Virginia Studies Curriculum Overview

Virginia: 1900- Physical Present Geography

Reconstruction American Indians

Virginia Studies

Civil War Colonization and Jamestown

New Nation and Virginia’s Role in Colonial Life Western the American

Physical Geography Unit Goals

Concept: Systems

Standards: Lifelong-Learner Standards Content Standards: The student will demonstrate LLS2: Gather, organize and analyze data; evaluate processes and products; and draw conclusions an understanding of the LLS5: Seek, recognize, and understand systems, patterns, themes, and interactions relationship between physical geography and the lives of the native peoples, past and Enduring Understandings Essential Questions present, of Virginia by What are the universal understanding that students What questions will my students grapple with? a) locating Virginia and its will learn, the “so what” of this content? bordering states on maps of How does geography influence human development? the United States; Students will understand that… b) locating and describing How has the geography of Virginia influenced its economic Virginia’s Coastal Plain Students will understand that geography influences development? (Tidewater), Piedmont, Blue individuals, groups, and communities. Ridge Mountains, Valley and

Ridge, and Appalachian Students will understand that people make choices Plateau; based on the availability of human, natural and capital c) locating and identifying resources and seek to meet their needs and wants. water features important to the early history of Virginia

(Atlantic Ocean, Chesapeake Knowledge Skills Bay, James River, York River, What do my students need to know? What do my students need to be able to do? Potomac River, ● Physical geography of VA Rappahannock River, and ● Native peoples of VA Locate geographical places and features on a map Lake Drummond and the ● VA and its bordering states Dismal Swamp); ● VA Regions Compare and contrast the five regions of Virginia VS.10 The student will ● Water features important to the early demonstrate an Make connections between Virginia geography and history of VA understanding of Virginia economies government, geography, and ● Products and industries of the VA regions economics by Explain how advances in transportation, communications, b) describing the major Vocabulary and technology have contributed to Virginia’s prosperity products and industries ● VA Regions: Coastal plain, Piedmont, and role in the global economy important to Virginia’s Blue Ridge Mountains, Valley and Ridge, economy. Appalachian Plateau VS.10 The student will ● Water features: Atlantic Ocean, demonstrate an Chesapeake Bay, James River, York understanding of Virginia River, Potomac River, Rappahannock government, geography, and River, Lake Drummond, and Dismal economics by c) explaining how advances in Swamp transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.

Skills standard: VS1B: Analyzing the impact of geographic features on people, places, and events to support an understanding of events in Virginia history

VS1G: explaining connections across time and place

VS1J: investigating and researching to develop products orally and in writing

Assessment Evidence

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Assessments: (tests, performance tasks, projects, papers etc)

Learning Plan

Summary of Key Learning Events and Instruction: Resources: (digital, print, adopted, etc.) Framework Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe

American Indian Unit Goals

Concept: Choice & Consequence Innovation and Change Systems

Standards: Lifelong-Learner Standards Content Standards: VS.2 The student will LLS5: Seek, recognize, and understand systems, patterns, themes, and interactions demonstrate knowledge of the physical geography and native peoples, past and Enduring Understandings Essential Questions present, of Virginia by What are the universal understanding that students What questions will my students grapple with? d) locating three American will learn, the “so what” of this content? Indian language groups (the How do climate and environment influence people’s Algonquian, the Siouan, and Students will understand that… decisions? the Iroquoian) on a map of

Virginia; Students will understand that geography influences How can we learn from the past? e) describing how American individuals, groups, and societies. Indians related to the climate How have American Indians influenced Virginia? and their environment to secure food, clothing, and shelter; Knowledge Skills f) describing how What do my students need to know? What do my students need to be able to do? archaeologists have ● American Indian language groups recovered new material ● The kinds of food they ate, the clothing Compare American Indians of the past and present evidence at sites including they wore, and the shelters they had Werowocomoco and depended upon the seasons. Explain the relationships between geographic features Jamestown; (including climate) and daily living of American Indians, ● Shelters were made from materials g) describing the lives of past and present. found around them. American Indians in Virginia today. ● Jamestown was the first permanent Interpreting artifacts English settlement in North America. Locate American Indian groups on a map Vocabulary Skills standard: ● American Indian language groups: Algonquian, Siouan, and Iroquoian VS.1 The student will ● Werowocomoco demonstrate skills for ● Artifact historical thinking, ● Archaeologist geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources to understand events in Virginia history; c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia history; d) recognizing points of view and historical perspectives; e) comparing and contrasting ideas and cultural perspectives in Virginia history; f) determining relationships with multiple causes or effects in Virginia history.

Assessment Evidence

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Learning Plan

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Colonization and Jamestown Unit Goals

Concept: Change and Continuity

Standards: Lifelong-Learner Standards Content Standards: VS.3 The student will LLS3: Think analytically, critically, and creatively to pursue new ideas, acquire new knowledge, and demonstrate an make decisions. understanding of the first permanent English settlement in America by Enduring Understandings Essential Questions a) explaining the reasons What are the universal understanding that students What questions will my students grapple with? for English colonization; will learn, the “so what” of this content? b) describing the economic How does power influence change? and geographic influences on Students will understand that change causes conflict the decision to settle at or cooperation. What were the causes and effects of English colonization Jamestown; of Virginia on all groups of people involved? c) describing the Students will understand that in addition to the importance of the charters of differences between individuals, groups, and What were the economic and human costs and benefits the Virginia Company of regions, there are commonalities between humans, to the colonization of Virginia? London in establishing the communities, and cultures. Jamestown settlement; d) identifying the importance of the General Assembly (1619) as the first Knowledge Skills representative legislative What do my students need to know? What do my students need to be able to do? body in English America; ● Reasons for English colonization* e) identifying the impact of ● Economic and geographic influences on Take multiple perspectives on English colonization of the arrival of Africans and the decision to settle at Jamestown Virginia (settlers, American Indian groups, indentured English women to the ● Charters of the Virginia Company of servants, enslaved people, investors, governing bodies)

Jamestown settlement; London in establishing Jamestown Describe relationships between the different f) describing the hardships settlement faced by settlers at stakeholders in English colonization of Virginia ● General Assembly as the first Jamestown and the changes representative legislative body in that took place to ensure survival; and English America g) describing the ● Hardships for Jamestown settlers interactions between the ● Interactions between English settlers English settlers and the and American Indians native peoples, including the Vocabulary role of the Powhatan in the ● Colonization survival of the settlers. ● Settlement ● General Assembly Skills standard: ● Representative legislative body VS.1 The student will ● Burgess demonstrate skills for ● governor historical thinking, geographical analysis, economic decision making, and responsible citizenship by: d) recognizing points of view and historical perspectives; e) comparing and contrasting ideas and cultural perspectives in Virginia history; g) explaining connections across time and place; h) using a decision-making model to identify costs and benefits of a specific choice made.

Assessment Evidence

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Assessments: (tests, performance tasks, projects, papers etc)

Learning Plan

Summary of Key Learning Events and Instruction: Resources: (digital, print, adopted, etc.) Framework Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe

Colonial Life Unit Goals

Concept: Change and Continuity

Standards: Lifelong-Learner Standards Content Standards: VS.4 The student will Understand and apply principles of logic and reasoning; develop, evaluate, and defend arguments. demonstrate an understanding of life in the Virginia colony by Enduring Understandings Essential Questions a) explaining the importance What are the universal understanding that students What questions will my students grapple with? of agriculture and its will learn, the “so what” of this content? influence on the institution of How did agriculture affect slavery? slavery; Students understand that both individuals and b) describing how the culture organizations make choices which have Why was Virginia’s capital relocated? Where else could of colonial Virginia reflected consequences. have been considered for relocation? the origins of American Indians, European (English, How did the culture of colonial Virginia reflect the origins Scots-Irish, German) of American Indians, European immigrants, and immigrants, and Africans; Africans? c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to Knowledge Skills Williamsburg What do my students need to know? What do my students need to be able to do? d) describing how money, ● Tobacco is Virginia’s cash crop. barter, and credit were used; ● Agriculture influenced Virginia’s and economy and slavery e) describing everyday life in ● Virginia’s capital moved from colonial Virginia. Jamestown to Williamsburg

● Everyday life in colonial Virginia Skills standard: VS1D: recognizing points of Vocabulary view and historical ● Cash crop perspectives ● Agriculture VS1E: Comparing and ● Immigrant contrasting ideas and cultural ● Barter perspectives in Virginia ● Tobacco history ● Credit VS1F: Determining ● Slavery relationships with multiple ● Capital causes or effects in Virginia history

Assessment Evidence

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The American Revolution and Virginia’s Role Unit Goals

Concept: Change and Continuity

Standards: Lifelong-Learner Standards Content Standards: VS5: The student will Understand and apply principles of logic and reasoning; develop, evaluate, and defend arguments. demonstrate knowledge of the role of Virginia in the American Revolution by Enduring Understandings Essential Questions a) identifying What are the universal understanding that students What questions will my students grapple with? the reasons why the colonies will learn, the “so what” of this content? went to war with Great Why did the colonies go to war with Great Britain? Do Britain, as expressed in the Students understand that change causes conflict or you agree or disagree with their decision? Declaration of cooperation. Independence; How did these people work together, or have conflict, to b) identifying the various Students understand that political systems and create change in Virginia? roles played by whites, citizenship lead to both rights and responsibilities. enslaved African Americans, What were the costs and benefits of winning the free African Americans, and Revolutionary War? American Indians in the Revolutionary War era, including George Knowledge Skills Washington, Thomas What do my students need to know? What do my students need to be able to do? Jefferson, Patrick Henry, and ● Reasons why the colonies went to war James Lafayette; with Great Britain Compare and contrast the roles of American Indians, c) identifying the importance ● Various roles of american Indians, whites, enslaved African Americans, and free of the American victory at whites, enslaved African Americans, African Americans in the Revolutionary War era Yorktown. and free African Americans in the d) examining the reasons for Revolutionary War era Debate the advantages and disadvantages of the the relocation of Virginia’s colonies going to war with Great Britain ● The roles of George Washington, capital from Williamsburg to Thomas Jefferson, Patrick Henry, the Richmond Take the perspectives of George Washington, Marquis de Lafayette, and James Thomas Jefferson, Patrick Henry, the Marquis de Skills standard: Lafayette in the Revolutionary War era Lafayette, and James Lafayette in the Revolutionary VS.1 The student will ● The importance of the American victory War era. demonstrate skills for at Yorktown historical thinking, ● Reasons for the relocation of Virginia’s geographical analysis, Determine relationships between the progression of capital from Williamsburg to Richmond economic decision making, the Revolutionary War, the relocation of the capital and responsible citizenship from Williamsburg to Richmond and the American Vocabulary by: victory at Yorktown. ● Declaration of Independence c) interpreting charts, graphs, ● Parliament and pictures to determine Interpret charts, graphs, and pictures to determine characteristics of people, characteristics of people and events in Virginia places, or events in Virginia history. history; d) recognizing points of view and historical perspectives; f) determining relationships with multiple causes or effects in Virginia history; h) using a decision-making model to identify costs and benefits of a specific choice made;

Assessment Evidence

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Assessments: (tests, performance tasks, projects, papers etc)

Learning Plan

Summary of Key Learning Events and Instruction: Resources: (digital, print, adopted, etc.) Framework Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe

New Nation and Western Expansion Unit Goals

Concept: Change and Continuity

Standards: Lifelong-Learner Standards Content Standards: LLS3: Think analytically, critically, and creatively to pursue new ideas, acquire new knowledge, and VS.6 The student will make decisions. demonstrate an understanding of the role of LLS7: Acquire and use precise language to clearly communicate ideas, knowledge, and processes. Virginia in the establishment of the new American nation by a) explaining why George Enduring Understandings Essential Questions Washington is called the What are the universal understanding that students What questions will my students grapple with? “Father of our Country” and will learn, the “so what” of this content? James Madison is called the How do we have certain freedoms in America? “Father of the Constitution”; Students understand that geography influences b) identifying the ideas of individuals, groups, and societies through a study of How did George Washington, James Madison, George George Mason, as the geographic themes of place, location, regions, Mason, and Thomas Jefferson and their respective expressed in the Virginia movement, and human interaction. documents influence American politics? Declaration of Rights, and Thomas Jefferson, as Students understand that innovation may lead to Why is Virginia so central to early American history? expressed in the Virginia multiple changes within a region or time period. Statute for Religious Freedom; and c) explaining the influence of geography and technological advances on the migration of Virginians into other states and western territories in the Knowledge Skills first half of the 1800s. What do my students need to know? What do my students need to be able to do? ● Why George Washington is called the “Father of our Country” Analyze the impact of geography and technological Skills standard: ● Why James Madison is called the advances on the migration of Virginians into other states VS.1 The student will “Father of the Constitution” demonstrate skills for Research why George Washington is called the “Father ● Ideas of George Mason and Thomas historical thinking, of our Country” and why James Madison is called the Jefferson geographical analysis, “Father of the Constitution” ● Why Virginians migrated to other states economic decision making, and western territories and responsible citizenship Compare and contrast the ideas and contributions of by: George Mason and Thomas Jefferson B. analyzing the impact of Vocabulary geographic features of ● Constitution people, places, and events to ● Constitutional Convention support an understanding of ● Virginia Declaration of Rights events in Virginia history. ● Virginia Statute for Religious Freedom

Assessment Evidence

How will I know if they can do “it”?

Assessments: (tests, performance tasks, projects, papers etc)

Learning Plan

Summary of Key Learning Events and Instruction: Resources: (digital, print, adopted, etc.) Framework Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe

Civil War Unit Goals

Concept: Conflict and Cooperation

Standards: Lifelong-Learner Standards Content Standards: LLS9: Demonstrate ethical behavior and respect for diversity through daily actions and decision VS.7 The student will making. demonstrate an LLS5: Seek, recognize, and understand systems, patterns, themes, and interactions. understanding of the issues that divided our nation and led to the Civil War by a) explaining the major Enduring Understandings Essential Questions events and the differences What are the universal understanding that students What questions will my students grapple with? between northern and will learn, the “so what” of this content? southern states that divided Why did Virginia decide to side with the Confederacy? Virginians and led to Students will understand that change causes conflict secession, war, and the or cooperation. How did the roles of different Virginia groups influence creation of West Virginia; the outcome of the war? Students will understand that people make choices b) describing Virginia’s role in based on the availability of human, natural, and What caused the Civil War (economic, political, the war, including identifying capital resources. geographic causes)? major battles that took place in Virginia; and c) describing the roles of Knowledge Skills American Indians, whites, What do my students need to know? What do my students need to be able to do? enslaved African Americans, ● Major events and differences between and free African Americans. northern and southern states Compare and contrast perspectives of American Indians, ● Virginia’s role in the war whites, enslaved African Americans, and free African Skills standard: ● Major battles in Virginia Americans in the Civil War VS1A: analyzing and ● The roles of American Indians, whites, interpreting artifacts and Map and sequence major Civil War battles enslaved African Americans, and free primary and secondary sources to understand African Americans Compare and contrast major events and perspectives of events in Virginia history Northern and Southern states before and during the Civil VS1C: interpreting charts, Vocabulary War graphs, and pictures to ● Economy determine characteristics of ● Succession people, places, or events in ● Industrialized Virginia history ● Abolitionist VS1D:Recognizing points of ● Confederacy view and historical ● Union perspectives. VS1F: Determining relationships with multiple causes or effects in Virginia history. VS1H: Using a decision- making model to identify costs and benefits of a specific choice made.

Assessment Evidence

How will I know if they can do “it”? Assessments: (tests, performance tasks, projects, papers etc)

Learning Plan

Summary of Key Learning Events and Instruction: Resources: (digital, print, adopted, etc.)

Framework Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe

Reconstruction Unit Goals

Concept: Innovation and Change

Standards: Lifelong-Learner Standards Content Standards: VS.8 The student will LLS9: Demonstrate ethical behavior and respect for diversity through daily actions and decision demonstrate an making understanding of the reconstruction of Virginia following the Civil War by Enduring Understandings Essential Questions a) identifying the effects of What are the universal understanding that students What questions will my students grapple with? Reconstruction on life in will learn, the “so what” of this content? Virginia; Was reconstruction successful? b) identifying the effects of Students will understand that innovation may lead to segregation and “Jim Crow” multiple changes within a region or time period. How can laws affect how people feel about others and on life in Virginia for themselves? American Indians, whites, Students will understand that change causes conflict and African Americans; and or cooperation. c) describing the importance of railroads, new industries, and the growth of cities to Knowledge Skills Virginia’s economic What do my students need to know? What do my students need to be able to do? development. ● The effects of Reconstruction on life in Virginia Analyze segregation laws and their impact on people Skills standard: ● The effects of segregation on life in VS1i: practicing good Virginia for American Indians, whites, Evaluate the success of reconstruction citizenship skills and respect and African Americans for rules and laws while collaborating, compromising, ● The importance of railroads, new and participating in industries, and growth of cities to classroom activities. Virginia’s economic development Vocabulary ● Reconstruction ● The Freedmen’s Bureau ● Sharecropping ● Segregate ● Jim Crow laws ● Discrimination

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Virginia: 1900 to the Present Unit Goals

Concept: Innovation and Change

Standards: Lifelong-Learner Standards Content Standards: VS.9 The student will LLS9: Demonstrate ethical behavior and respect for diversity through daily actions and decision demonstrate an making understanding of Virginia during the twentieth century and beyond by Enduring Understandings Essential Questions a) describing the economic What are the universal understanding that students What questions will my students grapple with? and social transition from a will learn, the “so what” of this content? rural, agricultural society to a Does the Constitution need any additional amendments? more urban, industrialized Students will understand that innovation may lead to society; multiple changes within a region or time period. What can we learn from the laws and changes of the b) describing how national 1900s? events, including women’s Students will seek and recognize patterns and suffrage and the Great relationships, including change, cause and effect, Why was integration so challenging to achieve? Depression, affected Virginia similarities and differences. and its citizens; c) describing the social and political events in Virginia Knowledge Skills linked to desegregation and What do my students need to know? What do my students need to be able to do? Massive Resistance and their ● How Virginia transitioned from a rural, relationship to national agricultural society to a more urban, Sequence historical events within and outside of Virginia history; and industrialized society d) describing the political, ● How national events affected VA and its Compare and contrast the political, social, or economic social, or economic impact impact made by Maggie L. Walker; Harry F. Byrd, Sr.; citizens made by Maggie L. Walker; Oliver W. Hill, Sr.; Arthur R. Ashe, Jr.; A. Linwood Holton, ● How social and political events in VA Harry F. Byrd, Sr.; Oliver W. Jr.; and L. Douglas Hill, Sr.; Arthur R. Ashe, Jr.; linked to desegregation and Massive A. Linwood Holton, Jr.; and Resistance Analyze the causes and effects that led to segregation, L. Douglas Wilder. Vocabulary desegregation, and integration. ● Amendment ● Great Depression Skills standard: ● New Deal ● Segregation VS.1E: Comparing and ● Desegregation contrasting ideas and cultural ● Integration perspectives in Virginia ● Massive Resistance history. ● Suffrage VS1g: explaining connections across time and place

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Virginia Government and Economies Unit Goals

Concept: Systems

Standards: Lifelong-Learner Standards Content Standards: The student will demonstrate LLS7: Participate fully in civic life, and act on democratic ideals within the context of community and an understanding of Virginia global interdependence government, geography, and economics by a) identifying the three Enduring Understandings Essential Questions branches of Virginia What are the universal understanding that students What questions will my students grapple with? government and the function will learn, the “so what” of this content? of each. Why do we have three branches of government?

Students will understand that political systems and Skills standard: citizenship lead to both rights and responsibilities. How would the government change if one of the VS1i: practicing good branches was gone? citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom activities. Knowledge Skills What do my students need to know? What do my students need to be able to do? ● Function of each of the three branches of VA government Compare and contrast the three branches of Virginia government. Vocabulary ● General Assembly Represent the relationships between branches and offices of government ● Legislative Branch

● House of Delegates

● Senate ● Executive Branch ● Governor ● Judicial Branch

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