 Student Resource Manual Capital City Publishers
Chapter 24
Finding Out
THREE PROGRESSIVE GOVERNORS
After reading pages 303-305 in your textbook, list the major issues supported by the three South Carolina governors named below.
D. C. Heyward Martin Ansel Richard Manning
tools.
Workbook.
interactive
online
Student our
our in using
them questions the
answer are
will
These
Students
For Thought:
Which of these three men would you consider to be the most Progressive? Why?
Page 226 Student Resource Manual Capital City Publishers
Chapter 25
Literacy Elements: Vocabulary Development
Word Bank literacy crusade physicist resort flourish scandal margin pavilion engulf normalcy Depression run mustered out tactics lost generation "lay by" school red scare modernism boll weevil literary
Write the word that best relates to each of the brief situations described below:
tools. 1. Reformers meet to plan a huge drive for the rights of women. 2. Albert Einstein proposes new theories about the relation between energy and matter. 3. Beach properties expanded and prospered. Workbook.
interactive 4. The Great Depression affected the entire state of South Carolina. 5. The Communist Revolution of 1917 caused great fear in the United States.
online
Student 6. A tiny insect that wreaked havoc on the cotton industry.
our 7. Sullivan's Island became a tourist attraction. our in 8. Children were able to have formal education before or after crops were harvested. using 9. After World War I, troops were dismissed from service with a $60 bonus.
them 10. Warren G. Harding wanted a return to the way things were before WWI. questions 11. The crash of the stock market led to a deep recession of the economy. the 12. Many Americans were disillusioned and left home to search for meaning in life. answer are 13. In South Carolina, many could neither read nor write. will 14. In the twenties, Charleston had many great writers. These 15. Those who took bribes during the Harding administration were imprisoned.
Students 16. As stock prices went higher during the twenties, many people bought on credit. 17. Amusement areas became part of the Myrtle Beach landscape. 18. In 1932, many people almost ruined a large bank by trying to get their money quickly. 19. The KKK used methods like beatings and lynchings. 20. New writers and artists questioned traditional values.
Page 227 Student Resource Manual Capital City Publishers
Chapter 25
Finding Out
BUILT IN SOUTH CAROLINA THE ANDERSON CAR
In Rock Hill, South Carolina, John Gary Anderson converted his Rock Hill Buggy Company into an automobile production company in 1916. Named the Anderson Motor Car Company, the company produced over 6,300 automobiles from 1916 to 1926. Considered “state-of-the-art” automobiles, they were the first cars to have a foot dimmer, developed by C.A. Deas of Anderson, South Carolina. The foot
tools. dimmer enabled a driver to dim a car’s headlights by pressing a button with their foot. The Anderson Motor Company sold cars all over the United States. However, an Anderson cost between $1,650 and $2,550 while a similar equipped Ford cost $415 and a Chevrolet $510. The Anderson car could not compete and sales declined. In Workbook. interactive 1925, the company ceased production, and in 1926, it declared bankruptcy. Today, only six Anderson cars are known to exist. One is located in the South Carolina State Museum in Columbia, and another is in the York County Nature online
Student Museum.
our our 1. Who was John Gary Anderson? in
using 2. Where was the Anderson Motor Company located?
3. How many cars did the Anderson Motor Car company produce between 1916 and 1926? them questions
the 4. What did C.A. Deas invent?
answer are
will 5. How much did an Anderson car cost?
These 6. Compared to its competitors, was the Anderson car competitively priced?
Students
7. Today, how many Anderson cars are known to exist? Where are two of these cars on display?
8. Getting involved: Like all car companies, the Anderson Motor Company used advertisements to attract customers, using the article, write an advertisement for their cars.
See: Louise Pettus and Ron Chepesiuk, The Palmetto State, Stories from the Making of South Carolina (Orangeburg, S.C: Sandlapper Publishing, Inc., 1991). Page 228 Student Resource Manual Capital City Publishers
Chapter 25
Literacy Elements: Interpreting Charts
PROSPERITY AND DEPRESSION IN SOUTH CAROLINA
Page 321 in your textbook discusses how the Great Depression affected the state. Below is a chart of a fictitious Carolina commodities company. The table illustrates how its stock reflected the events of the twenties and thirties. Use the table to answer the questions that follow.
Average Price of One-Share of Stock, 1919-1932
Price of Stock Year tools. (in dollars) 1919 12 1920 13 1921 12
Workbook. 1922 14 interactive 1923 16 1924 19
online 1925 19 Student 1926 28 our
our 1927 38
in 1928 45 1929 20 using 1930 22 1931 24 them 1932 23 questions
the 1. What does the table show?
answer are
will 2. If you invested in Carolina Commodities in 1924 buying 30 shares, and sold these in 1928, how much profit would you have made?
These
Students 3. If you bought 30 shares of stock in 1928 and sold them in 1931, how would you have fared?
4. Why did the stock price per share fall in 1929? (See page 314 in your textbook.)
Page 229 Student Resource Manual Capital City Publishers
Chapter 25
For Further Study
On your own, see how many "firsts" you can find that occurred in the 1920s. For example, the first national election in which women voted (1920), the first "talking movie" (The Jazz Singer, 1927), and so on.
As a class, compile your list and complete the chart below. Then make a bulletin board display with illustrations of the "firsts" you have found.
Famous “Firsts” in the 1920s tools.
First “talking movie”: The Jazz Singer
Workbook.
interactive
online Student
our our in using
them
questions the answer are will
These
Students
See: J. Nathan Kane, Famous First Facts (New York: H. W. Wilson Co., 2004).
Page 230 Student Resource Manual Capital City Publishers
Chapter 25
Finding Out
SOUTH CAROLINIANS AND THE FADS OF THE 1920S
Read the information "The Roaring Twenties" on page 313 in your textbook. Then read the article below and answer the questions that follow.
Every generation creates many new dance steps. This was never truer than the era known as the "Roaring Twenties" or "Jazz Age." Many steps and variations of the steps have been lost, but some have been passed on and are used by dancers in film and on stage. How each became popular is a study unto itself. South Carolina is the tools. birthplace of at least two dances of this period. The "Charleston" seems to have its origin in the Batuque from West Africa. The native African steps were worked into a dance originally used as entertainment for steamship passengers. The dance became popular in Charleston, South Carolina, Workbook.
interactive and its popularity spread rapidly. The "Big Apple" is a party dance originating from the "Big Apple Club" in Columbia. This building, still in use today, originally served as a Jewish synagogue. The dancers
online formed a large circle and a caller would name the step. The steps in the "Big Apple" Student included the "Lindy Hop," the "Shag," "Trucking," and others. The dance became very our
our popular in New York City and subsequently the "Big Apple" became the nickname for New York City. in
using Credit: W. G. Rogge, Dictionary of the Dance (New York: A. S. Barnes and Co.), 1964.
them 1. What was another name for the "Roaring Twenties" given in the article?
questions 2. What two famous dances of the twenties originated in South Carolina? the
answer 3. Which of these dances had definite African origins? From where in Africa did this are dance originate? will 4. Where did the dance the "Big Apple" get its name? These 5. Which of these dances has become the most closely identified with the 1920s? Students 6. Which of these dances has become the basis for the nickname of a large eastern city. What is the name of this city?
For Thought: 7. Why do you think that the "Charleston" came to symbolize the 1920s? (See page 313 in your textbook.) Credit: Margaret Walden, Social Studies Consultant, Black Contributions to South Carolina History (Columbia: State Department of Education, 1990).
Page 231 Student Resource Manual Capital City Publishers
Chapter 26
Vocabulary Development
Word Bank New Deal fireside chats dictators Hundred Days Social Security neutral FDIC pensions Atlantic Charter SEC Good Neighbor Policy internment gold standard nationalistic affirm CCC terrorist
Use the words in the Word Bank to complete the following outline explaining the policies and tools. programs of Franklin D. Roosevelt.
Roosevelt's domestic plan for the nation was called the ______1.______. Congress stayed in session passing FDR's bills; this period was called the Workbook.
interactive ______2.______. Roosevelt had solutions for every problem. He talked to the nation about them over the radio in his ______3.______. He set up
online agencies and made changes to deal with the financial crisis. To insure bank deposits up to a certain Student limit, he created the______4.______. He took United States currency off the our our ______5.______so that the value of the dollar would go down, and debts could be in paid. To prevent further problems with the stock market, he organized the _____6.______. He set using up relief programs to help those in distress. The ______7.______put young men to
them work on soil conservation projects and public parks. The ______8.______program provided questions ______9.______for retired persons.
the Though FDR was busy with domestic problems, he made some changes in foreign policy.
answer The______10.______reversed the usual attitude of the United States toward Latin are
will America. Many signs indicated the coming troubles abroad. Powerful ______11.______groups with great loyalty to Italy, Germany, or Japan took control in these countries through the These use of ____12.______tactics and leaders who served as ______13.______.
Students Though trouble was brewing, America did not take sides; it remained _____14.______. FDR proved a strong leader for his country during World War II. He joined with Winston Churchill of Great Britain to create the _____15.______which ______16.______(ed) the rights of people to choose their own form of government. He had to deal with the many fears of Americans concerning Japanese citizens and reluctantly followed the advice of his counselors to place Japanese-Americans in ____17.______camps.
Page 232 Student Resource Manual Capital City Publishers
Chapter 26
Literacy Elements: Using Primary Sources
A SOUTH CAROLINA VETERAN REMEMBERS D-DAY
D-Day was the largest amphibious military operation in history. Some 600 warships and 4,000 supporting ships carried 176,000 men to invade German occupied France. Among those American troops was Private Warren Taylor from Simpsonville, South Carolina. Read the excerpts from an interview below and answer the questions that follow.
“We were scheduled to be among the first troops ashore at Omaha Beach. We boarded the LST (landing boat) and we were scared to death. The sky was full of airplanes. We knew this was D-
tools. Day. But the boats were so backed up that we remained on our boat for six days before we were landed. We dodged bullets and artillery shells because we couldn’t run. All around you could hear the noise of battle.”
“It wasn’t until June 13, 1944, that we landed on Omaha Beach. Nothing had been cleared from Workbook.
interactive the beach. As far as you could see, were bodies, equipment, and weapons. Some bodies floated by the LST as we waited to land. For the first two weeks after I got off the boat, I thought that everyday would be my last day. I saw our soldiers killed everyway you could be killed.”
online Student Private Taylor went on to fight in the important Battle of St. Lo and in four other major battles. In our
our the interview, he talked about being a combat soldier. in “I carried an M-1 rifle and a backpack containing one half of a tent, one blanket, an extra pair of using shoes, socks, and at least three cans of K-rations. I survived on K-rations and didn’t have a hot meal for several months but I never went hungry. You could get all the K-rations that you could
them carry. A can of K-rations contained a can of meat, two pieces of chewing gum, one chocolate bar, questions and three crackers. When you ate your K-rations and swallowed a cup of water, it would swell up your stomach so that you would be as full as if you ate a ten course meal.” the answer At the end of the war, Private Taylor was awarded a battle ribbon with five stars and the Bronze are Star for his part in ground combat in the European African Middle Eastern Theater. As a class, will discuss the following questions:
These 1. Why is this interview a primary source? Students 2. What were some of the military honors awarded Private Taylor for his service?
3. What information does this interview give you about D-Day and our soldiers in World War II? ( Be specific)
Credit: Interview with Warren Taylor, Simpsonville, South Carolina, 6 June 2005.
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Chapter 26
For Further Study
THE CCC’S IMPACT ON SOUTH CAROLINA
While almost all New Deal legislation affected the people of South Carolina, the Civilian Conservation Corps (CCC) was both one of the most popular and successful. On March 31, 1933, President Franklin D. Roosevelt signed the bill that created the Civilian Conservation Corps (CCC). Young men between the ages of seventeen and twenty-four could enroll for twelve month periods for up to two years service. They were paid thirty dollars a month. Of this amount, they were required to send twenty- five dollars of it home. The young men were to work on conservation projects. tools. The CCC involved a partnership with the state. The federal organized and maintained the CCC camps. The state identified the conservation projects and obtained the necessary lands. Cheraw State Park was the first CCC project Workbook.
interactive completed in South Carolina. Before the CCC was disbanded in 1941, it had built eighteen state parks, planted 57 million trees, employed 49,000 young men, and put more than 57 million dollars into the state’s economy.
online Student The CCC had a lasting impact upon the citizens of South Carolina. It provided its our our young men with much needed employment, started a state wide park system, fought
in soil erosion and helped to reforest the state.
using 1. What does CCC mean?
them questions 2. When was the CCC created? the answer
are 3. What was the purpose of the CCC?
will For Thought:
These 4. How did the CCC have an economic impact on the state?
Students
5. What was the lasting impact of the CCC upon South Carolina?
Credit: South Carolina Department of Archives and History. Public Programs Document Packets No. 3. The Civilian Conservation Corps in South Carolina, 1933-1942.
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Chapter 26
Literacy Elements: Sequencing
Read pages 332 and 336 in your textbook. Then use the statements below to complete the sequence chain on James F. Byrnes. The first has been done for you.
becomes Justice on United States Supreme Court elected to Congress (House) elected to United States Senate elected solicitor Truman names Byrnes his Secretary of State born in Charleston/dropped out of school to help support family
tools. studied law and became a lawyer became floor leader for New Deal legislation resigns Supreme Court to become Franklin D. Roosevelt's director of economic stabilization
Workbook. interactive SOME HIGHLIGHT OF BYRNES’ SERVICE
born in Charleston/ online
Student dropped out of school to help support our our family in
using
them questions the answer are will These Students
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Chapter 26
Finding Out
MARY MCLEOD BETHUNE
After reading the article on Mary McLeod Bethune, answer the questions below.
Mary M. Bethune was born and the following year was in 1875 near Mayesville, South appointed Director of Division of
tools. Carolina. She was the last of her Negro Affairs of the National parent's seventeen children and Youth Administration. In 1937, the first to be born free. When she founded and became she became aware of the color President of the National Council line, it seemed to her that the for Negro Women. President Workbook.
interactive only difference between her and Franklin Roosevelt consulted her white children was the ability to so often she was listed as a read. Her greatest desire was to member of his unofficial "black
online learn to read, which she did at a cabinet." In 1945, she was named Student neighborhood school operated by by the State Department as one
our the Presbyterian Church Board of three consultants to the our of Missions for Freedmen. United States delegation at the in Attending Scotia Seminary in San Francisco Conference which
using North Carolina and Moody Bible framed the United Nations Institute in Chicago, she Charter. She received many prepared for missionary activity honors in her lifetime, and in them in Africa. When she discovered 1949, Rollins College became the questions there was no opportunity there, first white college in the South to
the she returned to the South to award her an honorary degree.
answer teach her own people. In 1904, She is the first black woman to are she started a school in Daytona have a statue erected in her
will Beach, Florida, which became honor and it is located in the Bethune-Cookman College in Washington, DC. Mary Bethune
These 1923. In 1935 she received the died in 1955. Spingarn Medal of the NAACP
Students
continues on next page
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Chapter 26
Finding Out continued
1. As a child, what was her greatest desire?
2. For what area of work did she prepare herself? Why did she not enter this field?
3. In 1904 she established a school in Florida and by 1923 the school had grown into a college. What is its name?
tools.
4. What was the term given to Franklin D. Roosevelt's unofficial group of African American leaders to which she belonged?
Workbook. interactive 5. What role did she play in the creation of the United Nations? online
Student
our our
in 6. What honor did she receive which was the first given to an African American woman?
using
them For Thought:
questions 7. Why could Mary McLeod Bethune be considered an example of the "American Success the Story"?
answer are will
These
Students
Credit: Margaret B. Walden, Social Studies Consultant, Black Contributions to South Carolina History (Columbia: State Department of Education, 1990).
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Chapter 26
Finding Out
NEW DEAL PROGRAMS
Once in office, Franklin D. Roosevelt got Congress to approve a series of programs to fight the Depression. The programs were often identified by the beginning letters of their name. Read pages 327- 328 in your textbook, and complete the data retrieval chart below.
Initials by which Name Purpose agency is known
tools. FDIC
CCC
Workbook. interactive FERA
online
Student CWA our our in
using WPA
them NYA questions
the
answer NRA are
will AAA
These
Students For Thought:
1. Why did some people oppose the New Deal? (See pages 328-329 in your textbook.)
2. What was the overall effect of Franklin D. Roosevelt's New Deal? (See page 329 in your textbook.)
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Chapter 27
Vocabulary Development
Word Bank superpower Truman Doctrine NATO summit cold war Marshall PIan cease-fire orator McCarthyism access brinksmanship nonviolence Dixiecrat airlift Sputnik per capita containment bloc NASA synthetic
Fill in the blanks with the Word Bank word that best fits the context of the sentence. 1. The plan under which the United States helped Europe rebuild after the war was named the
tools. ______. 2. In 1959, Eisenhower agreed to a personal meeting or ______conference with Soviet leaders. 3. When President Truman offered aid to any country threatened by communism, this was the ______. Workbook.
interactive 4. Acronym for government agency which planned the first manned space flights for the USA ______
online Student 5. When the United States gave 13 billion in aid to Europe, the Soviets cut ______our
our to Berlin
in 6. Term applied to both the United States and the Soviet Union during the post WWII period ______. using 7. Going to the edge of war to stop communism was called ______by Secretary of State Dulles
them questions 8. Movement led by the senator for which it is named; created great fear of communism ______. the 9. Acronym for the military alliance created by Western Europe, Canada and the USA in April, answer 1949 ______. are
will 10. Martin Luther King is described as the best speaker or ______of his generation. These 11. Strom Thurmond formed a new states' rights party to run for President called the Students ______party. 12. Truman favored a policy of keeping the Soviets from expanding called ______.
13. Rather than a fighting war, the United States and the Soviet Union waged a ______of words
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Chapter 27
Vocabulary Development continued
14. Nylon and rayon, ______fibers, replaced cotton as the fabric of the future in textiles 15. ______was the first man-made space satellite, launched by the Russians in 1957 16. When the Soviet Union surrounded Berlin, cutting it off from supplies, Truman ordered an ______17. Counted person by person, South Carolina was last among states in ______income
tools. 18. The Soviet ______included the Communist states of Eastern Europe
19. Martin Luther King adapted the teachings of Jesus, Thoreau, and Gandhi in his theory of ______. Workbook. interactive
Writing Activity online
Student Write a paragraph or two about the Cold War using at least eight of the words from your Word Bank. our our Underline the words you use from the Word Bank. in using them questions the answer are will These Students
Page 240 Student Resource Manual Capital City Publishers
Chapter 27
For Further Study
SOUTH CAROLINA'S CHANGING FACE
South Carolina experienced many changes after World War II. Use the information in your textbook on pages 347-348 to complete the pie graphs below.
Percentage of land Percentages of people living in devoted to farming in 1950 towns and rural areas in 1950 tools. Workbook. interactive
online
Student Percentages of land devoted to farming in 1959 our our in using them questions the answer are
will Use the pie graphs you just completed to answer the questions below.
These 1. What percentage of South Carolina's people lived in towns in 1950? In rural areas?
Students 2. What percentage of the state's land was devoted to farming in 1959?
3. By what percentage had the amount of land devoted to farming dropped between 1950 and 1959?
For Thought: 4. Even though the percentage of land devoted to farming declined in the 1950s, why did the average farm increase in size? (See pages 347-348 in your textbook.)
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Chapter 27
For Further Study
BRIGGS VS. ELLIOT
One of the five historic public school segregation cases, that became part of Brown v. Board of Education, came out of Clarendon County, South Carolina. Clarendon County was a rural county with a population that was 70 percent African American. Like the rest of the state, the county had a segregated public school system. The African American public schools were overcrowded and worst than the white ones.
A local African American school teacher and minister, Joseph Albert Delaine tried but failed to tools. get bus transportation for African American students. Delaine then worked with state and national NAACP representatives to start a federal lawsuit. The NAACP obtained the signatures of forty African American parents for this lawsuit. The lawsuit challenged Clarendon County’s segregated public school system as being unconstitutional. The suit charged that while the county spent
Workbook. $166.45 per white student it only spent $44.32 per African American student. The lawsuit became interactive known as Briggs v. Elliott .Briggs was the first name on the list of plaintiffs .Elliott was the name of the school official named in the lawsuit.
online
Student After losing in the lower federal courts, Briggs v. Elliott was appealed by the NAACP to the
our United States Supreme Court. There it was combined with four similar school segregation cases. our On May 17, 1954, the U.S. Supreme Court in a unanimous decision ruled that segregated public in school systems were unconstitutional in Brown v. Board of Education.
using It should be noted that by itself, the U.S. Supreme Court decision did not end school segregation in South Carolina. Indeed, the state spent much of 1955 through the 1960’s resisting the U.S. them Supreme Court decision and defending segregation. In 1970, the federal courts ordered the total questions integration of the state’s public schools. Governor McNair told the people that the state had “run
the out of courts, run out of time, and must adjust to new circumstances.”
answer are 1. How were white and African American students treated differently in Clarendon County will public schools?
These 2. What was the purpose of the NAACP lawsuit, Briggs v. Elliott?
Students 3. What role did reverend Joseph Albert Delaine play in this lawsuit?
4. Did Brown v. Board of Education immediately end public school segregation in South Carolina? Explain.
Credit: Benjamin F. Hornsby, Stepping Stone to the Supreme Court: Clarendon County (Columbia, South Carolina: The University of South Carolina Press, 1992).
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Chapter 27
Finding Out
DIZZY GILLESPIE
Read the article on jazz’s great Dizzy Gillespie and answer the questions that follow.
John Birks Gillespie was born in pioneer of modern jazz, the father of Cheraw, South Carolina, on October 21, bebop—a musical style popular in the 1917. He was the ninth child of Lottie 1950s—as well as virtuoso performer. Gillespie. His father was a bricklayer by Gillespie wrote, played, and promoted profession, but ran a local band on the side. jazz. He performed all over the world with
tools. Young Dizzy "fooled around" with musical several tours sponsored by the United States instruments when his father was not at home. State Department. He won many honors, and He taught himself to play the trombone and in 1989 was awarded a Grammy Lifetime the trumpet. Achievement Award and the National Medal Dizzy's formal music training began in of Arts. His best known compositions were Workbook. interactive 1932 when, after his father's death, he won a "Salt Peanuts" and "A Night in Tunisia." scholarship to the Laurinburg Institute, a Dizzy's trademark, a trumpet with the North Carolina Industrial School. (The bell upward at 45 degrees, resulted from
online school needed a trumpet player!) The family someone's accidentally falling on his trumpet Student moved to Philadelphia in 1935, and at the during a 1953 job. Dizzy finished the our our age of 18, Dizzy began his professional evening with the bent horn, liked the sound,
in career. He moved to New York in 1937. As a and ordered one built that way. After that, he jazz trumpet player he became second only to always played a bent horn. using Louis Armstrong. In addition, he was a Dizzy died on January 6, 1993.
them Credit: Margaret Walden, Social Studies Consultant, Black Contributions to South Carolina History (Columbia: questions State Department of Education, 1990). the 1. Where and in what year was Dizzy Gillespie born? answer are 2. When did he begin his professional music career? will
3. What was Gillespie's main instrument? These 4. Of what musical style was Gillespie called the "father"? Students 5. What are his best known jazz compositions?
6. How did Dizzy obtain his bent trumpet trademark?
For Thought: 7. How did Gillespie's early childhood and life influence him in his decision to pursue music as a career?
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Chapter 27
Finding Out
LIFE IN THE FIFTIES
Interview someone who grew up in the 1950s. You may use the questions listed below or you may decide to write your own. Your teacher will give you an interview release form.
1. (a) How large was your family? (b) Was your family larger or smaller than the family your parent(s) grew up in? (c) Was there anyone other than immediate family living with you?
tools. 2. (a) If you were in high school during the 1950s, what subjects did you study? (b) What was the enrollment in your school? (c) What was the enrollment in your graduating class?
3. Who were your favorite entertainers? Workbook. interactive 4. What sports figures do you recall?
online
Student 5. (a) When did your family first get a television? (b) What were your favorite television programs? our our in 6. (a) How often did you go to the movies?
using (b) Name some films you saw in the fifties. (c) What were your favorite films?
them 7. (a) Did your family have more than one car? questions (b) If you were a teenager, did you own a car? the 8. (a) Do you remember the inauguration of President Eisenhower? answer
are (b) What was your impression of him?
will 9. Do you remember the Korean War?
These 10. What do you remember about Joe McCarthy?
Students
Page 244 Student Resource Manual Capital City Publishers
Chapter 27
Literacy Elements: Reading a Time Line
J. Strom Thurmond was one of South Carolina’s most important politicians in the twentieth century. Study the time line below and answer the questions that follow.
1902 J. Strom Thurmond was born in Edgefield, South Carolina. 1923 Graduated from Clemson College (now Clemson University) 1923-28 Taught high school and coached 1928 Elected Edgefield Superintendent of Education 1930 After studying law in his father’s law office, passed bar exam and became a lawyer 1932 Elected as a Democrat to the South Carolina State Senate tools. 1938 Elected by the South Carolina legislature to be an appellate judge 1942 Took a leave of absence as a state judge to serve in U.S. Army 1944 Lt. Colonel Thurmond parachutes into France with the 82nd Airborne Division on D-Day. He was later awarded a Bronze Star.
Workbook. 1946 Thurmond is elected governor of South Carolina interactive 1948 Thurmond breaks with President Truman and the National Democratic Party over civil rights. Runs for president as a “Dixiecrat” and wins 39 Southern electoral votes. online Student 1954 Running as a Democrat and as a write-in candidate, Thurmond became the only
our U.S. Senator ever elected by write-in votes. our 1957 Thurmond filibusters a civil rights bill for a U.S. Senate record-24 hours and 18 in minutes.
using 1964 Thurmond changes political parties and becomes a Republican. 1996 Thurmond wins his eighth six year U.S. Senate term. 2002 Thurmond turned 100 years old, becoming the oldest person to serve as a U.S. them
questions Senator. 2003 Thurmond retired from the U.S. Senate when his eighth term ended in January. the In failing health, he died in June in Edgefield, South Carolina. answer
are 1. When was Thurmond born? will 2. After he graduated from Clemson, what was his first job?
These 3. What was Thurmond’s first elected office? 4. What state offices did Thurmond hold? Students 5. What did Thurmond do in World War II? 6. Why did Thurmond run as a Dixiecrat in 1948? 7. What U. S. Senate records did Thurmond set in 1954, 1957, and 2002?
Credit: Jack Bass and Marilyn W.Thompson, Strom. The Complicated Personal and Political Life of Strom Thurmond (New York, New York: Public Affairs Books, 2005).
Page 245 Student Resource Manual Capital City Publishers
Chapter 27
Literacy Elements: Pie (Circle) Graphs
CIVIL RIGHTS CONNECTIONS TO SOUTH CAROLINA
The Highlander Folk School in East Tennessee functioned as a training center for grassroots civil rights activists in the 1960’s. It was here that Septima Poinsette Clark and Esau Jenkins (from South Carolina) established their “citizenship school.” The purpose of the one week intensive course was to train voter registration workers. Then, their “students” would return to their own homes and set up local citizenship training classes. The goal was to teach their neighbors so that they could register as voters. Bernice Robinson established the first citizenship school on Johns Island, South Carolina. tools. It was during these years of struggle that one song came to symbolize the Civil Rights Movement. It was called “We Shall Overcame.” Originally, it had been a sacred song sung by slaves. The song, also known as “I’ll be All Right,” spread through black churches in the late nineteenth
Workbook. century. interactive Then, in 1945, striking South Carolina tobacco workers used the song. It was the first time the song had been used in social protest. These same workers took it with them to the Highlander Folk online
Student School in 1946. The song was later introduced to many in the Civil Rights Movement by the music director at Highlander. He also introduced the song, “Eyes on the Prize,” as a protest song. our our in 1. What did Septima Poinsette Clark and Esau Jenkins do at the Highlander Folk School in
using the early 1960’s?
2. What was the purpose of the “citizenship school” at Highlander? them questions 3. What song became the anthem of the Civil Rights Movement?
the
answer 4. What group first brought the song to Highlander? Who introduced the song to many in the are Civil Rights Movement?
will For Thought
These 5. Why do you think that this particular song became the anthem of the Civil Rights
Students Movement?
Credit: Taylor Branch, Parting the Waters. America in the King Years, 1954-1963 (New York: Simon Schuster, 1988).
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Chapter 27
Finding Out
REVOLUTION IN RACE RELATIONS
Pages 350-353 in your textbook deal with the fight against segregation in South Carolina. Below is a condensed version of those events. Read the article and answer the questions on the next page.
Two sets of developments merged in the African Americans voted for the first time in a 1940s to produce a revolution in race relations Columbia city primary. In August, about 35,000 in South Carolina. One was the emergence of a blacks voted in the state Democratic Party new generation of African American leadership without incident. African American leaders in South Carolina, and the other was World learned that pressure and legal action could tools. War II. A state conference was held in 1939 bring results. The pattern for civil rights action and drew together the state's eight branches of was established. For the next two decades they the NAACP. Strong leadership was provided by worked within the framework of the law to gain James Hinton, state president; Modjeska the rights guaranteed under the Constitution. Simkins, secretary; and Levi Byrd, treasurer. The emphasis shifted from voting rights to Workbook. interactive All these factors kindled a flame of hope education. The legal fight to end segregation in which encouraged the African American the public schools of South Carolina began in leaders in South Carolina to speak out for their Clarendon County. In 1948 a group of African
online rights. Black leaders in the state responded to Americans brought suit in federal court to Student the call of the NAACP to challenge the white require the state and county to furnish school
our primary in the Texas case, Smith v. Allwright, buses for African American children. Judge our by raising defense funds. When the Supreme Waring dismissed the case and the following in Court outlawed the white primary in Texas on year a group of African American parents
using April 3, 1944, the South Carolina Committee petitioned the Clarendon County school called on the state Democratic Party to open its officials to equalize black and white schools. primary. However, the state legislature acted The petition threatened legal action. them quickly to preserve segregated voting. A special In May 1950, a suit was filed charging questions session was called which repealed the laws of lack of equality. In December, under NAACP the primary. The Governor and State sponsorship, this suit was replaced with another the Legislature wanted to protect white supremacy which attacked segregation as a violation of the answer in the primaries at any cost. Fourteenth Amendment. This case was lost, but are But African Americans were encouraged the NAACP appealed the Clarendon Case to the will by the Supreme Court decision, and in 1944 Supreme Court where arguments were they organized the Progressive Democratic presented in 1952.This case was known a These Party, and sought to get members of the new Briggs v. Elliott. The case was placed with four party recognized by the State Democratic Party. others and given the name Brown v. Board of
Students This effort was not successful, but in 1947, the Education. On May 17, 1954, Chief Justice Earl NAACP challenged the South Carolina white Warren delivered the opinion that the "separate primary. In Elmore v. Rice, George Elmore, a but equal doctrine" had no place in public merchant, who had been denied a ballot in the education. 1946 election, challenged the white primary. Judge Waring, a native of Charleston, ruled that Elmore had been denied the right to vote. The case was argued by NAACP counsel, Thurgood Marshall. The leaders of the Progressive Democratic Party were excited. In April, 1948, Page 247 Student Resource Manual Capital City Publishers
Chapter 27
Finding Out continued
QUESTIONS ON REVOLUTION IN RACE RELATIONS
Questions on Revolution in Race Relations
1. What two sets of developments merged in the 1940s to produce "a revolution in race relations" in South Carolina?
tools. 2. What black organization fought for black rights in the courts?
Workbook. 3. What did the United States Supreme Court rule in Smith v. Allwright? How did South interactive Carolina officials react to this decision?
online
Student 4. What was the result of Judge Waring's decision in Elmore v. Rice? our our in
using 5. How did the legal fight to end segregation in public schools start in South Carolina? What was the name of this case? them questions
the
answer 6. This case (referred to in question 5) in turn became a part of what famous United States are Supreme Court case? What was the outcome of this famous case in 1954?
will
These 7. Who was the Chief Justice of the United States Supreme Court in 1954?
Students
For Thought: 8. Why did Brown v. Board of Education create new opportunities for all of South Carolina citizens?
Credit: Elizabeth Alston and Hunter Draper, Ethnic History of South Carolina (Charleston County Public Schools, 1975).
Page 248 Student Resource Manual Capital City Publishers
Chapter 28
Vocabulary Development
Word Bank Vietnam missiles conservative hostage Watergate ban diplomatic coalition New Frontier assassinated SALT mandate Berlin Wall discrimination impeachment nuclear invasion Great Society inflation Bay of Pigs draft card resignation humiliated ghetto embassy
tools. BATTER UP FOR WORD BANK BASEBALL To study the Word Bank, divide the class into two "baseball teams." You may have more than nine members on these teams. Place chairs in a diamond shape at the front of the room to symbolize the bases. As students make "hits," they can sit in the appropriate seat. In the chart below, the words have been divided by difficulty into singles, doubles, triples, and Workbook.
interactive home runs. As each team member comes "to bat," he is asked what sort of hit he wishes to make. He chooses to hit a single, double, triple, or home run. Then the teacher will "pitch" a word to him from the choices. To take a base or score for his team, the student must define the word, use it in a descriptive
online sentence, give an example to illustrate it from the text, or tell a story about the word. An extra base may Student be given if the student can remember extra facts or examples that help to explain the word really well. If
our the student is not able to explain the word, he "strikes out." Three outs retire the side, and the other our team comes to bat. in Students must be able to spell the words as well as define them in order to score. Students
using can best prepare to play by finding the words as they read the chapter and making notes about each word. They may use these notes as they play the game. To make the game more fun and review concepts, words from other units may be added. Words from Chapters 27 and 28 have been included as examples.
them questions Singles Doubles Triples Home Runs the
answer invasion nuclear Bay of Pigs impeachment are hostage humiliated discrimination coalition
will ban Berlin Wall Great Society mandate inflation draft card New Frontier diplomatic
These embassy resignation Berlin Wall SALT conservative assassinated ghetto Watergate
Students missiles
superpower cold war McCarthyism Marshall Plan access bloc Dixiecrat Truman Doctrine cease-fire Sputnik NATO containment summit orator nonviolence per capita airlift NASA brinksmanship synthetic
Page 249 Student Resource Manual Capital City Publishers
Chapter 28
Using United States Census Data
CHANGING POPULATION PATTERNS
Once South Carolina had mainly a rural population but today it has mainly an urban population. Study the census data below and answer the questions that follow.
PERCENTAGE OF SC URBAN AND RURAL POPULATIONS 1930-2000
Year Urban Percent of Total Rural Percent of Total______
tools. 1930 21.3% 78.7% 1940 24.5% 75.5% 1950 36.7% 63.3% 1960 41.2% 58.8% Workbook. interactive 1970 48.3% 51.7% 1980 54.1% 45.9% 1990 54.6% 45.4% online
Student 2000 60.5% 39.5%
our our in 1. What does this United States Census data show?
using
2. Was the state mainly urban or rural in 1930? In 1970? In 1990? them questions 3. In what census year did the urban population first exceed the rural population? the
answer
are
will 4. What was the difference (percentage) between the urban and rural population in the 2000 Census?
These
Students For Thought
5 After reading “An Era of Change in South Carolina” in Chapter 28, what reasons can you give for South Carolina shifting from a rural to an urban state?
Credit: United States Census Bureau, Census of Population and Housing, 1970-2000.
Page 250 Student Resource Manual Capital City Publishers
Chapter 28
For Further Study
A SOUTH CAROLINA HERO OF THE CUBAN MISSILE CRISIS
Major Rudolf Anderson’s death was the one casualty in the Cuban Missile Crisis. Anderson was a graduate of Greenville High School (in Greenville, South Carolina) and a graduate of Clemson University. Joining the United States Air Force, he became a jet fighter pilot. He fought in the Korean War and was decorated for his service. After the war, he was assigned to fly the top secret U-2 spy planes. Anderson and other U-2 pilots reconnaissance work over Cuba led to the discovery that the Russians were installing surface-to-surface, medium range nuclear missiles in tools. Cuba. They were only 90 miles from the coast of the United States. This discovery led to the thirteen day “Cuban Missile Crisis.” On October 22, 1962, President Kennedy went on television to announce a naval blockade. The purpose was to stop Russian personnel and materials needed to complete the missile sites from reaching Cuba. By Saturday,
Workbook. October 27 (the twelfth day of the crisis) war appeared to be imminent. Major Anderson interactive argued for and was given permission for another U-2 flight over Cuba. The purpose was to determine the status of the missile sites. A Russian SAM (surface-to-air missile) brought down Major Anderson’s U-2 spy plane. Major Anderson was killed. online
Student Some have argued that the death of Major Anderson caused Khrushchev, the Russian leader, to realize that the United States would probably strike back if he didn’t our our act quickly. Unwilling to risk a nuclear war between his country and the United States, in on October 28, Khrushchev announced that he was removing the nuclear missiles from
using Cuba. Major Rudolf Anderson’s service to his country helped to prevent a war. Today in Cleveland Park in Greenville, South Carolina, a fighter jet serves as a memorial to Major them Anderson and the sacrifice that he made in the Cuban Missile Crisis. questions
the
answer 1. Who was the only casualty in the Cuban Missile Crisis? are
will 2. How did Major Anderson help the United States become aware of the missiles in Cuba?
These
Students 3. What type of plane was the U-2?
4. Why is Major Anderson considered a hero in the Cuban Missile Crisis?
Credit: Newall, Liz. (2000, FALL). Black Sunday. Clemson World. Retrieved July 18, 2005 from http://www.clemson.edu/military/twelfthday/blacksunday.htm
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Chapter 28
Finding Out continued
THE VOTING RIGHTS ACT OF 1965
The Voting Rights Act of 1965 authorized federal examiners to supervise voter registration in states, counties, or cities that had some form of voter qualification test before the 1964 elections and where fewer than 50 percent of the voting age residents had participated in the 1964 presidential election. The new law also ended the use of literacy tests in states that fell under the criteria listed above. In addition, the law required the approval from the United States Justice Department before these states, counties, or cities could charge election laws or procedures.
tools. • What criteria was used to determine which states, counties, or cities would be affected by the Voting Rights Act of 1965?
• What type of tests did this federal law end? Why do you think that the federal law was
Workbook. written to end these tests? interactive Impact of the VOTING Rights Act of 1965
online
Student Percent of Black Voters Registered
our 1964 1966 State our 19.3 51.2 Alabama in 27.4 47.2 Georgia
using 6.7 32.9 Mississippi 37.3 51.4 South Carolina
them 1. In the year after the Voting Rights Act of 1965, by what percentage did black registration questions increase in South Carolina? Mississippi? Georgia? the
answer are will 2. Based on the data, would you have agreed or disagreed with South Carolina’s Senator
These Thurmond’s 1965 press release in which he stated that in South Carolina, the right to vote was “available to all persons from both a legal standpoint and a practical standpoint.” and
Students that he opposed the passage of the Voting Rights Act of 1965. Explain your answer.
Credit: Nadine Chodas,Strom Thurmond and the Politics of Southern Change(New York, New York: Simon and Schuster,1994).
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Chapter 28
Finding Out
THE HONORABLE MATTHEW J. PERRY
The Honorable Matthew J. Perry, U.S. District Judge for South Carolina, was born August 31, 1921, and spent his childhood in Columbia, South Carolina. An indelible imprint was made upon him by dedicated teachers, and by Principal J. Andrew Simmons at Booker T. Washington High School in Columbia. Perry went to South Carolina State College; he also attended law school at that college's School of Law.
As an eminent jurist and civil rights attorney, Perry has pursued a relentless crusade with his tools. colleagues to alleviate racial barriers in South Carolina via legal means. In 1963, he won the case that allowed Harvey Gantt to integrate Clemson University. He later won the case that caused the South Carolina House of Representatives to be reapportioned.
Workbook. Perry, a former counsel and chairman of the Legal Affairs Division of the South Carolina interactive Conference of NAACP, was selected in 1975 by President Gerald Ford, and unanimously approved by the United States Senate, as a judge of the United States Court of Military Appeals. Perry was chosen by President Jimmy Carter in 1979, and unanimously approved by the United online
Student States Senate, as a United States District Judge for South Carolina - the first African American person in the history of the state to be so honored. our our in Credit: Margaret B. Walden, Social Studies Consultant, Black Contributions to South Carolina History (Columbia: State Department of Education, 1990). using
On page 374 in your textbook, the career of Matthew Perry is briefly discussed. Read the article above
them and the information in your textbook and answer the questions below.
questions 1. Where did Matthew Perry attend college and law school? the answer are 2. How did Perry fight to remove racial barriers in the state? will
These 3. For what civil rights organization did Perry serve as a legal counsel?
Students 4. In 1979, to what federal court was Matthew Perry named?
For Thought:
5. Why would Judge Perry be considered a historically significant person in South Carolina's history?
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Chapter 29
Vocabulary Development
Word Bank amendment Constitution veto legislature executive bicameral filibuster appropriations legislative compromise pocket veto bond judicial speaker cabinet subpoena representative- whip preside solicitor democracy pro tempore magistrate due process bill precedent
tools. Fill in the blanks with the Word Bank word that best fits the context of the sentence.
1. There are three branches of government: ______, ______, and ______. 2. The form of government used by the United States is called a______. It is Workbook. interactive based on a written ______that has been changed by ______(s). 3. In the United States, the people have rights. One of these is the right to ______which online Student includes the right to a trial and freedom from cruel and unusual punishment.
our 4. The United States Congress is ______, that is, it has two houses. In the House of our Representatives, the most powerful member is the ______. Each party has a in leader who has an assistant known as the ______. Though the vice president is using president of the Senate, the senior member of the majority party is the president ______. Members of Congress must often ______to get a law
them passed. questions 5. Every law begins as a ______. Once the members of Congress debate and pass the legislation, the president may sign the act into law or ______it over a ten day the period. If Congress adjourns within the ten days, the president can kill the act by not signing answer
are it. This is called a ______. Sometimes a senator can ______
will or speak for as long as he can to keep the act from coming to a vote. 6. The president’s ______, made up of the heads of major federal government
These departments, is not mentioned in the Constitution. 7. The basic federal court is the district court where several judges ______in one district.
Students Most court decisions are based on past decisions or ______(s). 8. The main governing body of the state is the ______. One of their duties is to adopt the state budget or General ______Bill. One way a state may raise money is by selling ______(s) or long-term loans. 9. The state court system is made up of many levels. On the local level there are municipal courts for the city and ______’s courts in the county. Circuit courts serve a large district of several counties. The circuit ______is the attorney for the state. ______(s) can be issued to require persons to give evidence to the court.
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Chapter 29
Literacy Elements: Reading Charts
CHECKS AND BALANCES
The Congress may . . . The President may . . . The Supreme Court may . . . • Pass bills (Both) • Approve bills • Remain in office for life • Override Presidential veto • Carry out laws unless impeached and by two-thirds vote (Both) • Veto bills convicted • Establish lower federal • Call special sessions of • Interpret laws court (Both) Congress • Declare laws
tools. • Approve or reject • Make treaties unconstitutional appointments of federal • Appoint federal judges • Interpret treaties judges (Senate) • Appoint federal officials • Preside at impeachment • Approve or reject treaties • Grant pardons and trial of President (Chief (Senate) Justice)
Workbook. reprieves for federal interactive • Impeach president, federal offense, except in officials, judges (House) impeachment cases • Try impeached persons and online
Student remove them from office (Senate) our our in Read each of the following fictional situations. After reading each situation, refer to the chart above to
using determine whether or not the rules of the Constitution have been observed. Explain your answer.
1. The Supreme Court decided today that one of the laws in the Illinois Compromise, passed by them Congress nearly 30 years ago, is unconstitutional. questions 2. This morning, the president announced a new civil rights law to take effect immediately. The the president explained that lawmakers were neglecting their duties and failing to take action. The answer
are new law makes discrimination illegal in voting, school promotion, and job promotion.
will 3. This morning, the president announced that he had fired the Chief Justice of the Supreme
These Court. "He has declared the last three of my programs unconstitutional," the president said, “and I'm tired of fighting with him. I nominated him, and I'm firing him."
Students 4. Today, the president refused to accept the decision of the House of Representatives to impeach him. "I will use my power to have all of these low-life’s taken out of the Congress," he said before a packed news conference
5. This morning, the Senate voted 51 to 49 to override the president's veto of their new budget law. Last week the House also voted to override, so the bill is now law.
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Chapter 29
Literacy Elements: Using an Appendix
SOUTH CAROLINA GOVERNORS
In the appendix in your textbook is a list of the governors of South Carolina. Use this list to answer the questions below:
1. How many proprietary governors did the colony of Carolina have?
2. What was the length of the term of office for a proprietary governor?
tools. 3. Who was the last royal governor of South Carolina?
4. Who was the first governor to serve after South Carolina declared itself to be an independent state?
Workbook. interactive 5. What were the first two political parties in the state (and nation)?
6. Who was governor when South Carolina seceded in 1860? online
Student 7. Who were South Carolina's three Reconstruction governors (1868-1876)? our our in 8. In the 19th century (1800s) what was the length of the term of office for the governor?
using 9. After Reconstruction, South Carolina became part of the "Solid South" which meant that it usually voted Democratic. Who was the first Republican to be elected governor since the them end of Reconstruction in 1876? questions 10. Both J. Strom Thurmond and Ernest F. Hollings, who were once United States Senators, the also served the state as governors. When was Thurmond governor? Hollings? answer
are
will 11. In the 1970s, what political party gained sufficient strength to enable its candidate to be elected to the office of governor?
These 12. Who is the current governor of South Carolina?
Students For Thought: 13. Why would being governor be a good "political springboard" for federal elective office?
14. Why is the office of governor considered to be politically weak?
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Chapter 29
Literacy Elements: Using Documents
UNITED STATES CONSTITUTIONAL AMENDMENTS
Twenty-seven amendments have been added to the United States Constitution. Use the copy of the amendments in the appendix of your textbook to answer the questions below.
1. What are the first ten amendments to the United States Constitution called?
2. What amendment protects a citizen's freedom of speech?
tools. 3. What is the purpose of these amendments?
a. Amendment XIII ______
b. Amendment XV ______Workbook. interactive c. Amendment XVI ______
online
Student d. Amendment XXVI ______
our our 4. What amendment prohibited the making and selling of alcoholic beverages? What in amendment repealed this amendment?
using 5. What amendment restricts a president to no more than two terms?
them 6. According to Amendment XXV, Section 2, in case of vacancy in the office of the vice questions president, how will another be selected? the 7. What amendment gave the people of Washington, D.C., the right to vote in presidential answer
are elections?
will 8. What are the provisions of Amendment XXVII?
These For Thought:
Students 9. How does Amendment XXII limit a president?
10. How did Amendment XVI improve the finances of the federal government?
11. How have the amendments allowed the United States Constitution to change and to adapt to new situations?
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Chapter 29
Literacy Elements: Reading Charts
SOUTH CAROLINA CONSTITUTION AND THE UNITED STATES CONSTITUTION
SOUTH CAROLINA FEDERAL
BRANCHES
tools. RELATIONSHIP TO EACH
OTHER
Workbook. interactive
EXECUTIVE
online HEAD Student
our our in LEGISLATIVE using BODY
them
questions
JUDICIAL the HEADS answer are will For Discussion: These The men who wrote the United States Constitution set up a system of checks and balances.
Students 1. How does this system of checks and balances work on the federal level? (See page 386 in your textbook.)
2. Unlike the federal system, why does the legislative branch dominate South Carolina’s government (See pages 391-392 in your textbook).
Credit: Jane Satterfield, Social Studies Consultant, Social Studies Curriculum Guide, Grade Eight (Greenville, South Carolina: The School District of Greenville County).
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Chapter 29
Finding Out: South Carolina Government
Read pages 391-396 in your textbook and answer the questions below.
1. Define: constitution.
2. How are both the state and federal constitutions similar in organization?
tools. 3. What is the correct name of the legislative branch in South Carolina?
4. The legislative branch is made up of two houses called the ______and Workbook. interactive ______.
online Student 5 Where is much of the legislative work done? our our in
using 6. The chief executive of South Carolina is known as the ______(title) and is currently ______(name).
them 7. To hold the above office, a person must: questions a. ______the
answer b. ______are
will c. ______
These 8. Name three duties of the chief executive of South Carolina: Students a. ______b. ______c. ______
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Chapter 29
Finding Out: South Carolina Government continued
9. South Carolina has an office similar to vice president which is called the office of the ______(title). Currently, ______(name) holds this elected office.
10. Other elected officers of the executive branch include the: a. Secretary of State d. State Treasurer
tools. b. Attorney General e. Adjutant General c. Comptroller (Explain the duties of each of the above.) Workbook. interactive
11. What is the purpose of the State Supreme Court? online Student
our our
in 12. Unlike the United States Supreme Court, the South Carolina Supreme Court justices serve
using for fixed terms. What are their terms?
them
questions Credit: Jane Satterfield, Social Studies Consultant, Social Studies Curriculum Guide, Grade Eight (Greenville, South Carolina: School District of Greenville County). the answer are will These Students
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Chapter 30
Vocabulary Development: South Carolina Government
Word Bank county treasurer auditor incorporation municipal ordinances clerk of court consolidation council sheriff probate judge mayor Home Rule coroner millage annexation register of mesne conveyance
Given the following definitions associated with local government, fill in the Word Bank word related to each definition. Some words may be used more than once.
tools. TWO BRANCHES OF LOCAL GOVERNMENT ______(local area of county—What’s the name of yours?) (city—What’s the nearest to you?) Workbook. interactive ______, ______(governing group) (leading official) (governing group)
online ______Student (name the act that defines this form) our our ______in
using (county laws) (city laws) Officials: Put a * if elected in your county. Ways to form new cities Are your government officials members them of a political party or not? Write P if the ______questions office is partisan or N if it is nonpartisan. (300 people per square mile
the ask for state charter)
answer ______are (keeper of law and order) ______
will (two existing cities unite with ______permission from General Assembly)
These (investigates mysterious deaths) ______
Students ______(include an adjoining area in the (keeps court records) city through petition or election) ______(determines property tax owed based on tax rate or ______(keeps deeds of land and mortages) (collects taxes, distributes funds) ______(keeps wills, estate documents, marriage licenses)
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Chapter 30
Literacy Elements: Interpreting Diagrams
FORMS OF COUNTY GOVERNMENT
Read pages 406-407 in your textbook and complete the diagrams below. (The activity has been started for you.) Answer the questions that follow.
SOUTH CAROLINA COUNTY GOVERNMENTAL FORMS
(1) Council Form (2) Council-Supervisor Form City Voters
tools. Elect Elect
County Council Supervisor
Workbook.
interactive Supervises Supervises
County Depatrtment
online Student
our our (3) Council-Manager Form (4) Council Administrator Form
in
using
Elect Elect
them Hires Hires questions
the Supervises Supervises
answer
are
will
These
1. How many forms of county government does the state have? Students 2. What is the purpose of the council in every county?
3. What is the purpose of the city supervisor, manager, or administrator?
For Thought: 4. Except for the council-supervisor form of government, why can the council claim to actually represent "the will of the people"?
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Chapter 30
Literacy Elements: Constructing Charts
LOCAL OFFICIALS
As noted on page 407 in your textbook, there are a number of locally elected officials whose offices and duties go back to England before the year 1066. Using your public/school libraries or internet, complete the form below.
Elected Name of Person Currently Political Party Term of tools. Office Holding the Office (if it applies) Office
County Sheriff
Workbook.
interactive Clerk of
Court
online Register of Student Mesne Conveyance
our our in County Auditor
using
County Treasurer them questions
Probate Judge the
answer are will These Students
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Chapter 30
Literacy Elements: Map Skills
On the map below, complete the following activities by writing in the name of the county. (See the map on pages 6 and 7 in your textbook.)
1. The name of your county and those surrounding your county. 2. The county where the state capital is located? 3. The county which is the farthest east. 4. The county which is the farthest west. 5. The county which is the farthest south.
tools. 6. The county beginning with a B named for one of the Lord Proprietors. 7. The county whose name is the first name of the first president of the United States, plus a community. 8. The county named for a tribe of Native Americans who lived in that vicinity. Workbook.
interactive 9. The county named for the general called the "Swamp Fox." online Student our our in using them questions the answer are will These Students
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