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Curriculum Guide [Virginia Studies – 5th grade]

Martinsville City Public Schools


Learning for All: Whatever it Takes

Martinsville City Public Schools’ Instructional Plan of Action The Curriculum Guides represent Martinsville City Public Schools’ Curriculum, which is based on the Standards of Learning for Virginia Public School and the State Curriculum Framework. In order for curriculum to be effective, it must be composed of three important components: written curriculum, taught curriculum, and assessed curriculum. Each of these components must be aligned to ensure learning at its highest level. The Curriculum Guides are a starting point in this process. The Written Curriculum: The written curriculum consists of the Curriculum Guide used in conjunction with the State Curriculum Frameworks. The Curriculum Guide provides information on which standards are taught during a given grading period, the essential vocabulary for direct instruction in that standard, the understandings students should gain from instruction in the standard, and the expected student outcomes for this standard. The next step in this process is to study the Curriculum Framework for the identified standard. The Curriculum Framework provides instructional details for how instruction on this standard should look in the classroom. The Taught Curriculum: The Curriculum Framework helps the teacher “unpack” the written curriculum for aligned “taught curriculum.” It does this by providing the definitions to use in direct vocabulary instruction, content details, and details on instructional strategies to use. The instructional strategy details include explanations of specific instructional methodologies and names instructional tools such as manipulatives and graphic organizers. Using the definitions, methodologies, content details, and instructional tools provided by the Curriculum Framework will ensure alignment in between the written, taught curriculum, and assessed curriculum. The Assessed Curriculum: Formative assessment is an integral and ongoing part of the instruction process and occurs on a formal and informal basis at many levels. Teachers use informal assessment throughout the learning to check for student understanding formal common assessments to assess student mastery and plan interventions. Another level of formal assessment is the division benchmark assessment, which has as its primary purpose to help the adults know how to adjust instruction for student success. The final level of assessment is the Virginia Standards of Learning Tests, which are based on the Standards of Learning for Virginia Public Schools and the Curriculum Frameworks. Martinsville City Public Schools provides many tools to assist our teachers and administrators in assessment and disaggregation of assessment data. Teachers have access to tools such as Tests for Higher Standards, ExamView at grades two through twelve, PALS phonological awareness and literacy screening for preK through third grade, STAR reading assessment at grades two through twelve, and Algebra Readiness Diagnostic Tests for grades five through twelve. Also, teachers have access to Reports Online Systems for analyzing data from classroom assessments and benchmark assessments. All of this is an integral part of Martinsville’s commitment to “Learning for all; Whatever it takes.” Refer to the Curriculum Framework for instructional details

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Learning for All: Whatever it Takes

Martinsville City Public Schools Curriculum Guide

Content: Virginia Studies Grade Level:

Organizing Topic/ Time Frame nine weeks Geography VS.2a

Essential Questions/ Understandings

What are some ways that relative location can be described? What large bodies of water border Virginia? What states border Virginia?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) 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. Students will analyze and interpret maps to explain relationships among bordering states and bodies of water (VS.1i)

Connections (Resources such as books novels, etc. )

Relative location

Harcout Textbook

Atlantic Ocean

Virginia Experience/ Virginia’s Story

Chesapeake Bay

Coach

Maryland

Maps

West Virginia

Chumby Poster Sets

Kentucky

Virginia Studies Songs

Tennessee

Interactive Notebook

North Carolina

SOL Pass (website) Foldables

Refer to the Curriculum Framework for instructional details

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level: 5th

Organizing Topic/ Time Frame nine weeks Geography VS.2 b

Essential Questions/ Understandings

What are the five geographic regions in Virginia? How do the geographic regions of Virginia differ? Where are the geographic regions of Virginia located?

Geographic regions have distinctive characteristics. Virginia can be divided into five geographic regions.

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) 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.

Connections (Resources such as books novels, etc. )

Fall Line

Harcout Textbook

Coastal Plain (Tidewater)

Virginia Experience/ Virginia’s Story

Piedmont Coach Blue Ridge Mountains Maps Valley and Ridge Chumby Poster Sets

Students will analyze and interpret maps to explain relationships among the rivers, regions ,and other water features. (VS.1i)

Appalachian Plateau Plateau

Virginia Studies Songs Interactive Notebook SOL Pass (website) Foldables

Refer to the Curriculum Framework for instructional details

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level: 5th

Organizing Topic/ Time Frame nine weeks Geography VS.2 c

Essential Questions/ Understandings

Which water features were important to the early history of Virginia? How did water features influence the development of Virginia? How did the flow of rivers affect the settlement of Virginia? What is a peninsula?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of the geography and early inhabitants of Virginia by c)

locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River).

Where is the Eastern Shore located? Students will determine cause and effect relationships about settlements in Vriginia. (VS.1b) Students will compare and contrast each water feature. (VS.1c) Students will draw conclusions and make generalizations about Virginia’s water features. (VS.1d)

Connections (Resources such as books novels, etc. )

Peninsula Eastern Shore James River York River Potomac River Rappahannock River Richmond Jamestown Alexandria Fredericksburg Yorktown Lake Drummond Dismal Swamp George Washington

Harcout Textbook Virginia Experience/ Virginia’s Story Coach Maps Chumby Poster Sets Virginia Studies Songs Interactive Notebook SOL Pass (website) Foldables

Students will analyze and interpret maps to explain relationships among landforms, water features, such as Virginia’s Rivers, and historical events. (VS.1i)

Refer to the Curriculum Framework for instructional details

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks Geography VS.2d

Essential Questions/ Understandings

Why are First Americans called Indians? What evidence is there that American Indians (First Americans) lived in all areas of the state? What were the three major language groups found in Virginia, and where was each located?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) 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.

Students will analyze the three major language groups and interpret maps to determine where they live. (VS.1i)

Connections (Resources such as books novels, etc. )

Christopher Columbus Artifacts Algonquian Powhatan Siouan Monacan Iroquoian Cherokee

Harcout Textbook Virginia Experience/ Virginia’s Story Coach Maps Chumby Poster Sets Virginia Studies Songs Interactive Notebook SOL Pass (website) Foldables

Refer to the Curriculum Framework for instructional details

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level: 5th

Organizing Topic/ Time Frame nine weeks Geography VS.2e

Essential Questions/ Understandings

What are some characteristics of Virginia’s climate? What are some ways Virginia’s American Indians (First Americans) adapted to the climate and interacted with their environment to meet their basic needs?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of the geography and early inhabitants of Virginia by e) describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and shelter. Students will determine cause and effect relationships about the climate and how the American Indians adapted. (VS.1b) Students will draw conclusions and make generalizations about the seasons and how American Indians depended upon the seasons. (VS.1d) Students will interpret ideas and events from different historical perspectives. (VS.1g) Students will analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. (VS.1i)

Refer to the Curriculum Framework for instructional details

Connections (Resources such as books novels, etc. )

Climate

Harcout Textbook

Eastern Woodland Indians

Virginia Experience/ Virginia’s Story

environment Coach Maps Chumby Poster Sets Virginia Studies Songs Interactive Notebook SOL Pass (website) Foldables

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level: 5th

Organizing Topic/ Time Frame nine weeks Geography

Essential Questions/ Understandings

Why is archaeology important? How can new findings change the understanding of history?

VS.2f What was Werowocomoco? What was Jamestown?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown. Students will compare and contrast the location and inhabitants of Werowocomoco and Jamestown. (VS.1c) Students will draw conclusions and make generalizations about Werowocomoco and Jamestown. (VS.1d) Students will interpret ideas and events from different historical perspectives. (VS.1g)

Connections (Resources such as books novels, etc. )

Archeologist

Harcout Textbook

Archaeology

Virginia Experience/ Virginia’s Story

Werowocomoco Coach Maps Chumby Poster Sets Virginia Studies Songs Interactive Notebook SOL Pass (website)

Students will analyze and interpret maps to explain and locate important archeological sites. (VS.1i)

Refer to the Curriculum Framework for instructional details

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame

Essential Questions/ Understandings

nine weeks

What are the names of the current state-recognized tribes?

Geography VS.2g

Where are the current staterecognized tribes located in Virginia today?

Student Outcomes (Based on Essential Skills and Knowledge) The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by g) identifying and locating the current state-recognized tribes.

Pronunciation guide:

make generalizations about each state-recognized tribe. (VS.1d)

Chickahominy: CHICK-a-HOM-anee

Students will interpret ideas and

Mattaponi: ma-ta-po-NYE

events from different historical perspectives. (VS.1g)

Nansemond: NAN-sa-mund

Students will analyze and interpret

Rappahannock: RAP-a-HAN-nock

Connections (Resources such as books novels, etc. )

Chickahominy

Harcout Textbook

Eastern Chickahominy

Virginia Experience/ Virginia’s Story

Mattaponi Coach Nanesmond Maps

Students will draw conclusions and

Pamunkey: pa-MUN-kee

Essential Vocabulary

Pamunkey Chumby Poster Sets Rappahannock Upper Mattaponi Monacan

Virginia Studies Songs Interactive notebooks SOL Pass (website)

maps to explain relationships among landforms, water features, climatic characteristics, and the staterecognized tribes.(VS.1i)

Monacan: MON-a-cun Refer to the Curriculum Framework for instructional details

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level: 5th

Organizing Topic/ Time Frame

Essential Questions/ Understandings

nine weeks

What were the reasons for English colonization in America?

Jamestown VS.3a

What were the reasons why the Jamestown settlers came to America?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of the first permanent English settlement in America by •

explaining the reasons for English colonization.

Students will compare and contrast

the King of England and VA Company of London. (VS.1c) Students will draw conclusions and

(Resources such as books novels, etc. ) Colony

Harcout Textbook

Colonization

Virginia Experience/ Virginia’s Story

England Coach Raw materials Maps Markets for trade Chumby Poster Sets Economic venture United Streaming

make generalizations about the reasons for English colonization. (VS.1d)

Stockholders

Students will interpret ideas and

Financed

events from different historical perspectives. (VS.1g)

1607

Students will analyze and interpret

First permanent English settlement

maps to explain historical events and locate England and Jamestown. (VS.1i) Refer to the Curriculum Framework for instructional details

Connections

Company of London

Virginia Studies Songs Interactive notebooks SOL Pass (website)

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level: 5th

Organizing Topic/ Time Frame nine weeks Jamestown VS.3b

Essential Questions/ Understandings

Where is Jamestown located? Why did the settlers choose the site at Jamestown?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge)

Connections (Resources such as books novels, etc. )

The student will demonstrate knowledge

Peninsula

Harcout Textbook

of the first permanent English settlement in America by

Island

Virginia Experience/ Virginia’s Story

•

describing how geography influenced the decision to settle at Jamestown.

Students will determine cause-and-effect relationships about the Jamestown location. (VS.1b) Students will compare and contrast the colony of Jamestown and present day Jamestown. (VS.1c) Students will draw conclusions and make generalizations about why England wanted to establish an American Colony. (VS.1d) Students will interpret ideas and events from different historical perspectives. (VS.1g) Students will analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events that relate to Jamestown. (VS.1i)

Refer to the Curriculum Framework for instructional details

Jamestown James River

Coach Maps Chumby Poster Sets United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website) Foldables

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame

Essential Questions/ Understandings

nine weeks

What was the importance of the charters of the Virginia Company of London to the Jamestown settlement?

Jamestown VS.3c

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) 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. Students will identify and interpret

charters and primary and secondary source documents to understand events in history. (VS.1a) Students will draw conclusions and

make generalizations about the rights extended to the colonist. (VS.1d) Students will make connections

Connections (Resources such as books novels, etc. )

Charters

Harcout Textbook

Virginia Company of London

Virginia Experience/ Virginia’s Story

King of England Coach Maps Chumby Poster Sets United Streaming Virginia Studies Songs Interactive notebooks

between past and present. (VS.1e)

SOL Pass (website)

Students will interpret ideas and

Foldables

events from different historical perspectives. Refer to the Curriculum Framework for instructional details

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks Jamestown VS.3d

Essential Questions/ Understandings

What was Jamestown’s system of government called? What was the House of Burgesses, and why was it important?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of the first permanent English settlement in America by

(Resources such as books novels, etc. ) House of Burgesses

Harcout Textbook

Evolved

Virginia Experience/ Virginia’s Story

d)identifying the importance General Assembly of the General Assembly (1619) as the first Representatives/burgesses representative legislative body in English America. 1619 Students will identify and interpret artifacts and primary and secondary source documents to understand Virginia’s first government. (VS.1a) Students will draw conclusions and make generalizations about Virginia’s first government. (VS.1d) Students will make connections between Virginia’s past and present government. (VS.1e)

Connections

Coach Maps Chumby Poster Sets

1640’s United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website) Foldables

Students will sequence events in Virginia history of government. (VS.1f)

Refer to the Curriculum Framework for instructional details

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks Jamestown VS.3e

Essential Questions/ Understandings

What was the impact of the arrival of Africans on the Jamestown settlement? What was the impact of the arrival of additional women on the Jamestown settlement?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of the first permanent English settlement in America by e) identifying the importance of the arrival of Africans and English women to the Jamestown settlement. Students will compare and contrast the Virginia colony prior to and after the arrival of women, children, and African men. (VS.1c) Students will draw conclusions and make generalizations about the arrival of women, Africans, and children. (VS.1d) Students will sequence events in Virginia history. (VS.1f) Students will interpret ideas and events from the views of women and Africans. (VS.1g) Students will analyze and interpret maps to explain relationships among Africa and the New World. (VS.1i)

Refer to the Curriculum Framework for instructional details

Connections (Resources such as books novels, etc. )

Diverse

Harcout Textbook

Africans

Virginia Experience/ Virginia’s Story

Portuguese sailors Coach Permanent Maps Chumby Poster Sets United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website)

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks Jamestown VS.3f

Essential Questions/ Understandings

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge)

What hardships did the Jamestown settlers face?

The student will demonstrate knowledge of the first permanent English settlement in America by

What changes took place that resulted in survival of the settlers?

f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival.

Connections (Resources such as books novels, etc. )

Hardships

Harcout Textbook

Agriculture

Virginia Experience/ Virginia’s Story

Captain John Smith Coach Marshy

Students will determine cause-and-effect relationships (forced work program). (VS.1b)

Maps

Students will compare and contrast life in England and life in Jamestown. (VS.1c)

United Streaming

Students will draw conclusions and make generalizations about the hardships colonists faced. (VS.1d) Students will sequence events in Virginia history in reference to Jamestown settlement.(VS.1f)

Chumby Poster Sets

Virginia Studies Songs Interactive notebooks SOL Pass (website)

Students will interpret ideas and events from different historical perspectives. (VS.1g)

Refer to the Curriculum Framework for instructional details

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame

Essential Questions/ Understandings

nine weeks

How did the native peoples and the English settlers interact?

Jamestown VS.3g

Why did the relationship between the Jamestown settlers and the native peoples change? How did Powhatan contribute to the survival of the settlers?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge)

Connections (Resources such as books novels, etc. )

The student will demonstrate knowledge of the first permanent English settlement in America by

Initiated

Harcout Textbook

Powhatan

Virginia Experience/ Virginia’s Story

g) describing the interactions between the English settlers and the native peoples, including the contributions of Powhatan to the survival of the settlers.

Pocahontas

Students will compare and contrast the colonists (Captain John Smith) and native peoples (Powhatan). They will also compare and contrast the items they traded. (VS.1c) Students will draw conclusions and make generalizations about the trading relationships between the colonists and Powhatan. (VS.1d) Students will sequence events in Virginia history in reference to trading between the native peoples and colonists. (VS.1f)

Coach Native peoples Maps Invaders Chumby Poster Sets United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website)

Students will interpret ideas and events from different historical perspectives. (VS.1g)

Refer to the Curriculum Framework for instructional details

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks VA Colony VS.4a

Essential Questions/ Understandings

What effect did agriculture have on the Virginia colony? How did agriculture in the Virginia colony influence the institution of slavery?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) 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. Students will determine cause-and-effect relationships between agricultural and enslaved African Americans. (VS.1b) Students will draw conclusions and make generalizations about the importance of tobacco. (VS.1d)

Connections (Resources such as books novels, etc. )

Cash Crop

Harcout Textbook

Economy

Virginia Experience/ Virginia’s Story

Agriculture Coach Primary Maps Tobacco Chumby Poster Sets Profitable United Streaming

Students will make connections between Jamestown in the beginning and Jamestown after gaining knowledge on agriculture. (VS.1e)

Cultivation

Students will sequence events in of the Virginia colony. (VS.1f)

Inexpensive

Enslaved

Virginia Studies Songs Interactive notebooks

Dependant SOL Pass (website) Foldables

Refer to the Curriculum Framework for instructional details

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame

Essential Questions/ Understandings

nine weeks

How did the culture of colonial Virginia reflect beliefs, customs, and architecture of Europeans, Africans, and American Indians?

VA Colony VS.4b

Where did the various cultural groups settle?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of life in the Virginia colony by b) describing how the culture of colonial Virginia reflected the origins of European (English, Scots-Irish, German) immigrants, Africans, and American Indians. Students will determine cause-and-effect relationships. (VS.1b) Students will compare and contrast the culture of the Europeans, Africans, and American Indians. (VS.1c) Students will draw conclusions and make generalizations about cultural landscape. (VS.1d) Students will interpret ideas and events from different historical perspectives. (VS.1g) Students will analyze and interpret maps to identify the location of settlement areas.(VS.1i)

Refer to the Curriculum Framework for instructional details

Connections (Resources such as books novels, etc. )

Culture

Harcout Textbook

Landscapes

Virginia Experience/ Virginia’s Story

Architecture Coach Migration Maps Chumby Poster Sets United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website) Foldables

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks VA Colony VS.4c

Essential Questions/ Understandings

What were some reasons why Virginia’s capital was moved from Jamestown to Williamsburg? What were some reasons why Virginia’s capital was moved from Williamsburg to Richmond?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of life in the Virginia colony by • explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond. Students will determine cause-and-effect relationships relating to why the capital of Virginia was moved. (VS.1b) Students will compare and contrast the capitals of Virginia. (VS.1c) Students will make connections between Jamestown, Williamsburg, and Richmond. (VS .1e) Students will sequence the movement of the capitals. (VS.1f) Students will analyze and interpret maps to explain relationships among Jamestown, Williamsburg, and Richmond, landforms, water features, climatic characteristics, and historical events. (VS.1i)

Refer to the Curriculum Framework for instructional details

Connections (Resources such as books novels, etc. )

Capital

Harcout Textbook

Jamestown

Virginia Experience/ Virginia’s Story

Williamsburg Coach Richmond Maps Contaminated Chumby Poster Sets Seepage United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website) Foldables

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks VA Colony VS.4 d

Essential Questions/ Understandings

What forms of exchange were used in the Virginia colony?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of life in the Virginia colony by d) describing how money, barter, and credit were used. Students will determine cause-and-

effect relationships between colonists not having money and using bartering instead. (VS.1b)

(Resources such as books novels, etc. ) Money

Harcout Textbook

Barter

Virginia Experience/ Virginia’s Story

Credit Coach Debt Maps Savings Chumby Poster Sets Goods and Services United Streaming

Students will draw conclusions and

make generalizations about how colonial Virginia purchased necessary items. (VS.1d) Students will make connections

between past sources of money and present day sources of money. (VS.1e)

Connections

Consumers Virginia Studies Songs Interactive notebooks SOL Pass (website) Foldables

Refer to the Curriculum Framework for instructional details

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks VA Colony VS.4e

Essential Questions/ Understandings

How did resources influence food, housing, and clothing in colonial Virginia? How was everyday life in colonial Virginia different for whites, enslaved African Americans, and free African Americans?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of life in the Virginia colony by • describing everyday life in colonial Virginia. Students will draw conclusions and

make generalizations about everyday life in colonial Virginia. (VS.1d) Students will make connections

between the homes, clothing, and food in colonial Virginia and homes, clothing, and food in present day Virginia. (VS.1e) Students will sequence events in

Virginia history. (VS.1f)

Connections (Resources such as books novels, etc. )

Natural, Human, and Capital Resources

Harcout Textbook

Plantations

Virginia Experience/ Virginia’s Story

Enslaved African Americans

Coach Maps Chumby Poster Sets United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website)

Refer to the Curriculum Framework for instructional details

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame

Essential Questions/ Understandings

nine weeks

How did the colonists’ ideas about government differ from those of the British Parliament?

Revolutionary War

VS.5a

Why is the Declaration of Independence an important document?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge)

Connections (Resources such as books novels, etc. )

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.

Declaration of Independence

Harcout Textbook

Self government

Virginia Experience/ Virginia’s Story

Students will identify and interpret The Declaration of Independence and primary and secondary source documents to understand events in history. (VS.1a)

Local assemblies

Students will determine cause-and-effect relationships between reasons for the American Revolution. (VS.1b)

Parliament Coach Maps Representation Chumby Poster Sets Thomas Jefferson United Streaming

Students will compare and contrast England’s government to colonial Virginia’s government. (VS.1c)

Virginia Studies Songs

Students will draw conclusions and make generalizations about England’s beliefs on government of the colony. (VS.1d)

Interactive notebooks

Students will sequence events in Revolutionary War. (VS.1f)

SOL Pass (website)

Students will interpret ideas and events from different historical perspectives. (VS.1g)

Refer to the Curriculum Framework for instructional details

Foldables

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks Revolutionary War

VS.5b

Essential Questions/ Understandings

What contributions did Virginians make during the Revolutionary War era? What roles did whites, enslaved African Americans, free African Americans, and American Indians play during the American Revolution?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge)

Connections (Resources such as books novels, etc. )

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

Revolutionary War

Harcout Textbook

Patriots

Virginia Experience/ Virginia’s Story

Students will identify and interpret

Patrick Henry

artifacts and primary and secondary source documents to understand the events in the Revolutionary War . (VS.1a) Students will interpret ideas and events from different historical perspectives. (VS.1g)

Refer to the Curriculum Framework for instructional details

Continental army Coach Yorktown Maps Loyalists Chumby Poster Sets George Washington United Streaming

James Lafayette

Virginia Studies Songs Interactive notebooks SOL Pass (website) Foldables

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame

Essential Questions/ Understandings

nine weeks

What was the importance of the Battle of Great Bridge?

Revolutionary War VS.5c

Who was Jack Jouett? What was the importance of the American victory at Yorktown?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of the role of Virginia in the American Revolution by c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown. Students will determine cause-and-

effect relationships about the victory at Yorktown. (VS.1b) Students will draw conclusions and

make generalizations about Jack Jouett. (VS.1d) Students will sequence events in the

Connections (Resources such as books novels, etc. )

Battle of Great Bridge

Harcout Textbook

Jack Jouett

Virginia Experience/ Virginia’s Story

Charlottesville Surrender Yorktown

Coach Maps Chumby Poster Sets United Streaming Virginia Studies Songs Interactive notebooks

Revolutionary War. (VS.1f) Students will analyze and interpret

SOL Pass (website)

maps to locate Great Bridge and Yorktown. (VS.1i)

Refer to the Curriculum Framework for instructional details

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Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame

Essential Questions/ Understandings

nine weeks

Why is George Washington referred to as the “Father of Our Country?”

New Nation VS.6a

Why is James Madison referred to as the “Father of the Constitution?”

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) 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.”

Connections (Resources such as books novels, etc. )

George Washington –“Father of our Country” James Madison- “Father of the Constitution”

Harcout Textbook Virginia Experience/ Virginia’s Story Coach

Constructional Convention Maps Construction Chumby Poster Sets

Students will identify the “Father of our Country” and “The Father of our Constitution” to understand events in history. (VS.1a) Students will compare and contrast George Washington and James Madison. (VS.1c) Students will draw conclusions and make generalizations about important documents. (VS.1d) Interpret ideas and events from different historical perspectives. (VS.1g)

Refer to the Curriculum Framework for instructional details

Compromise United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website) Foldables

Page 24


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks New Nation VS.6b

Essential Questions/ Understandings

What key ideas of the Virginia Declaration of Rights are included in the Constitution of the United States of America? What key ideas of the Virginia Statute for Religious Freedom are included in the Constitution of the United States of America?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom. Students will Identify the Virginia

Declaration of Rights and Virginia Statue of Religious Freedom to help them understand events in history. (VS.1a)

Connections (Resources such as books novels, etc. )

Virginia Declaration of Rights

Harcout Textbook

Virginia Statue for Religious Freedom

Virginia Experience/ Virginia’s Story

George Mason

Coach

Thomas Jefferson

Maps Chumby Poster Sets United Streaming Virginia Studies Songs

Students will make connections

Interactive notebooks

between the VA Declaration of Rights and the Constitution. (VS.1e)

SOL Pass (website)

Students will interpret ideas and

Foldables

events from different historical perspectives. (VS.1g) Refer to the Curriculum Framework for instructional details

Page 25


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame

Essential Questions/ Understandings

nine weeks

What geographic factors influenced Virginians to move to the western frontier of Virginia and beyond?

New Nation VS.6c

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) 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.

Connections (Resources such as books novels, etc. )

Territories

Harcout Textbook

Migrated

Virginia Experience/ Virginia’s Story

Cumberland Gap Appalachian Mountains

Coach

Students will determine cause-and-effect relationships relating to migration into western territories. (VS.1b)

Maps

Students will compare and contrast the land of Virginia and the land out west. (VS.1c)

United Streaming

Students will draw conclusions and make generalizations about why people migrated to the west and deep south. (VS.1d) Students will analyze and interpret maps to explain relationships among the Cumberland Gap and the Appalachian Mountains. (VS.1i)

Refer to the Curriculum Framework for instructional details

Chumby Poster Sets

Virginia Studies Songs Interactive notebooks SOL Pass (website)

Page 26


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks Civil War VS.7a

Essential Questions/ Understandings

What conflicts developed between the northern and southern states in the years following the American Revolution and led to the Civil War? Why did Virginia secede from the Union? Why did West Virginia become a state?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) 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. Students will identify and interpret artifacts and primary and secondary source documents to understand important people of the Civil War. (VS.1a) Students will determine cause-and-effect relationships between the election of Abraham Lincoln and the secession of southern sates. (VS.1b) Students will compare and contrast the Civil War and Revolutionary War.VS.1c) Students will draw conclusions and make generalizations about the creation of West Virginia. (VS.1d) Students will make connections between Civil War and the Revolutionary War. (VS.1e) Students will sequence the battles of the Civil War. (VS.1f) Students will interpret ideas and events from different historical perspectives. (VS.1g)

Connections (Resources such as books novels, etc. )

Secede Union Confederate States of America West Virginia Civil War Economy Free states Slave states Nat Turner Abolitionists Harriet Tubman Underground Railroad John Brown Harper’s Ferry Abraham Lincoln

Harcout Textbook Virginia Experience/ Virginia’s Story Coach Maps Chumby Poster Sets United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website) Foldables

Students will analyze and interpret maps to explain historical events. (VS.1i)

Refer to the Curriculum Framework for instructional details

Page 27


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks Civil War VS.7b

Essential Questions/ Understandings

What major Civil War battles were fought in Virginia? Who were some of the leaders of the Civil War?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) 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. Students will determine cause-and-effect relationships about Lee’s surrender. (VS.1b) Students will draw conclusions and make generalizations about the generals in the Civil War. ( VS.1d) Students will sequence the battles of the Civil War.(VS.1f) Students will analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and location of the battles. (VS.1i)

Connections (Resources such as books novels, etc. )

Battle of Bull Run/Manassas Thomas Stonewall Jackson Robert E. Lee Fredericksburg Richmond Ulysses S. Grant Monitor Merrimack Iron Clad ships/battle Norfolk Hampton Draw Appomattox Courthouse April 1865

Harcout Textbook Virginia Experience/ Virginia’s Story Coach Maps Chumby Poster Sets United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website) Foldables

Refer to the Curriculum Framework for instructional details

Page 28


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks Civil War VS.7c

Essential Questions/ Understandings

How were whites, enslaved African Americans, free African Americans, and American Indians affected by the Civil War?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by c) describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians.

Connections (Resources such as books novels, etc. )

Enslaved African Americans

Harcout Textbook

Confederacy

Virginia Experience/ Virginia’s Story

Free African Americans Coach American Indians Maps Chumby Poster Sets

Students will determine cause-and-

effect relationships about the dependence on slavery. (VS.1b) Students will draw conclusions and

make generalizations about why African Americans supported the Confederacy. (VS.1d) Students will sequence events that

United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website)

happened during the Civil War. (VS.1f)

Refer to the Curriculum Framework for instructional details

Page 29


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks Reconstruction

VS.8a

Essential Questions/ Understandings

What were some of the problems Virginians faced during the period of Reconstruction following the Civil War? What measures were taken during Reconstruction to resolve Virginia’s problems?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) 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.

(Resources such as books novels, etc. ) Reconstruction

Harcout Textbook

Economy

Virginia Experience/ Virginia’s Story

Ruins Coach

Students will determine cause-and-effect relationships about why Reconstruction was needed. (VS.1b)

Resolve

Students will draw conclusions and make generalizations about Reconstruction. (VS.1d)

Sharecropping

Students will make connections between Virginia’s enslaved African Americans and free African Americans. (VS.1e) Students will sequence events in Virginia history, such as the Civil War and Reconstruction. (VS.1f) Students will interpret ideas and events from different historical perspectives. (VS.1g)

Refer to the Curriculum Framework for instructional details

Connections

Maps Freedman’s Bureau Chumby Poster Sets United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website) Foldables

Page 30


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks Reconstruction

VS.8b

Essential Questions/ Understandings

What were some of the problems Virginians faced during the period of Reconstruction following the Civil War? What measures were taken during Reconstruction to resolve Virginia’s problems?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by b) identifying the effects of Reconstruction on life in Virginia. Students will determine cause-and-effect relationships about “Jim Crow” laws. (VS.1b) Students will draw conclusions and make generalizations about segregation. (VS.1d) Students will make connections between Civil War times and Reconstruction Era. (VS.1e) Students will sequence events from the beginning of the Civil War to the end of Reconstruction. (VS.1f) Students will interpret ideas and events from different historical perspectives. (VS.1g)

Refer to the Curriculum Framework for instructional details

Connections (Resources such as books novels, etc. )

Segregation

Harcout Textbook

Discrimination

Virginia Experience/ Virginia’s Story

Jim Crow Laws Coach African-Americans Maps American Indians Chumby Poster Sets Poll Taxes United Streaming Voting Test Virginia Studies Songs Interactive notebooks SOL Pass (website) Foldables

Page 31


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame nine weeks Reconstruction

VS.8c

Essential Questions/ Understandings

What changes took place in Virginia to boost economic growth?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) 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. Students will draw conclusions and make generalizations about why people moved from rural to urban areas. (VS.1d) Students will make connections between the farming era and post farming era. (VS.1e) Students will sequence events in the development of cities, transportation and Virginia’s economy. (VS.1f) Students will analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. (VS.1i)

Refer to the Curriculum Framework for instructional details

Connections (Resources such as books novels, etc. )

Railroads

Harcout Textbook

Expansion

Virginia Experience/ Virginia’s Story

Facilitated Coach Industries Maps Coal Deposits Chumby Poster Sets Tazewell County United Streaming Increased Manufacture

Virginia Studies Songs Interactive notebooks SOL Pass (website)

Page 32


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame

Essential Questions/ Understandings

Why did Virginia change from an agricultural to a more and Century industrialized society? nine weeks

VS.9a

What caused Virginia’s cities to grow?

Student Outcomes

Essential Vocabulary

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

Connections (Resources such as books novels, etc. )

Rural- Agricultural Society

Harcout Textbook

Urban – Industrial Society

Virginia Experience/ Virginia’s Story

Economic opportunities Coach Technological developments Maps Effective

Students will determine cause-and-effect relationship relating to reasons why agriculture declined. (VS.1b) Students will draw conclusions and make generalizations about why agriculture declined and cities grew. (VS.1d) Students will make connections between Virginia’s agricultural society and industrial society. (VS.1e) Students will interpret ideas and events from different historical perspectives. (VS.1g) Students will analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, historical events and located cities that began to grow. (VS.1i)

Refer to the Curriculum Framework for instructional details

Chumby Poster Sets Computer technology United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website) Foldables

Page 33


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame 3rd nine weeks and Century VS.9b

Essential Questions/ Understandings

How did Woodrow Wilson’s actions impact international events? How did George C. Marshall’s actions impact America’s role with other world nations?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate Woodrow Wilson knowledge of twentieth- and twenty-first-century Virginia by George C. Marshall b) identifying the impact of Virginians, such as Woodrow Ensure Wilson and George C. Marshall, on international events. Students will determine cause-and-

effect relationships relating to the pursuit for world peace. (VS.1b) Students will draw conclusions and

make generalizations about Woodrow Wilson and George C. Marshall. (VS.1d) Students will make connections

between past leaders and present leaders. (VS.1e)

Connections (Resources such as books novels, etc. ) Harcout Textbook Virginia Experience/ Virginia’s Story Coach Maps Chumby Poster Sets United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website)

Students will interpret ideas and events from different historical perspectives. (VS.1g) Refer to the Curriculum Framework for instructional details

Page 34


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame

Essential Questions/ Understandings

What changes occurred in Virginia as a result of the Civil and Century Rights Movement? nine weeks

VS.9c

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of twentieth- and twenty-first-century Virginia by c) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history. Students will determine cause-and-effect relationships that relate to segregation and integration. (VS.1b) Students will compare and contrast the times of segregation and times of desegregation. (VS.1c) Students will draw conclusions and make generalizations and desegregation and integration. (VS.1d) Students will make connections between segregation and desegregation/integration. (VS.1e) Students will sequence events according to African American history. (VS.1f)

Refer to the Curriculum Framework for instructional details

Connections (Resources such as books novels, etc. )

World War II Recognition Civil Rights Movement Racial discrimination Segregation Desegregation Integration 1954 Brown vs. Board of Education “Separate but equal” Unconstitutional Massive Resistance Harry F. Byrd

Harcout Textbook Virginia Experience/ Virginia’s Story Coach Maps Chumby Poster Sets United Streaming Virginia Studies Songs Interactive notebooks SOL Pass (website) Foldables

Page 35


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame

Essential Questions/ Understandings

What contributions to life in Virginia in the twentieth and and Century twenty-first centuries were made by Maggie L. Walker; VS.9d Harry F. Byrd, Sr.; Oliver W. Hill; Arthur R. Ashe, Jr.; A. Linwood Holton, Jr.; and L. Douglas Wilder? nine weeks

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge)

(Resources such as books novels, etc. )

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

Political, social, and/or economic contributions

Students will identify and interpret primary and secondary source documents to understand how Virginia changed its views on African Americans. (VS.1a) Students will make connections between and Century. (VS.1e)

Connections

Harcout Textbook

Maggie Lena Walker

Virginia Experience/ Virginia’s Story

Harry F. Byrd

Coach

Oliver W. Hill

Maps

Arthur R. Ashe, Jr.

Chumby Poster Sets

A. Linwood Holton, Jr

United Streaming

L. Douglas Wilder

Virginia Studies Songs

Pay as you go modernize

Interactive notebooks SOL Pass (website) Foldables

Refer to the Curriculum Framework for instructional details

Page 36


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame

Essential Questions/ Understandings

nine weeks

What are the three branches of government in Virginia, and what are the powers of each branch?

Government and Economics VS.10a

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of government, geography, and economics by a) identifying the three branches of Virginia government and the function of each. Students will draw conclusions and make generalizations about the three branches of government. (VS.1d)

Connections (Resources such as books novels, etc. )

Government

Harcout Textbook

Three Branches • legislative • judicial • executive

Virginia Experience/ Virginia’s Story

General Assembly

Maps

Senate

Chumby Poster Sets

House of Delegates

United Streaming

Governor

Virginia Studies Songs

Court System Constitution

Coach

Interactive notebooks SOL Pass (website) Foldables

Refer to the Curriculum Framework for instructional details

Page 37


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame

Essential Questions/ Understandings

Nine weeks

What are the major products and industries of each region in Virginia?

Government and Economics VS.10b

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of government, geography, and economics by b) describing the major products and industries of Virginia’s five geographic regions. Students will draw conclusions and make generalizations about the products and industries in each region. (VS.1d)

Connections (Resources such as books novels, etc. )

Products

Harcout Textbook

Industries

Virginia Experience/ Virginia’s Story

Coastal Plain (Tidewater) Coach Piedmont Maps Blue Ridge Mountains Chumby Poster Sets Valley and Ridge United Streaming

Students will make connections between the regions and their products/industries. (VS.1e)

Appalachian Plateau

Students will analyze and interpret maps. They will locate each region and the products /industries of each region. (VS.1i)

Military Bases

Recreation

Virginia Studies Songs Interactive notebooks SOL Pass (website) Foldables

Refer to the Curriculum Framework for instructional details

Page 38


Content: Virginia Studies

Learning for All: Whatever it Takes

Grade Level:

Organizing Topic/ Time Frame Nine Weeks Government and Economics VS.10c

Essential Questions/ Understandings

How have advances in transportation facilitated migration and economic growth? How have advances in communications and technology helped the economy of Virginia grow? In what ways is Virginia part of the U.S. economy?

Student Outcomes

Essential Vocabulary

(Based on Essential Skills and Knowledge) The student will demonstrate knowledge of government, geography, and economics by c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy. Students will draw conclusions and make generalizations about the evolvement of Virginia’s transportation systems. They will also draw conclusion and make generalizations about Virginia’s economy. (VS.1d) Students will make connections between Virginia’s past transportation systems and present transportation systems. (VS.1e)

Refer to the Curriculum Framework for instructional details

Connections (Resources such as books novels, etc. )

Virginia’s Transportation System

Harcout Textbook

Highways

Virginia Experience/ Virginia’s Story

Railroads

Coach

Air Transportation

Maps

Shipping

Chumby Poster Sets

Raw Materials

United Streaming

Finished Products

Virginia Studies Songs

Manufactured Products Communications and Technology Industries

Interactive notebooks SOL Pass (website)

Tourism Federal Government

Page 39


Learning for All: Whatever it Takes

Refer to the Curriculum Framework for instructional details

Page 40

Martinsville city public schools curriculum guide 5th grade history