Lesson Overview
South Carolina began as a proprietary colony, but in order to attract more settlers, the proprietors gave some of their political control to the landowners. This, however, did not mean that they shared any of their power or wealth with non-land owners. This made the move to the Upstate (or Backcountry) seem advantageous to these people. However, there was little representation from the Backcountry in the Assembly which meant the government did very little for this area of the colony. This led to the Regulator Movement – basically a band of vigilantes who took law enforcement into their own hands in order to protect the settlers.
Essential Question
How can citizens change their society when they feel government is not responsive to their situation?
Grade(s):
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
You need to be logged in to see this lesson. Create an account now; it's quick, easy, and free!
Log In to View LessonYou need to be logged in to see this lesson. Create an account now; it's quick, easy, and free!
Log In to View LessonStandards
- 8-1 The student will demonstrate an understanding of the settlement of South Carolina and the United States by Native Americans, Europeans, and Africans.
- I Inquiry-Based Literacy Standards
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- I.3.1 Develop a plan of action by using appropriate discipline-specific strategies.
- I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
- I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
- I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.
- I.4 Synthesize integrated information to share learning and/or take action.
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- Grade 3: Read grade-appropriate irregularly spelled words.
- Grade 2: Make predictions before and during reading; confirm or modify thinking.
- RI.MC.5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
- RI.MC.6 Summarize key details and ideas to support analysis of central ideas.
- RI.MC.7 Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.
- Grade 4: Consult print and multimedia resources to find the pronunciation and determine or clarify the precise meaning of key words or phrases.
- Grade 2: Make predictions before and during reading; confirm or modify thinking.
- Grade 6: Analyze the impact of selected media and formats on meaning.
- C.MC Meaning and Context
- C.MC.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
- C.MC.3 Communicate information through strategic use of multiple modalities, visual displays, and multimedia to enrich understanding when presenting ideas and information.
- C.LCS Language, Craft, and Structure
- C.MC Meaning and Context
You need to be logged in to see this lesson. Create an account now; it's quick, easy, and free!
Log In to View LessonLesson Created By: Kim Buice and Christine Horowitz