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Petersburg Public Schools
Curriculum Map: Fourth Grade Virginia Studies
2016 - 2017
Nine Weeks
1st Nine
Weeks
Essential Understandings & Questions
Essential Knowledge & Skills
Suggested Assessments & Resources
The Curriculum Framework 2008 is contained
within this Curriculum Map.
Pacing Guide for 2010-2011Link
VDOE Curriculum Documents
http://www.doe.virginia.gov/testing/sol/stand
ards_docs/history_socialscience/index.shtml
Use the Interactive Student Notebook –
organizes instruction, reinforces study skills,
guides at-home study.
Components:
 Preview:
Short, engaging assignment, beginning of
lesson to discover background knowledge.
 Reading Notes:
Activities after reading to engage student in
learning; graphically organized, aids
comprehension
 Processing Assignment:
Students independently demonstrate
mastery, uses a rubric to establish standards
1st Nine
Weeks
(con’t)
VS.1
VS.2
Revised JULY 2014
Primary Source Analysis:
APPARTS
Author: Who created the source?
Place and Time: Where and when was it
created?
Prior Knowledge: What do you already know
about it?
Audience: For whom was the source created?
Reason: Why was this source produced?
The Main Idea: What point is it conveying?
Significance: Why is this source important?
 Begin the day with sentences, based on
Virginia Studies that require correction
according to the English Standards. Correct
two per day and have a quick quiz on Friday.
Use of sentence strips makes the activity
enjoyable for students.
 Create a timeline from 1400 in 100-year
blocks.
 Throughout the course: introduce ways to take
notes, use selective underlining, and organize
information using graphic organizers.
 Two-Column Notes help students organize
information from reading assignments,
lectures, videos, etc.
Fold paper to make two columns  Left column (1/3 page) contains main
ideas in the form of questions or key
words.
 Right column (2/3s of page) contains
details which support and elaborate the
main points.
http://www.rockingham.k12.va.us/resources/ele
mentary/4history.htm
pagecounty.k12.va.us/resource/SOLOnilneTest.
htm
www.quia.com/pages/vasocialstudies.html
vastudeis.pwnet.org/coolstuff/index.htm
Page 1 of 46
Nine Weeks
Essential Understandings & Questions
Essential Knowledge & Skills
Suggested Assessments & Resources
VS.3a,b
VS.10b
Additional Virginia Studies
Resources
www.discoveryeducation.com
http://smithsonian.kids.us/
http://www.history.com/
www.solpass.org (various 1
minute movies and study guides)
Geography
VIRGINIA AND BORDERING STATES
{VS.2a}
Essential Understandings/Questions:
 Locations of places can be described in relative
terms.
 What are some ways that relative location can
be described?
 What large bodies of water border Virginia?
 What states border Virginia?
 Identify the large bodies of water and states that
border Virginia.
1st Nine
Weeks
(con’t)
Geography
VIRGINIA AND BORDERING STATES
{VS.2a}
{ENG4.1}{ENG4.3}{ENG4.8}
Essential Skills:
 Analyze and interpret maps to explain
relationships among bordering states and
large bodies of water in Virginia. {VS.1i}
Standard: The student will demonstrate
knowledge of the physical geography and
native peoples, past and present, of Virginia
by locating Virginia and its bordering states
on maps of the United States.
Essential Knowledge:
 Relative location may be described using
terms that show connections between two
places such as “next to”, “near”, and
“bordering.”
 Bordering bodies of water
- Atlantic Ocean
- Chesapeake Bay
VS.1
VS.2
Revised JULY 2014
 Bordering states
Geography
VIRGINIA AND BORDERING STATES
{VS.2a}
 Locate Virginia and its bordering states on
maps of the United States.
 Identify on maps the bodies of water bordering
Virginia.
 Use "Map Attack" strategies to analyze map
activities.
 Use a grid map and symbols to located large
bodies of water and states that border Virginia.
 Use the terms next to, near, and bordering to
locate large bodies of water and states.
 Create a KWL or Circle Map (Thinking Maps)
on Virginia topics; regions, rivers, bordering
states.
 Foldable: Bordering states and bodies of water
Building VS Vocabulary:
 bay
Page 2 of 46
Nine Weeks
Essential Understandings & Questions
Geography
WATER FEATURES {VS.2c}
Essential Understandings/Questions:
 Water features were important to the early
history of Virginia.
 Many early Virginia cities developed along the
Fall Line, the natural border between the
Coastal Plain (Tidewater), and Piedmont
regions where the land rises sharply and where
the waterfalls prevent further travel on the river.
 The four major rivers that flow into the
Chesapeake Bay are separated by peninsulas.
 The Chesapeake Bay separates the Eastern
Shore from the mainland of Virginia.
 Which water features were important to the
early history of Virginia?
1st Nine
Weeks
(con’t)
VS.1
VS.2
VS.3a,b
VS.10b
Essential Knowledge & Skills
-
VS.3a,b
VS.10b
 How did water features influence the
development of Virginia?
Maryland
West Virginia
Kentucky
Tennessee
North Carolina
Geography
WATER FEATURES {VS.2c}
{ENG41.}{ENG4.3}{ENG4.5}{ENG4.6}
Essential Skills:
 Determine cause and effect relationships
between water features and the location of
settlements. {VS.1b}
 Compare and contrast how water features
influenced the development of Virginia.
{VS.1c}
 Draw conclusions and make generalizations
about how water features influenced the
development of Virginia. Each river was a
source of food and provided a pathway for
exploration and settlement of Virginia.
{VS.1d}
 Analyze and interpret maps to explain
relationships among landforms and water
features. {VS.1i}
 Where is the Eastern Shore located?
Standard: The student will demonstrate
knowledge of the physical geography and
native peoples, past and present, of Virginia
by 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, and Lake Drummond
and the Dismal Swamp).
 What is a watershed? (SC4.8)
Essential Knowledge:
 How did the flow of rivers affect the settlement
of Virginia?
 What is a peninsula?
Revised JULY 2014
Suggested Assessments & Resources




bordering
landforms
ocean
relative location
Geography
WATER FEATURES {VS.2c}
 Locate and identify water features important to
the early history of Virginia (Atlantic Ocean,
Chesapeake Bay, James River, York River,
Potomac River, and Rappahannock River).
 Locate the Fall Line on a map of Virginia.
Describe the Fall Line and draw a picture of
the Rappahannock River at the Fall Line.
 Read "Moving From the Coast of Virginia"
and identify the importance of rivers in the
development of Virginia.
 Identify the Chesapeake Bay as the body of
water separating the Eastern Shore from the
mainland of Virginia. Create and interpret a
model of a watershed. Explain the importance
of watersheds and list steps that may be taken
to protect the Chesapeake Bay. (SC4.8)
 Foldable: Bordering states and bodies of water
Building VS Vocabulary:
 exploration
 food source
 pathway
 river flow
 transportation link
 lake
Page 3 of 46
Nine Weeks
Essential Understandings & Questions
Essential Knowledge & Skills
Explain the importance of watersheds and
preservation of the Chesapeake Bay.
Terms to know
 Peninsula: A piece of land bordered by
water on three sides. The Eastern Shore is a
peninsula bordered by the Chesapeake Bay to
the west and the Atlantic Ocean to the east.
Suggested Assessments & Resources





peninsula
river
swamp
water features
watershed
Water features
 Atlantic Ocean: Provided transportation
links between Virginia and other places (e.g.,
Europe, Africa, Caribbean)
 Chesapeake Bay: Provided safe harbor, was
a source of food and transportation
 James River: Flows into the Chesapeake
Bay, Richmond and Jamestown located along
the James River
 York River: Flows into the Chesapeake Bay,
Yorktown located along the York River
 Potomac River: Flows into the Chesapeake
Bay, Alexandria located along the Potomac
River
 Rappahannock River: Flows into the
Chesapeake Bay, Fredericksburg is located
on the Rappahannock River
1st Nine
Weeks
(con’t)
VS.1
VS.2
Revised JULY 2014
Each river was a source of food and
provided a pathway for exploration and
settlement in Virginia.
 Lake Drummond: Located in the Coastal
Plain (Tidewater) region, shallow natural lake
surrounded by the Dismal Swamp
 Dismal Swamp: Located in the Coastal Plain
(Tidewater) region, wide variety of wildlife
Page 4 of 46
Nine Weeks
Essential Understandings & Questions
Essential Knowledge & Skills
Suggested Assessments & Resources
George Washington explored and surveyed
the Dismal Swamp.
VS.3a,b
VS.10b
The Eastern Shore is a peninsula bordered
by the Chesapeake Bay to the west and the
Atlantic Ocean to the east.
Geography
REGIONS OF VIRGINIA {VS.2b}
Essential Understandings/Questions:
 Geographic regions have distinctive
characteristics.
 Virginia can be divided into five geographic
regions.
 What are the five geographic regions in
Virginia?
 How do the geographic regions of Virginia
differ?
 Where are the geographic regions of Virginia
located?
1st Nine
Weeks
(con’t)
VS.1
VS.2
VS.3a,b
Revised JULY 2014
Geography
REGIONS OF VIRGINIA {VS.2b}
{ENG4.6}{ENG4.7}{ENG4.8}
Essential Skills:
 Analyze and interpret maps to explain
distinctive characteristics in the five
geographic regions of Virginia.{VS.1i}
Standard: The student will demonstrate
knowledge of the physical geography and
native peoples, past and present, of Virginia
by locating and describing Virginia’s
Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and
Appalachian Plateau.
Essential Knowledge:
Terms to know
 Fall Line: The natural border between the
Coastal Plain (Tidewater) and Piedmont
regions, where waterfalls prevent further
travel on the river
Geographic Regions:
 Coastal Plain (Tidewater)
- Flat land
- Location near Atlantic Ocean and
Chesapeake Bay (includes Eastern
Shore)
- East of the Fall Line
 Piedmont (land at the foot of mountains)
Geography
REGIONS OF VIRGINIA {VS.2b}
 Locate and describe Virginia's Coastal Plain
(Tidewater), Piedmont, Blue Ridge Mountains,
Valley and Ridge, and Appalachian Plateau.
 Create a booklet, mobile, postcards, travel
brochure, or flip chart on the five regions of
Virginia.
 Create a landform or physical map that shows
the Fall Line and geographic differences in the
five regions of Virginia.
Building VS Vocabulary:
 Fall Line
 flat land
 lake
 mountain
 piedmont
 plateau
 peninsula
 physical geography
 region
 ridge
 river
 rolling hills
 source
 swamp
 valley
 water features
Page 5 of 46
Nine Weeks
VS.10b
Essential Understandings & Questions
Essential Knowledge & Skills
-
Rolling hills
West of the Fall Line
Suggested Assessments & Resources

watershed
 Blue Ridge Mountains
- Old, rounded mountains
- Part of Appalachian mountain system
- Located between the Piedmont and
Valley and Ridge regions
- Source of many rivers
 Valley and Ridge
- Includes the Great Valley of Virginia and
other valleys separated by ridges (The
Blue Ridge Mountains and the Valley
and Ridge regions are part of the
Appalachian mountain system.)
 Appalachian Plateau (Plateau: Area of
elevated land that is flat on top)
- Located in Southwest Virginia
- Only a small part of plateau located in
Virginia
Economics
PRODUCTS AND INDUSTRIES {VS.10b}
Essential Understandings/Questions:
 The state of Virginia can be divided into five
geographic regions.
 Different products and industries characterize
each region.
 What are the major products and industries of
each region in Virginia?
1st Nine
Weeks
(con’t)
VS.1
Revised JULY 2014
Economics
PRODUCTS AND INDUSTRIES {VS.10b}
{ENG4.5}{ENG4.6}{ENG4.7}{ENG4.8}
Essential Skills:
 Draw conclusions and make generalizations
about products and industries in Virginia.
 Make connections between colonial and
current products and industries in Virginia.
{VS.1e}
 Analyze and interpret maps to locate
products and industries in Virginia. {VS.1i}
Standard: The student will demonstrate
knowledge of government, geography, and
economics by describing the major products
and industries of Virginia’s five geographic
regions.
Essential Knowledge:
Economics
PRODUCTS AND INDUSTRIES {VS.10b}
 Create a business, industry, and farm brochure
for Virginia's five regions.
 Create a map of Virginia with legend
identifying products and industries.
 Time for Kids, Chesapeake Bay, resources,
pictures of Coastal Plain
 Time for Kids, Meet Us At the Apple Festival,
Shenandoah Valley, history of apples
 Write a descriptive paragraph about one of the
regions.
Building VS Vocabulary:
 beef
Page 6 of 46
Nine Weeks
VS.2
VS.3a,b
VS.10b
Essential Understandings & Questions
Essential Knowledge & Skills
Selected Examples of Products and
Industries:
 Coastal Plain (Tidewater) –
Products : seafood, peanuts
Industries: shipbuilding, tourism, military
bases
 Piedmont –
Products: tobacco, information technology
Industries: Federal and state government,
farming, horse industry
 Blue Ridge Mountains –
Products: apples
Industries: recreation, farming,
Suggested Assessments & Resources















coal
dairy
farming
federal and state government
horse industry
industries
information technology
military bases
poultry
products
recreation
seafood
shipbuilding
textiles
tourism
 Valley and Ridge –
Products: poultry, apples, dairy, beef
Industries: farming
 Appalachian Plateau –
Product: coal
Industries: coal mining
Geography
LOCATING AMERICAN INDIAN
LANGUAGE GROUPS {VS.2d}
Essential Understandings/Questions:
 American Indians were the first people who
lived in Virginia.
Geography
LOCATING AMERICAN INDIAN
LANGUAGE GROUPS {VS.2d}
Essential Skills:
 Analyze and interpret maps to locate Indian
language groups by the region of Virginia
{VS.1i}.
 American Indians lived in all areas of the state.
1st Nine
Weeks
(con’t)
 There were three major language groups in
Virginia.
VS.1
VS.2
 What evidence is there that American Indians
lived in all areas of the state?
 Why are native people called Indians?
Revised JULY 2014
Standard: The student will demonstrate
knowledge of the physical geography and
native peoples, past and present, of Virginia
by locating three American Indian language
groups (the Algonquian, the Siouan, and the
Iroquoian) on a map of Virginia.
Essential Knowledge:
 Christopher Columbus called the people he
Geography
LOCATING AMERICAN INDIAN
LANGUAGE GROUPS {VS.2d}
 Locate three American Indian language groups
(the Algonquian, the Siouan, and the
Iroquoian) on a map of Virginia.
 Compare American Indian language groups
and tell how they are alike and different.
Building VS Vocabulary:
 arrowheads
 artifacts
 Indians
 Indies
 language group
Page 7 of 46
Nine Weeks
Essential Understandings & Questions
VS.3a,b
VS.10b
 What were the three major language groups
found in Virginia, and where was each located?
Essential Knowledge & Skills
found in the lands he explored “Indians”
because he thought he was in the Indies (near
China).
Suggested Assessments & Resources


pottery
tribe
 Artifacts such as arrowheads, pottery, and
other tools that have been found tell a lot
about the people who live in Virginia.
 Three major language groups
- Algonquian languages were spoken
primarily in the Tidewater region; the
Powhatan were part of this group.
Geography
AMERICAN INDIANS RELATED TO THE
CLIMATE AND INTERACTED WITH THE
ENVIRONMENT {VS.2e}
Essential Understandings/Questions:
 Virginia's American Indians worked with the
climate and their environment to meet their
basic needs.
 What are some characteristics of Virginia's
climate?
1st Nine
Weeks
(con’t)
VS.1
VS.2
 Virginia Indian cultures have changed over
time.
 What are some ways Virginia's American
Indians related to the climate and interacted
with their environment to meet their basic
needs?
Revised JULY 2014
-
Siouan languages were spoken primarily
in the Piedmont region; the Monacan
were part of this group.
-
Iroquoian languages were spoken in
Southwestern Virginia and in Southern
Virginia near what is today North
Carolina; the Cherokee were a part of
this group.
Geography
AMERICAN INDIANS RELATED TO THE
CLIMATE AND INTERACTED WITH THE
ENVIRONMENT (VS.2e}
{ENG4.1}{ENG4.2}{ENG4.5}{ENG4.6}
{ENG4.7}{ENG4.8}
Essential Skills:
 Determine cause and effect relationships
between the American Indians and their
environment and climate. {VS.1b}
 Draw conclusions and make generalizations
about ways Virginia's Indians worked with
the climate and their environment. {VS.1d}
 Interpret ideas and events from different
historical perspectives. {VS.1g}
 Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. Virginia Indians are
Geography
AMERICAN INDIANS RELATED TO THE
CLIMATE AND INTERACTED WITH THE
ENVIRONMENT {VS.2e}
 Create a four-column chart with spring,
summer, fall, and winter as the headings. Give
examples and draw pictures of ways the
American Indians worked with the climate and
their environment to secure food, clothing, and
shelter.
 Write a paragraph to explain why Virginia's
Indians are referred to as Eastern Woodland
Indians.
 Create a PowerPoint presentation on American
Indians working with their environment to
meet their needs.
Page 8 of 46
Nine Weeks
VS.3a,b
VS.10b
Essential Understandings & Questions
 How do Virginia’s American Indians live today
in relation to the way they lived in the past?
Essential Knowledge & Skills
Suggested Assessments & Resources
referred to as Eastern Woodland
Indians.{VS.1i}
 Create skits for the seasons – a 2 minute skit
with narration.
Standard: The student will demonstrate
knowledge of the physical geography and
native peoples, past and present, of Virginia
by describing how American Indians related
to the climate and their environment to
secure food, clothing, and shelter.
Essential Knowledge:
 Climate in Virginia: The climate is
relatively mild with distinct seasons – spring,
summer, fall, and winter – resulting in a
variety of vegetation.
 Forests: Forests have a variety of trees and
cover most of the land. Virginia’s Indians are
referred to as Eastern Woodland Indians.
 Environmental Connections:
The kinds of food they ate, the clothing they
wore, and the shelters they had depended upon
the seasons.
1st Nine
Weeks
(con’t)
VS.1
VS.2
Revised JULY 2014
Building VS Vocabulary:
 animal skins
 basic needs
 characteristics
 climate
 culture
 deerskin
 depend upon
 environment
 forest
 harvest
 interact
 past
 relate
 season
 shelter
 vegetation
 Foods: changed with the seasons.
- In winter, they hunted birds and animals
and lived on stored foods from the
previous fall.
- In spring, they hunted, fished, and picked
berries.
- In summer, they grew crops (beans, corn,
and squash).
- In fall, they harvested crops and hunted
for food to preserve and keep for the
winter.
 Animal skins (deerskin) were used for
clothing
 Shelter was made from materials around
them.
Page 9 of 46
Nine Weeks
Essential Understandings & Questions
VS.3a,b
VS.10b
Essential Knowledge & Skills
Suggested Assessments & Resources
 Native peoples of the past farmed, hunted
and fished. They made homes using
natural resources. They used animal skins
for clothing in winter.
 Today, most native peoples live like other
Americans. Their cultures have changed
over time.
ARCHAEOLOGY {VS.2f}
Essential Understandings/Questions:
 Archaeology is another way that helps people
understand the past.
 Recent archaeological digs have recovered new
material evidence about Werowocomoco and
historic Jamestown.
 Why is archaeology important?
 How can new findings change the
understanding of history?
 What was Werowocomoco?
 What was Jamestown?
1st Nine
Weeks
(con’t)
VS.1
VS.2
Revised JULY 2014
ARCHAEOLOGY {VS.2f}
Essential Skills:
 Determine cause and effect relationships.
{VS.1b}
 Draw conclusions and make generalizations.
{VS.1d}
 Interpret ideas and events from different
historical perspectives. {VS.1g}
Standard: The student will demonstrate
knowledge of the physical geography and
native peoples, past and present, of Virginia
by describing how archaeologists have
recovered new material evidence through
sites including Werowocomoco and
Jamestown.
Essential Knowledge:
 Archaeologists study all kinds of material
evidence left from people of the past.
 Werowocomoco was a large Indian town
used by Indian leaders for several hundred
years before the English settlers came. It was
the headquarters of the leader, Powhatan, in
1607.
ARCHAEOLOGY {VS.2f}
Pronunciation Guide:
Werowocomoco weh-ro-wo-COM-o-co
The pronunciation guide of this
word will not be assessed on the
test.
Tradebook: Discovering Artifacts: Discovering
Our Past by Wendy Ashmore, McGraw Hill
Publishers
Building VS Vocabulary:
 archaeology
 artifact
 evidence
 interactions
 material
 original
 permanent
 Jamestown became the first permanent
English settlement in North America.
Archaeologists have discovered the site of the
original fort. The recovered artifacts give
archaeologists clues about the interactions of
Page 10 of 46
Nine Weeks
Essential Understandings & Questions
Essential Knowledge & Skills
Suggested Assessments & Resources
English, Africans and Indians in early
Virginia.
VS.3a,b
VS.10b
AMERICAN INDIAN TRIBES TODAY IN
VIRGINIA{VS.2g}
Essential Understandings/Questions:
 American Indian people have lived in Virginia
for thousands of years.
 Today, eight American Indian tribes in Virginia
are recognized by the Commonwealth of
Virginia.
 What are the names of the current staterecognized tribes?
 Where are the current state-recognized tribes
located in Virginia today?
AMERICAN INDIAN TRIBES TODAY IN
VIRGINIA{VS.2g}
Essential Skills:
 Draw conclusions and make generalizations.
{VS.1d}
 Interpret ideas and events from different
historical perspectives. {VS.1g}
 Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. {VS.1i}
Standard: The student will demonstrate
knowledge of the physical geography and
native peoples, past and present, of Virginia
by identifying and locating the current staterecognized tribes.
Essential Knowledge:
 American Indians, who trace their family
history back to before 1607, continue to live
in all parts of Virginia today.
 The current state-recognized tribes are
located in the following regions:
1st Nine
Weeks
(con’t)
VS.1
VS.2
Revised JULY 2014
AMERICAN INDIAN TRIBES TODAY IN
VIRGINIA{VS.2g}
Pronunciation Guide:
Chickahominy - CHICK-a-HOM-anee
Eastern Chickahominy
Mattaponi - mat-ta-po-NYE
Nansemond - NAN-sa-mund
Pamunkey - pa-MUN-kee
Rappahannock - RAP-a-HAN-nock
Upper Mattaponi
Monacan - MON-a-cun
The pronunciation guide of these words will not
be assessed on the test.
Building VS Vocabulary:
 Commonwealth
 current
 recognized
 trace
 tribe
Coastal Plain (Tidewater) Region
 Chickahominy Tribe
 Eastern Chickahominy Tribe
 Mattaponi Tribe
 Nansemond Tribe
 Pamunkey Tribe
Page 11 of 46
Nine Weeks
Essential Understandings & Questions
Essential Knowledge & Skills
Suggested Assessments & Resources
 Rappahannock Tribe
 Upper Mattaponi Tribe
VS.3a,b
VS.10b
Piedmont Region
 Monacan Tribe
History
REASONS FOR ENGLISH COLONIZATION
{VS.3a}
Essential Understandings/Questions:
 Some European countries, including England,
were in competition to increase their wealth and
power by expanding their empires to America.
 The first permanent English settlement in
America was Jamestown, founded in 1607 as an
economic venture.
 What were the reasons for English colonization
in America?
 What were the reasons why the Jamestown
settlers came to America?
History
REASONS FOR ENGLISH COLONIZATION
{VS.3a}
{ENG4.1}{ENG4.2}{ENG4.5}{ENG4.6}
{ENG4.7}{ENG4.8}
Essential Skills:
 Compare and contrast historical events.
{VS.1c}
 Draw conclusions and make generalizations
about the reasons for English colonization in
America.
 Interpret ideas and events from different
historical perspectives - stockholders,
settlers, England. {VS.1g}
 Analyze and interpret maps to explain
historical events. {VS.1i}
Standard: The student will demonstrate
knowledge of the first permanent English
settlement in America by explaining the
reasons for English colonization.
1st Nine
Weeks
(con’t)
VS.1
VS.2
Revised JULY 2014
Essential Knowledge:
England wanted to establish an American
colony to increase its wealth and power

England hoped to find silver and gold
in America

An American settlement would
furnish raw materials that could not be
grown or obtained in England, while
History
REASONS FOR ENGLISH COLONIZATION
{VS.3a}
 Explain the meaning of "economic venture"
and tell how it relates to Jamestown.
 Divide the class into thirds and students write a
letter from the perspective of a Virginia
Company of London stockholder, a Jamestown
settler, or a representative of the King of
England explaining their views on the
settlement at Jamestown. Letters will be
shared and reasons charted.
 Compare buying stock in the Virginia
Company of London with buying stock in
Wal-Mart.
 Tradebook: 1607: A New Look at Jamestown
by Karen Lange
Building VS Vocabulary:
 colonization
 competition
 economic venture
 empire
 expansion
 financed
 increase
 markets
Page 12 of 46
Nine Weeks
Essential Understandings & Questions
VS.3a,b
VS.10b
Essential Knowledge & Skills
opening new markets for trade.
Jamestown
 Jamestown was primarily an economic
venture.
Suggested Assessments & Resources





power
raw materials
stockholders
venture
wealth
 The stockholders of the Virginia Company of
London financed the settlement of
Jamestown.
 Jamestown became the first permanent
English settlement in North America in 1607.
Revised JULY 2014
Page 13 of 46
1st Nine
Weeks
(con’t)
VS.1
VS.2
VS.3a,b
VS.10b
Geography
JAMESTOWN LOCATION {VS.3b}
Essential Understandings/Questions:
 Location and physical characteristics influenced
the decision to settle at Jamestown.
 Where is Jamestown located?
 Why did the settlers choose the site at
Jamestown?
Geography
JAMESTOWN LOCATION {VS.3b}
{ENG4.1} {ENG4.2} {ENG4.5}
Essential Skills:
 Determine cause and effect relationship.
{VS.1b}
 Compare and contrast historical events.
{VS.1c}
 Draw conclusions and make generalizations
about the reasons for selection of the
Jamestown site. {VS.1d}
 Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and
historical events. {VS.1i}
Standard: The student will demonstrate
knowledge of the first permanent English
settlement in America by describing how
geography influenced the decision to settle at
Jamestown.
Geography
JAMESTOWN LOCATION {VS.3b}
 Participate in the simulation "Choosing a
Colony." How did geography influence the
decision to settle at Jamestown?
 Foldable: Describe how geography influences
the decision to settle Jamestown
Building VS Vocabulary:
 defend
 dock
 fresh water
 island
 locate
 narrow
 peninsula
 physical characteristic
 sea
 site
 Spanish Empire
 supply
Essential Knowledge:
When the settlers arrived in 1607, Jamestown
was located on a narrow peninsula bordered on
three sides by the James River. Today,
Jamestown is located on an island in the James
River.
 Reasons for site choice:
- Instructions told the settlers to go inland
and find a suitable place for their colony.
Revised JULY 2014
-
The location could be easily defended
from attack by sea (Spanish).
-
The water along the shore was deep
enough for ships to dock.
-
Believed had a good supply of fresh
Page 14 of 46
2nd Nine
Weeks
VS.3
c,d,e,f,g
VS.4 a,b,c,d
History
Civics
IMPORTANCE OF VIRGINIA CHARTERS
{VS.3c}
Essential Understandings/Questions:
 The King of England had the power to grant
charters allowing settlement in North America.
 What was the importance of the charters of the
Virginia Company of London to the Jamestown
settlement?
water.
History
Civics
IMPORTANCE OF VIRGINIA CHARTERS
{VS.3c} {ENG4.3} {ENG4.5}
Essential Skills:
 Identify and interpret primary source
documents (Charters of the Virginia
Company of London) to understand events in
history. {VS.1a}
 Draw conclusions and make generalizations
about the Charters. {VS.1d}
 Make connections between past (charters)
and present (English rights passed to the
colonists). {VS.1e}
 Interpret ideas and events from different
historical perspectives: stockholders in
London Company, settlers, King. {VS.1g}
Standard: The student will demonstrate
knowledge of the first permanent English
settlement in America by identifying the
importance of the charters of the Virginia
Company of London in establishing the
Jamestown settlement.
Essential Knowledge:
Importance of Virginia charters
The King of England granted charters to the
Virginia Company of London to:
 Establish a settlement in North
America
 Extend English rights to the settlers
Civics
IMPORTANCE OF THE VIRGINIA
ASSEMBLY (1619) AS THE FIRST
REPRESENTATIVE LEGISLATIVE BODY IN
ENGLISH AMERICA. {VS.3d}
Essential Understandings/Questions:
 As Jamestown grew, the system of government
evolved.
 What was this system of government called?
Revised JULY 2014
Civics
IMPORTANCE OF THE VIRGINIA
ASSEMBLY (1619) AS THE FIRST
REPRESENTATIVE LEGISLATIVE BODY
IN ENGLISH AMERICA. {VS.3d}
{ENG4.5}
Essential Skills:
 Identify and interpret artifacts and primary
and secondary source documents to
History
Civics
IMPORTANCE OF VIRGINIA CHARTERS
{VS.3c}
 Who granted the Charters of the Virginia
Company of London and why were they
granted?
 Interpret ideas and events from different
historical perspectives: stockholders in London
Company, settlers, King. What did each group
hope to achieve from a colony in Virginia?
 Begin a timeline of Virginia history that is
continued throughout the year. Create both
vertical and horizontal timelines.
Building VS Vocabulary:
 charter
 English rights
 establish
 extended
 grant
 King
 settlement
Civics
IMPORTANCE OF THE VIRGINIA
ASSEMBLY (1619) AS THE FIRST
REPRESENTATIVE LEGISLATIVE BODY IN
ENGLISH AMERICA. {VS.3d}
 In two circles labeled the House of Lords
(represented the upper class in England) and
House of Commons (represented the working
class in England), match the following
Page 15 of 46
2nd Nine
Weeks
 What was the House of Burgesses, and why
was it important?
VS.3
c,d,e,f,g
VS.4 a,b,c,d
understand events in history. {VS.1a}
 Draw conclusions and make generalizations
about the evolution of the system of
government at Jamestown. {VS.1d}
 Make connections between past (Parliament
and the Virginia Assembly) and present
(General Assembly of Virginia). {VS.1e}
 Sequence events in Virginia history. {VS.1f}
Standard: The student will demonstrate
knowledge of the first permanent English
settlement in America by identifying the
importance of the General Assembly (1619)
as the first representative legislative body in
English America.
Essential Knowledge:
System of government
 In 1619, the governor of Virginia called a
meeting of the General Assembly.
One legislative body
 The General Assembly included two
representatives (called burgesses) from each
of the divisions of Virginia along with
the governor’s council, and the governor.
 They met as one legislative body. (At that
time, only certain free adult men had a
right to take part.)
characteristics: Governor’s Council, House of
Burgesses, Virginia Senate, Virginia House of
Delegates.
-What conclusions can be drawn about the
legislature in Virginia today?
-What is the name of the current two-house
legislature in Virginia?
Building VS Vocabulary:
 burgess
 citizen
 divisions
 elected
 evolved
 General Assembly
 government
 governor
 Governor’s Council
 House of Burgesses
 legislature
 one legislative body
 representative
 separately
 system

two legislative bodies
Two legislative bodies
 By the 1640s, the burgesses became a
separate legislative body, called the House of
Burgesses.
 They met separately from the Governor’s
Council as one of the two legislative bodies
of the General Assembly
2nd Nine
Weeks
Revised JULY 2014
House of Burgesses
 The House of Burgesses was the first elected
legislative body in English America giving
settlers the opportunity to control their own
government.
Page 16 of 46
(
 The current Virginia General Assembly
dates from the establishment of the House
of Burgesses at Jamestown in 1619.
VS.3
c,d,e,f,g
VS.4 a,b,c,d
History
ARRIVAL OF AFRICANS AND WOMEN
{VS.3e}
Essential Understandings/Questions:
 Jamestown became a more diverse colony by
1620.
 What was the impact of the arrival of additional
women on the Jamestown settlement?
 What was the impact of the arrival of Africans
on the Jamestown settlement?
History
ARRIVAL OF AFRICANS AND WOMEN
{VS.3e}
{ENG4.5}{ENG4.6}{ENG4.7}{ENG4.8}
Essential Skills:
 Compare and contrast historical events.
{VS.1c}
 Draw conclusions and make generalizations
about the impact of the arrival of additional
women and Africans in Jamestown. {VS.1d}
 Sequence events in Virginia history. {VS.1f}
 Interpret ideas and events from different
historical perspectives of women, Africans,
settlers in Virginia. {VS.1g}
 Analyze and interpret maps explain
relationships among landforms, water
features, climatic characteristics, and
historical events. {VS.1i}
Standard: The student will demonstrate
knowledge of the first permanent English
settlement in America by identifying the
importance of the arrival of Africans and
women to the Jamestown settlement.
Essential Knowledge:
 Portuguese sailors captured African men and
women from what is present-day Angola.
The status of these early African men and
women as either servants or slaves in
Virginia is unknown.
2nd Nine
Weeks
Revised JULY 2014
History
ARRIVAL OF AFRICANS AND WOMEN
{VS.3e}
 Write diary entries describing the arrival of
women and African slaves at Jamestown.
Explain their importance in the colony.
 Web contributions of women and slaves to
colonial Virginia.
 Read "The Two Williamsburgs" and compare
the English colonists and the African slaves.
 Interpret the visual on slavery that is entitled
"Execrable Human Traffic, 1788."
Building VS Vocabulary:
 additional
 against their will
 Angola
 arrival
 diverse
 economy
 expand
 impact
 permanent
 Portuguese
 servant
 slave
 status
 Africans arrived in Jamestown against their
will in 1619. The arrival of Africans made
it possible to expand the tobacco economy.
Page 17 of 46
 The arrival of additional women in 1620
made it possible for more settlers to establish
families and a permanent settlement at
Jamestown.
VS.3
c,d,e,f,g
VS.4 a,b,c,d
HARDSHIPS AT JAMESTOWN {VS.3f}
Essential Understandings/Questions:
 The English settlers found life in Jamestown
harder than they had expected.
 What hardships did the Jamestown settlers
face?
 What changes took place that resulted in
survival of the settlers?
HARDSHIPS AT JAMESTOWN {VS.3f}
{ENG4.5}
Essential Skills:
 Determine cause and effect relationships
between the selection of the site at Jamestown
and the hardships faced. {VS.1b}
 Compare and contrast changes that took
place to ensure survival. The arrival of
supply ships, the forced work program and
strong leadership of Captain John Smith, and
the emphasis on agriculture ensured survival
of the colony. {VS.1c}
 Draw conclusions and make generalizations
about hardships faced at Jamestown.
{VS.1d}
 Sequence events in Virginia history. {VS.1f}
 Interpret ideas and events from different
historical perspectives. {VS.1g}
Standard: The student will demonstrate
knowledge of the first permanent English
settlement in America by describing the
hardships faced by settlers at Jamestown
and the changes that took place to ensure
survival.
Essential Knowledge:
Hardships faced by the settlers
 The site they chose to live on was marshy and
lacked safe drinking water.
 The settlers lacked some skills necessary to
provide for themselves.
 Many settlers died of starvation and disease.
Changes that resulted in survival of the
Revised JULY 2014
HARDSHIPS AT JAMESTOWN {VS.3f}
 Create a cause/effect chart for the selection of
the site at Jamestown and the hardships faced.
 Begin a “Famous Virginians Wall" and
"Famous Virginians Booklet" with Pocahontas,
Chief Powhatan, and Captain John Smith. Base
descriptions of the famous Virginians on the
"Essential Knowledge" provided in Virginia's
Standards of Learning.
 A timeline may be added to the bottom of the
page in the "Famous Virginians Booklet."
 Continue these activities throughout the year
and use them for review for the Grade 4 SOL
test.
 John Smith, English Explorer and Colonist by
Tara Mello
 John Smith Escapes Again by Rosalyn
Schanzer
 Jamestown 1607 by Michael Cooper
 New Beginnings – Jamestown & the Virginia
Colony by Daniel Rosen
 James Towne: Struggle for Survival by Marcia
Sewall
 The Jamestown Journey by Bentley Boyd
 Jamestown: A New World Adventure by
James E Knight
 1607: A New Look at Jamestown by Karen E
Lange
Building VS Vocabulary:
 agriculture
 drinking water
Page 18 of 46
colony:
 The arrival of supply ships
 The forced work program and strong
leadership of Captain John Smith
 The emphasis on agriculture
2nd Nine
Weeks
VS.3
c,d,e,f,g
VS.4 a,b,c,d
History
POWHATAN PEOPLE {VS.3g}
Essential Understandings/Questions:
 The native peoples and the English settlers at
Jamestown established trading relationships and
for a while had positive interactions.
 How did the native peoples and the English
settlers interact?
 Why did the relationship between the
Jamestown settlers and the native peoples
change?
 How did Powhatan contribute to the survival of
the settlers?
History
POWHATAN PEOPLE {VS.3g}
{ENG4.5} {ENG4.8}
Essential Skills:
 Compare and contrast the Powhatan people
and the English settlers. {VS.1c}
 Draw conclusions and make generalizations
about the trading relationships and
interaction of the Powhatan people and the
English. {VS.1d}
 Sequence events in Virginia history. {VS.1f}
 Interpret ideas and events from different
historical perspectives: American Indians
and settlers. {VS.1g}
Standard: The student will demonstrate
knowledge of the first permanent English
settlement in America by describing the
interactions between the English settlers and
the native peoples including the
contributions of Powhatan to the survival of
the settlers.
Essential Knowledge:
Revised JULY 2014













ensure
expected
faced
hardship
lacked
leadership
marshy
provide for
site
skills
starvation
supply ship
survival
History
POWHATAN PEOPLE {VS.3g}
 Create a Venn diagram or Double Bubble Map
(Thinking Maps) to compare and contrast the
Powhatan people and the English settlers.
 Life of the Powhatan by Rebecca Sjonger
 Giving Thanks: A Native American Good
Morning Message by Chief Jake Swamp
 Jamestown Interactions with the Powhatan by
Joseph Bruchac
 Pocahontas 1595-1617 by Liz Sonneborn
Building VS Vocabulary:
 chief
 contributed
 copper
 harmony
 initiated
 invaders
 leather
 native
 positive
 relationship
Page 19 of 46
 Captain John Smith initiated trading
relationships with the native peoples.
2nd Nine
Weeks
 The native peoples traded mainly food, furs
and leather with the English in exchange for
tools, pots, and guns and copper for jewelry.
VS.3
c,d,e,f,g
VS.4 a,b,c,d
 The native peoples contributed to the
survival of the Jamestown settlers in
several ways.
-
-
-
Powhatan, chief of many tribes,
provided leadership to his people and
taught the settlers survival skills.
Pocahontas, daughter of Powhatan,
served as a contact between the native
peoples and the English.
The native peoples showed the settlers
how to plant corn and tobacco.
Over time, the native peoples realized the
English settlement would continue to grow.
The native peoples came to see the settlers as
invaders who would take over their land.
History
INFLUENCE OF EUROPEANS {VS.4b}
Essential Understandings/Questions:
 The culture of colonial Virginia reflected
beliefs, customs, and architecture of Europeans,
Africans, and American Indians living in those
areas.
 Although a colony of England, Virginia
developed a unique culture different from that
Revised JULY 2014
History
INFLUENCE OF EUROPEANS {VS.4b}
{ENG4.5}{ENG4.7}{ENG4.8}
Essential Skills:
 Determine cause and effect relationships
between the English heritage and the culture
of colonial Virginia. {VS.1b}
 Compare and contrast historical events.
{VS.1c}
 Draw conclusions and make generalizations
History
INFLUENCE OF EUROPEANS {VS.4b}
 Describe how European (English, Scots-Irish,
and German) immigrants, Africans, and
American Indians influenced the cultural
landscape and changed the relationship
between the Virginia colony and England.
 Label a map of Virginia with the areas settled
by the English, Scots-Irish, and Germans.
Page 20 of 46
of England.
2nd Nine
Weeks
 How did the culture of colonial Virginia reflect
beliefs, customs, and architecture of Europeans,
Africans, and American Indians?
 Where did the various cultural groups settle?
VS.3
c,d,e,f,g
VS.4 a,b,c,d
about the relationship between the Virginia
colony and England over time. {VS.1d}
 Interpret ideas and events from the different
historical perspectives of England and the
colonists. {VS.1g}
 Analyze and interpret maps to explain
relationships among landforms, water
features, and where colonists settled. {VS.1i}
Standard: The student will demonstrate
knowledge of life in the Virginia colony by
describing how the culture of colonial
Virginia reflected the origins of European
(English, Scots-Irish, and German)
immigrants, Africans, and American
Indians.
Essential Knowledge:
Culture of colonial Virginia
 Whenever people settle an area, they change
the culture and landscape to reflect their
beliefs, customs, and architecture.
 Examples of architecture that reflect different
cultures include:
- Barns
- Homes
- Places of worship (e.g., churches)
 Place names reflecting culture
- English – Richmond
- American Indian – Roanoke
 Draw pictures to show how the English, ScotsIrish, Germans, American Indians, and
Africans changed the cultural landscape of
Virginia.
 As a writing activity, explain how to prepare a
colonial meal, make colonial clothing,
make/use tools, play colonial games, etc. Note
differences in cultures.
 Foldable: Settlement areas
 Tradebook: Museum of the American Frontier
Culture Guidebook & Frontier Culture
Museum by Katherine L. Brown
Building VS Vocabulary:
 adapt
 architecture
 beliefs
 culture
 customs
 European origins
 homelands
 landscape
 migration
 reflect
 unique
 worship
 Settlement areas
- English and other Europeans settled
primarily in Coastal Plain (Tidewater)
and Piedmont regions.
- Germans and Scots-Irish settled
primarily in the Shenandoah Valley,
which was along the migration route.
- Africans were settled primarily in the
Coastal Plain (Tidewater) and Piedmont
regions, where tobacco agriculture
Revised JULY 2014
Page 21 of 46
2nd Nine
Weeks
required a great deal of labor.
Prior to the arrival of the settlers,
American Indians lived throughout
Virginia. After the settlers arrived, most
were forced inland.
 Migration and living in new areas caused
people to adapt old customs to their new
environment.
VS.3
c,d,e,f,g
VS.4 a,b,c,d
Economics
AGRICULTURE INFLUENCES SLAVERY
{VS.4a}
Essential Understandings/Questions:
 The success of tobacco as a cash crop
transformed life in the Virginia colony and
encouraged slavery.
 What effect did agriculture have on the Virginia
colony?
 How did agriculture in the Virginia colony
influence the institution of slavery?
Economics
AGRICULTURE INFLUENCES
SLAVERY{VS.4a}
{ENG4.5}
Essential Skills:
 Determine cause and effect relationships
between the success of tobacco and the
growth of slavery. {VS.1b}
 Draw conclusions and make generalizations
about tobacco and slavery. {VS.1d}
 Make connections between past and present.
{VS.1e}
 Sequence events in Virginia history. {VS.1f}
Standard: The student will demonstrate
knowledge of life in the Virginia colony by
explaining the importance of agriculture and
its influence on the institution of slavery.
Essential Knowledge:
Terms to know
 Cash crop: A crop that is grown to sell for
money rather than for use by the growers.
 The economy of the Virginia colony
depended on agriculture as a primary
source of wealth.
 Tobacco became the most profitable
Revised JULY 2014
Economics
AGRICULTURE INFLUENCES
SLAVERY{VS.4a}
 Explain the statement, "Agriculture in the
Virginia colony encouraged the institution of
slavery."
 After reading, "Earning a Living in Early
Virginia," explain the importance of tobacco to
the colony.
 Time for Kids, On Shirley Plantation, slavery,
plantation life before the Civil War,
sharecropping
Building VS Vocabulary:
 agriculture
 cash crop
 dependence
 effect
 encouraged
 inexpensive
 institution of slavery
 labor
 plantation
 planting
 primary
 reliable
Page 22 of 46
agricultural product.
 Tobacco was sold in England as a cash crop.
 The successful planting of tobacco
depended on a steady and inexpensive
source of labor.
- African men, women and children were
brought to the colony against their will to
work as slaves on the plantations.
2nd Nine
Weeks
VS.3
c,d,e,f,g
VS.4 a,b,c,d
-
Geography
RELOCATION OF CAPITAL TO
WILLIAMSBURG{VS.4c}
Essential Understandings/Questions:
 A variety of factors explain the reasons for
moving Virginia’s capital.
 What were some reasons why the capital was
moved from Jamestown to Williamsburg?
Geography
RELOCATION OF CAPITAL TO RICHMOND
{VS.4c}
Essential Understandings/Questions:
 What were some reasons why the capital was
moved from Williamsburg to Richmond in
1780?
source
steady
transformed
wealth
The Virginia colony became dependent
on slave labor, and the dependence lasted
a long time.
Geography
RELOCATION OF CAPITAL TO
WILLIAMSBURG {VS.4c}
{ENG4.5}{ENG4.8}
Essential Skills:
 Determine cause and effect relationships
between the movement of the capital from
Jamestown to Williamsburg. {VS.1b}
 Compare and contrast historical events.
{VS.1c}
 Make connections between past and present.
{VS.1d}
 Sequence events in Virginia history. {VS.1f}
 Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and the
movement of the capital to Williamsburg.
{VS.1i}
Standard: 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.
Essential Knowledge:
 Reasons why the capital was moved from
Revised JULY 2014




Geography
RELOCATION OF CAPITAL TO
WILLIAMSBURG{VS.4c}
 Create a chart showing reasons for moving the
capital from Jamestown to Williamsburg.
Continue the timeline of Virginia history.
 Time for Kids, Restoration of Williamsburg,
Williamsburg restored as a colonial capital.
Building VS Vocabulary:
 capital
 contaminated
 destroyed
 drinking water
 elevation
 factors
 geographic factors
 moved
 relocation
 salt water
 unhealthy
 variety
Page 23 of 46
Jamestown to Williamsburg:
- Drinking water was contaminated by
seepage of salt water.
2nd Nine
Weeks
VS.3
Economics
c,d,e,f,g
MONEY, BARTER, CREDIT {VS.4d}
VS.4 a,b,c,d  Money was not often used in the early Virginia
colony.
 What forms of exchange were used in the
Virginia colony?
-
Unhealthy living conditions caused
diseases.
-
Fire destroyed wooden and brick
buildings at Jamestown.
Economics
MONEY, BARTER, CREDIT {VS.4d}
{ENG4.5}{ENG4.6}{ENG4.8}
Essential Skills:
 Determine cause and effect relationships
between money, barter, and credit. {VS.1b}
 Compare and contrast historical events.
{VS.1c}
 Draw conclusions and make generalizations
about the importance of tobacco in the
Virginia economy. {VS.1d
Standard: The student will demonstrate
knowledge of life in the Virginia colony by
describing how money, barter, and credit
were used.
Essential Knowledge:
Terms to know
 Money: A medium of exchange (currency,
which includes coins and paper bills)
 Barter: Trading/exchanging of goods and
services without the use of money
 Credit: Buying a good or service now and
paying for it later
 Debt: A good or service owed to another
 Saving: Money put away to save or to spend
at a later time.
Revised JULY 2014
Economics
MONEY, BARTER, CREDIT {VS.4d}
 Barter goods with classmates.
 Participate in a class store.
 Explain why the Virginia colony did not have
banks.
 Complete a compare/contrast chart on money
and barter.
 If the colonists did not have credit cards, how
did they buy on credit?
 Complete two-column notes on money,
banking, saving, and credit vocabulary.
 Use tobacco leaves to create a barter system in
the classroom.
Building VS Vocabulary:
 bank
 barter
 coins
 consumer
 credit
 debt
 exchange
 forms
 goods and services
 harvested
Page 24 of 46
 Few people had paper money and coins to
use to buy goods and services.
2nd Nine
Weeks
 Barter was commonly used instead of
money.
VS.3
c,d,e,f,g
VS.4 a,b,c,d
 Tobacco was used as money. A tobacco
farmer could use his tobacco to pay for goods
and services.
 Farmers and other consumers could also buy
goods and services on credit and pay their
debts when their crops were harvested and
sold.




money
paper money
saving
tobacco
 Colonial Virginia had no banks.
Revised JULY 2014
Page 25 of 46
3rd 9 Weeks
VS.4c,e
VS.5
VS.6
EVERYDAY LIFE IN COLONIAL VIRGINIA
{VS.4e}
Essential Understandings/Questions:
 Resources were used in colonial Virginia to
produce the goods and services that people
needed.
-
How did resources influence the food,
housing, and clothing in colonial Virginia?
 Everyday life was different for whites, enslaved
African Americans, and free African Americans
in colonial Virginia.
-
How was everyday life different for whites,
enslaved African Americans, and free
African Americans in colonial Virginia?
EVERYDAY LIFE IN COLONIAL
VIRGINIA {VS.4e}
Essential Skills:
 Draw conclusions and make generalizations.
{VS.1d}
 Make connections between past and present.
{VS.1e}
 Sequence events in Virginia history. {VS.1f}
Standard: The student will demonstrate
knowledge of life in the Virginia colony by
describing everyday life in colonial Virginia.
Essential Knowledge:
 People living in colonial Virginia depended
on natural, human, and capital resources to
produce the goods and services they needed.
 Food:
- Food choices were limited
- Meals were made of local produce and
meats
EVERYDAY LIFE IN COLONIAL VIRGINIA
{VS.4e}
Building VS Vocabulary:
 capital resources
 denied
 dirt floor
 enslaved African Americans
 everyday life
 free African Americans
 households
 human resources
 large farmer (plantation)
 livestock
 natural resources
 resources
 rights
 small farmer
 whites
 Housing:
- Most people lived in one-room homes
with dirt floors
- Some people (farmers) lived in large
houses
 Clothing:
- Households made their own clothes
- Most clothing was made of cotton, wool,
and leather
 Most white Virginians made their living from
the land as small farmers. A few owned large
farms (plantations).
 Most enslaved African Americans worked
tobacco, crops, and livestock. Enslaved
African Americans had no rights.
 Many free African Americans owned their
own business and property, but were denied
Revised JULY 2014
Page 26 of 46
most rights.
3rd 9 Weeks
VS.4c,e
VS.5
VS.6
Civics
DECLARATION OF INDEPENDENCE
{VS.5a}
Essential Understandings/Questions:
 England became Great Britain in the early
1700s.
 Conflicts developed between the colonies and
Great Britain over how the colonies should be
governed.
 The Declaration of Independence gave reasons
for independence and ideas for selfgovernment.
 How did the colonists’ ideas about government
differ from those of the British Parliament?
 Why is the Declaration of Independence an
important document?
Civics
DECLARATION OF INDEPENDENCE
{VS.5a}
{ENG4.2}{ENG4.3}{ENG4.5}{ENG4.6}
{ENG4.7}{ENG4.8}
Essential Skills:
 Identify and interpret the Declaration of
Independence. {VS.1a}
 Determine cause and effect relationships
between the colonists and England. {VS.1b}
 Compare and contrast historical events.
{VS.1c}
 Draw conclusions and make generalizations.
{VS.1d}
 Sequence events in Virginia history. {(VS.1f}
 Interpret ideas and events from different
historical perspectives. {VS.1g}
Civics
DECLARATION OF INDEPENDENCE
{VS.5a}
 Explain the relationship between England and
the colonists by drawing a picture in which
England is represented as the parent and the
colonies are represented as children.
Standard: The student will demonstrate
knowledge of the role of Virginia in the
American Revolution by identifying the
reasons why the colonies went to war with
Great Britain as expressed in the
Declaration of Independence.
 Write about what it would be like to live a day
without life, liberty, and happiness.
Essential Knowledge:
 The colonists and the British Parliament
disagreed over how the colonies should be
governed.
 Parliament believed it had legal authority
in the colonies, while the colonists
believed their local assemblies had legal
authority.
 Parliament believed it had the right to tax
the colonies, while the colonists believed
they should not be taxed since they had no
representation in Parliament.
Revised JULY 2014
 Read the Declaration of Independence and
create a list of grievances the colonists had
against the king.
 Explain why the Declaration of Independence
was a "declaration of war."
 Participate in plays: "How Much Power Is
Enough?" and "Constitutional Convention."
 Create a personal declaration of independence
- what three things you would want freedom
from.
 Foldable: Parliament and colonists
disagreement
 The Declaration of Independence by Jill K.
Muhall
 Give Me Liberty! The Story of the Declaration
by Russell Freedman
 The Declaration of Independence: The Words
that Made America by Sam Fink
Building VS Vocabulary:
 England
 Great Britain
Page 27 of 46
 The Declaration of Independence, written by
Thomas Jefferson, states that authority to
govern belongs to the people rather than to
kings and that all people are created equal
and have rights to life, liberty, and the pursuit
of happiness.
3rd 9 Weeks
VS.4c,e
VS.5
VS.6
History
ROLE OF VIRGINIANS {VS.5b}
Essential Understandings/Questions:
 Virginians made significant contributions
during the Revolutionary War.
 What contributions did Virginians make during
the Revolutionary War era?
 Whites, enslaved African Americans, free
African Americans, and American Indians all
had various roles during the American
Revolution.
 What contributions did whites, enslaved
African Americans, free African Americans,
and American Indians make during the
American Revolution?
History
ROLE OF VIRGINIANS {VS.5b}
{ENG4.3}{ENG4.5}
Essential Skills:
 Identify and interpret artifacts and primary
and secondary source documents to
understand events in history. {VS.1a}
 Interpret ideas and events from different
historical perspectives. {VS.1g}
Standard: The student will demonstrate
knowledge of the role of Virginia in the
American Revolution by identifying the
various roles played by whites, slaves, free
African Americans, and American Indians
in the Revolutionary War era, including
George Washington, Thomas Jefferson,
Patrick Henry, and James Lafayette.
Essential Knowledge:
Varied roles of whites, enslaved African
Americans, free African Americans, and
American Indians in the Revolutionary War
era
 Virginia patriots served in the Continental
Army and fought for independence leading to
the British surrender at Yorktown.
 Some Virginians were neutral and did not
take sides while other Virginians remained
loyal to Great Britain.
 Women took on more responsibility to
support the war effort.
 Some enslaved African Americans fought for
a better chance of freedom.
 Some free African Americans fought for
independence in the American Revolution.
Revised JULY 2014





govern
legal authority
Parliament
representation
tax
History
ROLE OF VIRGINIANS {VS.5b}
 Continue the "Famous Virginians Wall" and
"Famous Virginians Booklet" with George
Washington, Thomas Jefferson, and Patrick
Henry.
 Heroines of the American Revolution:
America’s Founding Mothers by Diane SilcoxJarrett
 Victory or Death! Stories of the American
Revolution by Doreen Rappaport
 If You Lived at the Time of the American
Revolution by Kay Moore
Building VS Vocabulary:
 commander-in-chief
 Continental Army
 contribution
 independence
 liberty
 patriots
 representation
 request
 roles
 surrender
 America in the Time of George Washington by
Sally Senzell Isaacs
 George Washington’s Mother by Jean Fritz
 George Did It! By Suzanne Tripp Jurmain
 George vs. George by Rosalyn Schanzer
 George Washington by Candice F Ransom
 A Picture Book of George Washington by
David A Adler
Page 28 of 46
3rd 9 Weeks
VS.4c,e
VS.5
VS.6
3rd 9 Weeks
VS.4c,e
VS.5
VS.6
History
IMPORTANCE OF GREAT BRIDGE, JACK
JOUETTE, AND THE AMERICAN VICTORY
AT YORKTOWN {VS.5c}
Essential Understandings/Questions:
 The Battle of Great Bridge was the first
land battle fought in Virginia during the
American Revolution.
-What was the importance of the Battle
of Great Bridge?
 The actions of Jack Jouett prevented the
capture of key members of the Virginia
General Assembly.
-Who was Jack Jouett?
 The last major battle of the Revolutionary War
was fought at Yorktown, Virginia.
Revised JULY 2014
 Many American Indians fought alongside
both the Virginia patriots and the British.
 American Lives: Patrick Henry by Jennifer
Blizin Gillis
Contributions of Virginians during the
Revolutionary War era:
- George Washington provided military
leadership by serving as commander-inchief of the Continental Army.
- Thomas Jefferson provided political
leadership by expressing the reasons for
colonial independence from Great
Britain in the Declaration of
Independence.
- Patrick Henry inspired patriots from
other colonies when he spoke out against
taxation without representation by
saying”…give me liberty or give me
death.”
- James Lafayette, an enslaved African
American from Virginia, served in the
Continental Army and successfully
requested his freedom after the war.
 American Lives: Thomas Jefferson by Rick
Burke
 A Picture Book of Thomas Jefferson by David
Adler
 Thomas Jefferson by Victoria Sherrow
 Thomas Jefferson, A Picture Book Biography
by James Cross Giblin
History
IMPORTANCE OF GREAT BRIDGE, JACK
JOUETTE, AND THE AMERICAN
VICTORY AT YORKTOWN {VS.5c}
{ENG4.5}
Essential Skills:
 Determine cause and effect relationships.
{VS.1b}
 Draw conclusions and make generalizations.
{VS.1d}
 Sequence events in Virginia history. {VS.1f}
 Analyze and interpret maps to explain
relationships between water features and
historical events. {VS.1i}
History
IMPORTANCE OF GREAT BRIDGE, JACK
JOUETTE, AND THE AMERICAN VICTORY
AT YORKTOWN {VS.5c}
 Locate Yorktown on a map of Virginia. What
was the importance of the American victory at
Yorktown?
Standard: The student will demonstrate
knowledge of the role of Virginia in the
American Revolution by identifying the
importance of the Battle of Great Bridge, the
ride of Jack Jouett, and the American
 Tradebook: Shh! We’re Writing the
Constitution by Jean Fritz
 If You Were There When They Signed the
Constitution by Elizabeth Levy and Joan
Holub
 Time for Kids, Victory at Yorktown, battle,
geography
Building VS Vocabulary:
 battle
 capture
 horseback
 key member
 victory
Page 29 of 46
 What was the importance of the American
victory at Yorktown?
3rd 9 Weeks
VS.4c,e
VS.5
VS.6
victory at Yorktown.
Essential Knowledge:
 The Battle of Great Bridge was the first land
battle of the American Revolution fought in
Virginia. The American victory forced the
British colonial governor to flee the City of
Norfolk.
 Jack Jouett rode on horseback through the
backwoods of Virginia to Charlottesville to
warn Thomas Jefferson, then governor of
Virginia, that the British were coming to
arrest him and members of the assembly.
 The American victory at Yorktown resulted
in the surrender of the British army, which
led to an end to the war.
Revised JULY 2014
Page 30 of 46
History
WASHINGTON AND MADISON {VS.6a}
Essential Understandings/Questions:
 The actions and ideas of Virginians formed the
basis for the new constitutional government of
the United States.
 Why is George Washington called the “Father
of Our Country” and James Madison called the
“Father of the Constitution?”
History
WASHINGTON AND MADISON {VS.6a}
{ENG4.1}{ENG4.2}{ENG4.5}{ENG4.6}
{ENG4.7}{ENG4.8}
Essential Skills:
 Identify and interpret artifacts and primary
and secondary source documents to
understand events in history. {VS.1a}
 Compare and contrast historical events.
{VS.1c}
 Draw conclusions and make generalizations.
{VS.1d}
 Interpret ideas and events from different
historical perspectives. {VS.1g}
History
WASHINGTON AND MADISON {VS.6a}
 Create one of the following puppets: George
Washington, James Madison, George Mason,
Thomas Jefferson, or Patrick Henry. Write a
short speech to be delivered by your chosen
puppet describing his accomplishments.
Standard: The student will demonstrate
knowledge of the role of Virginia in the
establishment of the new American nation
by explaining why George Washington is
called the “Father of Our Country” and
James Madison is called the “Father of the
Constitution.”
Building VS Vocabulary:
 compromise
 constitution
 constitutional government
 delegates
 earned title
 Father
 model
 process
 young country
Essential Knowledge:
 George Washington, a Virginian, was
elected as the first President of the United
States of America. He provided the strong
leadership needed to help the young country
and provided a model of leadership for future
presidents. Thus, he is often called the
“Father of Our Country.”
 Add James Madison to the "Famous Virginians
Wall" and "Famous Virginians Booklet.”
 James Madison: Fourth President by Mike
Venezia
 Great Little Madison by James Fritz
 James Madison, a Virginian, believed in the
importance of having a United States
constitution. He kept detailed notes during
the Constitutional Convention. His skills at
compromise helped the delegates reach
agreement during the difficult process of
writing the Constitution of the United States
of America. This earned him the title “Father
of the Constitution.”
Revised JULY 2014
Page 31 of 46
Civics
DOCUMENTS {VS.6b}
Essential Understandings/Questions:
 Ideas expressed in the Virginia Declaration of
Rights and the Virginia Statute for Religious
Freedom served as models for the Bill of Rights
of the Constitution of the United States of
America.
 What was the influence of the Virginia
Declaration of Rights on the Constitution of the
United States of America?
 What was the influence of the Virginia Statute
for Religious Freedom on the Constitution of
the United States of America?
Civics
DOCUMENTS {VS.6b}
{ENG4.3}{ENG4.5}
Essential Skills:
 Identify the ideas of George Mason and
Thomas Jefferson as expressed in the
Virginia Declaration of Rights and the
Virginia Statute for Religious Freedom.
 Identify primary and secondary source
documents to understand events in history.
{VS.1a}
 Make connections between past and present.
{VS.1e}
 Interpret ideas and events from different
historical perspectives. {VS.1g}
Standard: The student will demonstrate
knowledge of the role of Virginia in the
establishment of the new American nation
by identifying the ideas of George Mason
and Thomas Jefferson as expressed in the
Virginia Declaration of Rights and the
Virginia Statute for Religious Freedom.
Essential Knowledge:
 The Virginia Declaration of Rights, written
by George Mason, states that all Virginians
have many rights, including freedom of
religion and freedom of the press.
 The Virginia Statute for Religious Freedom,
written by Thomas Jefferson, states that all
people should be free to worship as they
please.
Revised JULY 2014
Civics
DOCUMENTS {VS.6b}
 What does George Mason say in the Virginia
Declaration of Rights? What later documents
copied his ideas?
 Draw a picture to describe the significance of
the Virginia Declaration of Rights, the Virginia
Statute for Religious Freedom, and the Bill of
Rights.
 Create a Document Walk.
 Foldable: The Virginia Declaration of Rights
 I Am Not Signing That! George Mason Stands
Up for the United States Bill of Rights Story
by Young Co-Authors
Building VS Vocabulary:
 basis
 declaration
 freedom of religion
 freedom of the press
 influence
 model
 please
 press
 religious freedom
 rights
 statute
 statute
 worship
 worship
Page 32 of 46
Geography
RELOCATION OF CAPITAL TO RICHMOND
{VS.4c}
Essential Understandings/Questions:
 What were some reasons why the capital was
moved from Williamsburg to Richmond in
1780?
Geography
RELOCATION OF CAPITAL TO
RICHMOND {VS.4c}
{ENG4.5} {ENG4.8}
Essential Skills:
 Determine cause and effect relationships
between the movement of the capital from
Williamsburg to Richmond. {VS.1b}
 Analyze and interpret maps to explain
relationships among landforms, water
features, climatic characteristics, and the
movement of the capital to Richmond.
{VS.1i}
Geography
RELOCATION OF CAPITAL TO RICHMOND
{VS.4c}
 Create a chart showing reasons for moving the
capital from Williams to Richmond.
 Continue the timeline of Virginia.
Building VS Vocabulary:
 central location
 distance
 England
 Great Britain
 westward
Standard: The student will demonstrate
knowledge of life in the Virginia colony by
explaining the reasons for the relocation of
Virginia’s capital from Williamsburg to
Richmond.
Essential Knowledge:
 Reasons why the capital was moved from
Williamsburg to Richmond
- Population was moving westward.
-
Richmond was a more central location.
-
Moving to Richmond increased the
distance from attack by the British.
England became Great Britain in the early
1700s.
Geography
WESTWARD EXPANSION {VS.6c}
Essential Understandings/Questions:
 Geography influenced the movement of people
and ideas as Virginians moved to and beyond
the Virginia frontier.
 What geographic factors influenced Virginians
to move to the western frontier of Virginia and
beyond?
Revised JULY 2014
Geography
WESTWARD EXPANSION{VS.6c}
{ENG4.1}{ENG4.5}
Essential Skills:
 Determine reasons for moving westward and
the effect it had on the United States. {VS.1b}
 Compare and contrast historical events.
{VS.1c}
 Draw conclusions and make generalizations
about westward migration. {VS.1d}
Geography
WESTWARD EXPANSION {VS.6c}
 Explain the influence of geography on the
migration of Virginians into western
territories.
 Continue a timeline of Virginia history.
 Tradebook: Away, I’m Bound Away by
Virginia Historical Society
Page 33 of 46
 Analyze and interpret maps to explain
relationships among soil conditions, water
and land features, and historical events.
{VS.1i}
Standard: The student will demonstrate
knowledge of the role of Virginia in the
establishment of the new American nation
by explaining the influence of geography on
the migration of Virginians into western
territories.
Essential Knowledge:
After the American Revolution, Virginia’s
agricultural base began to change, and as a
result large numbers of Virginians moved west
and to the deep South to find better farmland
and new opportunities.

Tobacco farming was hard on the soil,
causing many farmers to look west and
south for new land to farm.

Virginians migrated into western territories
looking for large areas of land and new
opportunities.

As Virginians moved, they took their
traditions, ideas, and cultures with them.
Building VS Vocabulary:
 agricultural
 cultures
 Cumberland Gap
 frontier
 gap
 geographic factors
 hard on the soil
 ideas
 influenced
 look west and south
 opportunities
 territories
 traditions
 western

Settler crossed the Appalachian Mountains
through the Cumberland Gap as they
migrated to new lands in the west.
Events leading to secession and war
 Nat Turner led a revolt against plantation
owners in Virginia.
 Abolitionists campaigned to end slavery.
 Harriet Tubman supported a secret route
that escaped enslaved African Americans
took; it became known as the
“Underground Railroad.”
 John Brown led a raid on the United
States Armory (Arsenal) at Harpers Ferry,
Virginia. He was trying to start a slave
Revised JULY 2014
Page 34 of 46

rebellion. He was captured and hanged.
After Abraham Lincoln was elected
President of the United States in 1860,
some southern states seceded from the
Union and formed the “Confederate States
of America.” Later Virginia seceded and
joined them.
Creation of West Virginia
 Conflict grew between the eastern counties
of Virginia that relied on slavery and
western counties that did not favor slavery.
 Many disagreements between the two
regions of the state led to the formation of
West Virginia.
Revised JULY 2014
Page 35 of 46