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1 Revised: 2/2/17

5th Grade

Dinwiddie County Public Schools provides each

student the opportunity to become a productive citizen,

engaging the entire community in the educational

needs of our children.

Virginia Studies Curriculum

2 Revised: 2/2/17

History and Social Science Standards of Learning Crosswalk between the 2015 & 2008 Standards

NINE WEEKS

TOPIC

SOL #

DOE PG #

Correlation

1st

Review; Political Growth and Westward Expansion: 1781 to Mid-1800’s; Begin

Civil War and Post War Eras

VS.1-5, VS.6-7

28-30

2nd

Finish Civil War and Post War Eras

VS.1, VS.7-8

31-40

3rd

Virginia: 1900 to the Present

VS.1, V.S.9-10

41-47

4th

Review

VS.1-10

28-47

Ongoing

Cross-Curriculum

(English & Virginia Studies Skills) *See Below

http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/2015/crosswalk-2015.pdf

3 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.6a Topic: Political Growth and Westward Expansion: Grade: 5_ Nine Weeks: 1st

1781 to the Mid-1800’s

a.) Explain why George Washington is called the “Father of our Country” and James Madison is called the “Father of the

Constitution”

Key

Questions/Concepts/Skills

Key Terms/Knowledge Instructional

Activities/Resources

Know that the actions and ideas of Virginians

formed the basis for the new constitutional

government of the United States. Why is George

Washington referred to as the “Father of Our

County?”

Why is James Madison referred to as the “Father

of the Constitution?”

Identify and interpret artifacts and primary and

secondary source documents to understand

events in history.

Compare and Contrast historical events.

Draw conclusions and make generalizations.

Interpret ideas and events from different

historical perspectives.

Explain why 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.”

Explain why 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.”

Horizons Virginia Chapter 4 Lessons 1 and 2

Activity Book pages 37 –40

Transparencies 2-7 and 2-8

“Take a Field Trip” Video Unit 5 (Visit Mount Vernon) refer to

Horizons Virginia textbook pages 342-343

Harcourt: Virginians Lead the Way & First First Ladies of The

United States

Technology Correlations

http://earlyamerica.com A compilation of primary

resources from 18th

century America.

www.unitedstreaming.com o “Sssh! We’re Writing the Constitution”

http://vastudies.pwnet.org/coolstuff/foldables.html

o Foldables for VS.6

George Washington

James Madison Virginia Statute for Religious Freedom The Virginia Declaration of Rights Influences of geography on the

migration of Virginians into western

territories

http://earlyamerica.com/

http://www.unitedstreaming.com/


4 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.6b_ Topic: Political Growth and Westward Expansion: Grade: 5 Nine Weeks: 1st

1781 to the Mid-1800’s b.) Identify the ideas of George Mason, as expressed in the Virginia Declaration of Rights and Thomas Jefferson, as expressed in the

Virginia Statute for Religious Freedom

Key




Understand that the 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?

Identify primary and secondary source documents

to understand events in history.

Make connections between past and present.

Interpret ideas and events from different

historical perspectives.

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.

SOL Coach Unit 4 Chapter 11

Horizons Virginia Chapter 4 Lesson 3.

Activity Book pages 42 – 43

Transparency 2-9

“Take a Field Trip” Video Unit 2 (Visit Monticello)

refer to textbook pages 158-159


www.monticello.org/jefferson/index.html The home page of Jefferson’s Monticello

www.unitedstreaming.com

o “The Real Thomas Jefferson”

www.timetravelers.org Students are

encouraged to travel through historical sites in

Virginia.

http://www.monticello.org/jefferson/index.html


http://www.timetravelers.org/

5 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.6c_ Topic: Political Growth and Westward Expansion: Grade: _5_ Nine Weeks: 1st

1781 to the Mid-1800’s c.) Explain the influence of geography and technological advances on the migration of Virginians into other states and western

territories in the first half of the 1800s

Key Questions/Concepts/Skills Key

Terms/Knowledge

Instructional


Analyze and interpret maps to explain relationships

among landforms, water features, climatic characteristics,

and historical events.

Determine cause and effect relationships.

Compare and contrast historical events.


Understand that geography influenced the

movement of people and ideas as

Virginians moved to and beyond the

Virginia frontier.

Explain that 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.

Understand the following geographic

influences:

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.

Settlers crossed the Appalachian

Mountains through the Cumberland

Gap as they migrated to new lands in

the west.

Horizons Virginia Chapter 4 Lesson 4

Activity Book pages 44

Transparency 2-10

Use maps to show westward movement;

locate Cumberland Gap

“Interactive Reading & Notetaking-

Virginia Studies Part 2” Notes on VS.6


“Test Designer”- Program that allows you to cut and paste test

questions

“Geo Skills”- Computer Game reinforcing map skills

www.unitedstreaming.com “Westward Expansion: The Pioneer Challenge” http://chumby.dlib.vt.edu/melissa/posters/vastudiesposter.html

Colorful posters reviewing all Virginia Studies content


http://chumby.dlib.vt.edu/melissa/posters/vastudiesposter.html

6 Revised: 2/2/17

Terms to Know:

Geography – the study of the earth and the

people, animals, and plants living on it.

Agricultural – concerned with producing

crops and raising livestock to sell the

resulting product for profit.

Migration – to move from one country,

place, or locality to another.

Cumberland Gap – a natural passage in

the Cumberland Mountains where Virginia,

Kentucky, and Tennessee come together.

Economy – the way people use their

resources to make, sell, buy, and use goods

and services.

7 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.7a Topic: Civil War Grade: _5_ Nine Weeks: 1st-2

nd

a.) Explain the major events and the differences between northern and southern states that divided Virginians and led to secession,

war, and the creation of West Virginia

Key


Key Terms/Knowledge

Instructional


Know that because of economic differences between the

North and South, they were unable to resolve their

conflicts and the South seceded from the United States.

Understand that Virginians were divided about secession

from the Union, which led to the creation of West

Virginia.

Identify and interpret artifacts primary and secondary

source documents to understand events in history.

Determine cause & effect relationships.

Compare/Contrast historical events.



Identify the following differences between northern

and southern states:

The economy in the northern part of the United

States was more industrialized, while in the

southern part it was agricultural and relied more

on slave labor.

Northern states wanted the new states created out

of the western territory to be “free states”, while

the southern states wanted the new states to be

“slave states”.

Terms to Know:

Secede – to break off from a country.

Industrialized – producing things by using

machines.

“Free states” – states that did not allow slavery.

“Slave states – states that allowed slavery.

Abolish – to put an end to.

Horizons Virginia Chapter 5 Lesson 1 and 2

Activity Book page 48 -51

Transparency 3-1 through 3-3

Label the Confederate and Union states on a U.S. map;

include a legend.

Using a Venn Diagram, compare and contrast the north

and south (T12).

Write a research report on a key Civil War figure.


“Interactive Reading & Notetaking- Virginia Studies Part

2” Notes on VS.7-8

Harcourt: The Civil War Years

Robert E. Lee and the Army of Northern Virginia

Hampton Roads

8 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.7a (continued) Topic: _Civil War _ Grade: _5_ Nine Weeks: 1st-2

nd

Key


Key Terms/Knowledge

Instructional


Understand the creation of West Virginia.

Sequence events in Virginia history.

Interpret ideas and events from different historical

perspectives.

Analyze and interpret maps to explain historical events.

Identify the following 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 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.

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.

Outline a U.S. map before and after the formation of

Western Virginia and discuss.

SOL Coach 5 Chapter 13

Time for Kids (Belle Boyd, Harper’s Ferry, and The

Monitor Meets the Merrimac)


www.unitedstreaming.com o “The American Civil War: The War

Years: Part 1: 1861-1862 and Part 2:

1863-1865”

o “U.S Geography: From Sea to Shining

Sea: Southeast Region”

o “Living History: Living on a Slave

Plantation”

http://vastudies.pwnet.org/coolstuff/foldables.

html

o Foldables for VS.7a

Lincoln’s Election

Creation of West Virginia

Differences between northern

and southern states

Events leading to secession

and war

Major Civil War battles




9 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.7b Topic: Civil War Grade: _5_ Nine Weeks: _1st-2

nd _

b.) Describe Virginia’s role in the war, including identifying major battles that took place in Virginia

Key


Key

Terms/Knowledge

Instructional

Activities/Resources Describe how Virginia played a significant role in

the Civil War and became a major battleground

between Union and Confederate troops.

What major battles were fought in Virginia?

Describe how Virginians played a significant role

in the Civil War.

Who were some of the leaders in the Civil War?

Major Civil War battles fought in

Virginia:

The first Battle of Bull Run (or

Manassas) was the first major clash

of the Civil War. Confederate

General Thomas “Stonewall”

Jackson played a major role in this

battle.

General Robert E. Lee,

Commander of the Army of

Northern Virginia, defeated Union

troops at Fredericksburg, Virginia.

Richmond was the capital of the

Confederacy. It fell to General

Ulysses S. Grant and was burned

near the end of the war.

Lincoln used the Union navy to

blockade southern ports. An

important sea battle between the

Monitor (Union) and the

Merrimack (Confederate), two

iron-clad ships, took place in

Virginia waters near Norfolk and

Hampton. The battle was fought

to a draw.


Activity Book pages 53-58

Transparencies 3-3A through 3-4

On a Virginia map, locate and label the

capital of the Confederacy and the major

Civil War battles fought in Virginia.

On a timeline, sequence significant

events of the Civil War in Virginia; begin

with Nat Turner’s revolt and end with

Robert E. Lee’s surrender at Appomattox Courthouse.


http://mciunix.mciu.k12.pa.us/~spjvweb/civilwarwq.html “Civil War

Battles: The Reporter’s Perspective” A webquest to research Civil War battles

http://sunsite.utk.edu/civil-war/warweb.html Links to Civil War sites

http://mciunix.mciu.k12.pa.us/~spjvweb/civilwarwq.html

http://sunsite.utk.edu/civil-war/warweb.html

10 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.7b (continued) Topic: Civil War Grade: 5 Nine Weeks: _1st-2

nd


Terms/Knowledge

Instructional


Determine Cause and effect relationships.



Analyze and interpret maps to explain

relationships among landforms, water features,

climatic characteristics, and historical events

Major Civil War battles (continued)

The Civil War ended at

Appomattox Courthouse,

Virginia, where Confederate

General Robert E. Lee

surrendered his army to Union

General Ulysses S. Grant in

April, 1865.

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.


Activity Book 59 – 60

Transparency 3-6


“Take a Field Trip” Video Unit 3 (Visit Appomattox Court House)

refer to textbook pages 222-223


www.ibiscom.com/appomatx.htm A site with the terms

and conditions of Lee’s surrender



Reconstruction problems

Reconstruction measures to solve

problems

Effects of “Jim Crow”

http://www.ibiscom.com/appomatx.htm


11 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.7c Topic: Civil War Grade: 5 Nine Weeks: __1st-2

nd _

c.) Describe the roles of American Indians, whites, enslaved African Americans, and free African Americans

Key


Key Terms/Knowledge

Instructional


How were whites, enslaved African Americans, free

African Americans, and American Indians affected by

the Civil War?




Whites, enslaved African Americans, free African

Americans, and American Indians all had various roles

during the Civil War.

Varied roles of whites, enslaved African Americans,

free African Americans, and American Indians during

the Civil War

• Most white Virginians supported the Confederacy.

• The Confederacy relied on enslaved African

Americans to raise crops and provide labor for the

army.

• Some free African Americans felt their limited rights

could best be protected by supporting the Confederacy.

• Most American Indians did not take sides during the

Civil War.

12 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.8a Topic: Post-War Eras_ Grade: _5_ Nine Weeks: __1st-2

nd _

a.) identifying the effects of Reconstruction on life in Virginia

Key


Key

Terms/Knowledge

Instructional







perspectives

Understand that Virginians faced serious problems in

rebuilding the state after the war.

Identify the following problems faced by Virginians during

Reconstruction:

Millions of freed slaves needed housing, clothing,

food, and jobs.

Virginia’s economy was in ruins:

o Money had no value.

o Banks were closed.

Railroads, bridges, plantations, and crops were destroyed.

Identify the following measures

taken to resolve problems:

• The Freedmen’s Bureau was a

government agency that provided

food, schools, and medical care for

freed African Americans and others

in Virginia.

• Sharecropping was a system

common in Virginia after the war in

which freedmen and poor white

farmers rented land from a

landowner by promising to pay the

owner with a share of the crop.


www.quia.com/fc/55463.html

Flashcard review of Civil War vocabulary


Foldables for VS8

o Reconstruction

o Railroads, new industries, and growth

of cities.

Harcourt: The Struggle for Equal Rights

http://www.quia.com/fc/55463.html


13 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.8b Topic: Post-War Eras_ Grade: _5_ Nine Weeks: __1st-2

nd _

b.) Identify the effects of segregation and “Jim Crow” on life in Virginia for American Indians, whites, and African Americans

Key


Key Terms/Knowledge

Instructional


Understand the freedoms and rights promised to

African Americans were slowly taken away after

Reconstruction, and it would take years to win them

back.

What impact did “Jim Crow” laws have on whites,

African Americans, and American Indians in

Virginia?

What happened to the rights African Americans

after Reconstruction?






perspectives.

Recognize that during Reconstruction, African

Americans began to have power in Virginia’s

government, and men of all races could vote.

Recognize that 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 whites.

Terms to Know:

Segregation – the separation of people, usually

based on race or religion.

Discrimination – an unfair difference in the

treatment of people.

Prejudice – an opinion made before the facts are

known; a judgment made about a person just on

the basis or race or religion.


Activity Book page 61

Transparency 3-7


www.unitedstreaming.com o “American Civil War:

Reconstruction”

Harcourt: Virginia: Into a New Century


14 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.8b (continued) Topic: Post-War Eras Grade: _5_ Nine Weeks: __1st-2

nd _

Key


Key Terms/Knowledge

Instructional


.

Identify how “Jim Crow” laws had an effect

on the lives of African Americans and

American Indians.

Unfair poll taxes and voting tests were

established to keep African American men

from voting.

African Americans found it very difficult

to vote or hold public office.

African Americans were forced to use

separate poor quality services such as

drinking fountains, restrooms, and

restaurants.

African Americans and white children

attended separate schools.

“Jim Crow” laws had an effect on

American Indians.



Transparency 3-8


www.unitedstreaming.com o “Civil Rights: The Long Road

to Equality”


15 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.8c Topic: Civil War and Post-War Eras Grade: _5_ Nine Weeks: __1st-2

nd _

c.) Describe the importance of railroads, new industries, and the growth of cities to Virginia’s economic development

Key


Key Terms/Knowledge

Instructional





Analyze and interpret maps to explain

relationships among landforms, water

features, climatic characteristics, and

historical events.

Understand that after the Civil war, industry

and technology, transportation, and cities

began to grow and contribute to Virginia’s

economy

Virginia began to grow in many areas after

the Civil War and Reconstruction:

Virginia’s cities grew with people, businesses,

and factories.

Railroads were a key to the expansion of

business, agriculture, and industry. They

facilitated the growth of small towns to

cities.

Other parts of Virginia grew as other

industries developed. Coal deposits, were

discovered in Tazewell County.

The need for more and better roads

increased.

Tobacco farming and tobacco products

became important Virginia industries.

Horizons Virginia Chapter 7 Lesson 1 and 2

Activity Book page 68 - 70

Transparency 4-2 and 4-3

Time for Kids (Arthur Ashe, At Arlington,

and Garden of Dreams)


16 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.9a_ Topic: _Virginia: 1900 to the Present_ Grade: _5_ Nine Weeks: 3rd

a.) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society

Key


Key

Terms/Knowledge

Instructional

Activities/Resources During the 20

th and 21

st centuries, Virginia changed from a

rural, agricultural society to a more urban, industrial society.

What caused Virginia’s cities to grow?

Virginia’s cities began to grow.





perspectives.

Analyze and interpret maps to explain relationships among

landforms, water features, climatic characteristics, and

historical events.

Terms to Know:

Rural – country life.

Urban – city life.

Suburb – an area with houses and streets just

outside of a city. During the early 20

th century, agriculture

began to change.

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, railroads, and

streetcars helped cities grow.

Coal mining spurred the growth of

Virginia towns and cities as people

moved from the countryside to find jobs

*People have moved to Virginia from many

other states and nations. During the 20th

century, Northern Virginia has experienced

growth due to increases in the number of

federal jobs located in the region. In the late

20th

century and the early 21st century

Northern Virginia and the Coastal Plain

(Tidewater) region have grown due to

computer technology

“Interactive Reading & Notetaking- Virginia Studies Part 2”

Notes on VS.9-10




20th

Century Virginia- from rural to

urban

20th

Century Virginia- Why people

came

Desegregation and Massive

Resistance

Harry F. Byrd

Arthur R. Ashe, Jr.

L. Douglas Wilder

Maggie Lena Walker

*Highlighted text will be removed from the Standards for the 2017 and beyond school year


17 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.9b _ Topic: _Virginia: 1900 to the Present_ Grade: _5_ Nine Weeks: 3rd

b.) Describe how national events including women’s suffrage and the Great Depression affected Virginia and its citizens

Key


Key Terms/Knowledge

Instructional


Two famous Virginians, Woodrow Wilson and

George C. Marshall, were important national and

international leaders.

How did Woodrow Wilson’s actions impact

international events?

How did George C. Marshall’s actions impact

America’s role with other world nations?





perspectives.

• Woodrow Wilson was a 20th

century

president who wrote a plan for world peace.

• George C. Marshall was a military leader

who created an economic plan to ensure

world peace.

Harcourt:

Famous Virginians in Modern Times

Time Readers:

http://www.npg.si.edu/exh/marshall/

marsh2.htm

Woodrow Wilson and George C. Marshall will be moved to USII for the 2017 and beyond school year.

http://www.npg.si.edu/exh/marshall/

18 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.9c Topic: _Virginia: 1900 to the Present_ Grade: _5_ Nine Weeks: 3rd

c.) Describe the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to

national history

Key




After World War II, African Americans demanded

equal treatments 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.

Terms to Know:

Segregation – The separation of people,

usually based on race or religion.

Desegregation – abolishment of racial

segregation.

Integration – full equality of all races in

the use of public facilities.



Transparency 4-4




Identifying the 3 branches of

government

Major products and industries of

Virginia’s 5 regions


19 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.9c (continued) Topic: _Virginia: 1900 to the Present_ Grade: _5_ Nine Weeks: 3rd

Key


Key

Terms/Knowledge

Instructional







perspectives.

Identify the following events of

desegregation and Massive Resistance

in Virginia:

The U.S. Supreme Court ruled in

1954 (Brown v. Board of

Education) that “separate but

equal” public schools were

unconstitutional.

All public schools, including those

in Virginia, were ordered to

desegregate.

Virginia’s government established

a policy of Massive Resistance,

which fought to “resist” the

integration of public schools.

Some schools were closed to avoid

integration.

The policy of Massive Resistance

failed, and Virginia’s public

schools were integrated.

Harry F. Byrd, Sr., led a Massive

Resistance Movement against the

desegregation of public schools.


www.vahistory.org/massive.resistance/index.html

www.library.vcu.edu/jbc/speccoll/pec.html

http://www.vahistory.org/massive.resistance/index.html

http://www.library.vcu.edu/jbc/speccoll/pec.html

20 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.9d Topic: _Virginia: 1900 to the Present_ Grade: _5_ Nine Weeks: 3rd

d.) describing the political, social, or economic impact made by Maggie L. Walker; Harry F. Byrd, Sr.; Oliver W. Hill, Sr.; Arthur

R. Ashe, Jr.; A. Linwood Holton, Jr.; and L. Douglas Wilder

Key


Key

Terms/Knowledge

Instructional


Know that many individuals made social, political, and

economic contributions to Virginia life in the 20th and 21

st

centuries.

What contributions to life in the 20th

and 21st

centuries in Virginia were made by Maggie L.

Walker, Harry Flood Byrd, Sr., Oliver W. Hill, Sr.,

Arthur R. Ashe, Jr., A. Linwood Holton, Jr., and L.

Douglas Wilder?

Identify and interpret primary and secondary source

documents to understand events in history.


Citizens who made political, social, and/or economic

contributions

Maggie L. Walker was the first African American

woman to establish and become a bank president in

the United States.

Harry F. Byrd, Sr., as governor, was known for a “Pay

As You Go” policy for road improvements, and he

modernized Virginia state government.

Arthur R. Ashe, Jr., was the first African American

winner of a major men’s tennis singles championship.

He was also an author and eloquent spokesperson for

social change.

L. Douglas Wilder, former governor of Virginia, was

the first African American to be elected a state

governor in the United States.

Oliver W. Hill, Sr., was a lawyer and civil rights

leader who worked for equal rights of African

Americans. He played a key role in the Brown v.

Board of Education decision.

A. Linwood Holton, Jr., as governor of Virginia,

promoted racial equality. and appointed more African

Americans and women to positions in state

government than previous governors.

Horizons Virginia Chapter 8


Transparency 4-3A, 4-3B, 4-6 through 4-9


21 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.10a_ Topic: _Virginia: 1900 to the Present_ Grade: _5_ Nine Weeks: 3rd

a.) identify the three branches of Virginia government and the function of each

Key


Key

Terms/Knowledge

Instructional


Understand that Virginia state government is

made up of three parts (branches) that ensure

Virginia laws agree with the state

constitution.


The government of Virginia is divided into

three branches.

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 governor heads the executive branch

of the state government. The executive

branch makes sure that state laws are

carried out.

The judicial branch is the state’s court

system. The judicial branch decides cases

about people accused of breaking the laws

and whether or not a law agrees with

Virginia’s constitution.



Transparencies 5-4 through 5-9



www.unitedstreaming.com o “America at its Best: The

American Government”

Harcourt: My Virginia


22 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.10b_ Topic: _Virginia: 1900 to the Present_ Grade: _5_ Nine Weeks: 3rd

b.) Describe the major products and industries important to Virginia’s economy

Key


Key

Terms/Knowledge

Instructional

Activities/Resources Different products and industries characterize

each region.

Know that the state of Virginia can be divided

into five geographic regions.




Analyze and interpret maps

Coastal Plain (Tidewater)

1. Products: Seafood & peanuts

2. Industries: Shipbuilding, tourism,

military bases.

Piedmont

1. Products: Tobacco products,

information technology.

2. Industries: Federal and state

government, farming, horse industry.

Blue Ridge Mountains

1. Products: Apples

2. Industries: Recreation & farming

Valley and Ridge

1. Products: Poultry, apples, dairy, beef

2. Industries: Farming

Appalachian Plateau

1. Products: Coal

2. Industries: Coal mining

Terms to Know:

Tourism – taking a tour for pleasure.



Transparencies 5-1 through 5-5


“Take a Field Trip” Video Unit 4 (Visit the

Chesapeake Bay Bridge – Tunnel) refer to

textbook pages 278-279

Time for Kids (We Are Virginia, Norfolk and

the Navy, and Meet Us At the Apple Festival)

Harcourt: Get Outdoors, Virginia!

I work for the Government

23 Revised: 2/2/17

Virginia Studies

SOL: VS.1, VS.10c_ Topic: _Virginia: 1900 to the Present_ Grade: _5_ Nine Weeks: 3rd

c.) Explain how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in

the global economy


Terms/Knowledge

Instructional


Understand that advances in transportation,

communications, and technology have facilitated

migration and led to economic development in

Virginia.

Know that industries in Virginia produce goods and

services used throughout the United States.

In what ways is Virginia part of the U.S. economy?


Make connections between past and present

Terms to Know:

Goods – products that are made, bought, and

sold.

Services – in economics, work done for another

person for money.

Virginia’s transportation system (highways,

railroads, and air transportation) moves raw

materials to factories and finished products to

markets. Virginia exports agricultural and

manufactured products, including tobacco,

poultry, coal, and large ships.

Virginia has a large number of communications

and other technology industries. Tourism is a

major part of Virginia’s economy.

Explain that because many federal workers live

and/or work in Virginia, the federal government

has a significant impact on Virginia’s economy.


www.50states.com/virginia.htm A fast facts site on

Virginia

www.worldalmanacforkids.com/explore/states/vir

ginia.htm An on-line almanac

www.factmonster.com/ce6/us/S0861809.html Virginia facts

http://chnm.gmu.edu/vcsssce/playitagain.html Reproducible Review Games

http://www.guia.com/pages/vasocialstudies.html

Review Games, Powerpoints, Quizzes

http://www.americas400thanniversary.co

m/kids-jamestown-adventure.cfm

Interactive Jamestown survival game

http://www.solpass.org Review Games and

activities

www.unitedstreaming.com o “Economics: The Production, Distribution,

and Consumption of Goods and Services:

Producing”

http://www.50states.com/virginia.htm

http://www.worldalmanacforkids.com/explore/states/virginia.htm

http://www.worldalmanacforkids.com/explore/states/virginia.htm

http://www.factmonster.com/ce6/us/S0861809.html

http://chnm.gmu.edu/vcsssce/playitagain.html

http://www.guia.com/pages/vasocialstudies.html

http://www.americas400thanniversary.com/kids-jamestown-adventure.cfm

http://www.americas400thanniversary.com/kids-jamestown-adventure.cfm

http://www.solpass.org/


24 Revised: 2/2/17

Virginia Studies

SOL: VS.1,VS.2,VS.3,VS.4,VS.5_ Topic: ___ALL____ Grade: _5_ Nine Weeks: __4th

_

VS.6,VS.7,VS.8,VS.9,VS.10

Key Questions/Concepts

Definitions

Instructional


Review all topics in the scope and

sequence in preparation for the 5th

grade

History and Social Science test.

Use chapter tests, simulation tests, and

other teacher created materials to analyze

and target weaknesses and strengths of the

curriculum to help students achieve

success.

Here is a list of resources that you may find

useful within your school. We realize that not

every school has all of these items, but these

are things you may want to purchase to

enhance your Social Studies curriculum.

COACH

Flanagan

Horizons Virginia Chapter Tests

Blast – Off

SOL To Go Game

“Who Has” Game

HyperStudio Jeopardy

Teacher-made materials and games

“Virginia- Hello U.S.A.” Reading

Resources

“Portrait of America- Virginia”

Reading Resources

“Join the Club” Review Activities

Documents

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