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South Carolina's Third Grade Standards

  • SC.3-1. Standard / Course: South Carolina Studies

    The student will demonstrate an understanding of places and regions and the role of human systems in South Carolina.

    • 3-1.1. Knowledge And Skills / Essential Question:

      Categorize the six landform regions of South Carolina—the Blue Ridge, the Piedmont, the Sand Hills, the Inner Coastal Plain, the Outer Coastal Plain, and the Coastal Zone—according to their climate, physical features, and natural resources.

    • 3-1.2. Knowledge And Skills / Essential Question:

      Describe the location and characteristics of significant features of South Carolina, including landforms; river systems such as the Pee Dee River Basin, the Santee River Basin, the Edisto River Basin, and the Savannah River Basin; major cities; and climate regions.

    • 3-1.3. Knowledge And Skills / Essential Question:

      Explain interactions between the people and the physical landscape of South Carolina over time, including the effects on population distribution, patterns of migration, access to natural resources, and economic development.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Interpret information from a variety of social studies resources.(3-1)
      2. Recognize maps, mental maps, and geographic models as representations of spatial relationships.
      3. Find and describe the locations and conditions of places.
      4. Understand that people make choices based on the scarcity of resources.
      5. Share thoughts and ideas willingly.
      6. Use visual elements as aids to understand where, when, why, and how.
      (3-1)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
  • SC.3-2. Standard / Course: South Carolina Studies

    The student will demonstrate an understanding of the exploration and settlement of South Carolina.

    • 3-2.1. Knowledge And Skills / Essential Question:

      Compare the culture, governance, and physical environment of the major Native American tribal groups of South Carolina, including the Cherokee, Catawba, and Yemassee.

    • 3-2.2. Knowledge And Skills / Essential Question:

      Summarize the motives, activities, and accomplishments of the exploration of South Carolina by the Spanish, French, and English.

    • 3-2.3. Knowledge And Skills / Essential Question:

      Describe the initial contact, cooperation, and conflict between the Native Americans and European settlers in South Carolina.

    • 3-2.4. Knowledge And Skills / Essential Question:

      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.

    • 3-2.5. Knowledge And Skills / Essential Question:

      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.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Identify cause-and-effect relationships.
      2. Interpret information from a variety of social studies resources.(3-2)
      3. Recognize maps, mental maps, and geographic models as representations of spatial relationships.
      4. Find and describe the location and condition of places.
      5. Distinguish between wants and needs and between consumers and producers.
      6. Use visual elements as aids to understand where, when, why, and how.
      (3-2)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
  • SC.3-3. Standard / Course: South Carolina Studies

    The student will demonstrate an understanding of the American Revolution and South Carolina’s role in the development of the new American nation.

    • 3-3.1. Knowledge And Skills / Essential Question:

      Summarize the causes of the American Revolution, including Britain’s passage of the Stamp Act, the Tea Act, and the Intolerable Acts; the rebellion of the colonists; and the writing of the Declaration of Independence.

    • 3-3.2. Knowledge And Skills / Essential Question:

      Compare the perspectives of South Carolinians during the American Revolution, including Patriots, Loyalists, women, enslaved and free Africans, and Native Americans.

    • 3-3.3. Knowledge And Skills / Essential Question:

      Summarize the course of the American Revolution in South Carolina, including the role of William Jasper and Fort Moultrie; the occupation of Charles Town by the British; the partisan warfare of Thomas Sumter, Andrew Pickens, and Francis Marion; and the battles of Cowpens, Kings Mountain, and Eutaw Springs.

    • 3-3.4. Knowledge And Skills / Essential Question:

      Summarize the effects of the American Revolution, including the establishment of state and national governments.

    • 3-3.5. Knowledge And Skills / Essential Question:

      Outline the structure of state government, including the branches of government (legislative, executive, and judicial), the representative bodies of each branch (general assembly, governor, and supreme court), and the basic powers of each branch.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Distinguish between past, present, and future time.
      2. Identify cause-and-effect relationships.
      3. Interpret information from a variety of social studies resources.(3-3)
      4. Share thoughts and ideas willingly.
      5. Use visual elements as aids to understand where, when, why, and how.
      (3-3)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
  • SC.3-4. Standard / Course: South Carolina Studies

    The student will demonstrate an understanding of life in the antebellum period, the causes and effects of the Civil War, and the impact of Reconstruction in South Carolina.

    • 3-4.1. Knowledge And Skills / Essential Question:

      Compare the economic conditions for various classes of people in South Carolina, including the elite, the middle class, the lower class, the independent farmers, and the enslaved and free African Americans.

    • 3-4.2. Knowledge And Skills / Essential Question:

      Summarize the development of slavery in antebellum South Carolina, including the invention of the cotton gin and the subsequent expansion of and economic dependence on slavery.

    • 3-4.3. Knowledge And Skills / Essential Question:

      Explain the reasons for South Carolina’s secession from the Union, including the abolitionist movement and the concept of states’ rights.

    • 3-4.4. Knowledge And Skills / Essential Question:

      Summarize the course of the Civil War in South Carolina, including the Secession Convention, the firing on Fort Sumter, the Union blockade of Charleston, the significance of the Hunley submarine; the exploits of Robert Smalls; and General William T. Sherman’s march through the state.

    • 3-4.5. Knowledge And Skills / Essential Question:

      Explain how the destruction caused by the Civil War affected the economy and daily lives of South Carolinians, including the scarcity of food, clothing, and living essentials and the continuing racial tensions.

    • 3-4.6. Knowledge And Skills / Essential Question:

      Summarize the positive and negative effects of Reconstruction in South Carolina, including the development of public education; the establishment of sharecropping; racial advancements and tensions; and the attempts to rebuild towns, factories, and farms.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Identify cause-and-effect relationships.
      2. Interpret information from a variety of social studies resources.(3-4)
      3. Find and describe the location and condition of places.
      4. Work in teams to learn collaboratively.
      5. Use visual elements as aids to understand where, when, why, and how.
      (3-4)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
  • SC.3-5. Standard / Course: South Carolina Studies

    The student will demonstrate an understanding of the major developments in South Carolina in the late nineteenth and the twentieth century.

    • 3-5.1. Knowledge And Skills / Essential Question:

      Summarize the social and economic impact of developments in agriculture, industry and technology, including the creation of Jim Crow laws, the rise and fall of textile markets, and the expansion of the railroad.

    • 3-5.2. Knowledge And Skills / Essential Question:

      Explain the causes and impact of emigration from South Carolina and internal migration from rural areas to the cities, including discrimination and unemployment; poor sanitation and transportation services; and the lack of electricity and other modern conveniences in rural locations.

    • 3-5.3. Knowledge And Skills / Essential Question:

      Explain the effects of the Great Depression on daily life in South Carolina, including the widespread poverty and unemployment and the efforts of the federal government to create jobs through a variety of New Deal programs.

    • 3-5.4. Knowledge And Skills / Essential Question:

      Summarize the social and economic impact of World War II and the Cold War on South Carolina, including the end of the Great Depression, improvements in modern conveniences, increased opportunities for women and African Americans, and the significance of the opening and eventual closing of military bases.

    • 3-5.5. Knowledge And Skills / Essential Question:

      Summarize the development of economic, political, and social opportunities of African Americans in South Carolina, including the end of Jim Crow laws; the desegregation of schools (Briggs v. Elliott) and other public facilities; and efforts of African Americans to achieve the right to vote.

    • 3-5.6. Knowledge And Skills / Essential Question:

      Describe the growth of tourism and its impact on the economy of South Carolina, including the development of historic sites, state parks, and resorts and the expanding transportation systems that allow for greater access to our state.

    • Social Studies Literacy Skills for the Twenty-First Century:

      1. Distinguish between past, present, and future time.
      2. Identify cause-and-effect relationships.
      3. Interpret information from a variety of social studies resources.(3-5)
      4. Find and describe the location and condition of places.
      5. Understand that people make choices based on the scarcity of resources.
      6. Use visual elements as aids to understand where, when, why, and how.
      (3-5)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.
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