Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objective: VS.1a-i Reporting Category: History

VS.1 The student will develop skills for historical and geographical analysis including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history; b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives; h) evaluate and discuss issues orally and in writing; i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: Use CDs and online databases for search and retrieval of information. Create a 1-2 page document using word processing skills, writing process steps, and publishing programs.

Materials: An Atlas of Virginia: 17th, 18th, and 19th Centuries, Virginia Geographic Alliance HyperStudio Computer Program Overhead projector or wall chart of a graphic organizer The Hornbook of Virginia History, Virginia Historical Society Virginia: The History and Culture of a Commonwealth, Library of Virginia AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: (This could be a yearlong project.) 1. Teach each of the dates on the graphic organizer named, “Changes in Virginia”. As an entire class, fill in the information for that time period on the geography of Virginia, where people settled, and the profitable goods Virginia’s planters produced using the overhead or wall chart. 2. When you have completed 1607 on the chart, students are to describe in essay format the growth and changes in Virginia and its effects on Virginians. The same should be done with the remaining dates describing growth and change in these three areas. Essay 1: 1607 Essay 2: 1608-1700 Essay 3: 1700-1781 3. When all dates are completed, the three essays are put together to create a “Growth and Change in Virginia” booklet. (Continued)

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 1 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standard of Learning Objective: VS.1a-i (Continued)

Assessment: Graded booklet. Grade may depend on accurate description of growth in each area and the effect the change had on Virginians.

Extension Activity: Create a HyperStudio Stack or an iMovie on one area of growth in Virginia. Students may use their essays to complete this activity. Encourage students to add illustrations or clip art to enhance their projects.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 2 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) Standards of Learning Objective: VS.1a-i

Name Date

Changes in Virginia

Selected Location: 1607 1608-1700 1700-1781

Where people settled

Transportation Routes

Climate

Variety of Crops

Variety of Industries

General Patterns of Economic Growth

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 3 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objective: VS.1a-i Reporting Category: History

Technology Skills: Use CDs and online databases for search and retrieval of information. Use electronic encyclopedias, almanacs, indexes, and information catalogs.

Materials: World Book Encyclopedia CD Large white construction paper/poster board Colored pencils, crayons, or markers Glue Scissors Magazines For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: (This could be a yearlong project.) 1. After studying Virginia history from 1607-1781 students will use their knowledge of the events during that time period to create a collage or create an iMovie. 2. Students should use magazine pictures or student created illustrations to represent prominent people and events during the 1607-1781 time period. They should not use words. Their work should be symbolic representation of the era. 3. Students should present their collage or iMovie and discuss the symbols and illustrations used. 4. The final product can be displayed for all to see.

Assessment: Assess the student’s accuracy of information.

Extension Activity: The students can: - work in small groups to create a collage or a more extensive iMovie. - identify the symbolic representation.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 4 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.2a Reporting Category: Geography VS.1i

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

VS.1 The student will develop skills for historical and geographical analysis including the ability to i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: Use CDs and online databases for search and retrieval of information.

Materials: USA Geograph Computer Program World Geograph Computer Program Overhead projector Individual blank maps of Virginia Transparency map of Virginia Maps, Charts, and Graphs, Level D, Modern Curriculum Press An Atlas of Virginia: 17th, 18th, and 19th Centuries, Virginia Geographic Alliance For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Teach the students that the Potomac River, the Atlantic Ocean, and the states of Maryland, West Virginia, Kentucky, Tennessee, and North Carolina form Virginia’s borders. 2. Using an overhead projector and a blank map of Virginia, help the students locate Richmond and Henrico County. Have them label their individual maps with these places and then locate and label the James River, the York River, the Potomac River, the Rappahannock River, the Chesapeake Bay, the Atlantic Ocean, and the five states that border Virginia.

Assessment:

The students will be able to label blank maps of Virginia showing Henrico County, Richmond, the James River, the York River, the Potomac River, the Rappahannock River, the Chesapeake Bay, the Atlantic Ocean, and the five states that border Virginia.

Extension Activity:

The student is given a list of several places in Virginia. Working with a partner, the student will describe the location of each place with emphasis on the land and water features.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 5 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.2a Reporting Category: Geography VS.1i

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

Technology Skills: Create a 1-2 page document suing word processing skills, writing process steps, and publishing programs, Use CDs and online databases for search and retrieval of information.

Materials: HyperStudio Computer Program Books on Virginia Virginia map resources Blank Virginia map AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Assign the students one of the following terms: bay, canal, gap, harbor, island, lake, mountain, mountain range, ocean, peninsula, plateau, rapids, source, swamp, ridge, and wetland. 2. Have the students define their given term and create a HyperStudio card to show the term, the definition, and an illustration. 3. The students should share their card and review the terms. 4. After learning the geographic terms, have the students locate these geographic features in Virginia and label them on a blank map.

Assessment: Matching of term with definition and/or blank map assessment.

Extension Activity: The student can: - work in a small group to label a United States map with geographic terms. - find similar geographic features in the surrounding states of Virginia. - work with a map that shows as many of the geographic features as possible and label them.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 6 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.2a Reporting Category: Geography VS.1i

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

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Send and retrieve data on a local area network (Electronic mail). Use CDs and on-line databases for search and retrieval of information.

Materials: An Atlas of Virginia: 17th, 18th, and early 19th Centuries, Virginia Geographic Alliance USA Geograph Computer Program Virginia map AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Students are given a “mystery” bordering state of Virginia. They should not reveal their “mystery state”. 2. Students are to research their assigned state. 3. After researching, students are to create clues about their assigned state. 4. Students then use the local computer network to challenge another fourth grade class, either in the given school or county, to guess the mystery state in question. 5. The “guessing” class may then in turn do the same to the original class.

Assessment: Correctly identifying the bordering states of Virginia.

Extension Activity: The teacher can: - have students choose their own city in Virginia and repeat the procedure. - invite the entire school to join in the “mystery Virginia city” activities by using morning announcements.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 7 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.2b Reporting Category: Geography VS.1i

VS.2b The student will demonstrate knowledge of the geography and early inhabitants of Virginia by locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau.

Technology Skills: N/A

Materials: Classroom map of Virginia Individual student maps of Virginia Poster board Newspaper Paper mache paste An Atlas of Virginia: 17th, 18th, and 19th Centuries, Virginia Geographic Alliance For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Virginia can be divided into five geographic regions. -Coastal Plain (Tidewater) – flat land, Chesapeake Bay, James River, York River, Rappahannock River, Potomac River -Piedmont - rolling hills, rapids, Fall Line -Blue Ridge Mountains – old rounded mountains -Valley and Ridge - valleys, caverns, Shenandoah River -Appalachian Plateau - plateau, coal deposits 2. Enlarge a map of Virginia. Use individual maps for each student. Have the students cut out the maps and glue to poster board. Using the technique of paper mache, have the students construct a relief map of Virginia. After the maps have dried completely, have the students make a color- coded map key, showing the five regions of Virginia. Paint the map to correspond to the map legend. Include the Chesapeake Bay, the Atlantic Ocean, the James, Potomac, and Rappahannock Rivers. and a compass rose.

Assessment: Teacher will evaluate completed maps.

Extension Activity: Create recreational brochures that show the five regions of Virginia. Include fun things that visitors can do in each area because of the physical characteristics of the geographic regions.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 8 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.2b Reporting Category: Geography VS.1i

Technology Skills: Use CDs and online databases for search and retrieval of information.

Materials: HyperStudio Computer Program Map of Virginia Poster board Newspaper Paper mache paste An Atlas of Virginia: 17th, 18th, and 19th Centuries, Virginia Geographic Alliance For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Virginia can be divided into five geographic regions. -Coastal Plain, (Tidewater) – flat land, Chesapeake Bay, James River, York River, Rappahannock River, Potomac River -Piedmont - rolling hills, rapids, Fall Line -Blue Ridge Mountains – old rounded mountains -Valley and Ridge – valleys, caverns, Shenandoah River -Appalachian Plateau - plateau, coal deposits 2. Divide the class into five groups. Assign each group one of the five geographic regions of Virginia. Each group will make a tracing of their assigned region from a large classroom map of Virginia. The group will cut out the tracing and glue it to poster board. The group will decide on symbols to represent each physical characteristic of their area and make a map legend showing these symbols. These symbols should be incorporated into the map.

Assessment: Each group will share their completed maps with the class.

Extension Activity: Develop a HyperStudio stack or an iMovie on the five geographic regions of Virginia. Students will write a description of each in a text box.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 9 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.2b Reporting Category: Geography VS.1i

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Edit work using a spelling checker; center the title of a document; highlight text to modify and delete.

Materials: AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Teach that Virginia has five geographic regions: Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau. 2. Have the students select two geographic regions. Have them describe those regions during 1607-1781 and present day and have them answer the following questions: - What would you do for fun in your region? - What would you do for work in your region? - Why would you like to live in that region? - Why would you not like to live in that region?

Assessment: The students will use a Graphic Organizer to present their findings of their two regions.

Extension Activity: Have the students choose one group of features and create a region. What crops would be grown here? What products would be produced? What kind of jobs would be available in your region?

Features #1 Features #2 mild climate high population density cold climate low population density good soil waterways poor soil no waterways

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 10 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.2b Reporting Category: Geography VS.1i

Technology Skills: N/A

Procedure: 1. Virginia can be divided into five geographic regions. -Coastal Plain, (Tidewater) – flat land, Chesapeake Bay, James River, York River, Rappahannock River, Potomac River -Piedmont - rolling hills, rapids, Fall Line -Blue Ridge Mountains – old rounded mountains -Valley and Ridge - valleys, caverns, Shenandoah River - Appalachian Plateau - plateau, coal deposits 2. Enlarge a map of Virginia. Use individual maps for each student. Have the students cut out the maps and glue to poster board. Using the technique of paper mache, have the students construct a relief map of Virginia. After the maps have dried completely, have the students make a color- coded map key, showing the five regions of Virginia. Paint the map to correspond to the key. Include the Chesapeake Bay, the Atlantic Ocean, the James, Potomac, and Rappahannock Rivers, and a Compass Rose.

Assessment: Teacher will evaluate completed maps.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 11 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.2b Reporting Category: Geography VS.1i

Technology Skills: N/A

Materials: Geo-Bingo Game Boards Definitions of terms Bingo markers

Procedure: 1. Review definitions for geographical features/terms that are found in Virginia. 2. Distribute Geo-Bingo game boards. 3. Have students randomly fill in terms. 4. Read the definition for the first term. 5. Have students identify the term and mark it. 6. Repeat steps three and four until a student has five markers in a row horizontally, vertically, or diagonally. 7. Check the winner’s marker for correctness by having them read their terms aloud.

Assessment: Student’s ability to follow directions and correctly match the term with the definition.

Extension Activity: The students can: - create their own boards. - illustrate a game board. - write specific examples for each term.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 12 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) Standards of Learning Objectives: VS.2b Reporting Category: Geography VS.1i

Technology Skills: Create, name, save, and print documents, which include text and graphics. Create a database; sort records in a database.

Materials: Printed geographical terms Paper Colored pencils Book binder (to create a book) AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. The purpose of this activity is to acquaint students with geographic features/terms. 2. Students will work to produce an illustrated dictionary of the following terms: bay canal gap peninsula mountain mountain range ocean swamp plateau rapids source ridge wetland lake 3. Each student should include an illustration and a written definition per geographic term. 4. A space per page should be set aside for real world places/landforms that fit the illustration and definition. Example: BAY (illustration)

(definition)

Chesapeake Bay

(Continued)

Standards of Learning Objective: VS.2b (Continued)

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 13 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

5. Students should keep their dictionary throughout the year as a personal reference. Additions are encouraged.

Assessment: Test students on geographic terms. Assess student created dictionaries.

Extension Activity: The students can create a database calculating as many landforms and geography terms found throughout Virginia.

Standards of Learning Objectives: VS.2b Reporting Category: Geography VS.1i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 14 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.2b The student will demonstrate knowledge of the geography and early inhabitants of Virginia by locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau.

Technology Skills: N/A

Materials: World Book Encyclopedia CD Clay (various colors) and foam board An Atlas of Virginia: 17th, 18th, and 19th Centuries, Virginia Geographic Alliance AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Using clay, the students will construct a three-dimensional clay model of Virginia. It should include the five regions of Virginia. 2. Once a pencil outline is created on foam board, the students will then use clay to represent the five regions and other geographical features. 3. Following the construction of the model, students can designate the areas settled by the English, Scotch-Irish, German, African, and American Indians (First Americans).

Assessment: Use a rubric to grade the completed model.

Extension Activity: The students can turn their models into an interactive activity.

Standards of Learning Objectives: VS.2c Reporting Category: Geography VS.1b,c,d,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 15 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.2c The student will demonstrate knowledge of the geography and early inhabitants of Virginia by locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River).

VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: N/A

Materials: 1 cup flour 1/2 cup salt Food coloring to represent the five regions of Virginia Enough water for the consistency of salt dough An Atlas of Virginia:17th, 18th, and 19th Centuries, Virginia Geographic Alliance AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Using the salt dough mixture above, students will construct a three dimensional model of Virginia. It should include the five regions of Virginia.

2. The map is to include a map legend that is labeled with: a.) the five regions (Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, Appalachian Plateau) b.) the Eastern Shore, c.) the cities of Norfolk, Richmond (the capital), Roanoke, the James River, the York River, the Potomac River, the Rappahannock River; and d.) the Atlantic Ocean, the Chesapeake Bay, and the location of the Fall Line

(Continued)

Standards of Learning Objectives: VS.2c (Continued) VS.1b,c,d,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 16 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) Assessment: Students are to be divided into two teams. The teacher will show the students a blank overhead map of Virginia after a classroom discussion and review of the student projects. The teacher will point to major cities, rivers, and other places on the map. Students will answer teacher questions relating to the map. The team with the most points will be declared the winner. Afterwards, students will be given an individual blank map of Virginia. They are to locate the five geographic regions and places mentioned above.

Extension Activity: Students will compare and contrast regions, characteristics, locations, and population during selected time periods.

Standards of Learning Objectives: VS.2c Reporting Category: Geography VS.1b,c,d,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 17 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.2c The student will demonstrate knowledge of the geography and early inhabitants of Virginia by locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River).

Technology Skills: Create a1-2 page document using word processing skills, writing process steps, and publishing programs. Use CDs and on-line databases for search and retrieval of information.

Materials: Stationary created by the students pressing/pounding leaves Pen (Colonial era) - berries for ink and quill for writing Blank Virginia map An Atlas of Virginia: 17th, 18th, and 19th Centuries, Virginia Geographic Alliance Virginia: The History and Culture of a Commonwealth, Library of Virginia AppleWorks Computer Program Internet Access Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Teach a lesson describing the growth of Virginia cities prior to 1781 with emphasis on the ideas that: a. cities, such as Jamestown, developed along the James River because of its rich natural resources and harbor. b. cities, such as Richmond, developed along the James River and at the Fall Line, which promoted trading throughout Virginia. c. cities, such as Fredericksburg developed along the Rappahannock River because of its rich soil and mountains (natural shelter).

(Continued)

Standards of Learning Objective: VS.2c (Continued) VS.1b,c,d,i

2. After developing a rubric, have the students imagine that they were residents of Jamestown,

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 18 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) Richmond, or Fredericksburg prior to 1781. After researching, have half of the class write letters on class made stationary to “family or friends” describing their city and what it is like. The remaining students become those “family or friends” and respond back describing their chosen city. 3. Have students plan to visit their “family or friends” and plan the route on a map. (Continued) 4. Students should keep a journal explaining geographic features they observed/researched on their journey.

Assessment: Collect the letters, maps, journals, and grade using a rubric.

Extension Activity: The students can use a Venn diagram to compare cities in the five geographic regions.

Standards of Learning Objectives: VS.2c Reporting Category: Geography VS.1b,c,d,i

VS.2c The student will demonstrate knowledge of the geography and early inhabitants of

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 19 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) Virginia by locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River).

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Use CDs and on-line databases for search and retrieval of information. Create, name, save, and print documents, which include text and graphics.

Materials: White paper Colored pencils or crayons An Atlas of Virginia: 17th, 18th, and 19th Centuries, by Virginia Geographic Alliance For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Teach a lesson describing the growth of Virginia cities prior to 1781 with emphasis on the ideas that: a. cities, such as Jamestown, developed along the Chesapeake Bay because of rich natural resources, and because it had a harbor. b. cities, such as Richmond, developed along the Fall Line because of transportation along the James River. c. cities, such as Fredericksburg, developed along the Rappahannock River because of rich soil. 2. After researching, have students create an advertisement stating the advantages of settling in Jamestown, Richmond, and Fredericksburg prior to 1781. 3. Students should include an illustration and reasons why that city would be appealing to settlers in regards to geography and natural resources.

Assessment: Collect the advertisement and grade based on a rubric.

Extension Activity: The students can: - use HyperStudio or an iMovie to create the advertisement. - create a poster, multimedia campaign to convince settlers to move to these cities.

Standards of Learning Objectives: VS.2c Reporting Category: Geography VS.1b,c,d,i

VS.2c The student will demonstrate knowledge of the geography and early inhabitants of Virginia by locating and identifying water features important to the early history of

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 20 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River).

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Use CDs and online databases for search and retrieval of information.

Materials: Index cards Various books on Virginia An Atlas of Virginia: 17th , 18th, and early 19th Centuries, Virginia Geographic Alliance The Hornbook of Virginia History, Virginia Historical Society AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: Teach the students the following concepts: 1. Virginia’s waterways and natural harbors encouraged the development of shipbuilding, shipping, and fishing, in the Coastal Plain (Tidewater) Region. 2. The fertile soil of Virginia encouraged the development of lumbering and farming in the Piedmont and in the Valley and Ridge Regions. 3. The temperate climate in Virginia allowed for the growth of tobacco in the Coastal Plain (Tidewater) Region. 4. The temperate climate allowed for the growth of apples in the Valley and Ridge Region. 5. The rich mineral deposits allowed for the growth of mining coal in the Appalachian Plateau. 6. Railroads provided a way to transport goods to markets.

(Continued)

Standards of Learning Objectives: VS.2c (Continued) VS.1b,c,d,i

Assessment: Have the students participate in the activity, “Where Do I Belong?” The teacher prepares index

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 21 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) cards. Each card indicates a physical characteristic, such as a natural resource, occupation, or industry that would be found in one or more of the regions. The class is divided into two teams. Each team takes a turn drawing a card and identifying the correct region. (Example: Shipping/Answer-Coastal Plain (Tidewater) Region)

Extension Activity: Using individual blank maps of Virginia, have the students choose two physical features or natural resources for each of the five regions of Virginia. The student will make a map legend showing these features and place the symbols on the map.

Standards of Learning Objectives: VS.2d Reporting Category: Geography VS.1i

VS.2d The student will demonstrate knowledge of the geography and early inhabitants of Virginia by locating three American Indian (First American) language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 22 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

VS.1 The student will develop skills for historical and geographical analysis including the ability to i ) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: Use CDs and on-line databases for search and retrieval of information. Use electronic encyclopedias, almanacs, indexes, and catalogs. Create a 1-2 page document using word processing skills, writing process steps, and publishing programs.

Materials: The Hornbook of Virginia, Virginia Historical Society Virginia Historical Society’s Primary Documents binder Blank outline map of Virginia Colored pencils An Atlas of Virginia: 17th, 18th, and 19th Centuries, Virginia Geographic Alliance AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Students are given a blank map of Virginia. 2. Teacher instructs students to research the following groups of people and use different colored pencils to label them by location within Virginia: -Algonquian/Powhatan – Coastal Plain (Tidewater) area -Siouan/Monacan - Piedmont area -Iroquoian/Cherokee - Allegheny/Appalachian Plateau 3. Students should brainstorm reasons why these areas of development were chosen by various groups of people with a focus on landforms and other geographic features. 4. Research should be conducted to verify the geographical factors that contributed to the development of these “people groups” throughout Virginia.

Assessment: Map completed by students. A quiz using a blank map of Virginia and recreating the location of people groups.

Standards of Learning Objectives: VS.2d Reporting Category: Geography VS.1i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 23 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.1 The student will develop skills for historical and geographical analysis including the ability to i ) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Use CDs and on-line databases for search and retrieval of information.

Materials: Large white construction paper (8 1/2 x14) Color pencils or crayons Various books on American Indians The Hornbook of Virginia History, Virginia Historical Society Virginia: The History and Culture of a Commonwealth, Library of Virginia AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. The students will create an individualized flip chart that illustrates the role of American Indians (First Americans) in assisting the Virginia colonists. 2. Students should fold an 8 1/2 x14 piece of white construction paper lengthwise (horizontally). Take the top flap and measure to create 4 equal flaps - cut top layer only. 3. On each flap students should place the following words: 1st flap - Trade 2nd flap - Farming 3rd flap - Fishing/Hunting 4th flap - Exploration/Mapping Students should create an illustration that would go with each flap. Somewhere on the cover students should denote “American Indians (First Americans).” 4. Inside each flap students should research and list any contributions made in that corresponding area by the appropriate Indian group. 5. Focus on all Indian research should include the Algonquian, Siouan, and Iroquoian. 6. Flip charts should be shared and compared for accuracy.

Assessment: Completed flip charts.

Standards of Learning Objectives: VS.2d Reporting Category: Geography VS.1i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 24 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.1 The student will develop skills for historical and geographical analysis including the ability to i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: Create a 1-2 page document using word processing skills, writing processing skills, writing process steps, and publishing programs. Use CDs and online databases for search and retrieval of information. Use effective strategies to send and retrieve data on a wide area network. Use electronic encyclopedias, almanacs, indexes, and catalogs.

Materials: HyperStudio Computer Program The Hornbook of Virginia History, Virginia Historical Society Virginia: The History and Culture of a Commonwealth, Library of Virginia AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. In small groups, 4-6 students per group, students will create a HyperStudio stack or create an iMovie that discusses and illustrates the role of American Indians in assisting the Virginia colonists. 2. Students should use research webs to investigate ways in which the Algonquian, Siouan, and Iroquoian Indians aided the colonists in regards to: trade, farming, fishing/hunting, and exploration/mapping. 3. Using notes gathered, students should create a computer-generated presentation. 4. Have each student present his/her contribution to the class.

Assessment: Computer generated presentation.

Extension Activity: Create a comprehensive computer generated presentation.

Standards of Learning Objectives: VS.2e Reporting Category: Geography VS.1b,d,g,i

VS.2e The student will demonstrate knowledge of the geography and early inhabitants of Virginia by describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and shelter.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 25 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; d) draw conclusions and make generalizations; g) interpret ideas and events from different historical perspectives; i ) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology: N/A

Materials: Bringing the Rain to Kapiti Plain, by Verna Ardema Outline map of Africa Activity Sheet

Procedure: 1. Have the students read (in small groups or in a large group) Bringing the Rain to Kapiti Plain. 2. Ask the students to summarize poem, highlighting ways people would adapt to the environment. 3. Ask the students to think about the beginning, middle, and end of the poem. How did the weather change? 4. How do we prepare for each of these environments? 5. Distribute the activity sheet. 6. The students can discuss the feelings and thoughts of the American Indians when they saw the settlers building their fort on Indian land. What were the pros and cons?

Assessment: Class participation. Teacher observation. Completion of Activity Sheet.

Extension Activity: The students can think of other weather conditions and explain how we adapt to those environments.

The students can research how the winter of 1610 affected the Jamestown colonists during the period known as the “Starving Time.” What changes did the colonists have to make to this severe period in time?

Standards of Learning Objectives: VS.2e Reporting Category: Geography VS.1b,d,g,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 26 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; d) draw conclusions and make generalizations; g) interpret ideas and events from different historical perspectives; i ) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology: Cut, copy, and paste text and graphics between two documents. Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Use a database to locate information.

Materials: Golden Book/First Connections CD World Map Activity Sheet AppleWorks Word Processing For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Small groups of students choose (or teacher assigns) the place in Virginia to research. 2. The students complete the research activity sheet. 3. Information from the activity sheet is used to create a report titled “If I lived in ______I would...... ”

Assessment: Written report and/or oral presentation.

Extension Activity: The students can play, “If I moved from _____ to _____, I would have to ______.”

The students can describe how different people perceive places and regions (such as, how children, joggers, and park workers view a park) through the use of role-playing, simulations, and other activities.

Standards of Learning Objectives: VS.3a Reporting Category: History VS.1c,d,g,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 27 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.3a The student will demonstrate knowledge of the first permanent English settlement in America by explaining the reasons for English colonization.

VS.1 The student will develop skills for historical and geographical analysis including the ability to c) compare and contrast historical events; d) draw conclusions and make generalizations; g) interpret ideas and events from different historical perspectives; i ) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology: N/A

Materials: The Jamestown Colony by Gail Sakurai Activity Sheet

Procedure: 1. Working in small groups, individually or in partners, the students should read the book, The Jamestown Colony, and answer questions related to the settlement of Jamestown. 2. Use the activity sheet included or create your own to meet the needs of your students.

Assessment: Students’ ability to discover answers to complete the activity sheet.

Extension Activity: Students use information from the book and activity sheet to create a timeline describing the settlement of Jamestown using sentence strips, poster board, or use Timeliner CD.

Ask the students to form pairs and generate questions and answers for an interview with one of the Jamestown colonists who returned to England. The students should develop questions and answers that explain why the person came to Jamestown, what was life like there, and why he or she returned to England.

Standards of Learning Objectives: VS.3a Reporting Category: History VS.1c,d,g,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 28 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.3a The student will demonstrate knowledge of the first permanent English settlement in America by explaining the reasons for English colonization.

Technology: Use effective strategies to send and retrieve data on a wide area network (VAPen, Internet). Determine the usefulness, appropriateness, and reliability of information. Understands and respects copyright laws.

Materials: Internet The Powhatan Indians by Melissa McDaniel Internet Field Trip form for each student Jamestown Website: http://www.wmbg.org/its/visit/jt/index.html The Jamestown Colony, Cornerstones of Freedom

Procedure: 1. Show the students how to access the net site with the pre-determined bookmarks. 2. The students pair up to follow the written directions and take the trip through Jamestown. 3. Remind the students of copyright laws. 4. As the students take the Internet trip, they should look for key facts: such as reasons the settlers came to Virginia; the development of government; the economy; interactions with American Indians and the primary people involved, as well as the introduction of slavery into Virginia.

Assessment: Students use notes taken from the trip to complete activity sheet.

Extension Activity: In small groups, students create a HyperStudio stack or an iMovie containing major events that affected the settlement of Jamestown.

Ask the students to list the reasons why the Jamestown colonists had difficulty setting up the colony. Why were the American Indians upset with the colonists? Why was the Virginia Company under pressure to establish a legal system/government? Why did the York River and Potomac River become the new frontiers?

Standards of Learning Objectives: VS.3a Reporting Category: History VS.1c,d,g,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 29 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.3a The student will demonstrate knowledge of the first permanent English settlement in America by explaining the reasons for English colonization.

Technology: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Create, name, save, and print documents, which include text and graphics. Modify font, style and size of text. Save documents in a personal folder on the file server.

Materials: AppleWorks Word Processing Program Jamestown Journal Activity Sheet

Procedure: 1. This lesson is to review the voyage from Europe to America for the settlers. Discuss what the conditions might have been like on the ship. 2. Lead the students in a discussion of what it would have been like to step onto the new land. Then give each child an activity sheet entitled, “Surviving in Jamestown Investigation.” Take the students to a wooded area near the school. (Clipboards recommended.) Remind the students that settlers found land very much like the land on which the students are standing. Divide students into groups. Group members should complete the sheet to prompt their thinking on survival. 3. Upon returning to the classroom, discuss the different questions. Have the students complete an entry in a “Jamestown Journal”. Keep a running journal on the computer. ( Writing prompt: You are a passenger aboard the Susan Constant. What has the trip been like for you?)

Assessment: The completion and application of their research in their Jamestown Journal.

Extension Activity: The students can create a pictorial explanation (using HyperStudio or creating an iMovie) of some of the important industries and crafts that developed in the thriving Virginia colony. These include: farming of tobacco producing pottery, producing furniture, lumber and other wood products

NAME______Date______SOL: VS.3a

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 30 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) The Jamestown Colony by Gail Sakurai

We know that you are ready to learn more about the exciting place known as Jamestown. Please answer the following questions as you read through this resource. Have fun!

1. On page 3 of this book, please find the name of the three wooden ships that set sail from England. ______, ______, ______

2. On that same page, how many people were aboard on December 20, 1606? ______

3. On page 4, can you tell us who the Virginia Company of London was and what was their purpose?______

4. On page 4, paragraph 2, what did the Virginia Company order the colonists to find? ______and ______

5. On page 4, who was hired by the Virginia Company to command the ships?______

6. On page 5, please tell how they decided to name the James River.______

7. On page 6, tell us what kind of houses the Indians in the area lived in?______How did they obtain their food?______, ______, and ______

8. On page 6, tell whether this statement is true or false. All the Indians that the settlers met were friendly.______

9. On page 7, tell why the settlers decided to drop anchor near land in the James River. ______

NAME______Date______The Jamestown Colony Page 2

10. On page 9, Christopher Newport left for England with what they believed to be gold. It was not. What do we call that gold that “fools” us? ______

11. On page 10, find a list of events that went wrong in Jamestown.______

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 31 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) 12. On page 11, who was put in charge of trading with the Indians?______.

13. What important event took place in December of 1607? (pg. 12)______In what other ways did Pocahontas help the settlers? ______

14. On page 14, tell what things John Smith did to improve living conditions in Jamestown? ______

15. On page 15, what was the name of the first factory in Virginia? ______

16. On page 16, what caused John Smith to leave Jamestown and never return?______

17. The time between 1609-1610 was called “______” (pg. 17) Why? ______

18. Governor De La Warr saved the settlers in June of 1610 and built a new fort in a town called ______(pg. 18)

NAME______Date______SOL: VS.3a

INTERNET FIELD TRIP: JAMESTOWN, VA

JAMESTOWN, VA Website Address: http://www.wmbg.org/its/visit/jt/index.html

Visit each site. Read carefully and locate important facts. Record notes to answer questions. Do not copy entire paragraphs. Select the information you need, put into your own words and record on your activity sheet. Have fun and enjoy the tour!

On the map, locate Original Settlement, click to begin tour.

Site #1 The Obelisk in Jamestown: Why was this monument erected?______

Site #2 Historic Jamestown Cemetery: Name of the person buried there and year that he died. ______

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 32 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) Site #3 Captain John Smith: Why was Capt. John Smith the leading Indian Trader? When was he elected Governor of Virginia?

Site #4 One of the First Churches: Is this the original building? ______

Site #5 The Tall Ships at Jamestown: Name the 3 ships.______

Site #6 Jamestown Map: When was the 1st permanent English Settlement built?______After Jamestown, where was the capital located? ______What attraction is listed on the sign to the left?______

Sites # 7 The Jamestown Countryside: Describe it.______

#8 A Farm on the James: How many cattle grazed in Jamestown?______

#9 College Creek: How is the economic system there?______

#10 James River: The James River flows from ______to the ______.

Go back to the Jamestown map at the Jamestown Tour map. What did you like most/least about your Internet trip to Jamestown?______

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 33 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.3b Reporting Category: Geography VS.1b,c,d,g,i

VS.3b The student will demonstrate knowledge of the first permanent English settlement in America by describing how geography influenced the decision to settle at Jamestown.

VS.1 The student will develop skills for historical and geographical analysis including the ability to c) determine cause and effect relationships; d) compare and contrast historical events; e) draw conclusions and make generalizations; g) interpret ideas and events from different historical perspectives; i ) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: Use CDs and on-line databases for search and retrieval of information.

Materials: Globes - 1 per small group of students Colorful tape Venn Diagram Post-It-Notes 3D Atlas ‘98 CD World Geograph Computer Program World Vista Atlas CD Maps, Charts, and Graphs, Level D, Modern Curriculum Press For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Prior to the activity, review the terms: hemisphere, Equator, and prime meridian. Use the resources and on-line databases for information. 2. The teacher should use colorful tape to divide the globes into four quadrants following the lines of the Equator and the prime meridian.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 34 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) 3. The students should use Post-It-Notes to label all continents, oceans, the prime meridian, and the Equator. They should trace the explorer’s sea voyage across the Atlantic Ocean. 4. Label the Northern Hemisphere and the Southern Hemisphere. The students should classify the oceans and continents by location, placing names in appropriate places. Repeat the idea for the eastern and western hemispheres. Discuss the geography of Jamestown. 5. Discuss reasons for English colonization and how geography influenced the decision to settle at Jamestown using a 2-circled Venn Diagram.

Assessment: Label a blank world map with the continents, oceans, the prime meridian, and the Equator.

Standards of Learning Objectives: VS.3b Reporting Category: Geography VS.1b,c,d,g,i

VS.3b The student will demonstrate knowledge of the first permanent English settlement in America by describing how geography influenced the decision to settle at Jamestown.

VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; g) interpret ideas and events from different historical perspectives; i ) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: Use CDs and on-line databases for search and retrieval of information.

Materials: An Atlas of Virginia: 17th, 18th, and 19th Centuries, Virginia Geographic Alliance Virginia State Transportation Maps (Available free from Virginia Department of Transportation) 3D Atlas ’98 CD World Geograph Computer Program World Vista Atlas CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Prior to the activity, obtain the free maps. Review grid systems, cardinal directions, and intermediate directions. Use the resources and on-line databases for information. 2. Review the purpose and use of maps. 3. The teacher or the students can generate a list of possible questions and activities that can be used with the current transportation maps. 4. Have students work in pairs or small groups to complete the “Where am I?” activity.

Assessment:

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 35 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) Grade the completed activity.

Extension Activity: The students can: - generate their own questions and exchange. - create a mystery route and begin at one point and then give clues to a “hidden” destination.

Standards of Learning Objectives: VS.3b Reporting Category: Geography VS.1b,c,d,g,i

VS.3b The student will demonstrate knowledge of the first permanent English settlement in America by describing how geography influenced the decision to settle at Jamestown.

VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; g) interpret ideas and events from different historical perspectives; i ) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Use CDs and on-line databases for search and retrieval of information.

Materials: The History of Henrico County, by L. Manarin World Book Encyclopedia CD History of Henrico County 3-ring binder for teachers AppleWorks Computer Program Internet Access Virginia Resources Link CD Refer to the HCPS Intranet for photographs of Henrico County sites

Procedure: 1. The teacher should generate a list of topics that focus on major events of Henrico County. 2. Students are to choose an event from the list. 3. Students are to research their events to answer: Who? What? When? Where? and Why? 4. Students may illustrate a classroom time line upon completing required research. 5. Students will be given the opportunity to share information on their topic using the classroom time line.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 36 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) Assessment: Use a rubric to grade the information presented on the classroom time line.

Extension Activity: The student can create a HyperStudio or iMovie presentation for each event.

Standards of Learning Objectives: VS.3b Reporting Category: Geography VS.1b,c,d,g,i

VS.3b The student will demonstrate knowledge of the first permanent English settlement in America by describing how geography influenced the decision to settle at Jamestown.

VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; g) interpret ideas and events from different historical perspectives; i ) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: Use CDs and on-line databases for search and retrieval of information. Create a 1-2 page document using word processing skills, writing process steps, and publishing programs.

Materials: The History of Henrico County, book World Book Encyclopedia CD Teacher’s Guide binder to the History of Henrico County AppleWorks Computer Program Internet Access Virginia Resources Link CD Refer to HCPS Intranet for photographs of Henrico County

Procedure: 1. The teacher should generate a list of major events of Jamestown and of the “Citie of Henricus” using the History of Henrico County book. 2. Students should be paired into small groups. 3. Students are to research their events to answer: Who? What? When? Where? and Why? 4. Students will proofread and type their research. 5. Students will illustrate the events to develop a time line. 6. The teacher will put final copies together to create a classroom book.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 37 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) Assessment: Use a rubric to grade final copies of research.

Extension Activity: The student can create a gazette.

Standards of Learning Objectives: VS.3c Reporting Category: History, Civics VS.1a,d,e,f,g

VS.3c The student will demonstrate knowledge of the first permanent English settlement in America by identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement.

VS.1 The student will develop skills for historical and geographical analysis including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives.

Technology Skills: Use CDs and on-line databases for search and retrieval of information.

Materials: The Hornbook of Virginia History, Virginia Historical Society Encyclopedias Teabags Paper AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Students are placed into one of three groups to research one of the following: the Charters of the Virginia Company of London, the Virginia Declaration of Rights, or the Declaration of Independence. Student should obtain a replica of the above mentioned documents, through any of the available resources. 2. Research should be focused on the purpose of each of the above mentioned documents. 3. Following research, students are to rewrite the document using today’s language thereby making the document more understandable to other students.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 38 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) 4. Students will then create a tea soaked document that represents a recreation of the original. 5. The groups may then present their recreated document and explain the purpose of the document.

Assessment: Use a rubric to assess accuracy of information presented. Create a test/quiz matching the purpose of each document.

Standards of Learning Objectives: VS.3c Reporting Category: History, Civics VS.1a,d,e,f,g

VS.1 The student will develop skills for historical and geographical analysis including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives.

Technology: Use CDs and online databases for search and retrieval of information.

Materials: Golden Book/First Connections CD Bulletin board paper Pencils Markers Research worksheet Cause/Effect Charts Timeliner CD

Procedure: 1. Make a “mini” time line from 1606 to 1652 of the government as it changed from monarchy to a representative democracy. 2. Be sure to include the following people or groups of people and how they influenced the government: King James I of England The London Company The House of Burgesses Capt. John Smith Capt. Christopher Newport Sir George Yeardley

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 39 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) Sir William Berkeley

(Continued)

Standards of Learning Objectives: VS.3c (Continued) VS.1a,d,e,f,g

3. Create class-size Cause and Effect charts such as:

Colonists Establishing Governments Cause Effect

English Governing Colonists Cause Effect

Assessment: Accurate completion of time line/cause and effect chart. Class participation. Teacher observation.

Extension Activity:

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 40 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.3c Reporting Category: History, Civics VS.1a,d,e,f,g

VS.1 The student will develop skills for historical and geographical analysis including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives.

Technology: N/A

Materials: Teacher created Venn diagram on posterboard, laminated Transparency of Venn diagram Individual sheets of diagram (one per student) Overhead projector

Procedure: Create a Venn diagram to compare/contrast the English monarchy with representative government. 1. Brainstorm with students the characteristics of each form of government. Write on chalkboard. 2. Lead a class discussion using the transparency for correct placement of information. 3. Transfer information to large poster as a class display. 4. Students can write paragraphs comparing and contrasting the two governments based on information gathered from the Venn diagram.

Assessment: Individual Venn diagrams completed by the students.

Extension Activity: The students can write a history report about the ancient Roman’s fascination with the law. The students can complete a cause-and-effect graphic organizer to learn about democratic

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 41 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) government. The students can make a banner displaying the information collected using the Timeliner CD. The students can learn about the first armed struggle for human rights in Virginia’s history by reading about Nathaniel Bacon’s Rebellion.

Standards of Learning Objectives: VS.3d Reporting Category: History VS.1a,d,e,f

VS.3d The student will demonstrate knowledge of the first permanent English settlement in America by identifying the importance of the Virginia Assembly (1619) as the first representative legislative body in English America.

VS.1 The student will develop skills for historical and geographical analysis including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history.

Technology Skills: Use CDs and online databases for search and retrieval of information. Create a 1-2 page document using word processing skills, writing process steps, and publishing programs.

Materials: AppleWorks Word Processing Program General Assembly CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Students will use research techniques to trace the formation of the Virginia Assembly (House of Burgesses). Emphasis should be placed on who could be representatives. 2. Following research, students will create a persuasive advertisement or letter that convinces colonists to support individual representatives in their campaign for the House of Burgesses. 3. Advertisements/letters should include qualifications and characteristics of the individual representative. The students may illustrate their advertisements or mount their letters.

Assessment: Use a rubric to assess the use of persuasive techniques and accuracy of information.

Extension Activity: The students can develop a speech convincing the colonists to support their election to the House of Burgesses.

The teacher can create a mock election by placing students in small groups (townships) and having one person per group become a “candidate” and the other members working as campaign managers.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 42 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) The teacher can assign roles for each student: woman, landowner, artisan or farmer. Keep in mind to review with students which of these people could run for office and which of these could vote.

Standards of Learning Objectives: VS.3d Reporting Category: History VS.1a,d,e,f

VS.1 The student will develop skills for historical and geographical analysis including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history.

Technology Skills: Use CDs and on-line databases for search and retrieval of information.

Materials: Vocabulary cards for the “I have…./Who has…?” game For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Remind students that a democracy only functions adequately with the support of responsible citizens who understand its foundation of ideals and understand how government should function. 2. The following civic terms are the focus of this lesson: democracy freedom direct democracy responsibilities/rights constitutions rules/laws census representative democracy elections citizenship voting service 3. Begin the game “I have….Who has…?.” This is a vocabulary practice review that allows the students to commit the civic vocabulary words to memory using a hands-on approach. 4. Place each vocabulary word on a card that says “I have….” on one side and “Who has…?” on the other side. Place the vocabulary word on the side that has “I have….” Place the definitions of the words on a different card on the side that has “Who has..?” The card you begin with should only have “Who has…?” on it. The card the game ends with should only have “I have….” on it. 5. The first player begins the game with the “Who has…?” card. The other students look at their definitions to see who has the answer. The person with the correct definition raises his/her hand and says “I have....” and what follows on the card. Once the definition is declared correct, that same student turns his/her card over and reads the “Who has…?” side. The game continues until the last card is read and it should be a definition only card. 6. The first round should be done without a time limit. Future rounds could include a stopwatch.

Assessment: Test/Quiz students on the civic vocabulary listed above.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 43 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) Chart the time it takes for the game to be completed. Over time improvement should be noted.

Standards of Learning Objectives: VS.3e Reporting Category: History VS.1c,d,f,g

VS.3e The student will demonstrate knowledge of the first permanent settlement in America by identifying the importance of the arrival of Africans and women to the Jamestown settlement.

VS.1 The student will develop skills for historical and geographical analysis including the ability to c) compare and contrast historical events; d) draw conclusions and make generalizations; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives.

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs.

Materials: 1 two-circled Venn diagram AppleWorks Word Processing Program The Hornbook of Virginia, The Virginia Historical Society For additional resources, please refer to the HCPS Datebase for Social Studies Materials.

Procedure: 1. Distribute one of the Venn Diagrams. Ask the student to write “African” on the top of one of the circles, and “Women” on the other. 2. Have the students list the positive contributions of the African people and of women during the colonization of Jamestown in the two circles. 3. Have the students discuss the common characteristics. 4. Have the students write a paragraph explaining the contributions of Africans and women to the successful establishment of the Jamestown colony.

Assessment: Successful completion of the Venn Diagram, along with the written paragraph.

Extension Activity: Students can create a skit about the contributions of Africans and women to the Jamestown colony or create an iMovie featuring their positive contributions.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 44 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.3f Reporting Category: History VS.1b,c,d,f,g

VS.3f The student will demonstrate knowledge of the first permanent settlement in America by describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival.

VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives.

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs.

Materials: Large white construction paper Markers AppleWorks Word Processing Program Internet Access The Hornbook of Virginia, The Virginia Historical Society For additional resources, please refer to the HCPS Datebase for Social Studies Materials.

Procedure: 1. Have the students research on the Internet and “map out” the geographic conditions of the land Christopher Newport and others were considering for the first settlement (Jamestown). 2. In the general area where they decided to build the Jamestown colony, was there a better site, based on the geographic conditions from the students’ research? 3. Have the studnents write a summary paper explaining where they would have established and the reasons why they would have chosen a different site other than Jamestown.

Assessment: Completion of the mapping activity and the Summary Paper.

Extension Activity: Conduct a debate on the reasons why the Jamestown site was or was not a good choice for the settlers.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 45 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.3g Reporting Category: History VS.1c,d,f,g

VS.3g The student will demonstrate knowledge of the first permanent settlement in America by describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans, to the survival of the settlers.

VS.1 The student will develop skills for historical and geographical analysis including the ability to c) compare and contrast historical events; d) draw conclusions and make generalizations; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives;

Technology Skills: N/A

Materials: Large White Construction Paper Markers

Procedure: 1. Have the student work in small groups and list the hardships the settlers faced as they were establishing the settlement of Jamestown. 2. What factors made it diffucult for the settlers to survive? 3. Who and how helped the early settlers survive and adapt to the environment? 4. Conduct a forum to discuss the successful and unsuccessful attempts the settlers made to survive.

Assessment: Class particitipation in the forum.

Extension Activity:

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 46 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.4a Reporting Category: History VS.1b,d,e,f

VS.4a The student will demonstrate knowledge of life in the Virginia colony by explaining the importance of agriculture and its influence on the institution of slavery.

VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history.

Technology Skills: Create a database; sort records in a database. Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Use effective strategies to send and retrieve data on a wide area network (VAPen, Internet).

Materials: World Book Encyclopedias CDs The Hornbook of Virginia, Virginia Historical Society Virginia: The History and Culture of a Commonwealth, Library of Virginia AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Divide students into three equal groups. 2. Each group will be given a topic: Economic, Social, or Political lifestyles. 3. In the economic lifestyle group, the students will research the imports and exports of Virginia products. 4. In the social lifestyle group, the students will research the commoners, indentured servants, slaves, gentlemen, and farmers of Virginia. 5. In the political lifestyle group, students will research the political life of people living in Virginia. (Who can vote? Who can own land? Who is expected to pay taxes?) 6. Students can collect the data. 7. Students can create a database and compare the information from the database of France and England with the database of the Virginia colony.

Assessment: Completion of a database.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 47 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.4a Reporting Category: History VS.1b,d,e,f

VS.4a The student will demonstrate knowledge of life in the Virginia colony by explaining the importance of agriculture and its influence on the institution of slavery.

Technology Skills: Use CDs and online databases for search and retrieval of information. Use effective strategies to send and retrieve data on a wide area network (VAPen, Internet).

Materials: AppleWorks Word Processing Program World Book Encyclopedia CD Encyclopedias/Internet Access The Hornbook of Virginia, Virginia Historical Society Virginia: The History and Culture of a Commonwealth, Library of Virginia For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: Activity 1 1. Students are placed into groups. 2. Each student is given one of the topics (Economic, Political, Social) to research. 3. Students will research the topic given and gather information in the following areas: The Economic, Political, Social Life in Virginia 4. Students will list several facts about the topic given. 5. Each group will create a database and visual chart to display the data collected. 5. Students will present to the class.

Activity 2 1. Place students into groups with butcher paper. 2. Each day have the students brainstorm about the economic, social, and political life and write information about a topic given. 3. Each day give the students a topic of one of the groups listed above. 4. Allow students time to discuss and write the information gathered from the group. 5. Have each group present the information obtained. Present to class as the assessment.

Standards of Learning Objectives: VS.4b Reporting Category: Geography VS.1b,c,d,g,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 48 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.4b The student will demonstrate knowledge of life in the Virginia colony by 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.

VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; g) interpret ideas and events from different historical perspectives; i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: Create a 1-2 page document suing word processing skills, writing process steps, and publishing programs. Use CDs and on-line databases for search and retrieval of information. Use electronic encyclopedias, almanacs, indexes, and catalogs.

Materials: The Hornbook of Virginia History, Virginia Historical Society Virginia: The History and Culture of a Commonwealth, The Library of Virginia Various maps available from the Library of Virginia An Atlas of Virginia: 17th, 18th, and 19th Centuries, Virginia Geographic Alliance AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Students are given a group of people. They should research their country of origin (English, Scotch-Irish, Germans, Africans, American Indian/First Americans) with regards to the physical features. 2. Students will create a Graphic Organizer to compare and contrast the physical features of Scotland, Ireland, England, Germany, and West Africa with that of Virginia. 3. Students should brainstorm reasons why Virginia was a choice for the various groups of people with a focus on landforms and other geographic features.

Assessment: Completed Venn diagram.

Standards of Learning Objectives: VS.4b Reporting Category: Geography VS.1b,c,d,g,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 49 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.4b The student will demonstrate knowledge of life in the Virginia colony by 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.

VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; g) interpret ideas and events from different historical perspectives; i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Use CDs and online databases for search and retrieval of information. Use effective strategies to send and retrieve data on a wide area network (VAPen, Internet).

Materials: USA Geograph Computer Program Venn diagrams Variety of books on Virginia An Atlas of Virginia: 17th, 18th, and 19th Centuries, Virginia Geographic Alliance AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

(Continued)

Standards of Learning Objectives: VS.4b (Continued) VS.1b,c,d,g,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 50 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Procedure: 1. Virginia communities have different physical features. Have the students research the features of Virginia during 1607-1781 and compare them with the present.

Present day information: -Coastal Plains (Tidewater): Eastern Shore, peninsula, fishing industry, low population density, Hampton Roads area, harbor, James River, shipbuilding industry -Piedmont: Richmond, on Fall Line, James River, state capital, high population density, high-rise buildings, Northern Virginia: Potomac River, high population density, congested highways, U.S. government offices, rapid transit (Metro), high-rise buildings. - Blue Ridge Mountains: old rounded mountains - Valley and Ridge: Shenandoah Valley, valley between mountains, Shenandoah River, poultry industry, orchards, caverns -Appalachian Plateau: southwest Virginia, mountains, coal mining

2. Divide the class into five groups: Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and the Appalachian Plateau.

3. Have each group research assigned communities of the past. Include data on population density, land use, transportation, physical features, and services during 1607-1781. Each group should use a Venn Diagram to show the differences and similarities in their two communities.

Assessment: Each group will present their Venn diagrams to the class.

Extension Activity: Ask the students to envision that they are taking a hot air balloon ride over Virginia. Their balloon is flying over the communities of Virginia that we have studied. Have them describe the physical features of each community as they pass over it. Have their classmates guess which community they are describing.

Standards of Learning Objectives: VS.4b Reporting Category: Geography VS.1b,c,d,g,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 51 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.4b The student will demonstrate knowledge of life in the Virginia colony by 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.

VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; g) interpret ideas and events from different historical perspectives; i ) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Use CDs and online databases for search and retrieval of information.

Materials: Research books and CDs AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Students will be divided into two groups to research the impact that Europeans, Africans, and American Indians (First Americans) had upon the Virginia colony. 2. Students will conduct research to look at the various aspects of life in the Virginia colony and its interaction with these countries. 3. Through the production of a student generated skit/play or an iMovie, the students will then present their research to the class. Students may play the roles of various colonists as well as those who invested in the colony.

Assessment: Assess the students’ ability to use important information and transfer it into a skit/play or iMovie.

Extension Activity: The students can create a list of things still used in our culture that derived from the European countries, Africa, and American Indians (First Americans).

Standards of Learning Objectives: VS.4b Reporting Category: Geography VS.1b,c,d,g,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 52 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.4b The student will demonstrate knowledge of life in the Virginia colony by 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.

VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; g) interpret ideas and events from different historical perspectives; i ) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: Create a 1-2 page document using word processing skills, writing steps, and publishing programs.

Materials: Large white construction paper (12x18) AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. The student will create a collage that illustrates the economic products that were provided by England and those provided by the Virginia colony. 2. Students should fold a 12x18 piece of white construction paper vertically. 3. Have students label one side, VIRGINIA COLONIES (Natural Resources) and the opposite side, ENGLAND (Capital Resources). 4. On each side students should place pictorial representations and written descriptions of those products exported from the given area.

Assessment: Use a rubric to grade the completed collage.

Extension Activity: The students can design a ship for each, England and the colonies, and then illustrate the cargo that would be exported.

Standards of Learning Objectives: VS.4b Reporting Category: Geography VS.1b,c,d,g,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 53 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.4b The student will demonstrate knowledge of life in the Virginia colony by 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.

VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; g) interpret ideas and events from different historical perspectives; i ) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: Use CDs and online databases for search and retrieval of information. Use effective strategies to send and retrieve data on a wide area network (VAPen, Internet). Create a 1-2 page document using word processing skills, writing process steps, and publishing programs.

Materials: AppleWorks Word Processing Program HyperStudio Computer Program Grolier Encyclopedia CDs The Hornbook of Virginia, Virginia Historical Society Virginia: The History and Culture of a Commonwealth, Library of Virginia For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: Activity A 1. Place students in groups. 2. Give each student a topic to research. (ex. American Indians, the English, the Germans, the Scotch-Irish, Africans). 3. Students are to research the economic, social, and political life of the group researched. A. 4. Students will create a HyperStudio stack or an iMovie. 5. Each student presents the HyperStudio stack or an iMovie. Activity B Students will research and illustrate a mural that will depict the economic, social, and political life of the group given.

Assessment: Use a rubric to grade HyperStudio stacks or iMovie.

Standards of Learning Objectives: VS.4b Reporting Category: Geography VS.1b,c,d,g,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 54 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.4b The student will demonstrate knowledge of life in the Virginia colony by 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.

VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; g) interpret ideas and events from different historical perspectives; i ) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: N/A

Materials: “An Economic View” Activity Sheet AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD The Hornbook of Virginia, Virginia Historical Society

Procedure: 1. The class should discuss the roles the English, Scotch-Irish, German, African, and American Indians (first Americans) as landowners, farmers, artisans, women, and slaves during colonial times. 2. Have the students complete “An Economic View” activity sheet. 3. After completion, discuss the roles that were taken and the choices made.

Assessment: Completion of the Worksheet.

Extension Activity: The students can research one particular role looking for primary documents to create a background for a fictitious character. They can then dress and become that character to present their political, economic, and social lifestyle.

Standards of Learning Objective: VS.4c Reporting Category: Geography VS.1b,c,e,f,i

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 55 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.4c The student will demonstrate knowledge of life in the Virginia colony by explaining how geography influenced the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond.

VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effects relationships. c) compare and contrast historical events; e) make connections between past and present; f) sequence events in Virginia history; i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Technology Skills: N/A

Materials: 1 3-column Chart AppleWorks Word Processing Program Internet Access The Hornbook of Virginia, The Virginia Historical Society For additional resources, please refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Have the students list the names of “Jamestown,” “Williamsburg,” and “Richmond” on the top of the three columns. 2. Have the students research the “pros and cons” of maintaining the capital at each of these locations, based on the geographic conditions. 3. Divide the students into three groups and have each group defend why their capital city was the better choice based on their research.

Assessment: Class participation in the debate.

Extension Activity:

Standards of Learning Objectives: VS.4d Reporting Category: Economics VS.1b,c,d,e,f

VS.4d The student will demonstrate knowledge of life in the Virginia colony by describing how money, barter, and credit were used.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 56 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history.

Technology Skills: Use CDs and on-line databases for search and retrieval of information. Use electronic encyclopedias, almanacs, indexes and catalogs.

Materials: White construction paper Colored pencils Outline map of Virginia An Atlas of Virginia, 17th, 18th, and 19th Centuries, Virginia Geographic Alliance For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Teacher discusses the distinguishing characteristics of natural, human, and capital resources. 2. Students create a 3-fold flipbook with the following categories per flap: - Natural Resources - Human Resources - Capital Resources 3. On each of the labeled flaps, students should create a cover graphic that correlates how money, barter, and credit were used to support natural, human, and capital resources. 4. Inside each flap, students should list the three resources found in Virginia and how each related to Virginia’s economic growth and the geographic region/area affected by the growth during this time period. Example: Natural Resources in Virginia/ How Were They Obtained?/Which Region? fish ¨fishing/food services ¨ Coastal Plain (Tidewater) Region crabs ¨fishing ¨ Coastal Plain (Tidewater) Region 5. Students are then given an outline map of Virginia. Encourage students to use the map as a product map of resources. Students should transfer resources from the flipbook to the proper region on the map. 6. Display flipbooks and product maps.

Assessment: Use a rubric to assess flipbook and product maps. Test student’s knowledge of varying resources and geographic locations.

Standards of Learning Objectives: VS.4d Reporting Category: Economics VS.1b,c,d,e,f

VS.4d The student will demonstrate knowledge of life in the Virginia colony by describing how money, barter, and credit were used.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 57 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history.

Technology Skills: Create, name, save, and print documents, which include text and graphics.

Materials: Virginia Historical Society’s Teaching with Photographs binders Newspapers, magazines, and brochures of Virginia Large white butcher paper map outline of Virginia (wall size) Scissors Glue For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. This lesson will help students understand the relationship between human and natural resources. They will gain the understanding of where the natural resources were located in Virginia during 1607-1781and where the people/human resources lived in relationship to those natural resources. 2. The teacher will explain how people were an important resource because people were needed in order to use other resources. 3. Have students go through current Virginia newspapers, magazines, and travel brochures to find and cut out pictures of Virginians at work and play. 4. Using a large wall size outline map of Virginia, student’s place and glue picture cutouts in the proper geographic regions of Virginia. Example: A person walking at the beach would be placed in the Coastal Plain (Tidewater) Region. 5. After placement of pictures on the map, students work to create informative stories/writings using a human resource selected from the map. These stories should include the region’s features and the activities of the human resources. 6. Discuss the cause and effect relationship of human and natural resources then and now.

Assessment: Participation and presentation of map project. Assess student writing for accurate information.

Standards of Learning Objectives: VS.4d Reporting Category: Economics VS.1b,c,d,e,f

VS.4d The student will demonstrate knowledge of life in the Virginia colony by describing how money, barter, and credit were used.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 58 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history.

Technology Skills: Create a database; sort records in a database. Use CDs and online databases for search and retrieval of information. Use effective strategies to send and retrieve data on a wide area network (VAPen, Internet).

Materials: World Book CD Variety of books on Virginia The Scrapbook of Virginia, Virginia Chamber of Commerce AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Allow the students to use the Internet to research how money, barter, and credit were used in colonial America. 2. Allow the students to gather information from the CDs and the Internet. 3. Discuss bartering, goods, services, money, and credit. Have a discussion on how the aboverelated to colonial Virginia in its developing stages to the beginning of the Revolutionary War. Students will create a database of different jobs in colonial Virginia. Field names-Jobs: minister, farmer, indentured servant, wife, and so on. Field names-ECONOMIC, SOCIAL, POLITICAL-each one played in the community. Each student is given one of the topics above to research.

Assessment: Quizzes from the Internet sites.

Standards of Learning Objectives: VS.4d Reporting Category: Economics VS.1b,c,d,e,f

VS.4d The student will demonstrate knowledge of life in the Virginia colony by describing how money, barter, and credit were used.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 59 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history.

Technology Skills: N/A

Materials: Brown paper bags (1 per student) Items such as erasers, pencils, stickers, etc. (1 per bag) Two different colored markers Tokens

Procedure: 1. Students will be given a bag and ten tokens. Once the bags have been distributed, allow the students to peak into their bag and place a token “value” on the contents of their bag. 2. Once students have determined a token value, they must write their value on the outside of the bag using a colored marker. 3. Students are then given a time to trade, without looking in the bag. Students must trade only on the basis of the token value seen on the outside of the bag. 4. Once the students have traded, have the students now open their new/old bag and (re)evaluate the token value. 5. Discuss with students the differences placed on the certain values placed on items during colonial times.

Assessment: Assess the student’s ability to follow directions.

Extension Activity: The students can trade looking at the items.

Standards of Learning Objectives: VS.4d Reporting Category: Economics VS.1b,c,d,e,f

VS.4d The student will demonstrate knowledge of life in the Virginia colony by describing how money, barter, and credit were used.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 60 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history.

Technology Skills: N/A

Materials: ECON-Bingo Game Boards Definitions of Terms Bingo Markers

Procedure: 1. Review definitions for economic terms. 2. Distribute teacher-made ECON-Bingo game boards. 3. Read the definition for the first item. 4. Have students identify the term and mark it. 5. Repeat steps 3 and 4 until a student has five markers in a row horizontally, vertically diagonally. 6. Check the winner’s markers for correctness by having them read their terms aloud.

Assessment: Assess the student’s ability to follow directions and correctly match the term with the definition.

Extension Activity: The students can: - create their own boards. - illustrate a game board. - write a specific example of each.

Standards of Learning Objectives: VS.4d Reporting Category: Economics VS.1b,c,d,e,f

VS.4d The student will demonstrate knowledge of life in the Virginia colony by describing how money, barter, and credit were used.

VS.1 The student will develop skills for historical and geographical analysis including the ability to

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 61 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history.

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs.

Materials: Uncle Jed’s Barbershop, by Margaree King Mitchell For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Read Uncle Jed’s Barbershop, by Margaree King Mitchell. 2. Discuss economic terms that were introduced/reviewed in the story.

Assessment: Have students answer the following comprehension questions.

1. Why was Uncle Jed saving money? 2. What did he need to buy? 3. What transportation did they take to the hospital? 4. How much money did the operation cost? 5. Where did they get the money? 6. What was Uncle Jed’s opportunity cost? 7. What did Mr. Walters come to the house to tell Uncle Jed? 8. Sometimes customers did not have the money to pay for their haircuts and they gave Uncle Jed produce. What is this kind of trading called? 9 When people save money to buy the land, building and equipment it is called investment. They are taking a risk with their money. They may earn lots of money or they may lose their savings. These people are called entrepreneurs. How old was Uncle Jed when he was finally able to open his barbershop?

Extension Activity:

Standards of Learning Objectives: VS.5a Reporting Category: History, Civics VS.1a,b,c,d,f,g

VS.5a The student will demonstrate knowledge of the role of Virginia in the American Revolution by identifying the reasons why the colonies went to war with England as expressed in the Declaration of Independence.

VS.1 The student will develop skills for historical and geographical analysis including the ability to

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 62 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) a) identify and interpret artifacts and primary and secondary source documents to understand events in history; b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives.

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Use CDs and on-line sources for search and retrieval of information.

Materials: World Book Encyclopedia CD Teacher created graphic organizer HyperStudio Computer Program AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Students should be paired to complete this activity. 2. Students will then research the Stamp Act , the Townshend Acts, and the Intolerable Acts using a graphic organizer to answer the questions: Who? What? When? Where? and Why? 3. Once all research is complete, the students will use their graphic organizer to create a HyperStudio stack or an iMovie presentation. 4. Students may then present their completed computer generated presentation to another class.

Assessment: Use a rubric to grade the completed computer generated presentation.

Extension Activity:

Standards of Learning Objectives: VS.5a Reporting Category: History, Civics VS.1a,b,c,d,f,g

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 63 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives.

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Use CDs and on-line sources for search and retrieval of information.

Materials: World Book Encyclopedia CD AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Students are to gather information about the Stamp Act, the Townshend Acts, and the Intolerable Acts. 2. Students will answer the questions: Who? What? When? Where? and Why? 3. Once all research is complete, the students will write and type a report on the topic. 4. Students may illustrate each topic.

Assessment: Use a rubric to grade the completed assignment.

Extension Activity: The students can create a tri-fold display using their information.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 64 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.5a Reporting Category: History, Civics VS.1a,b,c,d,f,g

Technology Skills: Use CDs and on-line sources for search and retrieval of information.

Materials: HyperStudio Computer Program Graphic Organizer AppleWorks Computer Program Internet Access Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. The teacher should precede this activity with a lesson about colonial taxation and cause and effect. 2. The students are then given a graphic organizer. Example: Cause Á Effect

3. Students are to gather information about one of the following the Stamp Act, the Townshend Acts, and the Intolerable Acts. 4. Students will then write a cause statement and an effect statement about their assigned event. 5. Once their graphic organizer is complete, the students will then create a three card HyperStudio stack or iMovie. The first card will be a title card, the second card will be a cause card, and the last card will be an effect card. 6. Students may illustrate their cards, print their stack, and share it with the class.

Assessment: Use a rubric to grade the completed assignment.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 65 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.5a Reporting Category: History, Civics VS.1a,b,c,d,f,g

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs.

Materials: White construction paper (8 1/2 x 14) Colored pencils or crayons AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. The teacher should precede this activity with a lesson about colonial taxation and cause and effect. 2. The students will create a 3-fold flipbook explaining and illustrating the cause and effect of the Stamp Act or the Townshend Acts. 3. Students should fold the white piece of construction paper vertically. Then they should measure three approximately equal sections and cut the top layer only. For Example:

The Stamp Act The Townshend Acts The Intolerable Acts

4. Have students label the outside flaps The Stamp Act, The Townshend Acts, and The Intolerable Acts. Students should then write several sentences explaining the taxes. 5. Students will then write an effect statement about each event and write that on the inside of the flaps. 6. Students may illustrate their flipbook and display them in the school.

Assessment: Use a rubric to grade the completed assignment.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 66 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.5a Reporting Category: History, Civics VS.1a,b,c,d,f,g

Technology Skills: Use CDs and on-line databases for search and retrieval of information.

Materials: Large white construction paper (8 1/2 x 14) - 2 sheets per student Colored construction paper (12 x 18) Colored pencils or crayons For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. The students will create an individualized flip chart that illustrates three events leading to the American Revolution: The Stamp Act, The Townshend Acts, the Boston Tea Party, and the Intolerable Acts. 2. Students should fold an 8 1/2 x 14 piece of white construction paper lengthwise. Take the top flap and measure to create 4 equal flaps - cut the top layer only. 3. On each flap students should place the following words: The Stamp Act, The Townshend Acts, the Boston Tea Party, and The Intolerable Acts. Students should create an illustration that goes with each flap. Somewhere on the cover students should denote “Taxation without Representation.” 4. In addition to the outside label, students should write one phrase that describes the English Action and the date for each event. 5. Students may create an illustration for the outside flap. 6. On the inside of the flap students should describe the Colonial Reaction to the event. 7. The students will create a second individualized flip chart that will describe and illustrate four political examples. 8. Students should fold an 8 1/2 x 14 piece of white construction paper lengthwise. Take the top flap and measure to create 3 equal flaps - cut the top layer only. 9. On each flap students should place the following words: Committees of Correspondence, the Second Virginia Convention ,and the Second Continental Congress. 10. Students should create an illustration that goes with each flap. Somewhere on the covers, students should denote “The Road to Independence.” 11. On the inside of the flap students should describe the political event. Mount their work to display.

Assessment: Completed flip charts.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 67 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

Standards of Learning Objectives: VS.5a Reporting Category: History, Civics VS.1a,b,c,d,f,g

Technology Skills: Use CDs and on-line databases for search and retrieval of information.

Materials: Large white construction paper (8 1/2 x 14) Colored pencils or crayons Rulers AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. The students will create an individualized time line that illustrates the events leading to the American Revolution. 2. Students should use an 8 1/2 x 14 piece of white construction paper to create their time line or generate an iMovie. 3. Students should create an illustration or clip art that goes with each event. 4. Check the time line for accuracy.

Assessment: Completed time line.

Extension Activity: The students can denote those events that took place in Virginia and those events in which Virginia participated.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 68 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) Standards of Learning Objectives: VS.5a Reporting Category: History, Civics VS.5b Reporting Category: History VS.5c Reporting Category: History

VS.5b The student will demonstrate knowledge of the role of Virginia in the American Revolution by identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry.

VS.5c The student will demonstrate knowledge of the role of Virginia in the American Revolution by identifying the importance of the American victory at Yorktown.

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and use publishing programs.

Materials: Movie or novel: Johnny Tremain Fact list of keywords and events from The American Revolution Highlighters Five sequencing envelopes with small strips of paper focusing on American Revolution. For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. This is a great introduction/overview to the study of the American Revolution. 2. The teacher identifies the important events from the American Revolution. 3. The words and events of the American Revolution are placed on a list in chronological order. 4. The students view the movie or read the novel in class. 5. The students highlight the words on the fact list and events that they hear or see in the movie or novel. 6. A classroom discussion begins with the details highlighted on the fact sheet. 7. Complete the sequencing envelope game of Revolutionary events. You should have five groups.

(Continued)

Standards of Learning Objective: VS.5a (Continued) VS.5b

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 69 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.5c

Assessment: Collect highlighted papers for accurate highlighted information. Outlines should be collected and graded for accuracy.

Quiz students on sequence of events of the American Revolution.

Extension Activity: To extend Johnny Tremain, a study of colonial apprenticeships could be investigated. Keep a five-day journal of Johnny Tremain’s character and describe Johnny’s feelings about one of the American Revolution events.

Standards of Learning Objectives: VS.5a Reporting Category: History, Civics VS.5b Reporting Category: History VS.5c Reporting Category: History

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 70 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781)

VS.5c The student will demonstrate knowledge of the role of Virginia in the American Revolution by identifying the importance of the American victory at Yorktown.

Technology Skills: Use CDs and on-line databases for search and retrieval of information.

Materials: Eight sheets of poster board Art supplies Crayons, colored pencils, and markers For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Students will be divided into nine groups and each group will be assigned one of the following major events of the American Revolution. Battles of Lexington and Concord Battle of Bunker Hill Declaration of Independence Battle of Trenton Battle of Saratoga Winter at Valley Forge Battle of Yorktown 2. Students are to research their assigned topic answering the questions: Who? What? Where? When? and Why? 3. Students are then given time to create a poster detailing their event. Students should incorporate art, writing skills, etc. 4. Once students have completed their posters, have the students share their posters in chronological order.

Assessment: Use a rubric to evaluate the student’s posters and presentations.

Standards of Learning Objectives: VS.5a Reporting Category: History, Civics VS.1a,b,c,d,f,g

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 71 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.5a The student will demonstrate knowledge of the role of Virginia in the American Revolution by identifying the reasons why the colonies went to war with England as expressed in the Declaration of Independence.

Technology Skills: Use CDs and online databases for search and retrieval of information. Create, name, save, and print documents, which include text and graphics.

Materials: The Sign of the Beaver by Elizabeth George Spear HyperStudio Computer Program For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Use the book as a read-aloud or a common study novel (historical fiction). Students should construct a chronological story map summarizing events. 2. Use a Virginia History book or web site exploring causes, events, and outcomes of the French and Indian War. 3. Use a Venn Diagram to compare and contrast real events to historical fiction. 4. Make a French and Indian War HyperStudio Stack or an iMovie.

Assessment: The students will complete a teacher-made test on the novel. Short answer and essay questions on the material covered in the Virginia History text.

Extension Activity: Book report emphasizing attitudes of Matt (English settler) and Atteau (American Indian).

Standards of Learning Objectives: VS.5a Reporting Category: History, Civics VS.5b Reporting Category: History VS.5c Reporting Category: History

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 72 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.5a The student will demonstrate knowledge of the role of Virginia in the American Revolution by identifying the reasons why the colonies went to war with England as expressed in the Declaration of Independence.

VS.5b The student will demonstrate knowledge by identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry.

VS.5c The student will demonstrate knowledge by identifying the importance of the American victory at Yorktown.

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Use CDs and online databases for search and retrieval of information.

Materials: AppleWorks Word Processing Program For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: Students will use word processing techniques to create a “Revolutionary Review” newspaper that highlights the people and events of the American Revolution.

1. After studying Virginia history from 1754-1781, students will use their knowledge of the events during that time period to create a newspaper. 2. The teacher should create a list of events and prominent Virginians to be included in the final product. However, the students should decide how they would like to portray the information. (For example, students may generate a news story, editorial, or a historical comic strip.) 3. Students should base their work on factual information and include vivid writing when possible. 4. The final product can be printed for all to see.

Assessment: Assess the students’ writing ability and accuracy of information.

Extension Activity: The students can work in small groups to create a newspaper highlighting a given time period.

Standards of Learning Objectives: VS.5b Reporting Category: History VS.1a,g

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 73 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.5b The student will demonstrate knowledge of the role of Virginia in the American Revolution by identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry.

Technology Skills: Create a 1-2 page document suing word processing skills, writing process steps, and publishing programs. Use CDs and on-line databases for search and retrieval of information.

Materials: Encyclopedias Graphic Organizer AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: 1. Students will use graphic organizers to research and identify the contributions, motivations, and backgrounds of prominent Virginians in the Revolutionary era with emphasis on George Washington, Thomas Jefferson, and Patrick Henry. 2. Following their research, students should choose one of the figures above in which to focus their research. The student should then create a 3-4 paragraph biography of that person. 3. Students will then create an illustrated poster outlining the body and clothing of their chosen prominent figure - remembering to create a cutout for their face to show through. This will become the “costume” for the presentation. 4. Students will then become their character and present the biography in first-person narrative.

Assessment: Use a rubric to assess the graphic organizer and accuracy of information presented. Create a test/quiz on the information required on the graphic organizer.

Extension Activity: The students can illustrate a likeness of their chosen figure and place it in the cutout hole for display. Attach the final copy of their written work.

Standards of Learning Objectives: VS.5b Reporting Category: History VS.1a,g

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 74 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.5b The student will demonstrate knowledge of the role of Virginia in the American Revolution by identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry.

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Use CDs and on-line databases for search and retrieval of information.

Procedure: 1. Students will use graphic organizers to research and identify the contributions, motivations, and backgrounds of prominent Virginians in the Revolutionary era. 2. Following their research, the students should choose one of the figures above in which to focus their research. The student will then create a character sketch entitled “Who Am I?” 3. Students will then illustrate their chosen prominent figure. 4. Display the completed character sketch and illustration to create a “Who Am I?” Wall of Fame. 5. Students should read the descriptions to guess whom it might describe.

Assessment: Use a rubric to assess the graphic organizer and accuracy of information presented. Create a test/quiz on the information required on the graphic organizer.

Extension Activity: The teacher can create a book or make an interactive center with the student’s work.

Standards of Learning Objectives: VS.5b Reporting Category: History VS.1a,g

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 75 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.5b The student will demonstrate knowledge of the role of Virginia in the American Revolution by identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry.

Technology Skills: Use CDs and online databases for search and retrieval of information. Use effective strategies to send and retrieve data on a wide area network (VAPen, Internet).

Materials: Use Internet to access The Washington Papers at the Library of Congress Website The Hornbook of Virginia History, Virginia Historical Society AppleWorks Computer Program Internet Access Social Studies Textbook Virginia Resources Link CD For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: The Library of Congress has a website, which contains the correspondence of George Washington throughout his military career, presidency, and life at Mount Vernon.

1. Students will go to the website to read selected letters. 2. After reading the letters, the teacher leads the class discussion on the merits of this life. 3. Class discussion should focus on the times that made George Washington an outstanding general and president. (Examples of bravery in battle are noted.)

Assessment: Students write a letter to their families pretending they are a colonial soldier serving under George Washington. They are to describe his bravery and leadership skills.

Extension Activity: Students share information learned from reading other letters written by George Washington during his presidency. Students can repeat this process with emphasis on Thomas Jefferson and Patrick Henry.

Standards of Learning Objectives: VS.5a Reporting Category: History, Civics VS.5b Reporting Category: History VS.5c Reporting Category: History

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 76 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 4 Social Studies: Virginia Studies (1607-1781) VS.5a The student will demonstrate knowledge of the role of Virginia in the American Revolution by identifying the reasons why the colonies went to war with England as expressed in the Declaration of Independence.

VS.5c The student will demonstrate knowledge by identifying the importance of the American victory at Yorktown.

Technology Skills: Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. Use CDs and online databases for search and retrieval of information.

Materials: AppleWorks Word Processing Program For additional resources, refer to the HCPS Database for Social Studies Materials.

Procedure: Students will use word processing techniques to create a “Revolutionary Review” newspaper that highlights the people and events of the American Revolution.

Assessment: Assess the students writing ability and accuracy of information.

Extension Activity: The students can work in small groups to create a newspaper highlighting a given time period.

August, 2001 Henrico County Public Schools - Social Studies - Grade 4 77 (A note of appreciation to all of the fourth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781)

Name ______Date ______

A Cumulative Assessment for VS.1 & VS.2

Mark the best answer.

1. Which of the following states borders Virginia?

A. Alabama C. Michigan B. Tennessee D. New York

2. Which of the following states borders Virginia?

F. West Virginia H. New Jersey G. Georgia J. Delaware

3. Which of the following states borders Virginia?

A. Pennsylvania C. North Carolina B. Ohio D. New York

4. Which of the following states borders Virginia?

F. Pennsylvania H. Florida G. Illinois J. Tennessee

5. Which of the following states borders Virginia?

A. Kentucky C. Maine B. Massachusetts D. Ohio

6. Which geographic phrase is used when one place is described using words that show connections between two places?

F. Relative Location H. Compass Rose G. Absolute Location J. Cultural Landscape

7. The first cities of Virginia (1607) were established in areas that were close to the .

A. Pacific Ocean C. Appalachian Mountains B. Atlantic Ocean D. Shenandoah Valley

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.2 (Continued)

8. Which city is not located near a natural harbor?

F. Yorktown H. Norfolk G. Hampton J. Winchester

9. Which major city was established at the Fall Line and was reached by traveling up the James River?

A. Richmond C. Hampton B. Jamestown D. Alexandria

10. Which partially enclosed large body of water flows into the Atlantic Ocean?

F. Ohio River H. Chesapeake Bay G. Mississippi River J. Potomac River

11. Which city was established in the Shenandoah Valley because it provided rich soil and the natural shelter of the mountains?

A. Alexandria C. Richmond B. Winchester D. Yorktown

12. Which city did not develop around the mouth of the Chesapeake Bay?

F. Richmond H. Norfolk G. Portsmouth J. Hampton

13. The first cities of Virginia (1607) were established near which geographic region?

A. Appalachian Mountains C. Coastal Plain (Tidewater) B. Valley and Ridge D. Piedmont

14. Which city was established along the Potomac River?

F. Richmond H. Alexandria G. Harrisonburg J. Yorktown

15. The cities of Winchester and Harrisonburg are located in which geographic region?

A. Coastal Plain (Tidewater) C. Piedmont B. Valley and Ridge D. Appalachian Plateau 2

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.2 (Continued)

16. The city of Norfolk is located in which geographic region?

F. Valley and Ridge H. Coastal Plain (Tidewater) G. Piedmont J. Appalachian Plateau

17. The city of Danville is located in which geographic region?

A. Valley and Ridge C. Coastal Plain (Tidewater) B. Piedmont D. Appalachian Plateau

18. The city of Richmond is located along the .

F. Chesapeake Bay H. Fall Line G. Eastern Shore J. Potomac River

19. What type of landform is the Eastern Shore?

A. Island C. Peninsula B. Strait D. Gap

20. Williamsburg is located along the River.

F. James H. Potomac G. York J. Rappahannock

21. Which river is along the northern border of Virginia?

A. Roanoke C. York B. James D. Potomac

22. Which valley lies between the Appalachian Mountains and the Blue Ridge Mountains?

F. Virginia Valley H. Goshen Valley G. Shenandoah Valley J. Highland Valley

23. Which landform best describes western Virginia?

A. Marshes C. Deserts B. Mountains D. Wetlands

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.2 (Continued)

24. The Hampton Roads harbor is located along which river?

F. Potomac H. Roanoke G. James J. Rappahannock

25. The location of a given place can be found by looking at direction, referencing surrounding places and water features.

A. Relative C. Absolute B. Global D. Exact

26. Shipbuilding and fishing are occupations that would be found in which geographic region of Virginia?

F. Piedmont H. Appalachian Plateau G. Ridge and Valley J. Coastal Plain (Tidewater)

27. Most lumbering is found in which geographic region of Virginia?

A. Coastal Plain (Tidewater) and Piedmont C. Coastal Plain (Tidewater) and Valley and Ridge B. Piedmont and Valley and Ridge D. Piedmont and Appalachian Plateau

28. In the early 1600s, most of the tobacco was grown in the ______Region.

F. Blue Ridge Mountains H. Coastal Plain (Tidewater) G. Valley and Ridge J. Appalachian Plateau

29. What product is grown mostly in the northern Valley and Ridge Region?

A. Apples C. Peanuts B. Tobacco D. Oranges

30. Coal mining in Virginia is found in which geographic region?

F. Appalachian Plateau H. Piedmont G. Coastal Plain (Tidewater) J. Valley and Ridge

31. Which industry primarily uses the forests of Virginia?

A. Shipping C. Fishing B. Lumbering D. Agriculture 4

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.2 (Continued)

32. In which area of Virginia is coal found?

F. Southwest H. Northwest G. Southeast J. Northeast

33. Which of the following industries does not largely rely on natural resources?

A. Coal mining C. Public speaking B. Lumbering D. Fishing and oystering

34. Which phrase refers to the tools and/or machines used in production?

F. Natural resources H. Human resources G. Capital resources J. Financial resources

35. Water is an example of a resource.

A. Natural C. Capital B. Human D. Barter

36. A teacher is an example of a resource.

F. Capital H. Human G. Natural J. Barter

37. A motorcycle is an example of a resource.

A. Human C. Natural B. Capital D. Barter

38. Which of the following industries depends on the fertile soil found in the Piedmont and the Valley and Ridge Regions?

F. Lumbering and farming H. Mining G. Textile and manufacturing J. Shipbuilding and fishing

39. Which of the following best describes Virginia’s climate during July and August?

A. Humid and cold C. Humid and warm B. Windy and humid D. Sunny and cold

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.2 (Continued)

40. Which is Virginia’s most important mineral resource?

F. Iron H. Copper G. Coal J. Oil

41. Which land characteristic influences specific products and industries?

A. Physical C. Human B. Capital D. Financial

42. Which geographic region of Virginia is best known for growing tobacco?

F. Piedmont H. Blue Ridge Mountains G. Valley and Ridge J. Appalachian Plateau

43. Which geographic region has flat land as one of its physical characteristics?

A. Piedmont C. Valley and Ridge B. Coastal Plain (Tidewater) D. Blue Ridge Mountains

44. Which landform describes the Piedmont Region?

F. Hills H. Valleys G. Mountains J. Plateaus

45. An area of low land between hills or mountains is called a .

A. Gap C. Ridge B. Glacier D. Valley

46. What is the name given to the largest area of wetland in Virginia?

F. Everglades H. Great Dismal Swamp G. Yosemite J. Chesapeake Bay

47. Which is the smallest geographic landform in Virginia that lies to the west of the Valley and Ridge Region?

A. Plain C. Mountain B. Plateau D. Hills

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.2 (Continued)

48. The Eastern Shore of Virginia is considered a .

F. Bay H. Peninsula G. Canal J. Lake

49. Which mountains are found in Virginia?

A. Rocky C. Adirondack B. Sierra Nevada D. Blue Ridge

50. Cities developed along the ______because the waterfalls prevented further travel on the river.

F. Chesapeake Bay H. Peninsula G. Fall Line J. Coastal Plain

51. Which American Indian group lived primarily in the Coastal Plain (Tidewater) Region?

A. Siouan C. Algonquian B. Iroquoian D. Pueblo

52. In which geographic region did the English originally settle because it was rich in natural resources?

F. Valley and Ridge H. Appalachian Plateau G. Blue Ridge Mountains J. Coastal Plain (Tidewater)

53. In the 1620s, African slaves provided most of the labor for the tobacco plantations in the ______Region.

A. Coastal Plain (Tidewater) C. Blue Ridge Mountain B. Ridge and Valley D. Appalachian Plateau

54. Which American Indian group lived primarily in the Piedmont Region?

F. Siouan H. Iroquoian G. Algonquian J. Pueblo

55. The Powhatan people belonged to which Indian language group?

A. Algonquian C. Iroquoian B. Siouan D. Pueblo 7

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.2 (Continued)

56. Many of the Scotch-Irish and Germans settled in which geographic region?

F. Piedmont H. Coastal Plain (Tidewater) G. Appalachian Plateau J. Valley and Ridge

57. The Iroquoian language group lived near which geographical region?

A. Coastal Plain (Tidewater) C. Piedmont B. Valley and Ridge D. Appalachian Plateau

58. Which American Indians were part of the Siouan language group?

F. Cherokee H. Powhatans G. Monacans J. Pueblo

59. Which American Indians were part of the Iroquoian language group?

A. Monacans C. Cherokee B. Powhatans D. Pueblo

60. What term is used to describe the arrowheads, pottery, and other tools that have been found that tell a lot about the people who lived in Virginia?

F. Geography H. Climate G Relative Location J. Artifacts

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781)

Name______Date ______

A Cumulative Assessment for VS.1 & VS.3 Mark the best answer.

1. Where was the first permanent English settlement founded?

A. Richmond C. Jamestown B. Henricus D. Williamsburg

2. Which of the following was not a major export from England to the Virginia colony?

F. Paper H. Glass G. Tea J. Tobacco

3. England depended on ______materials from the Virginia colony.

A. Mechanical C. Industrial B. Raw D. Silk

4. In the 1600s, which country had control over the Virginia colony?

F. Spain H. Germany G. England J. Italy

5. What was the name of the first elective representative government of the Virginia colony?

A. Congress C. House of Representatives B. Senate D. House of Burgesses

6. Conflict arose between the Virginia colony and England over ______.

F. Taxes H. Shipping G. Tobacco J. Harbors

7. Which war was fought over England’s attempt to gain more land in North America and control fur- trading?

A. American Revolution C. French and Indian War B. Civil War D. War of 1812

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.3 (Continued)

8. The Virginia colony was originally ruled by .

F. John Rolfe H. Francis Nicholson G. George Yeardley J. King James I

9. What was the primary reason the Virginia Company of London wanted to establish the Virginia colony?

A. Social gain C. Political gain B. Economic gain D. Religious freedom

10. Which of the following was not an export of the Virginia colony?

F. Rice H. Lead G. Indigo J. Tobacco

11. In 1607, the English settled near the mouth of the River.

A. James C. Potomac B. York D. Rappahannock

12. Which of the following was not a reason the Jamestown settlers chose their original site?

F. Rich in natural resources H. Easy to defend G. Provided a good harbor J. Near the Fall Line

13. The Jamestown settlers built their fort on which type of landform?

A. Plain C. Valley B. Mountain D. Peninsula

14. All of the following are reasons why Jamestown was a poor choice, except for it ______.

F. Was low and swampy H. Sat high on a plateau G. Had many mosquitoes J. Was alongside a river

15. The Powhatan Indians shared their corn with the settlers, because ______.

A. The settlers needed it to survive C. The Indians grew too much corn B. The settlers wanted to sell their corn D. The Indians wanted to sell their corn 2

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.3 (Continued)

16. In which geographic region were most of the Powhatan people located?

F. Appalachian Plateau H. Valley and Ridge G. Coastal Plain (Tidewater) J. Blue Ridge Mountains

17. Which of the following Indians tribes in Virginia constructed weirs to trap their fish?

A. Monacan C. Cherokee B. Plains D. Pueblo

18. Which American Indian group in Virginia used a type of decision-making process/democracy?

F. Cherokee H. Monacan G. Powhatan J. Pueblo

19. What system did the English settlers use to trade with the American Indians?

A. Currency C. Credit B. Barter D. Census

20. What document gave investors permission to begin new colonies in English America?

F. Declaration of Independence H. First Charter of the Virginia Company of London G. Stamp Act J. Virginia Declaration of Rights

21. Who had the power to grant charters allowing settlement in North America?

A. King of England C. Governor of Virginia B. King of North America D. English Parliament

22. The English exported ______to the Jamestown colonists.

F. Paint, lead, paper H. Tobacco, wheat, corn G. Indigo J. Glass beads

23. The Jamestown colonists exported ______to England’s merchants.

A. Paper products C. Paint, lead B. Cloth, tea D. Tobacco, indigo

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781)

A Cumulative Assessment for VS.1 & VS.3 (Continued)

24. Which of the following is an example of a raw material/natural resource?

F. Wood H. Books G. Paint J. Tools

25. Which of the following is an example of a capital resource?

A. Deer skin C. Rice B. Tobacco D. Clothing

26. In the 1600s, who controlled/governed the Virginia colony?

F. Spanish H. German G. French J. English

27. What country was economically interdependent with the Virginia colony?

A. France C. Spain B. England D. Canada

28. The House of Burgess was the first elective government in English America.

F. Royal H. Kingship G. Representative J. Direct

29. Which of the following is not a primary source of information?

A. Artifacts C. Diaries B. Letters D. Newscast

30. Which of the following best describes the function of the House of Burgesses?

F. Representatives who carried out the wishes of the people. G. The King represented the wishes of the people. H. Representatives who carried out the laws of the Powhatan Indians. J. Representatives who carried out the laws of the African slaves.

31. What was the name of the explorer whose ships anchored in the area now known as Jamestown?

A. Jacques Cartier C. Christopher Newport B. Juan Ponce de Leon D. John Cabot 4

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.3 (Continued)

32. Captain Christopher Newport, along with Captain John Smith and other colonists, sailed up the ______River to the Fall Line.

F. Roanoke H. James G. York J. Potomac

33. In May 1611, Sir Thomas and others went further north on the James River to search for a second English settlement. They named it ______.

A. Richmond C. Roanoke B. Henricus D. Hampton

34. In 1607, three small ships sailed into which large body of water to establish the first English settlement?

F. Chesapeake Bay H. Potomac River G. York River J. Rappahannock River

35. This person developed and grew a better tasting tobacco on his farm in Henrico. His efforts gave the economy of the Virginia colony a major boost. Who was this person?

A. John Smith C. Christopher Newport B. Thomas Dale D. John Rolfe

36. On March 23, 1775, at Henrico Parish Church (St. John’s Church) in Henrico County, this gentleman made his famous speech, “…give me liberty or give me death.” Who was this person?

F. John Rolfe H. Thomas Jefferson G. George Washington J. Patrick Henry

37. In 1614, Pocahontas married ______bringing a period of peace between the Powhatan Indians and the English settlers.

A. John Smith C. John Rolfe B. Chief Powhatan D. Sir Thomas Dale

38. What was the primary occupation of the settlers living in Henrico County during the 1700s?

F. Hunting H. Farming G. Fishing J. Shipbuilding

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.3 (Continued)

39. What was the name of the first elective representative government in the Virginia colony?

A. House of Representatives C. The Henricus colony B. House of Burgesses D. The Virginia colony

40. How many citizens from each of the divisions of Virginia came to the first meeting called by the Governor of Virginia?

F. Three H. Five G.Two J. One

41. Where did the House of Burgesses first meet on July 30, 1619?

A. Jamestown C. Philadelphia B. Norfolk D. Yorktown

42. In 1619, the House of Burgesses were allowed to ______.

F. follow the English laws H. establish a colonial bank G. follow the laws of the Powhatans J. establish colonial money

43. Today, the House of Burgesses in Virginia is known as the ______.

A. County Council C. General Assembly B. Board of Supervisors D. Supreme Court

44. Conflict developed between England and the Virginia colony over “taxation without .”

F. Supplies H. Money G. Representation J. Protection

45. England wanted the Virginia colony to help pay the costs of which war?

A. The War of 1812 C. The American Revolution B. The Powhatan Indian War D. The French and Indian War

46. Who could vote in the House of Burgesses?

F. Citizens H. Indentured servants G. Women J. Slaves

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.3 (Continued)

47. A government that is run by the people it represents, is called a .

A. Plantation C. Dictatorship B. Virginia Company D. Democracy

48. Which of the following groups taught the colonists the keys to survival?

F. French frontiersmen H. American Indians G. English gentlemen J. North American explorers

49. Who is given credit for the leadership and success of the settlement of Jamestown?

A. Thomas Dale C. Christopher Newport B. John Smith D. John Rolfe

50. In the 1600s, what occupation became the most important way of life for the settlers?

F. Banker H. Farmer G. Lawyer J. Mechanic

51. Which group of people paid for the initial establishment of the Virginia colony?

A. The French government C. The Virginia Company of London B. The Spanish government D. The London Company of Virginia

52. Which of the following is not a ship that brought the colonists to Jamestown?

F. The Susan Constant H. The Mayflower G. The Godspeed J. The Discovery

53. Many of the Jamestown settlers came to the colonies as .

A. Farmers C. Unskilled workers B. Bankers D. Doctors

54. Around 1619, which crop became dependent upon free or inexpensive labor?

F. Corn H. Cotton G. Wheat J. Tobacco

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781)

Name Date

A Cumulative Assessment for VS.1 & VS.4 Mark the best answer.

1. What term is used to describe a product that is grown to sell for money, rather than be used by the growers?

A. Economy C. Debt B. Cash crop D. Barter

2. What was the Virginia colony’s economy source of wealth?

F. Banking H. Shipbuilding G. Agriculture J. Lumbering

3. What term is used to describe an area when the landscape is changed to reflect the beliefs, customs, and traditions of different people?

A. Financial C. Historical B. Natural D. Cultural

4. Who settled primarily in the Coastal Plain (Tidewater) and Piedmont Regions of Virginia?

F. Germans and Scotch-Irish H. English G. French J. Spanish

5. Who settled primarily in the Shenandoah Valley?

A. Germans and Scotch-Irish C. English B. Africans D. Spanish

6. Who settled primarily in the Coastal Plain (Tidewater) and Piedmont Regions of Virginia?

F. Africans H. French G. Germans and Scotch-Irish J. Spanish

7. Who settled primarily in the Coastal Plain (Tidewater) and Piedmont Regions of Virginia?

A. French C. Powhatan Indians B. Spanish D. Cherokee Indians

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.4 (Continued)

8. Which factor below influenced the move of the colonial capital from Jamestown directly to Williamsburg?

F. The location was along the Fall Line. H. Fire destroyed the buildings. G. The location was in central Virginia. J. It was closer to Washington, D.C.

9. Which factor below influenced the move of the colonial capital from Williamsburg directly to Richmond?

A. It was closer to the Chesapeake Bay. C. The location was at a lower elevation. B. Drinking water became contaminated. D. Population was moving westward.

10. Which term means to buy goods and services now and pay for them at a later time?

F. Debt H. Barter G. Credit J. Saving

11. Instead of money as a medium of exchange, the English colonists often relied on .

A. Bartering C. Banking B. Saving D. Debt

12. Which term stands for a good or service owed to another?

F. Credit H. Debt G. Money J. Saving

13. Colonists exported to England.

A. Industrial equipment C. Capital resources B. Natural resources D. Human resources

14. Shopkeepers often accepted until the crops were grown and harvested.

F. Bartering H. Debt G. Savings J. Credit

15. Who provided free or inexpensive labor for the agriculture industry?

A. Ministers C. Slaves/Indentured Servants B. Merchants D. Bankers/Financial Officers

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.4 (Continued)

16. Tobacco leaves were often used as a form of ______when buying goods.

F. Money H. Debt G. Credit J. Savings

17. Which war had a strong impact on the social, economic, and political life of the colonies during the 1750s – 1760s?

A. French and Indian War C. American Revolution B. Battle of Saratoga D. Civil War

18. Which type of crop allowed farmers to sell in large amounts?

F. Cash H. Debt G. Barter J. Imported

19. How many banks existed in colonial Virginia?

A. Three C. None B. Two D. One

20. Coins and dollar bills are considered ______.

F. Barter H. Debt G. Credit J. Currency

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781)

Name Date ______

A Cumulative Assessment for VS.1 & VS.5 Mark the best answer.

1. When the colonists refused to purchase the stamps during the Stamp Act, .

A. The King of England repealed the tax. B. The King of England made them a loan. C. The King of England sent them free products. D. The King of England increased the tax.

2. The Stamp Act taxed ______.

F. Silk Cloth H. Food G. Newspapers J. Glass

3. In 1769, declared the Townshend Acts unfair.

A. The House of Representatives C. Congress B. The House of Parliament D. The House of Burgesses

4. The King of England imposed taxes on the colonies to pay the costs of .

F. The Revolutionary War H. The War of 1812 G. The French and Indian War J. The Civil War

5. England paid low prices for colonial goods, such as ______.

A. Tobacco C. Rice B. Indigo D. All of the above

6. England made a profit on colonial goods bought from the colonies because .

F. They sold the colonial goods for a higher profit to other countries. G. They used the items and bartered with other countries. H. They kept the goods for themselves. J. They bartered with the Powhatans.

7. The Townshend Acts taxed ______.

A. Pamphlets C. Tea B. Legal Documents D. Newspapers 1

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.5 (Continued)

8. In the 1600s, a trip across the Atlantic Ocean from England to North America was .

F. Short and safe from pirates and storms H. A short and fun-filled adventure G. Long and safe from storms and pirates J. Long and dangerous with pirates and storms

9. The colonists chose not to continue trading with England for all of the following reasons except .

A. They charged the colonists high prices C. They sold colonial goods to other countries B. They paid low prices for the colonist’s goods D. They let the colonists to trade with others

10. Which of the following reasons caused conflict between the Virginia colony and England?

F. England allowed the colonies to have representation. G. The colonies regulated their own laws. H. England taxed the colonies without allowing them proper representation. J. England’s representatives required payment to govern the colonies.

11. Which of the following was not a disagreement between the colonies and England?

A. They disagreed over how to finance the French and Indian War. B. They disagreed over the governing of the colonies. C. They disagreed over the boundaries of expanding England. D. They disagreed over taxation.

12. Virginians did not participate in which of the following events?

A. Parliament C. Continental Congress B. Committees of Correspondence D. Virginia Convention

13. As colonists, Virginians wanted to ______.

F. Pay for the French and Indian War H. Be ruled by England G. Establish a colonial government J. Pay more taxes

14. The Declaration of Independence stated that the colonists wanted ______.

A. To go back home to England C. To start a colonial bank B. More taxes D. Freedom from England

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.5 (Continued)

15. Finish the following phrase, “taxation without ______.”

F. Election H. Representation G. Nomination J. Segregation

16. Which Virginian was appointed to write the Declaration of Independence?

A. George Washington C. Thomas Jefferson B. Patrick Henry D. James Madison

17. The Virginian who is known as the “Father of the Constitution” was ______.

F. George Mason H. Thomas Jefferson G. James Madison J. George Washington

18. The first battle of the American Revolution was fought at the .

A. Battle of Bunker Hill C. Battle of Yorktown B. Battle of Manassas D. Battles of Lexington and Concord

19. The final battle of the American Revolution was fought near ______.

F. Yorktown H. Fredericksburg G. Saratoga J. Richmond

20. The American Revolution was also called the .

A. The French and Indian War C. The War of Independence B. The War of 1812 D. The Civil War

21. In what year did the American colonies cut their ties with England and declare their independence?

F. 1612 H. 1771 G. 1812 J. 1776

22. Which battle fought in New Jersey prevented the British from gaining control of New York and New England?

A. The Battle of Bunker Hill C. The Battle of Trenton B. The Battle of Saratoga D. The Battles of Lexington and Concord

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.5 (Continued)

23. The American army spent a cold winter at the camp of ______?

F. Valley Forge H. Trenton G. Saratoga J. Fredericksburg

24. Which country prevented the British navy from helping Cornwallis?

A. Spain C. Canada B. France D. Mexico

25. Who surrendered at the Battle of Yorktown?

F. James Madison H. Thomas Jefferson G. George Washington J. Charles Cornwallis

26. What was the name of the treaty, signed in 1783, which recognized American independence and set new boundaries for the United States?

A. The Treaty of Paris C. The Olive Branch Treaty B. The Bill of Rights D. The American Treaty

27. The House of Burgesses eventually became know as the .

F. Committees of Correspondence H. Virginia Convention G. General Assembly of Virginia J. Virginia Council

28. ______was a member of the House of Burgesses and verbally spoke out against the Stamp Act.

A. Patrick Henry C. George Washington B. Thomas Dale D. Thomas Jefferson

29. The House of Burgesses was made up of .

F. Representatives appointed by the king. G. Representatives appointed by the governor. H. Representatives appointed by the colonists. J. Representatives appointed by the Powhatans.

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.5 (Continued)

30. The House of Burgesses was the first form of government in English America.

A. Dictatorial C. Royal B. Representative D. Charter

31. Which does not describe a role provided by women during the American Revolution?

F. Farmer H. Landowner G. Nurse J. Seamstress

32. What were people called who were on the colonist’s side during the war?

A. Republicans C. Democrats B. Red Coats D. Patriots

33. Who was the African-American slave that spied for the colonists during the American Revolution?

F. Charles Cornwallis H. James Armistead Lafayette G. Nat Turner J. Benjamin Banneker

34. Which battle is usually considered the turning point of the American Revolution?

A. Battle of Trenton C. Battle of Fredericksburg B. Battle of Saratoga D. Battle of Bunker Hill

35. Who is known as the “Father of our Country”?

F. James Armistead Lafayette H. Thomas Jefferson G. Patrick Henry J. George Washington

36. Who was the President of the Constitutional Convention?

A. George Washington C. Thomas Jefferson B. Patrick Henry D. James Monroe

37. After the French Army helped the Americans win the Battle of Yorktown, which General surrendered his army?

A. Patrick Henry C. George Washington B. Charles Cornwallis D. Thomas Jefferson 5

 August, 2001 Henrico County Public Schools Student Assessment for Social Studies Virginia Studies: Grade 4 (1607-1781) A Cumulative Assessment for VS.1 & VS.5 (Continued)

38. Which document comes first when placed in chronological order?

F. The Declaration of Independence G. The Charters of the Virginia Company of London H. The Virginia Declaration of Rights J. The Statute for Religious Freedom

39. Which document was written just prior to the beginning of the American Revolution?

A. The Declaration of Independence B. The Charters of the Virginia Company of London C. The Virginia Declaration of Rights D. The Statute for Religious Freedom

40. Which document was written to formally end the American Revolution?

F. The Declaration of Independence G. The Virginia Declaration of Rights H. The Peace of Paris Treaty J. The Charters of the Virginia Company of London

 August, 2001 Henrico County Public Schools Henrico County Public Schools Toolbox For Instruction Social Studies: Grade 4 Assessment Answer Key

VS.1 & VS.2 1B 36 H 9B 44 G 2F 37 B 10 H 45 D 3C 38 F 11 A 46 F 4J 39 C 12 J 47 D 5A 40 G 13 D 48 H 6F 41 A 14 H 49 B 7B 42 F 15 A 50 H 8J 43 B 16 G 51 C 9A 44 F 17 A 52 H 10 H 45 D 18 F 53 C 11 B 46 H 19 B 54 J 12 F 47 B 20 H 13 C 48 H 21 A VS.1 & VS.4 14 H 49 D 22 F 1B 15 B 50 G 23 D 2G 16 H 51 C 24 F 3D 17 B 52 J 25 D 4H 18 H 53 A 26 J 5A 19 C 54 F 27 B 6F 20 F 55 A 28 G 7C 21 D 56 J 29 D 8H 22 G 57 D 30 F 9D 23 B 58 G 31 C 10 G 24 G 59 C 32 H 11 A 25 A 60 J 33 B 12 H 26 J 34 F 13 B 27 B VS.1 & VS.3 35 D 14 J 28 H 1C 36 J 15 C 29 A 2J 37 C 16 F 30 F 3B 38 H 17 A 31 B 4G 39 B 18 F 32 F 5D 40 G 19 C 33 C 6F 41 A 20 J 34 G 7C 42 F 35 A 8J 43 C (Continued)

 August, 2001 Henrico County Public Schools Henrico County Public Schools Toolbox For Instruction Social Studies: Grade 4 Assessment Answer Key

VS.1 & VS.5 37 B 1A 38 G 2G 39 A 3D 40 H 4G 5D 6F 7C 8J 9D 10 H 11 C 12 A 13 G 14 D 15 H 16 C 17 J 18 D 19 F 20 C 21 J 22 C 23 F 24 B 25 J 26 A 27 G 28 A 29 H 30 B 31 H 32 D 33 H 34 B 35 J 36 A

 August, 2001 Henrico County Public Schools