Toolbox for Instruction Grade 5 Social Studies: Virginia Studies (1781-Present)

Henrico County Public Schools: Toolbox for Instruction Grade 5 Social Studies: Virginia Studies (1781-Present)

Standards of Learning Objectives: VS.1a,b,c,d Reporting Category: History VS.6a Reporting Category: History

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

Technology Skills: Use CDs and online databases for search and retrieval of information. Record information to an ongoing database.

Materials: Virginia Resources Link CD, by ABC-CLIO World Book Encyclopedia CD AppleWorks Word Processing Golden Book/First Connections CD Venn Diagram

Procedure:

1. Students will research the life events and accomplishments of George Washington and James Madison. 2. Add information to an ongoing class database entitled Famous Virginians. This would include name, date of birth, date of death, contributions, and miscellaneous information. 3. Students will complete a Venn Diagram to compare and contrast the contributions of Washington and Madison.

Assessment:

Completion of Venn Diagram.

Extension Activity:

Create a time line of the lives of George Washington and/or James Madison.

Web Sites: www.virginia.edu/gwpapers/ www.virginia.edu/pjm/

©June, 2002 Henrico County Public Schools - Social Studies - Grade 5 (A note of appreciation to the fifth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 5 Social Studies: Virginia Studies (1781-Present)

Standards of Learning Objective: VS.6b Reporting Category: Civics

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

Technology Skills:

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

Materials:

Download the Virginia Declaration of Rights from the website (cut into 16 sections) http://gunston.hall.org/document/vdr Computer paper Chart paper http://search.biography.com/print_record.pl?ID=34818 http://teachers.henrico.k12.va.us/hclc/

Procedure:

1. Students will be put into pairs and each given a section of the Virginia Declaration of Rights. 2. Discuss that George Mason wrote this document and students will determine what it says. 3. They will rewrite their section in their own words on a large piece of paper to share with the class. 4. Students will copy the sections presented. 5. Students will highlight the sections that deal with freedom of religion, freedom of the press, and the right to a trial by jury. 6. Students will make a flip book with a page for each of the three sections listed. 7. The top of the flap will have the number of the corresponding section from the Virginia Declaration of Rights. 8. The underside will draw a picture illustrating what the individual right is and write a paragraph describing it.

Assessment:

Students will write a list comparing what life was like in Virginia before the Declaration of Rights and afterwards.

Extension Activity:

Students will make a Venn Diagram comparing the United States Bill of Rights and the Virginia Declaration of Rights.

Standards of Learning Objective: VS.6b Reporting Category: Civics

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

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

Materials: Internet Access Activity Sheet

Procedure: 1. Students may work in pairs or if computers are limited, students may work in teams to complete the Activity Sheet. 2. Students are to use the Internet to search for sites with information about: George Mason, the Virginia Declaration of Rights, Thomas Jefferson, and the Virginia Statute for Religious Freedom. 3. Students will skim and scan through this information to find logical answers to questions on Activity Sheet. 4. When the sheets have been completed they should be used to help students contribute to a class discussion about how these documents and these men influenced the United States Constitution and how their influence still affects every American today.

Assessment: Student Activity Sheet

Extension Activity: The students can write short essays about how these men and these documents influenced the United States Constitution.

Web Sites: www.jmu.edu/madison/virginia.htm www.rjgeib.com/thoughts.lynch/religions-freedom.html http://teachers.henrico.k12.va.us/hclc/

Name______Date______

SOL: VS.6b

Virginia Declaration of Rights and Virginia Statute for Religious Freedom

Directions: Log onto the Internet and click on search. You may have to go to bookmarks and go to a web page your teacher has book marked for you. You will need to find information on George Mason, the Virginia Declaration of Rights, Thomas Jefferson, and the Virginia Statute for Religious Freedom. The Bill of Rights and the Constitution of the United States may also be helpful in answering the following questions.

Try these Web Sites: www.jmu.edu/madison/virginia.htm www.rjgeib.com/thoughts/lynch/religions-freedom.html

1. From what document did Thomas Jefferson borrow the Declaration of Independence's opening paragraphs?

______

2. Who made a small but significant modification to the Virginia Declaration of Rights?

______

3. What are some of the key points stated in the Virginia Declaration of Rights?

______

4. In what section of the Virginia Declaration of Rights does it say that “all power is vested in, and consequently derived from, the people.” ______

______

SOL: VS.6b Page 2

5. In what section of the Virginia Declaration of Rights does it say that “no man shall be deprived of his liberty except by the law of the land or the judgment of his peers”?

______

6. In what section of the Virginia Declaration of Rights does it say that “the freedom of the press is one of the great bulwarks of liberty, and can never be restrained but by despotic government”?

______

7. Do you think that during Thomas Jefferson’s life time he saw people mistreated if they did not belong to an “established” church or one that was approved by the state? Could this have influenced his decision to write the Virginia Statute for Religious Freedom? Explain.

______

8. During Thomas Jefferson’s life time, did the government tell people which place of worship to attend?

______Did this also happen in England? ______

SOL: VS.6b Page 3

9. What do you think that Jefferson meant in Article II of the Virginia Statute for Religious Freedom, when he said, “and that the same shall in no wise diminish, enlarge, or affect their civil capacities.” (Civil capacities are jobs, school, marriage etc.)

______

10. In your own words, why are these two documents very important to you?

______

Standards of Learning Objective: VS.6b Reporting Category: Civics

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

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

Materials: Internet Access The Story of Virginia: An American Experience, Virginia Historical Society (Virginia Statute for Religious Freedom) A student’s journal Old photograph History text book Biography An old letter Documents

Procedure: 1. Read p. 61 from The Story of Virginia: An American Experience aloud to the class. 2. Explain that the first part is a primary source, because it was actually written in 1785 by Thomas Jefferson. Then explain that the information in the gray shaded box was written after that date and explains what Jefferson wrote. It is an example of a secondary source. 3. Take the journal, photo, textbook, biography, and letter and place them all on different tables. Divide the class into five groups. Instruct the students to examine each object with their group and determine (based on p.61) whether it is a Primary or a Secondary source and why? 4. Once all groups have completed the analysis, bring them back together as a whole group and discuss each object.

Extension Activity: Have the students locate items at home that may be primary and secondary sources. They can make a list or bring them to school to be identified.

Web Sites: http://teachers.henrico.k12.va.us/hclc/

Name______Date______

SOL: VS.6b

Understanding Primary and Secondary Sources

Directions for Part A: Below are three examples of Primary and Secondary sources. Read each carefully and then answer the questions that follow.

PART A

A. From the Virginia Statute for Religious Freedom:

“Be it enacted by the General Assembly, that no man shall be compelled to frequent or support any religious worship, place, or ministry whatsoever, nor shall otherwise suffer on account of his religious opinions or belief; but that all men shall be free to profess, and by argument to maintain, their opinion in matters of religion, and that the same shall in no wise diminish, enlarge, or affect their civil capacities.”

B. Article I, Section 2, of the Virginia Declaration of Rights:

“That all power is vested in, and consequently derived from, the people; that magistrates are their trustees and servants, and at all times amenable to them.”

C. Virginia’s Declaration of Rights was drawn up by Thomas Jefferson for the opening paragraphs of the Declaration of Independence. It was widely copied by the other colonies and became the basis of the Bill of Rights. Written by George Mason, it was adopted by the Virginia Constitutional Convention on June 12, 1776.

SOL: VS.6b Page 2

Numbers 1-3 will require a dictionary.

1. Define a primary source.______

______

2. Define a secondary source.______

______

3. Define source.______

______

4. In Part A, is the original author speaking or is a second person explaining the words? ______

______

5. Which of the three paragraphs is a secondary source?

______

6. What made you decide this? ______

______

7. Would a primary source be written using past tense verbs? ______

Why or why not? ______

______

SOL: VS.6b Page 3

PART B

Directions for Part B: Write “A” in the blank for a Secondary source. Write “B” in the blank for a Primary source.

8. ______a history textbook

9. ______the diary of a soldier

10. ______a radio interview

11. ______a journal

12. ______a photograph

13. ______a biography

14. ______a drawing from a specific event in history

15. ______a letter

16. ______an encyclopedia

Standards of Learning Objectives: VS.1a,e,g Reporting Category: History VS.6b Reporting Category: Civics

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

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

Technology Skills:

CDs and online databases for search and retrieval of information.

Materials:

Virginia: The History and Culture of a Commonwealth, Library of Virginia Internet Access Large bulletin board paper Teacher-made Graphic Organizers Copies of documents

Procedure:

Students should work in groups to research the following topics: George Mason, Thomas Jefferson, the Virginia Declaration of Rights, and the Virginia Statute for Religious Freedom. 1. Students will complete the Graphic Organizers on George Mason, Thomas Jefferson, and James Madison in the library. They may use the encyclopedia, CDs, or books. 2. Another day, divide the students into three groups to research the important documents of Virginia. (See Graphic Organizer) 3. When the research is completed, have the entire class make a large Venn Diagram (three rings) on bulletin board paper. The students should be able to fill in the similarities and differences using the results of their research.

Assessment:

Teacher-made test on the documents. Reports on the people.

Extension:

Students could dress as the famous person and read the original documents.

Name ______Date ______

SOL: VS.6b

Thomas Jefferson

Born: ______Died: ______

Thomas Jefferson became ______of

______in 1770. He wrote the ______

of ______and the ______

______for ______Freedom. Jefferson became the ______President of the ______.

Name ______Date ______

SOL: VS.6b

James Madison

Born: ______Died: ______

Which document did James Madison help write?

______

He earned the nickname “______” for the contributions he made at the ______

Convention. Madison became the ______President of the United

States.

Name ______Date ______

SOL: VS.6b

George Mason

Born: ______Died: ______

George Mason wrote the ______in

1776. This document became the model for the first part of Jefferson’s

______of ______.

He was a part of the writing of the United States ______in

1787. He refused to sign the final draft because ______

______.

Standards of Learning Objective: VS.6c Reporting Category: Geography

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.

Technology Skills: Use a word processing program to create, name, and print documents which include text and graphics.

Materials: Overhead Projector Virginians Move West Map Transparency of Landform Map Transparency of Agriculture Map Colored pencils, Markers An Atlas of Virginia CD and Student Booklets, Virginia Geographic Alliance Activity Sheet AppleWorks 6.0

Procedure: 1. Pass out copies of Virginians Move West map to the class. 2. Ask students, “What landforms are found in Virginia?” 3. After discussion, place the Landform Map transparency on the overhead. Students should use colored pencils to color the different elevations. Make sure they label the Great Valley and the Cumberland Gap. 4. Ask students, “How does geography affect the type of crops that are grown?” 5. After discussion place the Agriculture Map transparency on the overhead. Students should use markers to draw in the symbols on the map. 6. Ask students to discuss the relationship between crops and elevation, climate, and water sources. 7. Tell students that in the late 1700s tobacco had begun to take its toll on the quality of the soil in Virginia, so many early Americans chose to migrate west for better farmland. Ask the students what path the Virginians might have taken. 8. Put up the Landform Map transparency again and show them the path through the Great Valley to the Cumberland Gap. Have the students mark the route on their own maps. 9. Ask the students what effect Virginians’ migration might have had on the nation as a whole. (They spread Virginian ideas and traditions.) 10. Have the students complete the Activity Sheet.

Assessments: Completion of the maps.

Extension Activity: Have the students use a word processor to create a journal entry written by a 10 year old in the late 1700s whose family is moving west. What might the child be worried about? What would the child want to bring? What would the child be excited about? What would the child miss about Virginia?

Name ______Date ______

SOL VS.6c

1. How did the geography of Virginia affect where certain crops were grown? ______

______

2. Why did Virginians migrate West? ______

______

3. When leaving Virginia settlers journey through the ______Valley and left

Virginia at ______Gap.

4. How did the geography of Virginia affect the migration routes? ______

______

5. What ideas and traditions from Virginia might settlers have taken with them when they left

Virginia to settle in the West? ______

______

SOL: VS.6c Answer Key

1. cattle and sheep were raised in the mountainous region; tobacco was grown in the flat, fertile areas; vegetables were grown along the coast

2. tobacco farming was hard on the soil; looking for new land and new opportunities

3. Great; Cumberland

4. easier to travel through the valleys than over the mountains

5. answers will vary

Standards of Learning Objectives: VS.1b,c,d,i Reporting Category: History VS.6c Reporting Category: Geography

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

Technology Skills: N/A

Materials: AppleWorks Computer Program Virginia Pathways, Videotape Series, PBS, Episode Two: Migration Segment Activity Sheets from the Virginia Pathway Series USA Geograph, Grolier’s Multimedia Encyclopedia Internet Access

Procedure: 1. Students will fill out the Anticipation Guide sheets before viewing the videotape. 2. Show the video, stopping at the pause points, and complete the suggested activities. 3. Complete the note-taking worksheet, replaying the video if needed. 4. Have students create a database about expansion into the western territories. 5. Students will create a database charting time periods and changes.

Assessment: Use the Activity Sheets and databases as assessments.

Extension Activity: Students can create journal entries about traveling during this expansion.

Web Sites: http:didl.state.va.us (Virginia Board of Tourism) http:www.the historynet.com (The History Net Homepage) http://geog.gmu.edu/classes/geog380/explorewest.html http://www.germanheritage.com/Publications/Jamestown/index http://teachers.henrico.k12.va.us/hclc/

Standards of Learning Objectives: VS.1a,b,c,d,e,f,g Reporting Category: History VS.7a Reporting Category: History

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

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

Technology Skills: Use bookmarked Internet sites, CDs, and online databases for search and retrieval of information. Create, name, save, and print a document in word processing skills and writing process steps.

Materials: AppleWorks Computer Program Cyberhunt - http://teachers.henrico.k12.va.us/hclc/ Across the Lines By Carolyn Reeder Venn Diagram Diary Paper

Procedure: 1. Discuss the Civil War. 2. Use the book as a read aloud or common study novel (historical fiction) at the same time. Discuss the fortifications and earthworks in the novel. 3. Using a teacher-made Venn Diagram, compare and contrast historical and fictional events in the novel. Use the cyberhunt on the Henrico Cyber Learning Center. 4. Create individual story maps and time lines for the book. 5. Using background materials on the Civil War, write a diary entry for either a civilian or a soldier during the time period of the novel. 6. Display these on a bulletin board with the time line of the novel.

Assessment: Assess the students technology skills in writing and printing the diary entry.

Extension: http://teachers.henrico.k12.va.us/hclc/

Standards of Learning Objectives: VS.1b,c,d,i Reporting Category: History VS.7a Reporting Category: History

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

Materials: Internet Access An Atlas of Virginia CD and Student Booklets, Virginia Geographic Alliance AppleWorks Word Processing Blank map of Virginia/West Virginia Virginia Resources Link CD, by ABC-CLIO The Story of Virginia, An American Experience, by Virginia Historical Society Activity Sheet

Procedure: 1. Students will work in pairs to locate centers of agriculture, manufacturing, and industry in 19th century Virginia. 2. Students will devise a Map Legend and color code to illustrate centers. 3. Illustrate the spread of slavery and the change in slave population from 1790-1860. 4. Students will make deductions and observations based on the comparisons of industry and slavery populations. 5. Students will complete an Activity Sheet to record their observations.

Assessment: Student groups will present in a forum discussion their findings, observations, and deductions regarding slavery in Virginia.

Extension Activity: Students can use an atlas CD to determine the actual difference in land area of Virginia prior to the recognition of West Virginia as a state and present day Virginia.

Web Sites: http:/www.wvaculture.org/history/statehoo.html http://www.callwva.com/facts/funfact1.cfm

1. Locate the following cities on the map of Virginia of 1860. List the type of industry found in each city.

a. Petersburg ______b. Richmond ______c. Fredericksburg ______d. Lynchburg ______e. Danville ______f. Norton ______g. Wheeling ______

2. What economic activity supported the rural areas of Virginia? ______

3. Which activities or industries required the most slave labor? ______

4. In which regions were most of the slaves in Virginia living in 1860? ______

5. Shade the regions with the highest slavery population.

6. Draw in the borders to separate present day Virginia from West Virginia.

7. Why do you think that the western counties of Virginia refused to support secession, based on the slave population and the types of economic activity? ______

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

Technology Skills:

Define a database as a collection of information with two or more categories. Students create documents using a word processing program.

Materials:

Activity Sheet America’s National Parks Books - Fredericksburg, Appomattox, Chancellorsville, Petersburg, First Manassas, Second Manassas Construction paper AppleWorks Word Processing Internet Access: http://teachers.henrico.k12.va.us/hclc/

Procedure:

1. Students will compile the information to fill in the chart using textbooks and resources available. 2. Each student will enter information into their own database saved in their personal folder. 3. Divide students into seven groups. Each group will write a newspaper story on the computer about each battle. 4. Each storypage will have an article, photograph, and biography statistics about the generals. 5. Compile all of the articles into one book.

Assessment:

Completion of database.

Extension Activity: Students will plot on a Virginia map each of these battles.

Web Sites: http://teachers.henrico.k12.va.us/hclc/

Standards of Learning Objective: VS.7b Reporting Category: History

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

Technology Skills:

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

Materials:

Transparencies of the following photographs. These can be found in various Virginia history textbooks and Civil War books. (A great source is The Study Scrapbook of Virginia, by the Virginia Chamber of Commerce.) - Fort Sumter - Any Confederate soldier - Soldiers marching - People on a picnic - Stonewall Jackson - Any other pictures that you find appropriate Mock letter written by a Confederate soldier to his sister who lives in Washington, D.C. Attached list made into an overhead transparency Paper to copy notes - per student

Procedure:

1. The teacher is going to tell the story of Bull Run/Manassas, the first battle of the Civil War. 2. The list will be revealed to the students as you move throughout the story. When you get to a point in the story, show the next item on the list. Students will copy the list in their notebooks as you tell the story. 3. Tell the attached story - in character. You will be acting as a person from Washington, D.C. who is coming to the big event, The First Battle of Bull Run/Manassas.

Assessment:

Students will write a letter to a family member in New York, telling them what they saw at the First Battle of Bull Run/Manassas

Extension Activity:

Students will research the Battle of Bull Run/Manassas on the computer using appropriate search engines. They will compile a photo album of Bull Run/Manassas with pictures they found. Students will write their own captions for each picture.

SOL: VS.7b

The Story of Bull Run - adapted and modified for instructional purposes. **Please note that this story is written to be told as a casual monologue. Grammatical errors are on purpose. “My name is Liza Jane and I teach school in Washington, D.C. - the capital of the United States of America. I want to tell you a story - now, last week - on July 21 - it was a hot, hot day - there was to be a big event down at the Bull Run Creek - about 30 miles southwest of home. You see, the Rebels were coming to fight the Yankees! There has been all this talk about the North and the South fighting to get rid of slavery and maintain state’s rights and nothing has happened. I tell ya, this discussion is getting old. I mean, all the way back to the 1830s when Nat Turner started a rebellion - this issue has been stirring for a long time. But anyway, back to last week. Well I knew that since the attack on Fort Sumter (show picture) there were going to be more. My youngest brother, he’s made himself into a Rebel and fights for the South. He is based in Georgia - look, here is a picture of him all dressed up in his nice crisp uniform (show picture of Confederate soldier.) Well, he sent me this letter telling me all about an attack where the Yanks were going to actually fight the Rebs in a real live battle! Right close to home at Bull Run. I guess they picked Bull Run because it was between the capital of the North and the capital of the South - Richmond, Virginia. Well - my friends and I all put on our Sunday best, packed a picnic and joined the parade down to the fields so we could watch the big battle! (show picnic picture) Oh lordy, I was so excited. First of all, to see my little brother in action and then to witness a battle in this Civil War thing! We got there bright and early to make sure that we wouldn’t miss any of it. From what I heard there were going to be over 60,000 men there! 28,000 men wearing blue and 33,000 men wearing gray! Picture this - we were sitting on our blankets, all spread out and we started to hear this shouting in the distance. “On to Richmond! On to Richmond!” I suppose that was the sound of the Union soldiers coming. Then - in return we heard this whooping and hollering - just like the sound of the Indians - “Woh - Who - Ey! On to Washington.” That was the Southerners making their way toward us. (show soldiers marching) Suddenly I had this feeling in my belly, this was not going to be a pretty sight. The men emerged from the trees - there were soldiers dressed in their uniforms and carrying these big guns. There were men on horseback yelling commands at one another. Gunfire started to cover the sky. It looked like the Union men were pushing the Confederates back. I thought to myself that this was going to be a quickie - until I saw this soldier, wearing gray, sitting tall on his horse. I noticed that his hand was wrapped in a bloody cloth, it looked pretty bad. But he was still trying his best and pushing his men forward. (show picture of Stonewall Jackson) He looked like a stonewall - completely resisting the force of the Union soliders. It turns out that was Thomas Jonathon Jackson, and after that fight he got the nickname “Stonewall,” because he stood like a stonewall against the Union soldiers. Well, apparently I was not the only person to see this man. I suppose the other generals on the Confederate side saw him, too. It was like a change of guard, the Confederates kept on pushing. Five hours later, it looked like the Confederates had taken a victory! The first battle of the Civil war, it was pretty amazing, but I can tell you, it was pretty gross. I thought it was going to be over at the snap of the finger and the Union was going to walk away in no time. The battle took five hours and we lost! I have this feeling that the war might take a little longer than I thought. I saw in the paper the other day the number of casualities. The Union had 2,900 and the Confederates had 2,000. Wow - that is a lot of people! Well, I suppose I better get going now, I was thinking of pulling out my sewing kit and helping the men by sewing some new hats for them. I want them to look smashing out there.

SOL: VS.7b Fort Sumter

Capitals: Richmond, VA Washington, D.C.

Soldiers: 28,000 Union 33,000 Confederates

Leaders: Union: McDowell Confederate: Beauregard

Sunday Outing

5 hours

General Jackson

nickname - hand

Victory

Casualities: Union: 2,900 Confederate: 2,000

Standards of Learning Objective: VS.7b Reporting Category: History

Technology Skills: Use effective strategies to send and retrieve data on a wide area network (Internet)

Materials: Print from Internet site: www.americancivilwar.com/fburg.html (Fredericksburg) www.americancivilwar.com/statepic/va/va032.html (Chancellorsville) - Fredericksburg map enlarged for groups of students - 3 children in a group - Print out of battle description Soldier pieces - blue and gray items to use as markers

Procedure: 1. Discuss key vocabulary (entrenching, assault, casualties, initiated, confront, surged, mortally) in written description of battle. 2. Students read the day by day battle description for Fredericksburg and move soldiers pieces that were printed out from the website on their map. 3. Same activity for Chancellorsville using the information printed from the web site - use the same map. (Vocabulary: confront, surged, mortally) 4. Students will choose one of the battles and write diary entries for each day from the standpoint of the general in charge.

Assessment: Students can distinguish between each battle. Use the diary entries as an informal assessment.

Extension Activity: Students can develop a photojournalism project. They can either take pictures that could pass for a possible scene at the battle or draw a picture for each day.

Web Sites: http://teachers.henrico.k12.va.us/hclc/

Standards of Learning Objective: VS.7b Reporting Category: History

Technology Skills: Use effective strategies to send and retrieve data on a wide area network (Internet)

Materials: North and South: The Civil War Teacher Resource Guide, by Jane Pofghl, Time Traveler Series Internet Access: Library of Congress (www.americaslibrary.gov/cgi-bin/page.cgi) AppleWorks Computer Program Envelopes - 2 per student Dye-cut shapes - stars Markers Maps of Virginia Venn Diagram

Procedure: This lesson discusses the differences between the North and the South during the Civil War. One group of students will complete an Internet activity and the other group will be working at their seats.

Internet Group: 1. Tell the students that there are two countries - The United States of America and The Confederate States of America - therefore there are two Presidents. 2. Have the students go to the www.americaslibrary.gov/cgi-bin/page.cgi and click on the “Jump Back in Time” link. Choose the “Civil War.” 3. Read four articles that discuss Abraham Lincoln and Jefferson Davis. “Confederate President” “Jefferson Davis was Captured” “Lincoln’s Big Day” “Lincoln Fights Slavery in the Capital” 4. Students will create a Venn Diagram comparing the thoughts of Lincoln and Davis using the AppleWorks Computer Program.

SOL: VS.7b Page 2

Seat work Group: 1. Students will read about the Civil War from books checked out from the library. 2. They will keep a list of Northern ideas, strengths, strategies and a list of Southern ideas, strengths, and strategies. 3. On the dye-cut stars they will write what they discovered. 4. Label one envelope “The North” and the other “The South.” 5. Their task is to put the shapes into the correct envelope. 6. Students can trade envelopes and try to sort each others. These are great tools to use for review.

Assessment:

Complete a Venn Diagram of the similarities and differences between the North and the South before the Civil War.

Extension Activity:

The students can make a diagram of their own plan/strategy for defeating the North or South. They can use maps of Virginia to show their strategies.

Standards of Learning Objective: VS.7b Reporting Category: History

Technology Skills:

Use a variety of multimedia programs.

Materials:

Paper for each student to take notes A Picture Book of Robert E. Lee, by David Alder HyperStudio Computer Program Transparency of attached list of terms

Procedure:

1. Cover the front and back of the biography before showing or reading it to the students. DO NOT tell them who you are reading about. 2. Show them on the overhead the attached list of terms. Tell them that they come from the story you are about to read. 3. Students will copy the terms on paper. 4. Allow some students to guess what the story will be about. 5. Read the story outloud - DO NOT say Robert E. Lee - substitute his name with a pronoun each time. 6. As you read and you come across the terms - have the students check them off on their list. 7. See if students can come up with who you are reading about. 8. Go back through the list and discuss the significance of each term. 9. Students can make a HyperStudio time line of Robert E. Lee’s life.

Assessment:

Students can put in order the events of Robert E. Lee’s life.

Extension Activity:

Students will be able to make a HyperStudio stack.

Web Sites: http://library.thinkquest.org/3055/netscape/people/index.html http://teachers.henrico.k12.va.us/hclc/

SOL: VS 7.b Name ______Date ______

Westmoreland County, VA

U.S. Military Academy - West Point

Mary Custis

Mexico

genius

arrested

refused

Commander of Virginia’s Army

surrendered

Washington College

Standards of Learning Objective: VS.7b Reporting Category: History

Technology Skills:

Use effective strategies to send and retrieve data on a wide area network (Internet).

Materials:

Civil War resources Construction paper Markers Activity Sheet - Civil War ABCs

Procedure:

1. Each student is to complete the draft page for the ABC book. Letters can be events, people, causes of the Civil War, or terms significant to the Civil War. 2. Have students research information for each letter - use the Internet, textbooks, any other resource books you have in the school. 3. Students will compile and construct pages for the classroom book.

Assessment:

Completed classroom book

Extension Activity:

Web Sites: http://teachers.henrico.k12.va.us/hclc/

SOL: VS.7b Assessment

You must create your own ABC book based on the Civil War. Please use your Civil War ABC sheet. You are allowed to work with two other people if you would like. Please remember that you will be required to finish some of this assignment at home, so make sure you can divide the work easily or you can get together outside of school to work on this project.

1. Choose 24 letters to include in your book.

2. Each page will be set up like this:

Top: The letter and term.

Middle: A sketch/picture of the term. You may use photos from the Internet or copied from a book. However, you must site where you found the photo at the bottom or back of your page.

Bottom: A brief description of the term and how it relates to the Civil War. Please be as detailed as you can. Include names and dates when appropriate.

3. When you are finished with the pages, you must design a cover for your book. Include a title and authors of the book.

4. These will be bound together or you can put them in a three ring binder.

DUE DATE:

SOL: VS.7b Assessment

Civil War ABCs

Try your best to come up with an event, person, place, or appropriate word relating to the Civil War to correspond with each letter. Then write a brief description of the term that you chose.

A ______B ______C ______D ______E ______F ______G ______H ______I ______J ______K ______L ______M ______N ______O ______P ______Q ______R ______S ______T ______U ______V ______W ______X ______Y ______Z ______

Standards of Learning Objective: VS.7b Reporting Category: History

Technology Skills:

Use effective strategies to send and retrieve data on a wide area network (Internet).

Materials:

Card Set A and Card Set B

Procedure:

1. Divide students into five groups. Give each group one Card Set A. 2. Students are to study the information on the cards and discuss the people in their groups. 3. Collect Card Set A and pass out Card Set B (make sure to mix them up). Some students will have a card with a person’s name and some students will have the person’s accomplishments. The goal is for the two people to find each other after only seeing Card Set A for a short time. (This is a good review after having read about the Civil War.) 4. You should repeat this many times so that most students get a chance to be all of the people on the cards.

Assessment:

Activity Sheet

Extension Activity:

The students can complete a mini research report for one or all the people on the cards.

Web Sites: http://teachers.henrico.k12.va.us/hclc/

SOL: VS.7b

Cards A

John Brown: In 1859, Brown (a staunch Dred Scott: In 1857, Scott was a slave living abolitionist) led a raid on the United States in a free state. As a result, he thought that he Armory (Arsenal) at Harpers Ferry, Virginia should be free even though his owner had (now West Virginia). Brown's primary brought him to the state. In the US Supreme motive was to start a slave rebellion. Court decision that bears its name, the court Although Brown was captured and hung, his decided that a slave was not a United States efforts sparked a flame within the citizen and that Congress could not forbid abolitionists community. slavery in the United States.

Abraham Lincoln: 1809-1865; 16th William Lloyd Garrison: In the late 1820's, President of the US; born in the backwoods Garrison was a young newspaper editor in of Hardin County, Kentucky in a log cabin; New England and started a campaign to end self-educated and a lawyer; served in Illinois slavery completely. He and his followers state legislature, as well as in US Congress. were known as abolitionists. Garrison soon On his Inauguration Day, seven Southern became known as being the most radical of states seceded from the Union - four more its members. would follow. Known for freeing the slaves with the Emancipation Proclamation. He was assassinated by John Wilkes Booth.

Frederick Douglass: Douglass escaped from Harriet Tubman: Tubman escaped from slavery in Maryland in 1838. Soon after, he slavery in Maryland in 1849. She returned to began to speak at meetings throughout the the South many times and was partly North sharing story of slavery and cruelty. responsible for over 300 other slaves gaining Douglass established the North Star their freedom. She and many members of the Newspaper (Rochester, NY) and also held Underground Railroad ignored the Fugitive several governmental posts. Slave Law, which made it illegal to help slaves escape.

SOL:VS.7b Cards B Fill in the Blanks.

______: In 1859, ______(a staunch ______: In 1857, ______was a slave abolitionist) led a raid on the United States living in a free state. As a result, he thought Armory (Arsenal) at Harpers Ferry, that he should be free even though his owner Virginia (now West Virginia). ______had brought him to the state. In the famous primary motive was to start a slave US Supreme Court decision that bears its rebellion. Although ______was captured name, the court decided that a slave was not a and hung, his efforts sparked a flame US citizen and that Congress could not forbid within the abolitionists community. slavery in the United States.

______: 1809-1865; 16th President of ______: In the late 1820's, ______the US; born in the backwoods of Hardin was a young newspaper editor in New County, Kentucky in a log cabin; self- England and started a campaign to end slavery educated and a lawyer; served in Illinois completely. He and his followers were state legislature, as well as in US Congress. known as abolitionists. ______soon On his Inauguration Day, seven Southern became known as being the most radical of its states seceded from the Union - four more members. would follow. Known for freeing the slaves with the Emancipation Proclamation. He was assassinated by John Wilkes Booth.

______: Escaped from slavery in ______: Escaped from slavery in Maryland in 1838. Soon after, he began to Maryland in 1849. She returned to the South speak at meetings throughout the North many times and was partly responsible for sharing story of slavery and cruelty. over 300 other slaves gaining their freedom. ______established the North Star She and many members of the Underground Newspaper (Rochester, NY) and also held Railroad ignored the Fugitive Slave Law, several governmental posts. which made it illegal to help slaves escape.

Name______Date______

SOL: VS.7b Civil War Matching Activity

A. Directions: Match the Civil War leaders to their Biographical information.

a) J. E. B. Stuart b) Jefferson Davis c) Stonewall Jackson d) Robert E. Lee e) Ulysses S. Grant f) Abraham Lincoln

1. ______1833-1864; Confederate cavalry commander in the Civil War; known for bold raids of reconnaissance or for seeking out information

2. ______1808-1889; American Statesman; President of the Confederacy; born in Elkton, Kentucky

3. ______1822-1885; Commander-in-Chief of the Union Army in the Civil War; 18th President of the United States; born in Point Pleasant, Ohio; he graduated from West Point

4. ______1807-1870; General-in-Chief of all Confederate armies; declined the field command of the United States forces; graduated from West Point

5. ______1824-1863; born in Clarksburg, VA; given his “nickname” at the First Battle of Bull Run/Manassas; shot by his own men at the Battle of Chancellorsville

6. ______1809-1865; 16th President of the United States; born in Hardin County, Kentucky; elected to state legislature; lawyer; Congressman

B. Directions: Read each question and answer in a complete sentence.

7. Why were many of the Civil War battles fought in Virginia? ______

______

8. In what ways did Virginians participate in the Civil War? ______

______©June, 2002 Henrico County Public Schools - Social Studies - Grade 5 (A note of appreciation to the fifth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 5 Social Studies: Virginia Studies (1781-Present)

SOL: VS.7b Page 2

9. If slavery had not been an issue, is it probable that the Civil War would not have been fought? ______

______

10. It appears that slave and nonslave states coexisted happily until after the Louisiana Purchase and people began to settle in the west. Explain why people suddenly living together from the North and South in the new western territories caused problems that helped lead to the American Civil War. ______

______

C. Fill in the Blank

Directions: List seven major battles fought in Virginia, the six major Southern and Northern Civil War leaders, and list at least three Virginians who were major leaders in the Confederacy? (numbers 12 & 13 may require some of the same people)

11. List the seven major battles fought in Virginia.

______

SOL: VS.7b Page 3

12. List the six major Northern and Southern leaders who have been part of this unit of study.

______

13. List three Virginians who were major leaders in the Confederacy.

______

Standards of Learning Objective: VS.7b Reporting Category: History

Technology Skills:

Use effective strategies to send and retrieve data on a wide area network (Internet).

Materials:

Civil War Battle Books: National Park Civil War Series - Manassas/Bull Run Creek (1861) - Manassas/Bull Run Creek (1862) - Fredericksburg (December 1862) - Chancellorsville (May 1863) - Petersburg (April 1865) - Richmond (April 1865) - Appomattox Court House (April 1865) Encyclopedias Internet web page about each battle (Students can generally locate these on their own) White construction paper 8.5 by 11 Colored construction paper 14 by 16 Crayons Pencil Activity Sheet

Procedure:

1. Divide class into 7 groups and assign each group a battle to research. Each student in the group will independently research their battle. This will take about 2 class periods of about forty minutes each. Each person in their group must compile their research from their assigned battle book, web page about their battle, and an encyclopedia. It is helpful to assign a different student for each task, unless your groups are very large. Otherwise, they will not finish in two class periods. 2. Once students have completed their research, they come back together and compile all their work. They are to write a short story about their battle. The story should be written as if students were there (first person). The story should include dates, important people, generals, casualties, the significance of the battle, and who won the battle and why they won. This should only take about one class period. 3. Once the story is written, then assign one or two students to begin typing the story and the work cited page. Remember to have students type each page on its own sheet. (Steps 3-6 should take 2-3 class periods)

SOL: VS.7b Page 2

4 While those students are typing the story, the other students should be drawing pictures that correspond to each page of the story. They should first draw the pictures in pencil and then color them in with crayons. If time permits, students may outline the colored drawing with a fine point black marker. 5. There should be yet another person or persons working on drawing and coloring the cover of the book. 6. Once all these parts have been completed, the students begin constructing their book. 7. Once all books have been completed, the students are to read their books to the class. Students should be instructed to take notes, because they will have to complete a graded Activity Sheet after all the books have been presented. (One class period) 8. Complete Activity Sheet "What Year? Who Won?”

Assessment:

Activity Sheet "What Year? Who Won?"

Extension Activity:

Students can write their own research reports about another Civil War Battle of their choosing.

Web Sites: http://teachers.henrico.k12.va.us/hclc/

Name______Date______

SOL VS.7b

What Year? Who Won?

Battle/Event What Year? What Happened? Who Won?

Siege of Petersburg

Appomattox Court House

Manassas/Bull Run 2nd

Chancellorsville

Richmond

Manassas/Bull Run 1st

Fredericksburg

Monitor and Merrimack

**For extra credit, write J.E.B. Stuart and Stonewall Jackson next to the battle where they died.

Standards of Learning Objective: VS.8a Reporting Category: Economics

VS.8a The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by identifying the effects of the Reconstruction Period on life in Virginia.

Technology Skills:

Use a word processing program to create name, save, and print documents which include text and graphics.

Materials:

Pictures of Civil War Ruins Flow Chart Confederate Money, Library of Virginia Educational Materials Butcher paper divided into squares-one for each student 12 little squares of construction paper for each student AppleWorks Computer Program Shades of Gray, by Carolyn Reeder

Procedure:

1. Read Shades of Gray. Pass out Confederate money to the class. Ask them if they went to a convenience store right now and tried to buy a candy bar with it would they be able to? Point out that since the Confederacy no longer existed after the war, the money it printed no longer meant anything. What if that was all of the money they had? 2. Show class pictures of destruction after Civil War. Talk about the concept of rebuilding Virginia. Ask the class how Virginia would pay for the rebuilding without any money? 3. Have students draw their own picture of Virginia after the Civil War. Then have them write a paragraph in AppleWorks describing their picture. 4. Point out that the slaves were free. How will the plantation owners grow their crops with no money to hire people? Explain sharecropping. Take a large piece of butcher paper and put in the center of the room. This is your plantation. Divide the paper with marker into fields (make enough fields for each student to have one). Have each student write his/her name in the field. Give each student 12 little squares of construction paper (these represent their crops). Have them plant their crops in their fields. Talk about all the work they have to do for their crops. Then ask each of them to give you 4 squares (1/3 of their crops). Compare how many you, the plantation owner, ends up with to how many the sharecroppers end up with. Talk about whether or not this seems fair. 5. Discuss the plight of African Americans. Fill out the flow chart as a class.

Assessment:

Evaluate the flow chart.

Extension Activity:

Standards of Learning Objectives: VS.1b,d,e,f,g Reporting Category: History VS.8a Reporting Category: Economics

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

VS.8a The student will demonstrate knowledge of the Reconstruction of Virginia following the Civil War by identifying the effects of the Reconstruction Period on life in Virginia.

Technology Skills: Using the Internet, students will create time lines using word processing and publishing programs. Use electronic encyclopedias, almanacs, indexes and catalogs. Use CDs and online databases to search and retrieve information. Use bookmarked websites.

Materials: AppleWorks Word Processing Program USA Geograph, Grolier’s Multimedia Encyclopedia CD Internet Access

Procedure: 1. Divide the class into groups according to class size, cooperative arrangements, or personal teaching style. 2. Assign each group one of the following events: Mortal wounding of Abraham Lincoln, Reconstruction, Freedmen’s Bureau, Sharecropping, and the 14th Amendment. 3. Tell each group they are to collect information about the topic, organize the information, write a report, and then make an oral presentation.

Assessment: Completed reports. Observe and record students as they complete their research projects.

Extension Activity: Have students make a time line of the important events.

Web Sites: http://teachers.henrico.k12.va.us/hclc/ http://rs6.loc.gov/amen/t1861.html http://www.cwc.lsu.edu/cwc/limks11.htm#Reconstruction

Standards of Learning Objective: VS.8b Reporting Category: History

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

Technology Skills: Use effective strategies to send and retrieve data on a wide area network (Internet).

Materials: “Jim Crow Laws” sign 15th Amendment Poster Pretend money (or beans) Cyberhunt Activity Sheet

Procedure: 1. Randomly assign each child a number one or two. Announce that the ones are better than the twos. Today all of the twos will have to follow the following rules: a. They must walk at the end of the line. b. They must sit at separate tables in class and at lunch. c. They must use the warm water fountain. d. They must obey all ones. e. They can not speak to a one without permission. f. The library and the swings are off limits to twos. 2. Throughout the day give the ones fun projects and the twos boring work. The cyberhunt is an assignment that all of the students should complete. The answers can be found on the following websites: http://www.bchm.org/wrr/recon/p10.html http://www.bchm.org/wrr/recon/p11.html http://www.ushmm.org/olympics/zcc036a.html http://pages.ivillage.com/kelly_chase_2004/segregatedbyjimcrowlaws/id9.html http://www.huntington.org/vfw/eras/amendments.html 3. At recess have the class run laps, when they are done reward the ones with pretend $10 bills. Give the twos $5 bills. Near the end of the day hold a vote on whether or not to keep the “Jim Crow Laws.” Charge a poll tax of $7 to vote. Post the 15th Amendment by the voting table. 4. One hour before the end of the day hold a discussion on what happened during the day. How did the students feel? What discrimination did they see occurring even outside of the given laws? Were the laws fair? Is separate equal? How was their day similar to life in the late 1800’s and early 1900s? 5. Thirty minutes before the end of the day have students write in their journal about their experiences.

Assessment: Turn journal entry into a finished assignment and/or grade the cyberhunt.

Extension Activity: The next day have students switch roles.

15th Amendment:

Section 1. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude. Section 2. The Congress shall have power to enforce this article by appropriate legislation.

Poll Tax $7

Jim Crow Laws Twos must walk at the end of the line.

Twos must sit at separate tables in class and at lunch.

Twos must use the warm water fountain.

Twos must obey all ones. Your teacher will monitor the reasonableness of any demands.

Twos cannot speak to ones without permission.

The library and the swings are off limits to twos.

Name: ______Date: ______

SOL: VS.8b

Answer the questions. 1. Name three things that the Jim Crow Laws did not allow African Americans to do. ______

2. What did the 15th Amendment state? Why do you think this was important to African Americans at the time? ______

3. The threat of ______often were tools that convinced many African Americans to forgo their voting rights.

4. What were Jim Crow Laws? ______

5. In 1896, what was the name of the court case where the Supreme Court decision was "separate but equal" was constitutional? ______

6. Which amendment made slavery against the law? ______

7. Which amendment gave everyone the right to vote regardless of race, color, or previous servitude?______

8. Which amendment said that anyone born in the United States was a citizen and therefore had the rights of an American citizen? ______

SOL: VS. 8b Answer Key

1. look for better jobs, make insulting noises, speak disrespectfully or out of turn, or disobey a command

2. The 15th Amendment gave all citizens the right to vote. This gave African Americans the right to vote.

3. violence

4. They barred African Americans from access to employment and public places.

5. Plessy vs. Ferguson

6. 13th Amendment

7. 15th Amendment

8. 14th Amendment

Standards of Learning Objectives: VS.1b,d,e,h Reporting Category: History VS.8b Reporting Category: History

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

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

Materials: African American Life, American History for Children Video Series Virginia Pathways Videotape - Civil Rights Teaching with Documents, Virginia Historical Society Internet Access

Procedure: 1. Students will view both videos and discuss the impact of Jim Crow laws on Virginians. 2. Students will examine a primary document (daily school register) from 1896, and will make observations as to how Jim Crow laws affected this school classroom (segregation, number of students, lack of prior instruction, qualifications of the teachers.) 3. Students will be assigned an identity (ex. restaurant owner, cab driver, African American laborer, African American grocer, doctor, etc.) and students will write about how Jim Crow laws affected their lives and businesses. 4. After their research, the students will write a paragraph about their lives under Jim Crow.

Assessment: Assess the construction and logical reasoning involved in the writing process.

Extension Activity: Students can interview older adults who remember life under segregation or can conduct research on individuals (such as Jackie Robinson or Rosa Parks) who broke the “color barrier” or who stood against Jim Crow laws.

Web Sites: http://www.digisys.net/users/hootie/brown/bground.htm http://lcweb.loc.gov/rr/print/085_disc.html http://teachers.henrico.k12.va.us/hclc/

Standards of Learning Objective: VS.8c Reporting Category: Economics

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

Technology Skills: Use effective strategies to send and retrieve data on a wide area network (Internet).

Materials: Virginia Pathways, Episode 2, Making the Move Note taking sheet Virginia maps Chart paper Activity Sheet Internet Access - http://www.virginia.org

Procedure: Day 1: 1. Students are divided into 7 small groups and each given a location: Roanoke, Richmond, Norfolk, Alexandria, Danville, Tazewell County, and Charlottesville. 2. Have each group draw a sketch of a product made in each location and share with the rest of the group. 3. The groups are spaced out in the classroom to simulate their location in the state of Virginia. Discuss how these products in each city are going to get to the other people in the state. 4. Show them how these products are needed elsewhere and how railroads help to transport natural resources and manufactured goods/capital resources. 5. Reconfigure the class into four groups. On chart paper, have them list the effects (advantages and disadvantages) of a railroad station being built in a city from the standpoint of one of the four people: town mayor, shop owner, hotel owner, and farmer. 6. Hold a class discussion about the effects of the railroad. 7. Distribute the Activity Sheet.

SOL: VS.8c Page 2

Day 2 1. Show the Virginia Pathways videotape - Episode 2. Have the students take notes. 2. Assign each student a location in Virginia and tell them to complete a travel brochure for the Virginia Tourism Office. 3. Set up four stations in the classroom for the travel brochure: 1. Design: Students will design the cover, name the location, develop a catchy phrase, draw pictures of their location, and relate to their prior knowledge of the regions of Virginia. 2. Persuasive writing: They must write a paragraph convincing people to take their vacation in their location. This will go on the inside of the brochure. 3. Research: Students will use the tourism web site: www.virginia.org to find information on their location. They will make a list of tourist attractions to go on the inside as well. 4. Mapping: Students will use a map of Virginia to find out how to get there by car. This will be put on the back of the brochure. They may also draw a map of the roads.

Assessment:

Informal assessment: Review the brochures Formal assessment: Test for Transportation Segment located in the Virginia Pathway Series Binder.

Extension Activity:

Construct a bulletin board with a map of Virginia in the middle. Have students place their brochures on the board with a line connecting to their city. Have the students group the locations by geographic regions. Have the students plan a trip going to at least two locations. Determine roads and distance traveled.

Web Sites: http://teachers.henrico.k12.va.us/hclc/

SOL: VS.8c

Answer the following questions using a map of Virginia.

1. Going to Danville from Richmond, which direction would you go? ______

2. From Abingdon to Lynchburg, which railroad line are you traveling on? ______

3. How many railroad lines go through Virginia? ______

4. Which railroad lines would you take from Mt. Jackson to Staunton? ______

5. Which direction do you go first when you leave Norfolk on your way to Richmond? ______

6. What is the travel route by train from Washington D.C. to Richmond? ______

7. What could be done to make this trip more direct? ______

Additional Information to Report

______

Standards of Learning Objective: VS.8c Reporting Category: Economics

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

Technology Skills: Use effective strategies to send and retrieve data on a wide area network (Internet).

Materials: Maps from four different time periods after the American Civil War Large floor size bulletin board paper (four each) Pencils Markers Crayons Erasers Internet Access

Procedure: 1. The teacher will divide students into four groups. 2. Each group is assigned a different date and is instructed to locate a map of Virginia from that time period. (The teacher may want to direct students to a specific web page.) 3. The groups then print their maps. 4. Each group is to draw the outline of Virginia, the four major rivers, and five geographic regions. Their maps should also include Richmond, Fredericksburg, Alexandria, Jamestown, Yorktown, and Roanoke. 5. The groups will then add any railroads, highways, or interstates that are on their maps researched from the Internet. 6. The students are to label the elevation of the Appalachian Mountains. 7. The students will create a Map Legend. 8. The students will label where the different products were produced for their time period. 9. When the students have completed their maps, each group will present their maps and explain all the items on them. 10. Once students have presented their maps, lay them out on the floor and have the students walk around the room and compare the changes over time. 11. Ask the students oral questions about the changes.

SOL: VS.8c Page 2

Questions to ask: 1. Would people have moved to western Virginia if the railroad had not gone there? 2. Would automobiles have become popular if we did not build hard surface roads in the 1930s? 3. Why did the railroad go into western Virginia? 4. Why did people settle near water in colonial times? 5. How were people’s jobs tied to transportation routes? 6. How do these transportation routes affect Virginia’s economy?

Assessment: Oral presentation Activity Sheet

Extension Activity: Students could make up a game of their choosing about the growth of the railroad.

SOL VS.8C

B. Directions: Answer the following questions about the previous time line.

1. Why did the colonists always settle near rivers or oceans? ______

2. Why did many colonists not move into the western part of the state before railroad tracks and trains moved there? ______

3. Why do you think many individuals began to prefer automobiles to trains as their primary mode of transportation? ______

4. Put these modes of transportation in sequential order according to when they were used. Airplanes Trains Ships Automobiles Wagons

1. ______2. ______3. ______4. ______5. ______

5. Before automobiles, people used trains to travel long distances and ______to travel around town or short distances.

6. Most people who lived in large cities had no place to keep a horse in 1880. How did most people get around in the cities other than walking? ______

7. During the 1930’s hard surface roads were beginning to be built all across the country and state. If these roads had not been built, would automobiles have ever become as popular as they are today? Why? ______

Standards of Learning Objective: VS.8c Reporting Category: Economics

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

Technology Skills:

Use effective strategies to send and retrieve data on a wide area network (Internet).

Materials:

Transparency of the “Economic Growth Game” Colored overhead game markers or different shaped opaque markers Internet Access

Procedure:

1. The teacher should make a transparency of the game board and read the game rules. 2. The teacher should divide the class into 2-5 groups. (The larger the group the more likely it is that they will get the correct answer.) 3. Make sure that your students are evenly distributed among all the groups. 4. Read the game rules aloud to the class and then begin playing the game.

Assessment:

Activity Sheet

Extension Activity:

The students can make up their own board game about the growth of industry and of the railroad.

Web Sites: http://teachers/henrico.k12.va.us/hclc/ http://www.vastudies.org

SOL: VS.8c

Rules for Economic Growth Game

1. Four to six players or groups.

2. Roll dice and the person or group with the lowest number goes first and the others follow in clockwise order.

3. Each player or team rolls the dice when it is their turn. They move their marker the number of spaces shown on the dice. After moving their marker, the teacher will draw a card and the team must correctly answer the question on that card. If they correctly answer that question, they continue until they answer incorrectly or land on a square marked "lose turn".

4. Teachers can make the game easier by permitting students to use books, notes and study guides. When the game is played, all players on the respective teams are allowed to help answer. However, the first answer given by any player on the answering team is the answer. Students on teams are allowed to consult with their teammates before shouting out answers.

5. It is recommended that a time limit be set as to how long each person or team has to answer each question. This time limit should be established by the teacher and depends on the dynamics of his/her classroom.

6. The object of the game is to be the first to the finish.

Standards of Learning Objective: VS.9a Reporting Category: Economics

VS.9a The student will demonstrate knowledge of twentieth century Virginia by 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.

Technology Skills: Use a variety of multimedia programs.

Materials: Cause and Effect Activity Sheet Time Line Activity Sheet HyperStudio Computer Program

Procedure: 1. Outline for students the fact that Virginia began as a farming society. After Reconstruction people moved from farms to cities for many reasons. 2. Complete the Cause and Effect Activity Sheet together. You may want to create a transparency similar to this one. Cause Effect

Crop prices low People moved to cities for jobs Old system of farming ineffective Economic opportunities were in cities Technological developments in transportation, roads, railroads, and streetcars

Chesapeake and Ohio Railroads ran Newport News largest shipyard in the from Newport News to South- world western, Virginia coal mines

Southern Railroad ran from Danville to Danville was a large textile center Washington, D. C.

Had a large number of federal jobs Northern Virginia grows

Had a large number of computer jobs Coastal Plain and Northern Virginia region grow

SOL: VS.9a Page 2

3. Discuss the fact that today Virginia has more people providing services than producing goods. Ask the students why that might be?

4. Have students create a map of Virginia on HyperStudio. They should label the five geograhic regions, the major railroads, and large industry centers (Danville: Textiles; Northern Virginia: Technology and Federal Jobs; Southwest Virginia: Coal; Newport News: Shipbuilding).

5. Complete the time line Activity Sheet.

Assessment

Classroom Assessment

Extension Activity

Students can create a commercial for Virginia that highlights the information above.

Web Sites: http://www.virginiastudies.org

Name: ______Date ______

SOL: VS.9a Cause Effect

Name ______Date ______

SOL: VS.9a

Cut out the events at the bottom of the page and paste them in the appropriate chronological order (from earliest to latest) at the top of the page.

Cities grew/Urban society

Civil War

Agricultural/Farming society

People produce more services than goods

Reconstruction

Moved from farms to cities

SOL: VS.9a Assessment Answer Key

Timeline Order from top to bottom

1. Farming Society

2. Civil War

3. Reconstruction

4. Moved from farms to cities

5. Cities grew

6. People produce more services than goods

Standards of Learning Objectives: VS.1b,d,e,g,i Reporting Category: History, Geography VS.9a Reporting Category: Economics

VS.1 The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; d) draw conclusions and make generalizations; e) make connections between past and present; g) interpret ideas and events from different historical perspectives; i) analyze and interpret maps to explain relationships among land forms, water features, climate characteristics, and historical events.

VS.9a The student will demonstrate knowledge of twentieth century Virginia by describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reason people came to Virginia from other states and countries.

Technology Skills:

Use of CDs and Internet sites for search and retrieval of information.

Materials: Virginia maps Venn Diagram sheets Internet Access

Procedure:

1. Have students define the meanings of service industry, agriculture, rural and urban communities. 2. Discuss technological advances in transportation and growth of cities. 3. Discuss federal government jobs and computer technology. 4. Have the students complete Venn diagrams comparing and contrasting service to goods, rural to urban, to agricultural, to technological.

Assessment:

Evaluate Venn diagrams.

Extension Activity:

Students can cut from the newspaper examples of goods and services to make a poster.

Web Sites: http://www.vastudies.org http://teachers.henrico.k12.va.us/hclc/

Standards of Learning Objectives: VS.1a,b,c,d,e,f,g Reporting Category: History VS.9b Reporting Category: History

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

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

Technology Skills:

Use a word processing program to create, name, save, and print documents which include text and graphics.

Materials:

Virginia: The History and Culture of a Commonwealth, Library of Virginia Internet Access The Hornbook of Virginia History, Virginia Historical Society Other materials from the Virginia Historical Society on Civil Rights AppleWorks Word Processing Program

Procedure:

1. If possible, have a Living History Day. Invite grandparents or other adults who experienced desegregation to come share their experiences or recollections of that time period. 2. Share newspaper articles from the time period. 3. Have the students work with a partner to develop an essay. One partner will write an essay convincing other people to support Massive Resistance and the other partner will write to convince others to oppose it. 4. The students will share their essays with their partners and respond to them. 5. If possible, use the essays as the basis for a debate, letting students volunteer so that there are two teams: one for Massive Resistance and one opposing it.

Assessment:

Completion of Essays.

Extension Activity:

Standards of Learning Objectives: VS.1a,d,e,g Reporting Category: History VS.9b Reporting Category: History

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

Technology Skills:

Use CD and online databases for search and retrieval of information. Create a 1-2 page document using word processing skills.

Materials:

Internet Access Virginia Resources Link CD by ABC-CLIO We the People by the Center for Civic Education The Hornbook of Virginia, by Virginia Historical Society The Story of Virginia An American Experience, by Virginia Historical Society

Procedure:

1. Students will work in pairs using the Virginia Resource Link CD to create and save a file including pictures) relating to Massive Resistance and Brown vs. Board of Education. 2. Students will also save into this file any other relevant information found on the Internet. 3. Some key topics include Thurgood Marshall, Harry F. Byrd, Sr., Brown vs. Board of Education, Plessy vs. Ferguson, James Lindsay Almond, “Separate but Equal,” segregation, or desegregation. 4. Students will create a two person dialogue or an interview of a person that has been researched, to show a viewpoint relating to Massive Resistance. 5. Students will use a word processing program to format the interview or conversation.

Assessment: Student pairs will present their interview or dialogue to the class as an oral presentation or play.

Extension Activity: Students can read and research information about Linda Brown, Ruby Bridges, or any other person involved in the Civil Rights Movement in Virginia or in the United States. A short play or reenactment can be created by small groups of students.

Web Sites: http://moton.org/history.html http://www.vastudies.org http://teachers.henrico.k12.va.us/hclc/

VS.9c The student will demonstrate knowledge of twentieth century Virginia by identifying the political, social, and/or economic contributions made by Maggie Lena Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr., and L. Douglas Wilder.

Technology Skills:

Use effective strategies to send and retrieve data on a wide area network (Internet).

Materials:

Virginia Pathways, Video Series Episode 5, Segment 4 Virginia Pathways Notetaking sheet, located in the Virginia Pathways Binder Construction paper Markers Activity Sheet for computer station Internet Access

Procedure:

Day 1

1. Put the four names of the people on the board - Maggie Lena Walker, Harry F. Byrd, Arthur R. Ashe, and L. Douglas Wilder. Explain that these four people helped the growth of Virginia in three areas - Social, Political, and Economic. 2. Give each student the Virginia Pathways Note Sheet for Episode 5, Segment 4. 3. Show the videotape. 4. Discuss the answers. 5. Divide the students into two groups:

Group One: They are to design a poster to teach what they learned from the videotape.

Group Two: Students will complete the Internet Hunt on each person.

Day 2

6. Students will be in groups of four and they will make four footprints, one for each person studied. 7. On the footprints they will write a paragraph describing what their person contributed to society and how they helped Virginia advance into the 20th century. 8. Students can put together a bulletin board titled: “Stepping Into the 20th Century.”

Assessment:

Students will each state how each person contributed to society.

Extension Activity:

Students can make a time line on HyperStudio of one of the four leaders lives.

Web Sites: http://www.cmgww.com/sports/ashe http://rich.frb.org/pubs/cross/maggie_walker http://www.lva.lib.va.us/sb/exhibits/political/politicians.htm

Answer the following questions by using the Internet sites bookmarked on your computer. All questions can be answered after reading the information on your screen.

Maggie Lena Walker - rich.frb.org/pubs/cross/maggie_walker

1. What was one of Maggie Lena Walker’s goals? ______

2. What was one of St. Luke Penny Saving Bank’s goals? ______

3. What is Jackson Ward? Where is it located? ______

4. What did Maggie Lena Walker accomplish in the banking industry? ______

5. According to Maggie Lena Walker, what must women do? ______

6. What did Maggie Lena Walker’s bank give children? ______

Arthur R. Ashe, Jr. - www.cmgww.com/sports/ashe

1. Where did Arthur R. Ashe, Jr. grow up? ______

2. In what area did he receive a scholarship to attend UCLA? ______

3. Why was Arthur R. Ashe, Jr. denied the right to play tennis in the South African Open? ______

4. What change did Arthur R. Ashe, Jr. want to bring? ______

Harry F. Byrd, Sr. - www.lva.lib.va.us/sb/exhibits/political/politicians.htm

1. What two politicial positions did Harry F. Byrd, Sr. hold in Virginia’s government? ______

2. Virginia was attractive to businesses. Which of Harry F. Byrd’s philosophies made this so? ______

3. What did Massive Resistance want to stop in the 1950s and the 1960s? ______

L. Douglas Wilder - www.lva.lib.va.us/sb/exhibits/political/politicians.htm

1. L. Douglas Wilder was the first ______in the United States.

2. What effect did L. Douglas Wilder’s success have on other African Americans? ______

3. What was L. Douglas Wilder’s profession? ______

Technology Skills: Use effective strategies to send and retrieve data on a wide area network (Internet).

Materials: Encyclopedia Computer Program Internet Access Activity Sheet

Procedure: 1. Divide the class into four groups. 2. Assign each group one of the four people covered in this objective. 3. Students are to research their assigned person using the encyclopedia program or the Internet. They should then print any information that they find and go through and highlight important information and facts. 4. The students will then write a short play about their person’s life. They should include made-up characters like maids, gardeners, cooks, and other people who would have been witness to some of the important events in those peoples lives. They should also include some information on the factual peopole and events of those people. However, they can use the other characters to tell those facts in an interesting way. 5. Each student in each group should have a part in their group’s play. 6. Once completed students will practice their play once or twice, depending on the time, and then perform in front of the whole group. (This whole process will take about three 40 min. class periods.)

Assessement: Oral Presentation Activity Sheet

Extension Activity: Students can write a report about the person they were assigned and present their findings to the class.

Name______Date______

SOL: VS.9c Activity Sheet

Directions: Read each question and fill in the blank with the best answer.

1. Do you think that Maggie Lena Walker would have grown up poor if Jim Crow Laws had not prevented her from getting an equal education? ______

______

______2. Do you think that Harry F. Byrd, Sr. would have shut down the public schools in Virginia through Massive Resistance, if the Jim Crow laws had never existed? ______

______

______3. Do you think that Arthur R. Ashe, Jr. benefited from the Civil Rights Act of 1964? Why or why not? ______

______

______4. L. Douglas Wilder lived under the Jim Crow Laws and lived to see them repealed. Explain what opportunities opened up to him after the Jim Crow Laws were repealed. ______

______

SOL: VS.9c Activity Sheet Page 2

5. Explain some of the hardships African Americans faced because of the Jim Crow Laws. ______

______6. What is Massive Resistance? ______7. What is “Pay As You Go?” Did this benefit our state? If so, does it still benefit our state? ______

______8. How did Harry F. Byrd, Sr. raise money to build roads and highways in Virginia? ______

______9. Did Maggie Lena Walker face any hardships because she was a woman? If so what what were some of them? ______

______10. Why were things more difficult before 1920 for women? ______11. How did things change for women after 1920? ______12. Do you think having the right to vote can improve someone’s life? Why or why not? ______

______13. Did life get better for African Americans in the South after they could vote and didn’t have to worry about the Jim Crow Laws preventing them from voting? Why or why not? ______

______

SOL: VS.9c Activity Sheet Answer Key

Fill in the Blank

1. If she had all the same opportunities, she most likely wouldn’t have been as poor as she was during her childhood. 2. He would have had no need to shut the schools down. African Americans would have already had an equal education and opportunities. 3. Yes, it gave him rights he was previously denied. 4. He became a state Senator and later Governor of Virginia. This was impossible under the old Jim Crow Laws. African-Americans were kept from voting. 5. Low paying jobs, lack of education, etc. 6. To resist as a large group 7. To only build things that a state has the funds for and not to borrow any money to complete projects. You build with what money you have and stop. Start again when you have more money. 8. He put a tax on gasoline. 9. Yes, she was treated like a second class citizen. She, like all other women of her generation, could not vote. 10. They couldn’t vote and laws favored men. 11. They could vote and vote for people who could help change laws to help women. 12. Yes, women then have a voice in the government. 13. Yes, however, they still were impoverished and needed to overcome that obstacle and racial prejudices that kept them from gaining better employment.

Standards of Learning Objective: VS.9c Reporting Category: History

Technology: Use effective strategies to send and retrieve data on a wide area network (Internet).

Materials: Encyclopedia Computer Program or Internet Access 1/2 of a white poster board Markers Crayons Activity Sheet

Procedure: 1. Divide the class into four groups. 2. Assign each group one of the four people covered in this objective. 3. Students are to research their assigned person using the encyclopedia program and the Internet. They should print any information that they find. They should then go through and highlight important facts and events in that person’s life. 4. Students are to make a game board about their person’s life. The game should be able to be played by their classmates and must be able to have a winner. They should include the ups and downs of that person’s life and paying careful attention to the important role they played in our state and nation. They should also make a written list of game rules. 5. When the students have finished making their game they should play it through about twice in their groups. This is to make sure it can be won. 6. Once they work out all the obstacles, all groups will present them to the class and go over the rules. 7. Then, all the other groups will pass around their games for the other groups to play. 8. When students have completed this activity, they will then complete the Activity Sheet.

Assessment: Completion of game board.

Extension Activity: Students can develop a report on the person they were assigned in their groups.

Name______Date______

SOL: VS.9c

Directions: Based on your research, match each person with his or her accomplishments.

a. Maggie Lena Walker 1. ______U.S. Senator frrom Virginia, Governor of Virginia in 1925, known for “Pay As You Go” and led a Massive b. L. Douglas Wilder Resistance movement to stop integration of public schools. 2. ______First African American winner of a major men’s tennis singles c. Arthur R. Ashe, Jr. championship. 3. ______First African American State Senator since Reconstruction. d. Harry F. Byrd, Sr. In 1990, became the first African-American Governor in the United States. 4. ______In 1903 founded the “Saint Luke Penny Savings Bank” and became the first African American Woman Bank President in the United States.

Directions: Mark “T” for True and “F” for False.

5. ____ Maggie Lena Walker was born in 1967. 6. ____ Harry F. Byrd, Sr. died in 1966. 7. ____ Arthur Ashe was also an author. 8. ____ L. Douglas Wilder was the grandson of slaves. 9. ____ L. Douglas Wilder was born a slave. 10. ____ L. Douglas Wilder was named after Frederick Douglass, the abolitionist. 11. ____ Arthur R. Ashe, Jr. was the first African American winner of major men’s tennis singles championship. 12. ____ Arthur R. Ashe, Jr. spoke out for social change and civil rights. 13. ____ Harry F. Byrd, Sr. favored integration of Virginia Public Schools. 14. ____ Harry F. Byrd, Sr. was Governor of Virginia in 1990. 15. ____ Harry F. Byrd, Sr. did not believe in going into debt to finance public projects, such as transportation. 16. ____ Maggie Lena Walker was the first African American Bank President in the United States. 17. ____ L. Douglas Wilder was the first African American State Senator since Reconstruction. 18. ____ L. Douglas Wilder was the first African American Governor in the United States. 19. ____ Harry F. Byrd, Sr. led a Massive Resistance Movement against the integration of public schools in Virginia. 20. ____ L. Douglas Wilder served as Governor of Virginia for 10 years. 21. ____ Harry F. Byrd, Sr. started “Pay As You Go” to keep Virginia out of debt. 22. ____ L. Douglas Wilder served in the General Assembly for 10 years.

Matching and True or False

1. D 2. C 3. B 4. A 5. F 6. T 7. T 8. T 9. F 10. T 11. F 12. T 13. F 14. F 15. T 16. T 17. T 18. T 19. T 20. F 21. T 22. T

Standards of Learning Objective: VS.10a Reporting Category: Civics

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

Technology Skills:

Use effective strategies to send and retrieve data on a wide area network (Internet).

Materials:

Activity Sheets Charades Cards cut out and laminated for reuse Internet Access

Procedure:

1. Have students use the Internet to complete the Activity Sheet. 2. Go over the answers to the Activity Sheet. 3. Use the Charades Cards to play charade. Have students guess what the card says and what branch of government that duty falls under. 4. Give students additional Activity Sheets.

Assessment:

Completion of the Activity Sheets.

Extension Activity: http://teachers.henrico.k12.va.us/hclc/

Name ______Date ______

SOL: VS.10a Activity Sheet

There are three branches of Virginia Government. Use the internet to answer the following questions about each branch.

The Legislative Branch is the General Assembly who makes the laws. The General Assembly has two parts the Senate and the House of Delegates. Go to the site http://www.legis.state.va.us to answer the following questions.

Senate Click on Who’s My Legislator to help you answer the following.

1. What district do you live in? ______

2. Who is your Senator? ______

3. How many Senators are there? ______

House of Delegates 1. What district do you live in? ______

2. Who is your Delegate? ______

3. How many Delegates are there? ______

How a Bill Becomes a Law Click on the link Citizens Guide. Read and list the steps for how a Bill becomes a law.

1. ______

2. ______

3. ______

SOL: VS.10a Page 2

4. ______

5. ______

6. ______

7. ______

8. ______

The second branch in the Virginia State Government is the Executive Branch,which carries out the laws. The Governor is the head of the Executive Branch. The Executive Branch also includes: Lieutenant Governor, Attorney General, and Secretaries of Agriculture, Education, Commerce and Trade, Finance, Health and Human Services, Natural Resources, Public Safety, Transportation, and Technology. Use the website http://www.governor.state.va.us/home.html to answer the following questions.

1. Who is the current governor? ______

Click on Press and Policy. Read the Governor’s Public Schedule.

2. What is a week in the life of the governor like? ______

______

SOL: VS.10a Page 3

Go back to Week in Review. Pick two of the issues. Read about them and briefly explain.

1. ______

______

2. ______

______

The Judicial Branch is the third branch of government. The Judicial Branch enforces the laws. The Supreme Court of Virginia is the highest court in the state government. Go to http://www.courts.state.va.us/scv/home.html to answer the following questions.

1. How many justices are on the Supreme Court of Virginia? ______

2. How long do they serve on the court? ______

3. What is their function? ______

4. How long is each session? ______

5. Is the court in session today? ______

SOL: VS.10a

Charades Cards Cut out the following strips and distribute to students. Have students play charades with the following duties. Not only must they determine what the person is doing, but also what branch of government that duty falls under. Head of State

Chief Executive Officer

Signs bills into laws

Vetoes bills

State police

Virginia military

Prepares budget

Makes laws

Proposes bills

SOL: VS.10a

Votes on bills

Sets taxes

Decides court cases

Decides if a law agrees with Virginia’s Constitution

Makes sure a person’s basic rights are not taken away

Enforces the law

Name ______Date ______

SOL: VS.10a Activity Sheet

Match the branch of government to its function.

_____ 1. Executive Branch a. enforce the laws

_____ 2. Legislative Branch b. carry out the laws

_____ 3. Judicial Branch c. make the laws

Fill in the blanks.

4. The ______is the head of the Executive Branch. Our current

governor is ______.

5. The two parts of the Legislative Branch are ______

and ______.

6. The Virginia ______Court is the highest court in the state.

Answer the following questions. Your answer choices are Executive, Legislative, and Judicial.

7. Which branch makes sure that a person’s basic rights are not taken away? ______

8. Which branch sets taxes? ______

9. Which branch signs bills into laws? ______

10. Which branch includes the state police? ______

11. Which branch decides court cases? ______

SOL: VS.10a Answer Key

1. b

2. c

3. a

4. Governor, name of current governor

5. House of Delegates, Senate

6. Supreme

7. Judicial

8. Legislative

9. Executive

10. Executive

11. Judicial

Standards of Learning Objectives: VS.1d Reporting Category: History VS.10a Reporting Category: Civics

VS.1d The student will develop skills for historical and geographical analysis including the ability to draw conclusions and make generalizations.

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

Technology Skills: Using the Internet, students will search bookmarked web sites to find additional information about Virginia’s government.

Materials: Apple Works Word Processing Virginia Pathways, Videotape Series, PBS - Episode 3, Virginia’s Government Activity Sheets from Virginia Pathways Binder Internet Access

Procedure: 1. Students will fill out the KWL sheets before viewing the videotape. 2. Teacher will play video on Virginia’s Government, Episode 3. 3. Students will complete the Note Taking Activity Sheets. 4. Students will visit web sites to get additional information. 5. Students can write a letter to the Chamber of Commerce requesting additional information.

Assessment: Evaluate using the Activity Sheets.

Extension Activity: Have students bring in a current event which deals with local, state, or national government. Have students summarize and present before the class. Display on a bulletin board.

Web Sites: http://www.vastudies.org http://teachers.henrico.k12.va.us/hclc/

Standards of Learning Objectives: VS.1a,e,g Reporting Category: History VS.10b Reporting Category: Geography

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

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

Technology Skills:

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

Materials:

AppleWorks Word Processing System Internet Access World Book CD Posterboard

Procedure:

Students will conduct research on one of the five geographic regions of Virginia, including highlighting that region on a map, indicating the products and the industries of an area, and displaying the information on a large flip chart.

1. Assign 4-5 students to a group. 2. Arrange with the media specialist for them to visit the school library to conduct research on their geographic region. Develop a graphic organizer for the needed information. 3. When research is completed, the students will type the necessary information to be displayed on a flip chart. 4. Each group will be given four pieces of paper: cut 1 inch off the first piece, 1.5 inches off the second piece, and 2 inches off the third sheet. The fourth sheet will not be cut.

SOL: VS.10b Page 2

5. Each group will be given a copy of a large map of Virginia. They will label and shade the particular region that they are assigned. 6. Each group will be in charge of attractively displaying the information they researched: products, industries, and other information, such as landforms, natural resources, and historical points of interest.

Assessment:

Finished product Written assessment by teacher of material learned on all five geographic regions of Virginia

Extension:

Have the students make a small flip chart of each region. This can be attached to a large piece of poster board with five small sections. As each group presents their region to the class, the students can take notes for the other regions. This would be a great tool for reviewing later in the year.

Standards of Learning Objectives: VS.1d,e,i Reporting Category: History VS.10b Reporting Category: Geography

VS.1 The student will develop skills for historical and geographical analysis including the ability to d) draw conclusions and make generalizations; e) make connections between the past and present; i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

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

Technology Skills:

Use CDs and online databases to search and retrieve information. Use bookmarked Internet sites.

Materials:

USA Geograph, Grolier’s Multimedia Encyclopedia CD Map of Virginia, 2001 Virginia Foundation for Agriculture in the Classroom Scissors, crayons, paste An Atlas of Virginia CD and Student Booklets, Virginia Geographic Alliance

Procedure:

1. Virginia can be divided into five geographic regions. - Coastal Plain (Tidewater)-flat land , Chesapeake Bay, James River, York River, Rappahannock River, Potomac River, fish, clams, oysters, and crabs. - Piedmont-rolling hills, rapids, Fall Line, tobacco, and cotton farms - Blue Ridge Mountains- old rounded mountains - Valley and Ridge- valleys, caverns, Shenandoah River - Appalachian Plateau- plateau, coal deposits

2. Use a map of Virginia and have the students color, cut, and paste correct symbols for the products, industries, natural resources, and physical characteristics on the map by region.

SOL: VS.10b Page 2

Assessment:

Evaluate student maps.

Extension Activity:

Create recreational brochures that show the five geographic regions of Virginia. Include sites that visitors may wish to visit or see because of the physical characteristics of the five geographic regions.

Web Sites: http;//www.pen.k12.va.us/VDOE/Instructional/sol.html http://wm.edu/CAS/Geology/virginia/index.html http://www.EnchantedLearning.com

Standards of Learning Objective: VS.10c Reporting Category: Economics

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

Technology Skills:

Use effective strategies to send and retrieve data on a wide area network (Internet).

Materials:

Internet Access Large floor rug size bulletin board paper Crayons Markers Maps of Virginia An Atlas of Virginia CD and Student Booklets, Virginia Geographic Alliance

Procedure:

1. Divide the class into four or five groups. 2. Students are to find several current maps of Virginia that include: railroads, highways, interstates, airports, products, industries, rivers, mountains, cities, and tourist attractions. 3. Once students have located the maps and printed them out, they should then begin drawing an outline of Virginia on large paper. 4. Once this is accomplished, the students should begin to place all of the required symbols on their respective maps (draw and then color the maps) and create a map legend. 5. Once the student’s maps have been completed, the teacher should laminate them so that the students can write on and then wipe off the maps (if you do not have a laminator, the students may use yarn). 6. The students can then trace a products path from start to finish. Example: fish from the oceans to processing plants and then to stores and the routes they take getting there. They should also indicate all of the communication tools used to start and complete that process. (The teacher may have to prompt the students in this area).

SOL: VS.10c ©June, 2002 Henrico County Public Schools - Social Studies - Grade 5 (A note of appreciation to the fifth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 5 Social Studies: Virginia Studies (1781-Present) Page 2

7. The students should use index cards to take notes of all the jobs each product provides along the way, including the use of jobs for maintaining and building roads, operating and building communication devices, and all the stops needed for gas, lodging, and food along the way (if they apply). 8. Once the students complete one product, they can wipe off the maps and try another product. The students will quickly begin to see how many industries are dependent on each other and how vital our transportation routes are to the continued success of our state’s economy. 9. The teacher should make a point that in the last 20 years, communication advances have greatly increased our production abilities and computers have made many jobs quicker and easier. Much like the railroad, hard surface roads made transporting goods to the western part of the state easier and more profitable.

Assessment:

Complete Activity Sheet

Extension Activity:

Students can make cut outs of all the continents. They can place the continents in their correct placement with the map of Virginia. They can then use yarn to trace the routes of products exported and imported to Virginia.

Standards of Learning Objective: VS.10c Reporting Category: Economics ©June, 2002 Henrico County Public Schools - Social Studies - Grade 5 (A note of appreciation to the fifth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 5 Social Studies: Virginia Studies (1781-Present)

Technology Skills:

Participate in database sorting activities. Use effective strategies to send and retrieve data on a wide area network (Internet.)

Materials:

Chart paper Photographs of different workers in Virginia Copy of the classified job ads Activity Sheet

Procedure:

Day 1 1. Discuss with the students the main types of jobs in Virginia. Make a web on chart paper for students to copy with the following headings: Agriculture, Transportation, Technology, and Communications. 2. Have the students come up with their own list of jobs under each heading then share ideas as a class. 3. Tell the students that all of these jobs can be put into three categories - Service, Manufacturing, and Agriculture. See if they can determine how they would put the three into a pie graph.

Day 2 1. Show the students examples of “Help Wanted” advertisements. 2. Have the students write a job want ad for one of the jobs listed on the web. Advertisement must include a job name, description of the job, qualifications needed, a persuasive statement, statement how job helps the economy, and contact information. 3. Each student will enter their information onto one database - 5 fields per entry.

SOL: VS10c

4. Print out entire database (one per student) and present it to students as the classified page in the newspaper. 5. Each child will choose one ad to respond to and state why they are interested in the job and why they are qualified for the job.

Assessment:

Evaluate the advertisements

Extension Activity:

Students will plot on a map of Virginia where each of these jobs would be located.

Web Sites: http://teachers.henrico.k12.va.us/hclc/ http://www.vastudies.org

SOL:VS.10c Activity Sheet ©June, 2002 Henrico County Public Schools - Social Studies - Grade 5 (A note of appreciation to the fifth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.) Henrico County Public Schools: Toolbox for Instruction Grade 5 Social Studies: Virginia Studies (1781-Present)

Help Wanted

Job name:

Description of Job (What the applicant will be doing?)

Qualifications needed (Things that the applicant needs to know how to do.)

Persuasive Perk (Why should someone apply for the job?)

How this job will help the economy of Virginia?

Contact Information:

Standards of Learning Objective: VS.10c Reporting Category: Economics

Technology Skills:

Students are to locate clip art for time line.

Materials:

Internet Computer Clip Art Clothes Pins Crayons Various colors of construction paper String Encyclopedia Textbooks

Procedure:

1. The teacher will divide the class into three goups. 2. Each group will be assigned a different time line. a. Transportation (1781-2001) b. Important Inventions (1781-2001) c. Jobs and Industries (1781-2001) 3. Once the students know their time line, they are required to split up and research their respective topics (about 20 events). 4. Students will need 1-2 days of research time. 5. When the research is complete, the students should list their events in sequential order with dates and submit the list to the teacher for approval. 6. When the teacher has approved the time line, the students may start drawing (white paper only). At this time they can also use the computer to locate pictures that correspond to their event. If the drawing is completed, all students in the group should play an active roll. Both drawing and using the computer should be equally encouraged. For 25% of the dates, students should write the word without a picture (Some dates will be difficult to find or illustrate).

SOL: VS.10c Page 2

7. Students should color their pictures if needed. 8. The teacher will then tie a piece of string across a room or onto two chairs. This will create a clothesline. 9. The students are to assemble their time line using the clothespins. They will then explain why they chose the events they did, pointing out their importance to our economy. 10. The teacher will then take colored construction paper and cover up some events in order to see how one could not have happened without the other. 11. Each group will then use the same clothespins and clothesline and repeat the process.

Assessments:

The students will complete the activity sheet.

Extension Activity:

The students can mix up the cards and let the students put each time line in sequential order. To make this more difficult you could cover up the dates and see if they know or remember the order.

SOL: VS.10c

Name ______Date ______

Drawing Conclusions and Making Generalizations

Directions: Read each question and fill in the blank with the correct answer.

1. What would have happened if the railroad had not been invented? ______

2. How could the high price of gasoline affect the price of fish in suppermarkets in western Virginia? ______

3. If we didn’t export products to other states and around the world, would the industries make much of a profit? Why or why not? ______

4. Why are our highways important to Virginia industries? ______

5. Why is tourism such a large part of Virginia’s economy? ______

6. Transporting goods in an airplane is generally more expensive. However, it is an important means of transporting goods. What is the advantage of this form of transportation versus transporting goods using trucks or railroads? ______

SOL: VS.10c Page 2

7. Why do most products leave factories on freight trains to distribution and packing centers, but trucks take the finished packaged product to retail stores? ______

8. If we have such a large interstate road system, why do we still need trains? ______

9. Why do we still ship most of our products overseas, why don’t we justify those goods to overseas countries? ______

©June, 2002 Henrico County Public Schools - Social Studies - Grade 5 (A note of appreciation to the fifth grade teachers submitting activities for this Toolbox. Thank you for your time and effort.)