Roanoke County Public Schools
Curriculum
Guide
2010
Summer
Virginia Studies
Curriculum Guide 2008 Curriculum Guide Revised 2010. Roanoke County Public Schools does not discriminate with regard to race, color, age, national origin, gender, or handicapping condition in an educational and/or employment policy or practice. Questions and/or complaints should be addressed to the Deputy Superintendent/Title IX Coordinator at (540) 562­3900 ext. 10121 or the Director of Pupil Personnel Services/504 Coordinator at (540) 562­3900 ext. 10181. Acknowledgements The following people have made tremendous contributions to the completion of this curriculum guide and all are appreciated. Jennifer P. Overstreet W. E. Cundiff Koren Jones Oak Grove Michelle Lionberger Herman L. Horn Julie M. Mulvaney Oak Grove Roanoke County Public Schools Administration Dr. Lorraine Lange Superintendent Dr. Cecil Snead Director of Secondary Instruction, Technology, Adult Education, CTE Rebecca Eastwood Director of Elementary Instruction and Technology Amy Cummings Coordinator of Social Studies and Media Services Preface In 1995 the Virginia Board of Education published Standards of Learning in history and social science for kindergarten through grade twelve. In 2000 the Board of Education was directed by the General Assembly to establish a system of periodic review and revision of the Standards of Learning. In accordance with that legislation the Board of Education appointed a task force to review and revise the History and Social Science Standards of Learning in June 2000. This process resulted in the release of the 2001 Curriculum Framework, which defines the essential understandings, knowledge, and skills that are measured by the Standards of Learning tests. On July 17, 2008 the Board of Education passed the current 2008 standards. This curriculum guide was edited during the summer of 2010 to assist teachers in implementing the standards put forth by the state board under the 2008 Curriculum Framework to be fully implemented in 2010­2011. Curriculum Guide 2008
Table of Contents
Introduction/General Comments........................................................................................................................................................................2
Textbook Overview ...........................................................................................................................................................................................4
Sequence of Instruction and Pacing Suggestions..............................................................................................................................................5
Mapping for Instruction ­ First Nine Weeks ...................................................................................................................................................7
Mapping for Instruction ­ Second Nine Weeks ............................................................................................................................................22
Mapping for Instruction ­ Third Nine Weeks ................................................................................................................................................37
Mapping for Instruction ­ Fourth Nine Weeks..............................................................................................................................................52
SOL Blueprints ................................................................................................................................................................................................65
SOL Sample Scope and Sequence .................................................................................................................................................................65
SOL Enhance Scope and Sequence ...............................................................................................................................................................65
Supplemental Resources ................................................................................................................................................................................66
Supplemental Worksheets...............................................................................................................................................................................66
SOL 2008 Framework .....................................................................................................................................................................................66
Curriculum Guide Textbook Overview Masoff, Joy. Our Virginia Past and Present. Weston, CT: Five Ponds Press, 2010. i 2008 Curriculum Guide 2008 Sequence of Instruction and Pacing Suggestions First Nine Weeks SOL VS.2 a­c VS.2 a VS.2 b VS.2 c VS.10 b VS.2 d – g VS.2 d VS.2 e VS.2 f VS.2 g Chapter/Sections/Topic Chapter 1/ Virginia/ Geography & Regions of Virginia Chapter 1: Virginia / Where Are We? / geographic location Chapter 1: Virginia / A Closer Look / geographic location Chapter 1: Virginia / Our Five Regions / regions of Virginia Chapter 1: Virginia / The Coastal Plain / regions of Virginia Chapter 1: Virginia / The Piedmont / regions of Virginia Chapter 1: Virginia / The Blue Ridge Mountains / regions of Virginia Chapter 1: Virginia / The Valley and Ridge / regions of Virginia Chapter 1: Virginia / The Appalachian Plateau / regions of Virginia Chapter 1: Virginia / Virginia’s Waterways / bodies of water Chapter 1: Virginia / On the Fall Line / bodies of water Chapter 1: Virginia / Virginia’s Big Rivers / bodies of water Time Frame 2 ­ 3 Weeks Chapter 9: Changing Times / Our Bright Future / products and industries Chapter 2/ Virginia’s First People/ Native Americans 2 Weeks Chapter 2: Virginia’s First People / The First Nation / language groups Chapter 2: Virginia’s First People / Indian Ways / language groups Chapter 2: Virginia’s First People / A Year in the Life / climate & environment Chapter 2: Virginia’s First People / Digging the Past / archaeology of native peoples Chapter 2: Virginia’s First People / Virginia’s Indians Today / current tribes ii Curriculum Guide VS.3 a – g VS.3 b VS.3 c VS.3 d VS.3 e VS.3 f VS.3 g Chapter 3/ Strangers on the Shores/ Jamestown VS.3 a 2008 4 Weeks Chapter 3: Strangers on the Shores / Farewell to England / reasons for colonization Chapter 3: Strangers on the Shores / Off to Jamestown / site choice Chapter 3: Strangers on the Shores / Farewell to England / Va. Charter Chapter 3: Strangers on the Shores / The Burgesses / early government Chapter 3: Strangers on the Shores / New Ways, New Faces / arrival of Africans and women Chapter 3: Strangers on the Shores / When Worlds Meet / hardships faced by settlers Chapter 3: Strangers on the Shores / The Starving Time / hardships faced by settlers Chapter 3: Strangers on the Shores / When Worlds Meet / survival of settlers Chapter 3: Strangers on the Shores / The Starving Time / survival of settlers Spiral Review & Cumulative Test First Nine Weeks Total iii 2 ­ 3 Days 45 Days Curriculum Guide 2008 Second Nine Weeks SOL VS.4 a VS.4 b VS.4 c VS.4 d VS.4 e VS.5 a VS.5 b VS.6 a VS.6 b VS.6 c Chapter/Sections/Topic Time Frame Chapter 4: A Growing Virginia / Money From the Soil / importance of agriculture Chapter 4: A Growing Virginia / New Neighbors / culture of Colonial Va. Chapter 4: A Growing Virginia / The Capital Moves / relocation of Va.’s capital Chapter 4: A Growing Virginia / Money From the Soil: More Crops, More Cash / money, barter, credit Chapter 4: A Growing Virginia / Day­To­Day Life / life in Colonial Va. Chapter 5: The American Revolution / Life and Liberty / reasons for independence Chapter 5: The American Revolution / A Bridge to Independence: Life, Liberty and the Pursuit of Happiness / reasons for independence Chapter 5: The American Revolution / Patrick Henry / Patrick Henry Chapter 5: The American Revolution / A Bridge to Independence: Thomas Jefferson and the Declaration / Thomas Jefferson Chapter 5: The American Revolution / Choosing Sides / African Americans and war, James Lafayette Chapter 5: The American Revolution / Life and Liberty: A Midnight Ridge / loyalists and patriots Chapter 5: The American Revolution /A Bridge to Independence: The Battle of Great Bridge Chapter 5: The American Revolution / Choosing Sides: Jack Jouett’s Amazing Ride Chapter 5: The American Revolution / Victory at Yorktown / Yorktown surrender Chapter 6: Building a New Nation / “We The People” / Constitution Chapter 6: Building a New Nation / George Washington: Father of Our Country Chapter 6: Building a New Nation / James Madison: Father of The Constitution Chapter 6: Building a New Nation / It Happened First in Virginia / George Mason and the Va. Declaration of Rights Chapter 6: Building a New Nation / Thomas Jefferson: A Man of True Genius / Thomas Jefferson, Va. Statue for Religion Freedom Chapter 6: Building a New Nation / The Move West / migration into western territories 2 Weeks 4 Weeks 2 Weeks Standard Spiral Review/ Catch up/ Cumulative Test 1 Week Second Nine Weeks Total iv 45 Days Curriculum Guide 2008 Sequence of Instruction and Pacing Suggestions Third Nine Weeks SOL Chapter/Sections/Topic Time Frame Chapter 7: The Civil War / North and South / life in the North, life in the South Chapter 7: The Civil War / Set Us Free / Turner, Tubman, Brown Chapter 7: The Civil War / Virginia Leaves the Union / Secession VS.7 a VS.7 b VS.7 c VS.8 a VS.8 b VS.8 c 4 Weeks Chapter 7: The Civil War / Bloody Battlefields / major Civil War battles Chapter 7: The Civil War / Two Days at Bull Run / Bull Run Chapter 7: The Civil War / The Men Who Led / Lee, Jackson, Grant Chapter 7: The Civil War / The War Ends / surrender at Appomattox Chapter 7: The Civil War / Black and White, Blue and Grey / roles played by whites, slaves and native Americans Chapter 8: Rebuilding Virginia / Hard Times / reconstruction Chapter 8: Rebuilding Virginia / Jim Crow Days / Jim Crow Laws Chapter 8: Rebuilding Virginia / Virginia On the Go / economic growth and railroads Chapter 8: Rebuilding Virginia / The Machine Roar / economic growth and factories 2 Weeks VS.9 a VS.9 b VS.9 c VS.9 d Chapter 9: Changing Times / A Different Virginia / Va. becomes industrialized society Chapter 9: Changing Times / Two Wars, Two Virginians / Wilson and Marshall Chapter 9: Changing Times / Trouble in School / desegregation Chapter 9: Changing Times / Breaking Barriers / Walker, Ashe Chapter 9: Changing Times / The Lawmakers / Hill, Holton, Wilder Chapter 9: Changing Times / Trouble in School: Harry Flood Byrd, Sr. / Harry Byrd 3 Weeks Spiral Review/ Cumulative Test 2 days Third Nine Weeks Total v 45 Days Curriculum Guide 2008 Fourth Nine Weeks SOL VS.10 a VS.10 b (review) VS. 10 c Chapter/Sections/Topic Time Frame 3 Weeks Chapter 9: Changing Times / How Virginia Works / 3 branches of government Chapter 9: Changing Times / Our Bright Future / products and industries Chapter 9: Changing Times / Our Bright Future / infrastructure and economy today S.O.L. Test Review Post S.O.L. Test 3 Weeks 2­3 Weeks Fourth Nine Weeks Total vi 45 Days Curriculum Guide 2008 Mapping for Instruction ­ First Nine Weeks SOL with Essential Knowledge and Skill VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States. Relative location may be described by using terms that show connections between two places, such as next to, near, and bordering. Bordering bodies of water • • Atlantic Ocean Chesapeake Bay Bordering states • • • • • Maryland West Virginia Kentucky Tennessee North Carolina VS.2 b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau. Textbook Chapters/Sections/Topics See detailed description in chart above. Supporting Materials Geography Study Guide Ch 1 Virginia's Borders and Relative Direction Flipchart 1 Regions of Virginia Flipchart 2 Border States Map Comments Research link for people or places: http://edtech.kennesaw.edu/web/a
mrevol.html Portal portal site full of activities for all VA Studies units: http://guest.portaportal.com/virgin
iastudiesfourthgrade 1 Curriculum Guide Terms to know • Fall Line: The natural border between the Coastal Plain (Tidewater) and the Piedmont regions, where waterfalls prevent further travel on the river Geographic regions • Coastal Plain (Tidewater) – Flat land – Location near Atlantic Ocean and Chesapeake Bay (includes the Eastern Shore) – East of the Fall Line • Piedmont (land at the foot of mountains) – Rolling hills – West of the Fall Line • Blue Ridge Mountains – Old, rounded mountains – Part of the Appalachian mountain system – Located between the Piedmont and the Valley and Ridge regions – Source of many rivers • Valley and Ridge – Includes the Great Valley of Virginia and other valleys separated by ridges. (The Blue Ridge Mountains and the Valley and Ridge regions are part of the Appalachian mountain system.) – Located west of Blue Ridge Mountains • Appalachian Plateau (plateau: Area of elevated land that is flat on top) – Located in Southwest Virginia – Only a small part of the plateau is located in Virginia. VS.2 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, and Lake Drummond and the Dismal Swamp). Terms to know • peninsula: A piece of land bordered by water on three sides Water features • Atlantic Ocean 2008 See activities listed above for all geography sections. http://www.virginiatrekkers.com/Vi
rginiaTrekkers/VirginiaTrekkers.ht
ml http://ppsblogs.net/lisapennington
/virginia­studies/ Regions of VA Map in color Blank Map of VA Virginia Regions Booklet Region Match flipchart Geography Review Sentences Geography Test or Review 1 Curriculum Guide – Provided transportation links between Virginia & other places (e.g., Europe, Africa, Caribbean) • Chesapeake Bay – Provided a safe harbor – Was a source of food and transportation • James River – Flows into the Chesapeake Bay – Richmond and Jamestown located along the James River • York River – Flows into the Chesapeake Bay – Yorktown located along the York River • Potomac River – Flows into the Chesapeake Bay – Alexandria located along the Potomac River • Rappahannock River – Flows into the Chesapeake Bay – Fredericksburg located on the Rappahannock River Each river was a source of food and provided a pathway for exploration and settlement of Virginia. • Lake Drummond – Located in the Coastal Plain (Tidewater) region – Shallow natural lake surrounded by the Dismal Swamp • Dismal Swamp – Located in the Coastal Plain (Tidewater) region – Variety of wildlife George Washington explored and surveyed the Dismal Swamp. The Eastern Shore is a peninsula bordered by the Chesapeake Bay to the west and the Atlantic Ocean to the east. VS.10 b The student will demonstrate knowledge of government, geography, and economics by b) describing the major products and industries of Virginia’s five geographic regions. Selected examples of products and industries • Coastal Plain (Tidewater) – Products: seafood, peanuts 2008 Virginia’s Official Tourism Website: http://www.virginia.org 1 Curriculum Guide – Industries: shipbuilding, tourism, military bases • Piedmont – Products: tobacco products, information technology – Industries: federal and state government, farming, horse industry • Blue Ridge Mountains – Products: apples – Industries: recreation, farming • Valley and Ridge – Products: poultry, apples, dairy, beef – Industries: farming • Appalachian Plateau – Products: coal – Industries: coal mining VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia. Christopher Columbus called the people they found in the lands he explored “Indians” because he thought he was in the Indies (near China). Artifacts such as arrowheads, pottery, and other tools that have been found tell a lot about the people who lived in Virginia. Three major language groups of Virginia: • Algonquian languages were spoken primarily in the Tidewater region; the Powhatan were part of this group. • Siouan languages were spoken primarily in the Piedmont region; the Monacan were part of this group. • Iroquoian languages were spoken in Southwestern Virginia and in Southern Virginia near what is today 2008 Native American Lang. Types Flipchart Eastern Woodland Indians flipchart 1 Curriculum Guide North Carolina; the Cherokee were a part of this group. VS.2 e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter. Climate in Virginia The climate in Virginia is relatively mild with distinct seasons—
spring, summer, fall, and winter—resulting in a variety of vegetation. Forests, which have a variety of trees, cover most of the land. Virginia’s Indians are referred to as Eastern Woodland Indians. Environmental connections The kinds of food they ate, the clothing they wore, and the shelters they had depended upon the seasons. • Foods changed with the seasons. – In winter, they hunted birds and other animals and lived on stored foods from the previous fall. – In spring, they hunted, fished, and picked berries. – In summer, they grew crops (e.g., beans, corn, squash). – In fall, they harvested crops and hunted for foods to preserve and keep for the winter. • Animal skins (deerskin) were used for clothing. • Shelter was made from materials found around them. Native peoples of the past farmed, hunted, and fished. They made homes, using natural resources. They used animal skins for clothing. Today, most native peoples live like other Americans. Their cultures have changed over time. 2008 First Americans powerpoint Indian Song Indian Food flip chart 1 Curriculum Guide VS.2 f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown. Archaeologists study all kinds of material evidence left by people from the past. Werowocomoco was a large Indian town used by Indian leaders for several hundred years before the English settlers came. It was the headquarters of the leader Powhatan in 1607. Jamestown became the first permanent English settlement in North America. Archaeologists have discovered the site of the original fort. The recovered artifacts give archaeologists clues about the interactions of the English, Africans, and Indians in early Virginia. 2008 Indian Food Critique Sheet Powhatan Jeopardy Werowocomoco website: http://powhatan.wm.edu/ g) identifying and locating the current state­recognized tribes. American Indians, who trace their family histories back to well before 1607, continue to live in all parts of Virginia today. Virginia’s First People: http://virginiaindians.pwnet.org/ The current state­recognized tribes are located in the following regions: 1 Curriculum Guide • Coastal Plain (Tidewater) region: – Chickahominy Tribe – Eastern Chickahominy Tribe – Mattaponi Tribe – Nansemond Tribe – Pamunkey Tribe – Rappahannock Tribe – Upper Mattaponi Tribe • Piedmont region: – Monacan Tribe VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by 2008 Jamestown Study Guide 1 a) explaining the reasons for English colonization. Reasons for English colonization in America England wanted to establish an American colony to increase its wealth and power. • England hoped to find silver and gold in America. • An American settlement would furnish raw materials that could not be grown or obtained in England, while opening new markets for trade. Roles at Jamestown flipchart Jamestown flipchart Jamestown powerpoint Jamestown • Jamestown was primarily an economic venture. • The stockholders of the Virginia Company of London financed the settlement of Jamestown. • Jamestown, founded in 1607, became the first permanent English settlement in America. Official Jamestown/ Yorktown website: http://www.historyisfun.org/ b) describing how geography influenced the decision to settle at Jamestown. When the settlers arrived in 1607, they founded Jamestown on a narrow peninsula bordered on three sides by the James River. Today, Jamestown is located on an island in the James River. Reasons for site choice • Instructions told the settlers to go inland and find a suitable place for their colony. Pictures for VS.3 b Jamestown Review Flipchart Jamestown Jepoardy 1 Curriculum Guide 2008 • The location could be easily defended from attack by sea (by the Spanish). • The water along the shore was deep enough for ships to dock. • They believed the site had a good supply of fresh water. VS.3 c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement. Jamestown Guide 2 Importance of Virginia charters The King of England granted charters to the Virginia Company of London to • establish a settlement in North America • extend English rights to the settlers. d) identifying the importance of the General Assembly (1619) as the first representative legislative body in English America. Virginia’s Early Government powerpoint System of government In 1619, the governor of Virginia called a meeting of the General Assembly. The General Assembly included two representatives, called burgesses, from each of the divisions of Virginia, along with the governor’s council and the governor. They met as one legislative body. (At that time, only certain free adult men had the right to take part.) The current Virginia General Assembly dates back to 1619 with the establishment of the General Assembly and its burgesses in Jamestown. It was the first elected legislative body in English America giving settlers the opportunity to control their own government. House of Burgesses By the 1640s, the burgesses became a separate legislative body, called the House of Burgesses. They met separately from the Governor’s Council as one of the two legislative bodies of the General Assembly. Virginia Assembly foldable Virginia Assembly Problem Solving Jamestown Government Printables 1 Curriculum Guide 2008 e) identifying the importance of the arrival of Africans and English women to the Jamestown settlement. Portuguese sailors captured African men and women from what is present­day Angola. The status of these early African men and women as either servants or enslaved persons in Virginia is unknown. Africans arrived in Jamestown against their will in 1619. The arrival of Africans made it possible to expand the tobacco economy. The arrival of additional women in 1620 made it possible for more settlers to establish families and a permanent settlement at Jamestown. f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival. Jamestown Adventure Game: http://www.historyglobe.com/jame
stown/ Hardships faced by the settlers • The site they chose to live on was marshy and lacked safe drinking water. • The settlers lacked some skills necessary to provide for themselves. • Many settlers died of starvation and disease. Changes that resulted in survival • The arrival of supply ships • The forced work program and strong leadership of Captain John Smith • The emphasis on agriculture National Geographic for Kids: http://kids.nationalgeographic.com
/kids/games/interactiveadventures/
john­smith/ (cartoon video) g) describing the interactions between the English settlers and the native peoples, including the contributions of Powhatan to the survival of the settlers. 1 Curriculum Guide 2008 Captain John Smith initiated trading relationships with the native peoples. The native peoples traded mainly food with the English in exchange for tools, pots, and copper for jewelry. The native peoples contributed to the survival of the Jamestown settlers in several ways. • Powhatan, chief of many tribes, provided leadership to his people and taught the settlers survival skills. • Pocahontas, daughter of Powhatan, served as a contact between the native peoples and the English. • The native peoples showed the settlers how to plant corn and tobacco. Over time, the native peoples realized the English settlement would continue to grow. They came to see the settlers as invaders who would take over their land. Mapping for Instruction ­ Second Nine Weeks SOL with Essential Knowledge and Skill VS.4a The student will demonstrate knowledge of life in the Textbook Chapters/Sections/Topics See detailed description in chart above. 1 Supporting Materials Comments Curriculum Guide Virginia colony by a) explaining the importance of agriculture and its influence on the institution of slavery. Terms to know • cash crop: A crop that is grown to sell for money rather than for use by the growers The economy of the Virginia colony depended on agriculture as the primary source of wealth. Tobacco became the most profitable agricultural product. • Tobacco was sold in England as a cash crop. The successful cultivation of tobacco depended on a steady and inexpensive source of labor. • African men, women, and children were brought to the Virginia colony and enslaved to work on the plantations. • The Virginia colony became dependent on slave labor, and this dependence lasted a long time. 2008 Colonial Virgiia Quiz VS.4 b) describing how the culture of colonial Virginia reflected the origins of European (English, Scots­Irish, German) immigrants, Africans, and American Indians. Culture of colonial Virginia Whenever people settle an area, they change the culture and Cultural Landscapes powerpt 1 Curriculum Guide landscape to reflect their beliefs, customs, and architecture. Examples of architecture that reflect different cultures include • barns • homes • places of worship (e.g., churches). Place names reflecting culture • English – Richmond • American Indian – Roanoke Settlement areas • English and other Europeans settled primarily in the Coastal Plain (Tidewater) and the Piedmont regions. • Germans and Scots­Irish settled primarily in the Shenandoah Valley, which was along the migration route. • Africans were settled primarily in the Coastal Plain (Tidewater) and the Piedmont regions, where tobacco agriculture required a great deal of labor. • Prior to the arrival of the settlers, American Indians lived throughout Virginia. After the settlers arrived, most were forced inland. Migration and living in new areas caused people to adapt old customs to their new environments. 2008 Cultural Landscapes: Fill in the blank VS.4 c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond. Moving the Capiatal flowchart Reasons why the capital was moved from Jamestown to Williamsburg • Drinking water was contaminated by seepage of salt water. • Unhealthy living conditions caused diseases. • Fire destroyed wooden and brick buildings at Jamestown. 1 Curriculum Guide 2008 Reasons why the capital was moved from Williamsburg to Richmond • The population was moving westward. • Richmond was a more central location. Colonia Virginia Review with answers website: • Moving to Richmond increased the distance from the sea and possible attack by the British. VS.4 d) describing how money, barter, and credit were used. Terms to know • money: A medium of exchange (currency, which includes coins and paper bills) • barter: Trading or exchanging of goods and services without the use of money • credit: Buying a good or service now and paying for it later • debt: A good or service owed to someone • savings: Money put away to save or to spend at a later time Few people had paper money or coins to use to buy goods and services. http://vastudies.pwnet.org/pdf/col
1 Curriculum Guide Barter was commonly used instead of money. Tobacco was used as money. A tobacco farmer could use his tobacco to pay for goods and services. Farmers and other consumers could also buy goods and services on credit and pay their debts when their crops were harvested and sold. Colonial Virginia had no banks. VS.4 e) describing everyday life in colonial Virginia. People living in colonial Virginia depended on natural, human, and capital resources to produce the goods and services they needed. Food • Food choices were limited. • Meals were made of local produce and meats. Housing • Most people lived in one­room houses with dirt floors. • Some people (farmers) lived in large houses. Clothing • Households made their own clothes. • Most clothing was made of cotton, wool, and/or leather. Most white Virginians made their living from the land as small farmers. A few owned large farms (plantations). 2008 onial_va.pdf Jamestown and Colonial Times Online quiz: http://www.salem.k12.va.us/staff/
kbaer/Jamestown%20&%20Coloni
al%20Times.htm Colonial Activities Website: http://www.mce.k12tn.net/colonial
_america/lesson_plans_for_colonia
l_americ.htm Frontier Culture Museum website: 1 Curriculum Guide 2008 Most enslaved African Americans worked tobacco, other crops, and livestock. Enslaved African Americans had no rights. http://www.frontiermuseum.org/ Talks about immigrants video: Many free African Americans owned their own businesses and property but were denied most rights. http://www.youtube.com/watch?v
=rsCcya2np2k Making cheese at the Frontier Museum video: http://www.youtube.com/watch?v
=p2GVIdQqyVs Making making linen in the German barn video: http://www.youtube.com/watch?v
=FzTMH5NdwWY&feature=related 1 Curriculum Guide VS.5 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. The colonists and the British Parliament disagreed over how the colonies should be governed. • Parliament believed it had legal authority in the colonies, while the colonists believed their local assemblies had legal authority. • Parliament believed it had the right to tax the colonies, while the colonists believed they should not be taxed because they had no representation in Parliament. The Declaration of Independence, written by Thomas Jefferson, states that authority to govern belongs to the people rather than to kings and that all people are created equal and have rights to life, liberty, and the pursuit of happiness. VS.5 b) identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette. 2008 Fill in the Blank VS.5 a Study Questions for Rev War Independence Day Flipchart Rev. War Quiz I Rev War Quiz I b Revolution flipchart Rev war tic tac toe notes 1 Curriculum Guide Varied roles of whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era • Virginia patriots served in the Continental Army and fought for independence, leading to the British surrender at Yorktown. • Some Virginians were neutral and did not take sides, while other Virginians remained loyal to Great Britain. • Women took on more responsibilities to support the war effort. • Some enslaved African Americans fought for a better chance of freedom. • Some free African Americans fought for independence from Great Britain. • Many American Indians fought alongside the Virginia patriots, while others fought with the British. Contributions of Virginians during the Rev. War era • George Washington provided military leadership by serving as commander­in­chief of the Continental Army. • Thomas Jefferson provided political leadership by expressing the reasons for colonial independence from Great Britain in the Declaration of Independence. • Patrick Henry inspired patriots from other colonies when he spoke out against taxation without representation by saying, “…give me liberty or give me death.” • James Lafayette, an enslaved African American from Virginia, served in the Continental Army and successfully requested his freedom after the war. VS.5 c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown. The Battle of Great Bridge was the first land battle of the American Revolution fought in Virginia. The American victory forced the British colonial governor to flee the City of Norfolk. Jack Jouett rode on horseback through the backwoods of Virginia 2008 Great pictures and music about revolutionary war: http://www.teachertube.com/v.ph
p?viewkey=00c187d658da2aab55d
8 http://www.teachertube.com/view
_video.php?viewkey=ea1cff8a217e
68dc79bd (a video about a man portraying an African American solider during the Rev war) Patrick Henry’s Speech 1 Curriculum Guide to Charlottesville to warn Thomas Jefferson, then the governor of Virginia, that the British were coming to arrest him and members of the General Assembly. The American victory at Yorktown resulted in the surrender of the British army, which led to the end of the war. VS.6 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.” George Washington, a Virginian, was elected as the first president of the United States of America. He provided the strong leadership needed to help the young country and provided a model of leadership for future presidents. Thus, he is often called the “Father of Our Country.” James Madison, a Virginian, believed in the importance of having a United States constitution. He kept detailed notes during the Constitutional Convention. His skills at compromise helped the delegates reach agreement 2008 http://www.myrevolutionarywar.co
m/battles/751209.htm http://www.ushistory.com/story_ja
ck.htm Link for important documents: http://www.ourdocuments.gov/ind ex.php?flash=true& Documents Flow chart printable 1 Curriculum Guide during the difficult process of writing the Constitution of the United States of America. This earned him the title “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. The Virginia Declaration of Rights, written by George Mason, states that all Virginians have many rights, including freedom of religion and freedom of the press. The Virginia Statute for Religious Freedom, written by Thomas Jefferson, states that all people should be free to worship as they please. VS.6 c) explaining the influence of geography on the migration of Virginians into western territories. After the American Revolution, Virginia’s agricultural base began to change, and as a result, large numbers of Virginians moved west and to the deep South to find better farmland and new opportunities. • Tobacco farming was hard on the soil, causing many farmers to look west and south for new land to farm. • Virginians migrated into western territories, looking for large areas of land and new opportunities. • As Virginians moved, they took their traditions, ideas, and cultures with them. • Settlers crossed the Appalachian Mountains through the Cumberland Gap as they migrated to new lands in the west. 2008 Video Clip about George Mason: http://www.teachertube.com/view
_video.php?viewkey=8a84a5decec
0015f7828 Virginia Declaration of Rights powerpoint After the Rev. War powerpt VS.6 powerpoint 1 Curriculum Guide 2008 Mapping for Instruction – Third Nine Weeks SOL with Essential Knowledge and Skill Textbook Chapters/Sections/Topics VS.7 The student will demonstrate knowledge of the See detailed description in chart above. 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 VA Differences between northern and southern states • The economy in the northern part of the United States was more industrialized, while in the southern part, it was agricultural and relied more on slave labor. • Northern states wanted the new states created out of the western territories to be “free states,” while the southern states wanted the new states to be “slave states.” Events leading to secession and war • Nat Turner led a revolt against plantation owners in Virginia. • Abolitionists campaigned to end slavery. • Harriet Tubman supported a secret route that escaped enslaved African Americans took; it became known as the “Underground Railroad.” • John Brown led a raid on the United States Armory (Arsenal) at Harpers Ferry, Virginia. He was trying to start a slave rebellion. He was captured and hanged. • After Abraham Lincoln was elected president of the United States in 1860, some southern states seceded from the Union and formed the “Confederate States of America.” Later, Virginia seceded and joined them. Creation of West Virginia • Conflict grew between the eastern counties of Virginia that relied on slavery and the western counties that did not favor slavery. • Many disagreements between the two regions of the state led to the creation of West Virginia. VS.7 b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia. Major Civil War battles fought in Virginia 1 Supporting Materials Comments Good site on Civil War happenings and places to visit. I recommend signing up to receive the free e­
mails and brochures: http://www.virginia.org Great Book: Henry’s Freedom Box Follow the Drinking Gourd flipchart Link to Harpers Ferry Park: http://www.nps.gov/hafe/index.ht
m Venn Diagram (Rev. vs. Civil War) Curriculum Guide • The first Battle of Bull Run (or Manassas) was the first major clash of the Civil War. Confederate General Thomas “Stonewall” Jackson played a major role in this battle. • General Robert E. Lee, Commander of the Army of Northern Virginia, defeated Union troops at Fredericksburg, Virginia. • Richmond was the capital of the Confederacy. It fell to General Ulysses S. Grant and was burned near the end of the war. • President Abraham Lincoln used the Union navy to blockade southern ports. An important sea battle between the Monitor (Union) and the Merrimack (Confederacy), two ironclad ships, took place in Virginia waters near Norfolk and Hampton. The battle was fought to a draw. • The Civil War ended at Appomattox Court House, Virginia, where Confederate General Robert E. Lee surrendered his army to Union General Ulysses S. Grant in April 1865. c) describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians. Varied roles of whites, enslaved African Americans, free African Americans, and American Indians during the Civil War • Most white Virginians supported the Confederacy. • The Confederacy relied on enslaved African Americans to raise crops and provide labor for the army. • Some free African Americans felt their limited rights could best be protected by supporting the Confederacy. • Most American Indians did not take sides during the Civil War. VS.8a 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. Terms to know • Reconstruction: The period following the Civil War in which Congress passed laws designed to help rebuild the country and 2008 Pink & Say book items Civil War powerpoint Monitor vs. Merrimack drawing Civil War Quiz Civil War Jeopardy Who wants to be a Millionare Civil War Reconstruction flipchart 1 Curriculum Guide bring the southern states back into the Union Problems faced by Virginians during Reconstruction • Millions of freed African Americans needed housing, education, clothing, food, and jobs. • Virginia’s economy was in ruins: – Money had no value. – Banks were closed. – Railroads, bridges, plantations, and crops were destroyed. Measures taken to resolve problems • The Freedmen’s Bureau was a government agency that provided food, schools, and medical care for freed African Americans and others in Virginia. • Sharecropping was a system common in Virginia after the war in which freedmen and poor white farmers rented land from landowners by promising to pay the owners with a share of the crops. Reconstruction Study Questions Who wants to be a Reconstruction millionare? 2008 1 Curriculum Guide 2008 VS.8 b) identifying the effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and American Indians. Terms to know • segregation: The separation of people, usually based on race or religion • discrimination: An unfair difference in the treatment of people During Reconstruction, African Americans began to have power in Virginia’s government, and men of all races could vote. After Reconstruction, these gains were lost when “Jim Crow” laws were passed by southern states. “Jim Crow” laws legally established segregation, or separation of the races, and reinforced prejudices held by whites. Effect of “Jim Crow” laws on the lives of African Americans and American Indians • Unfair poll taxes and voting tests were established to keep African American men from voting. • African Americans found it very difficult to vote or hold public office. • African Americans were forced to use separate, poor­quality facilities and services, such as drinking fountains, restrooms, and restaurants. • African­American and white children attended separate schools. • “Jim Crow” laws had an effect on American Indians. VS.8 c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development. Virginia began to grow in many ways after the Civil War and Reconstruction. • Virginia’s cities grew with people, businesses, and factories. • Railroads were a key to the expansion of business, agriculture, 1 Curriculum Guide and industry. They facilitated the growth of small towns into cities. • Other parts of Virginia grew as other industries developed. Coal deposits were discovered in Tazewell County. • The need for more and better roads increased. • Tobacco farming and the manufacture of tobacco products became important Virginia industries. VS.9a The student will demonstrate knowledge of twentieth­ and twenty­first­century 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. During the early twentieth century, agriculture began to change. • Old systems of farming were no longer effective. • Crop prices were low. Growth of Virginia’s cities • People moved from rural to urban areas for economic opportunities. 2008 20th Century Powerpoint 1 Curriculum Guide • Technological developments in transportation (roads, railroads, and streetcars) helped cities grow. • Coal mining spurred the growth of Virginia towns and cities as people moved from the countryside to find jobs. During the twentieth century, Northern Virginia experienced growth due to an increase in the number of federal government jobs located in the region. In the late twentieth century and the early twenty­first century, Northern Virginia and the Coastal Plain (Tidewater) region have grown due to computer technology. People have moved to Virginia from many other states and countries. VS.9 b) identifying the impact of Virginians, such as Woodrow Wilson and George C. Marshall, on international events. Woodrow Wilson was a twentieth century president who wrote a plan for world peace. George C. Marshall was a military leader who created an economic plan to ensure world peace. c) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history. Terms to know • segregation: The separation of people, usually based on race or religion • desegregation: Abolishment of racial segregation • integration: Full equality of people of all races in the use of public facilities and services 2008 Rural, Urban Communities flipchart 1 Curriculum Guide Desegregation and Massive Resistance in Virginia • The U.S. Supreme Court ruled in 1954 (Brown v. Board of Education) that “separate but equal” public schools were unconstitutional. • All public schools, including those in Virginia, were ordered to desegregate. • Virginia’s government established a policy of Massive Resistance, which fought to “resist” the integration of public schools. • Some schools were closed to avoid integration. • The policy of Massive Resistance failed, and Virginia’s public schools were finally integrated. • Harry F. Byrd, Sr., led the Massive Resistance Movement against the desegregation of public schools. d) identifying the political, social, and/or economic contributions made by Maggie L. Walker; Harry F. Byrd, Sr.; Oliver W. Hill; Arthur R. Ashe, Jr.; A. Linwood Holton, Jr.; and L. Douglas Wilder. Political, social, and/or economic contributions made by the following citizens • Maggie L. Walker was the first African American woman in the United States to establish a bank and become a bank president. • Harry F. Byrd, Sr., as governor of Virginia, was known for a “Pay As You Go” policy for road improvements, and he modernized Virginia state government. • Oliver W. Hill, a lawyer and civil rights leader, worked for equal rights of African Americans. He played a key role in the Brown v. Board of Education decision. • Arthur R. Ashe, Jr. was the first African American winner of a major men’s tennis singles championship. He was also an author and eloquent spokesperson for social change. • A. Linwood Holton, Jr., as governor of Virginia, promoted racial equality and appointed more African Americans and women to positions in state government than previous governors. • L. Douglas Wilder, as governor of Virginia, was the first African American to be elected a state governor in the United States. 1 2008 Curriculum Guide 2008 Mapping for Instruction ­ Fourth Nine Weeks SOL with Essential Knowledge and Skill VS.10 The student will demonstrate knowledge of government, geography, and economics by a) identifying the three branches of Virginia government and the function of each. The government of Virginia is divided into three branches. • The General Assembly is the legislative branch of the Virginia government that makes state laws. It is divided into two parts—
the Senate and the House of Delegates. • The governor heads the executive branch of the state government. The executive branch makes sure that state laws are carried out. • The judicial branch is the state’s court system. The judicial branch decides cases about people accused of breaking the law and whether or not a law agrees with Virginia’s constitution. Textbook Chapters/Sections/Topics Supporting Materials Comments See detailed description in chart above. VS.10 b) describing the major products and industries of Virginia’s five geographic regions. Selected examples of products and industries • Coastal Plain (Tidewater) – Products: seafood, peanuts – Industries: shipbuilding, tourism, military bases Review from 1st nine weeks 1 . Curriculum Guide • Piedmont – Products: tobacco products, information technology – Industries: federal & state government, farming, horse industry • Blue Ridge Mountains – Products: apples – Industries: recreation, farming • Valley and Ridge – Products: poultry, apples, dairy, beef – Industries: farming • Appalachian Plateau – Products: coal – Industries: coal mining c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy. Virginia’s transportation system (highways, railroads, air transportation, shipping) moves raw materials to factories and finished products to markets. Virginia exports agricultural and manufactured products, including tobacco, poultry, coal, and large ships. Virginia has a large number of communications and other technology industries. 2008 1 Curriculum Guide Tourism is a major part of Virginia’s economy. Because many federal government workers live and/or work in Virginia, the federal government has a significant impact on Virginia’s economy. Review for SOL’s (May use the links during the year or at the end of the year for review.) 2008 http://www.susankae.com/free_re
sources.htm http://www.rockingham.k12.va.us/
resources/elementary/4history.htm http://www.quia.com/pages/vasoci
alstudies.html http://ppsblogs.net/lisapennington
/virginia­studies/ http://ppsblogs.net/lisapennington
/virginia­studies/ http://vastudies.pwnet.org/all/inde
x.htm 1 Curriculum Guide SOL Blueprints http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml or click here. SOL Enhance Scope and Sequence http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml or click here. SOL Released Tests Seven items released from VDOE, Summer 2011 http://www.doe.virginia.gov/testing/sol/released_tests/2011/history_sample/va_studies_history.pdf Supplemental Resources Contained in links above. Supplemental Worksheets Documents from Virginia Studies Share Sessions Five Ponds Press Resources 2008 Framework http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml or click here. 1 2008