Syllabus
Syllabus
Blue Ridge Middle School
Syllabus for Social Studies/Eighth Grade
Teacher Name: Hope Barbare
Room Number: Room 806
Daily Schedule
Time Subject
First Period Planning
Second Period Planning
Third Period Social Studies
Fourth Period Social Studies
Fifth Period Social Studies
Sixth Period Social Studies
Course Description
The focus for social studies in grade eight is the story of the history of South Carolina and the role that the state and its people have played in the development of the United States as a nation. Students learn about the state’s development during colonial times and the growth of the American ideal, which led to the break with England, the rising controversy about slavery, and the Civil War. The study of the rebuilding of South Carolina after the Civil War and the continuing struggle for civil rights and justice waged by the people of South Carolina allows students to see the progress that the state has made and to appreciate the contributions that its people have made to the nation as a whole.
Course Content Standards/Objectives
Standard 8-1: The student will demonstrate an understanding of the settlement of South Carolina and the United States by Native Americans, Europeans, and Africans.
Indicators
8-1.1 Summarize the collective and individual aspects of the Native American cultureof the Eastern Woodlands tribal group, including the Catawba, Cherokee, and Yemassee.
8-1.2 Compare the motives, activities, and accomplishments of the exploration of South Carolina and North America by the Spanish, French, and English.
8-1.3 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.
8-1.4 Explain the significance of enslaved and free Africans in the developing cultureand 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.
8-1.6 Compare the development of representative government in South Carolina to representative government in the other colonial regions, including the proprietary regime, the period of royal government, and South Carolina’s Regulator Movement.
Standard 8-2: The student will demonstrate an understanding of the causes of the American Revolution and the beginnings of the new nation, with an emphasis on South Carolina’s role in the development of that nation.
Indicators
8-2.1 Explain the political and economic consequences of the French and Indian War on the relationship of the South Carolina colonists with Native Americans and England.
8-2.2 Summarize the response of South Carolina to events leading to the American Revolution, including the Stamp Act, the Tea Acts, and the Sons of Liberty.
8-2.3 Explain the roles of South Carolinians in the adoption of the Declaration of Independence.
8-2.4 Compare the perspectives of different groups of South Carolinians during the American Revolution, including Patriots, Tories/Loyalists, women, enslaved and free Africans, and Native Americans.
8-2.5 Summarize the role of South Carolinians in the course of the American Revolution, including the use of partisan warfare and the battles of Charleston, Camden, Cowpens, Kings Mountain and Eutaw Springs.
8-2.6 Explain the role of South Carolinians in the establishment of their new state government and the national government after the American Revolution.
Standard 8-3: The student will demonstrate an understanding of South Carolina’s role in the development of the new national government.
Indicators
8-3.1 Explain the tensions between the Upcountry and the Lowcountry of South Carolina, including their economic struggles after the Revolutionary War, their disagreement over representation in the General Assembly, the location of the new capital, and the transformation of the state’s economy.
8-3.2 Explain the role of South Carolina and its leaders in the Constitutional Convention, including their support of the Three-Fifths Compromise and the Commerce Compromise as well as the division among South Carolinians over the ratification of the Constitution.
8-3.3 Explain the basic principles of government as established in the United States Constitution.
8-3.4 Analyze the position of South Carolina on the issues that divided the nation in the early 1800s, including the assumption of state debts, the creation of a national bank, the protective tariff and the role of the United States in the European conflict between France and England and in the War of 1812.
Standard 8-4: The student will demonstrate an understanding of the multiple events that led to the Civil War.
Indicators
8-4.1 Explain the importance of agriculture in antebellum South Carolina, including the plantation system and the impact of the cotton gin on all social classes.
8-4.2 Analyze how sectionalism arose from racial tension, including the Denmark Vesey plot, slave codes and the growth of the abolitionist movement.
8-4.3 Analyze key issues that led to South Carolina’s secession from the Union, including the nullification controversy and John C. Calhoun, the extension of slavery and the compromises over westward expansion, the Kansas-Nebraska Act, the Dred Scott decision, and the election of 1860.
8-4.4 Evaluate the arguments of unionists, cooperationists, and secessionists on the issues of states’ rights and slavery and the ways that these arguments contributed to South Carolina’s secession.
8-4.5 Compare the military strategies of the North and the South during the Civil War and the fulfillment of these strategies in South Carolina and in the South as a whole, including the attack on Fort Sumter, the Union blockade of Charleston and other ports, the early capture of Port Royal, and the development of the Hunley submarine; the exploits of Robert Smalls; and General William T. Sherman’s march through the state.
8-4.6 Compare the differing impact of the Civil War on South Carolinians in each of the various social classes, including those groups defined by race, gender, and age.
Standard 8-5: The student will understand the impact of Reconstruction, industrialization, and Progressivism on society and politics in South Carolina in the late nineteenth and early twentieth centuries.
Indicators
8.5.1 Analyze the development of Reconstruction policy and its impact in South Carolina, including the presidential and the congressional reconstruction plans, the role of black codes, and the Freedmen’s Bureau.
8-5.2 Describe the economic impact of Reconstruction on South Carolinians in each of the various social classes.
8-5.3 Summarize the successes and failures of Reconstruction in South Carolina, including the creation of political, educational, and social opportunities for African Americans; the rise of discriminatory groups; and the withdrawal of federal protection.
8-5.4 Summarize the policies and actions of South Carolina’s political leadership in implementing discriminatory laws that established a system of racial segregation, intimidation, and violence.
8-5.5 Compare industrial development in South Carolina to industrialization in the rest of the United States, including the expansion of railroads, the development of the phosphate and textile industries, and immigration.
8-5.6 Compare the plight of farmers in South Carolina with that of farmers throughout the United States, including the problems of overproduction, natural disasters, and sharecropping and encompassing the roles of Ben Tillman, the Populists, and land-grant colleges.
8-5.7 Compare migration patterns of South Carolinians to such patterns throughout the United States, including the movement from rural to urban areas and the migration of African Americans from the South to the North, Midwest, and West.
8-5.8 Compare the Progressive movement in South Carolina with the national Progressive movement, including the impact on temperance; women’s suffrage; labor laws; and educational, agricultural, health, and governmental reform.
Standard 8-6: The student will demonstrate an understanding of the role of South Carolina in the nation in the early twentieth century.
Indicators
8-6.1 Explain the reasons for United States involvement in World War I and the war’s impact on South Carolina and the nation as a whole, including the building of new military bases and the economic impact of emigration to industrial jobs in the North.
8-6.2 Explain the causes and effects of changes in South Carolina and the nation as a whole in the 1920s, including Prohibition, the destruction caused by the boll weevil, the rise of mass media, improvements in daily life, increases in tourism and recreation, the revival of the Ku Klux Klan, and the contributions of South Carolinians to the Harlem Renaissance and the Southern Literary Renaissance.
8-6.3 Explain the reasons for depressed conditions in the textile mills and on farms in South Carolina and other regions of the United States in the 1920s and the impact of these conditions on the coming of the Great Depression.
8-6.4 Explain the effects of the Great Depression and the lasting impact of the New Deal on people and programs in South Carolina, including James F. Byrnes and Mary McLeod Bethune, the Rural Electrification Act, the general textile strike of 1934, the Civilian Conservation Corps, the Works Progress Administration, the Public Works Administration, the Social Security Act, and the Santee Cooper electricity project.
8-6.5 Compare the ramifications of World War II on South Carolina and the United States as a whole, including the training of the Doolittle Raiders and the Tuskegee Airmen, the building of additional military bases, the rationing and bond drives, and the return of economic prosperity.
Standard 8-7: The student will demonstrate an understanding of the impact on South Carolina of significant events of the late twentieth and early twenty-first centuries.
Indicators
8-7.1 Compare the social and economic impact of World War II and the Cold War on South Carolina with its impact on the rest of the United States, including the increases in the birth rate; the emergence of the consumer culture; the expanding suburbanization, highway construction, tourism and economic development; the continuing growth of military bases and nuclear power facilities; and the increases in educational opportunities.
8-7.2 Analyze the movement for civil rights in South Carolina, including the impact of the landmark court cases Elmore v. Rice and Briggs v. Elliot; civil rights leaders Septima Poinsette Clark, Modjeska Monteith Simkins, and Matthew J. Perry; the South Carolina school equalization effort and other resistance to school integration; peaceful efforts to integrate beginning with colleges and demonstrations in South Carolina such as the Friendship Nine and the Orangeburg Massacre.
8-7.3 Explain changing politics in South Carolina, including the role of Strom Thurmond, the shift from the Democratic Party to the Republican Party, the increasing political participation of African Americans and women, and the passage of the Education Improvement Act (EIA).
8-7.4 Summarize key economic issues in present-day South Carolina, including the decline of the textile industry, the state’s continuing right-to-work status, the changes in agricultural emphasis, the growing globalization and foreign investment, the influx of immigrants and migrants into the Sunbelt, the increased protection of the environment, the expanding number of cultural offerings, and the changes in tax policy.
Instructional Materials and Resources/Required Texts
Texts:
South Carolina Journey
The History of SC in the Building of the Nation
The History of South Carolina in the Building of the Nation Capital City Publishing
Call To Freedom Holt, Rinehart and Winston South Carolina Clairmont Press
African Americans and the Palmetto State SC Department of Ed
Supplemental resources including, but not limited to:
Teacher resource editions
Teacher resource packets
Daily Geography Great Source Education Group
American Indian Activity Book Edupress
South Carolina One of the Fifty States Sandlapper Publishing
The Complete School Atlas Holt, Rinehart and Winston
American History Activities Center for Applied Research in Education
Lincoln: A Photobiography Clarion Books
Blue Ridge Middle School Media Center
Appropriate Internet sites
Videos:
Jamestown: The Beginning
Pocahontas (A&E)
When Rice Was King
Gullah Tales
Brother Future (slavery)
April Morning (Lexington and Concord)
Daybreak at the Cowpens
King’s Mountain
Gettysburg
The Attic
Novels used in part or as a whole:
The Fire Bell in the Night by Geoffrey S. Edwards
The Power of Woman: The Life and Writings of Sarah Moore Grimke
The Work of Reconstruction: From Slave to Wage Laborer in SC by Julie Saville
Voices from Colonial America: SC 1540-1776 by Robin Doak
Worlds Apart by Kathleen Karr
Sherman's March by Cynthia Bass
Soldiers Heart by Gary Paulsen
Textile Town by Hub City Writers Project and Betsy Teter
I Thought My Soul Would Rise and Fly by Joyce Hansen
Black Crows and White Cockades by Christine Swager
If Ever Your Country Needs You by Christine Swager
Evaluation of Student Progress
Major assessments will generally occur at the end of each unit. In addition to unit tests, students are given weekly grades based knowledge checks for work covered in the unit. Written homework (only assigned as needed) is collected after checking and recorded as a daily grade. Grades for each unit may also include projects and/or written reports. Grades are determined as follows:
1. All daily and homework grades are averaged as 50 % of the total grade according to school district guidelines for middle school.
2. Equal weight is given for each major assessment. Tests, projects, and written reports carry equal weight each nine weeks and are averaged as 50 % of the total grade according to school district guidelines.
Student Records
Grades are recorded on the computer in Powerschool. Parents are encouraged to sign up for access to their child's Powerschool portal and check grades.
Homework Policy
Homework is assigned only when absolutely necessary. Some nights require review or study. Every homework assignment is important and should be consistently done.
Missed Work/Make-up Policy
Students who are absent to class should follow school procedures in making up work missed. All class information and materials are posted on Google Classroom. Students should log in and view the day's materials. Any questions should be directed to the teacher upon return to school.
Attendance and Tardy Policies
Students are expected to be in class on time. Tardy procedures outlined in the student handbook are followed. Refer to the handbook for specific information.
Rules for Student Behavior
Come to class prepared and on time.
Show respect to classmates and teachers.
Follow all adult directions and guidelines in the student handbook.
Remember: Discipline yourself so others won't have to!
Consequences for Violating Class and School Rules/Policies
The school participates in a schoolwide discipline plan. Refer to the student handbook for specific information and steps. Serious offenses such as fighting require immediate referral to the office.
Procedures for Non-Instructional Routines
Attendance: Students begin class by completing an activating activity. Attendance is checked as students complete daily work. The roll is marked according to seating charts.
Turning in/Returning papers: Each class has been assigned a paper tray to turn in papers to be graded.
Make up work: Students who are absent may get their assignments from the teacher when they return or check Google Classroom for the class notes and materials for the day absent.
Nurse/Restroom pass: Passes are given only in the case of emergencies. Restroom breaks are scheduled within the normal day's routine.
Dismissal: Students are dismissed by the teacher.
Presentation of Rules and Procedures
Students and parents receive an introductory letter or check the web site at the beginning of the school year for important information.
Each team thoroughly discusses the student handbook with each class.
Communication with Parents
A weekly class/team update is sent to all parents every Friday if parents have provided an email address.
Parents are encouraged to check teacher web site for information and updates.
Parents may log on to Power Teacher to check their child's grades. Phone calls are made when needed. Weekly update reports are e-mailed to a parent distribution list.
Parent/teacher conferences are scheduled as needed.
Birthday cards and positive notes are sent in the mail.
Parents and students may keep in touch through my web page.
Abbreviated Pacing Guide
August – September Unit 1 Native American Culture and Exploration, Unit 2 Establishment and Growth of SC
October – Unit 3 Revolutionary Period in SC
November – Unit 4 Growth and Expansion Post-Revolutionary Era
December – Unit 5 Antebellum Period
January- February – Unit 6 Civil War and Reconstruction
March – Unit 7 Reform and Industrialization, Unit 8 Migration and Immigration, Unit 9 Progressivism
April – Unit 10 WWI and the Roaring Twenties, Unit 11 The Great Depression
May – Unit 12 WWII and its aftermath, Unit 13 Civil Rights and Economic Development