An Atlas of Virginia

Teacher Guide 2020

Authors: Sandra Carter, Annie Evans, Donna Fontaine, Georgeanne Hribar, Donna Shifflett, Christina Troxell, and Jamie Young

Reviewers: Camille Hodges and Dennis Hribar About the cover Human activity and natural forces change landcover over time. The image on the cover shows land cover in Virginia in 2016.

Use the cover to provide students with an overview of the area of in which your school is located. Have students use the map’s legend to identify the major land cover in their part of the state. Ask students to identify other types of landcover near their school.

The information below provides an explanation of how to read the matrix that quantifies the changes in land cover since 2001.

Have students compare the numbers from the Total in 2001 column for a landcover type with the Total in 2016 row at the bottom of the table. For example, water landcover in 2001 was 768 square miles and increased to 777 square miles in 2016. What could account for the change?

Examine the water column to identify the types of landcover that changed. The largest increase, 10 square miles, came from the change of wetlands to water. A small loss of forest, open land, and agriculture landcovers contributed to the increase in water. Discuss the possible positive and negative consequences of change from one type of landcover to another. A zoomable online map is available at XXXXXXXXX. Table of Contents

Introduction ...... 1 Enslaved African Americans in Virginia’s Population, 1860 ...... 50 Geography and Mapping Civil War Battles in Virginia and Vicinity ...... 51 What is Geography? ...... 5 Massive Resistance in Virginia ...... 52 What questions do geographers ask? ...... 6 What tools do geographers use? ...... 7 Climate in Virginia How do geographers decide which type Average Annual Precipitation...... 54 of map to use? ...... 8 Climate at Richmond, Virginia ...... 55 What do thematic maps show? ...... 9 Average Annual Snowfall ...... 56 Parts of a map ...... 11 How do maps and globes differ? ...... 12 Natural Hazards in Virginia Tracking Hurricanes ...... 59 Locating Virginia Significant Landfalling Hurricanes in Virginia Virginia in the World ...... 13 2000--2008 ...... 60 Virginia in North America ...... 15 Tornadoes in Virginia, 1950-2015 ...... 61 Virginia in the 48 Contiguous States ...... 17 Earthquake Epicenters in Virginia Virginia and Bordering States ...... 19 and Nearby States ...... 62 Elevations of Virginia ...... 20 Major Watersheds in Virginia ...... 22 People of Virginia Rivers & Fall Line Cities of Virginia ...... 23 Population of Counties and Independent Water Features Important to the History Cities, 2015 ...... 64 of Virginia ...... 25 Population of Towns & Cities over 10,000, 2015 ...... 66 Regional characteristics Urban Population, 2010 ...... 68 Five Landform Regions of Virginia ...... 26 Virginia’s State-Recognized Tribes, 2018 ...... 69 Coastal Plain Region ...... 27 Piedmont Region ...... 28 Transportation in Virginia Blue Ridge Region ...... 30 Major Roads of Virginia (map) ...... 70 Valley and Ridge Region ...... 32 Railroad Transportation, 2015 ...... 71 Appalachian Plateau Region ...... 34 Economy of Virginia History of Virginia Agriculture in Virginia Today ...... 73 American Indian Language Groups circa 1600 ..... 35 Virginia’s Major Trading Partners...... 74 Route to Jamestown, 1606-1607 ...... 37 Why is Richmond important? ...... 75 Virginia Colonial Settlement, 1607-1699 ...... 39 Symbols of Virginia ...... 76 How does 1619 connect the past List of Graphics ...... 77 to the present? ...... 40 Map Interpretations Correlations ...... 78 Virginia Colonial Settlements, 1700-1775 ...... 42 Narrative Page Correlations ...... 80 Colonial Trade Patterns ...... 43

Virginia Land Claims 1609-Present ...... 45 Maps The Battle of Great Bridge ...... 46 World Outline map ...... 83 Revolutionary War in Virginia ...... 47 Virginia Regions Outline Map ...... 84 Agricultural Products in Virginia, 1860 ...... 48 Virginia Federal Lands ...... 85

An Atlas of Virginia, Teacher Guide ii An Atlas of Virginia Teacher Guide

Introduction The purpose of this document is to identify key geographic concepts and content presented in the maps and facing narrative pages in the Virginia Atlas. The content for each page is framed by an organizing question. The Overview section provides additional information for the teacher and explanations of key geographic concepts.

Maps, the basic tool of geographers, present a wide variety of information in a spatial context. Each map has a theme or a topic of interest such as Population of Virginia, Century Farms, or Colonial Trade Patterns. Each map has features such as country names, river names, or city names. Each feature has attributes or descriptors. For example, attributes for a city would include its status as a capital, population, date it was founded, and origin of its name. Features and attributes organized according to a theme comprise the information contained in a map.

In this teacher document, the ODCAR model is used to organize a process for map interpretation. ODCAR is an acronym for Observe, Describe, Compare, Analyze, and Reflect, all steps involved in interpreting the information presented in a map. By following the ODCAR model, student thinking progresses from the literal “what do you observe?” question to the analytical “why there?” Each stage of the ODCAR model is described in the paragraphs that follow.

Observation is a basic skill in which students identify elements on the map in general terms. In the Observe phase, students use a literal approach as they examine the map. Key questions focus on what topic of the map and the symbols used to convey information.

A sample observe response would include the statements similar to the following: • I see lines connecting places, • I see symbols for different things shown on the map, • I see that some symbols are bigger than others, and • some symbols are different colors. • I see that the map includes a title, scale, and legend.

In the Describe phase, students use the language of a geographer to describe the location of key features shown on the map. Students have an opportunity to apply cardinal directions (north, south, east, and west) and intermediate or ordinal directions (southeast, northwest, etc.) to describe location. On a global scale, students can use the concept of hemispheres to describe a feature’s relative location. For example, most of the world’s land is located in the northern hemisphere. If applicable, latitude and longitude coordinates can be used to describe location. For example, most of the world’s deserts are located between 20º and 30º latitude.

An Atlas of Virginia, Teacher Guide 1 The Compare phase focuses on comparing different areas in a map or on two or more maps. A map can be divided into quadrants or halves in order to facilitate language used in stating comparisons, e.g., the northern or upper part of the map has more cities. Key questions would include: • How are the patterns on the map alike or different? • What areas of the map show clustering? • Does the distribution of two features show similar patterns? • How do the attributes of the features differ?

Students can also describe the arrangement of the features on the map using terms such as linear, circular, or perhaps random. Students can also describe the concentration of features on the map as either dense—sparse, or clustered—separated. In some cases, there may be an expression of density such as population per square mile or tractors per acre.

Comparisons of people to places with different land areas or population is more accurate when expressed as a percent. For example, the population of Fairfax County is much larger than that of the most populous city in the state, Virginia Beach. If the number of measle cases or any other variable were to be compared, Fairfax would likely always have more because they have more people.

Table 1: Measles Cases in Populous Virginia Places (hypothetical data) Place Number of Cases Population Percent Fairfax County 10,000 1,081,726 0.09% Virginia Beach 10,000 437,994 2.2%

In the Analyze phase, students suggest explanations for what is observed, described, and compared. Key questions would include: • Why might the patterns be similar? • What accounts for the patterns you observed? • What other factors may influence the distribution you observe? • How are the different “variables” related?

During this phase, this guide often poses possible questions for further consideration. Suggested answers are provided, but should not limit the exploration of the topic.

In the Reflect phase, students consider the implications and significance of the information derived from the map. • How do the information and patterns contained in the map help me to understand the topic? • What conclusions or generalizations can I make based on the map’s data? • What other questions should I ask?

Remember maps only answer questions that are posed. Use the inquiry process to unlock the meaning of the map. Sample questions associated with each of the phases of the ODCAR framework are provided for each of the full-page maps in the atlas.

An Atlas of Virginia, Teacher Guide 2 Each map in the atlas is accompanied by a facing narrative page. The narrative provides students with the opportunity to extend and refine their comprehension of nonfiction texts. Graphs, tables, and numerical data are also provided on the narrative pages. Guide students to examine the relationship of the data to the message of the map.

Standards cited in the document are from the Virginia Standards of Learning for Virginia Studies (2015), Science (2018), English (2017), and Mathematics (2016).

The following English Language Arts Standards can be applied to the nonfiction text included in the atlas’s narrative sections.

4.4 The student will expand vocabulary when reading a) Use context to clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones to determine the meaning of new words. c) Use word-reference materials. d) Use vocabulary from other content areas. e) Develop and use general and specialized vocabulary through speaking, listening, reading, and writing.

4.6 The student will read and demonstrate comprehension of nonfiction texts a) Use text features such as type, headings, and graphics to predict and categorize information. b) Explain the author’s purpose. c) Identify the main idea. d) Summarize supporting details. e) Draw conclusions and make inferences using textual information as support. f) Distinguish between cause and effect. g) Distinguish between fact and opinion. h) Use reading strategies throughout the reading process to monitor comprehension. i) Read with fluency, accuracy, and meaningful expression.

4.7 The student will write in a variety of forms to include narrative, descriptive, opinion, and expository f) Organize writing to convey a central idea. g) Write a clear topic sentence focusing on the main idea. h) Write related paragraphs on the same topic. i) Elaborate writing by including details to support the purpose. j) Express an opinion about a topic and provide fact-based reasons for support. m) Revise writing for clarity of content using specific vocabulary and information.

5.6 The student will read and demonstrate comprehension of nonfiction texts (Grade 4 standards plus) b) Skim materials to develop a general overview of content and to locate specific information. e) Identify organizational pattern (s). f) Identify transitional words and phrases that signal an author’s organizational pattern. g) Locate information from text to support opinions, inferences, and conclusions. h) Identify cause and effect relationships. j) Compare and contrast details and ideas within and between texts.

An Atlas of Virginia, Teacher Guide 3 Geography and Mapping What is geography? p. 2

Essential Understanding: Geographers analyze and explain our world by asking “Why there?”

Overview Geography is the science of “Where?” and “Why there?” Ask students to explain how each of the maps illustrates the key questions asked.

Answers to questions in the narrative Where is it? Virginia, indicated in red on the map, is located on the eastern coast of North America along a body of water. Virginia is in the eastern United States.

What is there? The map shows the states that border Virginia. The map also includes lines with dots on them in two different colors. The map does not include a legend. The lines use the conventional map symbol for railroads, the dots represent key cities along the railroad lines. The red lines are passenger rail lines, and the black lines represent cargo rail lines. The atlas includes a Railroad Transportation, 2015 map with a complete legend on p. 90.

At this stage of map interpretation, the suggestions by the students to make sense of what is observed support the inquiry process. Consider having students compose a series of clarifying questions for the map maker.

Why is it there? Answers will vary. Students could note the connections between the rail lines and the cities connected by them. Refer to the description of the Five Themes of Geography detailed in VS.1b in the Curriculum Framework (VDOE).

Why do we care? Answers will vary. Refer to the Five Themes of Geography.

SOLs addressed 1.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using basic map skills to support an understanding of Virginia history; 1.5 The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the shapes of the United States and Virginia on maps and globes;

VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship b) analyzing the impact of geographic features on people, places, and events to support an understanding of events in Virginia history;

An Atlas of Virginia, Teacher Guide 4 What questions do geographers ask? p. 3 Essential Understanding: Geographers use the inquiry process to explore the physical and cultural aspects of our world.

Overview Geographers pose questions as they seek to explain the physical and human systems on Earth. The five themes of geography were adopted by the Association of American Geographers in 1984. The five themes help explain the discipline of geography. Have students consider how each of the images included on this page illustrates a theme of geography and its associated questions.

Answers to questions in the narrative Where is it? (location) The “Where?” question can be answered with descriptions of absolute (latitude and longitude coordinates) or relative location which could include hemispheres, continents, nearness to physical or cultural features. Encourage students to recognize the pattern of the towns in the valley of Virginia.

What is there? (place) Place characteristics include both physical and human features. Physical characteristics may include bodies of water, climate, and topography. Human characteristics include population, cities, countries, age groups, cultural groups. and more. The image shows Natural Bridge, a rock formation spanning a gorge carved by a creek, a unique geological formation located in Rockbridge County.

How does the environment affect people? (human environment interaction) The image shows that people modified the environment by building a house. The environment modified the house when a hurricane felled a tree that damaged the house.

How do people change the environment? The second picture shows a factory as a modification of the environment with the smokestack indicating the potential for air pollution.

How do people, goods, and ideas move from one location to another? (movement) The image shows links to interstate highways near Richmond, Virginia. People, goods, and ideas travel between places at different rates and create varying patterns of diffusion. Ask students to name some goods transported between places. Ask students to predict what ideas may diffuse from Washington, D.C. or Richmond.

How are places similar and different? (region) The number of geographic regions is infinite. Why is this statement true? Regions can be formed for many different purposes and are based on a set of established criteria. A place can be in more than one region if it possesses the criterion. For example, Virginia is divided into eleven congressional districts each with an equal population. The purpose of these regions in the election of representatives to the United States House of Representatives. There are other regions for judicial districts, election regions for Virginia Senate, other

An Atlas of Virginia, Teacher Guide 5 regions for electing members of the Virginia General Assembly, and other regions based on the predominant vegetation, or river drainage basins. You live in multiple regions. Regions exist for multiple purposes.

Regionalization is a process based on criteria established as the unifying characteristic of the region. In this map, Virginia is divided into five regions, which are very different from the physiographic regions included in the Virginia Standards of Learning. The regions shown on this map represent the Virginia Department of Transportation operational regions. Note that the Eastern region includes Virginia’s waters between the mainland and the Eastern Shore.

VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing the impact of geographic features on people, places, and events to support an understanding of events in Virginia history; What tools do geographers use? p. 4

Essential Understanding: Geographers use models and constructs (hemispheres; latitude and longitude) to describe the location of places.

Overview Geographers use tools such as maps, globes, and atlases in their study of the world. A key construct in describing location is the system of latitude and longitude. The prime meridian, 0 longitude, is the reference line that divides the world into the eastern and western hemispheres. The equator, 0 latitude, divides the world into the northern and southern hemispheres. The orientation of the terms in the narrative provides a visual cue as to how the “lines” are used to divide the world.

As students examine the globe image, they can observe that, in reality, latitude “lines” are circles, parallel to the equator, and decrease in length toward the poles. Longitude “lines” are great circles as they can be said to circle the entire Earth. Students should also observe that all longitude “lines” or meridians meet at the poles and vary in width, becoming closer until they meet at the poles.

One way a place can be described is by the hemispheres in which it is located. Conceptually, a hemisphere is half of Earth, but there are four overlapping hemispheres: northern or southern; eastern or western. Identifying the hemispheres in which a place is located provides one way to begin to describe location. Apply the concept of hemispheres as students explore the maps included in this atlas at the global scale.

An Atlas of Virginia, Teacher Guide 6 SOLs addressed 1.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using basic map skills to support an understanding of Virginia history; 1.5 The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps;

How do geographers decide which type of map to use? p. 5

Essential Understanding: A variety of maps are used to provide data to answer the “Where?” and “What’s there?” questions.

Overview Geographers use a variety of maps to learn about various aspects of Earth’s surface. The different types of maps use various techniques to present information. Maps can show navigation routes, indicate borders and ownership, quantify data, and show the distribution of variables such as crops or people across space.

Answers to questions in the narrative What does Captain John Smith’s early map of Virginia tell us about the early history of the colony? Smith's map documented both the geographic features of the Chesapeake Bay area as well as cultural features including more than 200 Indian towns. Many of the place names remain in use today.

Note: A zoomable version of John Smith’s map is available from the Library of Congress at https://www.loc.gov/resource/g3880.ct000377/?r=-0.563,-0.411,2.127,0.856,0.

SOLs addressed 1.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using basic map skills to support an understanding of Virginia history; 1.5 The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps;

VS.1c The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia history;

An Atlas of Virginia, Teacher Guide 7 What do thematic maps show? pp. 6,7

Essential Understanding: A map shows patterns of distribution and concentration associated with its theme.

Overview Each thematic map spatially organizes information about a specific topic. Maps show the distribution of “variables,” their relative quantities, and their relative locations to each other.

Answers to questions in the narrative Can you recognize these concepts in each of the maps on this page? Yes. I will examine the maps on these pages looking for evidence of distribution, concentration, and location.

Virginia Rivers and Streams Which parts of Virginia are bordered by physical features? The map shows mountains along the western part of the state, and bodies of water bordering the state to the east. Both mountains and water bodies are physical features.

How does the network of rivers connect places in Virginia? The many blue lines on the map represent connections between places as rivers flow into the Chesapeake Bay. Many of the rivers have smaller branches flowing into the main river. Those smaller branches are called tributaries. Rivers flow downhill to the sea, even if they flow north.

Natural Resources Do all parts of the state have coal resources? No, coal is not evenly distributed throughout the state.

Where is coal the most concentrated? Coal deposits as indicated by the black areas on the map, are primarily located in the southwestern part of the state. Even though other coal deposits are scattered throughout the state, they are not as concentrated as those in southwestern Virginia.

In which part of the state would most coal miners live? Coal miners are likely to live in the southwestern part of the state, where most of the coal is located. The correlation between the coal miners and coal deposits is a spatial association, that is two variables that share a similar distribution. When geographers compare maps, they look for spatial associations which could help to answer the “Why there?” question.

Virginia Rock Types What type of map, physical or political, is shown to the left? A physical map is shown because it shows the distribution of different types of rocks, an element of the physical environment.

An Atlas of Virginia, Teacher Guide 8 Which rock types is the most widely distributed? According to the map’s legend and labels, igneous and metamorphic rocks are distributed across the largest land area.

In what part of the state is sand the most concentrated? According to the maps’ legend and label, sand is located in the eastern part of the state bordering the Atlantic Ocean and Chesapeake Bay. The distribution of sand continues inland away from the bordering bodies of water.

Precipitation Maps Which two states are missing from this map? Alaska and Hawaii are not shown.

How are the distribution patterns on both maps alike and different? The darkest blue shows the highest amount of precipitation and the darkest orange the least. The color scheme is the same for both maps. However, the amounts of precipitation vary at different scales of geography, state level vs. country level.

The dry areas in the western United States may be deserts with less than 10 inches of rain per year. Note that the “dry” areas of Virginia have less than 40 inches of rain per year. The use of the same colors to show relative amounts of precipitation can be misleading.

Answers comparing both maps will vary. Some observations may include: more precipitation near coastal areas, lakes, or rivers. Both maps are alike in that precipitation decreases as the distance from the Atlantic Ocean increases. Other factors such as elevation, wind patterns, ocean currents, latitude, nearness to water, and the presence of high mountains influence the variation of precipitation in an area. Those factors may account for the high precipitation in southwestern Virginia.

Staunton Road map Why do you think only part of the map is shaded? The shaded area shows the boundaries of the city of Staunton. The scale on the map shows that one inch equals one mile, so the areas shown are very small.

Why do you think the lines are different colors and widths? Larger lines indicate transportation links with more traffic such as interstate highways. Colors help denote interstate, state, and locally-maintained roads.

The atlas contains a map of major roads in the United States on page 86. Consider having students find the intersection of Interstate 64 and U.S. 250 on the map at state level. Emphasize the role of roads in connecting places and supporting interaction inherent in the geographic theme of movement.

An Atlas of Virginia, Teacher Guide 9 What else in included in the road map? Why? Railroads, bridges, public institutions such as colleges and museums, as well as cemeteries are all pictured. Including these features helps illustrate how transportation links serve the community.

Topographic What physical features are shown on the map? elevation, as indicated by contour lines

What man-made features are shown on the map? major roads/routes, a college, and symbols for other school buildings

VS.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing the impact of geographic features on people, places, and events to support an understanding of events in Virginia history;

Parts of map, p. 8

Essential Understanding: Maps use a consistent framework to communicate information.

Overview Most maps contain four major elements: title, scale, compass rose, and a legend. Not all maps have an inset map. You will notice that throughout this atlas all maps do not contain a directional indicator. Unless otherwise indicated, it is assumed that north is at the top of the map.

You may also find that some maps in the atlas do not contain a scale. This is especially true on a world map. Why? It is difficult to portray the whole world on a map, often the scale is only accurate at the equator. Each of the map projections shown on the facing page distorts one or more aspects of Earth’s surface—size, shape, distance, or direction.

Answers to questions in the narrative No questions posed.

An Atlas of Virginia, Teacher Guide 10 SOLs addressed 1.5 The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the shapes of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map; and e) constructing simple maps, including a title, map legend, and compass rose.

How do maps and globes differ? p. 9

Essential Understanding: Map projections distort one or more of the aspects of Earth (size, shape, distance, or direction).

Overview In the process of projection information is transferred from a globe, a round surface, to a map, a flat surface. There are many map projections, each trying to minimize the distortion of size, shape, distance, and direction. In the projections presented on this page have students examine the arrangement of latitude and longitude lines and differences in the shapes and sizes of the continents.

Answers to questions in the narrative Can you find something distorted in each projection?

Eckert IV The shapes of the contents are distorted, even though the size of the land areas may be accurate. Even though the shapes are distorted the land areas are accurate. The northern lands and the Arctic Ocean are squished.

Winkel Tripel This map projection represents three of the four aspects of Earth’s surface accurate, hence the name, tripel (triple). This map projection has minimal distortion in size, shape, and distance.

Goode’s Homolosine This is an equal-area projection in which the size of land areas is accurate. The shape of Antarctica is problematic. The oceans are interrupted which would make measuring distance difficult.

Mercator Developed in 1569 the Mercator projection is commonly seen. The straight lines on the map make plotting direction accurate. Size or land areas can be exaggerated. Compare the size of the size of Greenland on all of the map projections shown on page 9. In many cases map projections distort the polar areas, either exaggerating the size or compressing shape. Have student compare the longitude lines on a map and a globe to explain why the map shows more distortion in the higher latitudes.

An Atlas of Virginia, Teacher Guide 11

1.5 The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the shapes of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map; and e) constructing simple maps, including a title, map legend, and compass rose.

Locating Virginia Virginia in the World, p. 10 Where are the continents located? p. 11

Essential Understanding: The world’s oceans are interconnected and cover the major portion of Earth’s surface.

Overview Key geographic concepts addressed in this map are relative location (p. 13), the use of hemispheres (p. 4) to describe the location of a continent, and the effect of projection (p. 9) on relative sizes of the landmasses. Have students compare the shape and size of Greenland on the world map and the map of the North Pole to illustrate how projection can affect size and shape. More dramatic is the difference in the appearance of Antarctica on the world map and the map of the South Pole. Consider asking students about the advantages of labeling the Southern Ocean on the inset map of the South Pole rather than on the larger world map.

In addition, the map provides students with practice in distinguishing between the world’s land masses and oceans. As students explore the definition of continent, have them consider the case of Europe and Asia. How do the two maps on the facing page compare to what they observe on the Virginia in the World map? Should Europe and Asia be considered one continent—Eurasia? Note that except for Australia, the narrative roughly groups the continents by western and eastern hemispheres.

Have students locate the continents by identifying the land mass by shape and the bordering oceans. Have students compare the images of Europe and Asia on the facing page. Both appear to be similar in size. How does the data in the table support or refute that conclusion?

Note: The scale on the maps is only accurate at 38 degrees north and south latitude. Measurements made at different latitudes will be inaccurate.

An Atlas of Virginia, Teacher Guide 12 Directional indicators or compass roses are not included on every map. Throughout this atlas north is presumed to be at the top of the page.

An outline map of the continents and oceans is included in the Appendix.

Map Interpretation Observe: I see a large world map, two smaller maps, and some explanatory text. Describe: The maps show the distribution and relative location of land and water. The landmasses are surrounded by water. All four hemispheres are shown on the map. Compare: Most of the world’s land is in the northern hemisphere. The Pacific Ocean appears to be the largest ocean because it is labeled on two sides of the map. Asia is the largest landmass. Asia and Europe are the only continents joined together. Analyze: Does the Virginia in the World map accurately show the relative sizes of the continents? What other data did you use to check? (Yes. Europe as confirmed by the information in the table is much smaller than Asia.) Reflect: Should there only be six continents? (Perhaps. Europe and Asia have a land not a water border making the case for the continent of Eurasia.)

Answers to questions in the narrative How many continents do you see? Seven. Students might require an explanation of the split between Europe and Asia as visually there are only 6 large land masses shown on the map. Students could check the table on the facing page to see the list of 7 continents.

How many continents border the North Pole? Three. North America, Europe, and Asia

Which continent is located at the South Pole? Antarctica

Why does it look different on a world map? The map projection only shows part of Antarctica, whose shape is greatly distorted. Its size and shape are accurately shown in the inset.

(South America) is bordered by which three oceans? Atlantic, Pacific, and Southern oceans

Which oceans border Australia? Indian, Southern, and Pacific oceans.

(Africa) is bordered by which three oceans? Atlantic, Indian, and Southern oceans.

An Atlas of Virginia, Teacher Guide 13 SOLs addressed 1.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using basic map skills to support an understanding of Virginia history

1.5 The student will develop map skills by a) using basic symbols, including references to land, water, cities, and roads; b) using cardinal directions on map c) identifying the shapes of the United States and Virginia on maps

2.6 The student will develop map skills using globes and maps of the world and the United States to locate a) the seven continents and five oceans b) the equator, Prime Meridian, and the four hemispheres

USI.2 The student will interpret maps, globes, photographs, pictures, or tables a) locate the seven continents and five oceans

Virginia in North America, p. 12 Where is Virginia in North America? p. 13

Essential Understanding: North America includes the Caribbean Islands and countries on the land bridge.

Overview This map introduces the concept of geographic scale. In the previous map Virginia was shown in the context of the world at a global scale, this map shows Virginia’s location at a continental scale. The next map will show the location of Virginia within the contiguous United States, a country scale. Have students observe that at the continental scale more detail is shown than at the world scale.

Areas that are not part of North America are greyed out. A note on the map states that 23 independent countries are included in North America. Greenland is part of North America, but is a colony of Denmark.

The map can be used to reinforce the concept of absolute location. As students examine the longitude lines at the top of the map, reinforce the purpose of latitude, measuring distance north and south of equator, and the purpose of longitude, measuring distance east and west of the prime meridian. Have students identify the numbers that demarcate the furthest east and furthest west longitudes of North America, (approximately 30W to 180). Note that 180 has no east or west designation. Point out that some of the Aleutian Islands belonging to Alaska are located to the left of 180 which places a small portion of North America in the eastern hemisphere. The true and false statements about the location of Virginia on the facing page provides additional practice for the concept of relative location.

Map Interpretation Observe: I see that some places on the map are labeled. There is only one area on the map shown in red. There are two boxes with explanatory text. Greenland has Denmark in parentheses. There are numbers on the sides and top of the map.

An Atlas of Virginia, Teacher Guide 14 Describe: Most of North America is in the western hemisphere. Places with labels are shown in color and the other places are gray. Compare: Continents other than North America as shown in gray. Virginia is a small part of North America located along the east coast. Does it appear that Virginia is larger or smaller than other states within the United States? (smaller than states to the west, and larger than other states along the coast) Analyze: Why are some of the numbers at the top of the map shown along a curved line? (a conic project was used and the circle indicates the top of the cone) Reflect: How does this map help me describe the location of Virginia? (I can describe Virginia by relative location, and by latitude and longitude.)

Answers to questions in the narrative What oceans border North America? The Atlantic, Pacific, and Arctic oceans

What ocean borders Virginia The Atlantic Ocean

How far apart are the latitude lines on this map? 15 degrees

Between what two latitude lines is Virginia located? Between 30º N and 45º N

Use the information in the Virginia in North America map to decide whether each statement is true or false. Virginia is . . . south of Mexico False, Virginia is north of Mexico west of Mexico False, Virginia is east of Mexico west of the Atlantic Ocean True, Virginia is located west of the Atlantic Ocean east of the Atlantic Ocean False, Virginia is located west of the Atlantic Ocean south of Canada True, Virginia is south of Canada north of 60 degrees north False, Virginia is not north of 60 degrees north latitude north of South America True, Virginia is in the northern hemisphere, north of South America a state that borders Canada False, Virginia does not border Canada

An Atlas of Virginia, Teacher Guide 15 Would the Virginia Geographic Alliance logo be the best map used to identify the relative location of Virginia? No, the VGA logo would not be a good map to identify the relative location of the bordering states because bordering areas are not shown or labeled.

SOLs addressed 1.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using basic map skills to support an understanding of Virginia history 1.5 The student will develop map skills by a) using basic symbols, including references to land, water, cities, and roads; b) using cardinal directions on map c) identifying the shapes of the United States and Virginia on maps

VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources to understand events in Virginia history VS.2 The student will demonstrate an understanding between physical geography and the lives of native peoples, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States

Virginia in the 48 Contiguous States, p. 14 Virginia in the 48 Contiguous States, p. 15

Essential Understanding: Alaska and Hawaii are not part of the contiguous United States.

Overview Besides locating Virginia in the United States on the map, the concept of contiguity is introduced and applied. Contiguous states touch each other in and unbroken sequence. The statements on the facing page reinforce the concept of relative location and have students evaluate the advantages of the state’s coastal location, halfway between the northern and southern regions of the United States.

The map provides an opportunity to introduce and reinforce the status of the District of Columbia as not being part of any state. Inform students that some of the historical maps in this atlas will show West Virginia as part of Virginia until 1863.

Map Interpretation Figure 1:West Virginia and Virginia Observe: I see green, yellow, and red shapes on the map. There are two small boxes on the map containing labels. Describe: The red shape indicating Virginia is located along the east coast of the United States, approximately halfway between Maine and Florida. Virginia is located north of the equator and in the western hemisphere.

An Atlas of Virginia, Teacher Guide 16 Compare: Virginia only touches five states, North Carolina, Tennessee, Kentucky, West Virginia, and Maryland. Virginia is smaller than some states and larger than others. Analyze: What would be the approximate latitude of Richmond? (answers will vary, between 35 and 39 degrees north) Reflect: What countries are border the United States? (Canada and Mexico)

Answers to questions in the narrative Why might the term [“lower 48”] be used to describe the location of the contiguous states? There are 48 states between the Atlantic and Pacific Oceans located in a lower latitude than Alaska which is also on the continent of North America.

Select the true statements about Virginia’s location within the contiguous United States. On the east coast True

Halfway between California and Kentucky False, east-west location

About halfway between Maine and Florida True, north-south location

Which states have a southern border the same latitude as the southern border of Virginia? Kentucky, and close Kansas, Colorado, and Utah

How do these regional names (Mid-Atlantic and Southeast) describe Virginia’s location? Virginia is located in the middle of the states that border the Atlantic coast.

Does it look like more states are larger or smaller in land area than Virginia? It appears that more states are larger than Virginia. (Virginia is 37th of 50 states in land area only; 35th including land and water.) See list of sources for different rankings based on reputable sources.

SOLs addressed VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making and responsible citizenship by b) analyzing and interpreting artifacts and primary and secondary sources to understand events in Virginia history VS.2 The student will demonstrate an understanding between physical geography and the lives of native peoples, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States;

An Atlas of Virginia, Teacher Guide 17 Virginia and Bordering States, p. 16 Which states border Virginia? p. 17

Essential Understanding: Borders are man-made and often indicate ownership.

Overview This map reinforces the concept of border, by having students identify only the states that directly touch Virginia. Comparison with other maps in the atlas showing the location of Virginia—in the world, on the continent of North America, in the United States provides an opportunity to reinforce the concept of geographic scale. The facing page explains that Virginia’s territory once included parts of other states—Kentucky and West Virginia. Prepare students for historical maps that show West Virginia as part of Virginia until 1863. The map provides an opportunity to introduce and reinforce the location of the District of Columbia and its territorial status as not part of any state.

Map Interpretation Observe: I see a map with a yellow Virginia and bordering bodies of water. The rest of the map is green. Describe: The map shows a flat Virginia with no rivers flowing across it. The four rivers that flow into the Chesapeake Bay are clearly shown, but not labeled. Compare: All of the other states except for Virginia are labeled. Do all the states labeled on the map touch Virginia? (no) Analyze: Which of the labeled states touch Virginia? (West Virginia, Kentucky, Tennessee, North Carolina and Maryland) Reflect: What other borders are shown on the map? (states that border the Chesapeake Bay; states that border the Atlantic Ocean)

Answers to questions in the narrative What do you notice when you compare these maps? (refers to maps on previous pages of the atlas) Each map becomes more zoomed into Virginia, from Virginia in the world, to Virginia in North America, to Virginia in the Contiguous States, to Virginia and Bordering States.

What you do notice about the order of the states listed in the table? The states are listed in geographic order as they border Virginia.

Which is the relationship between the size of each state and its population? In most cases, states with larger land areas have larger populations. The exception is Maryland with a small land area and large population.

Which of the states not bordering Virginia are part of the contiguous United States? Ohio, Pennsylvania, New Jersey, and Delaware

What did you notice about the size of the District of Columbia? District of Columbia is the size of a city with a very small land area.

An Atlas of Virginia, Teacher Guide 18 Which states do you think gave up land to form the District of Columbia? Likely that Maryland and Virginia gave up territory to form the District of Columbia as they are bordered areas. land What is the relative location of Kentucky? Kentucky is bordered by West Virginia and Virginia to the east, and Tennessee to the south.

Where is Maryland located relative to Virginia? Maryland is located east of Virginia.

Where is North Carolina located relative to Virginia? North Carolina is south of Virginia.

Where is Tennessee located relative to Virginia? Tennessee is located south of Virginia.

Where is West Virginia located relative to Virginia? West Virginia is located to the west and north of Virginia.

SOLs addressed VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making and responsible citizenship by c) analyzing and interpreting artifacts and primary and secondary sources to understand events in Virginia history VS.2 The student will demonstrate an understanding between physical geography and the lives of native peoples, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States;

Elevations of Virginia, p. 18 Why does elevation matter? p. 19

Essential Understanding: Elevation is expressed in height above sea level.

Overview Elevation is described as the height above sea level. In the case of the oceans, it is expressed as depth below sea level. Students often confuse elevation with vegetation as low areas on the map are shown as green. Assist students in differentiating between the green used to show other states on the map and the green used to show low elevation. The red used to show the location of Washington, D.C. does not indicate an area of high elevation.

Encourage students to use the legend to identify the link between colors used and the height above sea level. The intervals on the legend are shown in numbers ending in zero except for the last entry of 5,728 which is the elevation of Mt. Rogers, the highest point in Virginia.

An Atlas of Virginia, Teacher Guide 19 Use this section to reinforce geographic “rules” such as the higher the elevation, the lower the temperature; and rivers generally flow downhill to the sea. Reinforce the term topographic which was introduced in the Types of Maps narrative on page 5.

Explain to students that an elevation profile illustrates rise over run. The vertical (left) axis shows elevation in feet and the horizontal (bottom axis)shows distance in miles. Have students find the highest and lowest spots on the elevation profile and their possible corresponding location on the map.

Note that the term “Physiographic Region Boundaries” is used in the map’s legend. Physiographic is loosely translated as the study of the features of the Earth’s surface. The boundaries match those of the Five Landform Regions of Virginia map on page 26.

Map Interpretation Observe: I see shades of green and red on the map. I other states are shown in gray, but not labeled. Describe: A series of lines running north to south divide Virginia into unevenly-sized regions. Bordering and other states are included on the map to show the relative location of Virginia. Compare: The areas in the east along the Chesapeake Bay and the Atlantic Ocean are areas of low elevation. Areas of high elevation are in the three western regions. Most areas except for the one furthest east, have a mix of elevations. Analyze: How does elevation differ across the state, from east to west? (increases from east to west) To west to east? (generally, decreases from west to east) Reflect: How does the elevation profile help me to understand the change in elevation in Virginia? (The area with low elevation is much larger than the area with higher elevations. The mountain areas have ups and downs) How would elevation affect Virginia’s physical and human geography? (It may take longer to travel in the mountainous areas as major roads go through the passes rather than up and over the mountains. Fewer people may live in high mountain areas.)

Answers to questions in the narrative What is the highest category of elevation shown on the map? 3,000 to 5,728 feet

Explain how the map and the profile are alike and different. Both show the change in elevation across Virginia. The map shows Virginia in its entirety, the profile is a cross-section; the profile shows the elevation more clearly; the difference between the elevation of the plains in the east and the mountains in the west is visibly evident.

Figure 2:Elevation Profile at 37 North

An Atlas of Virginia, Teacher Guide 20 According to the map legend, what is the possible lowest elevation of the Eastern Shore? Sea level or 0.

Where is the area of flat land (plains) on the profile? The flat area of land is in the east, in the farthest right portion of the profile.

Note: Students may wonder why the profile height only goes to 4,000 feet when Mt. Rogers is well above that. Located near Troutdale, its latitude is 36.5 North, and not included in the profile drawn across 37North.

SOLs addressed VS.2 The student will demonstrate an understanding of the relationship between physical geography and the lives of the native peoples, past and present, of Virginia by b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; Major Watersheds in Virginia, p. 20 Where does Virginia’s water go? p. 21

Essential Understandings: As a general rule, water flows downhill to the sea. Rivers flow northward if the elevation is lower.

Overview Rivers are often represented as a single blue line on a map which is true for many maps in this atlas. This map shows the various streams and tributaries that comprise a river system. The map and explanation introduce the concept of a watershed and parts of a river system. Point out to students that the water from Virginia’s rivers empties into different bodies of water: the Chesapeake Bay and Albemarle Sound to the Atlantic Ocean, and via the Mississippi River to the Gulf of Mexico.

Students may have difficulty in identifying the north-flowing rivers such as the New and the Shenandoah. Encourage students to recognize that “up” on the map denotes toward the north and not elevation which is the major determinant of river flow.

The map includes the Eastern Continental Divide. “A divide is an elevated boundary separating areas drained by different river systems. Water flowing on one side of a divide empties into one body of water, while water flowing on the other side empties into another.” (https://www.nationalgeographic.org › encyclopedia › divide)

The divide in Virginia marks the division of rivers between eastward (Atlantic Ocean) and westward flowing (Gulf of Mexico) rivers. Have students use the map to identify the source and mouth of Virginia’s major rivers and the role of tributaries in providing water to its associated river. Remind students that rivers and other physical features do not stop at state borders.

Observe: I see a green background of other states with four different colored regions with curvy light and dark blue lines. Describe: Light blue lines are attached to the named rivers show tributaries and streams. Compare: Most of the long rivers the flow into the Chesapeake Bay. The longest river is the James.

An Atlas of Virginia, Teacher Guide 21 Analyze: Use the Elevations of Virginia map on page 18 to help determine which rivers flow north.(New River and the Shenandoah River likely flow north as the elevation decreases in that direction) Reflect: Why does the map on the facing page have more divisions? (The watersheds map shows the receiving body of water whereas the map of river basins shows the actual area drained by a specific river.)

Answers to questions in the narrative Which part of Virginia has the lowest elevation? The highest? (refer to Elevations of Virginia map on page 18) The western part of the state has the highest elevation.

In which direction do most of Virginia’s rivers flow? Why might that be? Most of Virginia’s rivers flow from west to east because the elevation in the east is lower than that in the west.

Which watershed covers the greatest land area? The Chesapeake Bay watershed drains most of the state.

Which four major rivers flow into the Chesapeake Bay? The Potomac, York, Rappahannock, and James rivers.

Do of all Virginia’s rivers flow into the same body of water? Virginia rivers empty into the Chesapeake Bay, the Albemarle Sound, and the Gulf of Mexico via the Mississippi River. Tributaries of the Mississippi include the Ohio and Tennessee rivers.

Which river serves as a border between the two states? The Potomac River is the border between Maryland and Virginia.

Which river drains the most land? According to the small map on the facing page, the James River seems to drain the most land. The James River’s drainage basin of 10,432 square miles is larger than that of the Roanoke River’s drainage basin of 9,680 square miles.

SOLs addressed 4.8 The student will investigate and understand that Virginia has important natural resources. Key resources include a) watersheds and water;

Rivers & Fall Line Cities, p. 22 Why is the Fall Line important to Virginia travel and trade? p. 23

Essential Understanding: The Fall Line marks the upper limits of river navigability.

Overview The Fall Line marks the upper limit of navigability of the rivers that flow into the Chesapeake Bay. Rocks and rapids mark the region.

An Atlas of Virginia, Teacher Guide 22 Map Interpretation Observe: I see colors on the map that indicate elevation. The lowest elevation is zero and the highest 5,700 feet. The rivers are labeled. Describe: Elevation increases as one moves west. Compare: The coastal area has the lowest elevation, the Fall Line marks a change in elevation, the Appalachian Plateau has lower elevation than the mountain areas. Analyze: How does elevation change from east to west? (increases) From west to east? (decreases) Reflect: How does the Fall Line help me to understand the location of early settlements? (The cities shown on the map are located as far inland as the boats could go before encountering waterfalls, limiting further travel upstream.)

Answers to questions in the narrative How does the physical environment affect water travel? The picture of Great Falls shows rocks and rapids that would interfere with upstream water travel.

Does this image show any of these factors? Yes, there are rocks which are likely erosion resistant. The image could also show the river flowing downstream due to the change in elevation.

Which of the factors that support waterfalls and rapids are shown below? The abrupt change in elevation between the Piedmont Plateau and the Coastal Plain is clearly shown.

Identify the Fall Line cities established where rivers intersect the Fall Line. James River, Richmond Appomattox River, Petersburg Rappahannock River, Fredericksburg Potomac River, Alexandria

How does elevation across Virginia change from east to west? Elevation increases gradually across the Piedmont, increases more rapidly in the western areas.

SOLs addressed VS.2 The student will demonstrate an understanding of the relationship between physical geography and the lives of the native peoples, past and present, of Virginia by c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp);

An Atlas of Virginia, Teacher Guide 23 Water Features Important to the History of Virginia, p. 24 How did water features influence Virginia’s history? p. 25

Essential Understanding: Water features can link or divide places through the past and present.

Overview Water features served as transportation routes during colonial times. The map shows Virginia’s four major river systems and their tributaries. Have students trace the routes from the ocean inland. Have students consider what areas of the state are accessible by river travel. Remind students of the “barrier” posed by the Fall Line.

Refer students to the Major Watersheds in Virginia map, p. 20, and have them identify the major river in the southern half of the state. Students should also consider how the water features in southeastern Virginia could affect transportation by water.

Map Interpretation Observe: I see Virginia shown in yellow and rivers with some tributaries shown in blue. The Dismal Swamp is also shown the southeastern part of the map. Describe: The major rivers shown on this map flow east into the Chesapeake Bay. Compare: Which parts of the state have few rivers? (on this map it appears that the southern part of the state has few rivers) Compare the rivers shown on this map with those shown on the Major Watersheds in Virginia map, p. 20. (This map shows only the rivers in the Chesapeake Bay watershed, whereas the Major Watersheds in Virginia map shows rivers and streams in other watersheds.) Analyze: Which tributaries and associated rivers are shown on the map? (North Fork and South Fork of the Shenandoah join to form the northward flowing Shenandoah River; the Mattaponi and the Pamunkey join to form the eastward flowing York; the Appomattox flows into the James.) Reflect: Why do you think the Dismal Swamp Canal was built? (Provide a connection between the southern part of the state and the ports at Portsmouth and Norfolk.)

Answers to questions in the narrative

On which river is Jamestown located? Figure 3: Closer View of Dismal Swamp and Canal James River

On which river is Yorktown located? York River

Note: Mountain Lake has an interesting history besides being the setting for the filming of Dirty Dancing. Read more about the lake’s geology and periodic disappearance at Mountain Lake entry by Virginiaplaces.org at http://www.virginiaplaces.org/watersheds/mountainlake.html.

An Atlas of Virginia, Teacher Guide 24 SOLs addressed VS.2 The student will demonstrate an understanding of the relationship between physical geography and the lives of the native peoples, past and present, of Virginia by c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp);

Regional Characteristics Five Landform Regions of Virginia, p. 26 How are Virginia’s regions alike and different? p. 27

Essential Understanding: Regions form and change depending on the criteria used to form them.

Overview Regions are formed based on unifying characteristics. The number of geographic regions is infinite. In this case the unifying characteristics are based on landforms. Geographers classify places based on four basic landforms-- mountains, hills, plains, and plateaus. In this section students are encouraged to make spatial associations by comparing the shape of the landform regions with elevation.

Map Interpretation Observe: I see vertical lines dividing shapes of different colors. The regions have shapes of varying widths. Describe: All of the regions run from north to south. The region is divided into five parts, with varying land areas. The Fall Line divides the Coastal Plain from the Piedmont. Compare: How does a plain differ from a plateau? (both are flat, but a plateau has a higher elevation) Which regions have mountains? (all but the coastal plain) Which region has the largest land area? (Piedmont) Analyze: If you were to travel along the Virginia/North Carolina border from west to east, which region has the least land to pass through? (Appalachian Plateau) Reflect: How do landform regions help me understand the geography of Virginia? (differences in elevation between the regions influences how and where people live)

Answers to questions in the narrative Describe the relative location of each of the landform regions. From east to west the regions in sequence are: Coastal Plain, Piedmont, Valley and Ridge, and Appalachian Plateau.

Are all parts of the Coastal Plain west of the Chesapeake Bay? No, the Eastern Shore, is a part of the Virginia Coastal Plain and it is east of the Chesapeake Bay.

What separates the Coastal Plain from the Piedmont? The Fall Line separates the Coastal Plain from the Piedmont.

An Atlas of Virginia, Teacher Guide 25 SOLs addressed VS.2 The student will demonstrate an understanding of the relationship between physical geography and the lives of the native peoples, past and present, of Virginia by b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;

Coastal Plain Region, p. 28 What are the characteristics of the Coastal Plain Region? p. 29

Essential Understanding: Regions have distinctive physical and human characteristics. The coastal plain is characterized by its low elevation.

Overview Many rivers empty into the Chesapeake Bay in this region. However, all parts of the region are not in the Chesapeake Bay watershed. The relief on the map shows the flatness of the coastal plain. Use the maps and narrative to extend and refine student understanding of the geographic terms, coastal, plain, swamp, peninsula, bay, and rivers.

Observe: I see many rivers emptying into the Chesapeake Bay. I see relatively flat land in this region. Labels mark key features. Describe: The map includes an inset map. Many peninsulas large and small are in this region. Compare: Which parts of the region directly border the Atlantic Ocean? (Virginia Beach and the Eastern Shore) Analyze: In which part of the region are most of the cities clustered? (southeastern) What is the relationship between the Chesapeake Bay and the major rivers? (four major rivers provide fresh water for the Chesapeake Bay) Reflect: How does the graphic, “Tides at Dahlgren,” p. 27, help me understand tides? (tides have highs and lows every 12 hours, and can flood coastal areas)

Answers to questions in the narrative What is the elevation of the Coastal Plain? O – 200 ft above sea level

Describe the relative location of other peninsulas in this region by identifying the rivers that border them. There are peninsulas between the James River and the York River; the York River and the Rappahannock River; the Rappahannock River and the Potomac River. The Eastern Shore is a peninsula between the Chesapeake Bay and the Atlantic Ocean.

An Atlas of Virginia, Teacher Guide 26 Piedmont Region, p. 30 What are the characteristics of the Piedmont region? p. 31

Essential Understanding: Regions have distinctive physical and human characteristics. The Piedmont region is characterized by its rolling hills.

Overview The narrative page includes an elevation profile of the Piedmont Region that clearly shows the change in elevation from east to west. An elevation profile shows rise over run, that is elevation in feet on the left (or y) axis and distance in miles on the horizontal or (x) axis. The relief added to the map clearly shows the change in elevation in the west. Have students determine the range in elevation for this region on the profile, 200 to 800 feet. Also note that the width of the region is over 80 miles.

Throughout the various regional maps, the location of key cities is problematic. For the most part, elevation and underlying rock formations are used to define the regions. Therefore, the borders between the regions are both arbitrary and flexible at the same time. Popular place names may also provide misleading clues. For example, Charlottesville, clearly contained within the Piedmont Region, has many businesses that use the words “Blue Ridge” in their names even though the city is located about 30 miles east of the Blue Ridge mountain range.

A city on a border is considered to be in both regions. This occurrence illustrates the difference between physical and human geography. Therefore, Richmond, our state capital, is located at the Fall Line which runs between the Coastal Plain and the Piedmont. Physically, Richmond is in the Coastal Plain region, whereas its location on the Fall Line would locate it culturally in the Piedmont region. As the city expanded through time, it has settled areas on both sides of the Fall Line.

In this map there is a marked difference in population distribution between northern Virginia near the District of Columbia, and other parts of the state. Looking at the inset map, the distribution near D.C. is more concentrated. Have students compare the large map with the inset map in the terms of the number of cities and towns that are labeled. Have students consider reasons why people would choose to live near the District of Columbia.

Map Interpretation Observe: I see one region colored, other regions show the relief for mountains and plains. There is an inset map with dots and place names in the upper left. There is another inset map showing the location of the region in Virginia. Describe: On this map, cities and towns are clustered in the northern part of Virginia in the area near our nation’s capital, Washington, D.C. Compare: How does the distribution of cities and towns vary in different parts of the region? (large cluster of towns in the northeastern part of the region) Analyze: Where is Richmond in relation to Tuckahoe and Bon Air? (on the Fall Line between the two places) In which region would you place Richmond? (Piedmont) Why? (Richmond is located on the Fall Line between the Coastal Plain and the Piedmont, but because it has hilly areas, I would locate it in the Piedmont.)

An Atlas of Virginia, Teacher Guide 27 Reflect: How does this map help me understand the differences between the eastern and western parts of Piedmont Region? (the map shows me the relative flatness in the eastern part of the Piedmont compared to areas of higher elevation in the west)

Answers to questions in the narrative What is the elevation of the eastern part of the region? 0 - 200 feet above sea level

What is the elevation of the western part of the region? 3,000 – 5,728 feet above sea level

Give evidence why the area is called Piedmont. Piedmont means “land at the foot of the mountains.” The region is located just east of the Blue Ridge Mountains.

What do you think the points represent? The points represent cities.

Where are most of the points located? Suggest a reason why. Answers may vary. Most of the points are clustered in the northeastern part of the region near Washington, D.C. Outside of northern Virginia, the majority of the cities are located near the mountains. The region is large, and relatively flat. There are many rivers, which made it good for early settlements along the Fall Line.

What independent cities are located within this region? Information not available on map but can be cross-referenced with the Population by County and Independent City, 2015 map on p. 80 or an Internet search for independent cities in Virginia. Comparing the lists compiled with the Piedmont Region map, the independent cities shown include Charlottesville, Danville, Lynchburg, Manassas, Manassas Park, and Martinsville. The independent cities of Richmond and Petersburg are located on a regional boundary and therefore are not shown on this map.

Why was an inset of the northern portion and not the southern portion of the region included? The northern portion of Virginia is heavily populated, and the cities are closer together. An inset map provides a closer view, making it easier to view them on a map.

Where do most of the people in this region live? Most of the people in the northern part of Piedmont region live close to Washington, D.C.

4.14 The student will b) interpret data represented in bar graphs and line graphs; and c) compare two different representations of the same data (e.g., a set of data displayed on a chart and a bar graph, a chart and a line graph, or a pictograph and a bar graph).

An Atlas of Virginia, Teacher Guide 28 Blue Ridge Region, p. 32 What are the characteristics of the Blue Ridge Region? p. 33

Essential Understanding: Regions have distinctive physical and human characteristics. The Blue Ridge Mountains are the predominant landform in the region.

Overview The Blue Ridge region is long and skinny. Students can determine the relationship between mountains and river flow by examining this map. Relatively few cities and towns are indicated in this region. Encourage students to explore why a cartographer (map maker) might not choose to show all of the cities and towns within an area.

The narrative page includes an elevation profile of the Blue Ridge Region that clearly shows the change in elevation from east to west. An elevation profile shows rise over run, that is elevation in feet on the left (or y) axis and distance in miles on the horizontal of (x) axis. The relief added to the map clearly shows the higher parts of the mountains.

Refer students to the note on the facing page that identifies where the profile was drawn. Based on the description, was the profile drawn across the whole region? Have students determine the range in elevation for this region on the profile, a little below 3,000 ft. to a little over 4,000 ft., over a distance of 10 miles. Point out to students, that the region contains mountain peaks of higher elevation.

Map Interpretation Observe: I see a long, skinny pink area running from north to south. There are dots with names next to them and blue lines. There is also an inset map in the upper left. Describe: The inset map shows the location of the region within the state. Relief is shown for the Blue Ridge region and other regions. Most rivers flow west to east, but one on the western side of the mountains flows north. Compare: How does width differ between the northern and southern part of the Blue Ridge region? (wider in the south than in the north) Which places appear to be near the top of a mountain ridge? (Wintergreen) Are all the mountains on the map included in the Blue Ridge region? (some mountains of lower elevation are located east of Wintergreen; other more rugged looking mountains are to the west of the Blue Ridge) Analyze: Which places are on the border between two regions? (Hillsboro, Vinton) Which river flows through a mountain pass? (James River) Reflect: How does the geography of the Blue Ridge region help me understand the direction of river flow? (rivers flow downhill; the rivers shown to the west of the Blue Ridge mountains [Shenandoah] flow north to an area of lower elevation and then to the Potomac; the Rappahannock has its source in the Blue Ridge; the James flows west to east through a mountain gap).

Answers to questions in the narrative Which river has its source in this region? The Blue Ridge Mountains are the source of the Rappahannock River.

An Atlas of Virginia, Teacher Guide 29 What is unusual about the James River as it flows through this area? The James River flows through a gap in the Blue Ridge Mountains.

In which part of the region do you think the two highest mountains are located? In the southwestern part of the region where the more mountainous areas are concentrated.

How does the shape of the Blue Ridge region differ from other regions of Virginia? The shape of the Blue Ridge is much narrower than the other regions.

What types of recreational activities do you think people do in this region? outdoor activities such as walking, hiking, bike riding, fishing, rock climbing; tourist activities such as looking at mountain views and animals, horseback riding, and camping.

Why do you think many large cities are not located in this part of the state? Answers may vary. There are so many hills and mountains that there are few flat areas for housing; not many opportunities for jobs. Use the map of Federal Lands included in the Appendix to this document to identify areas in this region that are federal lands and forests, not open to settlement.

How much does elevation affect the profile? Figure 4: Virginia's Forests The profile will be a higher elevation and have more peaks and valleys. What would you expect this area to look like? Answers may vary, but may include lots of trees, mountain views, many rocks and steep hills and cliffs, a variety of animals.

Note: Visually, the elevation profile shows variation in elevation. However, the profile is only ten miles across and most of the area it encompasses is between 3,000 and 4,000 feet.

An Atlas of Virginia, Teacher Guide 30 Valley and Ridge Region, p. 34 What are the characteristics of the Valley and Ridge Region? p. 35

Essential Understanding: Regions have distinctive physical and human characteristics. The region’s topography consists of a series of valleys and ridges.

Overview The map shows variation in elevation through the region in a series of ridges and lower areas. The Blue Ridge Mountains to the east of the region help to define the valley. Even though it may seem counterintuitive to students, the Shenandoah River and its tributaries flow northward, joining the Potomac before flowing into the Chesapeake Bay. The topographic map on the facing page shows a representation of high and low areas around Massanutten Mountain framed by the tributaries of the Shenandoah River.

Roanoke is classified in the Valley and Ridge Region because it is in the valley of the Roanoke River, on the western edge of the Blue Ridge Mountain region. Note that Vinton is shown on this map and the Blue Ridge Region map illustrating its location on the border between the two. The regional maps in this section are based on both elevation and the underlying rock formations. Emphasize that for cultural reasons a place might be ascribed to a different region.

The placement of settlements in this region is affected by the national parks and national forests located in this region. A map of Federal Lands in Virginia is included in the Appendix.

Map Interpretation Observe: I see an area with mountains and valleys that runs from north to south. Describe: This region is bordered by state of West Virginia and the Appalachian Plateau to the west. The western part of the region seems to have more areas of high elevation. Compare: There are more places shown in the eastern part of the region. Analyze: How do you think the valleys would affect trade and travel? (make travel and trade easier because the valley eliminates the need to go up and over the mountains) What other maps in the atlas could you use to investigate this? (Colonial Settlements, 1700 -1775 on page 46 shows the Great Wagon Road; Major Roads of Virginia, p. 86; Railroad Transportation, p. 88) Reflect: What do you notice about the location of Front Royal? (Front Royal is the western side of the Blue Ridge Mountains at the confluence of the North and South Forks of the Shenandoah River.)

Answers to questions in the narrative The questions in this section are more readily answer in conjunction with other maps contained in the atlas.

In which direction do those rivers (Shenandoah) flow? How did you figure it out? The rivers meet at Front Royal. I can conclude that they flow together there, and therefore are flowing northward. I noticed that the relief is lower in the area north of Front Royal

An Atlas of Virginia, Teacher Guide 31 Note: The rivers are named on the Water Features Important to the History of Virginia on p. 24 and are identified as the N. Fork Shenandoah and S. Fork Shenandoah. The Elevations of Virginia map on p.1 8 shows the decrease in elevation from orange (1,000 – 2,000) to light green (500-1,000) in the north.

What other river has its source in this region? In which direction does it flow? The James River clearly has its source in the mountains of the Valley and Ridge region. Point out the place where the river has cut a gap though the Blue Ridge Mountains as it flows east to the Chesapeake Bay.

The image to the left shows the James River water gap near the Virginia Blue Ridge Parkway.

Figure 5 James River Water gap (Source: Ganoe, Thea, looking west from the bridge over the James River on the Blue Ridge Parkway in Virginia, https://en.wikipedia.org/wiki/James_River#/media/File:JamesRiverWG.JPG

Note: The students can identify the location of the river on this map and then use Major Watersheds in Virginia, p. 20; Rivers & Fall Line Cities of Virginia, p. 22; Water Features Important to the History of Virginia map, p. 24 to obtain more details.

What do you notice about the location of Front Royal? Two rivers meet at Front Royal.

What do you notice about the location of cities and towns in this region? More cities and towns are located in the flatter areas and in the eastern part of the region.

How do you think the location of Roanoke influenced its development as a rail center? Roanoke is located in a valley with access to the north via the Valley of Virginia. Roanoke is located relatively near the coal fields of the Appalachian Plateau and is therefore in a good location to have a rail link to the eastern ports.

Note: Have students refer to the Railroad Transportation, 2015 map on page 89. They will discover that Roanoke is a center for north/south and east/west freight rail service.

An Atlas of Virginia, Teacher Guide 32 Appalachian Plateau Region, 36 What are the characteristics of the Appalachian Plateau Region? p. 37

Essential Understanding: Regions have distinctive physical and human characteristics. The Appalachian Plateau region is characterized by parallel sedimentation.

Overview The Appalachian Plateau region is the smallest and westernmost. The topography is much flatter than the other nearby areas. A plateau is a large area of flat land. Keep in mind that physical regions do not stop at state borders, and this area is only a part of a large area of flat, elevated land. The image on the facing page in the atlas, shows parallel sediments characteristic of a plateau region. Students can readily see the folding of the mountain regions on the Appalachian Plateau Region map.

The narrative describes the significance of coal to the economy of this region in both the past and present. The small map on the facing page shows other coal deposits Figure 6: Appalachian Plateaus located within Virginia. The region has a small population as evidenced by the graph on the facing page.

Map Interpretation Observe: I see an inset map showing the location of the region within Virginia. I see dots indicating population centers within the region. Describe: According to the narrative, there is only one independent city in this region. The northernmost town is Pocahontas and the southernmost is St. Charles. West Virginia borders this region to the north and west. Kentucky also borders the region to the west. Compare: There are few settlements in the center of the region. More settlements are located on the eastern side of the region. Analyze: Is this region likely to have a low or high population? 18there are relatively few settlements, the largest city Norton has less than 4,000 people) Reflect: What features of a plateau does the photo on the facing page show? (the layers of sediment and coal are parallel and not folded, showing an area of elevated raised land).

Note: For a closer view of the parallel layers and coal seam, visit http://geology.blogs.wm.edu/appalachian-plateau/

Answers to questions in the narrative Which bordering states are likely to be within the Appalachian Plateau region? West Virginia, Kentucky

Are the places equally distributed throughout the region? No

Which place is located the farthest North? From St. Charles, how far is it to Kentucky? 2.5 miles Tennessee? 15 miles

An Atlas of Virginia, Teacher Guide 33 Where is the most coal located? Appalachian Plateau (see Natural Resources map on the facing page)

In what other parts of the state is coal found? Valley and Ridge and Piedmont Region

History of Virginia American Indian Language Groups circa 1600, p. 38 What were the earliest American Indian language groups? p. 39

Essential Understanding: Regions are formed based on common characteristics.

Overview In interpreting this map students extend and refine their skills in relative location by describing the location of Werewocomoco in relative terms. Reinforce the use of directional words as they describe the location of the Iroquoian and other language groups.

Geographers define regions based on common characteristics. Remind students that the number of geographic regions is infinite based on the characteristic/s chosen to define the region. Areas located along borders may include characteristics of both groups.

Students employ the concept of spatial association as they consider the link between the spread (diffusion) of Indian languages along trade routes. Have students consider how the paths may have affected the interaction among Indian groups. Consider discussing reasons for interaction and items the Indians may have traded.

The last question has students evaluate patterns on the map. Are the Indian groups, concentrated in one area, or dispersed throughout the state? Students should notice that the only language region that is not continuous (all pieces touching) is the Algonquian. Some students may observe that the area of the Eastern Shore is separated from the mainland by the Chesapeake Bay. Extend the learning by having students estimate the distance between the various segments of the Indian language regions.

Map Interpretation Observe: I see different colors for parts of Virginia and lines with arrows showing Indian trade routes. Describe: Lines with arrows on both ends show the Indian trade routes connecting the various language areas. Some lines run north to south and others run east to west.

An Atlas of Virginia, Teacher Guide 34 Compare: The Algonquian language region is the only region not split into two parts. The Iroquoian area seems to be split over the largest distance. The longest line runs north to south and is located west of the mountains. The Iroquoian area has the shortest trade route which runs north to south. Analyze: Which language regions were connected by the trade routes? (all) Reflect: Why is trade important both then and now? (Trade provides an opportunity to specialize in a good and then exchange it for what you do not grow or make.) What common characteristic was used to form the regions shown on this map? (language)

Answers to questions in the narrative Can you locate Werowocomoco on the map to the left? Yes, it is located along the York River.

In which Indian language region do you think the Powhatan lived? Algonquian language region

In which region did the Monacan live? Piedmont (Students may need to consult the Five Landform Regions of Virginia map, p. 26)

In which part of Virginia did the (Cherokee) live? The text, directly under the map on the facing page, states the Cherokee were part of the Iroquoian group. That language group is shown in two parts of the state, both located in the southern part of the state bordering modern-day North Carolina. As a literacy skill, students need to recognize that “they” refers to the antecedent Cherokee.

How do you think the Indian trade routes may have affected the spread of Indian languages? In order to trade, the tribes needed to be able to communicate with each other, so they would learn each other’s languages.

Which language group is the most concentrated? Algonquian. Siouan is in two areas and Iroquoian is in two areas.

VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources c) interpreting charts, graphs, and pictures

VS.2 The student will demonstrate an understanding of the relationship between physical geography and the lives of the native peoples, past and present, of Virginia by c) locating and identifying water features important to the early history of Virginia (York River) d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia.

An Atlas of Virginia, Teacher Guide 35 Route to Jamestown 1606-1607, p. 40 How did winds and ocean currents influence the colonists’ route? p. 41

Essential Understanding: The physical environment influences human actions and interactions.

Overview The Route to Jamestown map illustrates how the natural environment facilitates interaction between Europe and the Americas. The westerlies and northeast trades are prevailing winds. A prevailing wind consistently blows in the same direction. Winds are named based on the direction from which they blow.

The arrows on the map demarcate ocean currents and the direction in which they move. Ocean currents circulate in a clockwise pattern in the northern hemisphere. As the map shows only the northern hemisphere, this pattern is consistent throughout the map. Consider having students examine the latitude coordinate numbers to determine which hemisphere is being shown.

A major ocean current of the Atlantic Ocean begins off the west coast of Africa, just north of the equator, and flows into the Gulf of Mexico. In this segment of its journey, the current is known as the Gulf Stream. As the current exits the Gulf of Mexico, it becomes the North Atlantic Drift. This current transports the warmed water from the low latitudes to northern Europe. This ocean current also plays an important role in the path of hurricanes which will be highlighted in other maps in this atlas.

Latitude and longitude coordinates are included on the map and can be used to describe the path of the winds and the ocean currents. The main map purposefully does not name the major bodies of water, but the maps on the facing page provide a reference for the names of the bodies of water in this area. Because of the map projection used the large map does not contain a scale.

Note: Because the longitude lines are a varying distance apart, measurements of distance would be problematic. As latitude lines are parallel to the equator, the rough distance for each degree of latitude is approximately 69 miles. That number could be used to calculate a rough estimate of distance from the West Indies to Jamestown, approximately. 1,035 miles. The distance estimate could be verified by the scale on smaller map on the facing page. These differences underscore aspects of Earth’s surface that are distorted by the process of map projection.

Map Interpretation Observe: I see curved lines of different colors across the blue area of the map. Places are shown in yellow. There is a dot labeled Jamestown. There are numbers on the side of the map with letters such as E, W, and N. Describe: The winds shown in the Atlantic Ocean flow in a circular pattern. The northeast trade winds blow toward the northeast and the westerlies flow west toward Africa before turning to the south. The red line, representing the route connects London with the West Indies. Note: The West Indies are indicated on a small map on the facing page. The arrow heads show ocean currents flowing in a circular pattern. An ocean current flows from Africa into the Gulf of Mexico and then up the east coast of North America to the British Isles.

An Atlas of Virginia, Teacher Guide 36 Compare: Both ocean currents and winds flow in a circular pattern. The route to Jamestown is similar to the paths of the winds and ocean currents. Analyze: Why did the colonists ships arrive in the West Indies before they landed at Jamestown? (the ocean currents and northeast trade winds transported the ships to the West Indies) Reflect: How does the map help me understand why the journey to Jamestown would take four months? (the route to Jamestown was not a direct connection)

Answers to questions in the narrative Why didn’t the English sailors sail straight across the Atlantic Ocean to Jamestown? The northeast trade winds and prevailing winds along with the ocean currents made it very difficult to travel straight from England to Jamestown. The trip was faster and safer by traveling with the wind and water currents than against them.

Approximately how far apart are the stops on the journey to the Americas? England to Canary Islands - approx. 1,500 – 2,000 miles Canary Islands - West Indies - approx. 3,500- 4,000 miles

Describe the relative location of Cape Henry and Jamestown. Cape Henry is on the south side of the entrance to the Chesapeake Bay. It is southeast of Jamestown. Jamestown is located upriver on the north side of the James River. It is northwest of Cape Henry.

Note: Information and the trade winds and the ICTZ (introduced in the hurricane section) is available at https://oceanservice.noaa.gov/education/kits/currents/05currents2.html

1.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using basic map skills to support an understanding of Virginia history

2.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) using basic map skills to locate places on maps and globes to support and understanding of American history.

Science 4.7 The student will investigate and understand that the ocean environment has characteristics. Key characteristics include b) physical properties and movement of ocean water; and 5.6 The student will investigate and understand characteristics of the ocean environment b) physical characteristics

An Atlas of Virginia, Teacher Guide 37 Virginia Colonial Settlements, 1607-1699, p. 42 Where and why did people settle in Virginia? p. 43

Essential Understanding: Physical features influence patterns of human settlement.

Overview The Virginia Colonial Settlements map includes a wide variety of symbols for students to interpret. The page also includes an inset map that identifies the location of Virginia. The narrative on the facing page introduces the term buffer. A buffer zone lies between two areas in this case serving as a separator between the English settlers and the Indians. Extent refers to the size of an area covered by something, in this case the Fairfax land grant. In crafting descriptions, students could apply the terms inland and coastal to distinguish the location of the areas.

Map Interpretation Observe: I see blue wavy lines, areas of different colors, a checkered area, a small map on top of the large map, and dots with different symbols, and names for some places. Describe: The forts are located along the western side of the extent of European settlement. Most of the settlements were located along the Chesapeake Bay and rivers. Compare: The area shown as the Fairfax Grant extends the farthest inland. Not all of the Fairfax Grant was settled. Analyze: How did the historic towns reflect British rule? (named after places in England) Reflect: Why did people settle along water? (source of fresh drinking water, and a transportation connection) What might be the relationship between the Fall Line and the extent of European settlement? (seems like the forts were established along the Fall Line marking the upper limits of the rivers’ navigability)

Answers to questions in the narrative What do you notice about the placement of these forts? Most forts are located along the edge of the English settlement and the forts are all located on rivers.

What might explain the choice of locations? The rivers provided food and transportation routes.

What geographic features contributed to the settlement patterns you observe? Rivers were very important to where forts and settlements were established because they were a source of food and transportation routes. Most of the forts were located along the Fall Zone, after which rivers were no longer navigable.

An Atlas of Virginia, Teacher Guide 38 VS.2 The student will demonstrate an understanding of the relationship between physical geography and the lives of the native peoples, past and present, of Virginia by c) locating and identifying water features important to the early history of Virginia

How does 1619 help us connect the past to the present? pp. 44, 45

Essential Understanding: The year 1619 is a turning point in the history of the English colonies in America.

Overview It has now been over 400 years since several historical events occurred in Virginia that continue to influence America today. The year 1619 saw the formation of the first representative legislative assembly in the New World, the arrival of the first recorded enslaved Africans to English North America, and the recruitment of English women in significant numbers to help sustain and grow the colony. This is not just a Virginia story, but a significant chapter in the American story.

The map on page 45 shows the location of Old Point Comfort, the landing place of the first Africans in Virginia. Have students look closely at the directional indicator and notice that it does not have any labels. The fleur-de-li to the right of the map indicates north. Places such as Jamestown and Point Comfort are shown in their positions, although oriented differently.

Cape Henry is located where the Chesapeake Bay enters the Atlantic Ocean. Have students compare this map to one of the same area shown on p. 41.

The map included in the atlas is only a segment of the map created by John Smith and William Hole in 1624. A zoomable map can be found at the Library of Congress site at https://www.loc.gov/resource/g3880.ct000377/?r=0.09,0.065,0.48,0.239,0

Map Interpretation Observe: I see many lines coming out of the directional indicator. The water area is indicated by dots. “CHE” probably stands for the Chesapeake Bay. Describe: A river connects “Jamestowne” to the bottom part of the Chesapeake Bay. Compare: The map shows more place names on the right side of the river. The symbol for trees is scattered throughout the map. Analyze: Why would “Poynt comfort” be a good place to dock a ship? (away from the ocean and relatively sheltered from the open seas) Reflect: Why do you think the map maker, Captain John Smith, included the features he did? (answers will vary)

Answers to question in the narrative How did the events of 1619 change the course of history? While the significance of 1619 has sparked much controversy amongst historians, politicians, and journalists with the release of the controversial New York Times 1619 Project, it has also opened a more open dialogue about the historiography of slavery, gender and how we might move away from the traditionally Anglocentric, male-dominated view of American history to tell a more complete narrative. This narrative

An Atlas of Virginia, Teacher Guide 39 must include stories of resistance and resilience as part of the story of the brutality of chattel slavery in Virginia.

It must also move beyond African Americans only being mentioned in terms of slavery, civil rights, Massive Resistance, and during February’s Black History Month or MLK Day commemorations. The contributions of African Americans to American history, culture, and innovation should be woven into the threads of each unit of study as part of the overall American story, not isolated facts as they appear on multiple-choice test items. (This is true of how we teach about Indigenous peoples including American Indians, the Inuit, and Pacific Islanders in other lessons.)

The establishment of the first representative legislative assembly serves as a model both here and abroad. Early action was more focused on colonists having a voice in the interpretation and enforcement of the Virginia Company of London's rules and laws. Over time colonial representatives crafted their own proposed laws and advocated on behalf of their constituents. The enlargement of the role of colonial representatives shift was seen by many as a model for future colonies and later the patriots as they declared independence in 1776.

The recruitment of women to Jamestown, less romantic than a modern dating app, was more of a business arrangement between English parents wishing to send their daughters to the New World. There they might make a better life or in some cases, be less a financial burden to their parents. The arrival of the women sets the groundwork for future discussions about suffrage, the Equal Rights Amendment, Women’s Lib, women’s reproductive rights, and the gender pay gap.

Perhaps the biggest takeaway from the country commemorating 400 years later these three seemingly separate milestones of 1619 is the charge to continue to tell these stories as part of a more inclusive and broader narrative of telling ALL of our stories. As historians and politicians gear up for the “next big patriotic commemoration,” the United States Semiquincentennial, or 250th Birthday on July 4, 2026, it is important to remember as a nation there is still much work to be done as we try to realize true “Liberty and Justice for All.”

Learn More The New York Times Magazine, 1619, https://pulitzercenter.org/sites/default/files/full_issue_of_the_1619_project.pdf

‘Master Pories parlement business’—The Proceedings of the First General Assembly of Virginia, July 1619 by John Pory, https://www.historyisfun.org/blog/master-pories-parlement-business-the-proceedings-of-the-first- general-assembly-of-virginia-july-1619-by-john-pory/

Records of the Virginia Company of London, http://www.virtualjamestown.org/exist/cocoon/jamestown/virgco/b002245362 “Ship for Virginia”: The Beginnings in 1619-1622 of the Great Migration to the Chesapeake, https://richmond.app.box.com/s/xmoj61nlrs72gyedoijv21rf9n3ciww0

Tenacity: Women in Jamestown and Early Virginia (podcast), https://vahistorypodcast.com/tag/ferrar-papers/

An Atlas of Virginia, Teacher Guide 40 Wives for Virginia, 1621, https://richmond.app.box.com/s/pwggiv18h6pggy8wt988cnnk740lyvqq

VS.3 The student will demonstrate an understanding of the first permanent English settlement in America by d) identifying the importance of the General Assembly (1619) as the first representative legislative body in English America; e) identifying the impact of the arrival of Africans and English women to the Jamestown settlement;

VS.4 The student will demonstrate understand of life in the Virginia colony by a) explaining the importance of agriculture and its influence on the institution of slavery b) describing how the culture of colonial Virginia reflected the origins of American Indians, European (English, Scots-Irish, German) immigrants, and Africans; e) describing everyday life in colonial Virginia

Virginia Colonial Settlements, 1700-1775, p. 46 How did settlers shape Virginia’s culture? p. 47

Essential Understanding: Place names reflect the culture of an area’s inhabitants.

Overview A basic concept of geography is distribution. A comparison with the Virginia Colonial Settlements, 1607-1699 map provides an opportunity to identify changes over time. Students can refine their skills in map interpretation by recognizing that the dot, not the name, indicates the location of a town or city. The use of the terms sparse, dense, concentrated, or dispersed are used to describe settlements. The map provides data to explore the geographic theme of movement which includes the migration of people, goods, and ideas. The narrative provides information to explore the origin of various toponyms and introduces the concept of cultural landscape, the imprint of human settlement on the land. The narrative also describes the settlement patterns in terms of the physical regions detailed in Five Landform Regions of Virginia map on p. 26.

Note: the narrative lists groups of settlers in chronological order.

Map Interpretation Observe: I see areas with different colors, lines with arrows, and dots with names of towns. Describe: No towns are labeled on the Eastern Shore. The pink area identifying the extent of Europe settlement is concentrated along the major rivers. Other rivers and streams are not shown on this map. A line of towns is shown along the Great Wagon Road. The Great Wagon Road runs north to south. The arrows indicate movement of people to the west. Compare: In the eastern part of the state the arrows show people moving from east to west. In the western part (along the mountains, see Elevations map, page 18) the arrows show people moving from north to south. The arrow indicates people moving farther inland through the Cumberland Gap.

An Atlas of Virginia, Teacher Guide 41 Analyze: Which cities appear to the be origins of movement of settlers west? (Fredericksburg, Richmond, west of Norfolk) How did the Virginia colonial settlements change over time? (See the 1607-1699 settlements map. The earlier settlements stopped at the Fall Line, during the later period, the Great Valley of Virginia was settled.) Reflect: How do place names help me understand the people who settled Virginia? (the places names reflect words from the Indian languages, and places back in England)

Answers to questions in the narrative In which direction did people move during this time period? West

How do you think the Great Wagon Road affected settlement patterns? The Great Wagon Road, a route running north to south along the mountains, provided a way for groups of people to travel and settle together.

VS.4 The student will demonstrate an understanding of life in the Virginia colony by b) describing how the culture of colonial Virginia reflected the origins of American Indians, European (English, Scots-Irish, German) immigrants, and Africans;

Colonial Trade Patterns, p. 48 How did the colonial economy depend on trade? p. 49

Essential Understanding: Trade supports the exchange of goods among different areas of the world.

Overview This map also illustrates the geography theme of movement as trade centers on the exchange of goods between places near and far. This map focuses on the colonial trade patterns at a global scale. Assist students in building an understanding of the difference between raw materials and manufactured goods.

The words exports, imports, embarked, and disembarked, provide an opportunity to students to apply their knowledge of prefixes. The definitions provided in the text boxes provided on the facing page can be applied to what is observed on the map and in the interpretation of the map’s legend.

Students have the opportunity to interpret a table and a graphic in order pose questions and draw conclusions. The Africans Transported to North America graphic details the number of people forced to migrate to the colonies and later the United States by time period. Encourage the students to identify trends and notice outliers. For example, why would the number of people sharply brought to North America decline sharply between 1776 and 1800? Ask students to think of events that were occurring during the same time period,

An Atlas of Virginia, Teacher Guide 42 e.g., the American Revolution and establishment of the new government. How could those events affect the involuntary migration of the enslaved Africans?

Map Interpretation Observe: I see lines of different colors connecting places. The lines have arrows showing the destination of goods and people. There are labels for dots and writing on above and below the lines. Describe: The red arrows originate in Europe and Africa. The enslaved came from various parts of Africa and were shipped to the West Indies and North America. Virginia shipped goods to the Caribbean Islands and to Europe. Compare: Enslaved Africans and manufactured products were shipped to the colonies. The colonies shipped raw materials to other colonial cities, and to England and Scotland. Analyze: There are a few places on the map where the latitude and longitude coordinates are listed together. How could you tell which number goes with which line? (the numbers with the letter E or W following them are longitude; those lines with a N indicate latitude lines) Reflect: How does the information in this map help me to understand the economy of the colonies? (the major trading partners were on the island of Great Britain) How does this map help me understand the relationship between Great Britain and the colonies? (The labels on the trade path show the colonies receiving British manufactured goods and sugar and rum from the British Caribbean area. In return the colonies sent raw materials and food to Britain.)

Answers to questions in the narrative What were some of the goods that Virginia imported? Possible answers include enslaved people, wine, salt, sugar, rum, manufactured goods.

From where did these goods originate? Possible answers include manufactured goods- Europe enslaved people - Africa, West Indies salt, rum, sugar - West Indies wine - Africa

Compare these to Virginia exports. What do you notice? Manufactured goods and products were imported by Virginia. Virginia exported raw materials to Europe and the West Indies where they were likely used to produce the goods that were then exported back to the colonies. What does the information in the table below tell you about the journey from Africa to the colonies? The journey must have been very difficult and conditions harsh because many Africans died during the trip.

VS.3 The student will demonstrate an understanding of the first permanent English settlement in America by d) identifying the impact of the arrival of Africans and English women to the Jamestown settlement;

An Atlas of Virginia, Teacher Guide 43 VS.4 The student will demonstrate understand of life in the Virginia colony by e) describing everyday life in colonial Virginia

5.4.4 The student will expand vocabulary when reading a) use context to clarify meanings of unfamiliar words and phrases b) use knowledge of roots, affixes, synonyms, antonyms, and homophones to determine the meaning of new words f) develop and use general and specialized content area vocabulary through speaking, listening, reading, and writing.

Virginia Land Claims 1609-Present, p. 50 How and why did Virginia’s borders change? p. 51

Essential Understanding: Border changes are often a consequence of economic, political, and cultural factors.

Overview Four overlapping extents of territory claimed by Virginia are shown on one map. The small maps on the facing page illustrate the different segments through time. In 1606, claims between the Plymouth Company and the London Company overlapped. In its 1609 charter, the Virginia Company of London was granted lands 200 miles northward from Point Comfort, along the sea coast 200 miles south, and from sea to sea, west and northwest.

Map Interpretation Observe: I see four different sets of borders are shown for Virginia in various time periods. Each is shown in a different color. I see an explanatory note on the map. Describe: The map shows current borders of the contiguous United States. Virginia land claims included land now part of other states. In 1609, the lands granted to the Virginia Company in the Second Charter extended from the Atlantic to the Pacific oceans. Compare: Which company had the larger land claim in 1609? (The Virginia Company of London’s charter granted it lands all the way to the Pacific Ocean.) Analyze: What data from the map could you use to support the statement in the textbox, Virginia has contracted in area several times in history? (Contracted is another word for getting smaller. Over time Virginia’s land claims became gradually smaller. This can be proved by looking at the darkest red area which covers the least amount of territory.) Reflect: Why do you think the borders of Virginia increased between the First Charters and Second Charters granted to the Virginia Company? (Possible reasons, the King favored the Virginia Company; the Virginia colony was an economic venture.)

An Atlas of Virginia, Teacher Guide 44 Answers to questions in the narrative Create a brief description explaining how the borders changed over time. For the most part, the area of Virginia became smaller through time. • In 1606, the First Charter granted the Virginia Company a 100-mile strip of land along the coast. • A dramatic increase occurred in 1609 when the Second Charter extended the land granted to the Pacific coast. • In late 1700s western portions of Virginia were given to the United States operating under the Articles of Confederation. • Virginia again became smaller when Kentucky became a state in 1792. • The present-day borders of Virginia were established in 1863 when during the Civil War, West Virginia became a state. Figure 7 Land Claims, 1784 SOLs addressed VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources; c) interpreting, charts, graphs, and pictures

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

The Battle of Great Bridge, p. 52 Where did the American Revolution begin in Virginia? p. 53

Essential Understanding: Political, social, and economic factors may influence the outbreak of a war.

Overview Even though the Battle of Great Bridge is no longer in the Virginia Standards of Learning, the depiction of the event provides an opportunity for students to compare a drawing with a map. The map page shows a modern- day map of the Great Bridge area and a drawing from “The Battle of Great Bridge: “boys, stand to your arms” by Judy Bloodgood Bander (used with permission). The representations of the same area provide students with the opportunity to compare maps are different scales.

Map Interpretation Observe: I see physical features such as marshes, streams, and lakes, and a drawing of the Battle of Great Bridge. Describe: Marsh areas are located in the southern part of the map. The rivers in the drawing are in the same relative location but are less detailed than those in the map.

An Atlas of Virginia, Teacher Guide 45 Compare: How are the things shown on both maps both alike and different? (Both maps show the Southern Branch of the Elizabeth River and marshy areas. The hand-drawn map [on the right] has more detail in a smaller area than the map to the left which provides an overview of a larger area.) Did the Battle of Great Bridge occur before or after the Declaration of Independence? (Before, the Battle of Great Bridge was in December of in 1775 and the Declaration of Independence was approved in July of 1776.) Analyze: What advantage did the colonists have in defending their position? (The colonists were on the south side of the bridge in a position to keep the British from crossing over.) Which “map” shows a closer area? (the hand drawn) Reflect: How might the geography of Great Bridge influence the outcome of the battle? (The river separated the two groups.)

Answers to questions in the narrative How did place characteristics contribute to the colonial victory at Great Bridge? Place characteristics include marshes, rivers, a bridge, a causeway, and colonial buildings separated the British fort on the north shore of the river from the Patriots on the south side of the river. As the path of attack was constricted by the causeway, the colonists were able to defend against the advancing British forces.

In what direction did Lord Dunmore flee? Northwest towards Norfolk (a north arrow is provided on the hand-drawn map)

Approximately how far was Great Bridge from Norfolk? ~ 10 - 12 miles

1.1b, 2.1b using basic map skills (using a scale)

Revolutionary War in Virginia, p. 54 How did Virginia participate in the Revolutionary War? p. 55

Essential Understanding: Topography and leadership affect the outcome of a war.

Overview The elevation shown in the map provides a context for Jack Jouett’s ride from Cuckoo to Charlottesville. The facing page includes an explanation of Jack Jouett’s ride. No specific route for his ride is included on the map so that students can propose alternative routes. The early battle at Great Bridge and the last battle of the war at Yorktown are shown on the map. Have students consider how their geographic locations may have influenced the outcome of the battles. Have students suggest reasons why Norfolk and Williamsburg were included on the map. (Williamsburg was the Virginia capital; Norfolk was a major port in the region.)

An Atlas of Virginia, Teacher Guide 46 Map Interpretation Observe: I see different colors that change from east to west. Some cities are labeled on the map. Describe: Lower elevation is concentrated along the Chesapeake Bay. The major rivers drain into the Chesapeake Bay. Compare: Which elevation category has the most revolutionary sites? (sea level to 500 feet) Analyze: What advantages did the location of Yorktown have for the “escape” of the British? (Its location on a river with access to the Chesapeake Bay would facilitate escape by sea. How did the location of Yorktown create a “trap” for the British? (Once down the peninsula, movement to another bordering peninsula would not be possible due to lack of bridges.) Why do you think that Cornwallis chose the southernmost peninsula? (because of its location nearest the “mouth” of the Chesapeake Bay) Reflect: How does this map help me realize the significance of a blockade of the Chesapeake Bay? (The map shows the connection to the Atlantic Ocean which if closed off would prevent escape by sea.)

Answers to questions in the narrative What challenges did Jouett face? He had to travel in secret, difficult to travel late at night through old roads. He had to travel fast in order to beat the British to Charlottesville. He needed to avoid the main roads and faced increases in elevation as shown on the map.

What route do you think he followed? He likely used back roads off the main route to Charlottesville to avoid the British.

How did topography influence his route? The topography or landscape of Jack Jouetts’s ride did not influence his ride in a favorable way. He chose to travel over old rough roads, up mountains, and across streams to avoid the British in order to warn Thomas Jefferson that the British were on their way to Monticello to arrest him.

Agricultural Products in Virginia, 1860, p. 56 Which crops were grown in Virginia in 1860? p. 57

Essential Understanding: The physical environment, economic and cultural factors influence what is grown.

Overview A key concept embedded in the agricultural maps is that of scale of geography. The full-page map shows the distribution of crops at a statewide level. The narrative for the next map provides an explanation of the term cash crop. In this map students could categorize the crops for domestic use or for sale overseas. The chart provides an opportunity for students to compare the relative number of animals raised in Virginia in 1860. The

An Atlas of Virginia, Teacher Guide 47 small maps show the production of ginned (processed) cotton and wheat by county. The gray areas are either counties that did not in exist in 1860 or without agricultural production of that particular crop.

Map Interpretation Observe: I see pictures of crops and animals throughout Virginia. Describe: There are four different types of animals shown and six different types of crops. Compare: How do the crops grown in the northern part of the state differ from those grown in the southern part of the state? (Wheat and corn are gown in the north, tobacco, cotton, peanuts in the southern part of the state.) In what parts of the state is cotton grown? (in the southeast) Which type of livestock was the most numerous in 1860? (pigs) Analyze: Which of the crops are cash crops? (tobacco and cotton, both non-food crop raised for sale) Reflect: How do the small maps and data from the table help me to understand agriculture in Virginia? (The maps show the distribution of wheat and cotton in 1860. The western part of Virginia did not grow cotton. Wheat was more widely distributed than cotton. The livestock graph shows the relative number of animals raised in 1860. From these facts, I can conclude that the Virginia economy depended on agriculture in 1860. The large map shows me that tobacco was a major crop.)

Answers to questions in the narrative There are no questions included in the narrative. Consider asking the following questions that tie the physical regions of Virginia to farming in Virginia.

What region of Virginia raised the most wheat? Northern part of the Piedmont Region

In which region of Virginia were pigs/hogs primarily raised? Southern part of the Tidewater Region.

SOLs addressed VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources; VS.2 The student will demonstrate an understanding of the relationship between physical geography and the lives of the native peoples, past and present, of Virginia by b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont

An Atlas of Virginia, Teacher Guide 48 Enslaved African Americans in Virginia’s Population, 1860, p. 58 How did tobacco growing affect slavery in Virginia? p. 59

Essential Understanding: The economy, environmental conditions, technology, and social views influenced the institution of slavery.

Overview Information on the facing page provides additional data for students to explore spatial association between the percent of enslaved African Americans and the pounds of tobacco produced. In a spatial association, two variables share a similar distribution. This map uses percentages to represent the enslaved African American population. The use of a percentage accounts for differences in population at the county level. The narrative page provides an explanation of cash crops such as tobacco and cotton. The chart shows the change in tobacco exports over time. Have students consider the relationship between cash crops and exports, and the enslaved and tobacco production. On the map of Tobacco Production on the facing page, the grayed-out areas indicate either counties that were not in existence in 1860 or those not raising tobacco.

Map Interpretation Observe: I see various shades red and orange throughout the state showing different percentages of enslaved African Americans in 1860. Describe: Areas with high percentages of the enslaved are located in the eastern part of the state. Compare: In most cases, the counties with high percentages of enslaved African Americans produce the most tobacco. Analyze: Why might counties in the western part of the state have very low percentages of enslaved labor? (Climate and soil conditions did not support tobacco and cotton growing in the western part of the state.) Reflect: Did Virginia grow more cotton or tobacco? (tobacco) What data did you use to make your decision? (I referred to the number of counties growing cotton on the ginned cotton map on p. 57. There were fewer counties growing cotton than tobacco.)

Answers to questions in the narrative Which areas had over 50% of the population enslaved? Counties in the Coastal Plain and most counties in the Piedmont

What conclusions can you draw after comparing the enslaved with tobacco production? Many enslaved African Americans were used in the areas with high tobacco production

Based on the graph, how did tobacco production change over time? Tobacco production increased over time.

What observations can you make about the economy of Virginia and its society? Tobacco exports supported the economy of Virginia. Virginia had a high percentage of enslaved African Americans in many tobacco-producing counties.

An Atlas of Virginia, Teacher Guide 49 SOLs addressed VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources; c) interpreting charts, graphs, and pictures

Civil War Battles in Virginia and Vicinity p. 60 How did the Civil War affect Virginia? p. 61

Essential Understanding: Economic, political, and social factors influence the outbreak of a war.

Overview The map has a variety of symbols—color to indicate allegiance to the Union or Confederacy; battles sorted by date as indicated by color circles; the capitals for each side as shown by green stars, and places significant to the conflict as triangles, also keyed to the year in which they occurred. According to the battle strategy of the time, enemy forces tried to capture each other’s capital. One of the earliest battles in the war, First Manassas, was part of an attempt to capture the Union capital in Washington, D.C.

The narrative provides background information on the differences between the North and South and highlights slavery as the major cause of the conflict. A small map on the narrative page shows the counties that seceded from Virginia to form the Union state of West Virginia in 1863. Refer students back to maps of agriculture on previous pages to identify the percentages of the enslaved in those counties.

Map Interpretation Observe: I see dots of different colors, states of different colors. There are also three triangles and two stars. Describe: Battles for different years during the Civil War are shown on the map. The capitals of the Confederate States of America and the United States of America are shown on the map with a green star. I know that a star usually indicates a capital city. Compare: Overall, there are more battles in the eastern part of the state than in the western part. In 1865, many battles were in the vicinity of the Appomattox River. The marker at Manassas was early in the war, the marker by the harbor of Hampton Roads was in 1862, and the marker at Appomattox Courthouse marks the end of the war. Analyze: Why were so many battles near Richmond? (Richmond on the Fall Line is/was a major north- south route; for most of the war, Richmond was the capital of the confederacy) Reflect: What could be some possible consequences of the many battles fought within Virginia? (destruction of farmland and property by various armies)

An Atlas of Virginia, Teacher Guide 50 Answers to questions in the narrative Locate the border states contiguous to Virginia. Maryland and Kentucky. Delaware although shown the map is not contiguous to Virginia.

Was this battle (Manassas) closer to Washington or Richmond? Washington

SOLs addressed VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources; c) interpreting charts, graphs, and pictures VS.7 The student will demonstrate an understanding of the issues that divided our nation and led to the Civil War by a) explaining the major events and differences between northern and south states that divided Virginia and led to secession, war, and the creation of West Virginia; b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia;

Massive Resistance in Virginia, p. 62 How did Virginia respond to desegregation? p. 63

Essential Understanding: Individuals and groups may serve as agents of political and social change.

Overview The narrative on the facing page provides a summary of the efforts of African Americans to secure equality and civil rights. The agency of African Americans in securing these rights is detailed in the narrative. During the mid- twentieth century, the issue of school desegregation was settled by the Supreme Court of the United States. However, southern states resisted the court order and refused to integrate their schools in a movement known as Massive Resistance.

The map details the formation of schools, many staffed by African American teachers, during the Reconstruction Era. These early schools were scattered throughout the state. Consider having students compare the location of those early schools with those closed by the governor’s order barring integration. What efforts did the African American students of Moton High School and their parents take to improve the status of their school? What were the outcomes of their actions?

Note: Learn more • Robert Russa Moton Museum, http://www.motonmuseum.org/about/ (Search for Timeline, Galley, different gallerys include background information and images) • Heinemann, R. L. “Moton School Strike and Prince Edward County School Closings,” entry, https://www.encyclopediavirginia.org/Moton_School_Strike_and_Prince_Edward_County_School _Closings • Hershman, James H.. “Massive Resistance” entry. Encyclopedia Virginia, https://www.encyclopediavirginia.org/Massive_Resistance

An Atlas of Virginia, Teacher Guide 51 Map Interpretation Observe: I see a text box on the left listing names with dates, color patches in some counties, black triangles in the yellow counties and cities, and textboxes with names of places. Describe: The schools of three counties and two cities were closed under massive resistance to school desegregation. Compare: The Reconstruction Era schools were more widely distributed than the counties and cities with school closures. Analyze: To what extent does the percentage of enslaved African Americans in 1860 correspond to the counties and cities that closed their schools in the late 1950s? (The counties did not have the highest percentages of African Americans in the state.)

County/City 1860 % enslaved 1950 % Non-white Charlottesville City 52.3 18.1 Warren County 24.4 8.04 Prince Edward County 62.0 44.5 Norfolk City 24.9 29.7 Arlington County 11.0 4.9 Source: 1860 data http://www.virginiaplaces.org/population/pop1860numbers.html 1950 Historical GIS, Steven Manson, Jonathan Schroeder, David Van Riper, and Steven Ruggles. IPUMS National Historical Geographic Information System: Version 14.0 [Database]. Minneapolis, MN: IPUMS. 2019. http://doi.org/10.18128/D050.V14.0

Do you think the counties and cities not indicated as having school closures had segregated or desegregated schools? (segregated) Reflect: Why do you think the map doesn’t include school closures in the southwestern region of the state? (low population of African Americans)

Answers to questions in the narrative What do you notice? (photograph of Hampton Institute geography class) The students and teachers were African American. Students were sitting on benches instead of at desks. Students were holding globes. The teacher was pointing to a diagram of the seasons. The class had male and female students probably of high school age.

SOLs addressed VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by a) analyzing and interpreting artifacts and primary and secondary sources; c) interpreting charts, graphs, and pictures VS.8 The student will demonstrate an understanding of reconstruction of Virginia following the Civil War by c) identifying the effects of segregation and “Jim Crow” on life in Virginia for American Indians, whites, and African Americans VS.9 The student will demonstrate and understanding of Virginia during the twentieth century and beyond by c) describing the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history

An Atlas of Virginia, Teacher Guide 52 Climate in Virginia Annual Precipitation in Virginia, p. 64 What is precipitation? p. 65

Essential Understanding: Precipitation is part of the water cycle and takes many forms.

Overview The map shows spatial variation in the distribution of precipitation across Virginia. As Virginia is a well-watered place, all parts receive precipitation in the range of 33 to 40 inches per year. In analyzing the map have students examine the relationships between position in the state (coastal or interior) and elevation order to identify possible spatial associations. A spatial association occurs when two variables have similar distributions.

The narrative provides an explanation of the water cycle and a map of precipitation at the geographic scale of the United States. A more detailed diagram of the water cycle is available at https://www.usgs.gov/media/images/water-cycle-natural-water-cycle.

Map Interpretation Observe: I see different colors showing where the amount of precipitation varies across the state. Describe: Areas in the southern part of the state have more areas of high precipitation. Areas along the James River have more precipitation than areas further inland. Compare: The areas along the eastern side of the mountains have more precipitation. The areas on the western side have less. Except for the mountainous areas, areas in the northern part of the state have lower precipitation. Analyze: Why do areas with higher elevation have more rain? (as air rises it cools, causing water vapor to precipitate out) Why is Virginia a well-watered place? (its location in the middle latitudes; winds blow across water and bring rain) Reflect: How could winds and ocean currents affect rainfall? (winds blowing across a large body of water such as an ocean or the Chesapeake Bay pick up and deliver moisture; warm ocean currents such as the Gulf Stream or North Atlantic Drift have more potential to transport water vapor than cold ocean currents)

Answers to questions in the narrative Where do you see a line of heavier precipitation? Along the eastern side of the mountains.

Why might rain be heavier in this area? Mountains cause air to rise that can then result in condensation and precipitation.

What could account for the large area of precipitation along the coastal area? Nearness to a large body of water contributes to moisture in the air that can lead to condensation and precipitation.

An Atlas of Virginia, Teacher Guide 53 How do you think our averages compare with other parts of the country? According to Average Annual Precipitation of the United States, Virginia is in the mid to high range of precipitation for the country.

SOLs addressed 1.7 The student will investigate and understand that there are weather and seasonal changes 2.6 The student will investigate and understand that there are different types of weather on Earth 2.7 The student will investigate and understand that weather patterns and seasonal changes affect plants, animals, and their surroundings 3.7 The student will investigate and understand that there is a water cycle and water is important to life on Earth

4.4 The student will investigate and understand that weather conditions and phenomena affect ecosystems and can be predicted

Climate at Richmond, Virginia, p. 66 What do the data show about climate in Richmond? p. 67

Essential Understanding: Temperatures vary throughout the year according to the season.

Overview The map shows the location of Richmond and its monthly mean temperature. Climate is the long-term average of temperature and precipitation. Climate data has been collected over the last 100 years. It is important for students to understand the meaning of mean (average) and how it is calculated. Note that the Climate at Richmond, Virginia map only shows temperature, one of the two components of climate.

On the facing page the climograph shows both temperature and precipitation on the same graph. This type of graph provides an opportunity to reinforce math and graph interpretation skills as students interpret the two axes. Map Interpretation Observe: On the Climate at Richmond, Virginia map Virginia is all one color. There is a bar graph showing monthly mean temperatures with exact values labeled. There is a red dot connected to the graph. Describe: The graph shows the monthly mean temperature varies throughout the year. The graph shows average temperature by month. The lower temperatures are on the outer edges of the graph. Compare: Mean temperatures are the highest in the months of July and August. Temperatures are the lowest in January and February.

An Atlas of Virginia, Teacher Guide 54 Analyze: Why do mean temperatures vary from month to month? (the amount of sunshine reaching the area due to Earth’s position in its orbit around the sun) How does the location of Richmond affect its monthly mean temperatures? (Richmond is not located directly on the coast. Distance from the ocean usually makes climate colder in the winter, and warmer in the summer.) Reflect: How does temperature change through the different seasons? (warmest in the summer and coldest in the winter; spring and autumn are transitional)

Answers to questions in the narrative Which month is the coldest? January

Which is the warmest? July

SOLs addressed Science 1.7 The student will investigate and understand that there are weather and seasonal changes 2.6 The student will investigate and understand that there are different types of weather on Earth 2.7 The student will investigate and understand that weather patterns and seasonal changes affect plants, animals, and their surroundings 3.7 The student will investigate and understand that there is a water cycle and water is important to life on Earth

4.4 The students will investigate and understand that weather conditions and phenomena affect ecosystems and can be predicted. a) weather measurements create a record that can be used to make weather predictions’ b) common and extreme weather events affect ecosystems

ES.12 The student will investigate and understand that Earth’s weather and climate are the result of the interaction of the sun’s energy with the atmosphere, oceans, and land. a) weather involves the reflection, absorption, storage, and redistribution of energy over short to medium time spans; c) extreme imbalances in energy distribution in the oceans, atmosphere, and the land, may lead to severe weather conditions d) models based on current conditions are used to predict weather phenomena;

WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;

Scientific and Engineering Practices 2.1 The student will demonstrate an understanding of scientific and engineering practicing by c) interpreting, analyzing and evaluating data d) constructing and critiquing conclusions and explanations

3.1 The student will demonstrate an understand of scientific and engineering practices by a) interpreting, analyzing, and evaluating data

Mathematics 5.17 The student given a practical context, will a) describe mean, median, and mode as measure of center; c) describe the range of a data set as a measure of spread; d) determine the mean, median, mode, and range of a set of data

An Atlas of Virginia, Teacher Guide 55 Average Snowfall in Virginia, p. 68 How does Virginia’s average snowfall compare with other states? p. 69

Essential Understanding: Snowfall varies from year to year and place to place.

Overview A choropleth map uses color to show variation of average annual snowfall in inches across Virginia. Encourage students to state general rules, such as in most parts of the state, snowfall varies by latitude except for the far western part of the state. Have students consider the relationship between latitude and temperature, e.g., the closer to the poles, the lower the temperature. An inference about temperature can be made from the amount of snowfall.

Introduce general relationships among air pressure, temperature, and elevation. When encountering a mountain air rises and cools as temperature decreases with altitude. As the rising air expands it cools resulting in precipitation in the form of snow in the winter. As this map does not show elevation, have students consult the Elevations map on page 18. Does the distribution of snow in these maps illustrate the probable effects of latitude and elevation on the amount of snow? (yes)

Note: The bars on the small map in the lower left of the facing page indicate relative amounts of snowfall throughout the state. The higher the bar, the higher the snowfall amount.

The data contained in the Did You Know? section provides an opportunity for students to explore the concept of outliers. Selecting a site for a possible new ski resort would provide students with a problem-based activity in which they use a variety of maps provided in the atlas.

Map Interpretation Observe: I see dark and light colors on the map. Describe: The darker the color the higher the amount of snow. Compare: What patterns do you see? (the further west you go the higher the snowfall) Have students consult the Elevations of Virginia map on p.18 of the Virginia Atlas to investigate the relationship between snowfall and elevation. Analyze: Why do you think snowfall is higher in the Appalachian Plateau region? (temperatures are colder in mountainous areas because the higher the elevation, the lower the temperature; temperatures around and below freezing are needed for snow to fall) Why do you think snowfall is lower along the Chesapeake Bay? (the closer to a large body of water the milder the temperature; too warm to sustain snow in the southern portions) Reflect: How can this map help me recommend the best location for a ski resort? (helps me to identify the areas with the most snowfall)

Answers to questions in the narrative How does the Virginia Snowfall map compare to the Annual Average Snowfall map?

An Atlas of Virginia, Teacher Guide 56 In which part of our state does it snow the most? The western part of the state has the most snow.

What is the average range of snowfall in Virginia? According to the legend average snowfall ranges from 5 to 35 inches.

Why do you think it snows more in the mountains?

At what temperatures does water freeze? 32º Fahrenheit, 0º Celsius

During what months is snow the most likely why? Snow falls in the months when temperatures are below freezing.

Find where you live on the map and estimate how much snow there is at that location each year? Answers will vary based on location.

How do you think our average snowfall compares with that in other parts of the country? According to the Average Annual Snowfall United States map on the facing page, Virginia is in the low to mid-end of the scale.

3.1 The student will demonstrate an understand of scientific and engineering practices by a) interpreting, analyzing, and evaluating data

WG.2 The student will analyze how physical and ecological processes shape Earth’s surface by a) explaining regional climatic patterns and weather phenomena and their effects on people and places;

An Atlas of Virginia, Teacher Guide 57 Natural Hazards in Virginia Tracking Hurricanes, p. 70 Where do hurricanes begin? p. 71

Essential Understanding: A variety of factors influence the tracks of Atlantic hurricanes.

Overview Students may be familiar with the hurricanes in the Atlantic that threaten coastal Virginia each year. Have students identify the bodies of water that are include in the hurricane source area on the Tracking Hurricanes map. The map shows where hurricanes form and the narrative provides a partial answer to the “Why there?” question.

Shifting from the western hemisphere to the global map on the facing page, what patterns are evident? The map on the facing page clearly shows the location of the Tropic of Cancer and the Tropic of Capricorn. Have students identify areas where the term intertropical (between the tropics) would apply. Have students examine the world-wide distribution of tropical storms and the areas in which they originate and areas they affect. Draw students’ attention to the differences in the paths of storms in the Southern hemisphere.

Note: Although a typhoon can occur any time of the year, Japan’s typhoon season is May through October. In 2019, the season was extended through November. Cyclone season near Australia begins in November and runs through April 30th. These facts illustrate the reversal of the seasons in the southern hemisphere.

The map shows the interaction of the trade winds and the location of the ITCZ. At this grade level, students should recognize the area as a place where the winds meet over warmer water. Reinforce the general rule that water near the equator is warmer than water at the poles.

Note: The intertropical convergence zone or the ITCZ is a region near the equator where the northeast and southeast trade winds come together (converge). Sailors called this area the doldrums because the wind heats up quickly and rises (NH) or falls (SH), creating a dead zone for wind. The equatorial location results in heated air in the ITCZ which as it rises cools, and often results in frequent thunderstorms. As the ITCZ changes location throughout year, it accounts for wet and dry seasons found in some tropical areas.

Map Interpretation Observe: I see yellow landmasses along the edge of the map. There is a dotted area with many lines of different colors crossing through. There are two purple arrows labeled Trade Winds. There is a dotted line near the words Intertropical Convergence Zone. Describe: The ocean is the central feature of this map. There is a dotted line labeled the Intertropical Convergence Zone just north of 15º N. The hurricanes begin off the coast of Africa and move toward the continent of North America before moving across the northern Atlantic toward Europe. Different colors are used on the path to indicate the different stages of a hurricane.

An Atlas of Virginia, Teacher Guide 58 Compare: All hurricanes shown on the map follow a similar path to North America. Some of the hurricanes travel further inland than others. After landfall, the hurricanes become tropical storms. How does the path of hurricane Dennis differ from paths of other hurricanes? (went out over the ocean and backtracked to land) How is Hurricane Andrea different? (non-tropical depression formed in the Gulf of Mexico). Reflect: Why does the path of a hurricane matter? (predicting the path over land and water provides an opportunity to issue early warnings to people in the storm’s path)

Suggested questions (not included in the narrative Why do you think most storms form near the equator? Due to the angle of insolation (the angle at which the sun’s rays strike our rounded planet, cause differential heating) waters are the warmest here. Warm waters cause air to rise, feeding the storm.

Why do you think hurricane season takes place when it does? Waters have had a chance to warm up. Warm waters are needed for the severe storms to form, as warm rising air over the water fuels the storm.

Why do tropical cyclones weaken as they move toward the North and South poles? As storms move away from the equator, waters begin to cool and air stops rising, thus the fuel feeding the storm is gone and the storm dissipates (loses strength).

SOLs addressed 2.6 The student will investigate and understand that there are different types of weather on Earth. Key ideas include a) different types of weather have specific characteristics; b) measuring, recording, and interpreting weather data allows for identification of weather patterns; and c) tracking weather allows us to prepare for the weather and storms.

4.4 The student will investigate and understand that weather conditions and phenomena affect ecosystems and can be predicted. Key ideas include a) weather measurements create a record that can be used to make weather predictions; b) common and extreme weather events affect ecosystems; and c) long term seasonal weather trends determine the climate of a region.

Landfalling Hurricanes in Virginia 2004- 2008, p. 72 How have hurricanes affected Virginia? p. 73

Essential Understanding: Hurricane winds and rain may affect both coastal and inland areas.

Overview The map shows selected hurricanes that affected Virginia between 2004 and 2008. The facing page includes a primary source describing the effects of a hurricane in 1667. To date, no hurricane has made direct landfall in Virginia. However, the many parts of the state have experienced the destructive effects of the storms.

A table details the number of homes, property damage, and deaths for key storms in Virginia. The information for the 2018 Hurricane Michael illustrates the effects of a hurricane on inland areas detailing flooding in the western part of the state. Emphasize to students that deadly hurricanes may not always be the strongest. For

An Atlas of Virginia, Teacher Guide 59 examine, Hurricane Irene (2011) knocked out power to 1.2 million and cost millions, but it was only a category 1 storm when it hit Virginia.

The map, Named Hurricanes, 2004, on the facing page clearly shows the tropical origin of hurricanes, most from off the coast of Africa. Have students identify the formation area for some of the other hurricanes, specifically the one forming in the Gulf of Mexico. Have students identify several hurricanes that do not make it to the United States.

Note: Information on paths of more recent hurricanes can be obtained from the National Weather Service by searching for the names of specific hurricanes. Additional information about historical hurricanes is available from the Norfolk Public Library at https://www.norfolkpubliclibrary.org/home/showdocument?id=254.

Map Interpretation Observe: I see lines of different colors crossing Virginia. Each of the lines has a name and year. Describe: The hurricane paths are from south to north. (The Hurricane Source Regions map provides data to check this.) Compare: Hurricane Ivan is the westernmost hurricane on the map. Isabel went the farthest inland. All hurricanes move from the south to the north. Hurricanes crossing Virginia generally move from west to east, except for Isabel. Analyze Which hurricanes followed similar paths when they crossed Virginia? (Ivan and Cindy) Which southern state do they seem to cross before they reach Virginia? (North Carolina) Reflect: How do hurricanes affect areas after landfall? (high winds, flooding, building collapse, storm surge)

Answers to questions in the narrative Which hurricanes affecting Virginia are shown on both maps? Gaston, Jeanne, and Ivan

SOLs addressed 4.4 The student will investigate and understand that weather conditions and phenomena affect ecosystems and can be predicted. Key ideas include a) weather measurements create a record that can be used to make weather predictions; b) common and extreme weather events affect ecosystems; and c) long term seasonal weather trends determine the climate of a region.

Tornadoes in Virginia, 1950 -2015, p. 74 Where in Virginia do tornadoes occur? p. 75

Essential Understanding: Tornadoes are usually spawned by severe thunderstorms.

Overview The map shows the spatial distribution of tornadoes in Virginia during three time periods beginning in 1950 and ending in 2015. The map also includes the boundaries of the physiographic regions that serve as reference points for comparing the relative density.

An Atlas of Virginia, Teacher Guide 60 The narrative provides additional information about tornadoes including a definition and an explanation of their association with thunderstorms. Tornadoes occur throughout the United States, usually occurring in the months with warm temperatures. The small map on the narrative page shows the frequency for the various strengths of tornadoes. In 2018, there were 1,169 confirmed tornadoes across the United States, with only 34 in Virginia. (https://www.iii.org/fact-statistic/facts-statistics-tornadoes-and-thunderstorms) The relatively small number of tornadoes in no way is meant to minimize the destruction and loss of life they cause.

Map Interpretation Observe: I see tornado symbols shown only in Virginia. Tornadoes over three time periods are shown. The years are not at the same interval, first is 22 years, second 20 years and the third 21 years. Describe: More tornadoes are shown in the eastern part of the state. Some areas of Virginia, show few to no tornadoes. The map legend shows the varying intensity of tornadoes. Compare: The Piedmont and the Coastal Plain regions have the most tornadoes over all time periods. Comparing time periods, it appears that there are more tornadoes occurring between 1994 and 2015. The Eastern Shore has had its share of tornadoes too. Analyze: Which areas of the state have fewer tornadoes? (the western part of the state) Why? (because of the mountainous areas) Reflect: How would the interpretation change if the symbols only showed the tornadoes ranked 3-5 on the Enhanced Fujita scale? (fewer tornadoes would be shown on the map)

Answers to questions in the narrative Which type of tornado occurred most frequently? EFO-1

Which region of the state had the fewest tornadoes? northwest

Earthquake Epicenters in Virginia and Nearby States, p. 76 Where in Virginia do earthquakes occur? p. 77

Essential Understanding: Earthquakes often occur near fault lines.

Overview The map shows the distribution of earthquake epicenters within Virginia. County and independent city borders are shown to assist students in describing their extent. A map showing the names of counties and independent cities is included on page 78

An Atlas of Virginia, Teacher Guide 61 of this atlas. The map provides the opportunity to compare earthquake epicenters in Virginia with those in other states. The narrative challenges students to use the map scale to calculate distance from their school’s county or city to an epicenter.

The narrative page provides information on the earthquake in Mineral, Virginia and the relationship between faults and earthquakes. The map, Generalized Geologic Maps of the Central Virginia Piedmont with Faults and Earthquakes, on the facing page provides additional information on the magnitude of Virginia’s earthquakes through time. Have students consider the spatial association between the location of the earthquake epicenters and faults.

Map Interpretation Observe: I see red dots of various sizes on a map of Virginia and its nearby states. There are also lines dividing the state into pieces, some are rather small and circular. Water features border Virginia to the east. Describe: Many of the larger dots are near the center of the state around the town of Mineral. Compare: The dot labeled, Mineral, is much larger than the other dots in Virginia and other places on the map. There is a concentration of earthquake epicenters in the Appalachian Plateau region. There are few earthquake epicenters in the southeastern part of the state. Analyze: How does the distribution of epicenters in the eastern part of the state differ from those in the western part of the state? (There is a concentration of epicenters of medium magnitude in Buchanan Country. The largest magnitude earthquakes were in Mineral in Louisa County and then epicenters in countries bordering Louisa to the south.) Reflect: How close is my school to an earthquake epicenter? (answers will vary)

Answers to questions in the narrative What was the magnitude of the Mineral earthquakes? M5-M6

Which faults are close to the Mineral earthquake? Lakeside and Spotsylvania fault lines.

SOLs addressed 5.8 The student will investigate and understand that Earth constantly changes. Key ideas include a) Earth’s internal energy causes movement of material within the Earth; b) plate tectonics describe movement of the crust; c) the rock cycle models the transformation of rocks; d) processes such as weathering, erosion, and deposition change the surface of the Earth; and fossils and geologic patterns provide evidence of Earth’s change.

An Atlas of Virginia, Teacher Guide 62 People of Virginia Population: Counties & Independent Cities, 2015, p. 78 Where do Virginia’s people live? p. 79

Essential Understanding: Virginia’s independent cities are unique because they are not part of a county.

Overview Spatial distribution is one of the key concepts in geography. Distribution is used to describe where things are located, identify patterns, and compare different areas.

The Population: Counties & Independent Cities, 2015 map shows the 38 independent cities and 95 counties of Virginia. Three independent cities Bedford (2013), Clifton Forge (2001), and South Boston (1995) have reverted and become part of the county in which they are located. For the most part, cities are relatively small in land area except in southeastern Virginia where some independent cities are the size of counties.

This is a choropleth map in which values are represented by color. The darkest color shows the highest values. As students examine the legend, have them determine which color shows the largest range. The darkest red corresponds to the highest values, but the range is over 850,000 while the range for many of the other colors is much lower.

The table on the facing also provides additional data for students to explore the relationship between land area and population. Physiological density is calculated by dividing the total population by the land area resulting in a number representing people per square mile. Students could practice their math skills by performing this calculation.

Comparing Density Name Type Density (per square mile) Falls Church city 6,176 Danville city 1,001 Pittsylvania county 65 Suffolk city 213 Richmond city 3,403 Arlington county 8,305 Norfolk city 4,494 Prince William county 1,287 Virginia Beach city 1,766 Density = population/land area

Map Interpretation Observe: I see many shapes with names in them, some are very small and some are much larger. Different colors are used to show population. Describe: According to the legend, the darker the color the higher the population.

An Atlas of Virginia, Teacher Guide 63 Compare: The counties and cities with the largest populations are in the eastern part of the state, concentrated in the northeast, and around Richmond. Analyze: To what extent do counties and cities with large land areas have large populations? (There is little correlation. The county with the largest land area is Pittsylvania and its population is not classified in the highest category; Suffolk the city with the largest land area is also classified in a lower population area. However, the cities with small land areas are classified in the lowest population category, yellow, as well as other places.) Reflect: Why does population vary? (Population is lower in farming areas; job opportunities may draw people to areas of high population.)

Answers to questions in the narrative Can you find it (Suffolk) on the map? Yes. It is located in the eastern part of the state near the North Carolina border.

Which state does Suffolk border? North Carolina Examine the table. Which statements are true? • Counties are larger than cities. False, did students consider land area or population? Not always, Virginia Beach a city has a large land area, Arlington County has a small land area. • Cities have higher populations than counties. False. Fairfax County has the largest population in the state. • Counties have larger land areas than cities. False. The statement is not true in all cases. Both counties and cities have large land areas. Pittsylvania County has the largest land area almost twice as large as Suffolk. But Prince William County has a smaller land area than Suffolk.

Student s should arrive at the conclusion that population is not a key factor in determining whether a place is a city or county.

Which places have the darkest colors on the map? Fairfax, Loudon, and Prince William counties and the city of Virginia Beach.

In which part of the state are they located? The counties with large populations are located in the northern part of the state and the city of Virginia Beach in the southeastern part of the state.

What color is your city or county? Answers will vary.

Does your area have many or few people? Answers will vary.

Note: According the Virginia Constitution Section 15.2-102, a “a city means any independent incorporated community which became a city as provided by law before noon on the first day of July, nineteen hundred

An Atlas of Virginia, Teacher Guide 64 seventy-one, or which has within defined boundaries a population of 5,000 or more and which has become a city as provided by law.”

SOLs addressed Mathematics 4.4 The student will c) estimate and determine quotients of whole numbers with and without remainders, d) create and solve single-step and multi-step practice problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers. 4.14 The student will b) interpret data represented in bar graphs and line graphs; and c) compare two different representations of the same data (e.g., a set of data displayed on a chart and a bar graph, a chart and a line graph, or a pictograph and a bar graph).

VS.9a The student will demonstrate an understanding of Virginia during the twentieth century and beyond by a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society;

Population of Towns and Cities over 10,000 in 2015, p. 80 Where are Virginia’s towns located? p. 81

Essential Understanding: Local governments (towns and cities) may only exercise the powers by the state.

Overview The previous page, Population of Counties and Independent Cities, 2015, shows population for two levels of geography: counties and cities. The lowest population represented in the legend is 2,000. This map adds the geographic level of the town and includes independent cities. The criteria for being included on this map is a minimum population of 10,000.

The inset map of Northern Virginia in the upper left shows primarily towns in that area. The independent cities on that map include: Alexandria, Falls Church, Fairfax City (the word city is not on the map), Manassas, and Manassas Park. In contrast, the inset map in the upper right, southeastern Virginia, shows primarily cities. The places that are not cities include: Bon Air, Brandermill, Chester, Highland Springs, Lakeside, Laurel, Manchester, Meadowbrook, Tuckahoe, and Wyndham.

The narrative describes the role of towns in Virginia and the great ranges in population. Towns are located within counties and only the ones with populations over 10,000 are shown on the large map. There are 190 incorporated towns in Virginia. In addition, there are also 362 unincorporated places that are concentrations of population. The small map shows the places with less than 10,000 people. The word graphic includes the names of some towns in Virginia.

Map Interpretation Observe: There are three maps on this page, one large and two inside of boxes. There are also three colors of dots each representing a certain number of people in that location. Describe: The clusters of cities are located in the eastern part of the state, one in the northeast, another in the southeast, and one around Richmond.

An Atlas of Virginia, Teacher Guide 65 Compare The area around Washington, D.C. has a high concentration of towns and cities, primarily in the lowest ranges of population. The area in southeastern Virginia has places with large populations. The dots are spread further apart. The area around Richmond has an almost even mix between yellow and orange dots. The western part of the state has no places with populations over 100,000. Analyze: Why does the southeastern part of Virginia have no places south of the James River with populations between 10,000 and 20,000? (The areas south of the James River are home to the independent cities of Suffolk, Chesapeake, Virginia Beach, Norfolk, and Portsmouth, all with populations over 100,000) Reflect: Why does the size of a city or town matter? (Places with larger populations usually have more services and businesses)

Answers to questions in the narrative Would Boykins be shown on the map? No, because the towns shown on a map have a population of at least 10,000. Does the color for Blacksburg match what you know about its population? Yes, it is a medium orange which corresponds to a population of around 43,000.

Small map on narrative page What do you notice? The red dots with fewer than 10,000 people are more widely distributed across that state. The blue dots tend to cluster. Are there more towns with populations over 10,0000, or under 10,000? Looks like many more towns have less than 10,000 people. In fact, the map shows 116 towns with populations above 10,000 and 476 towns with populations below 10,000.

Do you think there are more towns today than there were in 1950? No. Some of the places that were towns in the 1950s have become cities. However, as the population of Virginia grew, the number of towns would likewise increase.

Note: The population of Virginia in 2010 was 8,001,024 with 39 independent cities and 191 towns. The population of Virginia in 1950 census was 3,270,322 listing 27 independent cities, and 81 towns.

Which part of the map has the most yellow dots? Areas around large population centers such as northern Virginia and Richmond area have the most yellow dots.

Use directional words (north, east, etc.,) to describe the location of the clusters of the yellow dots. Yellow dots around Richmond are located in all directions. The yellow does in northern Virginia are more scattered.

How do the dots near the Atlantic Ocean differ from dots in other parts of the map? Places near the Atlantic Ocean, the cities with large land areas such Virginia Beach, Suffolk, Chesapeake, and more have no yellow dots. There are few towns of over 10,000 people in southeastern Virginia.

An Atlas of Virginia, Teacher Guide 66 SOLs addressed VS.9a The student will demonstrate an understanding of Virginia during the twentieth century and beyond by a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society;

Urban Population, 2010, p. 82 What makes an area urban? p. 83

Essential Understanding: Definitions of urban areas differ.

Overview Often city and urban are used interchangeably. The Census Bureau defines an urbanized area as being continuously built up, with a population of 50,000 or more with one or more central places as an adjacent densely settled surrounding area. The text box on the map provides even more information. As stated in the narrative, a simpler explanation is “not rural.” An urban place is an incorporated place with at least 2,500 inhabitants. The density of settlement is the determining factor.

“Territory, population, and housing units that the Census Bureau does not classify as urban are classified as rural.” Statistics are usually presented as percent urban with the implication the remaining percentage would be rural. For example, a place designated as 10 percent urban would be 90 percent rural. Suburban areas, described as places between urban and rural, have fuzzy boundaries, and are not a designation used by the Census Bureau.

This map balances the differences in land area by using a percent rather than a raw number. There are no places in Virginia that are zero percent urban. There are some places in Virginia that are 100 percent urban, Alexandria, Fairfax City, Falls Church, Manassas, and Manassas Park, but none that are 100 percent rural.

Map Interpretation Observe: I see different colors of red and orange showing percent of population living in an urban area. The lowest percentages are shown in yellow, the highest in red. Describe: The darkest color reds representing 84 to 100 percent are in the southeastern and northeastern parts of the state. Compare: Fairfax County and Prince William counties in the northeastern part of the state have the highest percentages urban. A cluster of cities with high urban populations is located in the southeastern part of the state. The peninsulas between the York and the Potomac rivers have primarily rural populations. Analyze: Independent cities throughout the state show urban populations in the highest category. Reflect: Why does the percent urban matter? (the more people who live in cities, the more pressure on the land)

Answers to Answers to questions in the narrative What is the urban percentage for your school? Answers will vary.

An Atlas of Virginia, Teacher Guide 67 How has the percentage of urban land in Virginia changed from 1810-2017? According to the chart, “Percent Urban,” the percentage urban has increased over time. The largest increase occurred between 1910 and 1950. You may want to point out that the interval between the years is 50 years.

What do you predict for urban percentages in the future? Based on the trend illustrated, percent urban is likely to increase.

Would you label the areas around the high school as urban or rural? The area is both urban and rural. The portion to the west and north is densely settled and would be labeled as urban. The portion to the east and south is rural with farmland and forest. Based on the reading, the area could be called suburban as it contains characteristics of both urban and rural areas.

What did you see in the image that helped you decide? Rows of houses, streets, farmland, and forests.

What color is the city of Virginia Beach on the Urban Population, 2010, map? The deepest red indicating between 84 and 100 percent urban.

SOLs addressed VS.9a The student will demonstrate understanding of Virginia during the twentieth century and beyond by a) describing the economic and social transition from a rural, agricultural society, to a more urban, industrialized society.

Mathematics 4.4 The student will c) estimate and determine quotients of whole numbers with and without remainders, d) create and solve single-step and multi-step practice problems involving addition, subtraction, and multiplication, and single-step practical problems involving division with whole numbers.

State Recognized Tribes, 2018, p. 84 How and when did Virginia Indian tribes gain recognition? p. 85

Essential Understanding: Federal recognition may provide Indian tribes economic and social benefits.

Overview There are 11 state recognized tribes and seven federally recognized tribes in Virginia. The narrative on the facing page identifies the tribes granted federal recognition. The narrative also describes the three methods for achieving federal recognition.

Only two tribes have reservations that were granted by treaties that trace back to colonial times. The term reservation is defined in the narrative. One issue limiting the ability of some tribes such as the Mattaponi in gaining recognition is difficulty of proving Indian identity because of the loss of records through time.

An Atlas of Virginia, Teacher Guide 68 Observe: I see three different colors describing Indian tribes in Virginia. Except for the Monacan, most tribes are in the eastern part of the state. Describe: The Patawomeck Indians are located the furthest north. The Nottaway tribes are in the southernmost part of the state. Compare: Only two Indian tribes, the Mattaponi and the Pamunkey, have reservations. Analyze: Which tribes do not have tribal headquarters? (Patawomeck, Nottaway and Cheroenhaka Nottoway) Why might that be? (the table included in the narrative shows those tribes were recognized by the state in 2010) Reflect: How do you think federal recognition would affect the Indians? (opportunities for federal programs and assistance)

Answers to questions in the narrative Which tribes on the State Recognized Tribes, 2018 map have their own reservations? The Pamunkey and the Mattaponi are the only two of the eleven tribes that have their own reservations.

Transportation in Virginia

Major Roads of Virginia, p. 86 How do roads connect Virginia? p. 87

Essential Understanding: Transportation routes influence interaction between and among places.

Overview The map shows the major interstate highways and U.S. Routes within Virginia. The roads form a network connecting people and places. Places are further connected by bridges supporting interaction between places on both sides of a river or as is the case of the Eastern Shore by the Chesapeake Bay. Remind students that roads do not stop at the state border and link Virginia to other states. The map provides an excellent resource to explore the geographic theme of movement.

Map Interpretation Observe: I see lines of different colors and numbers some on a blue and red shield and others on a white shield. Describe: Roads connect places in all parts of the state. There are fewer Interstate highways in the southern part of the state between I-85 and I-81.

An Atlas of Virginia, Teacher Guide 69 Compare: There are fewer interstate highways than U.S. Routes. South of I-64, there are no other interstate highways connecting the southern part of the state in an east-west direction. Which interstate highway follows a route similar to that of the Great Wagon Road, shown on p. 46. (Interstate 81 runs north to south down the valley of Virginia, the route of the Great Wagon Road) Analyze: What do route numbers tell me about the direction the roads run? (east-west routes use even numbers; north-south routes use odd numbers) Reflect: Why do people use interstate highways? (to get to places more quickly due to limited access and higher speed limits)

Answers to questions in the narrative What theme of geography is most closely associated with roads? The theme of movement which includes the movement of people, goods, and ideas.

Which Interstate or U.S. route is closest to your community? Answers will vary.

Why might Virginia have so many bridges? Virginia has so many bridges because it has many rivers and indentations in the coast.

SOLs addressed VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing the impact of geographic features on people, places, and events to support an understanding of Virginia history; c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia history; g) explaining connections across time and place; VS.10 The students will demonstrate an understanding of Virginia government, geography, and economics by a) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.

Railroad Transportation, 2015, p. 88 How do railroads connect Virginia? p. 89

Essential Understanding: Transportation routes influence interaction between and among places.

Overview Students extend and refine their skill in map interpretation by identifying points as the symbol for a city and the location of the name of the city relative to the dot. In this map, most of the city names are in the upper right relative to the dot. There are some exceptions due to spacing issues. The legend of the map indicates the two types of railroads. Remind students that the lines are not exclusive, and a passenger route might also transport cargo.

The narrative introduces the idea of a break-of-bulk point without directly using the term. At a break-of-bulk point cargo is shifted from one mode of transportation to another. The transport of goods in cargo containers facilitates this change. Interesting is the case of the Virginia Inland Port at Front Royal that provides access to

An Atlas of Virginia, Teacher Guide 70 I-81 and a north-south railroad freight line. The facility, established in 1989, is run by the Port of Virginia and provides connections to Norfolk International Terminals and the Virginia International Gateway in Portsmouth (http://www.portofvirginia.com/facilities/virginia-inland-port-vip/).

Map Interpretation Observe: I see red and blue lines with perpendicular lines on them. I see dots and names of cities. Describe: Railroad lines connect the state running both east to west and north to south. Many cities are located along the rail lines. Compare: There seem to be more blue lines for the shipment of freight than there are red lines for passenger transport. Most of the red lines run in a north-south direction and two meet near Alexandria and Washington, D.C. Analyze: Which cities would a train likely pass through in shipping coal from Bluefield to Newport News? (from to Bluefield, Christiansburg, Roanoke, Bedford, Lynchburg, Lynchburg, Appomattox, Farmville, Richmond, Williamsburg, Newport News) To Norfolk? (from Bluefield to Christiansburg, Roanoke, Blackstone, Petersburg, Waverly, and Norfolk) Reflect: How far is one of these major rail lines to my school? (answers will vary)

Answers to questions in the narrative What are the two major types of rail lines? Passenger and freight service.

If you rode the passenger rail line from Danville to Manassas, in which cities would you stop? Lynchburg, Bedford, Charlottesville, Culpeper

SOLs addressed VS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia history; g) explaining connections across time and place; VS.8 The student will demonstrate and understand of reconstruction of Virginia following the Civil war by c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development. VS.10 The students will demonstrate an understanding of Virginia government, geography, and economics by b) describing the major products and industries important to Virginia’s economy, c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.

An Atlas of Virginia, Teacher Guide 71 Economy of Virginia Virginia’s Agriculture Today, p. 90 How does agriculture affect Virginia’s economy? p. 91

Essential Understanding: Agriculture is a major part of Virginia’s economy today.

Overview The Agriculture Today map represents more than one variable. The number of farms located within a county or city is indicated by color. In this choropleth map, areas with the darker color have more. The distribution and number of century farms is shown by a graduated symbol. In this case the larger the circle the greater number of farms.

The narrative on the facing page details the number and size of farms, and some crops grown in Virginia.

Map Interpretation Observe: I see different colors on the map for the shapes and circles varying in size. Describe: The distribution of the number of farms varies throughout the state. Century farms are present in most counties. Most of the independent cities have few farms. Most of the counties with a high number of farms are located in the Valley and Ridge region. Compare: The places with the highest number of farms are located west of the Fall Line. Independent city areas have few farms. Analyze: What can you conclude when comparing a county with a relative low number of farms and a large circle presenting century farms? (farming has been going on in that county for a long time) Reflect: How can the map be misleading? (the size of the farm is not compared, only the number of farms; a county would have a few large farms and would be shown as a color lighter than a place with many small farms, but with fewer acres devoted to farming)

Answers to questions in the narrative Which areas of the state have a greater number of farms? Generally, the western part of the state has a higher number of farms.

Do you notice areas with few or no farms? Yes, the yellow areas correspond to many of the state’s independent cities where there are few farms.

In which part of the state are most of the century farms? Most of the century farms are located in the southern part of the state.

An Atlas of Virginia, Teacher Guide 72 Virginia’s Major Trading Partners, p. 92 How does international trade affect Virginia’s economy? p. 93

Essential Understanding: Trade supports the exchange of goods among different areas of the world.

Overview North America is in the center of the map splitting Asia into two parts. The map is designed this way to show the connections from Virginia across both oceans. The map shows major trading partners in beige, the dollar amount of million dollars of trade via graduated symbols, and connections among countries by lines.

Have students use the variety of symbols on the map and the graph, Exports from Virginia in the narrative to determine which countries are Virginia’s major trade partners. Be sure to remind students that North America includes Mexico, the countries of Central America, and the Caribbean Islands. Another chart identifies the dollar value of specific Virginia exports. Interesting to note that tobacco is still among the top 10 Virginia exports.

As it may be difficult to interpret exact values from the symbols, the table below shows the dollar amounts of exports to the top ten countries.

Country Dollar Value of Exports, 2017 (in millions) Canada 2,973.05 China 1,719.75 Mexico 1,051.86 United Kingdom 919.54 Germany 817.69

Map Interpretation Observe: I see curved lines in the center of the map connecting to red dots of various sizes. Countries on the map are different colors. An inset map focuses on the European trading partners. Describe: The lines to the different countries are of different lengths. Virginia sends exports as far away as Australia, China, and India. Compare: Countries in North America (Canada and Mexico) are major trading partners with Virginia. Virginia has two relatively big dots in Asia, around 4 trading partners with larger dots in Western Europe, and many trading partners in Europe. Analyze: Why do you think the connecting lines are curved? (to account for the curvature of Earth) Are most of the trade partners in the northern or the southern hemisphere? (northern) Which countries could use trucks or trains to transport goods from Virginia? (Canada and Mexico) Reflect: Which goods that Virginia trades are associated with the area in which I live? (answers will vary)

Answers to questions in the narrative What do the sizes of the circles indicate? The circles indicate millions of dollars in trade.

An Atlas of Virginia, Teacher Guide 73 Which trading partners are nearby? Canada, and Mexico are the closest. Both on are the continent of North America.

What trading partners are far away? China, Australia, India

What is the relationship between the data in the chart and the data shown on the map? The wider lines indicate more trade and correspond to the data in the chart.

What is Virginia’s top export? Bituminous coal is the top export.

What other types of goods does Virginia export? Agricultural products, transportation equipment, office machines, and chemicals.

SOLs addressed VS.10 The student will demonstrate an understanding of Virginia government, geography, and economics by b) describing the major products and industries important to Virginia’s economy; c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.

Mathematics 4.14 The student will b) interpret data represented in bar graphs and line graphs; and c) compare two different representations of the same data (e.g., a set of data displayed on a chart and a bar graph, a chart and a line graph, or a pictograph and a bar graph).

Why is Richmond Important? p. 94

Essential Understanding: State capitals are centers of government and culture.

Overview Virginia has had three capitals through time—Jamestown (1607-1698), Williamsburg (1699-1780), and Richmond (1780-present). The images on the page are indicative of each of the three branches of government.

Answers to questions in the narrative No questions are posed in the narrative.

SOLs addressed 1.12 The student will recognize the symbols and traditional practices that honor the Commonwealth of Virginia by a) identifying the Virginia flag, state capitol building, state bird, and state flower; and b) describing why people have symbols and traditions.

VS.5 The student will demonstrate an understanding of the role of Virginia in the American Revolution by d) examining the reasons for the relocation of Virginia’s capital from Williamsburg to Richmond VS.10 The student will demonstrate an understanding of Virginia government, geography, and economics by a) identifying the three branches of Virginia government and functions of each

An Atlas of Virginia, Teacher Guide 74 Symbols of Virginia, p. 95

Essential Understanding: Symbols represent an area’s culture, heritage, and ideals.

Overview Each state has a variety of symbols and “mascots” such as the state insect, dog, freshwater fish, and more. Examine the list at https://www.virginia.org/statesymbolssealsemblems/. In 1776, The state seal was designed by Richard Henry Lee, George Mason, Robert Carter, Nicholas Sr., and George Wythe. One side of the seal used on the state flag, proclaims “sic semper tyrannis” thus to the tyrants.

Answers to questions in the narrative How many of these symbols have you seen? (answers will vary)

An Atlas of Virginia, Teacher Guide 75 List of Graphics

Tables Ginned Cotton Production, 1860, p. 57 African Arrivals, 1625 – 1825, p. 49 Goode’s Homolosine World Map, p. 10 Algonquian Words, p. 39 Interstate Highway System, p. 89 Area of States Bordering Virginia, p. 17 John Smith’s Map, p. 5 Average Snowfall Days, p. 75 John Smith’s Map, Point Comfort, p. 45 Comparing Land Areas of Cities and Counties, p. 81 Location of Great Bridge, p. 52 Earthquake Ratings, p. 79 Major River Drainage Basins, p. 21 Interstate Highways in Virginia, p. 89 Map of Lake Drummond, p. 25 Land Area of Continents, p. 11 Mercator World Map, p. 10 Virginia State Recognized Tribes, p. 87 Named Hurricanes, 2004, p. 76 Natural Resources (coal), p. 37 Diagrams Natural Resources, p. 6 Cross Section of the Fall Zone, p. 23 Place Names in Great Britain, 47 Elevation of Virginia at 37 North, p. 19 Precipitation in the United States, p. 7 Elevation Profile of the Blue Ridge Region, p. 33 Precipitation in Virginia, p. 8 Elevation Profile of the Piedmont Region, p. 31 Settlements Above and Below 10,000, p. 83 The Water Cycle, p. 65 Small maps of each continent p. 11

Graphs Staunton, p. 8 Africans Transported to North America, p. 49 Tobacco Production, 1860, p. 59 Cargo by Number of Train Carloads, p. 91 Topographic Map of Massanutten, p. 35 Destinations of Virginia Exports, p. 95 Topographic Map of Mt. Rogers, p. 19 Livestock, 1860, p. 57 Topographic Map of Staunton, p. 8 Monthly Mean Temperatures - Richmond, Virginia, Tornadoes, 1950 -2008, p. 76 p. 66 Tropical Storms Around the World, p. 73 Percent Urban, p. 85 Virginia 1606, p. 51 Richmond Climograph, p. 69 Virginia 1784, p. 51 Tides at Dahlgren, p. 27 Virginia 1792, p. 51 Total Population over 1,000 (Appalachian Plateau Region), Virginia and West Virginia, p. 61 p. 37 Virginia Cities, 1775, p. 3 Virginia Exports, 2017, p. 95 Virginia Counties and Independent Cities, p. 6 Virginia Tobacco Exports (Hogsheads), p. 59 Virginia Department of Transportation Regions, p. 3 Virginia Geographic Alliance Logo Map, p. 13 Maps as Graphics Virginia in North America, p. 2 African Landing in Virginia, 1619, p. 45 Virginia Railroad Map, p. 9 Atlantic Ocean, p. 41 Virginia Railroads, p. 2 Average Annual Precipitation, United States, p. 65 Virginia Rivers and Streams, p. 6 Average Annual Snowfall (In), p. 69 Virginia Rock Types, p. 6 Charters London and Plymouth Companies, p. 51 Virginia Snowfall, p. 69 Chesapeake Bay and James River, 41 Western Hemisphere, p. 4 Early Settlements, p. 43 Wheat Production, 1860, p. 57 Eckert IV World Map, p. 10 White Top Mountains, p. 5 Generalized Geologic Map of the Central Virginia Piedmont Winkel Tripel World Map, p. 10 with Faults and Earthquakes (M>2, 1973 -2011) Yorktown, 1781, p. 55

An Atlas of Virginia, Teacher Guide 76 Map Interpretation Correlations

A map not only shows location but often contains additional information. The matrix below identifies the mapping techniques used in the An Atlas of Virginia’s maps. The list is provided so that the teacher can emphasize the differ methods cartographers use to present and represent information. Encourage students to incorporate these techniques as they construct maps of their own.

SYMBOLOGY MAP DETAILS Page Legend/ Choropleth* Graduated* Multi- Projection Inset Text Locator symbols* (Quantity) Symbols variate* map box map 9 X 10 X X X 12 X X 14 X 16 X 18 X 20 X X X 22 X X 24 26 X 28 X X X X 30 X X 32 X 34 X 36 X 38 X X 40 X X 42 X X 45 X X 46 X X 48 X X X 50 X X X 52 X 53 X 54 X X X 55 56 mimetic 57 X 58 X 59 X 60 X X 62 X X X 64 X X 66 X X 68 X 69 X X

An Atlas of Virginia, Teacher Guide 77 SYMBOLOGY MAP DETAILS Page Legend/ Choropleth* Graduated* Multi- Projection Inset Text Locator symbols* (Quantity) Symbols variate* map box map 70 X X 74 X 76 X 78 X 80 X X X 82 X X X 84 X X X 86 X 88 X 90 X X X X 92 X X X 93 X X X X X X

Maps have features which appear as a listing of places, cities, lakes, counties, states. The features have attributes, descriptors or quantities of the feature FEATURES ATTRIBUTES being represented. This relationship is best shown Settlement 2010 Founded Elevation Capital by a table for a thematic map about Virginia Population (ft) Settlements. Alexandria 139,966 1749 39 no Jamestown ? 1607 3 yes Legend/symbol indicates that the map is best Norton 3,958 1894 2,133 no Norfolk 242,830 1682 7 no interpreted by identifying the specific symbols Richmond 204,214 1742 166 yes used to represent data at a particular location. Williamsburg 14,068 1632 82 yes Legend symbols are points, polygons, and lines and may use color to distinguish one feature from another.

Choropleth maps show quantity by using color to represent different quantities of numerical data. By convention, the darker the color the greater the quantity of the attribute being shown. Always check the legend carefully just in case the cartographer did not follow the general rule.

Note: Often maps use color to distinguish one area from another or for different variables such as countries or counties. If the spatial variation is not due to quantity than the map is not a choropleth.

Graduated symbols are also used to show quantity. The larger the size of the symbol the greater the value of the attribute being represented.

Multivariate maps show more than one variable at a time. For example, a line could represent a river and different colors indicate individual watersheds. Or, quantities for one variable could be shown with different colors (choropleth) and the other variable shown by graduated symbols.

An Atlas of Virginia, Teacher Guide 78 Narrative Page Correlations

NARRATIVE PAGES Page Standard/s Aerial Image Mini Maps Photo/Image Graph Table Primary Source 2 1.1, 1.5 VS.1b X 3 1.1, VS.1b X X 4 1.1, 1.5 VS.1b X 5 1.1b, 1.5, VS.1b X 6 1.1, 1.5, VS.1b X 7 1.1, 1.5, VS.1b X 8 1.5a, b, c, d, e X VS.1b 9 1.1b,1.5 a, b, c, d, e X VS.1b 10 11 1.1b, 1.5a, b, c X X 2.6, USI.2a 12 13 1.1b, 1.5a, b, c X X 2.6a, b VS.1a, VS.2a 14 15 VS.1b, VS.2a X 16 17 VS.2b X X 18 19 SC 4.8 X X X 20 21 VS.2c X X 22 23 VS.2c X X 24 25 VS.2c X X 26 27 VS.2b X X 28 29 VS.2b X 30 31 VS.2b X X MA 4.14b, c 32 33 VS.2; MA.4.14b, c X X 34 35 VS.2b X X 36 37 VS.2b X X X

An Atlas of Virginia, Teacher Guide 79 NARRATIVE PAGES Page Standard/s Aerial Image Mini Maps Photo/Image Graph Table Primary Source 38 39 VS.1a, c, VS2.c, d X X X 40 41 SC 4.7b, VS.1a, b, c; X X VS2.c; 1.1b; 2.1b 42 43 VS.1a, b, c; VS2.c X X 44 VS.1a, c; VS.3d, e; X X VS.4a, b, e 45 VS.1a, c; VS.3d, e; X X VS.4a, b, e 46 47 VS.1a, b; VS.4b X X 48 49 VS.1a, c; VS.3d, VS.4e; X X X LA 5.4.4 a, b, f; MA 4.14b, c 50 51 VS.1a, c; VS.3c X X 52 53 VS.1a, c; 1.1b; 2.1b X 54 55 VS.1a; VS.2b; X MA 4.14b, c 56 57 VS.1a; VS.2b; X X MA 4.14b, c 58 59 VS.1a, c; MA 4.14b, c X X 60 61 VS.1a, c; VS.7a, b X 62 63 VS.1a, c; VS.8c; VS.9c X 64 65 SC 1.7; 2.6; 2.7;3.7; 4.4, X X MA 4.14b, c 66 Map MA 4.14b X 67 SC 1.7; 2.6; 2.7; 3.7; X X X 4.4; 2.1c, d; 3.1a; MA 5.17a, c, d ES.12 a, c, d; WG.2a 68 69 SC 1.7; 2.6; 2.7; 3.7; X 4.4; 2.1c, d; 3.1a;

An Atlas of Virginia, Teacher Guide 80 NARRATIVE PAGES Page Standard/s Aerial Image Mini Maps Photo/Image Graph Table Primary Source MA 5.17a, c, d ES.12 a, c, d; WG.2a 70 71 SC 2.6a, b, c; 4.4 a, b, c X 72 73 SC 4.4a, b, c X X 74 75 SC 4.4a, b, c X X 76 77 SC 5.8a, b, c, d X 78 79 MA 4.4c, d; 4.14b, c; X X VS.9a 80 81 VS.9a X X 82 83 VS.9a; MA 4.4c, d X X 84 85 VS.2g X X 86 87 VS.1b, c, g; VS10a X X X 88 89 VS.1c, g; VS.8c; X X VS.10b, c 90 91 VS.10b X 92 93 VS.10b, c; MA 4.14b, c X X 94 1.12a, b; VS.5d; VS.10a X 95 1.12a X

An Atlas of Virginia, Teacher Guide 81