The Settlement of South Carolina

Introduction

This WebQuest was created for eighth grade students learning about history, government, geography and economics of South Carolina. 

This WebQuest is aligned with the following South Carolina social studies standards:

8-1.3: Summarize the history of English settlement in New England, the mid-Atlantic region, and the South, with an emphasis on South Carolina as an example of a distinctly southern colony.

8-1.2: Compare the motives, activities, and accomplishments of the exploration of South Carolina and North America by the Spanish, French, and English.

8-1.4: Explain the significance of enslaved and free Africans in the developing culture and economy of the South and South Carolina, including the growth of the slave trade and resulting population imbalance between African and European settlers; African contributions to agricultural development; and resistance to slavery, including the Stono Rebellion and subsequent laws to control slaves.

8-1.5: Explain how South Carolinians used their natural, human, and political resources uniquely to gain economic prosperity, including settlement by and trade with the people of Barbados, rice and indigo planting, and the practice of mercantilism.

Task

Ever wonder what it would have been like to live in the 1700s? How did the settlers hear about our great state of South Carolina? Today, you will begin a five day journey into the past where you will research the settlement of South Carolina. Now, we know that settlers weren't reading travel brochures but what would they look like if they did?
Imagine you are trying to boost tourism for South Carolina in the mid 1700s, during a time of economic prosperity. You and your group will use your research to create a pamphlet to entice the people of the mid 1700s to move to our beautiful Palmetto State. 


(Don't forget to work together and to be creative!)

Process

Part One:

It is recommended that you begin researching right away. Fold five pieces of paper in half. Each paper will eventually be a combination of your research and stylistic/editiorial choices regarding certain concepts.
Record your research in the left column of your paper. 

Use the following sources for research:

http://www.worldatlas.com/webimage/countrys/namerica/usstates/sctimeln…

http://www.anderson5.net/cms/lib02/SC01001931/Centricity/Domain/2420/Si…

http://www.u-s-history.com/pages/h637.html

http://www.usahistory.info/southern/South-Carolina.html

https://www.boundless.com/u-s-history/textbooks/boundless-u-s-history-t…

http://ldhi.library.cofc.edu/exhibits/show/africanpassageslowcountryada…

*Remember not to copy information. Use your own words. 

There are five concepts you must address in your brochure:

1. Provide a brief summary of English settlement in the South and emphasize South Carolina as a distinctly southern colony.

2. Compare the motives and accomplishments of the exploration of South Carolina by the Spanish, French, and English.

3. Explain the significance of free and enslaved African Americans in the developing culture, including the growth of the slave trade and resulting population imbalance between African and European Settlers. 

4. Explain how South Carolinians used their natural, human and political resources uniquely to gain economic prosperity, including settlement by and trade with the people of Barbados, rice and indigo planting, and the practice of mercantilism. 

5. Create a visual of South Carolina geography and list, label, and describe South Carolina's land regions.

 

Part Two:

After you and your classmates have recorded your research, go through each concept and decide what kind of visual and political appeal each section of your brochure should have. How will you convince northernes
Use the other column on your concept sheets to record political standpoints, visuals you would like to add and some marketing flair to lure tourists to South Carolina. 

Part Three:

Rewrite the research and combine with your visuals to create a rough draft of your brochure. (Be sure to use pencil.) Submit your rough draft to the teacher for revisions and make corrections if necessary. 

Part Four:

Assemble the final draft of the brochure and practice presenting. Practice until you are comfortable and confident with the presentation and remember to give your classmates positive feedback!


Part Five:

Each group will present their brochure to the class. 

Evaluation

The Settlement of South Carolina Project Rubric

Criteria

1

2

3

4

Research

  • Inadequate research ; very few sources
  • Sufficient research; sources could be more diverse
  • Fair amount of
    research   from varied sources
  • Expansive research from many different sources

Content

  • Limited amount of research and writing techniques. Content is unorganized and difficult to comprehend.
  • Some use of research and writing techniques. Content is not entirely clear and lacks purpose.
  • Good use of research and writing techniques. Content is organized, and informative.
  • Extensive use of research and writing techniques. Content is organized, informative and purposeful.

Display

  • Disorganized in layout; limited use of visuals.
  • Some organization; some visuals but looks incomplete
  • Organized with appropriate visuals; good use of content-related 
  • Highly organized and very visually appealing; images/maps support content.

Oral Presentation

  • Presentation is unclear with little enthusiasm and limited understanding of the topic.
  • Presentation is somewhat clear with some enthusiasm and some understanding of the topic.
  • Presentation is clear with enthusiasm and a general understanding of the topic.
  • Presentation is clear with great enthusiasm and a clear and confident understanding of the topic.
Conclusion

Congratulations! You have successfully created something that can educate Americans across the country about South Carolina's history! As we continue our journey through South Carolina's history, refer back to your pamphlet and other group's pamphlets. These brochures are an excellent resource and reminder when trying to understand the mindset of past South Carolinians and citizens from other states. Throughout the year, you will find that you will be asked to imagine what past people felt like or what their opinions were. Through throrough and varied research, we can better understand the attitudes and perspectives of the past.

Credits

The following sources were used in creating this webquest:

http://www.worldatlas.com/webimage/countrys/namerica/usstates/sctimeln…

http://www.anderson5.net/cms/lib02/SC01001931/Centricity/Domain/2420/Si…

http://www.u-s-history.com/pages/h637.html

http://www.usahistory.info/southern/South-Carolina.html

https://www.boundless.com/u-s-history/textbooks/boundless-u-s-history-t…

http://ldhi.library.cofc.edu/exhibits/show/africanpassageslowcountryada…

About the Author:

My name is Katelyn Floyd and I am pursuing my MA in Elementary Education with Grand Canyon University. I work in after school programs in Charleston County and look forward to continuing my service to students during the school day. 

 

Teacher Page

Standards:

This WebQuest is aligned with the following South Carolina social studies standards:

8-1.3: Summarize the history of English settlement in New England, the mid-Atlantic region, and the South, with an emphasis on South Carolina as an example of a distinctly southern colony.

8-1.2: Compare the motives, activities, and accomplishments of the exploration of South Carolina and North America by the Spanish, French, and English.

8-1.4: Explain the significance of enslaved and free Africans in the developing culture and economy of the South and South Carolina, including the growth of the slave trade and resulting population imbalance between African and European settlers; African contributions to agricultural development; and resistance to slavery, including the Stono Rebellion and subsequent laws to control slaves.

8-1.5: Explain how South Carolinians used their natural, human, and political resources uniquely to gain economic prosperity, including settlement by and trade with the people of Barbados, rice and indigo planting, and the practice of mercantilism.

 

Materials:

-Pencils/Pens

-Lined Paper

-Colored Pencils

-Cardstock

-Computers

-Printer

-Highlighters

Differentiation:

Mixed ability grouping will allow students who are confident to assume leadership positions and provide opportunities for shy students to interact and communicate, building strong social skills and groupwork abilities.