Handbook » Social Studies Standards

Social Studies Standards



SOCIAL STUDIES STANDARDS – 7TH GRADE

SC.7-1. Standard / Course—Contemporary Cultures: 1600 to the Present

The student will demonstrate an understanding of the growth and impact of global trade on world civilizations after 1600.

§ 7-1.1. Knowledge And Skills / Essential Question: Compare the colonial claims and the expansion of European powers through 1770.

§ 7-1.2. Knowledge And Skills / Essential Question: Explain how technological and scientific advances contributed to the power of European nations.

§ 7-1.3. Knowledge And Skills / Essential Question: Summarize the policy of mercantilism as a way of building a nation‟s wealth, including government policies to control trade.

§ 7-1.4. Knowledge And Skills / Essential Question: Analyze the beginnings of capitalism and the ways that it was affected by mercantilism, the developing market economy, international trade, and the rise of the middle class.

§ 7-1.5. Knowledge And Skills / Essential Question: Compare the differing ways that European nations developed political and economic influences, including trade and settlement patterns, on the continents of Asia, Africa, and the Americas.

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

1. Identify and explain the relationships among multiple causes and multiple effects.

2. Explain why trade occurs and how historical patterns of trade have contributed to global interdependence.

3. Select or design appropriate forms of social studies resources(7-1) to organize and evaluate social studies information.

4. Identify the location of places, the conditions at places, and the connections between places.



(7-1)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.7-2. Standard / Course—Contemporary Cultures: 1600 to the Present

The student will demonstrate an understanding of the concepts of limited government and unlimited government as they functioned in Europe in the seventeenth and eighteenth centuries.

§ 7-2.1. Knowledge And Skills / Essential Question: Analyze the characteristics of limited government and unlimited government that evolved in Europe in the 1600s and 1700s.

§ 7-2.2. Knowledge And Skills / Essential Question: Explain how the scientific revolution challenged authority and influenced Enlightenment philosophers, including the importance of the use of reason, the challenges to the Catholic Church, and the contributions of Galileo and Sir Isaac Newton.

§ 7-2.3. Knowledge And Skills / Essential Question: Analyze the Enlightenment ideas of John Locke, Jean-Jacques Rousseau, Montesquieu, and Voltaire that challenged absolutism and influenced the development of limited government.

§ 7-2.4. Knowledge And Skills / Essential Question: Explain the effects of the English Civil War and the Glorious Revolution on the power of the monarchy in England and on limited government.

§ 7-2.5. Knowledge And Skills / Essential Question: Explain how the Enlightenment influenced the American and French revolutions leading to the formation of limited forms of government, including the relationship between people and their government, the role of constitutions, the characteristics of shared powers, the protection of individual rights, and the promotion of the common good.

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

1. Explain change and continuity over time and across cultures.

2. Understand responsible citizenship in relation to the state, national, and international communities.

3. Evaluate multiple points of view or biases and attribute the perspectives to the influences of individual experiences, societal values, and cultural traditions.



SC.7-3. Standard / Course—Contemporary Cultures: 1600 to the Present

The student will demonstrate an understanding of independence movements that occurred throughout the world from 1770 through 1900.


§ 7-3.1. Knowledge And Skills / Essential Question: Explain the causes, key events, and outcomes of the French Revolution, including the storming of the Bastille, the Reign of Terror, and Napoleon‟s rise to power.

§ 7-3.2. Knowledge And Skills / Essential Question: Analyze the effects of the Napoleonic Wars on the development and spread of nationalism in Europe, including the Congress of Vienna, the revolutionary movements of 1830 and 1848, and the unification of Germany and Italy.

§ 7-3.3. Knowledge And Skills / Essential Question: Explain how the Haitian, Mexican, and South American revolutions were influenced by Enlightenment ideas as well as by the spread of nationalism and the revolutionary movements in the United States and Europe.

§ 7-3.4. Knowledge And Skills / Essential Question: Explain how the Industrial Revolution caused economic, cultural, and political changes around the world.

§ 7-3.5. Knowledge And Skills / Essential Question: Analyze the ways that industrialization contributed to imperialism in India, Japan, China, and African regions, including the need for new markets and raw materials, the Open Door Policy, and the Berlin Conference of 1884.

§ 7-3.6. Knowledge And Skills / Essential Question: Explain reactions to imperialism that resulted from growing nationalism, including the Zulu wars, the Sepoy Rebellion, the Opium Wars, the Boxer Rebellion, and the Meiji Restoration.

§ 7-3.7. Knowledge And Skills / Essential Question: Explain the causes and effects of the Spanish-American War as a reflection of American imperialist interests, including acquisitions, military occupations, and status as an emerging world power.

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

1. Explain change and continuity over time and across cultures.

2. Interpret parallel time lines from different places and cultures.

3. Compare the locations of places, the conditions at places, and the connections between places.

4. Evaluate multiple points of view or biases and attribute the perspectives to the influences of individual experiences, societal values, and cultural traditions.



SC.7-4. Standard / Course—Contemporary Cultures: 1600 to the Present

The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century.

§ 7-4.1. Knowledge And Skills / Essential Question: Explain the causes and course of World War I, including militarism, alliances, imperialism, nationalism, the assassination of Archduke Franz Ferdinand, the impact of Russia‟s withdrawal from, and the United States entry into the war.

§ 7-4.2. Knowledge And Skills / Essential Question: Explain the outcomes of World War I, including the creation of President Woodrow Wilson‟s Fourteen Points, the Treaty of Versailles, the shifts in national borders, and the League of Nations.

§ 7-4.3. Knowledge And Skills / Essential Question: Explain the causes and effects of the worldwide depression that took place in the 1930s, including the effects of the economic crash of 1929.

§ 7-4.4. Knowledge And Skills / Essential Question: Compare the ideologies of socialism, communism, fascism, and Nazism and their influence on the rise of totalitarian governments after World War I in Italy, Germany, Japan, and the Soviet Union as a response to the worldwide depression.

§ 7-4.5. Knowledge And Skills / Essential Question: Summarize the causes and course of World War II, including drives for empire, appeasement and isolationism, the invasion of Poland, the Battle of Britain, the invasion of the Soviet Union, the “Final Solution,” the Lend-Lease program, Pearl Harbor, Stalingrad, the campaigns in North Africa and the Mediterranean, the D-Day invasion, the island-hopping campaigns, and the bombing of Hiroshima and Nagasaki.

§ 7-4.6. Knowledge And Skills / Essential Question: Analyze the Holocaust and its impact on European society and Jewish culture, including Nazi policies to eliminate the Jews and other minorities, the Nuremberg trials, the Universal Declaration of Human Rights, the rise of nationalism in Southwest Asia (Middle East), the creation of the state of Israel, and the resultant conflicts in the region.

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

1. Compare the locations of places, the conditions at places, and the connections between places.

2. Select or design appropriate forms of social studies resources(7-4) to organize and evaluate social studies information.

3. Identify and explain the relationships among multiple causes and multiple effects.




(7-4)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.7-5. Standard / Course—Contemporary Cultures: 1600 to the Present

The student will demonstrate an understanding of international developments during the Cold War era.

· 7-5.1. Knowledge And Skills / Essential Question: Compare the political and economic ideologies of the United States and the Soviet Union during the Cold War.

§ 7-5.2. Knowledge And Skills / Essential Question: Summarize the impact of the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization (NATO), the United Nations, and the Warsaw Pact on the course of the Cold War.

§ 7-5.3. Knowledge And Skills / Essential Question: Explain the spread of communism in Eastern Europe, Asia, Africa, and Latin America, including the ideas of the satellite state containment, and the domino theory.

§ 7-5.4. Knowledge And Skills / Essential Question: Analyze the political and technological competition between the Soviet Union and the United States for global influence, including the Korean Conflict, the Berlin Wall, the Vietnam War, the Cuban missile crisis, the “space race,” and the threat of nuclear annihilation.

§ 7-5.5. Knowledge And Skills / Essential Question: Analyze the events that contributed to the collapse of the Soviet Union and other communist governments in Europe, including the growth of resistance movements in Eastern Europe, the policies of Mikhail Gorbachev and Ronald Reagan, and the failures of communist economic systems.

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

1. Identify and explain the relationships among multiple causes and multiple effects.

2. Explain change and continuity over time and across cultures.

3. Evaluate multiple points of view or biases and attribute the perspectives to the influences of individual experiences, societal values, and cultural traditions.

4. Cite specific textual evidence to support the analysis of primary and secondary sources.



SC.7-6. Standard / Course—Contemporary Cultures: 1600 to the Present

The student will demonstrate an understanding of the significant political, economic, geographic, scientific, technological, and cultural changes as well as the advancements that have taken place throughout the world from the fall of the Berlin Wall in 1989 to the present day.

§ 7-6.1. Knowledge And Skills / Essential Question: Summarize the political and social impact of the collapse/dissolution of the Soviet Union and subsequent changes to European borders, including those of Russia and the Independent Republics, the Czech Republic, and Slovakia; the breakup of Yugoslavia; the reunification of Germany; and the birth of the European Union (EU).

§ 7-6.2. Knowledge And Skills / Essential Question: Compare features of nationalist and independence movements in different regions in the post–World War II period, including Mohandas Gandhi‟s role in the non-violence movement for India‟s independence, the emergence of nationalist movements in African and Asian countries, and the collapse of the apartheid system in South Africa.

§ 7-6.3. Knowledge And Skills / Essential Question: Explain the ongoing conflicts in the Middle East, including the Persian Gulf War, the terrorist attack on September 11, 2001, and the wars in Iraq and Afghanistan.

§ 7-6.4. Knowledge And Skills / Essential Question: Compare the social, economic, and political opportunities for women in various nations and societies around the world, including those in developing and industrialized nations and within societies dominated by religions.



§ 7-6.5. Knowledge And Skills / Essential Question: Explain the significance and impact of the information, technological, and communications revolutions, including the role of television, satellites, computers, and the Internet.

§ 7-6.6. Knowledge And Skills / Essential Question: Summarize the dangers to the natural environment that are posed by population growth, urbanization, and industrialization, including global influences on the environment and the efforts by citizens and governments to protect the natural environment.


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

1. Select or design appropriate forms of social studies resources(7-6) to organize and evaluate social studies information.

2. Identify and explain the relationships among multiple causes and multiple effects.

3. Integrate information from a variety of media sources with print or digital text in an appropriate manner.

4. Explain change and continuity over time and across cultures.

5. Evaluate multiple points of view or biases and attribute the perspectives to the influences of individual experiences, societal values, and cultural traditions.

(7-6)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.


SOCIAL STUDIES STANDARDS- 8TH



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.



Indicator 8-1.1:

Summarize the culture, political systems, and daily life of the Native Americans of the Eastern Woodlands, including their methods of hunting and farming, their use of natural resources and geographic features, and their relationships with other nations.


Indicator 8-1.2:

Categorize events according to the ways they improved or worsened relations between Native Americans and European settlers, including alliances and land agreements between the English and the Catawba, Cherokee, and Yemassee; deerskin trading; the Yemassee War; and the Cherokee War.


Indicator 8-1.3:

Summarize the history of European settlement in Carolina from the first attempts to settle at San Miguel de Gualdape, Charlesfort, San Felipe, and Albemarle Point to the time of South Carolina’s establishment as an economically important British colony, including the diverse origins of the settlers, the early government, the importance of the plantation system and slavery, and the impact of the natural environment on the development of the colony.


Indicator 8-1.4:

Explain the growth of the African American population during the colonial period and the significance of African Americans in the developing culture (e.g., Gullah) and economy of South Carolina, including the origins of African American slaves, the growth of the slave trade, the impact of population imbalance between African and European Americans, and the Stono Rebellion and subsequent laws to control the slave population.


Indicator 8-1.5:

Summarize the significant changes to South Carolina’s government during the colonial period, including the proprietary regime and the period of royal government, and the significance of the Regulator movement.


Indicator 8-1.6:

Explain how South Carolinians used natural, human, and political resources to gain economic prosperity, including trade with Barbados, rice planting, Eliza Lucas Pinckney and indigo planting, the slave trade, and the practice of mercantilism.


Indicator 8-1.7:

Summarize the military and economic involvement of South Carolina in the French-British colonial rivalry.


Standard 8-2: The student will demonstrate an understanding of the American Revolution—the beginnings of the new American nation and South Carolina’s part in the development of that nation.



Indicator 8-2.1:

Explain the interests and roles of South Carolinians in the events leading to the American Revolution, including the state’s reactions to the Stamp Act and the Tea Act; the role of Christopher Gadsden and the Sons of Liberty; and the role of the four South Carolina signers of the Declaration of Independence—Edward Rutledge, Arthur Middleton, Thomas Lynch Jr., and Thomas Heyward Jr.


Indicator 8-2.2:

Compare the perspectives and roles of different South Carolinians during the American Revolution, including those of political leaders, soldiers, partisans, Patriots, Tories/Loyalists, women, African Americans, and Native Americans.


Indicator 8-2.3

Summarize the course and key conflicts of the American Revolution in South Carolina and its effects on the state, including the attacks on Charleston; the Battle of Camden; the partisan warfare of Thomas Sumter, Andrew Pickens, and Francis Marion; The Battle of Cowpens; and the Battle of Kings Mountain.


Indicator 8-2.4:

Summarize events related to the adoption of South Carolina’s first constitution, the role of South Carolina and its leaders in the Continental Congress, and the ratification of the United States Constitution, including Henry Laurens’s actions, Charles Pinckney’s role, and the importance of issues debated during the Philadelphia Convention for South Carolina.


Indicator 8-2.5:

Explain the economic and political tensions between the people of the Upcountry and the Lowcountry of South Carolina, including the economic struggles of both groups following the American Revolution, their disagreement over representation in the General Assembly and the location of the new capital city, and the transformation of the state’s economy that was caused by the production of cotton and convinced Lowcountry men to share power with Upcountry men.


Standard 8-3: The student will demonstrate an understanding of the American Civil War—its causes and effects and the major events that occurred during that time.



Indicator 8-3.1:

Explain the importance of agriculture in antebellum South Carolina, including plantation life, slavery, and the impact of the cotton gin.


Indicator 8-3.2:

Explain the impact of key events leading to South Carolina’s secession from the Union, including the nullification crisis and John C. Calhoun, the Missouri Compromise, the Tariff of 1832, the Compromise of 1850, the Kansas-Nebraska Act and subsequent armed conflict, the Dred Scott decision, the growth of the abolitionist movement, and the election of 1860.


Standard 8-3: The student will demonstrate an understanding of the American Civil War—its causes and effects and the major events that occurred during that time.



Indicator 8-3.3:

Draw conclusions about how sectionalism arose from events or circumstances of racial tension, internal population shifts, and political conflicts, including the Denmark Vesey plot, slave codes, and the African American population majority.


Indicator 8-3.4:

Compare the attitudes of the unionists, cooperationists, and secessionists in South Carolina and summarize the reasons that the members of the South Carolina secession convention in 1860 voted unanimously to secede from the Union, including concerns about states’ rights and fears about abolition.


Indicator 8-3.5:

Compare the military strategies of the North and South with regard to specific events and geographic locations in South Carolina, including the capture of Port Royal, the Union blockade of Charleston, and Sherman’s march through the state.


Indicator 8-3.6:

Compare the effects of the Civil War on daily life in South Carolina, including the experiences of plantation owners, women, Confederate and Union soldiers, African Americans, and children.


Standard 8-4: The student will demonstrate an understanding of the multiple events that led to the Civil War.



Indicator 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.


Indicator 8-4.2

Analyze how sectionalism arose from racial tension, including the Denmark Vesey plot, slave codes and the growth of the abolitionist movement.


Indicator 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.


Indicator 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.


Indicator 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.


Indicator 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.



Indicator 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.


Indicator 8-5.2

Describe the economic impact of Reconstruction on South Carolinians in each of the various social classes.


Indicator 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.


Indicator 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.


Indicator 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.


Indicator 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.



Indicator 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.


Indicator 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.



Indicator 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.


Indicator 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.


Indicator 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.


Indicator 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.


Indicator 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.



Indicator 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.


Indicator 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.


Indicator 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).


Indicator 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.