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