society, impact the South as opposed to other areas in the

How did the United States Industrial Revolution, changing from an agricultural to an industrial based society, impact the South as opposed to other areas in the nation? Developed July 2017

Historical Question How did the United States Industrial Revolution, changing from an agricultural to an industrial based society, impact the South as opposed to other areas in the nation? DOK Level 3 Strategic Thinking: Requires higher cognitive demands. Students explain/justify thinking and provide supporting evidence for reasoning or conclusions drawn. These tasks usually require reasoning, complexity, developing a plan or sequence of steps, and have more than one possible response or solution. 4 Extended Thinking: Requires complex reasoning and time to research, plan, problem solve, and think. Tasks involve investigation or application to the real world, and include non-routine manipulations or connections within and across disciplines, content areas, and multiple sources. Students select one approach among many alternatives. Tasks usually occur over an extended period of time. Webb, N. (March 28, 2002). Depth-of-Knowledge Levels of Four Content Areas Introduction to DBQ After the Civil War, the U.S. continued to change from a trading and agriculture based economy to one based on the manufacturing of goods. Manufacturing of goods required raw materials, workers, capital equipment, and new ideas (technology) about how to use these factors to create goods. Cotton remained the South’s dominant crop and because of the availability of natural resources, textile mills that converted cotton to cloth impacted the area’s economy. In this DBQ, students will focus on evidence of the Industrial Revolution in contrast to other areas of the United States. At the culmination of this DBQ, students will choose a final project activity. Students will be encouraged to use creativity in their assessment. Activities should be chosen in accordance with student ability level. Historical Thinking Skill: Continuity and Change over Time Historical Thinking Skills are used by historians to study events from the past. Many of these skills also appear as ELA standards and will support Text Dependent Analysis. Students will use the provided primary and secondary sources and analyze the differences, identify evidence in the overall content, and how the evidence compares to the previous lessons of the Industrial Revolution in the United States. The Historical Thinking Skills addressed in this DBQ are continuity and change, causation, evidence, cause and effect, with a special focus on continuity and change. Visit this web site to learn more about historical thinking skills. Centre for the Study of Historical Consciousness. Historical Thinking Concepts | Historical

Thinking Project. Retrieved July 17, 2017 from http://historicalthinking.ca/historical-thinking-concepts

SC Social Studies Standard(s)/Indicators

http://historicalthinking.ca/historical-thinking-concepts

http://historicalthinking.ca/historical-thinking-concepts


Standard 1: Demonstrate an understanding of the economic, political, and social effects of expansion and industrialization on the United States and South Carolina between 1860–1910. 5.1.CX Contextualize how the Second Industrial Revolution led to an increased desire for raw materials and the United States involvement in imperialistic efforts and economic expansion. South Carolina Department of Education. (2019). South Carolina social studies college- and career-ready standards [PDF document]. Retrieved from

https://ed.sc.gov/index.cfm?LinkServID=9677E07B-CFFE-6A5C-AA47F98625149ABC Materials

● Smartboard ● Chart Paper & Markers ● Copies of the Documents ● Paper & Pencil

Key Vocabulary

● Industrial Revolution ● Economics ● Sharecropping ● Inventions ● manufacture(ing) ● technology ● Labor reforms

Integration 5.I 3.1 Develop a plan of action for collecting relevant information from primary and secondary sources. 5.I 3.2 Organize and categorize important information; collaborate to validate or revise thinking; report relevant findings. 5.I 4.2 Reflect on findings to build deeper understanding and determine next steps. 5.I 4.3 Determine appropriate tools and develop plan to communicate findings and/or take informed action. 5.I 5.2 Employ past learning to monitor and assess current learning to guide inquiry. 5.MC 5.1 Quote accurately from a text to analyze meaning in and beyond the text. 5.MC 6.1 Summarize a text with two or more central ideas; cite key supporting details. 5.MC 7.1 Compare and contrast how events, topics, concepts, and ideas are depicted in primary and secondary sources. 5.RC 12.1 Engage in whole and small group reading with purpose and understanding.5.RC 12.2 Read independently for a sustained period of time. 5.RC 12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers. 5.W.MCC.2.1 Write informative/explanatory texts that: a. introduce a topic clearly; b. use relevant information from multiple print and multimedia sources; c. provide a general observation and focus; d. group related information logically; e. use credible sources; f. include formatting, illustrations, and multimedia to aid comprehension; g. develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; h. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; i. use paraphrasing, quotations, summarizing, and original language to avoid plagiarism; j. link ideas within and across categories of information using

https://ed.sc.gov/index.cfm?LinkServID=9677E07B-CFFE-6A5C-AA47F98625149ABC


words, phrases, and clauses; k. use precise language and domain-specific vocabulary to inform or explain the topic; l. develop a style and tone authentic to the purpose; and m. provide a concluding statement or section related to the information or explanation presented. South Carolina Department of Education. (2015). South Carolina college and career ready for

English language arts [PDF document]. Retrieved from: http://ed.sc.gov/scdoe/assets/file/programs-services/59/documents/ELA2015SCCCRStandards.pdf

Children’s Literature (possibilities for building background knowledge or extension activities) McCully, E. A. (1996). The bobbin girl. New York: Dial Books for Young Readers. Greenwood, B. (2007). Factory girl. Toronto: Kids Can Press. McHugh, C. (1988). Mill Family: The Labor System in the southern cotton textile industry 1880-1915. New York: Oxford University Press.

Teacher Guide This DBQ should be implemented in the classroom as a culminating activity to the study of the Industrial Revolution. The DBQ, itself, can be taught over a period of several days while ensuring students know necessary skills to complete a DBQ such as but not limited to analyzing, inferencing, close reading, developing arguments based on evidence, and organizing. The students will be able to use their knowledge of Reconstruction and the various points of the Industrial Revolution within the 5th grade standards to demonstrate their understanding. The following is from the 2011 SC Support Documents, 3rd grade and 5th grade:

The economy of South Carolina following the war was slow to improve. The plantation system collapsed due to the loss of slave labor. However, fertile soil and a favorable climate allowed for cotton to remain the dominant crop. The agricultural economy of pre-war South Carolina was also able to survive because of the development of the system of sharecropping. Cash was not readily available to pay wages to farm workers so the sharecropping system was developed to make use of the available, newly freed African American labor force. The landowner provided acreage, seed, and equipment such as hoes and plows. The freedman provided the labor in exchange for a portion, or share, of the crop that was produced. This mutually beneficial arrangement allowed the freedman some control over his labor and provided manpower for the landowner. As time went on, however, the system mired the sharecropper, whether white or African American, in poverty and indebtedness. Although the infrastructure was not immediately repaired, commerce did continue. By the end of the century, entrepreneurs began to build textile mills in the state. The availability of natural resources, such as swift flowing rivers, impacted the state’s recovery. Textile mills used water power to run the machines that turned cotton into cloth.

http://ed.sc.gov/scdoe/assets/file/programs-services/59/documents/ELA2015SCCCRStandards.pdf



South Carolina Department of Education. (2012). South Carolina support documents for social studies [PDF document]. Retrieved from http://ed.sc.gov/instruction/standards-learning/social-studies/resources/

In previous 5th grade lessons, students learned how the Industrial Revolution was furthered by inventions and technology. The purpose of this DBQ is to point out to students that the effects of the Industrial Revolution were not the same throughout the United States. As an assessment, Students will be asked to pretend they are a young southerner during this time period. They must decide whether or not to leave the South to pursue their futures. Students will create a piece of work that demonstrates their understanding of the Historical Question using evidence from the provided documents to communicate their reasoning. This communication should include both evidence from the provided sources and previous knowledge of the time period. 5th grade students require scaffolding and repetition. Source A will be used as a hook for the entire DBQ. It should be completed whole group and the teacher should model the needed Historical Thinking Skills as well as expectations for future sources. Examples of Lesson implementation:

● In small groups, provide photographs of the time period. These may include, but are not limited to factories, natural resources, wages, and working conditions on men, women, and children laborers. Ask students to chart or group what they think the photographs depict. Have groups share their insights with the class as all groups should provide different information,

● In pairs, ask students to examine documents and group based on similarities ● As a whole group, create a graphic organizer of the effects/examples of Industrialization

in different areas of the country at the beginning of the twentieth century. Accommodation/Modification possibilities:

● Arrange peer tutor/partnerships during/after the lesson ● Use Google Translate for ESL student ● Arrange multiple ways to accommodate assessments ● Extend time allowance ● For any other accommodations or modifications needed per student, review IEP, Gifted

Plans, 504 Plans, or ESL Plans as currently written Final Project Activity Examples: As an assessment, Students will pretend they are a young southerner of the time period. They must decide whether or not to leave the South to pursue their futures. Students will be asked to analyze the evidence regarding the Industrial Revolution and communicate the continuity and change of the South as opposed to other areas during this same period.

● Students could simulate a letter to their friends/family ● Students could put together a photo essay of pictures interpreting the effects of the

Industrial Revolution on the South. ● Students could create a play/skit based on the impacts of Industrialization in different

areas of the United States.

http://ed.sc.gov/instruction/standards-learning/social-studies/resources/



● Students could create a song/dance/poem that incorporates the student’s learning of Industrial Revolution impacts.

Source A The following are photographs depicting cotton in the South during different time periods. The pictures are from the Works Progress Administration photograph collection. Works Progress Administration photograph collection: South Carolina places: 193u-194u. Finished rolls of cotton goods at Sonoco Products Company, Hartsville. South Caroliniana Library, University of South Carolina. Retrieved from:


http://digital.tcl.sc.edu/cdm/ref/collection/wpaplp/id/746 Works Progress Administration photograph collection: South Carolina places: 193u-194u. Picking Cotton. South Caroliniana Library, University of South Carolina. Retrieved from: http://digital.tcl.sc.edu/cdm/ref/collection/wpaplp/id/778

African American agricultural worker Dye vats at Sonoco Cotton Mill in Darlington, SC Observe the photographs carefully. Source A questions

1. Compare and contrast the photographs above. Include positives and negatives regarding the impact the cotton has on the worker.

2. Identify the time periods. 3. What conclusions can you draw based on the photographs? 4. Write any unanswered questions you have regarding the photographs.

Source B The following is a chart from a S.C. Board of Trade book published in 1888. The purpose of the book is to generate an interest in the Spartanburg, S.C. area for businesses and potential settlers.

http://digital.tcl.sc.edu/cdm/ref/collection/wpaplp/id/746



S.C. Board of Trade. (1888). Spartanburg, City and County, South Carolina: Their Wonderful

Attractions and Marvelous Advantages as a Place of Settlement and for the Profitable Investment of Capital. Spartanburg, South Carolina Publications. Retrieved from: http://digital.tcl.sc.edu/cdm/ref/collection/access/id/2940

Source B Questions

1. List the products in the chart above that provide Spartanburg profits through some type of farming? Of the total profits, approximately how much is from agricultural products? Based on this information, do you think agriculture is important to our community during this time period?

2. Are there any unfamiliar products in this list? Are there any product profits that surprise you? Discuss as a group/class/pair.

http://digital.tcl.sc.edu/cdm/ref/collection/access/id/2940


Source C The following passage is an introductory paragraph in a 1903 book for cotton manufacturers highlighting the quality and successes of modern textile mills in the United States. W.B. Smith Whaley and Co. 1903. Modern Cotton Mill Engineering. (p. 9). Richland Library.

Columbia, SC. Retrieved from: http://localhistory.richlandlibrary.com/cdm/ref/collection/p16817coll11/id/645

http://localhistory.richlandlibrary.com/cdm/ref/collection/p16817coll11/id/645


Introductory.

The wonderful growth of the manufacturing industries of this country, and the large increase in the export of manufactured products in competition with manufacturers of other parts of the world, must be credited to the great care given to the details of the processes of manufacturing, by which the cost of production is reduced to a minimum. We are able to compete with other countries in spite of the fact that we pay higher wages than any other manufacturers on the globe. Cotton manufacturing is keeping step with other industries in enlarging the export trade of our country in competition with England and other countries, and we should make every effort to minimize the cost of producing cotton goods by using the most advanced and economic methods in our cotton mills. Many of our cotton manufacturers have shown a desire to adopt every available and economical method tending to reduce the cost of production, and it has been the special work of this firm to do all possible toward the improvement of the modern cotton mill, and we present this book with the hope that it may, to some extent at least, induce manufacturers to pay increased attention to economics in the construction and operation of a cotton mill. Source C Questions

1. Highlight evidence to defend the statement that the United States is competitive on a world stage in regards to the cotton manufacturing industry.

2. Reread the passage closely and organize evidence of what steps the United States takes to remain globally competitive in textile manufacturing. (ex. List or chart)


Source D The following passage is a paragraph in the same 1903 book for cotton manufacturers highlighting the quality and successes of modern textile mills in the United States. W.B. Smith Whaley and Co. 1903. Modern Cotton Mill Engineering. (p. 13). Richland Library.




Of the 20,000,000 spindles now running in the United States, approximately 15,250,000 or 76 per cent., are in the North and West, an increase of 19 per cent, since 1890; 4,730,000 are in the South, or 24 per cent., an increase of 203 per cent. Since 1890. The English mills consume 36 pounds per spindle. The Northern mills consume 73 pounds per spindle, including Sea Island cotton used and the Southern mills 163 pounds per spindle. The value of the product of the United States in 1900 was $332,806,156, and the number of wage earners 297,292. New England mills are now turning their attention to the manufacture of the fine grades of cotton goods such as we have been and are still importing in large quantities. The Southern mills manufacture by far the greatest part of the heavy export goods and will continue to do so. Many mills, however, are turning out cotton cloth and yarn of the grade that was considered as fine goods in the North ten years ago. England gained her great supremacy in cotton manufacture by the genius of their machinery inventors; and now that the American inventor is producing cotton machinery as good, and in many cases far better than the English manufacturer turns out, who can assert that the United States will not in the next quarter of a century surprise the whole world, not only in the number of spindles in operation, but also in the fineness of the cotton goods she produces? Source D Questions

1. What ideas or facts provide the reader evidence of the success of the South’s manufacturing mills? Highlight these facts within the text.

2. Using evidence from the passage, create a statement that demonstrates the South’s success during the Industrial Revolution.

3. Use inferencing to draw conclusions as to why the South was more successful than the North and England in regards to cotton manufacturing statistics?

4. Do you have any questions regarding this passage for discussion?


Source E The following are political cartoons portraying one of the needed labor reforms of the Industrial Revolution. Hine, Lewis. "Child Labour." N.p.: n.p., 1912. Print. Retrieved from:

https://www.loc.gov/item/ncl2004001574/PP/

Hine, Lewis Wickes. "Cartoon." The Library of Congress. N.p., n.d. Web. 17 July 2017. Retrieved from: https://www.loc.gov/resource/nclc.04992/


https://www.loc.gov/resource/nclc.04992/


Source E Questions

1. Observe both cartoons. 2. What inferences can be made regarding labor reform in the United States. 3. What do you think the hand represents? 4. What do you think the blot represents? 5. Do you think labor reforms were needed in the North, the South, or both? Can you back

up your answer using the source and previous knowledge? 6. What other reforms might need to be made in regards to factories?

Source F The following is an article from Khan Academy titled The New South. The article addresses the possibilities/likelihood of the South becoming more like the industrialized North. The New South. Khan Academy. N.p., n.d. Web. 12 July 2017. Retrieved from:

https://www.khanacademy.org/humanities/ap-us-history/period-6/apush-south-after-civil- war/a/the-new-south

The New South Could the American South be remade as an industrial economy like the North? Overview

https://www.khanacademy.org/humanities/ap-us-history/period-6/apush-south-after-civil-war/a/the-new-south



https://www.khanacademy.org/humanities/ap-us-history/period-6/apush-south-after-civil-


● Proponents of the New South envisioned a post-Reconstruction southern economy modeled on the North’s embrace of the Industrial Revolution.

● Henry W. Grady, a newspaper editor in Atlanta, Georgia, coined the phrase the "New South” in 1874. He urged the South to abandon its longstanding agrarian economy for a modern economy grounded in factories, mines, and mills.

● But Grady’s vision was not to be. By 1900, per-capita income in the South was forty percent less than the national average, and rural poverty persisted across much of the South well into the twentieth century.

Rural agrarian poverty

After the Civil War, sharecropping and tenant farming took the place of slavery and the plantation system in the South.

Sharecropping and tenant farming were systems in which white landlords (often former plantation slave owners) entered into contracts with impoverished farm laborers to work their lands. Those who worked the fields shared a portion of the crop yield with the landlord as payment for renting the land. Under the sharecropping system, the landlord typically supplied the capital to buy the seed and equipment needed to sow, cultivate, and harvest a crop, while the sharecropper supplied the labor. In other tenancy farming arrangements the laborer, not the landowner, took responsibility for purchase of seed and equipment.


Photograph of black and white men and women picking cotton in a field.

Sharecroppers in Georgia, c. 1910. Both white and black farm laborers worked in the sharecropping system. Image courtesy Georgia Archives.

Yet, because prices on cotton and other crops remained low, sharecroppers and tenant farmers often fell into a cycle of indebtedness called debt peonage: farmers found that the money they made selling their crops at the end of the growing season was not enough to pay back the loans they had taken out for seed, tools, farm equipment, and living expenses, leaving them owing more after a year of labor than they had when they started.

http://cdm.georgiaarchives.org:2011/cdm/singleitem/collection/vg2/id/13527/rec/156


[How is that possible?]

This system left both black and white tenant farmers living in dire poverty. In addition, since no one had any money to spend, the southern economy stagnated.

An economic vision for a new South

Enter Henry W. Grady, editor of the Atlanta Constitution, a newspaper in Georgia’s capital city. In a series of impassioned public speeches and articles, Grady envisioned a southern economy enriched with broadly expanded manufacturing facilities and commerce. Grady and like-minded southerners referred to this regional economic remake as the “New South.”



Portrait of Henry Grady.

Henry Grady. Image courtesy Wikimedia Commons.

Following the Civil War, the North experienced a period of rapid industrialization and technological advancement known as the Second Industrial Revolution. But the dynamic and expansive economic growth that came to the North in consequence of the Second Industrial Revolution largely bypassed the South. Proponents of the New South wanted the nation’s southern states to remake themselves along similar lines.

Successes and failures of the New South

There were some New South successes. Birmingham, Alabama prospered from iron and steel manufacturing, and mining and furniture production benefited other parts of the South. Likewise, James Duke made use of newly-invented cigarette rolling machines to feed the growing market for tobacco and founded the American Tobacco Company in North Carolina in 1890.

The most notable New South initiative was the introduction of textile mills in the South. Beginning in the early 1880s, northern capitalists invested in building textile mills in the southern Appalachian foothills of North Carolina, South Carolina, and Georgia, drawn to the region by the fact that they could pay southern mill workers at half the rate of workers in northern mills. In consequence of the low wages the mills gave only a modest boost to the southern economies in which they were built.

https://commons.wikimedia.org/wiki/File:Henry-grady-1890.JPG


Photograph of a white girl, approximately age 6, standing among two rows of textile machines in a mill.

Child laborer in a South Carolina textile mill, 1908. Photograph by Lewis Hine. Image courtesy Library of Congress.

Although new industries did emerge in this era, the benefits of the New South did not accrue to African Americans or poor whites. Although Grady dreamed of a new South of increasing economic prosperity, his vision did not extend to civil rights for African Americans. "I declare,” said Grady in an 1888 address, “that . . . the white race must dominate forever in the South.” In

http://loc.gov/pictures/resource/nclc.01451/


the New South, landlords and factory owners prospered, but sharecropping and low-wage factory work kept many across the region from escaping dire poverty.

What do you think?

What kept the southern economy from prospering in the post-Civil War era?

What do you think your life would have been like if you had been a sharecropper or a textile mill worker in the late nineteenth and early twentieth century South?

Why do you think Henry W. Grady’s vision of the New South did not include equality for African Americans?

Source F Questions

1. Read and analyze each section of the article. 2. Read and interpret the photographs in the article. 3. Reread the Historical Question and highlight pertinent information throughout the article. 4. Answer the “What do you think?” questions from the article.

Scaffolding the Historical Thinking Skill


Teaching History effectively requires more than dates, events, and facts. Deep thinking and analyzing events/periods in history from different perspectives must be incorporated to provide students with a balanced knowledge. Historical Thinking Skills enable students to be able to observe the sources, record their findings(evidence), and then deduce a conclusion. Demonstrating to students how this event/period of time influences other things within the course of history (Causation) and grasping that events in history coincide in different locations at the same time and also over time (Continuity and Change over time) are important thinking skills used by historians. The Historical Thinking Skill of this DBQ is Continuity and Change over time and how it pertains to the understanding of the impact of the Industrial Revolution on the South. Students must understand how the positives of inventions and technology shaped the Industrial Revolution throughout the United States and how the negatives of low wages, poor working conditions, and basic human rights also came into play. Demonstrating the thinking skills, teachers should model analyzing these documents throughout the DBQ using gradual release of how to answer the guiding questions which will be recorded and could be used to support their evidence in a final product.

An exciting way to introduce history to students is create mystery or more than one point of view and allowing them to share their thoughts. Motivating students allows them to develop vested interest in their own learning. An important step in teaching elementary students to think like a historian is to be sure they are able to delineate between fiction and evidence-based historical narratives. One way to do this is by taking the evidence and categorizing it with the 5 W’s. Then they may ask the question, “How are these things related?” This teaches them how to synthesize the information. Teaching the Historical Thinking Skills takes much modeling and practice to ensure students have command of the skill. In this particular DBQ, the teacher might use Sources A-E as a model for how the class will work through any DBQ assignment. When analyzing a document, article, advertisement, political cartoon, graph/charts, or maps (should have a variety of text, audio and visual sources if applicable), gradual release should be used to demonstrate how to analyze the documents correctly. Source F could possibly be used as further instruction, but also a practice for students on their own or with less guidance depending on ability and required modifications/accommodations. Teaching History should include using primary and secondary sources, and taking the time to examine the plethora of historical resources that are available as to ensure unbiased and differing points of view.

Resources Centre for the Study of Historical Consciousness. Historical Thinking Concepts | Historical Thinking Project. Retrieved July 17, 2017 from

http://historicalthinking.ca/historicalthinking-concepts

Hine, Lewis Wickes. "Cartoon." The Library of Congress. N.p., n.d. Web. 17 July 2017. Retrieved from: https://www.loc.gov/resource/nclc.04992/

Hine, Lewis. "Child Labour." N.p.: n.p., 1912. Print. Retrieved from:

https://www.loc.gov/item/ncl2004001574/PP/ S.C. Board of Trade. (1888). Spartanburg, City and County, South Carolina: Their Wonderful

Attractions and Marvelous Advantages as a Place of Settlement and for the Profitable

http://historicalthinking.ca/historical-%20%20%20%20thinking-concepts

about:blank



Investment of Capital. Spartanburg, South Carolina Publications. Retrieved from: http://digital.tcl.sc.edu/cdm/ref/collection/access/id/2940

South Carolina Department of Education. (2015). South Carolina college and career ready for

English language arts [PDF document]. Retrieved from: http://ed.sc.gov/scdoe/assets/file/programs-services/59/documents/ELA2015SCCCRStandards.pdf

South Carolina Department of Education. (2011). South Carolina social studies academic

standards [PDF document]. Retrieved from http://ed.sc.gov/scdoe/assets/file/agency/ccr/StandardsLearning/documents/FINALAPP OVEDSSStandardsAugust182011.pdf

South Carolina Department of Education. (2012). South Carolina support documents for social

studies [PDF document]. Retrieved from http://ed.sc.gov/instruction/standards-learning/social-studies/resources/

The New South. Khan Academy. N.p., n.d. Web. 12 July 2017. Retrieved from:

https://www.khanacademy.org/humanities/ap-us-history/period-6/apush-south-after-civil- war/a/the-new-south

W.B. Smith Whaley and Co. 1903. Modern Cotton Mill Engineering. (p. 9). Richland Library.


W.B. Smith Whaley and Co. 1903. Modern Cotton Mill Engineering. (p. 13). Richland Library.


Webb, N. (March 28, 2002). Depth-of-Knowledge Levels of Four Content Areas Works Progress Administration photograph collection: South Carolina places: 193u-194u. Finished rolls of cotton goods at Sonoco Products Company, Hartsville. South Caroliniana Library, University of South Carolina. Retrieved from: http://digital.tcl.sc.edu/cdm/ref/collection/wpaplp/id/746 Works Progress Administration photograph collection: South Carolina places: 193u-194u. Picking Cotton. South Caroliniana Library, University of South Carolina. Retrieved from: http://digital.tcl.sc.edu/cdm/ref/collection/wpaplp/id/77

http://digital.tcl.sc.edu/cdm/ref/collection/access/id/2940



http://ed.sc.gov/scdoe/assets/file/agency/ccr/StandardsLearning/documents/FINALAPPROVEDSSStandardsAugust182011.pdf

http://ed.sc.gov/scdoe/assets/file/agency/ccr/StandardsLearning/documents/FINALAPPROVEDSSStandardsAugust182011.pdf







http://digital.tcl.sc.edu/cdm/ref/collection/wpaplp/id/746%20%C2%A0
