Download Study Guide for S - Anderson School District 5

Study Guide for S.S. and Science for the first part of second nine weeks:
S.S.-This nine weeks we first focus on the American Revolution. We study why it
started, who was in it, the battles, and finally what happens after the war. At the end
of the nine weeks we will study the roles of the three branches of government.
Summarize the contributions of settlers in South Carolina under the Lords Proprietors and the Royal colonial
government, including the English from Barbados and the other groups who made up the diverse European
population of early South Carolina.
Summary: The English were the first to establish a permanent colony in the area. The king of England gave the land
to eight Lords Proprietors in payment of a debt. One of these proprietors was Lord Anthony Ashley Cooper for
whom the rivers near Charleston are named. The Lords Proprietors commissioned the writing of the Fundamental
Constitutions of Carolina which established representative government and guaranteed religious freedom in the
colony and thus transferred the traditions of democratic government from England to South Carolina. The Lords
Proprietors attracted new settlers to the colony by offering them free land. Many of the Englishmen who settled
Charles Town came from the British settlement in Barbados where the plantation system had already been well
established. These Englishmen brought the institution of slavery with them. Their rice and indigo plantations, run
with African slave labor, made South Carolina one of the richest of the 13 English colonies. The Huguenots were
French Protestants who were persecuted in Catholic France. They came to South Carolina for religious freedom.
The Huguenots started the South Carolina Society which started schools and helped the poor. European Jews
were also attracted to the colony because of its religious toleration. They established a synagogue in Charleston
and contributed to the city’s economic growth. The German and Scotch-Irish people settled the backcountry,
which became the breadbasket of the colony. These rugged individualists were hardworking farmers but were
sometimes scorned by the elite of the coast. After the Proprietors could not or did not provide enough protection
for the backcountry settlers against the Native Americans, the colonists asked the King to take over control of
the colony. He did so and sent a Royal Governor to govern the colony.
Analyze the causes of the American Revolution – including Britain’s passage of the Tea Act, the Intolerable
Acts, the rebellion of the colonists, and the Declaration of Independence – and South Carolina’s role in these
events.
Summary: Great Britain thought that the colonies needed to help pay for expenses related to the protection of
the colonies during the French and Indian War. Colonists had long paid taxes on imported goods in order to control
trade. However, the colonists believed that only their colonial assemblies had the right to tax them directly for
the purpose of raising revenue. The Stamp Act was the first direct tax that Great Britain placed on the colonies
and was placed on such items such as newspapers, playing cards, and legal documents. Colonists responded with the
rallying cry “no taxation without representation.” The colonies had no representation in the British Parliament but
they were represented in their own colonial assemblies. Colonists did not necessarily want representation in
Parliament because, in that assembly, colonial interests would have been overshadowed by the interests of Great
Britain. Colonial interests were protected in their own colonial assemblies. Colonists’ protests included a boycott of
British goods which led to the repeal of the Stamp Act. The Tea Act was not a tax. Colonists had been boycotting
tea as a protest against an earlier tax. These taxes [Townshend duties] also had been repealed as a result of the
colonial boycott, except for the tax on tea. The Tea Act allowed the tea company to have a monopoly on the tea
trade and therefore they were able to provide tea more cheaply to colonial consumers. When the British shipped
this cheap tea to the colonies, colonial leaders feared that colonial consumers would be tempted to buy and the
boycott would be broken. In both Boston, Massachusetts and in Charleston, South Carolina there were “tea
parties.” In Boston, colonists boarded English ships and threw the tea overboard. In Charleston, the tea was stored
in a warehouse and not allowed to be sold. Angry over the tea party in Boston, England passed laws to punish Boston
[ the Coercive Acts]. The colonist called these laws the Intolerable Acts. The laws closed the port of Boston so
that goods could not be shipped in or out. These acts also took the right to self government away from the people
of Massachusetts by dissolving their colonial assembly. In response to the Intolerable Acts, the colonists met
together in a congress [the First Continental Congress] and sent a letter to the King of England pledging their
loyalty but stating their opposition to British actions. Meanwhile, South Carolinians sent the Bostonians rice and
money to help them survive the closing of their port. The First Continental Congress advised the colonies to
establish militias and arm themselves. They also started another boycott of trade with Great Britain. British
troops in Boston, hearing that the people of Lexington and Concord had arms and ammunition, marched to those
towns. Shots were fired and the Revolutionary War began. British troops were chased back to Boston and the city
was surrounded by American militiamen. Representatives of the colonies met again in the Second Continental
Congress which named George Washington as Commander of the newly formed Continental Army. The King of
England declared that the colonies were in a state of rebellion. Soon the British troops and the new Continental
Army were fighting for control of the colonies. In July of 1776, the Second Continental Congress issued a
declaration establishing the United States of America. This Declaration of Independence was written by Thomas
Jefferson and stated the reasons why the colonies should be free and independent states. It said “all men are
created equal” and have the right to “life, liberty and the pursuit of happiness.” It listed all of the reasons that
the colonies had the right to declare their independence. Men from South Carolina signed the Declaration of
Independence.
Summarize the key conflicts and key leaders of the American Revolution in South Carolina and their effects
on the state, including the occupation of Charleston by the British; the partisan warfare of Thomas Sumter,
Andrew Pickens, and Francis Marion; and the battles of Cowpens and Kings Mountain.
Summary: Initially South Carolina troops were able to repulse British attempts to capture Charles Town because
of their defense of Fort Moultrie. However, unable to defeat the American forces in New York, New Jersey and
Pennsylvania, the British returned to Charles Town. They hoped to find many people who were still loyal to the King
known as Loyalists. There were many Loyalists in South Carolina and even more people who did not want to be
involved in the war on either side. After a long siege during which the British blockaded the city by land and by sea,
the city fell to the British. When the British occupied Charles Town they forced Charles Town men to sign an oath
of loyalty to England. Most agreed. Then the British required the South Carolinians to sign an oath to fight for the
British. Many refused to do this, escaped from the city, and joined forces to fight the British
Science: This nine weeks in Science we start studying about soil. We learn about four
different kinds: humus, sand, clay, and silt. Students will need to know the differences
between the four types. After soil, we study rocks and minerals.
Soils: Classifying Soils
 Humus
 Humus is soil that is made up of decayed parts of once-living organisms.
 It is dark, soft and very crumbly.
 Sand
 Sand has large grains with large spaces between the grains.
 This lets water leave it quickly.
 Sand feels gritty.
 Silt
 Silt soil has pieces that are smaller than sand. It feels like powder.
 Clay
 Clay soil has very small grains, much smaller than sand or silt, and holds water easily.
 This makes clay soil sticky when wet, but when it dries, it forms hard clumps.
Rocks: Classify rocks (including sedimentary, igneous, and metamorphic) and soils (including humus, clay, sand, and
silt) on the basis of their properties.
It is essential for students to know that there are three classifications of rocks – igneous,
sedimentary, and metamorphic. Rocks can be classified by properties, such as how they are formed,
color, visible crystals or minerals, grain pieces, patterns in the rock such as stripes.
It is essential for students to know that soil can be classified based on content, texture, or grain
size. Types of soil include humus, sand, clay, and silt. Some soils are combinations of these soil types.
For example, “loam” soil has large and small grains with lots of humus. This makes it dark and rich soil
for plants. Another example, “potting soil” or “topsoil” also contain a lot of humus. Once some sand has
been added to it, it is also good for growing plants.
Classify Rocks
 Igneous
 Igneous rock was once melted but it has cooled and hardened.
 The melted material is called magma or lava. Igneous rocks may be glassy or grainy with crystals of
different types of minerals in them.
 Granite is an example of an igneous rock.
 Sedimentary
 Sedimentary rocks are usually made up of pieces of rock called sediments that have been pressed
and cemented together.
 Some may contain pieces of animal shells or skeletons or other remains of plants or animals.
 Sandstone and limestone are examples of sedimentary rocks.
 Metamorphic
 Metamorphic rock was once another type of rock deep inside Earth, but heat and the pressing of
the rocks above caused the minerals to change.
 Rocks that were pressed down could have the minerals line up in rows or bands.
 Sometimes the heat just changes the size of the mineral crystals.
 Marble and slate are examples of metamorphic rocks.
Minerals:Identify common minerals on the basis of their properties by using a minerals identification key.
It is essential for students to know that minerals are solid, formed in nature, have never been alive, and
have properties by which they can be identified. Some examples of physical properties of minerals are
hardness, color, luster, and special properties. A mineral identification key is a chart that will give
information about the properties of the minerals listed on the key. Properties of a given material are
compared to those listed on the key and the mineral can be identified. Some common minerals with very
observable properties might include calcite, feldspar, mica, talc, gypsum, quarts, and fluorite.
Physical Properties of Minerals
 Hardness
 Hardness refers to whether the mineral can be scratched or can scratch something else.
 The harder a mineral, the fewer things can scratch it.
 The hardness is numbered 1-10 with 1 being the softest and 10 being the hardest. Diamond is the
hardest mineral.
 Color
 Color can be used along with other properties to help identify a mineral.
 Since many minerals have the same color, it cannot be used as the only property for identification.
 Luster
 Sometimes minerals can be very shiny or glassy and other minerals are dull.
 Special Properties
 If an acid (vinegar) is placed on a mineral, it may bubble or fizz.
 Some minerals split into thin sheets.
 Some minerals have magnetic properties.
Fossils:Recognize types of fossils (including molds, casts, and preserved parts of plants and animals).
It is essential for students to know that a fossil is the remains of a living thing that lived long ago that
has turned to rock. There are several types of fossils – mold, cast, and preserved parts.
Types of Fossils
 Mold
 A cavity or opening in a rock that has the shape of once living thing.
 Fossil imprints of leaves and other thin objects, such as wings, feathers, and footprints are also
molds.
 The leaves or animal parts rotted away long ago.
 Cast
 A mold that has been filled in with sediments which harden and take the shape of the once living
thing
 Preserved Parts
 Actual parts of the living thing such as shells, bones, or teeth that have turned to stone.
 For example, sometimes an insect long ago was trapped in tree sap. That sap hardened into a rock
called amber. The insect was preserved in the amber stone.
Fossils continued: Infer ideas about Earth’s early environments from fossils of plants and animals that lived long
ago.
It is essential for students to know that fossils can give information about what the environment was
like in the location where the fossil was found.
 Fossils of a water organism found in an area that is now mountains means that area was possibly
once under water.
 Fossils of trees or tree parts that are found in a desert mean that area was possibly once a
forest.
 Fossils of plants that are found in very cold area of Earth means that area at one time possibly
had a warmer climate.
Every time a new fossil is found, more information about life on Earth and the environment of Earth is
discovered.
Earth Materials: Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a
medium for growing plants.
It is essential for students to know that Earth is rich in useful resources that can be used for various
purposes – as fuels, building structures, and growing plants.
Uses of Earth Materials
 Fuels
 Earth materials come from inside Earth and are used as fuels.
 For example, fuels such as oil and coal can be burned to produce heat or made into gasoline to help
run cars and other vehicles.
 Building Structures
 Earth materials can be mined from Earth and used to make building blocks or other building
materials.
 For example, granite, marble, and sandstone have been used to make blocks for homes and office
buildings. The mineral calcite is used to make cement for building.
 Growing Plants
 Earth materials can be used as a medium for growing plants.
 For example, soil is made up of weathered pieces of rocks, minerals, and humus which supply water,
nutrients and support for growing plants.
 Different types of soil are needed depending upon the type of plants that need to grow in the soil.