3-1.4

It Is Esssential For Students To Know

• Students should know how human systems have had both a positive and negative impact on the geography of South Carolina and that geography has impacted human society over time. Teachers may select to target this indicator after they have taught the history of South Carolina as a review of how human systems have impacted South Carolina throughout its history.
• Students should understand that the physical geography of South Carolina affected where the Native Americans originally lived and their culture as well as where the early European explorers and settlers first established their settlements.
• Physical aspects considered by settlers were the location of rivers and access to the coast, and the climate and availability of other natural resources.
• Students should understand how these physical characteristics impacted later development of South Carolina cities and towns and continues to have an impact on present-day growth.
• Students should know the impact of the natural resources found withinSouth Carolina and how that has created economic development in our state.
  
• Ample forests led to the development of the timber industry and eventually to the establishment of national and state forests to preserve natural habitats.
• Rich soil and a temperate climate zone allowed for agriculture. At first rice and indigo were grown along the coast; later, South Carolina farmers cultivated cotton, tobacco and peaches.
• The abundance of natural harbors and rivers first led to the establishment of trade. Later textile mills were built along the fast flowing rivers of the Piedmont. Rivers were dammed to create man-made lakes in order to produce hydroelectricity.
• Tourism developed because of the availability of beaches.

It Is Not Essential For Students To Know

• Students do not need to know the minor natural resources of our state (silica, kaolin, vermiculite, etc) or the minor agricultural activities (greenhouse flowers and plants, eggs, dairy, shellfish, clams).