Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Virginia Studies
Summer 2011
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
The student will:
 Describe the relative location of
Virginia on a map
 Locate and identify large bodies of
water in Virginia.
 Locate and identify the bordering
states of Virginia
 Define relative location
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Suggested
Strategies/Activities/Tasks
Give outline map of Virginia and bordering states.
Students identify:
 Atlantic Ocean
 Chesapeake Bay
 Maryland
 West Virginia
 Kentucky
 Tennessee
 North Carolina
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
Resources
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Outline maps
Virginia map
showing border
states
Construction
paper
Laminating film
Templates for
Virginia and
bordering states
Horizons text
book
SOL Power Point
CD
1
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Pacing/Duration: Week 2
The student will:
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Summer 2011
First Nine Week Grading Period
Objectives

Virginia Studies
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).
Identify and locate the five geographic
regions of Virginia
Describe how these regions differ
Explain the importance of water features to
early Virginia history and its settlement
Define and locate peninsulas in Virginia,
specifically the Eastern Shore area
Define Fall Line, Piedmont , plateau,
peninsula
Describe the location of the Fall Line
Locate four rivers, Atlantic Ocean, and
Chesapeake Bay
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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Suggested
Strategies/Activities/Tasks
On an outline map label the Fall Line, Coastal
Plain, Piedmont, Blue Ridge, Valley and Ridge,
Appalachian Plateau, Atlantic Ocean, Chesapeake
Bay, James River, York River, Potomac River, and
Rappahannock. Rivers
Use interactive notetaking to understand and
recall essential knowledge and vocabulary
Create salt dough map of Virginia regions and
important water features
Play zip around with cards from Enhanced Scope
and Sequence
Use all essential knowledge provided in VS.2b,c
from the Curriculum Framework
Create a travel brochure for Virginia
Plan a trip through the state of Virginia
Develop mnemonics to help build understanding of
vocabulary terms
Resources
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Outline maps
Horizons text
Materials for salt
dough maps
Zip around cards
from Enhanced
Scope and
Sequence
SOL Power Point
CD
2
Harrisonburg City Public Schools
History and Social Science Curriculum
Virginia Studies
Summer 2011
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
The student will:
 Explain why the Americans Indians (First
Americans) are called “Indians”
 Analyze evidence/artifacts of Americans
Indians (First Americans) throughout
Virginia
 Identify and locate the three major
Americans Indians (First Americans)
language groups in Virginia
 Summarize the characteristics of Virginia’s
climate
 Describe how Americans Indians (First
Americans) adapted to the climate and
environment of Virginia during each of the
four seasons
 Explain why Virginia’s Americans Indians
(First Americans) are referred to as Eastern
Woodland Indians
 Explain how Virginia’s Americans Indians
(First Americans) provided clothing and
shelter
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Suggested
Strategies/Activities/Tasks
Compare/Contrast old world map to modern map
to see why Christopher Columbus mistakenly
used the term “Indians”
Students experience artifacts (reproductions,
arrowheads, pottery, tools’) then use graphic
organizer to write about what they think object
is/what it actually was
Using outline map, students locate/identify the
three major language groups
Play match game to relate seasons to
adaptations
Make foldable organizer to write about how the
language groups adapted to their environment
Research project about one of the Indian groups
Interactive notebook to know and recall essential
knowledge
Research project – make a model of a LanguageGroup village
Resources
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Maps – outline
Library resources
Project materials
Three colors of
regular paper for
foldable research
 Artifacts
 Old world maps
 SOL Power Point
CD
 CD about
foldables
 Matusevich
pictures
http://chumby.dlib.
vt.edu/melissa/
posters/posterset.
Html
 United Streaming
3
Harrisonburg City Public Schools
History and Social Science Curriculum
Virginia Studies
Summer 2011
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
The student will:
 Describe how archaeologists have
recovered new material evidence through
sites including Werowocomoco and
Jamestown
 Explain the significance of artifacts
recovered at Werowocomoco
 Understand the link between Jamestown
and Werewocomoco
 Identify Werewocomoco as the
headquarters for Chief Powhatan in 1607
 Understand that American Indians have
lived in Virginia for thousands of years
 Identify and locate the eight staterecognized tribes in Virginia
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Suggested
Strategies/Activities/Tasks
Locate Werowocomoco and Jamestown on a map.
Determine the distance between the two locations.
Students experience artifacts (reproductions,
arrowheads, pottery, tools’) then use graphic
organizer to write about what they think object
is/what it actually was
Use clay and model artifacts to create your own
archaeological dig.
Use media resources to visit the actual dig site
Locate the tribes on a map
Research the eight state-recognized tribes to
compare /contrast them.
Resources
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Maps – outline
Library resources
Project materials
Artifacts
Old world maps
United Streaming
4
Harrisonburg City Public Schools
History and Social Science Curriculum
Virginia Studies
Summer 2011
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
Objectives
The student will:
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Explain the reasons for English
colonization
Explain why Jamestown was an
important settlement in America
Locate and determine reasons for
settling the Jamestown site
Explain the importance of the Charters
and the Virginia Company of London
State when Jamestown was settled
Discuss stockholders and economic
venture
Define raw materials and markets
Explain the difference in location of
Jamestown in 1607 and today
First Nine Week Grading Period
Suggested
Strategies/Activities/Tasks
 Interactive note taking strategies to know and
recall essential knowledge
 Interactive Jamestown website allows students to
make decisions on survival
http://www.americas400thanniversary
com/kids.cfm
http://www.historyglobe.com/
jamestown/
 Role play/Readers Theatre
 Map/Draw where Jamestown is located on a map
 Journal writing
 Look at primary source documents (charters)
 Start class timeline of important events
 Fieldtrip to Jamestown
 Jamestown Outreach
www.historyisfun.org
 Create your own charter
 Research and construct replica of Jamestown fort
Resources
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Pictures of
charter
Outline maps
Props or signs for
role play
List of important
events
SOL Power Point
CD
United Streaming
5
Harrisonburg City Public Schools
History and Social Science Curriculum
Virginia Studies
Summer 2011
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
The student will:
 Identify the importance of the VA
charters and who granted them
 Describe the system of government
in Virginia from 1619 through today
 Identify the House of Burgesses and
explain its importance
 Identify important events of 1619
 Define burgesses
 Explain who held citizenship in the
Virginia colony
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Suggested
Strategies/Activities/Tasks
Use graphic organizers to identify the divisions of
Virginia government and explain the importance
and make-up of each
Role playing
Use class timeline to sequence important events
Use interactive note taking to know and recall
essential questions
Jamestown Outreach
www.historyisfun.org
Write brief newspaper accounts of First Virginia
Assembly events
Resources
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Horizons
textbook, pps. 66
– 67
SOL Power Point
CD
United Streaming
6
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Pacing/Duration: Week 7
The student will:
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Summer 2011
First Nine Week Grading Period
Objectives

Virginia Studies
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.
Analyze the impact of the arrival of women
and Africans to the Jamestown settlement
Identify the effects of agriculture on the
Virginia colony
State the year women arrived in
Jamestown
Define indentured servant, cash crop, and
slavery
Describe the hardships faced by the
settlers
Describe the events that led to the survival
of the colony
Describe Powhatans contributions to the
survival of the settlers
Analyze how and why relationships
between the settlers and Powhatans
changed
Identify Captain John Smith, Pocahontas,
and Powhatan people
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Suggested
Strategies/Activities/Tasks
Class Timeline of important events
Journal from alternate viewpoint (woman or
African) coming to Jamestown
Use interactive notetaking to know and recall
essential knowledge
Show video-clip of how slaves were brought over
on ships
Map routes taken from Europe and Africa to
Jamestown
Design a plantation
Trading activity to understand the challenges of
trade without communication skills
Read Slave Dancer
Compare/contrast viewpoint(s) of plantation owner
versus slave, role play
Resources
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Picture or actual
tobacco leaf
World map outline
SOL Power Point
CD
United Streaming
Dear America
Series – The
Starving Time
7
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Objectives
The student will:
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Summer 2011
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)

Virginia Studies
Describe the relationship between the
tobacco crops and the dependence on
slavery
Identify the effects of agriculture on the
Virginia colony
Recognize that the success of tobacco
as a cash crop encouraged slavery in
Virginia colony
Define indentured servant, cash crop,
and slavery
Name the most profitable crop in the
Virginia colony
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First Nine Week Grading Period
Suggested
Strategies/Activities/Tasks
Class Timeline of important events
Journal from alternate viewpoint (woman or
African) coming to Jamestown
Use interactive notetaking to know and recall
essential knowledge
Role playing
Show video-clip of how slaves were brought over
on ships
Map routes taken from Europe and Africa to
Jamestown
Resources
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Picture or actual
tobacco leaf
World map outline
SOL Power Point
CD
United Streaming
8
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Virginia Studies
Summer 2011
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
The student will:
 Recognize that cultural landscapes
reflect beliefs, customs, and
architecture of people living in an
area
 State examples/ recognize
examples of cultural landscape
 Identify specific examples of how
place names reflect culture
 Locate on a map of Virginia where
various cultural groups settled
 Evaluate the change over time from
English to Virginia culture
 Name the three major cultural
influences in early Virginia
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Suggested
Strategies/Activities/Tasks
Students choose a culture to research (on their
own) and make a poster
Web quest or research, using graphics organizer
to find influences of different cultures on place
names, barns, homes, churches, food, others
Using a Virginia map, label where groups settled
and their migration route(s)
Interactive notetaking
Timeline
Fieldtrip to Frontier Culture Museum (Staunton,
Virginia) or a guest speaker from the museum
PowerPoint presentation about cultural groups and
their influence on landscapes
Resources
 Websites
 Research materials
 Poster board or
construction paper
 Cultural outline
map
 SOL Power Point
CD
9
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Virginia Studies
Summer 2011
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
The student will:
 Explain how geographical and other
factors influenced the movement of
Virginia’s capital from one site to
another
 Sequence in order the location sites
of Virginia’s capital
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Suggested
Strategies/Activities/Tasks
Interactive note taking
Class timeline
Web factors for each capital site
Make brochure for capital locations to encourage
movement to that area
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
Resources
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Map outline
Construction paper
Venn Diagram
SOL Power Point
CD
10
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Virginia Studies
Summer 2011
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
The student will:
 Describe the forms of
exchange used in the Virginia
colony
 Define barter, money, credit,
debt, and saving
 Explain how farmers in early
Virginia used credit
 Describe how tobacco was
used as money in early Virginia
 Recognize that colonial Virginia
had no banks
 Understand that different
resources were used to
produce the goods and
services that people needed
 Describe the differences
between whites, enslaved
African Americans, and free
African Americans with regard
to everyday living
 Explain how the resources
influenced the food, housing,
and clothing of the people in
colonial Virginia
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Suggested
Strategies/Activities/Tasks
Trading game using popsicle (craft) sticks
Role-Playing
Interactive notetaking
Class timeline
Venn diagram to compare/contrast having
banks versus not having banks
Draw pictures to illustrate vocabulary terms
Zip around game from Enhanced Scope
and Sequence
Create classroom saving, credit, and debt
simulations
Write a skit about forms of exchange
Role-Play made-up scenes of daily life
Interactive notetaking
Venn diagram to compare/contrast the
similarities and differences between whites,
enslaved Africans, and free Africans
Draw pictures to illustrate the food, clothing,
and housing options
Resources
 Venn diagram or graphic
organizer
 Vocabulary cards
 Zip around cards
 SOL Power Point CD
 “Life at Jamestown.”
Jamestown-Yorktown
Foundation.
http://www.historyisfun.org/PD
Fbooks/Life_at_Jamestown.pdf
11
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Virginia Studies
Summer 2011
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
The student will:
 Identify the reasons, as expressed
in the Declaration of Independence,
why the colonies went to war with
Great Britain
 Compare the English and colonial
views about the governing of the
colonies
 Name the major author of the
Declaration of Independence
 Identify the source of governing
power as expressed in the
Declaration of Independence
 State the rights of people as
expressed in the Declaration of
Independence
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Suggested
Strategies/Activities/Tasks
Use interactive notetaking strategies to
understand/recall the essential knowledge
Using primary sources, students work in small
groups to write the offenses against King George
into their own words
Create a foldable of the Declaration of
Independence
Role plays – parts of patriots, King George,
Thomas Jefferson, etc.
T-chart to compare the English and colonial views
about governing the colonies
Teacher led discussion of the rights to life, liberty,
and pursuit of happiness
Research the Declaration of Independence and
write a document for the school or community
Draw pictures of the reasons for war with England.
Place events on a cube or timeline
Resources
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Maps of 13
colonies
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Declaration of
Independence
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Horizons textbook
Pictures of unit
content
CD about
foldables
SOL Power Point
CD
United Streaming
12
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Second Nine Week Grading Period
Objectives
The student will:
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Summer 2011
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

Virginia Studies
Identify the roles of Virginians in the
Revolutionary War era emphasizing
George Washington, Thomas
Jefferson, Patrick Henry, and James
Armistead Lafayette
Distinguish between patriots, loyalists,
and neutrals
Explain why African Americans were
divided about the war
Describe the roles of women in the war
Identify the famous quote by Patrick
Henry
Explain the importance of the Battle of
Great Bridge
Identify Jack Jouett and his role in the
Revolutionary War
Identify the importance of the American
victory at Yorktown
Explain the various roles played by
whites, enslaved and free African
Americans, and American Indians
during the war
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Suggested
Strategies/Activities/Tasks
Use interactive note taking strategies to
understand/recall the essential knowledge
Life in a Box – primary source activity from the
Library of Congress website
Create foldables of the characters and issues
Graphic organizer or chart/table to differentiate
between loyalists, patriots, and neutrals
Diary/journal entries about the era
Fieldtrip to Yorktown
Timeline of Revolutionary War events
Hands on artifacts/pictures of the war
Role play Patrick Henry’s speech
Divide class into three groups, loyalists, neutrals,
patriots, to create a poster/collage of their position
of the war
Resources

George
Washington’s
Socks
 Horizons textbook
 Life in a Box
www.primarysource
learning.org
 CD about
foldables
 SOL Power Point
CD
 United Streaming
13
Harrisonburg City Public Schools
History and Social Science Curriculum
Virginia Studies
Summer 2011
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
The student will:
 Explain why George Washington is
known as the “Father of Our
Country”
 Explain why James Madison is
known as the “Father of the
Constitution”
 Define a constitution
 Identify George Mason as author of
the Virginia Declaration of Rights
and Thomas Jefferson as author of
the Virginia Statute for Religious
Freedom
 Analyze the ideas of George Mason
and Thomas Jefferson as
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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Suggested
Strategies/Activities/Tasks
Make study guide foldables about George
Washington and James Madison
View videos about George Washington and James
Madison
Show teacher-made power point of essential
knowledge with pictures
Use children’s literature that reinforces traits of
George Washington and James Madison
Create study guide foldables of the Virginia
Declaration of Rights
Create study guide foldables of the Virginia
Statute for Religious Freedom
Venn diagram to compare/contrast the Virginia
documents to the national documents
Play Match-up game from the Enhanced Scope
and Sequence
Teacher-made Power Point of the essential
knowledge with pictures
Role play patriots, reenacting events for a “Who
Am I” game
Resources

CD about
foldables
 Videos of famous
patriots
 Horizons text
book
 Constitution of the
United States
 www.harcourt
school.com/primary
sources
 Enhanced Scope
and Sequence
 SOL Power Point
CD
 United Streaming
14
Harrisonburg City Public Schools
History and Social Science Curriculum
Virginia Studies
Summer 2011
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)
Objectives
The student will:
 Explain why Virginians migrated
west and south after the American
Revolution
 Analyze the geographic factors that
influenced the westward and
southward movement of Virginians
 Locate and identify the Cumberland
Gap
 Describe what Virginians took with
them as they moved westward and
southward
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Second Nine Week Grading Period
Suggested
Strategies/Activities/Tasks
Map the migration route through the Cumberland
Gap and across the Appalachian Mountains
Create study guide foldables of the migration
Teacher-made Power Point of the essential
knowledge with pictures
Create a Regions of Virginia cookbook
Write a diary entry about traveling westward or
southward from Virginia
Write a letter home about the journey westward
Research and report on agricultural changes and
new technologies in each region of Virginia
Review and map the regions of Virginia by
creating a collage of the agriculture of each region
Resources
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CD about
foldables
Virginia maps
Horizons text
book desk maps
Enhanced Scope
and Sequence
SOL Power Point
CD
15
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Virginia Studies
Summer 2011
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
The student will:
 Analyze the differences between
northern and southern states before
the Civil War
 Explain the difference between
slave and free states
 Identify Nat Turner, Harriet Tubman,
John Brown, and Abraham Lincoln
 Identify the beliefs and goals of
abolitionists
 Explain why the state of West
Virginia was created
 Locate and describe John Brown’s
raid
 Describe the Underground Railroad and Confederate
States of America
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Suggested
Strategies/Activities/Tasks
Use a Venn diagram to compare and contrast the
Northern and Southern states before the Civil War
Create graphic organizers of the differences between
the North and South and the events leading to the Civil
War
Teacher-made Power Point of the essential knowledge
with pictures
Create study guide foldables about the differences
between North and South; the events leading to the
war; and the creation of West Virginia
Role play the historical figures for a ‘Who Am I? game
Play review matching games from Enhanced Scope
and Sequence
Color a map showing the northern and southern states
Interactive note-taking
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 http://library.thinkquest.org/JO112391/nat
_turner.htm
Resources
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
CD about
foldables
US maps
Horizons text
book desk
maps
Primary
source
pctures
Enhanced
Scope and
Sequence
SOL Power
Point CD
United
Streaming
16
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Third Nine Week Grading Period
Objectives
The student will:
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Summer 2011
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
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
Virginia Studies
Describe Virginia’s role in the Civil War
Identify the major battles of the Civil War
that took place in Virginia
Identify Abraham Lincoln, Robert E. Lee,
Ulysses S. Grant, Thomas “Stonewall”
Jackson
Name the first major clash of the Civil War
Locate and identify the surrender of the
Confederacy
State when the Civil War ended
Name and locate the capital of the North
and the capital of the South
Describe what happened to Richmond near
the end of the Civil War
Locate the battle of the Merrimack and
Monitor and explain its importance
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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Suggested
Strategies/Activities/Tasks
Use a United States map to show/study the major
battles of the Civil War and the capitals of the
North and South
Create study guide foldables about the major
battles of the Civil War
Teacher-made Power Point of the essential
knowledge with pictures
Fieldtrip to New Market battlefield
Create graphic organizers about the battles and
the role of Virginia in the war
Read historical books about the Civil War
Invite local Civil War re-enactors to be guest
speakers
Using craft sticks and aluminum foil build models
of the Merrimack and the Monitor
Resources
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
CD about
foldables
US maps
Horizons text
book desk maps
Primary source
pictures
Enhanced Scope
and Sequence
SOL Power Point
CD
United Streaming
Research the Civil War battle between the Merrimack and
the Monitor and create an illustration
Visual aids of battles using toy soldiers and maps
Develop a timeline for the major events of the Civil War
Use a graphic organizer to differentiate the roles of the
whites, slaves, and Indians
17
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Virginia Studies
Summer 2011
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
Suggested
Strategies/Activities/Tasks
Objectives
The student will:
 Define and describe the
Reconstruction time period
 Identify problems faced by
Virginians during Reconstruction
 Identify the Freedmen’s Bureau
 Describe sharecropping
 Compare life before the Civil War
with life during Reconstruction
 Define prejudice, segregation,
discrimination, poll tax, voting tests,
public office, and “Jim Crow” Laws
 Compare the rights of African
Americans before the Civil War,
during Reconstruction, and after
Reconstruction
 Describe how Jim Crow Laws
affected African American life
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Interactive notebook activities
Teacher-made Power Point of the essential knowledge
with pictures
Textbook readings
Create a timeline or table to compare the life of African
Americans before, during, and after the Civil War
Role play or create simulations about the Freedmen’s
Bureau and sharecropping
Define the terms and create illustrations about
Reconstruction, sharecropping, and Freedmen’s
Bureau
Create foldables about life during Reconstruction and
life in the South after the Civil War
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
Resources
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

CD about
foldables
US maps
Horizons text
book desk maps
Enhanced Scope
and Sequence
SOL Power Point
CD
Interactive
notebook CD
United Streaming
18
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
SOL:
Virginia Studies
Summer 2011
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.
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
Suggested
Strategies/Activities/Tasks
Objectives
The student will:
 Describe how Virginia changed after
the Civil War and Reconstruction
 Identify cities in Virginia that grew as
a result of railroads
 Identify the location of the discovery
of coal in Virginia
 Identify industries that grew in
Virginia after the Civil War
 Describe the decline of Virginia’s
agricultural society
 Describe the growth of Virginia cities
 Identify reasons people move to
Virginia from other states and
regions
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Map activities to locate cities, railroad centers, Virginia
coal region (Tazewell County), and tobacco production
Interactive notebook activities
Teacher-made Power Point of the essential knowledge
with pictures
Textbook readings
Create foldables about the essential knowledge
content
Venn diagram to compare rural and urban areas
Interactive notebook activities
Teacher-made Power Point of the essential knowledge
with pictures
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.
Resources
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CD about
foldables
Virginia maps
Horizons text
book desk maps
Enhanced Scope
and Sequence
SOL Power Point
CD
Interactive
notebook CD
United Streaming
19
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Virginia Studies
Summer 2011
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
The student will:
 Explain the importance of Woodrow
Wilson and George C. Marshall to
international leadership
 Define segregation, desegregation,
integration, and Massive Resistance
 Explain the outcome of Brown v.
Board of Education
 Explain how Virginia practiced
Massive Resistance
 Understand the Civil Rights
Movement and its effect on history
 Identify the contributions of Maggie
L. Walker, Harry F. Byrd, Sr., Oliver
W. Hill, Sr., Arthur R. Ashe, Jr., A.
Linwood Holton, Jr., and L. Douglas
Wilder
 Describe the “pay-as-you-go”
program
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Suggested
Strategies/Activities/Tasks
Interactive notebook activities
Teacher-made Power Point of the essential
knowledge with pictures
Textbook readings
Create matching games for the people and their
historical contribution
Compare/contrast the contributions of Marshall and
Wilson
Create a diagram of "Brown v. Board of Education"
http://www.landmarkcases.org/brown/courtsystem.
html
Complete research and design biographical reports
Teacher-made Power Point of the essential
knowledge with pictures
Create vocabulary cards for these terms:
segregation, desegregation, integration, Massive
Resistance
View Virginia Pathways videos, Civil Rights, parts I
and 2
Read Ruby Bridges
Create foldables about desegregation and Massive
Resistance
Resources
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
CD about
foldables
Virginia Pathways
videos (Public
Television)
Horizons text
book
Enhanced Scope
and Sequence
SOL Power Point
CD
Interactive
notebook CD
Ruby Bridges by
Robert Coles
United Streaming
20
Harrisonburg City Public Schools
History and Social Science Curriculum
Virginia Studies
Summer 2011
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)
Objectives
The student will:
 Name the three branches of Virginia
government
 Identify the function or purpose of
each branch of Virginia government
 Recognize that Virginia laws must
agree with the Virginia Constitution
 Identify the two parts of the General
Assembly
 Identify the representative body of
each branch of Virginia government
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Third Nine Week Grading Period
Suggested
Strategies/Activities/Tasks
Interactive notebook activities
Teacher-made Power Point of the essential
knowledge with pictures
Textbook readings
Create foldables about the three branches of
government
Venn diagrams to compare the three branches of
government
Draw a tree and label with the branches of
government, the leaders, and the jobs
Compare and contrast the state government with
the federal government, make posters for each
Resources
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CD about
foldables
Horizons text
book
Enhanced Scope
and Sequence
SOL Power Point
CD
Interactive
notebook CD
Teacher-made
study guides
United Streaming
21
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Virginia Studies
Summer 2011
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
The student will:
 Name the five regions of Virginia
 Identify major industries and
products in each region of Virginia
 Explain how advances in
communications and transportation
promoted economic growth in
Virginia
 Identify products that Virginia
exports
 Recognize that tourism and the
federal government have a
significant impact on Virginia
government
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Suggested
Strategies/Activities/Tasks
Interactive notebook activities
Teacher-made Power Point of the essential
knowledge with pictures
Textbook readings
Create foldables about the regions of Virginia
Venn diagrams to compare the products and
industries of regions
Create brochures that describe a region, its
products and its industries
Illustrate transportation connections to products
(ex: highways and poultry trucks and framing)
On an outline map of Virginia label major exports
Play matching games with products, industries,
and regions
Resources
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CD about
foldables
Horizons text
book
Enhanced Scope
and Sequence
SOL Power Point
CD
Interactive
notebook CD
Teacher-made
study guides
United Streaming
22
Harrisonburg City Public Schools
History and Social Science Curriculum
SOL:
Virginia Studies
Summer 2011
ALL
Pacing/Duration: Week 3 - SOL Test
Fourth Nine Week Grading Period
Objectives
The student will:
 Review all SOL and objectives
taught throughout the year making
sure to include all VS 1 standards of
historical and geographic analysis
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Suggested
Strategies/Activities/Tasks
Create a review booklet, “Virginia ABC Book”
Review all teacher-made Power Point of the
essential knowledge
Review all foldables created throughout the school
year
Use review question and answer sheets in various
game activities
Review all maps of Virginia labeled during the year
Resources
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Foldables
Horizons text
book
Enhanced Scope
and Sequence
SOL Power Point
CD
Teacher-made
study guides
Review questions
Rubric for ABC
Book on SOL
Power Point CD
23