Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

ACKNOWLEDGEMENTS

The Social Studies Department acknowledges the contributions made to the development of these materials by all social studies staff and especially the following people.

4th GRADE

Ricky Hamilton Michele Marie Susie Matthews Mitch Pascal Lynn Rohrs John Tarpey

Diana Hasuly-Ackman Social Studies Supervisor

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

COURSE DESCRIPTION: The course of study for fourth grade is Virginia Studies. This course allows students to develop a greater understanding of Virginia’s rich history, from the early settlements of American Indian language groups and the founding of Jamestown to the present. Geographic, economic, and civic concepts are presented within this historic context. Students will develop the skills needed to analyze, interpret, and demonstrate knowledge of important events and ideas in our history, and understand the contributions made by people of diverse cultural and ethnic backgrounds. Students will understand the influence of physical and cultural geography on Virginia history. Ideas that form the foundation for political institutions in Virginia and the United States also are included as part of the story of Virginia. Students will consider these ideas as they practice the skills required for responsible citizenship.

THEME: The organizing theme for grade four is EXPLORATION.

KEY CONCEPTS: Students will learn that EXPLORATION • resulted in the establishment of Virginia and the development of its cultural, political, geographic, and economic history from 1607 to the present. • affected political beliefs and institutions in Virginia and the United States. • altered Virginia’s economic activities over time. • shaped the ideas and contributions of prominent Virginians and Americans.

UNITS and UNIT SECTIONS:

I. Regions--This unit addresses basic geographic and economic knowledge of Virginia, including: • 5 Regions - geography • products and industries

II. The First Settlements--This unit addresses the cultural, political, and geographic composition belonging to the: • American Indians • Europeans • Africans

III. Colonial Virginia--This unit addresses the economic and political developments of the Virginia settlers, including: • capitols • economy • daily life

IV. Virginia and the American Revolution--This unit addresses how political beliefs and institutions in Virginia affected Virginia and the United States during the American Revolution, including: • colonial discontent • key figures • The Declaration of Independence • major battles in Virginia

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

V. The New Nation--This unit addresses how political beliefs affected the establishment of a new country, including: • key figures • significant documents • formation of United States government systems

VI. Westward Expansion--This unit addresses the development of economic activity as a result of Americans’ movement westward, including: • culture • economics • geography

VII. Civil War--This unit addresses how differences in geography, economics, and political and cultural beliefs led to civil discord. • differences between the North and the South • key people • major battles

VIII. Reconstruction--This unit addressed the period of Reconstruction, including: • economic factors • laws • growth of cities

IX. 20th and 21st Century--This unit addresses how economic and political factors of the 20th century shaped the ideas and contributions of prominent Virginians and Americans, including: • industrialization • civil rights • key figures • branches of government • new economies

X. Post SOL Suggested Activity

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

UNIT I: Regions

STANDARDS OF LEARNING: This unit will address the following objectives: SOL VS.2 The student will demonstrate knowledge of the physical geography and native people, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States. b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau. c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, Lake Drummond, and the Dismal Swamp).

SOL VS.10 The student will demonstrate knowledge of government, geography, and economics by b) describing the major products and industries of Virginia’s five geographic regions. c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy. ENDURING UNDERSTANDING: Students will understand that geographic regions have distinct characteristics.

CONCEPTUAL UNIT QUESTION: What observable changes and/or differences would you notice as you moved from one Virginia physical region into another?

PREVIEW ACTIVITY: Before playing the song “Ain’t No Mountain High Enough” by Marvin Gaye and Tammi Terrell, from the “Remember the Titans” soundtrack, tell students this song could have been sung about Virginia. After listening to the song, brainstorm a list of words from the song and explain how each fits what students already know from their personal travels and studies of the state. SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals that students should know to successfully understand course content and pass the SOL exams. Africa dairy harbor plateau survey Alexandria Dismal Swamp industry Potomac River technology Appalachian Mountains east information technology poultry textiles Appalachian Plateau Eastern Shore island product Tidewater Atlantic Ocean economy James River rapids transportation Blue Ridge Mountains elevated Jamestown Rappahannock River Valley and Ridge Caribbean Europe Lake Drummond recreation west cardinal directions Fall Line military base relative location York River Chesapeake Bay federal mountain system Richmond Yorktown communications Fredericksburg north river source textiles coal mining Great Valley peninsula rolling hills coastal plain Hampton Roads Piedmont south

SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOL’s. They provide the base from which the content in this unit is studied. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.2a The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by a) locating Virginia and its bordering states on maps of the United States.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Locations of places can be What are some ways that relative location Relative location may be described by Analyze and interpret maps described in relative terms. can be described? using terms that show connections to explain relationships between two places, such as next to, among landforms and What large bodies of water border Virginia? near, and bordering. water features. (VS.1i)

What states border Virginia? Bordering bodies of water • Atlantic Ocean • Chesapeake Bay

Bordering states • Maryland • West Virginia • Kentucky • Tennessee • North Carolina Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.2b The student will demonstrate knowledge of the physical geography and 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.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Geographic regions have What are the five geographic regions Terms to know Analyze and interpret maps to distinctive characteristics. explain relationships among of Virginia? • Fall Line: The natural border between the landforms and water features. Coastal Plain (Tidewater) and the Piedmont Virginia can be divided into five How do the geographic regions of regions, where waterfalls prevent further (VS.1i) geographic regions. Virginia differ? travel on the river Geographic regions Where are the geographic regions of • Coastal Plain (Tidewater) • Flat land Virginia located? • Location near Atlantic Ocean and Chesapeake Bay (includes the Eastern Shore) • East of the Fall Line • Piedmont (land at the foot of mountains) • Rolling hills • West of the Fall Line • Blue Ridge Mountains • Old, rounded mountains • Part of the Appalachian mountain system • Located between the Piedmont and the Valley and Ridge regions • Source of many rivers • Valley and Ridge • Includes the Great Valley of Virginia and other valleys separated by ridges. (The Blue Ridge Mountains and the Valley and Ridge regions are part of the Appalachian mountain system.) • Located west of Blue Ridge Mountains • Appalachian Plateau (plateau: Area of elevated land that is flat on top) • Located in Southwest Virginia • Only a small part of the plateau is located in Virginia.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.2c The student will demonstrate knowledge of the physical geography and 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, Lake Drummond, and the Dismal Swamp).

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Water features were important Which water features Terms to know Determine to the early history of cause-and were important to the • peninsula: A piece of land bordered by water on three sides Virginia. early history of Water features effect- Virginia? • Atlantic Ocean relationships. Many early Virginia cities • Provided transportation links between Virginia and other places (e.g., Europe, Africa, (VS.1b) developed along the Fall Line, Caribbean) How did water • Chesapeake Bay the natural border between the features influence the Compare and Coastal Plain (Tidewater) and • Provided a safe harbor contrast development of • Was a source of food and transportation the Piedmont regions, where Virginia? historical the land rises sharply and • James River events. (VS.1c) • Flows into the Chesapeake Bay waterfalls prevent further How did the flow of travel on the river. • Richmond and Jamestown located along the James River Draw rivers affect the • York River conclusions settlement of • Flows into the Chesapeake Bay The four major rivers that and make Virginia? • Yorktown located along the York River flow into the Chesapeake Bay generalizations. • Potomac River are separated by peninsulas. (VS.1d) What is a peninsula? • Flows into the Chesapeake Bay

• Alexandria located along the Potomac River The Chesapeake Bay Where is the Eastern • Rappahannock River Analyze and separates the Eastern Shore interpret maps Shore located? • Flows into the Chesapeake Bay from the mainland of • Fredericksburg located on the Rappahannock River to explain Virginia. Each river was a source of food and provided a pathway for exploration and settlement of Virginia. relationships • Lake Drummond among • Located in the Coastal Plain (Tidewater) region landforms, • Shallow natural lake surrounded by the Dismal Swamp water features, • Dismal Swamp and historical • Located in the Coastal Plain (Tidewater) region events. (VS.1i) • Variety of wildlife George Washington explored and surveyed the Dismal Swamp.

The Eastern Shore is a peninsula bordered by the Chesapeake Bay to the west and the Atlantic Ocean to the east.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.10b The student will demonstrate knowledge of government, geography, and economics by b) describing the major products and industries of Virginia’s five geographic regions.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The state of Virginia can be divided What are the major products and Draw conclusions and make into five geographic regions. industries of each region in Virginia? Selected examples of products and generalizations. (VS.1d) industries Certain products and industries • Coastal Plain (Tidewater) Make connections between past characterize each region. • Products: seafood, peanuts and present. (VS.1e)

• Industries: shipbuilding, Analyze and interpret maps. tourism, military bases (VS.1i) • Piedmont • Products: tobacco products, information technology • Industries: federal and state government, farming, horse industry • Blue Ridge Mountains • Products: apples • Industries: recreation, farming • Valley and Ridge • Products: poultry, apples, dairy, beef • Industries: farming • Appalachian Plateau • Products: coal • Industries: coal mining

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.10c The student will demonstrate knowledge of government, geography, and economics by c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Advances in transportation, How have advances in transportation Virginia’s transportation system (highways, Draw communications, and technology have facilitated migration and economic growth? railroads, air transportation, shipping) conclusions facilitated migration and led to economic moves raw materials to factories and and make development in Virginia. How have advances in communications and finished products to markets. Virginia generalizations. technology helped the economy of Virginia exports agricultural and manufactured (VS.1d) Industries in Virginia produce goods and grow? products, including tobacco, poultry, coal, services used throughout the United States. and large ships. Make In what ways is Virginia part of the U.S. connections economy? Virginia has a large number of between past communications and other technology and present. industries. (VS.1e)

Tourism is a major part of Virginia’s economy.

Because many federal government workers live and/or work in Virginia, the federal government has a significant impact on Virginia’s economy.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SAMPLE LESSON TITLE: Virginia Map Maker Project

UNIT I: Regions

ENDURING UNDERSTANDING: Students will understand that geographic regions have distinct characteristics.

CONCEPTUAL UNIT QUESTION: What observable changes and/or differences would you notice as you moved from one Virginia physical region into another?

KEY CONCEPT(s): Students will demonstrate a clear understanding of maps by making their own clay topography maps. Using maps, textbooks, interactive notebook, elevations tables, regional descriptions, aerial photography and teacher directions, students will accurately build a Virginia map that identifies regions, landforms, settlements, major cities, products, and industries in Virginia.

SOL OBJECTIVES: VS.2 a, b, c; VS.10 b, c

LESSON DESCRIPTION: Students will use resources to create their own 3-D version of Virginia from a “bird’s eye” view. This will take students approximately 4 1-hour periods to complete. This lesson is best presented near the end of the unit after students are familiar with the characteristics of each of the five physical regions.

Materials/Resources: Medium sized pizza box (1 per student or group), masking tape, clay (6 colors), outline map of Virginia that fits into pizza box, toothpicks, colored paper for flags, clear tape, pencils, markers, reference maps, books, and photographs. Clay can be replaced by salt dough and 6 colors of tempura paint.

Strategies: visual, kinesthetic, spatial, map skills

Student Action: • Tape the sides of the pizza box. • Trace an outline map of Virginia onto the bottom of the pizza box in pencil. • Use maps as references to draw in bordering states and water forms. • After teacher approval, trace over Virginia, border state boundaries, and bodies of water with dark marker. • Choose a color of clay and cover the Tidewater Region. Use a thin flat layer of clay to represent the low flat land of the Coastal Plain. • Choose a second color of clay to cover the Piedmont Region. The clay should be thicker than on the Tidewater Region. Form gently rolling hills in the clay. Make sure the area of the fall line shows a clear change in elevation. • Choose a third color of clay to cover the Blue Ridge Region. Mold old, rounded mountains for the Blue Ridge Mountains (the clay is much thicker and should look like a line of mountains) • Choose a fourth color of clay to cover the Valley and Ridge Region. The Valley should be thicker (or higher) than the Piedmont Region, but clearly Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

a much lower elevation than the mountains on either side of it. The Allegheny Mountain Range is taller than the Blue Ridge Mountains and they have pointed tops. • Choose a fifth color of clay to identify the Appalachian Plateau on the far left of the state, represented by high, relatively flat land. • Use the sixth color of clay to cover the areas of The Chesapeake Bay, Atlantic Ocean, the Potomac, Rappahannock, York and James Rivers. • Feel the clay map and talk about the landscape. • Use toothpicks to make flags labeling industries, products, cities, landforms, cultural groups and/or settlements throughout the state. Each group of flags should be represented in color groups. If the toothpicks are too tall, they need to be cut shorter using scissors • Make a key, identifying the colors that represent each region and each label group. Add a compass rose.

Teacher Action: • Provide materials and reference materials needed for map creation. • Provide written directions of steps in map creation. • Supervise and offer suggestions for correct drawing and formation of clay as needed. • Provide a rubric for evaluation.

Assessment: Student products, teacher-made test at end of unit.

Adaptation: • Students can be paired or work in small groups to create one project. • Each student or group can create a map with a different focus; i.e. agriculture products, major cities, etc. • Second Language students can write the English word on one side of the flag and a word from their primary language or a picture on the opposite side. • As en enrichment activity, students may make a scale for distance or elevation.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

UNIT II: The First Settlements

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia. e) describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and shelter. f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown. g) identifying and locating the current state-recognized tribes.

SOL VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by a) explaining the reasons for English colonization. b) describing how geography influenced the decision to settle at Jamestown. c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement. d) identifying the importance of the Virginia Assembly (1619) as the first representative legislative body in English America. e) identifying the importance of the arrival of Africans and English women to the Jamestown settlement. f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival. g) describing the interactions between the English settlers and the native peoples, including the contributions of the Powhatans to the survival of the settlers.

SOL VS.4 The student will demonstrate knowledge of life in the Virginia colony by: a) explaining the importance of agriculture and its influence on the institution of slavery. b) describing how European (English, Scotch-Irish, German) immigrants, Africans, and American Indians (First Americans) influenced the cultural landscape and changed the relationship between the Virginia colony and England.

ENDURING UNDERSTANDING: Students will understand that cultures interact with each other and their environments.

CONCEPTUAL UNIT QUESTION: How do cultures interact with each other and their environments?

PREVIEW ACTIVITY: Whole class discussion: Lead students to generate a list of basic needs for the survival of all humans. The list should include the five primary basic needs: air, water, food, shelter, and clothing. Secondary needs might include communication, transportation, medicine, protection, conflict resolution and organization of groups. Divide class into five groups: water, food, shelter, clothing, and transportation. Have each group make a list of resources in Virginia that would enable humans to meet the group’s assigned need. Group responses should show an understanding of resources learned in Unit I, for example: rivers provide water for drinking, bathing, and transportation; oceans provide seafood and transportation; woodlands provide animals and trees for food and shelter, etc. This list could be the beginning of a chart to which students add additional information as the unit progresses. Additions may focus on how different cultures used resources in different ways or how cultures learned from each other.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals that students should know to successfully understand course content and pass the SOL exams.

Africans climate institution of slavery permanent settlement stockholder Algonquin colonist Iroquoian Pocahontas tobacco American Indians culture James River Portuguese Virginia Assembly Angola Eastern Woodlands John Rolfe Powhatan Virginia Company of London archaeologist economic venture John Smith profit Virginia House of Burgesses artifacts economy Mattaponi Tribes Rappahannock Tribe Werowocomoco burgesses English migration representative government Roanoke cash crop governor Monacan Richmond Cherokee harvest Nansemond Tribe Roanoke Chickahominy Tribes indentured servant Pamunkey Tribe settler Christopher Columbus inland peninsula Siouan

SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOL’s. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.2d The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

American Indians were the first Why are native peoples called Christopher Columbus called the Analyze and interpret maps. people who lived in Virginia. “Indians?” people he found in the lands he (VS.1i) explored “Indians” because he American Indians lived in all areas of What evidence is there that American thought he was in the Indies (near the state. Indians lived in all areas of Virginia? China).

There were three major language What were the three major language Artifacts such as arrowheads, pottery, groups in Virginia. groups found in Virginia, and where and other tools that have been found was each group located? tell a lot about the people who lived in Virginia.

Three major language groups of Virginia • Algonquian languages were spoken primarily in the Tidewater region; the Powhatan were part of this group. • Siouan languages were spoken primarily in the Piedmont region; the Monacan were part of this group. • Iroquoian languages were spoken in Southwestern Virginia and in Southern Virginia near what is today North Carolina; the Cherokee were a part of this group.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.2e The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Virginia’s American Indians What are some characteristics Determine cause-and-effect worked with the climate and the of Virginia’s climate? Climate in Virginia relationships. (VS.1b) environment to meet their basic The climate in Virginia is relatively mild with distinct needs. What are some ways seasons—spring, summer, fall, and winter—resulting in a Draw conclusions and make Virginia’s American Indians variety of vegetation. generalizations. (VS.1d) Virginia Indian cultures have related to the climate and changed over time. interacted with their Forests, which have a variety of trees, cover most of the Interpret ideas and events environment to meet their land. Virginia’s Indians are referred to as Eastern from different historical basic needs? Woodland Indians. perspectives. (VS.1g)

How do Virginia’s American Analyze and interpret maps Indians live today as Environmental connections to explain relationships compared to the way they The kinds of food they ate, the clothing they wore, and among landforms, water lived in the past? the shelters they had depended upon the seasons. features, climatic • Foods changed with the seasons. characteristics, and • In winter, they hunted birds and other animals and historical events. (VS.1i) lived on stored foods from the previous fall. • In spring, they hunted, fished, and picked berries. • In summer, they grew crops (e.g., beans, corn, squash). • In fall, they harvested crops and hunted for foods to preserve and keep for the winter. • Animal skins (deerskin) were used for clothing. • Shelter was made from materials found around them.

Native peoples of the past farmed, hunted, and fished. They made homes, using natural resources. They used animal skins for clothing.

Today, most native peoples live like other Americans. Their cultures have changed over time.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.2f The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Archaeology is another way to help Why is archaeology important? Archaeologists study all kinds of material Identify and interpret artifacts to people understand the past. evidence left by people from the past. understand events in history. How can new findings change (VS.1a) Recent archaeological digs have the understanding of history? Werowocomoco was a large Indian town recovered new material evidence used by Indian leaders for several hundred Draw conclusions and make about Werowocomoco and historic What was Werowocomoco? years before the English settlers came. It generalizations. (VS.1d) Jamestown. was the headquarters of the leader Powhatan What was Jamestown? in 1607. Interpret ideas and events from different historical perspectives. Jamestown became the first permanent (VS.1g) English settlement in North America. Archaeologists have discovered the site of Pronunciation guide: the original fort. The recovered artifacts Werowocomoco: weh-ro-wo- give archaeologists clues about the COM-o-co interactions of the English, Africans, and Indians in early Virginia. (The pronunciation guide for this word will not be assessed on the test.)

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.2g The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by g) identifying and locating the current state-recognized tribes.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

American Indian people have lived in What are the names of the American Indians, who trace their Draw conclusions and make Virginia for thousands of years. current state-recognized tribes? family histories back to well before generalizations. (VS.1d) 1607, continue to live in all parts of Today, eight American Indian tribes Where are the current state- Virginia today. Interpret ideas and events from in Virginia are recognized by the recognized tribes located in different historical perspectives. Commonwealth of Virginia. Virginia today? (VS.1g) The current state-recognized tribes are located in the following regions: Analyze and interpret maps to • Coastal Plain (Tidewater) region: explain relationships among • Chickahominy Tribe landforms, water features, climatic characteristics, and historical events. • Eastern Chickahominy (VS.1i) Tribe

• Mattaponi Tribe Pronunciation guide: • Nansemond Tribe Chickahominy: CHICK-a-HOM-a- • Pamunkey Tribe nee • Rappahannock Tribe Mattaponi: ma-ta-po-NYE • Upper Mattaponi Tribe Nansemond: NAN-sa-mund • Piedmont region: Pamunkey: pa-MUN-kee • Monacan Tribe Rappahannock: RAP-a-HAN-nock Monacan: MON-a-cun

(The pronunciation guide for this word will not be assessed on the test.)

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.3a The student will demonstrate knowledge of the first permanent English settlement in America by a) explaining the reasons for English colonization.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Some European countries, including What were the reasons for Compare and contrast historical England, were in competition to English colonization in Reasons for English colonization in events. (VS.1c) increase their wealth and power by America? America expanding their empires to America. England wanted to establish an Draw conclusions and make What were the reasons why the American colony to increase its wealth generalizations. (VS.1d) The first permanent English Jamestown settlers came to and power. settlement in America was America? • England hoped to find silver and Interpret ideas and events from Jamestown, founded in 1607 as an gold in America. different historical perspectives. economic venture. • An American settlement would (VS.1g) furnish raw materials that could not be grown or obtained in England, Analyze and interpret maps to while opening new markets for explain historical events. (VS.1i) trade.

Jamestown • Jamestown was primarily an economic venture. • The stockholders of the Virginia Company of London financed the settlement of Jamestown. • Jamestown, founded in 1607, became the first permanent English settlement in America. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Location and physical characteristics Where is Jamestown located? When the settlers arrived in 1607, Determine cause-and-effect influenced the decision to settle at they founded Jamestown on a narrow relationships. (VS.1b) Jamestown. Why did the settlers choose the site at peninsula bordered on three sides by Jamestown? the James River. Today, Jamestown is Compare and contrast historical located on an island in the James events. (VS.1c) River. Draw conclusions and make generalizations. (VS.1d) Reasons for site choice • Instructions told the settlers to go Interpret ideas and events from inland and find a suitable place for different historical perspectives. their colony. (VS.1g) • The location could be easily defended from attack by sea (by Analyze and interpret maps to the Spanish). explain relationships among landforms, water features, climatic • The water along the shore was characteristics, and historical deep enough for ships to dock. events. (VS.1i) • They believed the site had a good supply of fresh water.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The King of England had the power What was the importance of the Identify and interpret artifacts and to grant charters allowing settlement charters of the Virginia Company of Importance of Virginia charters primary and secondary source in North America. London to the Jamestown settlement? The King of England granted charters documents to understand events in to the Virginia Company of London history. (VS.1a) to • establish a settlement in North Draw conclusions and make America generalizations. (VS.1d) • extend English rights to the settlers. Make connections between past and present. (VS.1e)

Interpret ideas and events from different historical perspectives. (VS.1g)

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.3d The student will demonstrate knowledge 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.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

As Jamestown grew, its system of What was Jamestown’s system of Identify and interpret artifacts and government evolved. government called? System of government primary and secondary source In 1619, the governor of Virginia documents to understand events in What was the House of Burgesses, called a meeting of the General history. (VS.1a) and why was it important? Assembly. The General Assembly included two representatives, called Draw conclusions and make burgesses, from each of the divisions generalizations. (VS.1d) of Virginia, along with the governor’s council and the governor. They met as Make connections between past and one legislative body. (At that time, present. (VS.1e) only certain free adult men had the right to take part.) Sequence events in Virginia history. (VS.1f) The current Virginia General Assembly dates back to 1619 with the establishment of the General Assembly and its burgesses in Jamestown. It was the first elected legislative body in English America giving settlers the opportunity to control their own government.

House of Burgesses By the 1640s, the burgesses became a separate legislative body, called the House of Burgesses. They met separately from the Governor’s Council as one of the two legislative bodies of the General Assembly. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Jamestown became a more diverse What was the impact of the arrival of Portuguese sailors captured African Compare and contrast historical colony by 1620. Africans on the Jamestown men and women from what is present- events. (VS.1c) settlement? day Angola. The status of these early African men and women as either Draw conclusions and make What was the impact of the arrival of servants or enslaved persons in generalizations. (VS.1d) additional women on the Jamestown Virginia is unknown. settlement? Sequence events in Virginia Africans arrived in Jamestown against history. (VS.1f) their will in 1619. Interpret ideas and events from The arrival of Africans made it different historical perspectives. possible to expand the tobacco (VS.1g) economy. Analyze and interpret maps to The arrival of additional women in explain relationships among 1620 made it possible for more landforms, water features, climatic settlers to establish families and a characteristics, and historical permanent settlement at Jamestown. events. (VS.1i) Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The English settlers found life in What hardships did the Jamestown Determine cause-and-effect Jamestown harder than they had settlers face? Hardships faced by the settlers relationships. (VS.1b) expected. • The site they chose to live on was What changes took place that resulted marshy and lacked safe drinking Compare and contrast historical in survival of the settlers? water. events. (VS.1c) • The settlers lacked some skills necessary to provide for Draw conclusions and make themselves. generalizations. (VS.1d)

• Many settlers died of starvation Sequence events in Virginia and disease. history. (VS.1f)

Interpret ideas and events from Changes that resulted in survival different historical perspectives. • The arrival of supply ships (VS.1g) • The forced work program and strong leadership of Captain John Smith • The emphasis on agriculture Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The native peoples and the English How did the native peoples and the Captain John Smith initiated trading Compare and contrast historical settlers at Jamestown established English settlers interact? relationships with the native peoples. events. (VS.1c) trading relationships and, for a while, had positive interactions. Why did the relationship between the The native peoples traded mainly Draw conclusions and make Jamestown settlers and the native food with the English in exchange for generalizations. (VS.1d) peoples change? tools, pots, and copper for jewelry. Sequence events in Virginia How did Powhatan contribute to the The native peoples contributed to the history. (VS.1f) survival of the settlers? survival of the Jamestown settlers in several ways. Interpret ideas and events from • Powhatan, chief of many tribes, different historical perspectives. provided leadership to his people (VS.1g) and taught the settlers survival skills. • Pocahontas, daughter of Powhatan, served as a contact between the native peoples and the English. • The native peoples showed the settlers how to plant corn and tobacco.

Over time, the native peoples realized the English settlement would continue to grow. They came to see the settlers as invaders who would take over their land. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The success of tobacco as a cash crop What effect did agriculture have on Determine cause-and-effect transformed life in the Virginia the Virginia colony? Terms to know relationships. (VS.1b) colony and encouraged slavery. • cash crop: A crop that is grown to How did agriculture in the Virginia sell for money rather than for use Draw conclusions and make colony influence the institution of by the growers generalizations. (VS.1d) slavery? The economy of the Virginia colony Make connections between past depended on agriculture as the and present. (VS.1e) primary source of wealth. Sequence events in Virginia Tobacco became the most profitable history. (VS.1f) agricultural product. • Tobacco was sold in England as a cash crop.

The successful cultivation of tobacco depended on a steady and inexpensive source of labor. • African men, women, and children were brought to the Virginia colony and enslaved to work on the plantations. • The Virginia colony became dependent on slave labor, and this dependence lasted a long time. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The culture of colonial Virginia How did the culture of colonial Culture of colonial Virginia Determine cause-and-effect reflected the beliefs, customs, and Virginia reflect beliefs, customs, and Whenever people settle an area, they change relationships. (VS.1b) architecture of the Europeans, architecture of Europeans, Africans, the culture and landscape to reflect their Africans, and American Indians living and American Indians? beliefs, customs, and architecture. Examples Compare and contrast historical there. of architecture that reflect different cultures events. (VS.1c) Where did the various cultural include Although it was a colony of England, groups settle? • barns Draw conclusions and make Virginia developed a unique culture • homes generalizations. (VS.1d) different from that of England. • places of worship (e.g., churches). Interpret ideas and events from Place names reflecting culture different historical perspectives. • English – Richmond (VS.1g) • American Indian – Roanoke Analyze and interpret maps to Settlement areas explain relationships among • English and other Europeans settled landforms, water features, and primarily in the Coastal Plain (Tidewater) historical events. (VS.1i) and the Piedmont regions. • Germans and Scots-Irish settled primarily in the Shenandoah Valley, which was along the migration route. • Africans were settled primarily in the Coastal Plain (Tidewater) and the Piedmont regions, where tobacco agriculture required a great deal of labor. • Prior to the arrival of the settlers, American Indians lived throughout Virginia. After the settlers arrived, most were forced inland.

Migration and living in new areas caused people to adapt old customs to their new environments. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SAMPLE LESSON TITLE: Jamestown Settlement Visual Discovery

UNIT II: The First Settlements

ENDURING UNDERSTANDING: Students will understand that cultures interact with each other and their environments.

CONCEPTUAL UNIT QUESTIONS: How do cultures interact with each other and their environments?

KEY CONCEPT(s): Exploration resulted in the establishment of Virginia and the development of its cultural, political, geographic, and economic history from 1607 to the present.

SOL OBJECTIVES: VS.3.a, b, e, f, g; VS.4 a, b

LESSON DESCRIPTION: Students will use the History Alive! strategy of Visual Discovery to analyze and interpret a picture showing activity in Colonial Virginia.

Materials/Resources: overhead projector, white board, or Smart Board, picture showing activity in colonial Virginia transferred to a transparency or digitized for presentation, textbook Our Virginia by Five Ponds Press, pages 48-49 or pages 64-65 are recommended.

Strategies: History Alive! Visual Discovery

Student Action: • View the chosen picture of colonial activity carefully. The History Alive strategy, Visual Discovery, is recommended. • Record observations of objects, people, activities, and environment displayed in the picture in student’s interactive notebook according to teacher drections. • Discuss findings and individual interpretations. • Suggest speech or thoughts of people in the slide. • Present speech or thoughts of people in slide to classmates.

Teacher Action:: • Show picture that represents activity in Colonial Virginia. Our Virginia, pages 48-49 or pages 64-65 are recommended. • Instruct students in creation of a graphic organizer to record objects, people, activities, and environment observed in the chosen picture. • List students’ findings and observations on large chart paper or white board. Facilitate discussion and analysis of their findings. • Assign students to represent people in the scene. Instruct them to write a sentence or two that their assigned character would say or think in the situation depicted in the picture. • Direct the presentation and encourage inferences and conclusions.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Assessment: • Students’ lists of people, objects and activities from viewing the picture • Presentation of character speech or thoughts. • Participation in class discussion.

Adaptation: • Use items in picture to help develop English acquisition for ESOL/HILT students as needed. • Use tableau or “frozen statue” strategies. • Allow partners or small groups to create dialogue between characters depicted in the picture. • Have students create a play or short story based on the picture. • Repeat procedures with additional pictures. • Allow students to search for additional pictures in books and internet to practice the Visual Discovery strategy and/or demonstrate other essential understandings in the unit.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.4c The student will demonstrate knowledge of life in the Virginia colony by

UNIT III: Colonial Virginia

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL VS.4 The student will demonstrate knowledge of life in the Virginia colony by c) explaining how geography influenced the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond. d) describing how money, barter, and credit were used. e) describing everyday life in colonial Virginia.

ENDURING UNDERSTANDING: Students will understand that a community’s growth causes, and is affected by, change.

CONCEPTUAL UNIT QUESTION: What important changes occurred as the Virginia Colony grew?

PREVIEW ACTIVITY: Ask students to think about some ways that life might be different living in rural, urban and suburban settings. Lead the discussion and create a chart by recording student responses demonstrating comparisons and contrasts of life in each setting (i.e.: being able to walk to a friend’s house in an urban community vs. having to get a ride to someone’s house in a rural setting).

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals that students should know to successfully understand course content and pass the SOL exams. banks contaminated geographical plantation services barter credit goods population society capital debt Jamestown Richmond tobacco climate elevation landforms savings trade consumers exchange location seepage Williamsburg

SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.4c The student will demonstrate knowledge of life in the Virginia colony by c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

A variety of factors explain the What were some reasons why Determine cause-and-effect reasons for moving Virginia’s capital. Virginia’s capital was moved from Reasons why the capital was moved relationships. (VS.1b) Jamestown to Williamsburg? from Jamestown to Williamsburg England became Great Britain in the • Drinking water was contaminated Compare and contrast historical early 1700s. What were some reasons why by seepage of salt water. events. (VS.1c) Virginia’s capital was moved from • Unhealthy living conditions Williamsburg to Richmond? caused diseases. Make connections between past and present. (VS .1e) • Fire destroyed wooden and brick

buildings at Jamestown. Sequence events in Virginia

history. (VS.1f)

Reasons why the capital was moved Analyze and interpret maps to from Williamsburg to Richmond explain relationships among • The population was moving landforms, water features, westward. climatic characteristics, and • Richmond was a more central historical events. (VS.1i) location. • Moving to Richmond increased the distance from the sea and possible attack by the British.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Money was not often used in the early What forms of exchange were Determine cause-and-effect Virginia colony. used in the Virginia colony? Terms to know relationships. (VS.1b) • money: A medium of exchange (currency, which includes coins and Draw conclusions and make paper bills) generalizations. (VS.1d) • barter: Trading or exchanging of goods and services without the use of money Make connections between past and present. (VS.1e) • credit: Buying a good or service now and paying for it later • debt: A good or service owed to someone • savings: Money put away to save or to spend at a later time

Few people had paper money or coins to use to buy goods and services.

Barter was commonly used instead of money.

Tobacco was used as money. A tobacco farmer could use his tobacco to pay for goods and services.

Farmers and other consumers could also buy goods and services on credit and pay their debts when their crops were harvested and sold.

Colonial Virginia had no banks. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.4e The student will demonstrate knowledge of life in the Virginia colony by e) describing everyday life in colonial Virginia.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Resources found in colonial Virginia How did resources influence food, People living in colonial Virginia depended Draw conclusions and make were used to produce the goods and housing, and clothing in colonial on natural, human, and capital resources to generalizations. (VS.1d) services people needed. Virginia? produce the goods and services they needed. Make connections between Everyday life in colonial Virginia was How was everyday life in colonial past and present. (VS.1e) different for whites, enslaved African Virginia different for whites, Food Americans, and free African Americans. enslaved African Americans, and • Food choices were limited. Sequence events in Virginia free African Americans? • Meals were made of local produce and meats. history. (VS.1f)

Housing • Most people lived in one-room houses with dirt floors. • Some people (farmers) lived in large houses.

Clothing • Households made their own clothes. • Most clothing was made of cotton, wool, and/or leather.

Most white Virginians made their living from the land as small farmers. A few owned large farms (plantations).

Most enslaved African Americans worked tobacco, other crops, and livestock. Enslaved African Americans had no rights.

Many free African Americans owned their own businesses and property but were denied most rights. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SAMPLE LESSON TITLE: Barter Fair

UNIT III: Colonial Virginia

ENDURING UNDERSTANDING: Students will understand that a community’s growth causes and is affected by change.

CONCEPTUAL UNIT QUESTION: What important changes occurred as the Virginia Colony grew?

KEY CONCEPT(s): Barter is the trading or exchanging of goods and services without the use of money. Few people had paper money and coins to use to buy goods and services in colonial days. Colonial Virginia had no banks; therefore barter was commonly used instead of money.

SOL OBJECTIVES: VS.4d

LESSON DESCRIPTION: Students will plan and conduct a Barter Fair. In colonial days, few people had paper money and coins to use to buy goods and services. Knowing that barter was commonly used instead of money, students will trade their objects for other students’ objects using objects brought from home No money will be exchanged.

Materials/Resources: Students’ shoe boxes of 10 items from home, Barter Agreement Paper, Barter Fair Parent Permission form, access to a large room with tables, such as the cafeteria.

Strategies: Experiential Exercise

Student Action: • Bring 10 objects from home that they are willing to exchange for other objects, such as old books, toys, stuffed animals. • Set up shoe boxes with objects on tables. • Travel in small groups to each table to see what is available for exchange. • Discuss the exchange with the item’s owner and come up with a barter agreement.

Teacher Action: • Arrange location and tables for the Barter Fair • Prepare permission slips for parental permission. • Design Barter Agreement forms stating items that were bartered for both parties to sign. • Plan to have the Barter Fair last long enough for each child to look at all items and have time to make exchanges. • Facilitate follow-up discussion.

Assessment: • Student participation in barter activity and follow-up discussion.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Adaptation: • Students with limited English skills may be paired with another student. • Instead of exchanging students’ personal items, teacher may create pictures of basic needs in colonial Virginia to create a virtual exchange.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

UNIT IV: Virginia and the American Revolution

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL VS.5 The student will demonstrate knowledge of the role of Virginia in the American Revolution by a) identifying the reasons why the colonies went to war with Britain as expressed in the Declaration of Independence. b) identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, Patrick Henry, James Lafayette, and Jack Jouett. c) identifying the importance of the American victory at Great Bridge and Yorktown.

ENDURING UNDERSTANDING: Students will understand that there are varied reasons for changing governments.

CONCEPTUAL UNIT QUESTION: In what ways did Virginians support the fight for independence?

PREVIEW ACTIVITY: King’s M&Ms Have each student pick a “Role” card (cards need to be labeled King, Parliament, Tax Collector and the rest Colonist). Each student receives 10 M&Ms in a cup and is not allowed to eat them right away. Every 10 minutes the child with the Parliament card will pick a “Tax” card (cards are labeled Jeans-3, glasses-2, white socks-1, shoelaces-1, watch-2, etc). After a card is drawn, the student with the Tax Collector card will collect the appropriate tax from each student holding a Colonist card. For example, every child wearing jeans would have to give up 3 M&Ms. After pulling 3-5 cards, the colonists may eat their remaining M&Ms. The M&Ms collected by the Tax Collector should be distributed among the Tax Collector (10%, Parliament (40%) and the King (50%). After the activity, hold a class meeting and have students share how they felt when the M&Ms were being collected. (Activity taken from American History Simulations, Teacher Created Materials). Students can also complete a diary entry in their Interactive Student Notebooks opposite notes on SOL VS.5a. Entries should be written from the perspective of the Role card drawn.

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.

“…give me liberty or give me Great Bridge liberty political leadership Thomas Jefferson death” Assemblies Great Britain loyalist pursuit of happiness Yorktown Commander-in-Chief Jack Jouett neutral representation Continental Army James Lafayette Parliament surrender Declaration of Independence legal authority Patriot tax

SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOL’s. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

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

Essential Understandings Essential Questions Essential Knowledge Essential Skills

England became Great Britain in the How did the colonists’ ideas about The colonists and the English Identify and interpret artifacts and early 1700s. government differ from those of the Parliament disagreed over how the primary and secondary source British Parliament? colonies should be governed. documents to understand events in Conflicts developed between the • Parliament believed it had legal history. (VS.1a) colonies and England over how the Why is the Declaration of authority in the colonies, while the colonies should be governed. Independence an important document? colonists believed their local Determine cause and effect assemblies had legal authority. relationships. (VS.1b) The Declaration of Independence gave • Parliament believed it had the right reasons for independence and ideas for to tax the colonies, while the Compare and contrast historical events. self-government. colonists believed they should not (VS.1c) be taxed since they had no representation in Parliament. Draw conclusions and make generalizations. (VS.1d) The Declaration of Independence, written by Thomas Jefferson, states that Sequence events in Virginia history. authority to govern belongs to the (VS.1f) people rather than to kings and that all people are created equal and have Interpret ideas and events from rights to life, liberty, and the pursuit of different historical perspectives. happiness. (VS.1g)

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.5b The student will demonstrate knowledge of the role of Virginia in the American Revolution by b) identifying the various roles played by whites, enslaved African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Virginians made significant What contributions did Virginians Varied roles of whites, enslaved Identify and interpret artifacts and contributions during the Revolutionary make during the Revolutionary War African Americans, free African primary and secondary source War era. era? Americans, and American Indians in documents to understand events in the Revolutionary War era history. (VS.1a) Whites, enslaved African Americans, What contributions did whites, • Virginia patriots served in the free African Americans, and American enslaved African Americans, free Continental Army and fought for Interpret ideas and events from Indians all had various roles during the African Americans, and American independence leading to the British different historical perspectives. American Revolution. Indians make during the American surrender at Yorktown. (VS.1g) Revolution? • Some Virginians were neutral and did not take sides while other Virginians remained loyal to Great Britain. • Women took on more responsibility to support the war effort. • Some enslaved African Americans fought for a better chance of freedom. • Some free African Americans fought for independence in the American Revolution. • Many American Indians fought alongside both the Virginia patriots and the British.

Contributions of Virginians during the Revolutionary War era • George Washington provided military leadership by serving as commander-in-chief of the Continental Army. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.5b (continued) The student will demonstrate knowledge of the role of Virginia in the American Revolution by b) identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

• Thomas Jefferson provided political leadership by expressing the reasons for colonial independence from Great Britain in the Declaration of Independence. • Patrick Henry inspired patriots from other colonies when he spoke out against taxation without representation by saying, “…give me liberty or give me death.” • James Lafayette, an enslaved African American from Virginia, served in the Continental Army and successfully requested his freedom after the war.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.5c The student will demonstrate knowledge of the role of Virginia in the American Revolution by c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The Battle of Great Bridge was the first What was the importance of the Battle The Battle of Great Bridge was the first Determine cause and effect land battle fought in Virginia during the of Great Bridge? land battle of the American Revolution relationships. (VS.1b) American Revolution. fought in Virginia. The American Who was Jack Jouett? victory forced the British colonial Draw conclusions and make The actions of Jack Jouett prevented governor to flee the City of Norfolk. generalizations. (VS.d) the capture of key members of the What was the importance of the Virginia General Assembly. American victory at Yorktown? Jack Jouett rode on horseback through Sequence events in Virginia history. the backwoods of Virginia to (VS.1f) The last major battle of the Charlottesville to warn Thomas Revolutionary War was fought at Jefferson, then governor of Virginia, Analyze and interpret maps to explain Yorktown, Virginia. that the British were coming to arrest relationships between water features him and members of the General and historical events. (VS.1i) Assembly.

The American victory at Yorktown resulted in the surrender of the British army, which led to the end to the war.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SAMPLE LESSON TITLE: King George and The American Revolution Timeline UNIT IV: Virginia and The American Revolution ______ENDURING UNDERSTANDING: Students will understand that there are varied reasons for changing governments.

CONCEPTUAL UNIT QUESTION: In what ways did Virginians support the fight for independence?

KEY CONCEPT(s): Conflict between people and government can lead to war. During war, life is very different than before the conflict. After a war, there are winners and losers. Today, we honor colonial patriots such as George Washington, Thomas Jefferson, Patrick Henry, James Lafayette, and Jack Jouett.

SOL OBJECTIVES: SOL VS.5a, c

LESSON DESCRIPTION: The lesson will take 1-2 weeks to complete, depending on whether students read the book at home or during class time. After reading the book, the entire class will work together to create a pictorial timeline of events leading up to the British surrender at Yorktown.

Materials/Resources: Why Can’t You Make Them Behave, King George? by Jean Fritz – 1 copy for each student; paper to brainstorm 1) new vocabulary words; 2) important events; and 3)themes from the story; big pieces of butcher paper, pencils, black markers, watercolors, sentence strips (3 different colors is best); long bulletin board or space to display scenes of the timeline (approximately 15-20 feet).

Strategies: brainstorming, reading comprehension, timelines, visualization, collaboration, writing

Student Action: • read the story Why Can’t You Make Them Behave, King George? by Jean Fritz • keep their own list or help maintain a class list of new vocabulary words, important events; and repetitive themes throughout the book • participate in class discussion identifying the most important 7-10 events after the book is read • begin the timeline in groups of 2-3 • choose one event to draw • brainstorm ideas or words for their scene for about ten minutes • give a brief presentation of their ideas and ask for comments or suggestions from the rest of the class • begin pencil sketches (rough draft) of each scene • retrace the picture with a black, permanent marker (starting the final draft) after the pencil sketch has been approved by the teacher • watercolor each scene and place them in the correct order on the bulletin board, deciding where each sentence strip should be placed and a title should be made

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Teacher Action: • lead students through each phase of the project, but the students will do all the work • circulate and help students elaborate on their ideas. For example, What will your classmates expect to see in a picture of the surrender at Yorktown? Students should have George Washington, General Cornwallis, British or American flag, horses, British soldiers, guns with bayonets, destroyed property in the background, etc • direct students to remain on task by suggesting that some students may want to begin sketching another scene, if there are any left, or others may write vocabulary words, captions for each scene or themes on sentence strips (one color for each category). As many as 3-4 students can watercolor one picture at a time • lead a discussion on this timeline versus other timelines they have seen. (There is no actual line, but the pictures are in order. This timeline is horizontal and has pictures and words.)

Assessment: The teacher can take notes on an individual’s behavior during the art time. When the mural is complete, students can be asked to write the story of the American Revolution using the mural as a guide. Students can complete journals on their favorite part of the mural and these can be used to write report card comments.

Adaptation: Students can read other books by Jean Fritz, such as Where Was Patrick Henry on the 29th of May or Shhh, We’re Writing the Constitution. Title 1 or Reading support teachers can pre-read the story with students that benefit from the extra help.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

UNIT V: The New Nation

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by a) explaining why George Washington is called the “Father of Our Country” and James Madison is called the “Father of the Constitution.” b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom.

ENDURING UNDERSTANDING: Students will understand that citizens can take continuous actions to improve their government.

CONCEPTUAL UNIT QUESTION: How did the ideas of a few Virginians affect the formation of a new nation?

PREVIEW ACTIVITY: Have the students work in pairs to list in their Interactive Student Notebooks (top left), three things they believe are the most important rights they think Americans have. Then they speculate as to how or why we got them and how they can never be taken away. Class shares ideas in a discussion.

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.

Constitutional Convention George Mason James Madison Virginia Declaration of Rights First Amendment to the George Washington Thomas Jefferson Virginia Statute for Religious Constitution Freedom

SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.6a The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by a) explaining why George Washington is called the “Father of Our Country” and James Madison is called the “Father of the Constitution.”

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The actions and ideas of Virginians Why is George Washington referred to George Washington, a Virginian, was Identify and interpret artifacts and formed the basis for the new as the “Father of Our Country?” elected as the first President of the primary and secondary source constitutional government of the United United States of America. He provided documents to understand events in States. Why is James Madison referred to as the strong leadership needed to help the history. (VS.1a) the “Father of the Constitution?” young country and provided a model of leadership for future presidents. Thus, Compare and contrast historical he is often called the “Father of Our events. (VS.1c) Country.” Draw conclusions and make James Madison, a Virginian, believed generalizations. (VS.1d) in the importance of having a United States constitution. He kept detailed Interpret ideas and events from notes during the Constitutional different historical perspectives. Convention. His skills at compromise (VS.1g) helped the delegates reach agreement during the difficult process of writing the Constitution of the United States of America. This earned him the title “Father of the Constitution.”

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.6b The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Ideas expressed in the Virginia What was the influence of the Virginia The Virginia Declaration of Rights, Identify primary and secondary source Declaration of Rights and the Virginia Declaration of Rights on the written by George Mason, states that all documents to understand events in Statute for Religious Freedom served Constitution of the United States of Virginians have many rights, including history. (VS.1a) as models for the Bill of Rights of the America? freedom of religion and freedom of the Constitution of the United States of press. Make connections between past and America. What was the influence of the Virginia present. (VS.1e) Statute for Religious Freedom on the The Virginia Statute for Religious Constitution of the United States of Freedom, written by Thomas Jefferson, Interpret ideas and events from America? states that all people should be free to different historical perspectives. worship as they please. (VS.1g)

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SAMPLE LESSON 1 TITLE: Writers of Rights

UNIT V: The New Nation

ENDURING UNDERSTANDING: Students will understand that citizens can take continuous actions to improve their government.

CONCEPTUAL UNIT QUESTION: How did the ideas of a few affect the formation of a new nation?

KEY CONCEPT(s): The ideas and ideals of several Virginians were responsible for ensuring the rights of America through the present day.

SOL OBJECTIVES: VS 6 a, b

LESSON DESCRIPTION: This unit will focus on the contributions of Washington, Madison, Mason, and Jefferson regarding rights of the colonists and the production of documents ensuring freedoms. Students will create a podcast or other video presentation to present their own individual interpretations of the ideas and ideals of these four men through role playing.

Materials/Resources: Text and library material on the lives and teachings of these four men. I-Pods or other video recording devices.

Strategies: Writing for Understanding, Experiential Exercise, and video production.

Student Action: • work in groups of four to research and study about the ideas of these four men with respect to the rights and freedoms mentioned above • complete a graphic organizer with all research • convert the research into a script for each student to play the part of one of the four men • prepare, present, and explain the video to the class

Teacher Action: • provide classroom and library reference material and direct students to the appropriate material • supply students with a graphic organizer and video recording equipment • ensure that groups are productive and able to meet the requirements • view all videos, discuss, and pose questions to the class

Assessment: Students’ video presentations directly and accurately representing the conditions of the four patriots.

Adaptation: Students needing enrichment will be expected to read the first 10 amendments as part of their videos and find connections to the ideas of the men studied above.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SAMPLE LESSON 2 TITLE: Who’s Writing the Constitution?

UNIT V: The New Nation

ENDURING UNDERSTANDING: Students will understand that citizens can take continuous actions to improve their governments.

CONCEPTUAL UNIT QUESTION: How did the ideas of a few Virginians affect the formation of a new nation?

KEY CONCEPT(s): The beliefs and actions of a few Virginia statesmen ensured rights we still have today.

SOL OBJECTIVES: VS 6 a, 6 b

LESSON DESCRIPTION: This lesson includes viewing the video production of Jean Fritz’s book Shh! We’re Writing the Constitution (available through streaming from Discovery School), as well as reading the book.

Materials/Resources: copies of the book Shh! We’re Writing the Constitution, video of Shh! We’re Writing the Constitution from Discovery School

Strategies: Using both auditory and visual presentations enables students to use listening skills, visual processing skills, act it out and frozen statue

Student Action: • view video • complete an anticipation guide • respond to questions involving review information, prediction, and inference

Teacher Action: • prepare or obtain the video of Shh! We’re Writing the Constitution from Discovery School • prepare an anticipation guide and questions or statements to which students can respond • make all connections from the computer to the TV or Smartboard • preview the clips • create questions for anticipation guide • show clips to class and stop where appropriate as needed for student response

Assessment: anticipation guide, questions regarding the specific contributions of Washington and Madison will be incorporated into the objective chapter test.

Adaptation: Students needing enrichment will act out the parts of Washington and Madison in an act it out or a frozen statue.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

UNIT: VI: Westward Expansion

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL VS.6 c) The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by explaining the influence of geography on the migration of Virginians into western territories

ENDURING UNDERSTANDING: Students will understand that the quality of our lives is dependent on people, location, and resources.

CONCEPTUAL UNIT QUESTION: How does moving from one place to another change one’s way of life?

PREVIEW ACTIVITY: Bring a small duffel bag, knapsack, or small suitcase to class. Ask students what they would pack if they were going on a trip through the wilderness. Write their responses on the chalkboard. Ask the class which items would have been available in colonial days. Students’ answers may be related to taking a risk, going someplace new, or perhaps fulfilling a mission. Include a discussion on whether what you pack in your bag may or may not necessarily affect the quality of life you would have in your new location.

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.

Appalachian Mountains culture landforms territories agricultural Cumberland Gap migration tobacco characteristics frontier opportunities traditions

SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.6c The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by explaining the influence of geography on the migration of Virginians into western territories.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Geography influenced the movement of What geographic factors influenced After the American Revolution, Determine cause and effect relationships. people and ideas as Virginians moved Virginians to move to the western Virginia’s agricultural base began to (VS.1b) to and beyond the Virginia frontier. frontier of Virginia and beyond? change, and as a result large numbers of Virginians moved west and to the Compare and contrast historical events. deep South to find better farmland and (VS.1c) new opportunities. • Tobacco farming was hard on Draw conclusions and make the soil, causing many farmers generalizations. (VS.1d) to look west and south for new land to farm. Analyze and interpret maps to explain • Virginians migrated into relationships among landforms, water western territories looking for features, climatic characteristics, and large areas of land and new historical events. (VS.1i) opportunities. • As Virginians moved, they took their traditions, ideas, and cultures with them. • Settlers crossed the Appalachian Mountains through the Cumberland Gap as they migrated to new lands in the west.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SAMPLE LESSON TITLE: Migration Wall Hanging

UNIT VI: Westward Expansion

ENDURING UNDERSTANDING: Students will understand that the quality of our lives is dependent on people, location, and resources.

CONCEPTUAL UNIT QUESTION: How does moving from one place to another change one’s way of life?

KEY CONCEPT(s): influence of geography on the migration of Virginians into western territories.

SOL OBJECTIVES: VS.6c

LESSON DESCRIPTION: Students will create a Powerpoint presentation depicting the large numbers of Virginians moving west and to the deep South to find better farmland and new opportunities.

Materials/Resources: computers with Powerpoint software installed. . Strategies: Visual summary and computer slide creation skills

Student Action: : • use textbooks and library resources to research the main concepts: tobacco farming depleted the soil, causing many farmers to look west and south for new farm land, Virginians migrated into western territories looking for new farm land, and as Virginians moved they took their traditions, ideas, and cultures with them • complete a graphic organizer outlining research on the main concepts • type research into Powerpoint slides • utilize Powerpoint art, sounds, and animation features in presentation • present the finished Powerpoint and print for assessment

Teacher Action: • assure that students have included the main concepts in their graphic organizer: tobacco farming depleted the soil, causing many farmers to look west and south for new farm land, Virginians migrated into western territories looking for new farm land, and as Virginians moved they took their traditions, ideas, and cultures with them • view Powerpoints to ensure that students have included main concepts from their graphic organizers and have included: art, sounds , and animation elements • facilitate discussion after viewing the completed Powerpoint presentation to review and summarize the story of Virginia migration Assessment: Accuracy of research in slide shows and use of creativity in production

Adaptation: Students may choose to retell the migration story role playing the parts of Virginians on the move in a video clip.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

UNIT VII: Civil War

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia. b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia. c) describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians.

ENDURING UNDERSTANDING: Students will understand that very great differences in people's social and economic status can cause them to rebel against their government.

CONCEPTUAL UNIT QUESTION: What might cause a country that fought for its independence to wage war against itself?

PREVIEW ACTIVITY: Have students reflect on the relationships within their family, including parents, children and possibly others within the household. What would happen if a teenager or preteen in the family decided that they wanted to leave the family because they felt they were misunderstood or unappreciated or not allowed to “do their own thing?” What would the parent(s) do? Would they allow them to go? How could they stop them? What would the other family members do? Describe their feelings and actions.

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. abolish blockade Hampton manufacturing secede abolitionist Confederate hanged Merrimack (Virginia) secession Abraham Lincoln conflict Harpers Ferry Monitor surrender agricultural enslaved African Americans Harriet Tubman Nat Turner Underground Railroad agriculture First Manassas/Bull Run immigrant Norfolk Union American Indians formation industrialized raid wage earners Appomattox Court House Fredericksburg industry rebel West Virginia April, 1865 General Robert E. Lee John Brown rebellion armory Gen. Thomas “Stonewall” Jackson labor revolt arsenal Gen. Ulysses S. Grant Manassas Richmond

SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.7a The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Because of economic differences What conflicts developed between the Differences between northern and Identify and interpret artifacts and between the North and South, they northern and southern states in the southern states primary and secondary source were unable to resolve their conflicts years following the American • The economy in the northern part documents to understand events in and the South seceded from the United Revolution and led to the Civil War? of the United States was history. (VS.1a) States. industrialized, while in the Why did Virginia secede from the southern part it was agricultural Determine cause and effect Virginians were divided about Union? and relied on slave labor. relationships. (VS.1b) secession from the Union, which led to • Northern states wanted the new the creation of West Virginia. How did West Virginia become a state? states created out of the western Compare and contrast historical events. territory to be “free states,” while (VS.1c) the southern states wanted the new states to be “slave states.” Draw conclusions and make generalizations. (VS.1d) Events leading to secession and war • Nat Turner led a revolt against Make connections between past and plantation owners in Virginia. present. (VS.1e) • Abolitionists campaigned to end slavery. Sequence events in Virginia history. • Harriet Tubman supported a secret (VS.1f) route that escaped enslaved African Americans took; it became Interpret ideas and events from known as the “Underground different historical perspectives. Railroad.” (VS.1g) • John Brown led a raid on the United States Armory (Arsenal) at Analyze and interpret maps to explain Harpers Ferry, Virginia. He was historical events. (VS.1i) trying to start a slave rebellion. He was captured and hanged. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.7a (continued) The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

• After Abraham Lincoln was elected President of the United States in 1860, some southern states seceded from the Union and formed the “Confederate States of America.” Later Virginia seceded and joined them.

Creation of West Virginia • Conflict grew between the eastern counties of Virginia that relied on slavery and western counties that did not favor slavery. • Many disagreements between the two regions of the state led to the formation of West Virginia.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.7b The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Virginia played a significant role in the What major Civil War battles were Major Civil War battles fought in Determine cause and effect Civil War and became a major fought in Virginia? Virginia relationships. (VS.1b) battleground between Union and • The first Battle of Bull Run (or Confederate troops. Who were some of the leaders of the Manassas) was the first major Draw conclusions and make Civil War? clash of the Civil War. Confederate generalizations. (VS.1d) Virginians played a significant role in General Thomas “Stonewall” the Civil War. Jackson played a major role in this Sequence events in Virginia history. battle. (VS.1f) • General Robert E. Lee, Commander of the Army of Analyze and interpret maps to explain Northern Virginia, defeated Union relationships among landforms, water troops at Fredericksburg, Virginia. features, climatic characteristics, and • Richmond was the capital of the historical events. (VS.1i) Confederacy. It fell to General Ulysses S. Grant and was burned near the end of the war. • Lincoln used the Union navy to blockade southern ports. An important sea battle between the Monitor (Union) and the Merrimack (Confederate), two iron-clad ships, took place in Virginia waters near Norfolk and Hampton. The battle was fought to a draw.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.7b (continued) The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The Civil War ended at Appomattox Court House, Virginia, where Confederate General Robert E. Lee surrendered his army to Union General Ulysses S. Grant in April, 1865.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.7c The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by c) describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Whites, enslaved African Americans, How were whites, enslaved African Varied roles of whites, enslaved Determine cause-and-effect free African Americans, and Americans, free African Americans, African Americans, free African relationships. (VS.1b) American Indians had various roles and American Indians affected by the Americans, and American Indians during the Civil War. Civil War? during the Civil War Draw conclusions and make • Most white Virginians generalizations. (VS.1d) supported the Confederacy. Sequence events in Virginia history. • The Confederacy relied on (VS.1f) enslaved African Americans to raise crops and provide labor for the army.

• Some free African Americans felt their limited rights could best be protected by supporting the Confederacy.

• Most American Indians did not take sides during the Civil War. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SAMPLE LESSON 1 TITLE: Researching the Civil War

UNIT VII: Civil War

ENDURING UNDERSTANDING: Students will understand that very great differences in people's social and economic status can cause them to rebel against their government.

CONCEPTUAL UNIT QUESTION: What might cause a country that fought for its independence to wage war against itself?

KEY CONCEPT(s): Conflict between people and/or government can lead to war. The Northern United States differed from the Southern United States economically, socially and politically. This conflict led to war

SOL OBJECTIVES: VS.7a,b

LESSON DESCRIPTION: Students will work in groups to research key terms and ideas from the Civil War. Students will organize their work using a Venn diagram and create and present posters that teach about a term/idea in depth to the rest of the class. Part 1 will take one class period. Part 2 will take approximately 4 class periods, including presentations on day four.

Materials/Resources: Venn diagrams on 8 ½ x 11 paper, list of terms/ideas to research on board, variety of textbooks, library time, internet access, 11 x 14 in. white construction paper for posters, pencils, markers

Strategies: Venn diagrams, researching using multiple materials and scanning pages for information; class presentations

Student Action: Part 1: • work in groups of 2-3. • use textbooks, the Internet and other classroom resources to place key terms on a Venn Diagram with circles labeled “North” and “South.” • practice using the index or table of contents to locate key terms and not read entire chapters at a time.

Part 2: • work independently or in pairs to research one of the key terms from Part 1. • design a poster advertising the most important information and decide on how best to present their poster to the class.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Teacher Action: Part 1: • prepare a list of 10-15 key terms from Unit 4.7 Summary of Key Terms/People (A sample list is: John Brown, General Robert E. Lee, abolitionist, Abraham Lincoln, West Virginia, Nat Turner, Union, Confederates, General Thomas “Stonewall” Jackson, Harriet Tubman, Underground Railroad, General Ulysses S. Grant, industrial, and agricultural). • write the list of key terms on the board. • prepare a sample Venn Diagram with one circle labeled “North” and the other labeled “South.” • demonstrate how to research 1-2 of the terms, reading aloud the discovered information and placing the term on the Venn diagram. • group students and ask them to continue to do this for the rest of the terms, allowing approximately 25 minutes to do as much as possible. • briefly discuss each term as a whole class; place each term on the master Venn Diagram.

Part 2: • guide students through a mini-research project using terms students chose from Part 1. • guide students in using the same resources from Part 1 to gather and write as much information about their chosen topic. • assist students in choosing the most important information and using it to plan a rough draft poster on 8 ½ x 11 paper. • remind students to present the information in 3-5 simple, eye-catching sentences, bullet the important points, include a drawing or sketch that will support their information and consider the lay-out of the poster. • display the posters in the classroom for the duration of the unit. • give students a checklist of the research steps. • create a grading rubric to give to students at the beginning of the project.

Assessment: Part 1: teacher observation while students are researching and working in groups. Part 2: students’ posters and presentations.

Adaptation: Some topics are easier to research than others. Plan ahead to reserve particular topics for special education, second language or gifted students. Students can work in pairs or individually. If willing, resource teachers can easily support this project by offering additional guidance to their students.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SAMPLE LESSON 2 TITLE: Civil War Mural

UNIT VII: Civil War

ESSENTIAL UNDERSTANDING(s): Students will understand that very great differences in people's social and economic status can cause them to rebel against their government.

CONCEPTUAL UNIT QUESTION: What might cause a country that fought for its independence to wage war against itself?

KEY CONCEPT(s): Conflict between people and/or government can lead to war. The Northern United States differed from the Southern United States economically, socially and politically. This conflict led to war.

SOL OBJECTIVES: VS.7a

LESSON DESCRIPTION: Students create a class mural depicting differences between the North and the South. This may take as many as three class days. Allow students enough time to get a significant part of the mural completed on Day One (1 ½ - 2 hours).

Materials/Resources: Bulletin board divided in half (The top is labeled “North” and the bottom is labeled “South”), construction paper, sentence strips, scissors, books to be used as resources for student drawings; markers, crayons or colored pencils, colored tissue paper.

Strategies: Cooperative interaction, visualization

Student Action: • create pieces to add to the mural. • glue a railroad mostly onto the Northern section of the mural. • place factories and high rise buildings in the North. • depict land in the South as consisting of plantations surrounded by fields and enslaved African American quarters. • depict houses in the North and South that were along the Underground Railroad as having a quilt on it to signify safety.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Teacher Action: • provide background knowledge about the differences between the North and the South. • prepare a bulletin board with one paper color on the top half and another color on the bottom half. • tell students they will be working together to create a mural of the North and the South. • ask and record what students might see if they were living during the Civil War period. • explain that this is a whole class project and everyone is expected to contribute, completing a reasonable amount of work during “Mural time.” • explain the procedure for using materials (scissors, markers, construction paper). • assign each student a starting job. • direct students to add finished pieces to the mural as they complete jobs. • ask students to suggest where their pieces should be attached to the mural.

Note: Refer to mural throughout this unit. You may want to return to it during the following unit on Reconstruction. Students can “burn” crops using red crayons and destroy railroad by ripping holes in it. Most of the destruction is done in the South only.

Assessment: While students are working, takes notes on each individual’s contributions to the mural. Ask questions about what they are learning and enjoying the most. These are useful for report card comments and effort grades.

Adaptation: Some students need help getting started with a task. Suggest specific jobs such as building the railroad or drawing a factory. One child could work quietly writing words that describe the mural (Union, industrial, Free States, etc) on sentence strips. Other students can lead a small group in connecting the railroads or making a rough draft design for the entire mural.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

UNIT VIII: Reconstruction

STANDARDS OF LEARNING: This unit will address the following objectives:

SOL VS.8 The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by a) identifying the effects of Reconstruction on life in Virginia. b) identifying the effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and American Indians. c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.

ENDURING UNDERSTANDING: Students will understand that rebuilding a nation after a major civil conflict is a complex process.

CONCPETUAL UNIT QUESTION: What needs to be done to rebuild a nation after a civil war?

PREVIEW ACTIVITY: Tell students they will be allowed 30 minutes of free time before lunch. Get out games, papers, crayons, open up the computer and anything else students might enjoy playing with. Don’t caution them about the disorder, let them make a real mess! After the allotted time, announce that the class will go to lunch as soon as the room is cleaned up. However, instruct the girls to sit at their desks (irrespective of what they played with) and tell the boys they need to clean up completely-for everyone. No one can go to lunch until everything is put away properly. Observe whether the girls offer to help in order to expedite the clean up. Note boy and girl oral and physical responses. After lunch have them write in their Interactive Notebook, top left, about their feelings as all had to wait while one group cleaned up everyone’s mess. Liken this to the Civil War Reconstruction.

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams.

African Americans Freedman’s Bureau Newport News Reconstruction Tazewell County desegregation integration Norfolk segregation discrimination Jim Crow laws poll taxes sharecropping

SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.8a The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by a) identifying the effects of Reconstruction on life in Virginia for whites, African Americans, and American Indians.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Virginians faced serious problems in What were some of the problems Terms to know Determine cause and effect rebuilding the state after the war. Virginians faced during the period of • Reconstruction: The period following relationships. (VS.1b) Reconstruction following the Civil the Civil War in which Congress War? passed laws designed to rebuild the Draw conclusions and make country and bring the southern states generalizations. (VS.1d) What measures were taken during back into the Union Reconstruction to resolve Virginia’s Make connections between past and problems? Problems faced by Virginians during present. (VS.1e) Reconstruction • Millions of freed African Sequence events in Virginia history. Americans needed housing, (VS.1f) education, clothing, food, and jobs. Interpret ideas and events from • Virginia’s economy was in ruins: different historical perspectives. • Money had no value. (VS.1g) • Banks were closed. • Railroads, bridges, plantations, and crops were destroyed.

Measures taken to resolve problems • The Freedmen’s Bureau was a government agency that provided food, schools, and medical care for freed African Americans and others in Virginia and the rest of the South. • Sharecropping was a system common in Virginia after the war in which freedmen and poor white farmers rented land from a landowner by promising to pay the owner with a share of the crop.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.8b The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by b) identifying the effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and American Indians.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The freedoms and rights promised to What impact did “Jim Crow” laws have Terms to know Determine cause and effect African Americans were slowly taken on whites, African Americans, and • Segregation: The separation of relationships. (VS.1b) away after Reconstruction, and it would American Indians in Virginia? people, usually based on race or take years to win them back. religion Draw conclusions and make What happened to the rights of African • Discrimination: An unfair generalizations. (VS.1d) Americans after Reconstruction difference in the treatment of people Make connections between past and present. (VS.1e) During Reconstruction, African Americans began to have power in Sequence events in Virginia history. Virginia’s government, and men of all (VS.1f) races could vote. Interpret ideas and events from After Reconstruction, these gains were different historical perspectives. lost when “Jim Crow” Laws were (VS.1g) passed by southern states. “Jim Crow” Laws established segregation or separation of the races and reinforced prejudices held by whites.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.8b (continued) The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by b) identifying the effects of segregation and “Jim Crow” on life in Virginia.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Effect of “Jim Crow” laws on the lives of African Americans and American Indians • Unfair poll taxes and voting tests were established to keep African American men from voting. • African Americans found it very difficult to vote or hold public office. • African Americans were forced to use separate, poor- quality facilities and services, such as drinking fountains, restrooms, and restaurants. • African-American and white children attended separate schools. • Jim Crow” laws had an effect on American Indians.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.8c The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

After the Civil War, industry and What changes took place in Virginia to Virginia began to grow in many areas Draw conclusions and make technology, transportation, and cities boost the economic growth? after the Civil War and Reconstruction. generalizations. (VS.1d) began to grow and contribute to • Virginia’s cities grew with people, Virginia’s economy. businesses, and factories. Make connections between past and • Railroads were a key to the present. (VS.1e) expansion of business, agriculture, and industry. They facilitated the Sequence events in Virginia history. growth of small towns to cities. (VS.1f) • Other parts of Virginia grew as other industries developed. Coal Analyze and interpret maps to explain deposits, discovered in Tazewell relationships among landforms, water County. features, climatic characteristics, and • The need for more and better roads historical events. (VS.1i) increased.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.8c (continued) The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

• Tobacco farming and tobacco products became important Virginia industries.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SAMPLE LESSON 1 TITLE: Recognizing The Scope And Importance Of Rebuilding The South After The Civil War

UNIT VIII: Reconstruction

ENDURING UNDERSTANDING(s): Students will understand that rebuilding a nation after a major civil conflict is a complex process.

CONCEPTUAL UNIT QUESTION: What needs to be done to rebuild a nation after a civil war?

KEY CONCEPT(s): Exploration in Virginia resulted in the establishment of Virginia and the development of its cultural, political, geographic, and economic history

SOL OBJECTIVES: VS 8 a., b., c

LESSON DESCRIPTION: This lesson focuses on students’ understanding of the scope of the rebuilding process that was necessary after the Civil War. Students will work collaboratively to discover and appreciate not only the physical challenges of rebuilding the land and the economy, but the emotional and psychological issues that began then and exist even today.

Materials/Resources: Notebooks, reference material from the library

Strategies: Collaboration, research, brainstorming, summarizing data and information

Student Action: • work in two groups, one representing the North, the other representing the South • take an hour or more to complete a list containing five categories: economy (how did they make money?), groups of people allowed to make decisions (through voting), appearance of the land, condition of roads and railroads, and morale of the people • use textbooks and reference materials to support their entries. • continue to work with their groups during the next class period, by coming together and sitting with their “North”/“South” compatriots • enter the material from their lists into each section of a class chart. • discuss the changes in both parts of the country, discuss how difficult it would have been for the South to do everything, and why it was in the best interest of the entire country for the North to help.

Teacher Action: • assign groups • provide appropriate work space • guide and monitor progress Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

• provide resource material • prepare a large double T-chart on the board with sections for the North and South, and the five categories.

Assessment: Student entries in each category.

Adaptation: Students reading below grade level can be teamed with more able readers.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SAMPLE LESSON 2 TITLE: What Was The Freedman’s Bureau And How Did It Help During Reconstruction?

UNIT VIII: Reconstruction

ENDURING UNDERSTANDING: Students will understand that rebuilding a nation after a major civil conflict is a complex process.

CONCEPTUAL UNIT QUESTION: What needs to be done to rebuild a nation after a civil war?

KEY CONCEPT(s): Exploration in Virginia resulted in the establishment of Virginia and the development of its cultural, political, geographic, and economic history

SOL OBJECTIVES: VS. 8a

LESSON DESCRIPTION: This lesson focuses on students’ understanding the reason for establishing the Freedman’s Bureau, the impact it had on the lives of the newly freed African Americans, and the reaction of Southerners to intervention from the North.

Materials/Resources: video clip saved on CD from Discovery Learning on the Freedman’s Bureau, computer connected to Smart Board or TV.

Strategies: observation of visual presentation, participation in role playing, act it out and frozen statue

Student Action: • view video • respond with suggestions, predictions, inferences when the video is paused • participate in frozen statue and act it out when video is stopped

Teacher Action: • save the URL link to the Freedman’s Bureau film from Discovery Learning or download it to CD • prepare questions for anticipation guide • make all connections from the computer to the Smart Board or TV • preview the clip • show clip to class and stop where appropriate as needed for student response

Assessment: responses to questions

Adaptation: ESOL and other students as needed, will be encouraged to participate in less language-demanding dialogue.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

UNIT IX: 20th and 21st Centuries STANDARDS OF LEARNING: This unit will address the following objectives: SOL VS.9 The student will demonstrate knowledge of twentieth and twenty-first century Virginia by: a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries. b) identifying the impact of Virginians, such as Woodrow Wilson and George C. Marshall, on international events. c) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history. d) identifying the political, social, and/or economic contributions made by Maggie L. Walker; Harry F. Byrd, Sr.; Oliver W. Hill; Arthur R. Ashe, Jr.; A. Linwood Holton, Jr.; and L. Douglas Wilder.

SOL VS.10 The student will demonstrate knowledge of government, geography, and economics by: a) identifying the three branches of Virginia government and the function of each. b) describing the major products and industries of Virginia’s five geographic regions; c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.

ENDURING UNDERSTANDING: Students will understand that changes in social, economic and technological advances can have negative and positive effects on people's lives.

CONCEPTUAL UNIT QUESTION: What are social, economic, and technological developments that continue to affect societies today?

PREVIEW ACTIVITY: Teacher directs students in watching a local news station during the day for about half an hour. Teacher and students will choose five current topics discussed on the news and write them on the board/Smartboard. Afterwards teacher will direct discussion of these topics in today’s world. Then discuss the same topics in terms of the early 20th century. For example, would traffic have been as much of a problem? What has happened since that time to create the problems we have today. Choose ones such as traffic, taxes, crime, housing, jobs, etc.

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. agricultural decline industrial Massive Resistance society agricultural products desegregation integration Oliver W. Hill technological A. Linwood Holton Executive Branch Judicial Branch pay-as-you-go policy technology industry Arthur R. Ashe, Jr. General Assembly L. Douglas Wilder Reconstruction tourism civil rights George C. Marshall Legislative branch urban transportation Constitution Harry F. Byrd, Sr. Maggie L. Walker rural Woodrow Wilson contributions House of Delegates manufactured products Senate SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.9a The student will demonstrate knowledge of twentieth and twenty-first century Virginia by a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries. Essential Understandings Essential Questions Essential Knowledge Essential Skills

During the 20th and 21st centuries, Why did Virginia change from an During the early 20th century, Virginia changed from a rural, agricultural to an industrial society? agriculture began to change. Determine cause and effect agricultural society to a more urban, • Old systems of farming were no relationships. (VS.1b) industrial society. What caused Virginia’s cities to longer effective. grow? • Crop prices were low. Draw conclusions and make generalizations. (VS.1d) Growth of Virginia’s cities • People moved from rural to urban Make connections between past and areas for economic opportunities. present. (VS.1e) • Technological developments in transportation, roads, railroads, and Interpret ideas and events from streetcars helped cities grow. different historical perspectives. • Coal mining spurred the growth of (VS.1g) Virginia towns and cities as people moved from the countryside to find Analyze and interpret maps to explain jobs. relationships among landforms, water features, climatic characteristics, and During the twentieth century, Northern historical events. (VS.1i) Virginia experienced growth due to an increase in the number of federal government jobs located in the region.

In the late twentieth century and the early twenty-first century, Northern Virginia and the Coastal Plain (Tidewater) region have grown due to computer technology.

People have moved to Virginia from many other states and countries.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.9b The student will demonstrate knowledge of twentieth and twenty-first century Virginia by b) identifying the impact of Virginians, such as Woodrow Wilson and George C. Marshall, on international events Essential Understandings Essential Questions Essential Knowledge Essential Skills

Two famous Virginians, Woodrow How did Woodrow Wilson’s actions Woodrow Wilson was a twentieth- Determine cause-and-effect Wilson and George C. Marshall, were impact international events? century president who wrote a plan relationships. (VS.1b) important national and international for world peace. leaders. How did George C. Marshall’s Draw conclusions and make actions impact America’s role with George C. Marshall was a military generalizations. (VS.1d) other world nations? leader who created an economic plan to ensure world peace. Make connections between past and present. (VS.1e)

Interpret ideas and events from different historical perspectives. (VS.1g)

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.9c The student will demonstrate knowledge of twentieth and twenty-first century Virginia by c) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

After World War II, African Americans What changes occurred in Virginia as a Terms to know Determine cause and effect demanded equal treatment and the result of the Civil Rights Movement? • segregation: The separation of relationships. (VS.1b) recognition of their rights as American people, usually based on race or citizens. religion Compare and contrast historical • desegregation: Abolishment of events. (VS.1c) As a result of the Civil Rights racial segregation Movement, laws were passed that made • integration: Full equality of people Draw conclusions and make racial discrimination illegal. of all races in the use of public generalizations. (VS.1d) facilities and services Make connections between past and Desegregation and Massive present. (VS.1e) Resistance in Virginia • The U.S. Supreme Court ruled in Sequence events in Virginia history. 1954 (Brown v. Board of (VS.1f) Education) that “separate but equal” public schools were Interpret ideas and events from unconstitutional. different historical perspectives. • All public schools, including those (VS.1g) in Virginia, were ordered to integrate. • Virginia’s government established a policy of Massive Resistance, which fought to “resist” the integration of public schools. • Some schools were closed to avoid integration. • The policy of Massive Resistance failed, and Virginia’s public schools were integrated. • Harry F. Byrd, Sr., led a Massive Resistance Movement against the integration of public schools.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.9d The student will demonstrate knowledge of twentieth and twenty-first century Virginia by d) identifying the political, social, and/or economic contributions made by Maggie L. Walker, Harry F. Byrd, Sr., Oliver W. Hill, Arthur R. Ashe, Jr., A. Linwood Holton; and L. Douglas Wilder.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Many individuals made social, political, What contributions to life in Virginia in and economic contributions to Virginia the twentieth and twenty-first centuries Political, social, and/or economic Identify and interpret primary and life in the twentieth century. were made by: Maggie L. Walker, contributions made by the following secondary source documents to Harry F. Byrd Sr., Oliver W. Hill, citizens understand events in history. (VS.1a) Arthur R. Ashe Jr., A. Linwood Holton, • Maggie L. Walker was the first Jr., and L. Douglas Wilder? African American woman in the Make connections between past and United States to establish a bank and present. (VS.1e) become a bank president. • Harry F. Byrd, Sr., as governor of Virginia, was known for a “Pay As You Go” policy for road improvements, and he modernized Virginia state government. • Oliver W. Hill, a lawyer and civil rights leader, worked for equal rights of African Americans. He played a key role in the Brown v. Board of Education decision. • Arthur R. Ashe, Jr. was the first African American winner of a major men’s tennis singles championship. He was also an author and eloquent spokesperson for social change. • A. Linwood Holton, Jr., as governor of Virginia, promoted racial equality and appointed more African Americans and women to positions in state government than previous governors. • L. Douglas Wilder, as governor of Virginia, was the first African American to be elected a state governor in the United States. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.10a The student will demonstrate knowledge of government, geography, and economics by a) identifying the three branches of Virginia government and the function of each.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Virginia state government is made up of What are the three branches of The government of Virginia is divided Draw conclusions and make three parts (branches) that ensure government in Virginia and what are into three branches. generalizations. (VS.1d) Virginia laws agree with the state the powers of each branch? • The General Assembly is the constitution. legislative branch of the Virginia government that makes state laws. It is divided into two parts—the Senate and the House of Delegates. • The governor heads the executive branch of the state government. The executive branch makes sure that state laws are carried out. • The judicial branch is the state’s court system. The judicial branch decides cases about people accused of breaking the law and whether or not a law agrees with Virginia’s constitution.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.10b The student will demonstrate knowledge of government, geography, and economics by b) describing the major products and industries of Virginia’s five geographic regions

Essential Understandings Essential Questions Essential Knowledge Essential Skills

The state of Virginia can be divided What are the major products and Selected examples of products and Draw conclusions and make into five geographic regions. industries of each region in Virginia? industries generalizations. (VS.1d) Certain products and industries • Coastal Plain (Tidewater) characterize each region. – Products: seafood, peanuts Make connections between past and – Industries: shipbuilding, present. (VS.1e) tourism, military bases • Piedmont Analyze and interpret maps. (VS.1i) – Products: tobacco products, information technology – Industries: federal and state government, farming, horse industry • Blue Ridge Mountains – Products: apples – Industries: recreation, farming • Valley and Ridge – Products: poultry, apples, dairy, beef – Industries: farming • Appalachian Plateau – Products: coal – Industries: coal mining

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

STANDARD VS.10c The student will demonstrate knowledge of government, geography, and economics by c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Advances in transportation, How have advances in transportation Virginia’s transportation system Draw conclusions and make communications, and technology have facilitated migration and economic (highways, railroads, and air generalizations. (VS.1d) facilitated migration and led to growth? transportation) moves raw materials to economic development in Virginia. factories and finished products to Make connections between past and How have advances in communications markets. Virginia exports agricultural present. (VS.1e) Industries in Virginia produce goods and technology helped the economy and manufactured products, including and services used throughout the United grow? tobacco, poultry, coal, and large ships. States. In what ways is Virginia part of the Virginia has a large number of U.S. economy? communications and other technology industries.

Tourism is a major part of Virginia’s economy.

Because many federal workers live and/or work in Virginia, the federal government has a significant impact on Virginia’s economy.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SAMPLE LESSON TITLE: Who am I?

UNIT IX: 20th and 21st Centuries ENDURING UNDERSTANDING: Students will understand that changes in social, economic and technological advances can have negative and positive effects on people's lives.

CONCEPTUAL UNIT QUESTION: What are social, economic, and technological developments that continue to affect societies today?

KEY CONCEPT(s): social, political, and economic contributions to Virginia life in the twentieth century.

SOL OBJECTIVES: VS.9a, b, c, VS.10a,c

LESSON DESCRIPTION: Each student will have a 3” x 5” note card taped to his/her back. The card will have the name of an important figure in 20th or 21st century Virginia history written on it. The student will not know the name of this person. The goal is to try to identify “who they are” by asking questions with “yes” or “no” answers.

Materials/Resources: 3” x 5” note cards, tape, list of historical people

Strategies: Review game

Student Action: • ask up to a total of 20 “yes or no” questions to different classmates that might help them identify the individual on the card taped to their backs.

Teacher Action: • prepare index cards with name of people to be guessed • explain rules of the game: students may ask 2 yes/no questions of each classmate, must figure out personality within 20 questions, all students guessing correctly are winners, the student guessing correctly in the least number of questions is the grand winner • tape cards to children’s backs so others can see it • facilitate class discussion that reviews contributions of famous Virginians included in game.

Assessment: Teacher observation during game and discussion

Adaptation: Teacher can choose which personalities are assigned to which students, so that all students have the opportunity to be successful in the game.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

UNIT X: Post SOL Economics STANDARDS OF LEARNING: review

ENDURING UNDERSTANDING: Students will understand that economics has had a major effect on the history and geography of Virginia but also impacts the daily lives of all Virginians.

CONCEPTUAL UNIT QUESTION: How does economics impact the lives of Virginians?

PREVIEW ACTIVITY: Begin with a Discovery Education film “The Production, Distribution, and Consumption of Goods and Services: Needs and Wants.” This 15 minute film reviews many economic terms students have heard throughout the year, and introduces many new ones.

SUMMARY OF KEY TERMS: The following list of terms reflects some of the important vocabulary. barter consumers goods opportunity cost public goods budget economics human resources price savings capital resources division of labor income producers services conservation of resources expense market profit taxes

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SAMPLE LESSON TITLE: Our Business Adventure

UNIT X: Post SOL Activity ENDURING UNDERSTANDING: Students will understand that economics has had a major effect on the history and geography of Virginia but also impacts the daily lives of all Virginians.

CONCEPTUAL UNIT QUESTION: How does economics impact the lives of Virginians?

LESSON DESCRIPTION: Students will create a business using economics terms and concepts learned.

Materials/Resources: paper, computer research

Strategies: read, research

Student Action: • Work in groups of two or three. • Decide what kind of business they want to start. • List all the needed resources: natural, capital, and human. • Decide circumstances in which they will be consumers and when they will be producers. • Describe the service or good they will provide, or both. • Estimate the amount of money they need to buy goods, and identify how they will get the money. • Price their goods or service and describe how they will pay taxes and make a profit.

Teacher Action: • Help create groups • Suggest businesses if necessary • Focus groups where necessary • Ensure that each student has role

Assessment: Teacher, student pair, and class assessment.

Adaptation: Teacher can choose which personalities are assigned to which students, so that all students have the opportunity to be successful.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SUGGESTED LITERATURE AND OTHER SOURCES

GENERAL WEBSITES:

Culture Grams: http://culturegrams.com/ Database explaining the geography and culture of the United States and countries around the world.

Google Earth: Interactive map of the world with links to pictures, websites, and general information about places all over the globe.

Teaching with Primary Sources: http://www.tpsnva.org/ Website containing Virginia teacher created lesson and unit plans with emphasis on primary Sources. This website links directly to the Library of Congress’s website and to the America’s Story website with short, easily accessible Information about the history of the United States.

Virtual Jamestown Project: http://jamestownjourney.org/ Official curriculum website of America’s 400th anniversary. http://www.virtualjamestown.org/

Mount Vernon: http://www.mountvernon.org/ Resources for students and teachers about the home of George Washington and his life and role in American history.

Monticello: http://classroom.monticello.org/ Official website of the home of Thomas Jefferson, containing a variety of resources for students and Adults, with lesson plans, images and tools to create slideshows, interactive activities, and ability to register classes and create assignments for Students to complete on the website.

U. S. Mint: www.usmint.gov/kids/teachers/ official website for the U.S. Mint containing numerous resources for classroom use, with teacher and Student links on money as well as other topics in Virginia history like Jamestown.

UNIT I: Regions:

LITERATURE: All around Virginia: regions and resources by Karla Smith. Heinemann State Studies 2003. Provides an overview of the state’s geographic attributes and resources.

Uniquely Virginia by Karla Smith. Heinemann State Studies 2003. Explains the state symbols, government, state history, businesses, products, landmarks, buildings and structures, and other facts.

Virginia plants and animals by Karla Smith. Heinemann State Studies 2003. Native plants and animals and ecosystems of the state of Virginia.

O is for old Dominion: a Virginia alphabet by Pamela Duncan Edwards. 2005. Introduces in verse and explains in detailed annotation a person, place, event or concept that is important to understanding Virginia’s past and present. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Virginia: an alphabetical journey through history by Betty Bruce Shepard with Peter W. Barnes and Cheryl Shaw Barnes. 2007. An alphabetical tour of Virginia people, places, physical features and major landmarks, and historical events with short descriptions, illustrations, and Explanations of their significances.

Appalachia: the voices of sleeping birds by Cynthia Rylant. 1991. Lyrical description of the Appalachian mountain region.

Mist over the mountains: Appalachia and its people by Raymond Bial. 1997. Describes through prose and photographs the Appalachian region.

Chincoteague ponies by Victor Gentle. Gareth Stevens 2001.

My Chincoteague pony by Susan Jeffers. 2008. Describes in narrative the annual swim and auction of the wild ponies on the Virginia islands through the eyes of a young girl who wants to buy one. Annotations give the history of the event and a descriptive letter from Misty of Chincoteague author Marguerite Henry.

UNIT II: The First Settlements:

Indians: LITERATURE: Native Nations of North America-by Bobbie Kalman, series by Crabtree 2001-2006. This series explores in multiple titles the lives of indigenous peoples of North America, focusing on geographical areas, language groups, important Historical events, as well as village life and homes, and the impact of Europeans on lives of Indians. Titles include: Life of the Powhatan—Life in a Longhouse village—Nations of the southeast coast—Native homes—Nations of the northeast coast, among others.

Native American homes—series by Kimberly L. Dawson Kurnizki 2001. Includes information on how Indian peoples in different regions built their homes, with titles: Tipi, Pueblo, Wickiup, Plank house.

The Powhatan Indians by Melissa McDaniel. 1996. History, social life and customs of the Powhatan.

The Powhatan by Raymond Bial. 2002. Photographs, pictures, and text profile the history and life of the Powhatan Indians.

The Powhatan: a confederacy of Native American tribes by Tracey Boraas. 2003. Provides an overview of the past and present lives of the Powhatan people, tracing their customs, family life, history, culture.

Powhatan Indians by Suzanne Williams, 2003. Discusses the river and forest people of the Powhatan tribes, their villages, daily life, interactions with settlers, roles of Chief Powhatan and his Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Daughter Pocahontas.

Virginia Native peoples by Karla Smith, Heinemann 2003. Introduces the three language groups of Native people in Virginia, including the Powhatan/Algonquian language group, the Siouan language group, And the Iroquoian language group.

People of Virginia by Karla Smith, Heinemann 2003. Introduces the early settlers of colonial Virginia, as well as other significant people in Virginia’s history.

An Algonquian year: the year according to the full moon by Michael McCurdy. 2000. Describes the life of the Algonquian Indians, month by month, as it would have been before the arrival of the first settlers.

Eastern Woodlands Indians by Mir Tamim Ansary, Heinemann 2003. Realistic portrayal of the daily routines, family life, spiritual practices, housing and the natural environment.

Africans: LITERATURE:

Building a new land: African Americans in Colonial America by James Haskins and Kathleen Benson. 2001. Introduces the beginning of slavery in Virginia and other colonies.

The strength of these arms: life in the slave quarters by Raymond Bial. 1997. Describes the life of slaves and their ability to preserve their African heritage in the midst of a slave’s life, illustrated with photographs.

African American story by Joy Masoff. Five Ponds Press 2007. The events that shaped our nation and the people who changed our lives.

UNIT III: Colonial Virginia:

Jamestown: LITERATURE:

1607: a new look at Jamestown by Karen E. Lange. National Geographic 2007. Discusses the history of Jamestown, including the American Indians’ role and life of the Powhatan tribe in the area, pre-Jamestown life and politics of Competing tribes, natural resources, first settlers, John Smith and early times, archaeological finds at the fort, John Rolfe, indentured servants, slavery, And timeline.

Jamestown by Sarah Tieck. ABDO 2008. Daily life, businesses, discoveries from modern excavations.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Jamestown, Virginia by Dennis Brindell Fradin. Marshall Cavendish 2007. Covers the early exploration of Roanoke, founding of Jamestown, the hard times, development and legacy of the settlement.

New beginnings: Jamestown and the Virginia colony, 1607-1699 by by Daniel Rosen. 2005. Primary source words and pictures illustrate the start of Jamestown, beginnings of slavery, introduction of tobacco and plantations, the early Government, House of Burgesses, and the move to Williamsburg.

Pocahontas: bridging two world s by Larry Dane Brimmer. American Heroes series from Marshall Cavendish 2009. The story of Powhatan’s daughter who was a peacemaker between her people and the settlers, and friend to John Smith.

Pocahontas and the early colonies by Lisa Trumbauer. Heinemann Library 2008. Easier version of her life and the beginning of the Jamestown colony, discusses daily lives of the Powhatan, dangers faced by the colonists and the Interactions between the two groups.

Jamestown by Frances E. Ruffin. Weekly Reader Early Learning Library 2006. Settlement of Jamestown, introduction of slavery, start of new government, Pocahontas and the contributions of the Powhatans.

Jamestown colony by Alan Pierce. American moments series ABDO 2005. Covers the early settlement of Roanoke, the Virginia Company, Pocahontas and Bacon’s rebellion.

John Smith Escapes again by Rosalyn Schanzer. National Geographic 2006. Narrative tells the story of John Smith’s various adventures as an explorer and world-wide adventurer, as he encounters pirates, slave traders, and angry Mobs.

The story of Jamestown by Eric Braun. Graphic Library Capstone 2006. Graphic novel format of the facts of the settlement of Jamestown.

Journey to Jamestown by Lois Ruby. My side of the story series 2005. The narrative of an apprentice to a barber surgeon who befriends a Pamunkey girl.

Sam Collier and the founding of Jamestown by Candice F. Ransom. On my own history series Lerner 2006. The narrative story of John Smith’s page.

Who’s saying what in Jamestown, Thomas Savage? By Jean Fritz. 2007. The biography of an early settler, who was sent to live with the Indians in order to learn their language and become an interpreter.

The corn raid by James Lincoln Collier. 2000. (Fiction) London orphan Richard Ayre befriends an Indian boy, and then hears about a planned raid by the settlers on the Indian village.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Shadows in the glasshouse by Megan McDonald. American Girl History mysteries 2000. (Fiction) In 1621 an orphan from London who is an indentured servant in Jamestown uncovers a case of sabotage.

What if you’d been at Jamestown? By Ellen Keller. Perfection learning 1997. A colonist experiences the settling of Jamestown from sailing the Atlantic to the starving time.

My America—Elizabeth’s Diary series by Patricia Hermes, 2000-20002. (Fiction) Titles include: Our strange new land—The starving time—Season of promise. Nine year old Elizabeth Barker begins, and continues a diary over three Years telling of her beginning in the new world, encounters with Indians, experiencing hunger and death, and the return of her brother to Jamestown.

Virginia bound by Amy Butler. 2003. (Fiction) This novel tells the story of Rob Brackett, kidnapped off the London street to become an indentured servant in 1627 Jamestown to a cruel tobacco Farmer. He befriends a captive mute Pamunkey girl and helps her escape.

A lion to guard us by Clyde Robert Bulla, 1981. (Fiction) Three abandoned children in 17th century London travel by ship to the new colony of Jamestown in search of their father.

Colonial Life in general: LITERATURE:

Historic Communities series by Bobbie Kalman. Crabtree 1990-2001. Comprehensive series provides a look at daily life over 200 years ago, illustrated with drawings, diagrams, and photographs of historic restorations and Artifacts. Some titles include: A colonial town: Williamsburg—Life on a planation—Colonial home—Travel in the early days—One room school— Fort life—Tools and gadgets—18th century clothing—Visiting a village—The gristmill—The kitchen—Colonial Life.

Colonial People series by Bobbie Kalman. Crabtree 2002—2003. Series features crafts and skills of people in colonial times, including: The woodworker—The milliner—A slave family—The blacksmith— The colonial cook—Colonial women.

The story of money by Betsy Maestro 1993. Traces the history of money from the earliest days of bartering to the making of coins and currency.

The new Americans: colonial times, 1620-1689. By Betsy Maestro 1998. Traces the competition among the American Indians, French, English, Spanish, and Dutch for land, furs, timber, and other resources of N. America.

Colonial times 1600-1700 by Joy Masoff. Scholastic reference 2000. Illustrated with photos from living history museums.

Virginia, 1607-1776 by Sandy Pobst. 2005. Contains a map on the end paper, discusses establishing a colony, struggling in hard times, western expansion, colonial life. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Molly Bannaky, by Alice McGill –Historical Fiction. After being extradited to America, Molly is freed after seven years as an indentured servant. She Stakes her claim to a plot of land, buys a slave Bannaky, to help her.

Williamsburg; LITERATURE:

Mary Geddy’s day: a colonial girl in Williamsburg by Kate Waters. Scholastic 1999. Using photographs taken at the Williamsburg restoration, this volume gives realistic picture of daily life in 18th century Williamsburg from the view of A young girl.

Williamsburg by Judy Alter. We the people series, Compass Point 2003.

1776: a new look at revolutionary Williamsburg by K.M. Kostyal. National Geographic 2009. Full color illustrations and photographs describe daily life in colonial Williamsburg. Written from the point of view of people living in Williamsburg.

Welcome to Felicity’s world 1774: growing up in colonial America byCatherine Gourley. 1999. Recounts daily life and historic events.

A day in the life of a colonial…series by various authors. PowerKids Press 2000. Includes : Soldier—Wigmaker—Schoolteacher—Innkeeper—Printer—Blacksmith—Silversmith and others.

American Girl Felicity series by Valerie Tripp, 1991-2. (Fiction) Several titles provide a narrative of life in Williamsburg in 1774, illustrating daily life and some of the events and tensions leading up to the Revolutionary War. Background notes, primary source material, and photographs add factual information about the time and events.

Colonial Williamsburg: Young Americans series by Joan Lowery Nixon. 2000-2001. Fictional stories based on daily life and the events of the Revolutionary War featuring different characters in 18th century Williamsburg.

UNIT IV: Virginia and The American Revolution:

LITERATURE:

The Liberty Tree: The Beginning of the American Revolution, by Lucille Recht Penner, and illustrated by David Wenzel - This non-fiction picture book is wonderfully illustrated and provides a brief introduction to the beginnings of the American Revolution. It covers the various taxes and Acts imposed on the colonies, the Boston Massacre, the Tea Party, the forming of the militias, women in the war, spies, etc. and ends with the signing of the Declaration.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Independence Now: the American Revolution 1763-1783 by Daniel Rosen. Crossroads America 2004. Contains primary source paintings illustrating the events leading to and during the American Revolution.

American Revolution, 1700-1800 by Joy Masoff 2000. Recreates the American colonies before, during, and after the American Revolution, aspects of colonial life, realities of war, and a soldier’s life.

Everybody’s revolution: a new look at the people who won America’s freedom by Thomas J. Fleming, Scholastic 2006. Describes the roles of women and other ethnic groups in the Revolutionary War.

The signers: the 56 stories behind the Declaration of Independence by Dennis B. Fradin and Michael McCurdy. Walker 2002. Short profiles of the 56 signers of this document.

The Declaration of Independence in translation: what it really means by Annie Jane Leavitt. Fact Finders series, Capstone 2009. Interprets the meaning of the Declaration of Independence section by section, putting it in understandable words. Describes the historical context of the Creation of document text, and gives timeline, glossary, and legacy, addressing the question “Why do I care?” Kids’ Translations Fact Finders--additional titles: Bill of Rights in translation: what it really means The Dollar Bill in translation: what it really means Pledge of Allegiance in translation: what it really means Star Spangled Banner in translation: what it really means Gettysburg Address in translation: what it really means Dr. Martin Luther King Jr.’s Have a dream speech in translation: what it really means

The Declaration of Independence: words that made America by Sam Fink, Scholastic, 2002. Each page highlights a phrase of the document to explain its meaning.

Liberty or death: the American Revolution, 1763-1783 by Betsy Maestro, American Story series, 2005. An overview of the causes and events leading up to the start of the Revolutionary War and the major events of the war over the years.

Give me liberty: the story of the Declaration of Independence by Russell Freedman, 2000. Describes the events leading up to the Declaration of Independence as well as the personalities behind its framing.

George vs. George: the American Revolution as seen both sides by Rosalyn Schanzer, 2004. Explores how the characters and lives of King George III of England and George Washington affected the progress and the outcome of the American Revolution.

In 1776, by Jean Marzollo, Scholastic 1994. Presents the beginning of the American Revolution and the signing of the Declaration of Independence as the colonists declared their separation from England in this book told in rhyme.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Prisoner for liberty by Marty Rhodes Figley. On my own history series, Millbrook 2008. Story narrates the struggles and accomplishments of James Forten, a freed African American captured by the British.

The end of the American Revolutionary War: the colonists defeat the British at Yorktown by Allison Stark Draper, Rosen/PowerKids 2001. Survey of the American Revolution and the Battle of Yorktown.

Battle of Yorktown by Dennis B. Fradin, 2009.

Secret in the tower by Candice Ransom. Time Spies series, 2006. (Fiction) Three children move into an 18th century stone inn where their parents have a bed and breakfast, and find a magic telescope that lets them travel back In time to participate in history. In this episode they witness Jack Jouett’s ride and meet General Washington.

Peril at King’s Creek by Elizabeth McDavid Jones. Pleasant Co., 2006. (Fiction) This American girl mystery tells the story of an 11 year old who suspects that the visitor to her Virginia plantation is really a British spy. Includes Factual information on the Revolution.

Famous Americans: LITERATURE:

A picture book of …..series by David A. Adler, Picture Book Biography, Holiday House. Includes: George Washington, 1989—Thomas Jefferson, 1990—Paul Revere ,1995—Patrick Henry, 1995—Benjamin Franklin ,1990

Graphic Library Biographies series. Various authors, Capstone Press, 2006-2007. Graphic novel format for biographies of notable historical figures, with index, timeline, additional facts, and other text features. Includes following Titles: Benjamin Franklin: an American genius—George Washington: leading a new nation—Patrick Henry: liberty or death—Thomas Jefferson; great American—Nathan Hale: revolutionary spy—Benedict Arnold: American hero and traitor—Betsy Ross and the American flag, and others.

Heroes of the revolution by David A. Adler, 2003. Twelve men and women who had significant impact on the American Revolution.

When Mr. Jefferson came to Philadelphia: what I learned of freedom, 1776 by Ann Warren Turner, 2003. The story of young Ned and his mother, who provide housing for Thomas Jefferson when he comes to Philadelphia to attend the congress and debate Freedom and draft the Declaration of Independence.

Thomas Jefferson: a picture book biography by James Giblin, 1994.

Thomas Jefferson; author of the Declaration of Independence by Veda Boyd Jones, series Revolutionary War Leaders, Chelsea House, 2000.

George Washington Elected: how America’s first president was chosen by Allison Stark Draper, PowerKids press, 2001.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

George Washington: a life of leadership by Robin Nelson, Lerner 2006.

George Washington by Tamara L. Britton, Checkerboard Biography Library U.S. Presidents, ABDO, 2009.

Farmer George plants a nation by Peggy Thomas, 2008. Discusses life at Mount Vernon and Washington’s role as a farmer and innovator, as well as his role as first president.

Patrick Henry’s liberty or death speech: a primary source investigation by Jesse Jainow, Rosen Central Primary Source, 2005. Shows life and career of Patrick Henry and his involvement in the war of Independence.

Liberty or death: a story about Patrick Henry by Stephanie Sammartino McPherson. Carolrhoda, 2003. Discusses the life of Patrick Henry, lawyer and politician, and his inspired speech that helped to lead to the war of Independence.

Why not, Lafayette? By Jean Fritz. E.P.Putnam’s, 1999. Life of the Frech nobleman who fought for democracy in his native France and the United States.

The forgotten ride of Jack Jouett, Jr. by Lois Deringer and Sandra Sterne. Just in time biographies—Foxhound Publishing, 2010. A brief narrative of the incident during the American Revolution when Jack Jouett rode to warn Thomas Jefferson and others of the coming of British officer Tarleton’s raiders in 1781.

UNIT V: The New Nation:

LITERATURE:

Historical Documents…series by E. J. Carter and Karen Price Hossell. Heinemann Library, 2004. Titles in the series include: The Articles of Confederation—The Bill of Rights—The Declaration of Independence—The Lewis and Clark Journals— The United States Constitution. In-depth study of each document, including the story of how it was written, what the language of the document means, the impact of the document, And its preservation.

A new nation: the United States, 1783-1815 by Betsy Maestro, Giulio Maestro. 2009. Presents a picture book discussing the struggles during the early days of the newly established United States of America.

A more perfect union: the story of our Constitution by Betsy Maestro and Giulio Maestro, 1987. Describes how the Constitution was drafted and ratified.

United or die: how thirteen states became a nation by Jacqueline Jules, 2009. In reader’s theatre/play format, a group of students act out the challenges, conflicts, and compromises that shaped the living document we call the U. S. Constitution.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

We the kids: the Preamble to the Constitution of the United States illustrated and with foreword by David Catrow. Dial Books, 2002. Humorous illustrations help to interpret the meaning of the words of the Preamble.

Graphic Library series by various authors, Capstone Press 2005-2007. Creation of the U. S. Constitution—The story of the Star Spangled Banner.

UNIT VI: Westward Expansion:

LITERATURE:

Lewis and Clark: opening the American West by Ellen Rodger, Crabtree, 2005. Traces the explorations of this team and their Corps of discovery.

How we crossed the West: the adventures of Lewis & Clark by Rosalyn Schanzer, National Geographic, 1997.

A picture book of Lewis and Clark by David A. Adler, 2003.

American slave, American hero: York of the Lewis and Clark expedition by Laurence P. Pringle. 2006. How William Clark’s slave used his skills and strength to help the expedition to success and survival.

Journal of Augustus Pelletier: the Lewis and Clark expedition by Kathryn Lasky, My name is America series, 2000. (Fiction) Fictional account of 12 year old boy who accompanies the expedition and keeps a journal. Facts and illustrations included.

Lewis and Clark expedition and Sacagawea: journey into the west by Gunderson, Capstone Graphic Library, 2007. Graphic novel format tells the story of the expedition, with additional facts and timeline.

UNIT VII: The Civil War:

Virginia in the Civil War: a sesquicentennial remembrance. DVDR, 2009. Nine 20 minute segments explore the U.S. Civil War, including causesm military campaigns, soldier life, the home front, slavery, and more. Includes Expert discussions, photographs, and re-enactments.

LITERATURE:

Daily life on a southern plantation 1853 by Paul Erickson. Puffin, 2000.

Life on a plantation by Bobbie Kalman. Crabtree 1997. Describes the life of the community, children and slaves living on a planation.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Henry’s freedom box by Ellen Levine. Scholastic Press, 2007. Fictional account of real escape devised in 1849 by a Virginia slave who shipped himself in a box from Richmond, Virginia to the free city of Philadelphia.

The Gettysburg Address by Abraham Lincoln, illustrated by Michael McCurdy. Houghton Mifflin, 1995. Woodcuts illustrate the powerful words of the 16th president.

United no more: stories of the Civil War by Doreen Rappaport. 2007. Seven true stories of real people whose acts during the war played significant roles in history.

Emancipation Proclamation by Charles W. Carey, 2000. Describes the reasons for creating the document and its impact on slavery and the course of the war.

Welcome to Addy’s world 1864: growing up during America’s Civil War by Susan Sinnott and others. Pleasant, 1999. Explains the conditions of African Americans in the North and the South during and after the war. The battle of Bull Run. By Deborah Kops. Birchbark Press, 2001.

Duel of the Ironclads: the Monitor vs. the Virginia by Patrick O’Brien. 2003. A description of the construction, battles and historical impact of the Civil War battleships, known to the Union forces as the Monitor and the Merrimack, which focuses on the Battle of Hampton Roads.

Graphic Library series, various authors, Capstone Library, 2005-2007. Graphic novel format with additional facts and timeline, including these titles relevant to this time period: Clara Barton: Angel of the battlefield Nat Turner’s slave rebellion John Brown’s raid on Harper’s Ferry Harriet Tubman and the Underground Railroad The brave escape of Ellen and William Craft The Battle of Gettysburg The assassination of Abraham Lincoln

Pink and Say by Patricia Polacco. Philomel books, 1994. (Fiction-picture book) Based on a true story, recounts the meeting between Say Curtis, white Union soldier, and Pinkus Aylee, black Union soldier, and their capture by Confederate soldiers and imprisonment in the infamous Anderson prison.

Willie McLean and the Civil War surrender by Candice Ransom. On my own history series Lerner, 2005. Recounts the story of the surrender of General Robert E. Lee and the Confederate Army to General Ulysses Grant of the Union Army at the McLean house in the town of Appomattox Court House, Virginia.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Silent witness: a true story of the Civil War by Robin Friedman, 2005. Lula McLean leaves her rag doll on the couch when her house is taken over for the surrender of the Confederate Army to the Union Army to mark The end of the Civil War, and it is taken by a Union officer for his daughter.

Looking for Pa: a civil war journey from Catlett to Manassas 1861 by Geraldine Lee Susi. 1995. When their mother dies, a brother and sister leave the Virginia farm to search for their Confederate soldier father (features the Battle of Bull Run.)

Key Figures: LITERATURE:

Abe Lincoln goes to Washington, 1837-1865 by Cheryl Harness, 1997. Lincoln’s life as lawyer, husband, father, president.

John Brown’s raid on Harper’s Ferry by Brendan January. Cornerstones of Freedom, Children’s Press, 2000.

Ulysses S. Grant by Susan Gregson (Let Freedom Ring: Civil War Biographies), Capstone, 2002.

Robert E. Lee by Judy Monroe (Let Freedom Ring: Civil War Biographies), Capstone, 2002.

Robert Henry Hendershot by Susan E. Goodman. 2003. True story of the 12 year old Union army drummer boy is part of the Battle of Fredericksburg and sneaks across the Rappahannock to Capture a Confederate soldier.

Various historical fiction titles on the period before, during and after the Civil War are available through a subject search at each school library.

UNIT VIII: Reconstruction:

LITERATURE:

The Reconstruction amendments by Michael Burgan. We the People series, Compass Points, 2006.

Rebuilding after the Civil War by Judith Peacock. Let Freedom Ring series, Bridgestone, 2003.

Civil War and Reconstruction by Michael Weber. Making of America series, Raintree Steck-Vaughn, 2000.

UNIT IX: 20th and 21st Century:

LITERATURE:

Free at last: stories and songs of Emancipation by Doreen Rappaport. 2004. Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

African Americans in the south from 1863-1954, from emancipation to the Supreme Court decision of 1954 ending segregation.

Heroes for Civil rights by David A. Adler. Holiday House, 2008. Contains brief biographies of major figures in the Civil Rights movement.

Rosa by Nikki Giovanni and illustrated by Bryan Collier. 2005. Powerful illustrations bring to life the actions and influence of Rosa Parks and her role in Civil Rights.

A dream of freedom: the civil rights movement from 1954-1968 by Diane McWhorter, 2004. Outlines the major events of the Civil Rights movement.

The story of Ruby Bridges by Robert Coles. Scholastic, 1995. Tells the true story of young girl who integrates a white school during the Civil Rights movement.

Through my eyes by Ruby Bridges. Scholastic, 1999. Adult memories of Ruby Bridge’s experience in desegregation.

People of Virginia by Karla Smith, Heinemann 2003. Introduces the early settlers of colonial Virginia, as well as other significant people in Virginia’s history.

Arthur Ashe: athlete and activist by Kevin Cunningham, Child’s World, 2005.

Arthur Ashe: young tennis champion by Paul Mantell. Scholastic, 2006.

Maggie L. Walker: pioneering banker and community leader by Candice Ransom. Trailblazer Biographies, Twenty-first Century Books, 2009.

George C. Marshall by Catherine A. Welch. History makers biographies, 2005.

Woodrow Wilson by Laura Hamilton Waxman. History maker biographies, 2006.

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

SUGGESTED PACING GUIDE

The following is a suggested pacing guide. Its use is dependent upon schools’ schedules, teachers’ thematic, sequential, or issue-based approach to content, students’ learning needs, and the availability of resources. The high end of each time frame range will total 180 school days.

UNIT TIME FRAME DATES (Approximate dates – align to calendar and school year as needed) I. Geography and Regions 5 - 6 weeks September 1 – October 15

II. The First Settlements 7 - 8 weeks October 15 – December 15 III. Colonial Virginia

IV. Virginia and the American Revolution 7 - 8 weeks December 15 – February 15 V. The New Nation

VI. Westward Expansion 6 - 7 weeks February 15 – March 21 VII. Civil War

VIII. Reconstruction 5 - 6 weeks March 21 – May 7 IX. 20th and 21st Century

Review for SOL Exam 2 - 3 weeks May 7 – May 21

X. Post SOL Activities 3 - 4 weeks May 21 – June 21

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

TEXTBOOK ALIGNMENT CHART: OUR VIRGINIA PAST & PRESENT

TEXBOOK VENDOR: Five Ponds Press

UNIT SOL/APS CORRELATION TO STUDENT EDITION NUMBER & OBJECTIVE NUMBER TEACHER RESOURCE CORRELATIONS AS NOTED TITLE: I. Regions SOL VS.2 a, b, c Student and Teacher Textbook: Pages……………………………………………...6 – 33 SOL VS.10 b, c Reproducibles and Assessments: Chapter 1 Parent Newsletter……………………4- 6 Regions Booklet...... 7- 10 Map Analysis: Any Connection?...... 11-12 The Five Regions of Virginia...... 13 Virginia’s Highways and Major Cities...... 14 Graphing Virginia’s Cities...... 15 Concept of Definition Maps...... 16 How To Take A Test...... 17 Chapter 1: Test A...... 18-20 Chapter 1: Test B...... …..21-22

II. The First SOL VS.2 d, e, f, g Student and Teacher Textbook Settlements Pages 35 - 71 SOL VS.3 a, b, c, d, e, f, g Reproducibles and Assessments: SOL VS.4 a, b Chapter 2 Parent Newsletter...... 23-24 Virginia’s Indians...... 25 How to Take a Test...... 26 Chapter 2: Test A...... 27-28 Chapter 2: Test B...... 29-30 Chapters 1-2: Cumulative Test A...... 31-32 Chapters 1-2: Cumulative Test B...... 33-34

Chapter 3 Parent Newsletter...... 35-36 Who Was Who in Jamestown...... 37 Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Who Should Go?...... 38 Reader’s Theater: Jamestown in Trouble...... 39-40 Vocabulary Strategy: Substitute It!...... 41 How To Take A Test...... 42 Chapter 3: Test A...... 43-44 Chapter 3: Test B...... 45-46 Chapters 1-3: Cumulative Test A...... 47-48 Chapters 1-3: Cumulative Test B...... 49-50 III. Colonial Virginia SOL VS.4 c, d, e Student and Teacher Textbook : Pages………………………………………….. 64 - 75

Reproducibles and Assessments: Chapter 4 Parent Newsletter...... 51-52 Colonial Culture...... 53-54 Word Suitcase...... 55 Everyday Life in Colonial Virginia...... 56 Chapter 4: Test A...... 57-57A Chapter 4: Test B...... 58-59 Chapters 1-4: Cumulative Test A...... 60-61 Chapters 1-4: Cumulative Test B...... 62-63

*Note: Also includes objectives in Unit II IV. Virginia and the SOL VS.5 a, b, c Student and Teacher Textbook American Revolution Pages…………………………………………76-91

Chapter 5 Parent Newsletter...... 64-65 Story Map...... 66 What Were They Talking About?...... 67 The Battle of Great Bridge...... 68 Vocabulary Strategy: Word Map...... 69 Chapter 5: Test A...... 70-71 Chapter 5: Test B...... 72-73 Chapters 1-5: Cumulative Test A...... 74-75 Chapters 1-5: Cumulative Test B...... 76-77 V. The New Nation SOL VS.6 a, b, c Student and Teacher Textbook Pages…………………………………………92-107 VI. Westward Expansion Chapter 6 Parent Newsletter...... 78-79 Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

Father of the Constitution Anticipation Set....80 Constitutional Confusion...... 81 Chapter 6: Test A...... 82-83 Chapter 6: Test B...... 84-85 Chapters 1-6: Cumulative Test A...... 86-87 Chapters 1-6: Cumulative Test B...... 88-89 VII. Civil War SOL VS.7 a, b, c Student and Teacher Textbook : Pages…………………………………………. 108 – 127

Reproducibles and Assessments: Chapter 7 Parent Newsletter…………….……..90-91 Set Us Free...... 92-93 What Side Would Washington Choose?...... 94 Battleground: Virginia!...... 95 Test Taking Strategy: Looking for Opposites....96 Civil War Newspaper Topics...... 97 Chapter 7: Test A...... 98-99 Chapter 7: Test B...... 100-101 Chapters 1-7: Cumulative Test A...... 102-103 Chapters 1-7: Cumulative Test B...... 104-105

VIII. Reconstruction SOL VS.8 a, b, c Student and Teacher Textbook : Pages…………………………………………..128 - 139

Reproducibles and Assessments: Chapter 8 Parent Newsletter...... 106-107 Two-Column Notes: Jim Crow Days...... 108 Two-Column Notes: Virginia on the Go...... 109 Connecting Cities...... 110 Machines Roar...... 111 Vocabulary Strategy: Substitute It!...... 112 The Soul of Reconstruction...... 113-114 Chapter 8: Test A...... 115-116 Chapter 8: Test B...... 117-118 Chapters 1-8: Cumulative Test A...... 119-120 Chapters 1-8: Cumulative Test B...... 121-122

Arlington Public Schools Social Studies Curriculum 2010 Curriculum Guide- Grade 4

IX. 20th and 21st SOL VS 9 a, b, c, d Student and Teacher Textbook : Centuries Pages…………………………………………….140 - 159 SOL VS 10 a, b, c Chapter 9 Parent Newsletter...... 123-124 Virginia Changes...... 125 Blank Fishbone...... 126 Trouble In School...... 127 Cause and Effect Chain Organizer...... 128 Walker and Ashe...... 129 Hill, Holton, and Wilder...... 130-131 Virginia’s Economy by Region...... 132 Virginia Makes Money...... 133 Virginia’s Government...... 134 Virginia’s Government Attribute Chart...... 135 Literature Circle...... 136-137 Chapter 9: Test A...... 138-140 Chapter 9: Test B...... 141-143 Chapters 1-9: Cumulative Test A...... 144-146 Chapters 1-9: Cumulative Test B...... 147-149