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Virginia Studies
HCPS Curriculum Framework/Based on the 2001 SOLs
Grade 5 (Pre-Civil War to the Present)
Henrico County Public Schools
3820 Nine Mile Road
Richmond, Virginia 23223
STANDARD VS.1a,b,c,d,e,f,g,h,i
Henrico County Public Schools
Grade 5
The student will develop skills for historical and geographical analysis including the ability to
a) identify and interpret artifacts and primary and secondary source documents to understand events in history;
b) determine cause and effect relationships;
c) compare and contrast historical events;
d) draw conclusions and make generalizations;
e) make connections between past and present;
f) sequence events in Virginia history;
g) interpret ideas and events from different historical perspectives;
h) evaluate and discuss issues orally and in writing;
i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.
The skills identified in Standard VS.1a-i are cited in the “Essential Skills” column for each chart for Virginia Studies with the exception of “h”
(evaluate and discuss issues orally and in writing). Students should have opportunities to practice speaking and writing, but these skills will not be
assessed on the Standards of Learning test. All other skills will be assessed on the Standards of Learning test. Teachers should incorporate these
skills into instruction throughout the year.
To All Grade 5 Teachers:
The history of Henrico County from 1781 to the Present should be taught through Virginia Studies. For a
comprehensive study guide of Henrico County, please refer to the 3-ring teacher resource binder entitled, The
History of Henrico County. Each fifth grade teacher should have a copy. Please check the school’s file server for
pictures/slides taken throughout Henrico County.
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
2
STANDARD VS.6a
Henrico County Public Schools
Grade 5
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.”
Reporting Category: History
Essential
Understandings
The actions and ideas of
Virginians formed the
basis for the new
constitutional
government of the
United States of
America.
George Washington was
the first President of the
United States of
America.
James Madison held a
strong belief in the
importance of a United
States Constitution.
Essential Questions
In what ways did
Virginians contribute
to the successes of the
new nation?
Why is George
Washington referred
to as the “Father of our
Country?”
Why is James
Madison referred to as
the “Father of the
Constitution?”
Essential Knowledge
Virginians were important participants in the establishment of the new government
by participating in the Constitutional Convention of 1787.
The Constitutional Convention was held in Philadelphia in 1787 with 55 of the 73
delegates present. All states were represented with the exception of Rhode Island. The
purpose of this meeting was to discuss problems between the thirteen states. The
delegates had many things in common: all were men who owned property; more than half
of them were lawyers; most of the delegates had fought beside George Washington in the
Continental Army; and many had also helped write the constitutions for their own states.
George Washington
George Washington, a Virginian and Commander-in-Chief of the Continental Army
during the American Revolutionary War, was elected as the first President of the United
States of America and often called the “Father of our Country.” Washington provided the
strong leadership needed to help the young country grow and develop through difficult
times. George Washington provided the model of leadership for future presidents.
James Madison
James Madison believed in the importance of having a United States Constitution.
Madison kept detailed notes during the Constitutional Convention, which helped the
delegates understand the process of developing this most significant document.
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)
James Madison drew up the Virginia Plan (May 1787). Many delegates, especially those
from the smaller states, opposed the Virginia Plan because it based the number of
representatives on a state’s population. Some offered the New Jersey Plan (June 1787). It
was much like the Articles of Confederation, but with a stronger Congress.
The Great Compromise (July 1787) indicated that the new Congress would have two
separate houses. One house would be called the House of Representatives. Representation
in the House of Representatives would be based on state population. This favored the
larger states. The second house would be called the Senate. Each state would have equal
representatives in the Senate: two delegates per state. This favored the smaller states.
(Continued)
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
3
(VS.6a Continued)
The United States Constitution
The United States Constitution set up central government with three main branches. The
Legislative Branch makes laws, the Executive Branch carries out laws, and the Judicial
Branch determines if laws have been broken.
•
•
James Madison’s compromising skills helped the delegates reach agreement during
the difficult process of writing the United States Constitution.
Madison is often called the “Father of the Constitution.”
The delegates of the Constitutional Convention signed the Constitution of the United
States on September 17, 1787.
In Henrico.....
During the Convention of 1788, Virginia ratified the United States Constitution where
Governor Edmund Randolph and future Chief Justice John Marshall represented Henrico
County as delegates at that convention.
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
4
STANDARD VS.6b
Henrico County Public Schools
Grade 5
The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by
b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious
Freedom.
Reporting Category: Civics
Essential
Understandings
Essential Questions
The actions and ideas of
Virginians formed the
basis for the new
constitutional government
of the United States.
What was the influence
of the Virginia
Declaration of Rights
on the United States
Constitution?
Ideas expressed in the
Virginia Declaration of
Rights and the Virginia
Statute for Religious
Freedom served as models
for the United States
Constitution’s Bill of
Rights of the Constitution
of the United States of
America.
What was the influence
of the Virginia Statute
for Religious Freedom
on the United States
Constitution?
Essential Knowledge
Virginia Declaration of Rights
The Virginia Declaration of Rights stated that all Virginians should have certain rights,
including freedom of religion, freedom of the press, and the right to trial by jury.
George Mason of Virginia drafted this document in 1776. It was adopted by
Virginia’s Fifth Convention on June 2, 1776. It spelled out such fundamental liberties
as freedom of religion, freedom of the press, and the right to a jury trial, in both civil
and criminal cases. It formed the basis of the first ten amendments (the Bill of Rights)
to the Constitution of the United States of America.
Virginia Statute for Religious Freedom
The Virginia Statute for Religious Freedom stated that all people should be free to
worship as they please.
Essential Skills
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)
Thomas Jefferson drafted this bill in 1777. It stated the principles of separation of
church and state and of complete religious freedom. It was introduced to the General
Assembly in 1779, but was not passed by the General Assembly until 1786. Without
James Madison’s leadership guiding this bill through the General Assembly, the bill
probably would not have passed. This document was the basis for the First
Amendment to the Constitution of the United States of America, the amendment that
protects religious freedom.
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
5
STANDARD VS.6c
Henrico County Public Schools
Grade 5
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.
Reporting Category: Geography
Essential
Understandings
After the American
Revolution, Virginia’s
agricultural base began to
change. As a result, large
numbers of Virginians
moved west and to the
deep South to find better
farmland and new
opportunities.
Geography influenced the
movement of people and
ideas as Virginians moved
to and beyond the
Virginia frontier.
The Great Valley of
Virginia provided a route
for migration to the
western territories.
Essential Questions
What geographic
factors influenced
Virginians to move to
the western frontier of
Virginia and beyond?
Essential Knowledge
The Influence of Geography on the Migration into the Western Territories
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 drained the minerals in 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.
•
Settlers crossed the Appalachian Mountains through the Cumberland Gap as
they migrated to new lands in the west.
Essential Skills
Determine cause and
effect relationships.
(VS.1b)
Compare and contrast
historical events. (VS.1c)
Draw conclusions and
make generalizations.
(VS.1d)
Analyze and interpret
maps to explain
relationships among
landforms, water features,
climatic characteristics,
and historical events.
(VS.1i)
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
6
STANDARD VS.7a
Henrico County Public Schools
Grade 5
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.
Reporting Category: History
Essential
Understandings
The Civil War was
fought over the issues of
states’ rights, slavery,
and the preservation of
the Union.
Because of economic
differences between the
North and South, they
were unable to resolve
their conflicts and the
South seceded from the
United States.
Conflicts arose between
the eastern and western
regions of Virginia.
Virginians were divided
about secession from the
Union, which led to the
creation of West
Virginia.
Essential Questions
What conflicts
developed between
the northern and
southern states in the
years following the
American Revolution
and led to the Civil
War?
How did the
differences between
the North and South
affect Virginia?
Why did Virginia
secede from the
Union and become a
new state?
Essential Knowledge
Some Causes and Effects of Issues that Divided the
United States after the American Revolution and Before the Civil War
The economy in the northern region of the United States was industrialized while in
the southern region it was agricultural and relied on slave labor.
In the early 1800s, American manufacturers learned to build and operate machines using
waterpower. Industries soon sprang up in the North along the eastern coast of the United
States, where there were many rivers and waterfalls to power machines. Factories began
using mass production and standardized parts. This meant that factories could make
products faster and in greater numbers than ever before. In the South, farmers produced
tobacco, corn, and other crops throughout the 1700s. In 1793, a new machine made a great
change in the southern economy. Eli Whitney’s cotton gin separated cotton from its seed
quickly and easily. Plantation owners soon began to grow large amounts of cotton. They
sold it to textile factories in the North and in Europe. Growing cotton required a lot of labor
in the fields. More and more slaves were brought to the South to work. In 1790, fewer than
70,000 slaves lived in the South. In 1830, there were approximately 2 million slaves.
In Henrico.....
Prior to 1783, it was illegal to free your slaves. In Henrico, a family of Quakers freed their
slaves, deeded them land, and by 1801, helped them build a school. The Pleasants family
lived in eastern Henrico in the area known as Gravel Hill.
During August of 1800, Gabriel’s Rebellion occurred. Born in 1776, Gabriel was a slave on
the Prosser plantation in Henrico County and a trained blacksmith. He traveled freely in the
Richmond area, and planned one of the largest slave uprisings. Due to this event,
restrictions on slaves all over Virginia were tightened. Slaves in Henrico worked on farms,
plantations, in the coal pits, and mines. Some worked in pottery and brickyards digging clay
and making bricks and pottery. Some learned trades, like blacksmithing.
In 1834, the beginning of railroads in Henrico played a large role in coal mining by
transporting coal into Richmond.
(Continued)
Essential Skills
Identify and interpret
artifacts and primary
and secondary source
documents to
understand events in
history. (VS.1a)
Determine cause and
effect relationships.
(VS.1b)
Draw conclusions and
make generalizations.
(VS.1d)
Make connections
between past and
present. (VS.1e)
Sequence events in
Virginia history.
(VS.1f)
Interpret ideas and
events from different
historical
perspectives. (VS.1g)
Analyze and interpret
maps to explain
historical events.
(VS.1i)
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
7
(VS.7a Continued)
William Lloyd Garrison (Abolitionist)
In the late 1820s, William Lloyd Garrison, a young white newspaper editor in New England,
spread his ideas to end slavery completely through The Liberator newspaper. Many people
disagreed with Garrison’s efforts at first, but more and more people began to support it.
Frederick Douglass (1817-1895) (Abolitionist)
Frederick Douglass escaped from slavery in Maryland in 1838. In 1841, he began to speak
at meetings throughout the North sharing his story of slavery and cruelty. His speeches
encouraged many others to abolish slavery. He established the North Star newspaper
(Rochester, N.Y.) which he edited for 17 years, advocating abolition through political
activism. During the Civil War, he urged African Americans to join the Union (northern)
ranks. During and after Reconstruction, he held several government jobs.
In 1850, the Fugitive Slave Law was passed.
The Fugitive Slave Law made it illegal to help slaves escape. It required all citizens to help
capture and return runaway slaves no matter where they were found. Those caught helping
slaves escape were heavily fined.
“Free” and “Slave” States
Northern states (industrialized communities) wanted the new states created out of the
western territory to be “free” states while the southern states (agricultural communities)
wanted new states to be “slave” states.
The Missouri Compromise of 1820
The Missouri Compromise of 1820 was an agreement to maintain a balance between “free”
and “slave” states. The compromise created an imaginary line (a division) from east to west
through the Louisiana Territory. Slavery was allowed in all states south of the line and
forbidden in all states (but Missouri) north of the imaginary line.
Nat Turner (Abolitionist) led a revolt against plantation owners in Virginia.
Nat Turner was born in 1800 in Southampton County, Virginia. In 1831, Nat Turner and
his small band of fellow slaves led a rebellion in Southampton County, Virginia. For two
days, they went from farm to farm and killed nearly 60 white men, women, and children
from slave-owning families.
(Continued)
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
8
(VS.7a Continued)
The so-called “Southampton Insurrection” was quickly crushed. Nat Turner hid in the
woods for six weeks before he was finally caught. All of the members of Turner’s
Rebellion were hanged in 1831. This was considered one of the most serious revolts.
Harriet Tubman (Abolitionist)
Throughout the years of slavery, many people helped runaway slaves find freedom. The
secret route that the escaped slaves took became known as the Underground Railroad.
They hid during the day and traveled by night. They had to avoid patrols looking for
runaway slaves. People who showed slaves the way to freedom were called Conductors.
Harriet Tubman escaped from slavery in Maryland in 1849. She and many members of the
Underground Railroad ignored the Fugitive Slave Law. She returned to the South many
times and helped over 300 other slaves gain their freedom.
The Missouri Compromise of 1850
The Missouri Compromise of 1850 included several parts. California would be a “free”
state. The people in the territories of Utah and New Mexico could decide for themselves to
be “free” or “slave” states. Any slaves escaping to the North would have to be returned and
anybody helping the slaves to escape would be punished. This compromise did not last
long.
The Kansas-Nebraska Act of 1854
The Kansas-Nebraska Act of 1854 indicated that there would no longer be an imaginary
line to separate “slave” states and “free” states. Instead, in each new state the people
themselves would decide. This act angered the abolitionists because it would permit the
extension of slavery. Kansas was one of the places where people would vote to decide
whether it was to be a “free” state or a “slave” state. Therefore, people for and against
slavery rushed into Kansas. Fighting broke out. People on both sides of the slavery issue
no longer saw compromise as possible. Some people in the South began to speak of
secession with the United States of America.
Dred Scott Decision
The Missouri Compromise of 1850 and the Kansas-Nebraska Act of 1854 increased
disagreement over slavery. In 1857, Dred Scott, a slave, said that he should be “free”
because his owner’s family had moved to the “free” state of Illinois. The Supreme Court
decided that a slave was not a United States citizen and that Congress could not forbid
slavery in the United States. This decision angered abolitionists.
(Continued)
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
9
(VS.7a Continued)
John Brown (Abolitionist) led a raid on the United States Armory (Arsenal) at
Harpers Ferry, Virginia.
In 1859, a staunch white abolitionist named John Brown led a raid on the United States
Armory (Arsenal) at Harpers Ferry, Virginia. He planned to distribute the weapons stored
there and start a slave rebellion. He was captured and hanged. (Please Note: In 1859,
Harpers Ferry was located in Virginia. West Virginia did not exist until 1863.)
Abraham Lincoln became the President of the United States of America
Abraham Lincoln was firmly opposed to the spread of slavery. To preserve the Union (the
union of states that is the United States of America), he pledged during his election
campaign, to leave slavery alone where it already existed. However, if no new “slave”
states were admitted to the Union, “free” states would soon be a majority in Congress. The
South would lose its political power. Some southern states talked about seceding from the
Union if Lincoln was elected. When Lincoln won the election and became the President of
the United States in 1860, South Carolina decided to secede.
By March of 1861, seven southern states (South Carolina, Mississippi, Alabama, Florida,
Georgia, Texas, Louisiana) seceded to form the Confederate States of America.
Representatives of these seven states met at Montgomery, Alabama, and formed a
provisional government. Montgomery, Alabama became the first capital of the
Confederacy. Jefferson Davis, a United States Senator from Mississippi, was made
President of the Confederate States of America.
Battle at Fort Sumter (South Carolina)
A large number of Northerners and Southerners alike wanted to avoid a war between the
states. In many southern states only a small majority voted for secession. Many
Northerners would rather have let the seceding states depart from the Union than go to war.
But President Abraham Lincoln had vowed not to let Union property be taken by the
Confederates. The Confederate takeover of Fort Sumter in South Carolina, which was a
Union garrison or fort, made armed conflict inevitable. The Civil War began at Fort
Sumter in 1861.
(Continued)
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
10
(VS.7a Continued)
Creation of West Virginia
Conflict grew between the eastern counties of Virginia that relied on slavery and western
counties that favored abolition of slavery. The disagreement between the two regions of the
state led to the formation of West Virginia.
The eastern counties of Virginia grew tobacco and cotton, which relied heavily on slaves
working the fields. The western counties were not as dependent on slave labor force. After
Confederate troops fired on Fort Sumter, President Lincoln called for troops to put down
the rebellion and return the seceding states to the Union. The Virginia Convention met and
voted for the secession of Virginia, with the majority of the votes coming from the
delegates of the Coastal Plain (Tidewater) and Piedmont Regions of Virginia.
Unhappy pro Union delegates from the western and mountain regions of Virginia met in a
second Convention in Wheeling to affirm their loyalty to the United States government and
to create a new state constitution. In 1863, the government of the United States recognized
the 50 former western Virginia counties as the new state of West Virginia.
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
11
STANDARD VS.7b
Henrico County Public Schools
Grade 5
The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by
b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia.
Reporting Category: History
Essential
Understandings
Essential Questions
The land of Virginia
played a significant role
in the Civil War and
became a major
battleground between
the Union and
Confederate troops.
Why were many of the
Civil War battles
fought in Virginia?
Virginians played a
significant role in the
Civil War.
What Virginians were
major leaders in the
Confederacy?
What major Civil War
battles were fought in
Virginia?
Who were some of the
leaders of the Union?
In what ways did
Virginia’s citizens
participate in the
Civil War?
Essential Knowledge
Once Virginia seceded from the United States, the capital of the Confederacy was moved to
Richmond, Virginia. Much of the Civil War was fought in Virginia because it was between
Richmond (the Capital of the Confederacy) and Washington, D.C. (the Capital of the
United States).
Some Major Civil War Battles/Events in Virginia
(In the 26 major battles and more than 400 engagements of the Civil War,
more men fought and died in Virginia than in any other state.)
Battles of Bull Run or Manassas (July of 1861 & August of 1862)
Bull Run is a small stream located 30 miles southwest of Washington, D.C. The site of two
Union defeats of the Civil War. The First Battle of Bull Run or Manassas was the first major
clash of the Civil War on July 21, 1861. On July 16, 1861, Union General McDowell began to
move on Confederate General Beauregard at Manassas Junction. McDowell, joined there by
forces of General Johnston, attacked Beauregard’s men near the stone bridge over Bull Run
Creek and drove them to the Henry House Hill. But Confederate General Thomas “Stonewall”
Jackson and his men played a major role in stopping the Union advances. Serving under Robert
E. Lee in the Second Battle of Bull Run or Manassas (August 1862), Union General John Pope
and his men attacked General Thomas “Stonewall” Jackson and his troops. The Union army was
defeated.
Sea Battle of the Monitor and the Merrimack (March of 1862)
President Abraham Lincoln used the Union Navy to blockade southern seaports. An important
sea battle of two ironclad ships, the USS Monitor (Union) and the USS Merrimack/CSS Virginia
(Confederate), took place in Virginia waters nears Norfolk and Hampton. The battle was fought
to a draw and revolutionized naval warfare. (FYI: The USS Merrimack was originally a Union
frigate throughout most of its existence. The Union Navy abandoned the frigate at the Norfolk
Naval Yard. To prevent the Confederates from using the ship, the Union Navy scuttled it. The
Confederates raised the ship from the shallow floor of the harbor and made major modifications.
The Confederates renamed the ship the CSS Virginia and used it against the Union.)
(Continued)
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
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
among
landforms, water
features, climatic
characteristics,
and historical
events. (VS.1i)
12
(VS.7b Continued)
Battle of Fredericksburg (December of 1862)
General Robert E. Lee, Commander of the Army of Northern Virginia, defeated the Union forces
led by major General Ambrose Burnside on December 11-15, 1862. It was a major Union defeat
with more than 12,000 Union casualties.
Battle of Chancellorsville (May of 1863)
General Robert E. Lee and his Army of Northern Virginia attacked Major General Joseph
Hooker’s Union of the Potomac, which was surrounded at Chancellorsville, Virginia. It was a
Union defeat.
The Creation of West Virginia (June of 1863)
The western region of Virginia opposed slavery. When Virginia seceded, the western region was
admitted to the United States of America as the new state of West Virginia.
The Siege of Petersburg (July of 1864-April of 1865)
In 1864, General Ulysses S. Grant moved toward Richmond through a siege of Petersburg.
Confederate General Robert E. Lee and his troops dug in for almost ten months. On April 2,
1865, Lee realized that Petersburg and Richmond would fall to the Union armies. He sent word
to Confederate President Jefferson Davis to leave Richmond.
Richmond (April of 1865)
Richmond was the Capital of the Confederacy and was attacked constantly by Union forces.
Union General Ulysses S. Grant captured Richmond on April 3, 1865. But before the
Confederate soldiers left, they set fire to the arsenal (armory) to keep the weapons out of Union
hands. The fire spread out of control and destroyed at least half of the city.
The Civil War ended in the home of Wilmer McLean at Appomattox Court House,
Virginia, where Confederate General Robert E. Lee surrendered his army to Union
General Ulysses S. Grant. (April 9, 1865)
In Henrico.....
During the Civil War, more battles were fought in Henrico than in any other region of the
country. Henrico was considered the outer defenses of the Confederate capital, Richmond.
Major engagements included: Seven Pines, Savage Station, Glendale, Malvern Hill, Yellow
Tavern, and New Market Heights.
During the Battle of Yellow Tavern, Confederate General J.E.B. Stuart received his mortal
wound and died later in Richmond. (The approximate site of this battle is the current location of
Virginia Center Commons Mall.)
(Continued)
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
13
(VS.7b Continued)
During the Battle of New Market Heights, 14 United States Colored Troops were awarded the
Medal of Honor for their valor in battle. (The approximate site is on Route 5, between Curles
Neck Farm and Route 295.)
The Dabbs House was General Robert E. Lee’s field headquarters in 1862.
(It is the current location of the Henrico County Police Headquarters on Nine Mile Road.)
Civil War Leaders/Confederacy
Robert E. Lee
Robert Edward Lee lived from 1807-1870. He was born in Westmoreland County, Virginia.
Unlike many Southerners, Lee did not believe in slavery and did not favor secession. Long
before the Civil War, he had freed the few slaves he had inherited. Lee had difficulty in deciding
whether to stand by his state of Virginia, which just seceded, or remain with the Union. Even
though President Lincoln offered him the field command of the United States Army, he refused
indicating that he would not fight against his fellow Southerners.
After his decision, he was given command of the Confederate Army of Northern Virginia in June
of 1862 and immediately took the offensive in the Seven Days’ Battles. He stopped the Union
army at the Second Battle of Bull Run or Manassas, but General McClellan halted Lee’s first
invasion of the North in the Antietam Campaign. Lee rejected Union advances at the Battles of
Fredericksburg and Chancellorsville. His second invasion of the North ended in defeat in the
Gettysburg Campaign in 1863. Beginning in July of 1864, Lee and his troops held out against
Grant for almost ten months in the siege of Petersburg. Early in 1865, Lee became General in
Chief of all Confederate armies, but the South was near collapse. He surrendered on April 9,
1865 to Ulysses S. Grant in the Wilmer McClean home at Appomattox Court House, Virginia.
Jefferson Davis
Jefferson Davis lived from 1808-1889. He was an American statesman and President of the
Confederacy (1861-1865). He was born near Elkton, Kentucky. He became a United States
Senator. Davis left Washington after the secession of Mississippi. As President of the
Confederacy, he assumed strong centralized power, weakening the States’ Rights Policy for
which the South had seceded. (During the Civil War, he was involved in many disputes with
Confederate generals. For instance, Confederate General Robert E. Lee surrendered the
Confederate Army to Union General Ulysses S. Grant without President Jefferson Davis’
approval.) Jefferson Davis was captured in 1865, by Union forces. He was imprisoned for two
years and was released in 1867 without prosecution.
(Continued)
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
14
(VS.7b Continued))
Thomas “Stonewall” Jackson
Thomas Jonathan Jackson lived from 1824-1863. He was a Confederate General in the Civil
War. He was born in Clarksburg, Virginia (now West Virginia). At the First Battle of Bull Run
or Manassas, he earned his “sobriquet” (or nickname) when he and his brigade stood “like a
stone wall.” He conducted the strong Shenandoah Valley campaign and joined General Robert
E. Lee for the Seven Days’ Battles. Serving under Lee, Jackson attacked the Union army to set
up the Confederate victory at the Second Battle of Bull Run or Manassas in August 1862. He
fought at the Antietam Campaign and at Fredericksburg. At Chancellorsville (May 1863),
Stonewall Jackson was mistakenly shot by a Confederate soldier and died of pneumonia.
J.E.B. Stuart
James Ewell Brown Stuart lived from 1833-1864. He was born in Patrick County, Virginia. He
was a Confederate Cavalry Commander in the Civil War. He was known for bold raids of
seeking out information about enemy positions. He traveled around General McClellan’s Union
Army (June 1862) and his sudden attack to the rear of John Pope’s forces (August 1862)
provided General Robert E. Lee with invaluable information. He fought at the Battles of Bull
Run or Manassas (1861), Fredericksburg (1862), and commanded at Chancellorsville.
Civil War Leaders/Union
Abraham Lincoln
Abraham Lincoln lived from 1809-1865. He was born in a log cabin in the backwoods of Hardin
County (now Larue County), Kentucky. He became the 16th President of the United States.
Lincoln was almost entirely self-educated. He settled in New Salem, Illinois and worked as a
storekeeper, surveyor, and postmaster while studying law. In 1834, he was elected to the state
legislature. In 1836, he became a lawyer. He ran for Senator in 1855, but failed. He ran again in
1858 against Stephen A. Douglas and failed. Although he lost the election, he had by now made
a name for himself since he regarded slavery as wrong and opposed its extension.
In 1860, he was elected President of the United States. To the Southern states, Lincoln’s
election was a signal for secession. By Inauguration Day, seven states (South Carolina,
Mississippi, Alabama, Florida, Georgia, Texas, Louisiana) had seceded and four more (Virginia,
Tennessee, North Carolina, Arkansas) seceded after he issued a summons to the militia. It is
generally agreed that Lincoln handled the vast problems of the Civil War with skill and vigor.
(Continued)
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
15
(VS.7b Continued)
On January 1st of 1863, President Abraham Lincoln moved to free the slaves in the South by
issuing the Emancipation Proclamation. The Emancipation Proclamation stated that all slaves
of the Confederacy were from that moment “forever free.” Lincoln saw the end of the Civil War,
but did not live to implement his plan for Reconstruction. While attending a play at Ford’s
Theater in Washington, D.C., he was shot and killed by John Wilkes Booth.
Ulysses S. Grant
Ulysses Simpson Grant lived from 1822-1885. He was the Commander-in-Chief of the Union
army in the Civil War. He was the 18th President of the United States (1869-1877). He was
born in Point Pleasant, Ohio. Upon outbreak of the Civil War, he was commissioned Colonel,
then Brigadier General of Regiment of Volunteers. After several victories, President Lincoln
made him Commander-in-Chief in March of 1864. He received Robert E. Lee’s surrender in the
Wilmer McLean home at Appomattox Court House on April 9, 1865. He was made full General
in 1866, the first citizen after George Washington to hold that rank.
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
16
STANDARD VS.8a
Henrico County Public Schools
Grade 5
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.
Reporting Category: Economics
Essential
Understandings
Virginia’s land and
economy were in ruins
after the Civil War.
Reconstruction was a
time of rebuilding
southern states and
reuniting them with the
Union.
Life was difficult for
Virginians during
Reconstruction.
Virginians faced serious
problems in rebuilding
the state after the war.
Essential Questions
Essential Knowledge
What were some of the
problems Virginians
faced during the period
of Reconstruction
following the Civil War?
Terms to Know:
• Reconstruction: the period following the Civil War in which Congress passed
laws designed to rebuild the country and bring the Southern states back into the
Union
• Freedmen’s Bureau: a government agency created in 1865 that provided food,
schools, and medical care for freed slaves and others in the South
• Sharecropping: a system common in the South in the late 1800s and early 1900s in
which freed slaves and poor white farmers, who could not afford to buy land, rented
land from a landowner by promising to pay the owner with a share of the crop when
harvested
What measures were
taken during
Reconstruction to
resolve Virginia’s
problems?
Virginians faced numerous problems during Reconstruction.
• Millions of freed slaves needed housing, clothing, food, and jobs.
• Virginia’s economy was in ruins.
- Money had no value.
- Banks were closed.
- Railroads, bridges, plantations, and crops were destroyed.
• Virginia had no functioning government and was no longer a part of the United
States of America.
Essential Skills
Determine cause and
effect relationships.
(VS.1b)
Draw conclusions and
make generalizations.
(VS.1d)
Make connections
between past and
present. (VS.1e)
Sequence events in
Virginia history.
(VS.1f)
Interpret ideas and
events from different
historical perspectives.
(VS.1g)
Virginians had to work hard to rebuild and reunite with the Union.
• Congress created the Freedmen’s Bureau in 1865. This government agency provided
food, schools, and medical care for freed slaves and others in the South.
• A new system of farming called sharecropping developed because plantation owners
lacked money to pay workers, and former slaves needed land and work. It also
allowed freed slaves and poor white farmers to rent land from a landowner by
promising to pay the owner with a share of the crop when harvested.
President Lincoln’s Emancipation Proclamation had declared the slaves free in the
Confederate states. The Thirteenth Amendment to the Constitution of the United States
of America (1865) completed the abolition of slavery in the United States.
(Continued)
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
17
(VS.8a Continued)
To further protect their rights, during the summer of 1868, Congress passed the
Fourteenth Amendment. This amendment protects the rights of all American citizens,
regardless of race or color. Virginia ratified the 14th Amendment and was resubmitted
to the Union in January of 1870. Virginia adopted a new constitution that banned
slavery and gave African American men the right to vote.
In Henrico.....
In 1870, the governing body during Reconstruction divided Henrico into townships,
which in 1874 became the original magisterial districts. It was at this time the county
Board of Supervisors was established.
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
18
STANDARD VS.8b
Henrico County Public Schools
Grade 5
The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by
b) identifying the effects of segregation and “Jim Crow” on life in Virginia.
Reporting Category: History
Essential
Understandings
During Reconstruction,
African Americans
began to have power in
Virginia’s government,
and men of all races
could vote.
Virginia adopted a new
constitution that banned
slavery and gave African
American men the right
to vote.
After Reconstruction, the
freedoms and rights
promised to African
Americans were slowly
taken away. New laws
were passed that were
unfair to African
Americans.
Jim Crow Laws were
passed by the southern
states. Jim Crow Laws
established segregation
or separation of the races
and reinforced prejudices
held by many white
people.
Essential Questions
What happened to the
rights of African
Americans after
Reconstruction?
What were Jim Crow
Laws?
Essential Knowledge
Terms to Know:
• Segregation: the separation of people, usually based on race or religion
• Jim Crow Laws: laws passed by southern states after Reconstruction that
established segregation or separation of the races
• Discrimination: an unfair difference in the treatment of people
During Reconstruction, African Americans began to have power in Virginia’s
government, and men of all races could vote.
What was segregation?
How was life in
Virginia affected by
Jim Crow laws and
segregation?
After Reconstruction, these gains were lost when “Jim Crow” Laws were passed
by southern states. “Jim Crow” Laws established segregation or separation of the
races and reinforced prejudices held by many whites.
Jim Crow Laws had an effect on African American Life
• African Americans found it very difficult to vote or hold public office.
• Unfair Poll Taxes and Voting Tests were established to keep African Americans
from voting.
• African Americans were forced to use separate drinking (water) fountains.
• African American and white children attended separate schools.
• They could not sit together in trains, restaurants, or theaters.
Essential Skills
Determine cause and
effect relationships.
(VS.1b)
Draw conclusions and
make generalizations.
(VS.1d)
Make connections
between past and
present. (VS.1e)
Sequence events in
Virginia history.
(VS.1f)
Interpret ideas and
events from different
historical perspectives.
(VS.1g)
Restricting Voting Rights for African Americans and Others in Virginia
The Virginia Convention of 1901-02 adopted suffrage (voting) restrictions to deny the
vote of African Americans living in Virginia without appearing to violate the 15th
Amendment of the United States Constitution. (The purpose of the 15th Amendment
(approved in 1870) was to protect the rights of all male United States citizens to vote.)
The Virginia Constitution of 1902 limited the vote to war veterans and their adult sons,
and to property owners who paid property taxes or could explain any portion of the
Virginia’s Constitution. This restriction reduced the number of African American
voters from about 147,000 to 10,000. It also had a negative impact on other Virginians,
as they could not meet these requirements.
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
19
STANDARD VS.8c
Henrico County Public Schools
Grade 5
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.
Reporting Category: Economics
Essential
Understandings
After the Civil War,
industry, technology,
transportation, and cities
began to grow and
contribute to Virginia’s
economy.
Essential Questions
What changes took
place in Virginia to
boost the economic
growth?
Essential Knowledge
Virginia began to grow in many areas after the Civil War and Reconstruction.
• As more people traveled, Virginia’s cities grew with more people, businesses, and
factories. The need for more and better (hard surfaced) roads increased.
• Railroads were a key to the expansion of business, agriculture, and industry. They
facilitated the growth of small towns to cities. Railroad centers attracted the
building of factories where clothing, furniture, and other useful items (capital
resources) were made.
• Roanoke became a railroad center. Richmond, Norfolk, and Newport News were
bustling with activity as the railroad brought new jobs and people to the areas.
Petersburg, Alexandria, Lynchburg, Charlottesville, and Norton grew into cities
because they were used as fuel stops for the trains.
• The New York, Philadelphia, and Norfolk Railroad linked the Eastern Shore to the
cities in the North.
Essential Skills
Draw conclusions and
make generalizations.
(VS.1d)
Make connections between
past and present. (VS.1e)
Sequence events in
Virginia history. (VS.1f)
Analyze and interpret maps
to explain relationships
among landforms, water
features, climatic
characteristics, and
historical events. (VS.1i)
• Other regions of Virginia grew as other industries developed. Coal deposits,
discovered in Tazewell County after the Civil War and in nearby counties, became
a source of livelihood for residents of southwest Virginia.
• Tobacco farming and tobacco products became important Virginia industries.
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
20
STANDARD VS.9a
Henrico County Public Schools
Grade 5
The student will demonstrate knowledge of twentieth century Virginia by
a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to
Virginia from other states and countries.
Reporting Category: Economics
Essential
Understandings
After Reconstruction and
during the twentieth
century, Virginia changed
from a rural, agricultural
society to a more urban,
industrial society and
Virginia’s cities began to
grow.
Essential Questions
Essential Knowledge
Why did Virginia
change from an
agricultural to an
industrial society?
Term to Know:
Service industry: beneficial work that does not result in a tangible product
(tangible: something you can touch or hold)
What caused Virginia’s
cities to grow?
Decline of Virginia’s agricultural society
• Old systems of farming were no longer effective.
• Crop prices were low.
Growth of Virginia’s cities
• People moved from rural to urban areas for economic opportunities.
• Technological developments in transportation, roads, railroad, and streetcars
helped cities grow.
People moved to Virginia from many other states and nations for jobs, freedom,
and the enjoyment of Virginia’s beauty and quality of life. Since the end of World
War II, northern Virginia has experienced growth due to increases in the number of
federal government jobs located in the region. Both northern Virginia and the
Coastal Plain (Tidewater) areas have grown due to computer technology.
Essential Skills
Determine cause and
effect relationships.
(VS.1b)
Draw conclusions and
make generalizations.
(VS.1d)
Make connections
between past and present.
(VS.1e)
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)
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
21
STANDARD VS.9b
Henrico County Public Schools
Grade 5
The student will demonstrate knowledge of twentieth century Virginia by
b) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history.
Reporting Category: History
Essential
Understandings
During the twentieth
century, Virginia
struggled over the
issues of Civil Rights.
After World War II,
African Americans
demanded equal
treatment and the
recognition of their
rights as American
citizens.
As a result of the Civil
Rights Movement, laws
were passed that made
racial discrimination
illegal.
Essential Questions
What changes occurred
in Virginia as a result of
the Civil Rights
Movement?
Essential Knowledge
Terms to Know:
• prejudice: a negative opinion formed without proof
• civil rights: the individual rights of all citizens to be treated equally or fairly under the
law
• Civil Rights Movement: an organized manner to achieve the individual rights of all
citizens to be treated equally under the law
• discrimination: an unfair difference in the treatment of people
• “Separate but equal”: people of different races would remain segregated, but have
equal rights
• boycott /sit-ins: to refuse to conduct business or have contact with a person, group,
country, or product/ to protest by sitting down
• integration: full equality of all races in the use of public facilities
• desegregation: abolishment of racial segregation
Desegregation in Virginia
The United States Supreme Court ruled in 1954 (Brown vs. the Board of Education) that
“separate but equal” public schools were unconstitutional. All public schools, including
those in Virginia, were ordered to integrate. Now, children of all races and colors could
attend the same public schools. In Virginia, as in the rest of the South, this change did not
come easily.
Massive Resistance in Virginia
Senator Harry F. Byrd, Sr. of Virginia, strongly opposed integrating Virginia’s public
schools. In 1957, through Senator Byrd’s efforts, the Virginia General Assembly approved
a policy for Massive Resistance, which cut off all state funding for public schools that
accepted integration.
Essential Skills
Determine cause and
effect relationships.
(VS.1b)
Compare and
contrast historical
events. (VS.1d)
Draw conclusions
and make
generalizations.
(VS.1d)
Make connections
between past and
present. (VS.1e)
Sequence events in
Virginia history.
(VS.1f)
Interpret ideas and
events from different
historical
perspectives.
(VS.1g)
In the fall of 1958, Front Royal, Charlottesville, Norfolk, and Prince Edward County, closed
down their schools rather than to integrate them, even though (in 1954), the United States
Supreme Court ruled that “separate but equal” public schools were unconstitutional.
(Continued)
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
22
(VS.9b Continued))
In 1959, a special session of the Virginia General Assembly met, and the policy of Massive
Resistance was overturned. In 1959, these public schools were reopened (with the exception
of Prince Edward County Schools), and the process of integrating Virginia’s public schools
began.
In Henrico......
The Reconstruction government required education for all children, which resulted in a dual
system of schools throughout the South. Henrico’s segregated school system remained in
effect until the mid 1960s.
Ms. Virginia Randolph established a supervised black school under the direction of a white
superintendent. She was an important pioneer in vocational education throughout the world.
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
23
STANDARD VS.9c
Henrico County Public Schools
Grade 5
The student will demonstrate knowledge of twentieth century Virginia by
c) identifying the political, social, and/or economic contributions made by Maggie Lena Walker, Harry F. Byrd, Sr., and L. Douglas Wilder.
Reporting Category: History
Essential
Understandings
Essential Questions
Many individuals made
social, political, and
economic contributions to
Virginia life in the
twentieth century.
What contributions to
twentieth century
Virginia life were made
by Maggie Lena
Walker, Harry Flood
Byrd, Sr., Arthur R.
Ashe, Jr., and L.
Douglas Wilder?
Essential Knowledge
Essential Skills
Maggie Lena Walker
Maggie Lena Walker was born in 1867 in Richmond, Virginia. She died in 1934.
She was a driving force in Richmond’s African American community. In 1903, she
founded the “Saint Luke Penny Savings Bank” and became the first African
American and the first woman Bank President in the United States.
Identify and interpret
primary and secondary
source documents to
understand events in
history. (VS.1a)
Harry F. Byrd, Sr.
Harry Flood Byrd, Sr. was born in 1887 in Winchester, Virginia. He died 1966. He
was a United States Senator from Virginia and was elected Governor of Virginia in
1925. During his four-year term, he reorganized and modernized Virginia’s
government. He was known for a Pay As You Go policy for road improvements.
(He did not believe in going into debt to finance public projects, so he funded
Virginia’s extensive highway improvement program with a gasoline tax.) He led a
Massive Resistance movement against the integration of the public schools in
Virginia.
Make connections
between past and present.
(VS.1e)
Arthur R. Ashe, Jr.
Arthur Robert Ashe, Jr. was born in Richmond, Virginia in 1943. He died in 1993.
He was the first African American winner of a major men’s tennis singles
championship. He was an eloquent spokesperson, an author for social change, and a
strong advocate for Civil Rights for all people.
L. Douglas Wilder
Lawrence Douglas Wilder was born in 1931 in Richmond, Virginia. He was the
grandson of slaves. He was named after Frederick Douglass (Abolitionist) and poet
Paul Laurence Dunbar. In 1969, he became the first African American state Senator
since Reconstruction. He served in the Virginia General Assembly for ten years and
was recognized as a strong, effective legislator. He was elected Lieutenant
Governor in 1985 and in 1990 he became Governor of Virginia. He was the first
African American state governor in the United States.
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
24
STANDARD VS.10a
Henrico County Public Schools
Grade 5
The student will demonstrate knowledge of government, geography, and economics by
a) identifying the three branches of Virginia government and the function of each.
Reporting Category: Civics
Essential
Understandings
Virginia state government
is made up of three parts
or branches that ensure
Virginia laws agree with
Virginia’s Constitution.
Essential Questions
What are the three
branches of Virginia
government?
Essential Knowledge
The government of Virginia is divided into three branches.
•
The Legislative Branch
The General Assembly is the Legislative Branch of the Virginia government
that makes state laws. It is divided into two parts—the Senate and the House of
Delegates.
•
The Executive Branch
The Governor heads the Executive Branch of the state government. The
Executive Branch makes sure that state laws are carried out.
•
The Judicial Branch
The Judicial Branch is the state’s Court System. The Judicial Branch decides
cases about people accused of breaking the law and whether or not a law
agrees with Virginia’s Constitution.
What are the powers or
functions of each?
Essential Skills
Draw conclusions and
make generalizations.
(VS.1d)
In Henrico.....
In 1934, Henrico becomes the only county in Virginia to adopt the County
Manager form of government.
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
25
STANDARD VS.10b
Henrico County Public Schools
Grade 5
The student will demonstrate knowledge of government, geography, and economics by
b) describing the major products and industries of Virginia’s five geographic regions.
Reporting Category: Geography
Essential
Understandings
Different products and
industries characterize
each of Virginia’s five
geographic regions.
Essential Questions
What are the major
products and industries
found in each of the five
geographic regions of
Virginia?
Essential Knowledge
Coastal Plain (Tidewater) Region: Chesapeake Bay, James River, Rappahannock
River, Potomac River, York River
• Products: Seafood
• Industries: Shipbuilding, fishing, tourism, federal military installations
The state’s fishing/seafood harvesting industries provide jobs for about 3,000 people.
Most of these jobs are located in the Coastal Plain (Tidewater) Region, along the
Chesapeake Bay and the Atlantic Ocean. The shipbuilding industry is also located in
this area. The shipyard in Newport News became one of the largest in the world, due
largely to the railroad line that runs from Newport News, through Richmond and
Charlottesville. The transportation system also increased tourism in Virginia. The
Chesapeake Bay Bridge Tunnel, built in 1964, connected the Eastern Shore and
Hampton Roads. By the 1960s, Virginia had large airports in northern Virginia,
Richmond, Roanoke, and Hampton Roads.
Essential Skills
Draw conclusions and
make generalizations.
(VS.1d)
Make connections
between past and
present. (VS.1e)
Piedmont Region: Plateau, rolling hills, rapids, Fall Line
• Products: Tobacco products, informational technology
• Industries: Technology, federal and state government, farming, textiles
The Piedmont Region’s transportation routes and availability to waterways and
natural harbors encouraged the development of tobacco farming. The Piedmont
Region has fruit, orchard, cattle, horses, and cotton and tobacco fields. Tobacco is
one of the main products in the state. Informational technology is also a product of
this region.
In Henrico.....
Henrico became known as the dairy capital of Virginia because of the number of
dairy farms, Curles Neck Dairy being the largest and most well known.
(Continued)
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
26
(VS.10b Continued)
Blue Ridge Mountains: a group of relatively steep and high elevation of land that
stretches from southern Pennsylvania, through Virginia, to northern Georgia
•
•
Products: Apples
Industries: Recreation
The Blue Ridge Mountains form the easternmost range of the Appalachian
Mountains. To the west of the Blue Ridge Mountains is a series of valleys.
Valley and Ridge Region: Valleys, caverns
•
•
Products: Poultry, apples
Industries: Farming
The Valley and Ridge Region begins west of the Blue Ridge Mountains, running
northeast to southwest. It includes the Great Valley and other valleys separated by
ridges.
Appalachian Plateau: Plateau, coal deposits
•
•
Products: Coal
Industries: Coal Mining
Coal is Virginia’s most important mineral resource and is located mostly in the
Appalachian Plateau. Its production provides more income than any other mineral
product in the entire state. Virginia is one of the country’s largest coal producers.
The town of Roanoke grew from 400 inhabitants in 1881 to 25,000 in 1892, because
the railroad shipped its coal through the town on the way from the southwestern
coalfields to the Port of Norfolk.
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
27
STANDARD VS.10c
Henrico County Public Schools
Grade 5
The student will demonstrate knowledge of government, geography, and economics by
c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.
Reporting Category: Economics
Essential Understandings
Essential Questions
Advances in transportation and
communication facilitated
migration and led to economic
development in Virginia
How have advances in
transportation facilitated
migration and economic
growth?
Industries in Virginia produce
goods and services used
throughout the United States.
How have advances in
communications and
technology helped the
economy grow?
In what ways is Virginia
part of the United States
economy?
Essential Knowledge
Advances in Transportation and Technology
Virginia’s extensive transportation system of highways, railroads,
waterways, and air transportation moves natural resources (raw
materials) to factories and finished products (capital resources) to
markets.
Essential Skills
Draw conclusions and make
generalizations. (VS.1d)
Make connections between past
and present. (VS.1e)
Virginia exports textiles, agricultural products, including tobacco
and poultry, coal, and large ships. Tourism is a major part of
Virginia’s economy. Virginia has a large number of
communications and other technology industries.
Many people from other states in the United States and from around
the world have migrated to Virginia for employment. The federal
government has a significant impact on Virginia’s economy, since
many of the government agencies are located in Virginia and in
nearby Washington, D.C.
Based on the 2001 Curriculum Framework Document/Virginia Department of Education
© June, 2002 Henrico County Public Schools
Lesson Plans, Assessments, a Curriculum Organizer, and a Database of Resource Materials are located in the Henrico County Public Schools Grade 5 Social Studies Toolbox for Instruction.
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