SOL:
SOL: VS.2a The student will demonstrate knowledge of the geography and early inhabitants of Virginia by
a) locating Virginia and its bordering states on maps of the United States
Pacing/Duration: Week 1 First Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Give outline map of Virginia and bordering states. Students identify: |Outline maps |
|Describe the relative location of Virginia on a map |Atlantic Ocean |Virginia map showing border states |
|Locate and identify large bodies of water in Virginia. |Chesapeake Bay |Construction paper |
|Locate and identify the bordering states of Virginia |Maryland |Laminating film |
|Define relative location |West Virginia |Templates for Virginia and bordering |
| |Kentucky |states |
| |Tennessee |Horizons text book |
| |North Carolina |SOL Power Point CD |
| |Write a paragraph describing Virginia’s relative location using next to, near, and | |
| |bordering | |
| |Use interactive note taking strategies to understand/recall essential knowledge | |
| |Create Virginia State/Bordering state puzzles to put together and use as review | |
| |Read aloud | |
| |Color code text in notes and maps | |
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SOL: VS.2b,c The student will demonstrate knowledge of the geography and early inhabitants of Virginia by
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau.
c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, Lake Drummond, and the Dismal Swamp).
Pacing/Duration: Week 2 First Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |On an outline map label the Fall Line, Coastal Plain, Piedmont, Blue Ridge, Valley and |Outline maps |
|Identify and locate the five geographic regions of Virginia |Ridge, Appalachian Plateau, Atlantic Ocean, Chesapeake Bay, James River, York River, |Horizons text |
|Describe how these regions differ |Potomac River, and Rappahannock. Rivers |Materials for salt dough maps |
|Explain the importance of water features to early Virginia |Use interactive notetaking to understand and recall essential knowledge and vocabulary |Zip around cards from Enhanced Scope |
|history and its settlement |Create salt dough map of Virginia regions and important water features |and Sequence |
|Define and locate peninsulas in Virginia, specifically the |Play zip around with cards from Enhanced Scope and Sequence |SOL Power Point CD |
|Eastern Shore area |Use all essential knowledge provided in VS.2b,c from the Curriculum Framework | |
|Define Fall Line, Piedmont , plateau, peninsula |Create a travel brochure for Virginia | |
|Describe the location of the Fall Line |Plan a trip through the state of Virginia | |
|Locate four rivers, Atlantic Ocean, and Chesapeake Bay |Develop mnemonics to help build understanding of vocabulary terms | |
|Name an important city located along each river | | |
|Locate and describe Lake Drummond and the Dismal Swamp | | |
|Recognize that George Washington explored and surveyed the Dismal| | |
|Swamp | | |
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SOL: VS.2d,e The student will demonstrate knowledge of the geography and early inhabitants of Virginia by
d) locating three American Indian (First American) language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of
Virginia.
e) describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and
shelter.
Pacing/Duration: Week 3 First Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Compare/Contrast old world map to modern map to see why Christopher Columbus mistakenly |Maps – outline |
|Explain why the Americans Indians (First Americans) are called |used the term “Indians” |Library resources |
|“Indians” |Students experience artifacts (reproductions, arrowheads, pottery, tools’) then use |Project materials |
|Analyze evidence/artifacts of Americans Indians (First Americans)|graphic organizer to write about what they think object is/what it actually was |Three colors of regular paper for |
|throughout Virginia |Using outline map, students locate/identify the three major language groups |foldable research |
|Identify and locate the three major Americans Indians (First |Play match game to relate seasons to adaptations |Artifacts |
|Americans) language groups in Virginia |Make foldable organizer to write about how the language groups adapted to their |Old world maps |
|Summarize the characteristics of Virginia’s climate |environment |SOL Power Point CD |
|Describe how Americans Indians (First Americans) adapted to the |Research project about one of the Indian groups |CD about foldables |
|climate and environment of Virginia during each of the four |Interactive notebook to know and recall essential knowledge |Matusevich pictures |
|seasons |Research project – make a model of a Language-Group village |. |
|Explain why Virginia’s Americans Indians (First Americans) are | |vt.edu/melissa/ |
|referred to as Eastern Woodland Indians | |posters/posterset. |
|Explain how Virginia’s Americans Indians (First Americans) | |Html |
|provided clothing and shelter | |United Streaming |
SOL: VS.2f,g The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by
f) describing how archaeologists have recovered new material evidence through sites including Werowocomoco and Jamestown.
g) identifying and locating the current state-recognized tribes.
Pacing/Duration: Week 4 First Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Locate Werowocomoco and Jamestown on a map. Determine the distance between the two |Maps – outline |
|Describe how archaeologists have recovered new material evidence |locations. |Library resources |
|through sites including Werowocomoco and Jamestown |Students experience artifacts (reproductions, arrowheads, pottery, tools’) then use |Project materials |
|Explain the significance of artifacts recovered at Werowocomoco |graphic organizer to write about what they think object is/what it actually was |Artifacts |
|Understand the link between Jamestown and Werewocomoco |Use clay and model artifacts to create your own archaeological dig. |Old world maps |
|Identify Werewocomoco as the headquarters for Chief Powhatan in |Use media resources to visit the actual dig site |United Streaming |
|1607 |Locate the tribes on a map | |
|Understand that American Indians have lived in Virginia for |Research the eight state-recognized tribes to compare /contrast them. | |
|thousands of years | | |
|Identify and locate the eight state-recognized tribes in Virginia| | |
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SOL: VS.3a,b The student will demonstrate knowledge of the first permanent English settlement in America by
a) explaining the reasons for English colonization.
b) describing how geography influenced the decision to settle at Jamestown.
Pacing/Duration: Week 5 First Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Interactive note taking strategies to know and recall essential knowledge |Pictures of charter |
|Explain the reasons for English colonization |Interactive Jamestown website allows students to make decisions on survival |Outline maps |
|Explain why Jamestown was an important settlement in America | |Props or signs for role play |
|Locate and determine reasons for settling the Jamestown site |com/kids.cfm |List of important events |
|Explain the importance of the Charters and the Virginia Company | |SOL Power Point CD |
|of London |jamestown/ |United Streaming |
|State when Jamestown was settled |Role play/Readers Theatre | |
|Discuss stockholders and economic venture |Map/Draw where Jamestown is located on a map | |
|Define raw materials and markets |Journal writing | |
|Explain the difference in location of Jamestown in 1607 and today|Look at primary source documents (charters) | |
| |Start class timeline of important events | |
| |Fieldtrip to Jamestown | |
| |Jamestown Outreach | |
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| |Create your own charter | |
| |Research and construct replica of Jamestown fort | |
SOL: VS.3c,d The student will demonstrate knowledge of the first permanent English settlement in America by
c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement.
d) identifying the importance of the General Assembly (1619) as the first representative legislative body in English America.
Pacing/Duration: Week 6 First Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Use graphic organizers to identify the divisions of Virginia government and explain the |Horizons textbook, pps. 66 – 67 |
|Identify the importance of the VA charters and who granted them |importance and make-up of each |SOL Power Point CD |
|Describe the system of government in Virginia from 1619 through |Role playing |United Streaming |
|today |Use class timeline to sequence important events | |
|Identify the House of Burgesses and explain its importance |Use interactive note taking to know and recall essential questions | |
|Identify important events of 1619 |Jamestown Outreach | |
|Define burgesses | | |
|Explain who held citizenship in the Virginia colony |Write brief newspaper accounts of First Virginia Assembly events | |
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SOL: VS.3e,f,g The student will demonstrate knowledge of the first permanent English settlement in America by
e) identifying the importance of the arrival of Africans and women to the Jamestown settlement.
f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival.
g) describing the interactions between the English settlers and the native peoples including the contributions of Powhatan to the survival of the settlers.
Pacing/Duration: Week 7 First Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Class Timeline of important events |Picture or actual tobacco leaf |
|Analyze the impact of the arrival of women and Africans to the |Journal from alternate viewpoint (woman or African) coming to Jamestown |World map outline |
|Jamestown settlement |Use interactive notetaking to know and recall essential knowledge |SOL Power Point CD |
|Identify the effects of agriculture on the Virginia colony |Show video-clip of how slaves were brought over on ships |United Streaming |
|State the year women arrived in Jamestown |Map routes taken from Europe and Africa to Jamestown |Dear America Series – The Starving |
|Define indentured servant, cash crop, and slavery |Design a plantation |Time |
|Describe the hardships faced by the settlers |Trading activity to understand the challenges of trade without communication skills | |
|Describe the events that led to the survival of the colony |Read Slave Dancer | |
|Describe Powhatans contributions to the survival of the settlers |Compare/contrast viewpoint(s) of plantation owner versus slave, role play | |
|Analyze how and why relationships between the settlers and | | |
|Powhatans changed | | |
|Identify Captain John Smith, Pocahontas, and Powhatan people | | |
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SOL: VS.4a The student will demonstrate knowledge of life in the Virginia colony by
a) explaining the importance of agriculture and its influence on the institution of slavery.
Pacing/Duration: Week 8 (Week 9, Review and Assess) First Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Class Timeline of important events |Picture or actual tobacco leaf |
|Describe the relationship between the tobacco crops and the |Journal from alternate viewpoint (woman or African) coming to Jamestown |World map outline |
|dependence on slavery |Use interactive notetaking to know and recall essential knowledge |SOL Power Point CD |
|Identify the effects of agriculture on the Virginia colony |Role playing |United Streaming |
|Recognize that the success of tobacco as a cash crop encouraged |Show video-clip of how slaves were brought over on ships | |
|slavery in Virginia colony |Map routes taken from Europe and Africa to Jamestown | |
|Define indentured servant, cash crop, and slavery | | |
|Name the most profitable crop in the Virginia colony | | |
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SOL: VS.4b The student will demonstrate knowledge of life in the Virginia colony by
b) describing how European (English, Scotch-Irish, German) immigrants, Africans, and American Indians (First Americans) influenced the cultural landscape and changed the relationship between the Virginia colony and England.
Pacing/Duration: Week 1 Second Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Students choose a culture to research (on their own) and make a poster |Websites |
|Recognize that cultural landscapes reflect beliefs, customs, and |Web quest or research, using graphics organizer to find influences of different cultures |Research materials |
|architecture of people living in an area |on place names, barns, homes, churches, food, others |Poster board or construction paper |
|State examples/ recognize examples of cultural landscape |Using a Virginia map, label where groups settled and their migration route(s) |Cultural outline map |
|Identify specific examples of how place names reflect culture |Interactive notetaking |SOL Power Point CD |
|Locate on a map of Virginia where various cultural groups settled|Timeline | |
|Evaluate the change over time from English to Virginia culture |Fieldtrip to Frontier Culture Museum (Staunton, Virginia) or a guest speaker from the | |
|Name the three major cultural influences in early Virginia |museum | |
| |PowerPoint presentation about cultural groups and their influence on landscapes | |
SOL: VS.4c The student will demonstrate knowledge of life in the Virginia colony by
c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond.
Pacing/Duration: Week 2 Second Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Interactive note taking |Map outline |
|Explain how geographical and other factors influenced the |Class timeline |Construction paper |
|movement of Virginia’s capital from one site to another |Web factors for each capital site |Venn Diagram |
|Sequence in order the location sites of Virginia’s capital |Make brochure for capital locations to encourage movement to that area |SOL Power Point CD |
| |Map chart of movement of the capitals | |
| |Flow chart of movement of the capitals | |
| |T-chart with reasons for moving from Jamestown to Williamsburg and later from | |
| |Williamsburg to Richmond | |
| |Venn diagram comparing and contrasting the three locations of the Virginia capital | |
| |Build models of the 3 capitals, highlighting their advantages | |
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SOL: VS.4d The student will demonstrate knowledge of life in the Virginia colony by
d) describing how money, barter, and credit were used.
e) describing everyday life in colonial Virginia.
Pacing/Duration: Week 3 Second Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Trading game using popsicle (craft) sticks |Venn diagram or graphic organizer |
|Describe the forms of exchange used in the Virginia colony|Role-Playing |Vocabulary cards |
|Define barter, money, credit, debt, and saving |Interactive notetaking |Zip around cards |
|Explain how farmers in early Virginia used credit |Class timeline |SOL Power Point CD |
|Describe how tobacco was used as money in early Virginia |Venn diagram to compare/contrast having banks versus not having banks |“Life at Jamestown.” Jamestown-Yorktown Foundation. |
|Recognize that colonial Virginia had no banks |Draw pictures to illustrate vocabulary terms |
|Understand that different resources were used to produce |Zip around game from Enhanced Scope and Sequence |df |
|the goods and services that people needed |Create classroom saving, credit, and debt simulations | |
|Describe the differences between whites, enslaved African |Write a skit about forms of exchange | |
|Americans, and free African Americans with regard to |Role-Play made-up scenes of daily life | |
|everyday living |Interactive notetaking | |
|Explain how the resources influenced the food, housing, |Venn diagram to compare/contrast the similarities and differences between | |
|and clothing of the people in colonial Virginia |whites, enslaved Africans, and free Africans | |
| |Draw pictures to illustrate the food, clothing, and housing options | |
SOL: VS.5a The student will demonstrate knowledge of the role of Virginia in the American Revolution by
a) identifying the reasons why the colonies went to war with Great Britain as expressed in the Declaration of Independence.
Pacing/Duration: Week 4 Second Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Use interactive notetaking strategies to understand/recall the essential knowledge |Maps of 13 colonies |
|Identify the reasons, as expressed in the Declaration of |Using primary sources, students work in small groups to write the offenses against King |Declaration of Independence |
|Independence, why the colonies went to war with Great Britain |George into their own words |Horizons textbook |
|Compare the English and colonial views about the governing of the|Create a foldable of the Declaration of Independence |Pictures of unit content |
|colonies |Role plays – parts of patriots, King George, Thomas Jefferson, etc. |CD about foldables |
|Name the major author of the Declaration of Independence |T-chart to compare the English and colonial views about governing the colonies |SOL Power Point CD |
|Identify the source of governing power as expressed in the |Teacher led discussion of the rights to life, liberty, and pursuit of happiness |United Streaming |
|Declaration of Independence |Research the Declaration of Independence and write a document for the school or community| |
|State the rights of people as expressed in the Declaration of | | |
|Independence |Draw pictures of the reasons for war with England. Place events on a cube or timeline | |
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SOL: VS.5b,c The student will demonstrate knowledge of the role of Virginia in the American Revolution by
b) identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry, and James Lafayette.
c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.
Pacing/Duration: Week 5 and 6 Second Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Use interactive note taking strategies to understand/recall the essential knowledge |George Washington’s Socks |
|Identify the roles of Virginians in the Revolutionary War era |Life in a Box – primary source activity from the Library of Congress website |Horizons textbook |
|emphasizing George Washington, Thomas Jefferson, Patrick Henry, |Create foldables of the characters and issues |Life in a Box |
|and James Armistead Lafayette |Graphic organizer or chart/table to differentiate between loyalists, patriots, and |primarysource |
|Distinguish between patriots, loyalists, and neutrals |neutrals | |
|Explain why African Americans were divided about the war |Diary/journal entries about the era |CD about foldables |
|Describe the roles of women in the war |Fieldtrip to Yorktown |SOL Power Point CD |
|Identify the famous quote by Patrick Henry |Timeline of Revolutionary War events |United Streaming |
|Explain the importance of the Battle of Great Bridge |Hands on artifacts/pictures of the war | |
|Identify Jack Jouett and his role in the Revolutionary War |Role play Patrick Henry’s speech | |
|Identify the importance of the American victory at Yorktown |Divide class into three groups, loyalists, neutrals, patriots, to create a poster/collage| |
|Explain the various roles played by whites, enslaved and free |of their position of the war | |
|African Americans, and American Indians during the war | | |
SOL: VS.6a,b The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by
a) explaining why George Washington is called the “Father of Our Country” and James Madison is called the “Father of the Constitution.”
b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom.
Pacing/Duration: Week 7 Second Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Make study guide foldables about George Washington and James Madison |CD about foldables |
|Explain why George Washington is known as the “Father of Our |View videos about George Washington and James Madison |Videos of famous patriots |
|Country” |Show teacher-made power point of essential knowledge with pictures |Horizons text book |
|Explain why James Madison is known as the “Father of the |Use children’s literature that reinforces traits of George Washington and James Madison |Constitution of the United States |
|Constitution” |Create study guide foldables of the Virginia Declaration of Rights |harcourt |
|Define a constitution |Create study guide foldables of the Virginia Statute for Religious Freedom |primary sources |
|Identify George Mason as author of the Virginia Declaration of |Venn diagram to compare/contrast the Virginia documents to the national documents |Enhanced Scope and Sequence |
|Rights and Thomas Jefferson as author of the Virginia Statute for|Play Match-up game from the Enhanced Scope and Sequence |SOL Power Point CD |
|Religious Freedom |Teacher-made Power Point of the essential knowledge with pictures |United Streaming |
|Analyze the ideas of George Mason and Thomas Jefferson as |Role play patriots, reenacting events for a “Who Am I” game | |
|expressed in the Virginia Declaration of Rights and the Virginia | | |
|Statute for Religious Freedom | | |
|Identify the Bill of Rights and explain its importance | | |
|Identify the First Amendment to the Constitution of the United | | |
|States | | |
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SOL: VS.6c The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by
c) explaining the influence of geography on the migration of Virginians into western territories.
Pacing/Duration: Week 8 (Week 9, Review and Assess) Second Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Map the migration route through the Cumberland Gap and across the Appalachian Mountains |CD about foldables |
|Explain why Virginians migrated west and south after the American|Create study guide foldables of the migration |Virginia maps |
|Revolution |Teacher-made Power Point of the essential knowledge with pictures |Horizons text book desk maps |
|Analyze the geographic factors that influenced the westward and |Create a Regions of Virginia cookbook |Enhanced Scope and Sequence |
|southward movement of Virginians |Write a diary entry about traveling westward or southward from Virginia |SOL Power Point CD |
|Locate and identify the Cumberland Gap |Write a letter home about the journey westward | |
|Describe what Virginians took with them as they moved westward |Research and report on agricultural changes and new technologies in each region of | |
|and southward |Virginia | |
| |Review and map the regions of Virginia by creating a collage of the agriculture of each | |
| |region | |
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SOL: VS.7a The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by
a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia.
Pacing/Duration: Week 1 Third Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Use a Venn diagram to compare and contrast the Northern and Southern states before the Civil War|CD about foldables |
|Analyze the differences between northern and southern states |Create graphic organizers of the differences between the North and South and the events leading |US maps |
|before the Civil War |to the Civil War |Horizons text book desk maps |
|Explain the difference between slave and free states |Teacher-made Power Point of the essential knowledge with pictures |Primary source pctures |
|Identify Nat Turner, Harriet Tubman, John Brown, and Abraham |Create study guide foldables about the differences between North and South; the events leading |Enhanced Scope and Sequence |
|Lincoln |to the war; and the creation of West Virginia |SOL Power Point CD |
|Identify the beliefs and goals of abolitionists |Role play the historical figures for a ‘Who Am I? game |United Streaming |
|Explain why the state of West Virginia was created |Play review matching games from Enhanced Scope and Sequence | |
|Locate and describe John Brown’s raid |Color a map showing the northern and southern states | |
|Describe the Under- |Interactive note-taking | |
|ground Railroad and Confederate States of America |Map the location of John Brown’s raid | |
| |Map the territories in controversy between free and slave states | |
| |Map the Confederate States of America | |
| |Write a diary entry about traveling through the Underground Railroad | |
| |Develop a poster to support abolitionism | |
| |Children’s literature about this time period in history | |
| |Conduct a debate over new territories/states being free or slave | |
| |ThinkQuest | |
| |_turner.htm | |
SOL: VS.7b The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by
b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia.
c) describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians.
Pacing/Duration: Week 2 and 3 Third Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Use a United States map to show/study the major battles of the Civil War and the capitals|CD about foldables |
|Describe Virginia’s role in the Civil War |of the North and South |US maps |
|Identify the major battles of the Civil War that took place in |Create study guide foldables about the major battles of the Civil War |Horizons text book desk maps |
|Virginia |Teacher-made Power Point of the essential knowledge with pictures |Primary source pictures |
|Identify Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Thomas|Fieldtrip to New Market battlefield |Enhanced Scope and Sequence |
|“Stonewall” Jackson |Create graphic organizers about the battles and the role of Virginia in the war |SOL Power Point CD |
|Name the first major clash of the Civil War |Read historical books about the Civil War |United Streaming |
|Locate and identify the surrender of the Confederacy |Invite local Civil War re-enactors to be guest speakers | |
|State when the Civil War ended |Using craft sticks and aluminum foil build models of the Merrimack and the Monitor | |
|Name and locate the capital of the North and the capital of the |Research the Civil War battle between the Merrimack and the Monitor and create an | |
|South |illustration | |
|Describe what happened to Richmond near the end of the Civil War |Visual aids of battles using toy soldiers and maps | |
|Locate the battle of the Merrimack and Monitor and explain its |Develop a timeline for the major events of the Civil War | |
|importance |Use a graphic organizer to differentiate the roles of the whites, slaves, and Indians | |
|Describe the roles of the whites (supported Confederacy), | | |
|enslaved A.A. (raise crops and provide labor for army), free A.A.| | |
|(supported Confederacy), and Indians (neutral) | | |
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SOL: VS.8a, b The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by
a) identifying the effects of Reconstruction on life in Virginia
b) identifying the effects of segregation and “Jim Crow” on life in Virginia
Pacing/Duration: Week 4 Third Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Interactive notebook activities |CD about foldables |
|Define and describe the Reconstruction time period |Teacher-made Power Point of the essential knowledge with pictures |US maps |
|Identify problems faced by Virginians during Reconstruction |Textbook readings |Horizons text book desk maps |
|Identify the Freedmen’s Bureau |Create a timeline or table to compare the life of African Americans before, during, and |Enhanced Scope and Sequence |
|Describe sharecropping |after the Civil War |SOL Power Point CD |
|Compare life before the Civil War with life during Reconstruction|Role play or create simulations about the Freedmen’s Bureau and sharecropping |Interactive notebook CD |
|Define prejudice, segregation, discrimination, poll tax, voting |Define the terms and create illustrations about Reconstruction, sharecropping, and |United Streaming |
|tests, public office, and “Jim Crow” Laws |Freedmen’s Bureau | |
|Compare the rights of African Americans before the Civil War, |Create foldables about life during Reconstruction and life in the South after the Civil | |
|during Reconstruction, and after Reconstruction |War | |
|Describe how Jim Crow Laws affected African American life |Direct instruction for vocabulary | |
| |Interactive notebook activities | |
| |Teacher-made Power Point of the essential knowledge with pictures | |
| |Textbook readings | |
| |Read “Through Our Eyes” | |
| |Create foldables about the effects of Reconstruction and “Jim Crow” Laws on African | |
| |Americans | |
| |Draw pictures to illustrate “Jim Crow” Laws | |
| |Venn diagram to compare life during and after “Jim Crow” Laws | |
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SOL: VS.8c The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by
c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.
SOL: VS.9a The student will demonstrate knowledge of the twentieth and twenty-first centuries in Virginia by
a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries.
Pacing/Duration: Week 5 Third Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Map activities to locate cities, railroad centers, Virginia coal region (Tazewell |CD about foldables |
|Describe how Virginia changed after the Civil War and |County), and tobacco production |Virginia maps |
|Reconstruction |Interactive notebook activities |Horizons text book desk maps |
|Identify cities in Virginia that grew as a result of railroads |Teacher-made Power Point of the essential knowledge with pictures |Enhanced Scope and Sequence |
|Identify the location of the discovery of coal in Virginia |Textbook readings |SOL Power Point CD |
|Identify industries that grew in Virginia after the Civil War |Create foldables about the essential knowledge content |Interactive notebook CD |
|Describe the decline of Virginia’s agricultural society |Venn diagram to compare rural and urban areas |United Streaming |
|Describe the growth of Virginia cities |Interactive notebook activities | |
|Identify reasons people move to Virginia from other states and |Teacher-made Power Point of the essential knowledge with pictures | |
|regions |Textbook readings | |
| |Create foldables about why people migrated within Virginia | |
| |Create foldables about why people moved to Virginia | |
| |Read the City Mouse/Country Mouse or the Country Mouse Visits the City | |
| |Venn diagram comparing rural and urban areas | |
| |Map activities locating important industries in southwest Virginia, Northern Virginia, | |
| |and the Tidewater region. | |
SOL: VS.9b,d The student will demonstrate knowledge of the twentieth and twenty-first centuries in Virginia by
b) identifying the impact of Virginians, such as Woodrow Wilson and George C. Marshall, on international events.
c) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history.
d) identifying the political, social, and/or economic contributions made by Maggie L. Walker, Harry F. Byrd, Sr., Oliver W. Hill, Sr., Arthur R. Ashe, Jr., A. Linwood Holton, Jr., and L. Douglas Wilder.
Pacing/Duration: Week 6 and 7 Third Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Interactive notebook activities |CD about foldables |
|Explain the importance of Woodrow Wilson and George C. Marshall |Teacher-made Power Point of the essential knowledge with pictures |Virginia Pathways videos (Public |
|to international leadership |Textbook readings |Television) |
|Define segregation, desegregation, integration, and Massive |Create matching games for the people and their historical contribution |Horizons text book |
|Resistance |Compare/contrast the contributions of Marshall and Wilson |Enhanced Scope and Sequence |
|Explain the outcome of Brown v. Board of Education |Create a diagram of "Brown v. Board of Education" |SOL Power Point CD |
|Explain how Virginia practiced Massive Resistance | |Interactive notebook CD |
|Understand the Civil Rights Movement and its effect on history |Complete research and design biographical reports |Ruby Bridges by Robert Coles |
|Identify the contributions of Maggie L. Walker, Harry F. Byrd, |Teacher-made Power Point of the essential knowledge with pictures |United Streaming |
|Sr., Oliver W. Hill, Sr., Arthur R. Ashe, Jr., A. Linwood |Create vocabulary cards for these terms: segregation, desegregation, integration, Massive| |
|Holton, Jr., and L. Douglas Wilder |Resistance | |
|Describe the “pay-as-you-go” program |View Virginia Pathways videos, Civil Rights, parts I and 2 | |
| |Read Ruby Bridges | |
| |Create foldables about desegregation and Massive Resistance | |
SOL VS.10a The student will demonstrate knowledge of government, geography, and economics by
a) identifying the three branches of Virginia government and the function of each.
Pacing/Duration: Week 8 (Week 9, Review and Assess) Third Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Interactive notebook activities |CD about foldables |
|Name the three branches of Virginia government |Teacher-made Power Point of the essential knowledge with pictures |Horizons text book |
|Identify the function or purpose of each branch of Virginia |Textbook readings |Enhanced Scope and Sequence |
|government |Create foldables about the three branches of government |SOL Power Point CD |
|Recognize that Virginia laws must agree with the Virginia |Venn diagrams to compare the three branches of government |Interactive notebook CD |
|Constitution |Draw a tree and label with the branches of government, the leaders, and the jobs |Teacher-made study guides |
|Identify the two parts of the General Assembly |Compare and contrast the state government with the federal government, make posters for |United Streaming |
|Identify the representative body of each branch of Virginia |each | |
|government | | |
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SOL: VS.10b,c The student will demonstrate knowledge of government, geography, and economics by
b) describing the major products and industries of Virginia’s five geographic regions.
c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.
Pacing/Duration: Week 1 and 2 Fourth Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Interactive notebook activities |CD about foldables |
|Name the five regions of Virginia |Teacher-made Power Point of the essential knowledge with pictures |Horizons text book |
|Identify major industries and products in each region of Virginia|Textbook readings |Enhanced Scope and Sequence |
|Explain how advances in communications and transportation |Create foldables about the regions of Virginia |SOL Power Point CD |
|promoted economic growth in Virginia |Venn diagrams to compare the products and industries of regions |Interactive notebook CD |
|Identify products that Virginia exports |Create brochures that describe a region, its products and its industries |Teacher-made study guides |
|Recognize that tourism and the federal government have a |Illustrate transportation connections to products (ex: highways and poultry trucks and |United Streaming |
|significant impact on Virginia government |framing) | |
| |On an outline map of Virginia label major exports | |
| |Play matching games with products, industries, and regions | |
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SOL: ALL
Pacing/Duration: Week 3 - SOL Test Fourth Nine Week Grading Period
|Objectives |Suggested |Resources |
| |Strategies/Activities/Tasks | |
|The student will: |Create a review booklet, “Virginia ABC Book” |Foldables |
|Review all SOL and objectives taught throughout the year making |Review all teacher-made Power Point of the essential knowledge |Horizons text book |
|sure to include all VS 1 standards of historical and geographic |Review all foldables created throughout the school year |Enhanced Scope and Sequence |
|analysis |Use review question and answer sheets in various game activities |SOL Power Point CD |
| |Review all maps of Virginia labeled during the year |Teacher-made study guides |
| | |Review questions |
| | |Rubric for ABC Book on SOL Power Point|
| | |CD |
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