Harrisonburg City Public Schools History and Social Science Curriculum Virginia Studies Summer 2011



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Harrisonburg City Public Schools
History and Social Science Curriculum Virginia Studies Summer 2011


SOL: VS.2a The student will demonstrate knowledge of the geography and early inhabitants of Virginia by

a) locating Virginia and its bordering states on maps of the United States
Pacing/Duration: Week 1 First Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Describe the relative location of Virginia on a map

  • Locate and identify large bodies of water in Virginia.

  • Locate and identify the bordering states of Virginia

  • Define relative location




  • Give outline map of Virginia and bordering states. Students identify:

    • Atlantic Ocean

    • Chesapeake Bay

    • Maryland

    • West Virginia

    • Kentucky

    • Tennessee

    • North Carolina

  • Write a paragraph describing Virginia’s relative location using next to, near, and bordering

  • Use interactive note taking strategies to understand/recall essential knowledge

  • Create Virginia State/Bordering state puzzles to put together and use as review

  • Read aloud

  • Color code text in notes and maps



  • Outline maps

  • Virginia map showing border states

  • Construction paper

  • Laminating film

  • Templates for Virginia and bordering states

  • Horizons text book

  • SOL Power Point CD


SOL: VS.2b,c The student will demonstrate knowledge of the geography and early inhabitants of Virginia by

b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau.

c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, Lake Drummond, and the Dismal Swamp).
Pacing/Duration: Week 2 First Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Identify and locate the five geographic regions of Virginia

  • Describe how these regions differ

  • Explain the importance of water features to early Virginia history and its settlement

  • Define and locate peninsulas in Virginia, specifically the Eastern Shore area

  • Define Fall Line, Piedmont , plateau, peninsula

  • Describe the location of the Fall Line

  • Locate four rivers, Atlantic Ocean, and Chesapeake Bay

  • Name an important city located along each river

  • Locate and describe Lake Drummond and the Dismal Swamp

  • Recognize that George Washington explored and surveyed the Dismal Swamp



  • On an outline map label the Fall Line, Coastal Plain, Piedmont, Blue Ridge, Valley and Ridge, Appalachian Plateau, Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock. Rivers

  • Use interactive notetaking to understand and recall essential knowledge and vocabulary

  • Create salt dough map of Virginia regions and important water features

  • Play zip around with cards from Enhanced Scope and Sequence

  • Use all essential knowledge provided in VS.2b,c from the Curriculum Framework

  • Create a travel brochure for Virginia

  • Plan a trip through the state of Virginia

  • Develop mnemonics to help build understanding of vocabulary terms




  • Outline maps

  • Horizons text

  • Materials for salt dough maps

  • Zip around cards from Enhanced Scope and Sequence

  • SOL Power Point CD


SOL: VS.2d,e The student will demonstrate knowledge of the geography and early inhabitants of Virginia by

d) locating three American Indian (First American) language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of

Virginia.

e) describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and

shelter.
Pacing/Duration: Week 3 First Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Explain why the Americans Indians (First Americans) are called “Indians”

  • Analyze evidence/artifacts of Americans Indians (First Americans) throughout Virginia

  • Identify and locate the three major Americans Indians (First Americans) language groups in Virginia

  • Summarize the characteristics of Virginia’s climate

  • Describe how Americans Indians (First Americans) adapted to the climate and environment of Virginia during each of the four seasons

  • Explain why Virginia’s Americans Indians (First Americans) are referred to as Eastern Woodland Indians

  • Explain how Virginia’s Americans Indians (First Americans) provided clothing and shelter

  • Compare/Contrast old world map to modern map to see why Christopher Columbus mistakenly used the term “Indians”

  • Students experience artifacts (reproductions, arrowheads, pottery, tools’) then use graphic organizer to write about what they think object is/what it actually was

  • Using outline map, students locate/identify the three major language groups

  • Play match game to relate seasons to adaptations

  • Make foldable organizer to write about how the language groups adapted to their environment

  • Research project about one of the Indian groups

  • Interactive notebook to know and recall essential knowledge

  • Research project – make a model of a Language-Group village


  • Maps – outline

  • Library resources

  • Project materials

  • Three colors of regular paper for foldable research

  • Artifacts

  • Old world maps

  • SOL Power Point CD

  • CD about foldables

  • Matusevich pictures

http://chumby.dlib.

vt.edu/melissa/

posters/posterset.

Html


  • United Streaming

SOL: VS.2f,g The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by

f) describing how archaeologists have recovered new material evidence through sites including Werowocomoco and Jamestown.

g) identifying and locating the current state-recognized tribes.
Pacing/Duration: Week 4 First Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Describe how archaeologists have recovered new material evidence through sites including Werowocomoco and Jamestown

  • Explain the significance of artifacts recovered at Werowocomoco

  • Understand the link between Jamestown and Werewocomoco

  • Identify Werewocomoco as the headquarters for Chief Powhatan in 1607

  • Understand that American Indians have lived in Virginia for thousands of years

  • Identify and locate the eight state-recognized tribes in Virginia



  • Locate Werowocomoco and Jamestown on a map. Determine the distance between the two locations.

  • Students experience artifacts (reproductions, arrowheads, pottery, tools’) then use graphic organizer to write about what they think object is/what it actually was

  • Use clay and model artifacts to create your own archaeological dig.

  • Use media resources to visit the actual dig site

  • Locate the tribes on a map

  • Research the eight state-recognized tribes to compare /contrast them.




  • Maps – outline

  • Library resources

  • Project materials

  • Artifacts

  • Old world maps

  • United Streaming

SOL: VS.3a,b The student will demonstrate knowledge of the first permanent English settlement in America by

a) explaining the reasons for English colonization.

b) describing how geography influenced the decision to settle at Jamestown.
Pacing/Duration: Week 5 First Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Explain the reasons for English colonization

  • Explain why Jamestown was an important settlement in America

  • Locate and determine reasons for settling the Jamestown site

  • Explain the importance of the Charters and the Virginia Company of London

  • State when Jamestown was settled

  • Discuss stockholders and economic venture

  • Define raw materials and markets

  • Explain the difference in location of Jamestown in 1607 and today




  • Interactive note taking strategies to know and recall essential knowledge

  • Interactive Jamestown website allows students to make decisions on survival

http://www.americas400thanniversary

com/kids.cfm



http://www.historyglobe.com/

jamestown/



  • Role play/Readers Theatre

  • Map/Draw where Jamestown is located on a map

  • Journal writing

  • Look at primary source documents (charters)

  • Start class timeline of important events

  • Fieldtrip to Jamestown

  • Jamestown Outreach

www.historyisfun.org

  • Pictures of charter

  • Outline maps

  • Props or signs for role play

  • List of important events

  • SOL Power Point CD

  • United Streaming



SOL: VS.3c,d The student will demonstrate knowledge of the first permanent English settlement in America by



c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement.

d) identifying the importance of the General Assembly (1619) as the first representative legislative body in English America.
Pacing/Duration: Week 6 First Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

    • Identify the importance of the VA charters and who granted them

    • Describe the system of government in Virginia from 1619 through today

    • Identify the House of Burgesses and explain its importance

    • Identify important events of 1619

    • Define burgesses

    • Explain who held citizenship in the Virginia colony


  • Use graphic organizers to identify the divisions of Virginia government and explain the importance and make-up of each

  • Role playing

  • Use class timeline to sequence important events

  • Use interactive note taking to know and recall essential questions

  • Jamestown Outreach

  • www.historyisfun.org

  • Write brief newspaper accounts of First Virginia Assembly events

  • Horizons textbook, pps. 66 – 67

  • SOL Power Point CD

  • United Streaming





SOL: VS.3e,f,g The student will demonstrate knowledge of the first permanent English settlement in America by

e) identifying the importance of the arrival of Africans and women to the Jamestown settlement.

f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival.

g) describing the interactions between the English settlers and the native peoples including the contributions of Powhatan to the survival of the settlers.
Pacing/Duration: Week 7 First Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Analyze the impact of the arrival of women and Africans to the Jamestown settlement

  • Identify the effects of agriculture on the Virginia colony

  • State the year women arrived in Jamestown

  • Define indentured servant, cash crop, and slavery

  • Describe the hardships faced by the settlers

  • Describe the events that led to the survival of the colony

  • Describe Powhatans contributions to the survival of the settlers

  • Analyze how and why relationships between the settlers and Powhatans changed

  • Identify Captain John Smith, Pocahontas, and Powhatan people



  • Class Timeline of important events

  • Journal from alternate viewpoint (woman or African) coming to Jamestown

  • Use interactive notetaking to know and recall essential knowledge

  • Show video-clip of how slaves were brought over on ships

  • Map routes taken from Europe and Africa to Jamestown

  • Design a plantation

  • Trading activity to understand the challenges of trade without communication skills

  • Read Slave Dancer

  • Compare/contrast viewpoint(s) of plantation owner versus slave, role play




  • Picture or actual tobacco leaf

  • World map outline

  • SOL Power Point CD

  • United Streaming

  • Dear America Series – The Starving Time

SOL: VS.4a The student will demonstrate knowledge of life in the Virginia colony by

a) explaining the importance of agriculture and its influence on the institution of slavery.
Pacing/Duration: Week 8 (Week 9, Review and Assess) First Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Describe the relationship between the tobacco crops and the dependence on slavery

  • Identify the effects of agriculture on the Virginia colony

  • Recognize that the success of tobacco as a cash crop encouraged slavery in Virginia colony

  • Define indentured servant, cash crop, and slavery

  • Name the most profitable crop in the Virginia colony



  • Class Timeline of important events

  • Journal from alternate viewpoint (woman or African) coming to Jamestown

  • Use interactive notetaking to know and recall essential knowledge

  • Role playing

  • Show video-clip of how slaves were brought over on ships

  • Map routes taken from Europe and Africa to Jamestown

  • Picture or actual tobacco leaf

  • World map outline

  • SOL Power Point CD

  • United Streaming






SOL: VS.4b The student will demonstrate knowledge of life in the Virginia colony by

b) describing how European (English, Scotch-Irish, German) immigrants, Africans, and American Indians (First Americans) influenced the cultural landscape and changed the relationship between the Virginia colony and England.
Pacing/Duration: Week 1 Second Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Recognize that cultural landscapes reflect beliefs, customs, and architecture of people living in an area

  • State examples/ recognize examples of cultural landscape

  • Identify specific examples of how place names reflect culture

  • Locate on a map of Virginia where various cultural groups settled

  • Evaluate the change over time from English to Virginia culture

  • Name the three major cultural influences in early Virginia




  • Students choose a culture to research (on their own) and make a poster

  • Web quest or research, using graphics organizer to find influences of different cultures on place names, barns, homes, churches, food, others

  • Using a Virginia map, label where groups settled and their migration route(s)

  • Interactive notetaking

  • Timeline

  • Fieldtrip to Frontier Culture Museum (Staunton, Virginia) or a guest speaker from the museum

  • PowerPoint presentation about cultural groups and their influence on landscapes

  • Websites

  • Research materials

  • Poster board or construction paper

  • Cultural outline map

  • SOL Power Point CD





SOL: VS.4c The student will demonstrate knowledge of life in the Virginia colony by

c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond.
Pacing/Duration: Week 2 Second Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Explain how geographical and other factors influenced the movement of Virginia’s capital from one site to another

  • Sequence in order the location sites of Virginia’s capital



  • Interactive note taking

  • Class timeline

  • Web factors for each capital site

  • Make brochure for capital locations to encourage movement to that area

  • Map chart of movement of the capitals

  • Flow chart of movement of the capitals

  • T-chart with reasons for moving from Jamestown to Williamsburg and later from Williamsburg to Richmond

  • Venn diagram comparing and contrasting the three locations of the Virginia capital

  • Build models of the 3 capitals, highlighting their advantages

  • Map outline

  • Construction paper

  • Venn Diagram

  • SOL Power Point CD





SOL: VS.4d The student will demonstrate knowledge of life in the Virginia colony by

d) describing how money, barter, and credit were used.

e) describing everyday life in colonial Virginia.
Pacing/Duration: Week 3 Second Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Describe the forms of exchange used in the Virginia colony

  • Define barter, money, credit, debt, and saving

  • Explain how farmers in early Virginia used credit

  • Describe how tobacco was used as money in early Virginia

  • Recognize that colonial Virginia had no banks

  • Understand that different resources were used to produce the goods and services that people needed

  • Describe the differences between whites, enslaved African Americans, and free African Americans with regard to everyday living

  • Explain how the resources influenced the food, housing, and clothing of the people in colonial Virginia



  • Trading game using popsicle (craft) sticks

  • Role-Playing

  • Interactive notetaking

  • Class timeline

  • Venn diagram to compare/contrast having banks versus not having banks

  • Draw pictures to illustrate vocabulary terms

  • Zip around game from Enhanced Scope and Sequence

  • Create classroom saving, credit, and debt simulations

  • Write a skit about forms of exchange

  • Role-Play made-up scenes of daily life

  • Interactive notetaking

  • Venn diagram to compare/contrast the similarities and differences between whites, enslaved Africans, and free Africans

  • Draw pictures to illustrate the food, clothing, and housing options




  • Venn diagram or graphic organizer

  • Vocabulary cards

  • Zip around cards

    • SOL Power Point CD

    • “Life at Jamestown.” Jamestown-Yorktown Foundation. http://www.historyisfun.org/PDFbooks/Life_at_Jamestown.pdf





SOL: VS.5a The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a) identifying the reasons why the colonies went to war with Great Britain as expressed in the Declaration of Independence.
Pacing/Duration: Week 4 Second Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Identify the reasons, as expressed in the Declaration of Independence, why the colonies went to war with Great Britain

  • Compare the English and colonial views about the governing of the colonies

  • Name the major author of the Declaration of Independence

  • Identify the source of governing power as expressed in the Declaration of Independence

  • State the rights of people as expressed in the Declaration of Independence

  • Use interactive notetaking strategies to understand/recall the essential knowledge

  • Using primary sources, students work in small groups to write the offenses against King George into their own words

  • Create a foldable of the Declaration of Independence

  • Role plays – parts of patriots, King George, Thomas Jefferson, etc.

  • T-chart to compare the English and colonial views about governing the colonies

  • Teacher led discussion of the rights to life, liberty, and pursuit of happiness

  • Research the Declaration of Independence and write a document for the school or community

  • Draw pictures of the reasons for war with England. Place events on a cube or timeline




  • Maps of 13 colonies

  • Declaration of Independence

  • Horizons textbook

  • Pictures of unit content

  • CD about foldables

    • SOL Power Point CD

  • United Streaming


SOL: VS.5b,c The student will demonstrate knowledge of the role of Virginia in the American Revolution by

b) identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry, and James Lafayette.

c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.
Pacing/Duration: Week 5 and 6 Second Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Identify the roles of Virginians in the Revolutionary War era emphasizing George Washington, Thomas Jefferson, Patrick Henry, and James Armistead Lafayette

  • Distinguish between patriots, loyalists, and neutrals

  • Explain why African Americans were divided about the war

  • Describe the roles of women in the war

  • Identify the famous quote by Patrick Henry

  • Explain the importance of the Battle of Great Bridge

  • Identify Jack Jouett and his role in the Revolutionary War

  • Identify the importance of the American victory at Yorktown

  • Explain the various roles played by whites, enslaved and free African Americans, and American Indians during the war

  • Use interactive note taking strategies to understand/recall the essential knowledge

  • Life in a Box – primary source activity from the Library of Congress website

  • Create foldables of the characters and issues

  • Graphic organizer or chart/table to differentiate between loyalists, patriots, and neutrals

  • Diary/journal entries about the era

  • Fieldtrip to Yorktown

  • Timeline of Revolutionary War events

  • Hands on artifacts/pictures of the war

  • Role play Patrick Henry’s speech

  • Divide class into three groups, loyalists, neutrals, patriots, to create a poster/collage of their position of the war




  • George Washington’s Socks

  • Horizons textbook

  • Life in a Box

www.primarysource

learning.org



  • CD about foldables

    • SOL Power Point CD

  • United Streaming


SOL: VS.6a,b The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by

a) explaining why George Washington is called the “Father of Our Country” and James Madison is called the “Father of the Constitution.”

b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom.
Pacing/Duration: Week 7 Second Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Explain why George Washington is known as the “Father of Our Country”

  • Explain why James Madison is known as the “Father of the Constitution”

  • Define a constitution

  • Identify George Mason as author of the Virginia Declaration of Rights and Thomas Jefferson as author of the Virginia Statute for Religious Freedom

  • Analyze the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom

  • Identify the Bill of Rights and explain its importance

  • Identify the First Amendment to the Constitution of the United States



  • Make study guide foldables about George Washington and James Madison

  • View videos about George Washington and James Madison

  • Show teacher-made power point of essential knowledge with pictures

  • Use children’s literature that reinforces traits of George Washington and James Madison

  • Create study guide foldables of the Virginia Declaration of Rights

  • Create study guide foldables of the Virginia Statute for Religious Freedom

  • Venn diagram to compare/contrast the Virginia documents to the national documents

  • Play Match-up game from the Enhanced Scope and Sequence

  • Teacher-made Power Point of the essential knowledge with pictures

  • Role play patriots, reenacting events for a “Who Am I” game


  • CD about foldables

  • Videos of famous patriots

  • Horizons text book

  • Constitution of the United States

  • www.harcourt

school.com/primary sources

    • Enhanced Scope and Sequence

    • SOL Power Point CD

    • United Streaming



SOL: VS.6c The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by

c) explaining the influence of geography on the migration of Virginians into western territories.
Pacing/Duration: Week 8 (Week 9, Review and Assess) Second Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Explain why Virginians migrated west and south after the American Revolution

  • Analyze the geographic factors that influenced the westward and southward movement of Virginians

  • Locate and identify the Cumberland Gap

  • Describe what Virginians took with them as they moved westward and southward



  • Map the migration route through the Cumberland Gap and across the Appalachian Mountains

  • Create study guide foldables of the migration

  • Teacher-made Power Point of the essential knowledge with pictures

  • Create a Regions of Virginia cookbook

  • Write a diary entry about traveling westward or southward from Virginia

  • Write a letter home about the journey westward

  • Research and report on agricultural changes and new technologies in each region of Virginia

  • Review and map the regions of Virginia by creating a collage of the agriculture of each region



  • CD about foldables

  • Virginia maps

  • Horizons text book desk maps

    • Enhanced Scope and Sequence

    • SOL Power Point CD





SOL: VS.7a The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by

a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia.
Pacing/Duration: Week 1 Third Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Analyze the differences between northern and southern states before the Civil War

  • Explain the difference between slave and free states

  • Identify Nat Turner, Harriet Tubman, John Brown, and Abraham Lincoln

  • Identify the beliefs and goals of abolitionists

  • Explain why the state of West Virginia was created

  • Locate and describe John Brown’s raid

  • Describe the Under-

ground Railroad and Confederate States of America

  • Use a Venn diagram to compare and contrast the Northern and Southern states before the Civil War

  • Create graphic organizers of the differences between the North and South and the events leading to the Civil War

  • Teacher-made Power Point of the essential knowledge with pictures

  • Create study guide foldables about the differences between North and South; the events leading to the war; and the creation of West Virginia

  • Role play the historical figures for a ‘Who Am I? game

  • Play review matching games from Enhanced Scope and Sequence

  • Color a map showing the northern and southern states

  • Interactive note-taking

  • Map the location of John Brown’s raid

  • Map the territories in controversy between free and slave states

  • Map the Confederate States of America

  • Write a diary entry about traveling through the Underground Railroad

  • Develop a poster to support abolitionism

  • Children’s literature about this time period in history

  • Conduct a debate over new territories/states being free or slave

  • ThinkQuest http://library.thinkquest.org/JO112391/nat

_turner.htm

  • CD about foldables

  • US maps

  • Horizons text book desk maps

  • Primary source pctures

    • Enhanced Scope and Sequence

    • SOL Power Point CD

    • United Streaming




SOL: VS.7b The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by

b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia.

c) describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians.
Pacing/Duration: Week 2 and 3 Third Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Describe Virginia’s role in the Civil War

  • Identify the major battles of the Civil War that took place in Virginia

  • Identify Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Thomas “Stonewall” Jackson

  • Name the first major clash of the Civil War

  • Locate and identify the surrender of the Confederacy

  • State when the Civil War ended

  • Name and locate the capital of the North and the capital of the South

  • Describe what happened to Richmond near the end of the Civil War

  • Locate the battle of the Merrimack and Monitor and explain its importance

  • Describe the roles of the whites (supported Confederacy), enslaved A.A. (raise crops and provide labor for army), free A.A. (supported Confederacy), and Indians (neutral)




  • Use a United States map to show/study the major battles of the Civil War and the capitals of the North and South

  • Create study guide foldables about the major battles of the Civil War

  • Teacher-made Power Point of the essential knowledge with pictures

  • Fieldtrip to New Market battlefield

  • Create graphic organizers about the battles and the role of Virginia in the war

  • Read historical books about the Civil War

  • Invite local Civil War re-enactors to be guest speakers

  • Using craft sticks and aluminum foil build models of the Merrimack and the Monitor

  • Research the Civil War battle between the Merrimack and the Monitor and create an illustration

  • Visual aids of battles using toy soldiers and maps

  • Develop a timeline for the major events of the Civil War

  • Use a graphic organizer to differentiate the roles of the whites, slaves, and Indians




  • CD about foldables

  • US maps

  • Horizons text book desk maps

  • Primary source pictures

    • Enhanced Scope and Sequence

    • SOL Power Point CD

    • United Streaming



SOL: VS.8a, b The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by

a) identifying the effects of Reconstruction on life in Virginia

b) identifying the effects of segregation and “Jim Crow” on life in Virginia
Pacing/Duration: Week 4 Third Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Define and describe the Reconstruction time period

  • Identify problems faced by Virginians during Reconstruction

  • Identify the Freedmen’s Bureau

  • Describe sharecropping

  • Compare life before the Civil War with life during Reconstruction

  • Define prejudice, segregation, discrimination, poll tax, voting tests, public office, and “Jim Crow” Laws

  • Compare the rights of African Americans before the Civil War, during Reconstruction, and after Reconstruction

  • Describe how Jim Crow Laws affected African American life




  • Interactive notebook activities

  • Teacher-made Power Point of the essential knowledge with pictures

  • Textbook readings

  • Create a timeline or table to compare the life of African Americans before, during, and after the Civil War

  • Role play or create simulations about the Freedmen’s Bureau and sharecropping

  • Define the terms and create illustrations about Reconstruction, sharecropping, and Freedmen’s Bureau

  • Create foldables about life during Reconstruction and life in the South after the Civil War

  • Direct instruction for vocabulary

  • Interactive notebook activities

  • Teacher-made Power Point of the essential knowledge with pictures

  • Textbook readings

  • Read “Through Our Eyes”

  • Create foldables about the effects of Reconstruction and “Jim Crow” Laws on African Americans

  • Draw pictures to illustrate “Jim Crow” Laws

  • Venn diagram to compare life during and after “Jim Crow” Laws



  • CD about foldables

  • US maps

  • Horizons text book desk maps

    • Enhanced Scope and Sequence

    • SOL Power Point CD

    • Interactive notebook CD

    • United Streaming




SOL: VS.8c The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by

c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.

SOL: VS.9a The student will demonstrate knowledge of the twentieth and twenty-first centuries in Virginia by

a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries.
Pacing/Duration: Week 5 Third Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Describe how Virginia changed after the Civil War and Reconstruction

  • Identify cities in Virginia that grew as a result of railroads

  • Identify the location of the discovery of coal in Virginia

  • Identify industries that grew in Virginia after the Civil War

  • Describe the decline of Virginia’s agricultural society

  • Describe the growth of Virginia cities

  • Identify reasons people move to Virginia from other states and regions




  • Map activities to locate cities, railroad centers, Virginia coal region (Tazewell County), and tobacco production

  • Interactive notebook activities

  • Teacher-made Power Point of the essential knowledge with pictures

  • Textbook readings

  • Create foldables about the essential knowledge content

  • Venn diagram to compare rural and urban areas

  • Interactive notebook activities

  • Teacher-made Power Point of the essential knowledge with pictures

  • Textbook readings

  • Create foldables about why people migrated within Virginia

  • Create foldables about why people moved to Virginia

  • Read the City Mouse/Country Mouse or the Country Mouse Visits the City

  • Venn diagram comparing rural and urban areas

  • Map activities locating important industries in southwest Virginia, Northern Virginia, and the Tidewater region.




  • CD about foldables

  • Virginia maps

  • Horizons text book desk maps

    • Enhanced Scope and Sequence

    • SOL Power Point CD

    • Interactive notebook CD

    • United Streaming






SOL: VS.9b,d The student will demonstrate knowledge of the twentieth and twenty-first centuries in Virginia by


b) identifying the impact of Virginians, such as Woodrow Wilson and George C. Marshall, on international events.

c) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history.

d) identifying the political, social, and/or economic contributions made by Maggie L. Walker, Harry F. Byrd, Sr., Oliver W. Hill, Sr., Arthur R. Ashe, Jr., A. Linwood Holton, Jr., and L. Douglas Wilder.
Pacing/Duration: Week 6 and 7 Third Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Explain the importance of Woodrow Wilson and George C. Marshall to international leadership

  • Define segregation, desegregation, integration, and Massive Resistance

  • Explain the outcome of Brown v. Board of Education

  • Explain how Virginia practiced Massive Resistance

  • Understand the Civil Rights Movement and its effect on history

  • Identify the contributions of Maggie L. Walker, Harry F. Byrd, Sr., Oliver W. Hill, Sr., Arthur R. Ashe, Jr., A. Linwood Holton, Jr., and L. Douglas Wilder

  • Describe the “pay-as-you-go” program






  • Interactive notebook activities

  • Teacher-made Power Point of the essential knowledge with pictures

  • Textbook readings

  • Create matching games for the people and their historical contribution

  • Compare/contrast the contributions of Marshall and Wilson

  • Create a diagram of "Brown v. Board of Education" http://www.landmarkcases.org/brown/courtsystem.html

  • Complete research and design biographical reports

  • Teacher-made Power Point of the essential knowledge with pictures

  • Create vocabulary cards for these terms: segregation, desegregation, integration, Massive Resistance

  • View Virginia Pathways videos, Civil Rights, parts I and 2

  • Read Ruby Bridges

  • Create foldables about desegregation and Massive Resistance




  • CD about foldables

  • Virginia Pathways videos (Public Television)

  • Horizons text book

    • Enhanced Scope and Sequence

    • SOL Power Point CD

    • Interactive notebook CD

    • Ruby Bridges by Robert Coles

    • United Streaming



SOL VS.10a The student will demonstrate knowledge of government, geography, and economics by


a) identifying the three branches of Virginia government and the function of each.
Pacing/Duration: Week 8 (Week 9, Review and Assess) Third Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Name the three branches of Virginia government

  • Identify the function or purpose of each branch of Virginia government

  • Recognize that Virginia laws must agree with the Virginia Constitution

  • Identify the two parts of the General Assembly

  • Identify the representative body of each branch of Virginia government

  • Interactive notebook activities

  • Teacher-made Power Point of the essential knowledge with pictures

  • Textbook readings

  • Create foldables about the three branches of government

  • Venn diagrams to compare the three branches of government

  • Draw a tree and label with the branches of government, the leaders, and the jobs

  • Compare and contrast the state government with the federal government, make posters for each



  • CD about foldables

  • Horizons text book

    • Enhanced Scope and Sequence

    • SOL Power Point CD

    • Interactive notebook CD

    • Teacher-made study guides

    • United Streaming





SOL: VS.10b,c The student will demonstrate knowledge of government, geography, and economics by

b) describing the major products and industries of Virginia’s five geographic regions.

c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.
Pacing/Duration: Week 1 and 2 Fourth Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Name the five regions of Virginia

  • Identify major industries and products in each region of Virginia

  • Explain how advances in communications and transportation promoted economic growth in Virginia

  • Identify products that Virginia exports

  • Recognize that tourism and the federal government have a significant impact on Virginia government

  • Interactive notebook activities

  • Teacher-made Power Point of the essential knowledge with pictures

  • Textbook readings

  • Create foldables about the regions of Virginia

  • Venn diagrams to compare the products and industries of regions

  • Create brochures that describe a region, its products and its industries

  • Illustrate transportation connections to products (ex: highways and poultry trucks and framing)

  • On an outline map of Virginia label major exports

  • Play matching games with products, industries, and regions



  • CD about foldables

  • Horizons text book

    • Enhanced Scope and Sequence

    • SOL Power Point CD

    • Interactive notebook CD

    • Teacher-made study guides

    • United Streaming





SOL: ALL
Pacing/Duration: Week 3 - SOL Test Fourth Nine Week Grading Period

Objectives

Suggested

Strategies/Activities/Tasks

Resources

The student will:

  • Review all SOL and objectives taught throughout the year making sure to include all VS 1 standards of historical and geographic analysis




  • Create a review booklet, “Virginia ABC Book”

  • Review all teacher-made Power Point of the essential knowledge

  • Review all foldables created throughout the school year

  • Use review question and answer sheets in various game activities

  • Review all maps of Virginia labeled during the year




  • Foldables

  • Horizons text book

    • Enhanced Scope and Sequence

    • SOL Power Point CD

    • Teacher-made study guides

    • Review questions

    • Rubric for ABC Book on SOL Power Point CD












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