Lesson 3 - First European Settlers | Conversations on S.C. History

Description/Standards Tabs

Description

Noted South Carolina historian Dr. Walter Edgar discusses the key issues in SC History.

The First European Settlers of South Carolina are discussed in five lessons:

Spanish Exploration of SC
French Explorers in SC
English Explorers in SC
Early Colonists
African Americans in SC

Standards

Standards

2011 - Social Studies [Elementary (3-5)]

3-2 The student will demonstrate an understanding of the exploration and settlement of South Carolina.
- 2011 - Social Studies [Elementary (3-5)]
  
  3-2.0 The inhabitants of the early Carolina colony included native, immigrant, and enslaved peoples. To understand how these various groups interacted to form a new and unique culture, the student will utilize the knowledge and skills set forth in the following indicators:
  - 2011 - Social Studies [Elementary (3-5)]
    
    3-2.2 Summarize the motives, activities, and accomplishments of the exploration of South Carolina by the Spanish, French, and English.
  - 2011 - Social Studies [Elementary (3-5)]
    
    3-2.3 Describe the initial contact, cooperation, and conflict between the Native Americans and European settlers in South Carolina.
  - 2011 - Social Studies [Elementary (3-5)]
    
    3-2.4 Summarize the development of the Carolina colony under the Lords Proprietors and the royal colonial government, including settlement by and trade with the people of Barbados and the influence of other immigrant groups.
  - 2011 - Social Studies [Elementary (3-5)]
    
    3-2.5 Explain the role of Africans in developing the culture and economy of South Carolina, including the growth of the slave trade; slave contributions to the plantation economy; the daily lives of the enslaved people; the development of the Gullah culture; and their resistance to slavery.
2020 - Social Studies [Elementary (3-5)]

4.1.CC Identify patterns of change and continuity in the development of economic systems in British North America.
2020 - Social Studies [Elementary (3-5)]

4.1.CE Identify the effects of changing economic systems on the diverse populations in British North America.
2020 - Social Studies [Elementary (3-5)]

4.1.CO Compare the interactions among cultural groups as a result of European colonization.
2020 - Social Studies [Elementary (3-5)]

4.1.CX Contextualize the experience of Africans, Europeans, and Native Americans in South Carolina.
2020 - Social Studies [Elementary (3-5)]

4.1.E Analyze multiple perspectives on the economic, political, and social developments of British North America and South Carolina.
2011 - Social Studies [Middle School (6-8)]

6-6 The student will demonstrate an understanding of the impact of the Renaissance, the Reformation, and the Age of Exploration on Europe and the rest of the world.
- 2011 - Social Studies [Middle School (6-8)]
  
  6-6.0 The Renaissance, the Reformation, and the Age of Exploration were times of great discovery and learning that affected the way individuals viewed themselves and the world around them. To understand the connections among the Renaissance, the Reformation, and the exploration of the world, the student will utilize the knowledge and skills set forth in the following indicators:
  - 2011 - Social Studies [Middle School (6-8)]
    
    6-6.4 Compare the economic, political, and religious incentives of the various European countries to explore and settle new lands.
  - 2011 - Social Studies [Middle School (6-8)]
    
    6-6.6 Explain the effects of the exchange of plants, animals, diseases, and technology throughout Europe, Asia, Africa, and the Americas (known as the Columbian Exchange).
2011 - Social Studies [Middle School (6-8)]

8-1 The student will demonstrate an understanding of the settlement of South Carolina and the United States by Native Americans, Europeans, and Africans.
- 2011 - Social Studies [Middle School (6-8)]
  
  8-1.0 The human mosaic of the South Carolina colony was composed of indigenous, immigrant, and enslaved populations. To understand how these differing backgrounds melded into an entirely new and different culture, the student will utilize the knowledge and skills set forth in the following indicators:
  - 2011 - Social Studies [Middle School (6-8)]
    
    8-1.2 Compare the motives, activities, and accomplishments of the exploration of South Carolina and North America by the Spanish, French, and English.
  - 2011 - Social Studies [Middle School (6-8)]
    
    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.
  - 2011 - Social Studies [Middle School (6-8)]
    
    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.
2020 - Social Studies [Middle School (6-8)]

8.1.CE Analyze the factors that contributed to the development of South Carolinas economic system and the subsequent impacts on different populations within the colony.

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