Harrisonburg City Public Schools s1

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

SOL: VS.2a The student will demonstrate knowledge of the geography and early inhabitants of Virginia by a) locating Virginia and its bordering states on maps of the United States

Pacing/Duration: Week 1 First Nine Week Grading Period Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Give outline map of Virginia and bordering  Outline maps  Describe the relative location of states. Students identify:  Virginia map Virginia on a map  Atlantic Ocean showing border  Locate and identify large bodies  Chesapeake Bay states of water in Virginia.  Maryland  Construction  Locate and identify the bordering  West Virginia paper states of Virginia  Kentucky  Laminating film  Define relative location  Tennessee  Templates for  North Carolina Virginia and  Write a paragraph describing Virginia’s relative bordering states location using next to, near, and bordering  Horizons text  Use interactive note taking strategies to book understand/recall essential knowledge  SOL Power  Create Virginia State/Bordering state puzzles to Point CD put together and use as review  Read aloud  Color code text in notes and maps

1 Harrisonburg City Public Schools History and Social Science Curriculum Virginia Studies Summer 2011 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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  On an outline map label the Fall Line, Coastal  Outline maps  Identify and locate the five geographic Plain, Piedmont, Blue Ridge, Valley and Ridge,  Horizons text regions of Virginia Appalachian Plateau, Atlantic Ocean, Chesapeake  Materials for  Describe how these regions differ Bay, James River, York River, Potomac River, and  Explain the importance of water salt dough maps features to early Virginia history and its Rappahannock. Rivers  Zip around settlement  Use interactive notetaking to understand and cards from  Define and locate peninsulas in recall essential knowledge and vocabulary Enhanced Scope Virginia, specifically the Eastern Shore area  Create salt dough map of Virginia regions and and Sequence  Define Fall Line, Piedmont , plateau, important water features peninsula  SOL Power  Describe the location of the Fall Line  Play zip around with cards from Enhanced Point CD  Locate four rivers, Atlantic Ocean, and Scope and Sequence Chesapeake Bay  Use all essential knowledge provided in VS.2b,c  Name an important city located along from the Curriculum Framework each river  Create a travel brochure for Virginia  Locate and describe Lake Drummond and the Dismal Swamp  Plan a trip through the state of Virginia  Recognize that George Washington  Develop mnemonics to help build explored and surveyed the Dismal Swamp understanding of vocabulary terms

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

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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Compare/Contrast old world map to modern  Maps – outline  Explain why the Americans Indians map to see why Christopher Columbus  Library (First Americans) are called “Indians” mistakenly used the term “Indians”  Analyze evidence/artifacts of resources Americans Indians (First Americans)  Students experience artifacts (reproductions,  Project throughout Virginia arrowheads, pottery, tools’) then use graphic materials  Identify and locate the three major organizer to write about what they think object  Three colors of Americans Indians (First Americans) is/what it actually was regular paper for language groups in Virginia  Summarize the characteristics of  Using outline map, students locate/identify the foldable research Virginia’s climate three major language groups  Artifacts  Describe how Americans Indians (First  Play match game to relate seasons to  Old world maps Americans) adapted to the climate and adaptations  SOL Power environment of Virginia during each of the  Make foldable organizer to write about how the four seasons Point CD  Explain why Virginia’s Americans language groups adapted to their environment  CD about Indians (First Americans) are referred to as  Research project about one of the Indian foldables Eastern Woodland Indians groups  Matusevich  Explain how Virginia’s Americans  Interactive notebook to know and recall pictures Indians (First Americans) provided clothing essential knowledge and shelter http://chumby.dlib.  Research project – make a model of a vt.edu/melissa/ Language-Group village posters/posterset. Html  United Streaming

3 Harrisonburg City Public Schools History and Social Science Curriculum Virginia Studies Summer 2011 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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Locate Werowocomoco and Jamestown on a  Maps – outline  Describe how archaeologists have map. Determine the distance between the two  Library recovered new material evidence through sites including Werowocomoco and locations. resources Jamestown  Students experience artifacts (reproductions,  Project  Explain the significance of artifacts arrowheads, pottery, tools’) then use graphic materials recovered at Werowocomoco organizer to write about what they think object  Artifacts  Understand the link between is/what it actually was Jamestown and Werewocomoco  Old world  Identify Werewocomoco as the  Use clay and model artifacts to create your own maps headquarters for Chief Powhatan in 1607 archaeological dig.  United  Understand that American Indians have  Use media resources to visit the actual dig site Streaming lived in Virginia for thousands of years  Locate the tribes on a map  Identify and locate the eight state-  Research the eight state-recognized tribes to recognized tribes in Virginia compare /contrast them.

4 Harrisonburg City Public Schools History and Social Science Curriculum Virginia Studies Summer 2011 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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Interactive note taking strategies to know and  Pictures of  Explain the reasons for English recall essential knowledge charter colonization  Interactive Jamestown website allows students  Outline maps  Explain why Jamestown was an to make decisions on survival  Props or signs important settlement in America http://www.americas400thanniversary for role play  Locate and determine reasons for com/kids.cfm  List of settling the Jamestown site http://www.historyglobe.com/  Explain the importance of the important events jamestown/ Charters and the Virginia Company of  SOL Power London  Role play/Readers Theatre Point CD  State when Jamestown was settled  Map/Draw where Jamestown is located on a  United  Discuss stockholders and economic map Streaming venture  Journal writing  Define raw materials and markets  Look at primary source documents (charters)  Explain the difference in location of  Start class timeline of important events Jamestown in 1607 and today  Fieldtrip to Jamestown  Jamestown Outreach www.historyisfun.org  Create your own charter  Research and construct replica of Jamestown fort

SOL: VS.3c,d The student will demonstrate knowledge of the first permanent English settlement in America by c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement. d) identifying the importance of the General Assembly (1619) as the first representative legislative body in English America.

Pacing/Duration: Week 6 First Nine Week Grading Period Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Use graphic organizers to identify the divisions  Horizons  Identify the importance of of Virginia government and explain the importance textbook, pps. 66 the VA charters and who granted and make-up of each – 67 them  Role playing  SOL Power  Describe the system of  Use class timeline to sequence important Point CD government in Virginia from 1619 events  United through today  Use interactive note taking to know and recall Streaming  Identify the House of essential questions Burgesses and explain its  Jamestown Outreach importance  www.historyisfun.org  Identify important events  Write brief newspaper accounts of First Virginia of 1619 Assembly events  Define burgesses  Explain who held citizenship in the Virginia colony

6 Harrisonburg City Public Schools History and Social Science Curriculum Virginia Studies Summer 2011 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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Class Timeline of important events  Picture or actual  Analyze the impact of the arrival of  Journal from alternate viewpoint (woman or tobacco leaf women and Africans to the Jamestown African) coming to Jamestown  World map outline settlement  Identify the effects of agriculture on the  Use interactive notetaking to know and recall  SOL Power Virginia colony essential knowledge Point CD  State the year women arrived in  Show video-clip of how slaves were brought  United Jamestown over on ships Streaming  Define indentured servant, cash crop,  Map routes taken from Europe and Africa to  Dear America and slavery  Describe the hardships faced by the Jamestown Series – The settlers  Design a plantation Starving Time  Describe the events that led to the  Trading activity to understand the challenges of survival of the colony trade without communication skills  Describe Powhatans contributions to Read Slave Dancer the survival of the settlers   Analyze how and why relationships  Compare/contrast viewpoint(s) of plantation between the settlers and Powhatans owner versus slave, role play changed  Identify Captain John Smith, Pocahontas, and Powhatan people

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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Class Timeline of important events  Picture or actual  Describe the relationship between  Journal from alternate viewpoint (woman or tobacco leaf the tobacco crops and the dependence African) coming to Jamestown  World map outline on slavery  Use interactive notetaking to know and recall  SOL Power  Identify the effects of agriculture on essential knowledge Point CD the Virginia colony  Role playing  United  Recognize that the success of tobacco as a cash crop encouraged  Show video-clip of how slaves were brought Streaming slavery in Virginia colony over on ships  Define indentured servant, cash  Map routes taken from Europe and Africa to crop, and slavery Jamestown  Name the most profitable crop in the Virginia colony

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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Students choose a culture to research (on their  Websites  Recognize that cultural own) and make a poster  Research materials landscapes reflect beliefs, customs,  Web quest or research, using graphics  Poster board or and architecture of people living in organizer to find influences of different cultures on construction paper an area place names, barns, homes, churches, food,  Cultural outline  State examples/ recognize others map examples of cultural landscape  Using a Virginia map, label where groups  SOL Power Point  Identify specific examples of how settled and their migration route(s) CD place names reflect culture  Interactive notetaking  Locate on a map of Virginia  Timeline where various cultural groups  Fieldtrip to Frontier Culture Museum (Staunton, settled Virginia) or a guest speaker from the museum  Evaluate the change over time  PowerPoint presentation about cultural groups from English to Virginia culture and their influence on landscapes  Name the three major cultural influences in early Virginia

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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Interactive note taking  Map outline  Explain how geographical and  Class timeline  Construction paper other factors influenced the  Web factors for each capital site  Venn Diagram movement of Virginia’s capital from  Make brochure for capital locations to  SOL Power Point one site to another encourage movement to that area CD  Sequence in order the location  Map chart of movement of the capitals sites of Virginia’s capital  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

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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Trading game using popsicle (craft) sticks  Venn diagram or graphic  Describe the forms of  Role-Playing organizer exchange used in the Virginia  Interactive notetaking  Vocabulary cards colony  Class timeline  Zip around cards  Define barter, money,  Venn diagram to compare/contrast having  SOL Power Point credit, debt, and saving banks versus not having banks CD  Explain how farmers in early  Draw pictures to illustrate vocabulary terms  “Life at Virginia used credit  Zip around game from Enhanced Scope Jamestown.” Jamestown-  Describe how tobacco was and Sequence Yorktown Foundation. used as money in early Virginia  Create classroom saving, credit, and debt http://www.historyisfun.org/PD  Recognize that colonial simulations Fbooks/Life_at_Jamestown.pdf Virginia had no banks  Write a skit about forms of exchange  Understand that different resources were used to  Role-Play made-up scenes of daily life produce the goods and  Interactive notetaking services that people needed  Venn diagram to compare/contrast the  Describe the differences similarities and differences between whites, between whites, enslaved enslaved Africans, and free Africans African Americans, and free  Draw pictures to illustrate the food, African Americans with regard clothing, and housing options to everyday living  Explain how the resources influenced the food, housing, and clothing of the people in colonial Virginia

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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Use interactive notetaking strategies to  Maps of 13  Identify the reasons, as understand/recall the essential knowledge colonies expressed in the Declaration of  Using primary sources, students work in small  Declaration of Independence, why the colonies groups to write the offenses against King George Independence went to war with Great Britain into their own words  Horizons  Compare the English and  Create a foldable of the Declaration of textbook colonial views about the governing Independence  Pictures of unit of the colonies  Role plays – parts of patriots, King George, content  Name the major author of the Thomas Jefferson, etc.  CD about Declaration of Independence  T-chart to compare the English and colonial views foldables  Identify the source of governing about governing the colonies  SOL power as expressed in the  Teacher led discussion of the rights to life, liberty, Power Point CD Declaration of Independence and pursuit of happiness  United Streaming  State the rights of people as  Research the Declaration of Independence and expressed in the Declaration of write a document for the school or community Independence  Draw pictures of the reasons for war with England. Place events on a cube or timeline

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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Use interactive note taking strategies to  George  Identify the roles of Virginians in the understand/recall the essential knowledge Washington’s Revolutionary War era emphasizing  Life in a Box – primary source activity from the Socks George Washington, Thomas Library of Congress website  Horizons Jefferson, Patrick Henry, and James  Create foldables of the characters and issues textbook Armistead Lafayette  Life in a Box  Distinguish between patriots,  Graphic organizer or chart/table to differentiate loyalists, and neutrals between loyalists, patriots, and neutrals www.primarysource  Explain why African Americans  Diary/journal entries about the era learning.org were divided about the war  Fieldtrip to Yorktown  CD about  Describe the roles of women in the  Timeline of Revolutionary War events foldables war  Hands on artifacts/pictures of the war  SOL  Identify the famous quote by Patrick  Role play Patrick Henry’s speech Power Point CD Henry  Divide class into three groups, loyalists, neutrals,  United Streaming  Explain the importance of the Battle patriots, to create a poster/collage of their position of Great Bridge of the war  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

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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Make study guide foldables about George  CD about  Explain why George Washington Washington and James Madison foldables is known as the “Father of Our  View videos about George Washington and  Videos of famous Country” James Madison patriots  Explain why James Madison is  Show teacher-made power point of essential  Horizons text known as the “Father of the knowledge with pictures book Constitution”  Use children’s literature that reinforces traits of  Constitution of  Define a constitution George Washington and James Madison the United States  Identify George Mason as author  Create study guide foldables of the Virginia  www.harcourt of the Virginia Declaration of Rights Declaration of Rights school.com/primary and Thomas Jefferson as author of  Create study guide foldables of the Virginia sources the Virginia Statute for Religious Statute for Religious Freedom  Enhanc Freedom  Venn diagram to compare/contrast the Virginia ed Scope and  Analyze the ideas of George documents to the national documents Sequence Mason and Thomas Jefferson as  Play Match-up game from the Enhanced Scope  SOL expressed in the Virginia and Sequence Power Point CD Declaration of Rights and the  United Virginia Statute for Religious  Teacher-made Power Point of the essential Streaming Freedom knowledge with pictures  Identify the Bill of Rights and  Role play patriots, reenacting events for a “Who explain its importance Am I” game  Identify the First Amendment to the Constitution of the United States

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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Map the migration route through the Cumberland  CD about  Explain why Virginians migrated Gap and across the Appalachian Mountains foldables west and south after the American  Create study guide foldables of the migration  Virginia maps Revolution  Teacher-made Power Point of the essential  Horizons text  Analyze the geographic factors knowledge with pictures book desk maps that influenced the westward and  Create a Regions of Virginia cookbook  Enhanc southward movement of Virginians  Write a diary entry about traveling westward or ed Scope and  Locate and identify the southward from Virginia Sequence Cumberland Gap  Write a letter home about the journey westward  SOL  Describe what Virginians took  Research and report on agricultural changes and Power Point CD with them as they moved westward new technologies in each region of Virginia and southward  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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Use a Venn diagram to compare and contrast the  CD about  Analyze the differences between Northern and Southern states before the Civil War foldables northern and southern states before  Create graphic organizers of the differences between  US maps the Civil War the North and South and the events leading to the Civil  Horizons text  Explain the difference between War book desk slave and free states  Teacher-made Power Point of the essential maps  Identify Nat Turner, Harriet knowledge with pictures  Primary Tubman, John Brown, and Abraham  Create study guide foldables about the differences source Lincoln between North and South; the events leading to the pctures  Identify the beliefs and goals of war; and the creation of West Virginia  Enh abolitionists  Role play the historical figures for a ‘Who Am I? game anced Scope  Explain why the state of West  Play review matching games from Enhanced Scope and Sequence Virginia was created and Sequence  SOL  Locate and describe John  Color a map showing the northern and southern Power Point Brown’s raid states CD  Describe the Under-  Interactive note-taking  Unit ground Railroad and Confederate ed Streaming States of America  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

16 Harrisonburg City Public Schools History and Social Science Curriculum Virginia Studies Summer 2011  ThinkQuest http://library.thinkquest.org/JO112391/nat _turner.htm

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 Suggested Objectives Resources Strategies/Activities/Tasks 17 Harrisonburg City Public Schools History and Social Science Curriculum Virginia Studies Summer 2011 The student will:  Use a United States map to show/study the major  CD about  Describe Virginia’s role in the Civil War battles of the Civil War and the capitals of the foldables  Identify the major battles of the Civil North and South  US maps War that took place in Virginia  Create study guide foldables about the major  Horizons text  Identify Abraham Lincoln, Robert E. battles of the Civil War book desk maps Lee, Ulysses S. Grant, Thomas “Stonewall” Jackson  Teacher-made Power Point of the essential  Primary source  Name the first major clash of the Civil knowledge with pictures pictures War  Fieldtrip to New Market battlefield  Enhanc  Locate and identify the surrender of the  Create graphic organizers about the battles and ed Scope and Confederacy the role of Virginia in the war Sequence  State when the Civil War ended  Read historical books about the Civil War  SOL  Name and locate the capital of the  Invite local Civil War re-enactors to be guest Power Point CD North and the capital of the South United  Describe what happened to Richmond speakers  near the end of the Civil War  Using craft sticks and aluminum foil build models Streaming  Locate the battle of the Merrimack and of the Merrimack and the Monitor Monitor and explain its importance  Research the Civil War battle between the Merrimack and  Describe the roles of the whites the Monitor and create an illustration (supported Confederacy), enslaved A.A.  Visual aids of battles using toy soldiers and maps (raise crops and provide labor for army),  Develop a timeline for the major events of the Civil War free A.A. (supported Confederacy), and  Use a graphic organizer to differentiate the roles of the Indians (neutral) whites, slaves, and Indians

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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Interactive notebook activities  CD about  Define and describe the  Teacher-made Power Point of the essential foldables Reconstruction time period knowledge with pictures  US maps  Identify problems faced by  Textbook readings  Horizons text Virginians during Reconstruction  Create a timeline or table to compare the life of book desk maps African Americans before, during, and after the Civil  Identify the Freedmen’s Bureau  Enhanc  Describe sharecropping War  Role play or create simulations about the ed Scope and  Compare life before the Civil Sequence War with life during Reconstruction Freedmen’s Bureau and sharecropping  Define the terms and create illustrations about  SOL  Define prejudice, segregation, Reconstruction, sharecropping, and Freedmen’s Power Point CD discrimination, poll tax, voting tests, Bureau  Interacti public office, and “Jim Crow” Laws  Create foldables about life during Reconstruction ve notebook CD  Compare the rights of African and life in the South after the Civil War  United Americans before the Civil War,  Direct instruction for vocabulary Streaming during Reconstruction, and after  Interactive notebook activities Reconstruction  Teacher-made Power Point of the essential  Describe how Jim Crow Laws knowledge with pictures affected African American life  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

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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Map activities to locate cities, railroad centers,  CD about  Describe how Virginia changed Virginia coal region (Tazewell County), and tobacco foldables after the Civil War and production  Virginia maps Reconstruction  Interactive notebook activities  Horizons text  Identify cities in Virginia that  Teacher-made Power Point of the essential book desk maps knowledge with pictures grew as a result of railroads Enhanc  Textbook readings   Identify the location of the ed Scope and discovery of coal in Virginia  Create foldables about the essential knowledge content Sequence  Identify industries that grew in Venn diagram to compare rural and urban areas  SOL Virginia after the Civil War   Interactive notebook activities Power Point CD  Describe the decline of Virginia’s  Teacher-made Power Point of the essential  Interacti agricultural society knowledge with pictures ve notebook CD  Describe the growth of Virginia  Textbook readings  United cities  Create foldables about why people migrated within Streaming  Identify reasons people move to Virginia Virginia from other states and  Create foldables about why people moved to regions 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.

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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Interactive notebook activities  CD about  Explain the importance of  Teacher-made Power Point of the essential foldables Woodrow Wilson and George C. knowledge with pictures  Virginia Marshall to international leadership  Textbook readings Pathways videos  Define segregation,  Create matching games for the people and their (Public desegregation, integration, and historical contribution Television) Massive Resistance  Compare/contrast the contributions of Marshall  Horizons text  Explain the outcome of Brown v. and Wilson book Board of Education  Create a diagram of "Brown v. Board of  Enhanc  Explain how Virginia practiced Education" ed Scope and Massive Resistance http://www.landmarkcases.org/brown/courtsystem. Sequence  Understand the Civil Rights html  SOL Movement and its effect on history  Complete research and design biographical Power Point CD  Identify the contributions of reports  Interacti Maggie L. Walker, Harry F. Byrd,  Teacher-made Power Point of the essential ve notebook CD Sr., Oliver W. Hill, Sr., Arthur R. knowledge with pictures  Ruby Ashe, Jr., A. Linwood Holton, Jr.,  Create vocabulary cards for these terms: Bridges by Robert and L. Douglas Wilder segregation, desegregation, integration, Massive Coles  Describe the “pay-as-you-go” Resistance  United program  View Virginia Pathways videos, Civil Rights, Streaming  parts I and 2  Read Ruby Bridges  Create foldables about desegregation and Massive Resistance

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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Interactive notebook activities  CD about  Name the three branches of  Teacher-made Power Point of the essential foldables Virginia government knowledge with pictures  Horizons text  Identify the function or purpose  Textbook readings book of each branch of Virginia  Create foldables about the three branches of  Enhanc government government ed Scope and  Recognize that Virginia laws  Venn diagrams to compare the three branches Sequence must agree with the Virginia of government  SOL Constitution  Draw a tree and label with the branches of Power Point CD  Identify the two parts of the government, the leaders, and the jobs  Interacti General Assembly  Compare and contrast the state government ve notebook CD  Identify the representative body with the federal government, make posters for  Teacher of each branch of Virginia each -made study government 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 Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Interactive notebook activities  CD about  Name the five regions of Virginia  Teacher-made Power Point of the essential foldables  Identify major industries and knowledge with pictures  Horizons text products in each region of Virginia  Textbook readings book  Explain how advances in  Create foldables about the regions of Virginia  Enhanc communications and transportation  Venn diagrams to compare the products and ed Scope and promoted economic growth in industries of regions Sequence Virginia  Create brochures that describe a region, its  SOL  Identify products that Virginia products and its industries Power Point CD exports  Illustrate transportation connections to products  Interacti  Recognize that tourism and the (ex: highways and poultry trucks and framing) ve notebook CD federal government have a  On an outline map of Virginia label major  Teacher significant impact on Virginia exports -made study government  Play matching games with products, industries, guides and regions  United Streaming

SOL: ALL

Pacing/Duration: Week 3 - SOL Test Fourth Nine Week Grading Period Suggested Objectives Resources Strategies/Activities/Tasks The student will:  Create a review booklet, “Virginia ABC Book”  Foldables  Review all SOL and objectives  Review all teacher-made Power Point of the  Horizons text taught throughout the year making essential knowledge book sure to include all VS 1 standards of  Review all foldables created throughout the  Enhanc historical and geographic analysis school year ed Scope and  Use review question and answer sheets in Sequence various game activities  SOL  Review all maps of Virginia labeled during the Power Point CD year  Teacher -made study guides  Review questions  Rubric for ABC Book on SOL Power Point CD