Settling the Backcountry
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.
Lesson Created By: Kim Buice and Christine Horowitz
Essential Question
How can citizens change their society when they feel government is not responsive to their situation?
Grade(s):
- 8
Subject(s):
Recommended Technology:
Computers/tablets with internet access
Other Instructional Materials or Notes:
Lesson Progression
Problem
- Show how concerned citizens and the actions of individuals put pressure on the Royal Government of SC to make changes in legislation that positively improved the life of people who did not live in the Lowcountry.
- Research how citizens took matters in their own hands and changed their society.
- Identify problems in the Backcountry.
- How did citizens react to their problems?
- How did they attempt to solve their problems?
- What was the solution of the problems?
Step 1:
In small groups, students will research how citizens of the colony of South Carolina reacted to a situation in which the citizens felt their livelihood and lives were being endangered. Use the four research questions to guide groups in their research of the past situation in the South Carolina colony.
Suggested sites for research and maps of the colony:
- http://www.sciway.net/hist/maps/mapscolonial.html
- http://www.carolana.com/SC/Royal_Colony/sc_royal_colony_township_acts.html
Step 2:
Students will create a multimedia production showing how citizens responded to a situation they felt was out of their control or students can create a play in which the various roles of citizens and government officials are explained.
SC Colonial Period Maps from SCIWAY.net
SC Colonial maps - statewide, counties and districts, cities and towns
View ResourceProclamation by His Excellency, Robert Johnson, Esq., Governor and Commander in Chief - His Majesty's Province of South Carolina
Primary Source document
View ResourceThe Royal Colony of South Carolina from Carolana.com
There were two Acts that established new Townships in South Carolina - 1730 and 1761 - There are many contradicting histories on what really led to the establishment of "Townships" in the interior of South Carolina immediately after the Crown took over the colony in 1729. The Lords Proprietors recognized very early during the formation of Carolana that towns were essential to the growth of the overall colony, but they had no formal plan to achieve their goal, nor did they provide any strong encouragement or money to make it happen.
View ResourceStandards
- 8.2.CC Analyze the continuities and changes of how different groups immigrated to and migrated within South Carolina.
- This indicator was developed to encourage inquiry into the immigration and migration patterns of different groups within South Carolina, including their economic, political, and social power to do so. This indicator also promotes inquiry into an exploration of such ideas as the expansion of slavery and hostilities with the native peoples.
- 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.
- 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.
- RI.LCS.11 Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.
- C Communication
- 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
Assessments
Settling the Backcountry Rubric:
https://docs.google.com/document/d/18SX0P3lL_Std7D0LeYhDc8G2U4ThBzl5lYDy...