Children as Citizens: An Introduction to Social Studies



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South Carolina Social Studies Standards Grades K-12


These standards correlate to A Natural State at http://www.knowitall.org/naturalstate.
Kindergarten:

Children as Citizens: An Introduction to Social Studies



Standard K-5: The student will demonstrate an understanding of his or her surroundings.

Indicators

K-5.1 Identify the location of school, home, neighborhood, community, city/town, and state on a map. (G)

K-5.2 Provide examples of personal connections to places, including immediate surroundings, home, school, and neighborhood. (G)

K-5.3 Construct a simple map. (G)

K-5.4 Recognize natural features of the environment, including mountains and bodies of water, through pictures, literature, and models. (G)
GRADE 1:

Families Here and across the World



Standard 1-1: The student will demonstrate an understanding of how individuals, families, and communities live and work together here and across the world.
Indicators

      1. Summarize the characteristics that contribute to personal identity, including physical growth, the development of individual interests, and family changes over time. (H)

      2. Summarize ways in which people are both alike and different from one another in different regions of the United States and the world, including their culture, language, and jobs. (H, G, E)

Families Here and across the World



Standard 1-2: The student will demonstrate an understanding of home, school, and other settings across the world.
Indicators

1-2.1 Identify a familiar area or neighborhood on a simple map, using the basic map symbols and the cardinal directions. (G)

1-2.2 Compare the ways that people use land and natural resources in different settings across the world, including the conservation of natural resources and the actions that may harm the environment. (G)
GRADE 2:

Communities Here and across the World



Standard 2-1: The student will demonstrate an understanding of cultural contributions made by people from the various regions of the United States.
Indicators

      1. Recognize the basic elements that make up a cultural region in the United States, including language, customs, and economic activities. (G, H, E, P)

      2. Compare the historic traditions, customs, and cultures of various regions in the United States, including how traditions are passed between and among generations. (G, H)

      3. Summarize the cultural contributions of Native American nations, African Americans, and immigrant groups in different regions of the United States. (G, H)

Communities Here and across the World



Standard 2-2: The student will demonstrate an understanding of the local community and the way it compares with other communities in the world.
Indicators

      1. Locate on a map the places and features of the local community, including the geographic features (e.g., parks, water features) and the urban, suburban, and rural areas. (G)

      2. Recognize characteristics of the local region, including its geographic features and natural resources. (G, E)

      1. Summarize changes that have occurred in the life of the local community over time, including changes in the use of the land and in the way that people earn their living there. (G, E, H)

GRADE 3:


South Carolina Studies

Standard 3-1: The student will demonstrate an understanding of places and regions and the role of human systems in South Carolina.
Indicators

3-1.1 Identify on a map the location and characteristics of significant physical 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. (G)

3-1.2 Interpret thematic maps of South Carolina places and regions that show how and where people live, work, and use land and transportation. (G, P, E)

3-1.3 Categorize the six geographic regions of South Carolina—the Blue Ridge Mountain Region, the Piedmont, the Sand Hills, the Inner Coastal Plain, the Outer Coastal Plain, and the Coastal Zone—according to their different physical and human characteristics. (G)



      1. Explain the effects of human systems on the physical landscape of South Carolina over time, including the relationship of population distribution and patterns of migration to natural resources, climate, agriculture, and economic development. (G, E, H)

South Carolina Studies



Standard 3-2: The student will demonstrate an understanding of the exploration and settlement of South Carolina and the United States.


  1. Compare the culture, governance, and geographic location of different Native American nations in South Carolina, including the three principal nations—Cherokee, Catawba, and Yemassee—that influenced the development of colonial South Carolina. (H, G, P, E)

  1. Explain the transfer of the institution of slavery into South Carolina from the West Indies, including the slave trade and the role of African Americans in the developing plantation economy; the daily lives of African American slaves and their contributions to South Carolina, such as the Gullah culture and the introduction of new foods; and African American acts of resistance against white authority. (H, E, P, G)

GRADE 6:


Ancient Cultures to 1600

Standard 6-1: The student will demonstrate an understanding of the transition of humans from nomadic to settled life in the cradles of civilization.
Indicators

      1. Analyze the hunter-gatherer communities in regard to their geographic, social, and cultural characteristics, including adaptation to the natural environment. (G, H)

      2. Explain the emergence of agriculture and its effect on early human communities, including the impact of irrigation techniques and the domestication of plants and animals. (H, E, G)

      3. Use maps, globes, and models in explaining the role of the natural environment in shaping early civilizations, including the role of the river systems of the Nile (Egyptian), Tigris-Euphrates (Sumerian, Babylonian, Phoenician), Huang He (Chinese), and Indus (Harappan); the relationship of landforms, climate, and natural resources to trade and other economic activities and trade; and the ways that different human communities adapted to the environment. (G, H, E)

GRADE 8:


South Carolina: One of the United States

Standard 8-7: The student will demonstrate an understanding of South Carolina’s economic revitalization during World War II and the latter twentieth century.



  1. Provide examples of the expanding role of tourism in South Carolina’s economy, including the growth of resorts and development along the coast and the expanding transportation systems that allowed greater access to recreational sites. (H, G, E)






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