Chesterfield Curriculum Framework History and Social Science: Virginia Studies

Course Description:
Moving from the study of ancient civilizations, the fourth grade students will study the state of Virginia beginning with the first permanent English settlement at Jamestown to the end
of the Twentieth Century. Students will explore how the geography of Virginia and the state’s resources, its economic systems, and cultural makeup have influenced Virginia history
from pre-colonial times to the end of the Twentieth Century. Reading and writing about famous Virginians and studying important historical documents and events that have
influenced Virginia history will prepare students to develop problem solving and decision making skills.
FIRST NINE WEEKS at a glance: SECOND NINE WEEKS at a glance: THIRD NINE WEEKS at a glance: FOURTH NINE WEEKS at a glance:
Geography 2a Virginia Civics 3d Virginia Assembly History VS.5c Revolution Economics VS.8a Reconstruction
2c Water Features 5a Independence VS.6a Washington/ VS.8c Development
2b Regions of Virginia Madison VS.9a Transition
2d American Indians History 3e Africans and Women VS.7a Civil War
2e American Indians 4b Europeans VS.7b Roles in War Civics VS.8b Jim Crow
2f Archaeology VS.7c Roles in War VS.9c Desegregation
2g American Indians Economics 4a Slavery VS.10a Government
3b Jamestown 4d Money, Barter, Credit Civics VS.6b Documents

Economics 10b Products/Industry Geography VS.4c Relocation of History VS.9b Virginians

10c Advances Geography 4c Relocation of Capital Capital VS.9d Contributions
4e Colonial Virginia VS.6c Expansion
History 3a English Colonization 5b Role of Virginians
3f Jamestown Hardship
3g Powhatan People

Civics 3c Virginia Charters

FIRST NINE WEEKS

Strand, Big Idea, & Student Objectives Instructional Strategies and
Essential Knowledge, Skills, Processes
Assessment Items
Model Lessons
The organizing topics, big ideas, or strands under which student Resources, strategies, and models for
Examples of formative and summative
learning is organized and the Essential Understandings, Knowledge delivery of the curriculum.
assessments for measuring student
and Skills students must develop in order to master these concepts mastery of the curriculum.
(typically from the standards found in the VDOE curriculum framework). Includes suggested teaching strategies, links
to model lesson plans (rated as A, B, C, or D
Includes essential questions, writing
Essential Understandings—what we want students to understand about quadrant lessons using the Rigor/Relevance
prompts, sample test items, benchmark
this idea, topic, or concept Framework), links to frequently referenced
test links, model performance-based
online sites, and suggested teacher resources
assessments, and other assessment
Essential Knowledge—What students must know in order to develop and where to find them (online and hard copy,
resources.
this understanding such as texts, primary source documents,
etc.)
Assessments that measure 21st Century
Essential Skills—What students must be able to do in order to Skills will be designated clearly with this
st st
demonstrate that understanding (includes 21 century skills that will be Resources and models that develop 21
symbol.
designated clearly with this symbol) Century Skills will be designated clearly with
this symbol.

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Grande 4: Virginia Studies – Curriculum Framework 2009
Chesterfield Curriculum Framework History and Social Science: Virginia Studies

First 9 Weeks Instructional Strategies and

Assessment Items
Student Objectives Model Lessons

RESPONSIBLE CITIZENSHIP SKILLS (VS.1 a-i)

The student will demonstrate responsible citizenship and 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 “Skills” section.
Teachers should incorporate these skills into instruction throughout the
year.

GEOGRAPHY
VIRGINIA AND BORDERING STATES (VS.2a) VIRGINIA AND BORDERING STATES VS.2a: VIRGINIA AND BORDERING STATES (VS.2a)
The student will demonstrate knowledge of the physical geography and  Pretest using CCPS assessment.  What are some ways that relative location
native peoples, past and present, early inhabitants of Virginia by locating  Assess prior knowledge using KWL chart. can be described?
Virginia and its bordering states on maps of the United States.  Hands On Geography Virginia, Lesson 13.  What large bodies of water border Virginia?
 Compare and contrast the five regions of Virginia  What states border Virginia?
Relative location may be described using terms that show connections between using a graphic organizer.
two places such as “next to,” “near,” “bordering.”  Divide the class into cooperative groups and ask
them to list the physical features, industrial products,
Bordering bodies of water farm crops, livestock, tourism, tourist attractions, and
 Atlantic Ocean natural resources found in their assigned region.
 Chesapeake Bay  Using a grid map ask students to locate the Virginia
cities listed in the Knowledge section of this CPR.
Bordering states  Use appropriate Bag Ladies ideas.
 Maryland  Enhanced Scope and Sequence – Virginia Studies
 West Virginia “Location of Virginia in Relative Terms” pgs. 7-8
 Kentucky (VS.2a)
 Tennessee
 North Carolina

VIRGINIA AND BORDERING STATES (VS.2a) SKILLS

 Analyze and interpret maps to explain relationships among bordering states
and large bodies of water in Virginia. (VS.1i)
Use technology to demonstrate an understanding of a concept

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Grande 4: Virginia Studies – Curriculum Framework 2009
Chesterfield Curriculum Framework History and Social Science: Virginia Studies
First 9 Weeks Instructional Strategies and
Assessment Items
Student Objectives Model Lessons
GEOGRAPHY
WATER FEATURES (VS.2c) WATER FEATURES (VS.2c) WATER FEATURES (VS.2c)
The student will demonstrate knowledge of the physical geography and  Pretest using CCPS assessment.  Which water features were important to the
native peoples, past and present, early inhabitants of Virginia by locating and  On a Virginia desk map ask students to identify the early history of Virginia?
identifying water features important to the early history of Virginia (Atlantic major rivers and waterways in each region, and then  How did water features influence the
Ocean, Chesapeake Bay, James River, York River, Potomac River, and locate the cities relevant to each other. development of Virginia?
Rappahannock River, and Lake Drummond and the Dismal Swamp).  Create a travel brochure about one of the waterways  How did the flow of rivers affect the
Water features and include the geographic factors that affected the settlement of Virginia?
growth of cities.  What is a peninsula?
ESSENTIAL VOCABULARY  Construct a class map of Virginia that includes all  Where is the Eastern Shore located?
Peninsula: A piece of land bordered by water on three sides. the places studied in this CPR.
 Compare and contrast population density and
 Atlantic Ocean location of cities in 1607 to present (group work).
o Provided transportation links between Virginia and other places  On a grid map have students locate Richmond,
(e.g., Europe, Africa, Caribbean) Norfolk, Hampton, Yorktown, Alexandria,
 Chesapeake Bay Harrisonburg, and Winchester. Students will make
o Provided a safe harbor generalizations using their grid maps to determine
o Was a source of food and transportation geographic factors that led to the development of the
 James River cities (i.e., location, transportation routes, the fall
o Flows into the Chesapeake Bay line/fall zone, and natural resources).
o Richmond and Jamestown located along the James River  Use assorted black lines.
 York River  Use appropriate Bag Ladies ideas
o Flows into the Chesapeake Bay  Take a Field Trip Video
o Yorktown located along the York River Wordsplash: Students view land and water terms
 Potomac River listed in the Wordsplash from pg. 24 in HORIZONS.
o Flows into the Chesapeake Bay Students work in small groups to determine how the
o Alexandria located along the Potomac River words are related to one another and the topic of
 Rappahannock River study.
o Flows into the Chesapeake Bay  Enhanced Scope and Sequence – Virginia Studies
o Fredericksburg located on the Rappahannock River “Water Features and the Early History of Virginia”
Each river was a source of food and provided a pathway for exploration and pgs. 11-12 (VS.2c)
settlement of Virginia. Attachment B – pg. 17

 Lake Drummond
o Located in the Coastal Plain (Tidewater) region
o Shallow natural lake surrounded by the Dismal Swamp
 Dismal Swamp
o Located in the Coastal Plain (Tidewater) region
o Wide Variety of wildlife
Early settlement patterns in the region were shaped by the Dismal Swamp.
George Washington explored and surveyed the Dismal Swamp.

The Eastern Shore is a peninsula bordered by the Chesapeake Bay to the west
and the Atlantic Ocean to the east.

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Grande 4: Virginia Studies – Curriculum Framework 2009
Chesterfield Curriculum Framework History and Social Science: Virginia Studies
First 9 Weeks Instructional Strategies and
Assessment Items
Student Objectives Model Lessons
WATER FEATURES (VS.2c)
 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, and historical events. (VS.1i)

GEOGRAPHY
REGIONS OF VIRGINIA (VS.2b) REGIONS OF VIRGINIA (VS.2b) REGIONS OF VIRGINIA (VS.2b)
The student will demonstrate knowledge of the physical geography and  Create a travel brochure about one of the regions or  What are the five geographic regions in
native peoples, past and present, of Virginia by locating and describing cities and include the geographic factors that Virginia?
Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley affected growth.  How do the geographic regions of Virginia
and Ridge, and Appalachian Plateau.  Take a field trip to one of the other four regions. differ?
 Using a Virginia desk map calculate the distance  Where are the geographic regions of
from one region to another using the key or legend. Virginia located?
ESSENTIAL VOCABULARY
 Compare and contrast regions of Virginia and
Fall Line: The natural border between the Coastal Plain (Tidewater) and Piedmont
display information on a chart. Include physical
regions, where waterfalls prevent further travel on the river
features,
 industry, products, crops, livestock, tourist
Geographic regions
information, and natural resources.
 Coastal Plain (Tidewater)
 Use assorted black lines found on the county web
o Flat land
site.
o Location near Atlantic Ocean and Chesapeake Bay (includes
Eastern Shore)  MapMaker’s Toolkit Lesson- Ask Lead Teacher for
o East of the Fall Line Tech Integrators number.
 Piedmont (land at the foot of mountains)  Take a Field Trip Video
o Rolling hills  Locate and describe Virginia's Coastal Plain
o West of the Fall Line (Tidewater), Piedmont, Blue Ridge Mountains,
 Blue Ridge Mountains Valley and Ridge, and Appalachian Plateau.
o Old, rounded mountains  Create a booklet, mobile, postcards, travel brochure,
o Part of Appalachian mountain system or flip chart on the five regions of Virginia.
o Located between the Piedmont and Valley and Ridge regions CCPS Lab Lesson (September) Using Mapmaker’s
o Source of many rivers Toolkit and MS Word
 Valley and Ridge  Virginia Regions Map
o Includes the Great Valley of Virginia and other valleys separated by (The link above will take you to a VA map of the
ridges (The Blue Ridge Mountains and the Valley and Ridge regions and bordering states)
Regions are part of the Appalachian mountain system.)  Enhanced Scope and Sequence – Virginia Studies
o Located west of Blue Ridge Mountains “Virginia’s Five Regions” pgs. 9-10 (VS.2b)
 Appalachian Plateau (Plateau: Area of elevated land that is flat on top) Attachment A p. 16
o Located in Southwest Virginia
o Only a small part of the plateau is located in Virginia

REGIONS OF VIRGINIA (VS.2b) SKILLS

 Analyze and interpret maps to explain relationships among landforms and
water features. (VS.1i)
Practice functions of the right mouse button.
Select and drag (move) a window on the desktop.

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Grande 4: Virginia Studies – Curriculum Framework 2009
Chesterfield Curriculum Framework History and Social Science: Virginia Studies
First 9 Weeks Instructional Strategies and
Assessment Items
Student Objectives Model Lessons
ECONOMICS
PRODUCTS AND INDUSTRIES (VS.10b) PRODUCTS AND INDUSTRIES (VS.10b) PRODUCTS AND INDUSTRIES (VS.10b)
The student will demonstrate knowledge of government, geography, and  Create a business, industry, and farm brochure for What are the major products and industries of
economics by describing the major products and industries of Virginia’s five Virginia's five regions. each region in Virginia?
geographic regions.  Create a map of Virginia with legend identifying
products and industries.
Selected Examples of Products and Industries  Write a descriptive paragraph about one of the
Coastal Plain (Tidewater) regions.
Products: Seafood, peanuts  Virginia Pathways, Episode 2, Segment 3, Industries
Industries: Shipbuilding, tourism, federal government, military  Enhanced Scope and Sequence – Virginia Studies
installations bases “Major Products and Industries of Virginia’s Five
Geographic Regions,” pgs. 103-104 (VS.10b)
Piedmont
Products: Tobacco products, information technology
Industries: Technology, fFederal and state government, farming, textiles,
horse industry, lumbering
Blue Ridge Mountains
Products: Apples, lumber
Industries: Recreation, farming, lumbering

Valley and Ridge

Products: Poultry, apples, dairy, beef
Industries: Farming, poultry, fruit

Appalachian Plateau
Products: Coal
Industries: Coal mining, telecommunications

PRODUCTS AND INDUSTRIES (VS.10b) SKILLS

Draw conclusions and make generalizations. (VS.1d)
Make connections between past and present. (VS.1e)
Analyze and interpret maps. (VS.1i)

ECONOMICS ADVANCES IN TRANSPORTATION, ADVANCES IN TRANSPORTATION,

ADVANCES IN TRANSPORTATION, COMMUNICATION, TECHNOLOGY COMMUNICATION, TECHNOLOGY (VS.10c) COMMUNICATION, TECHNOLOGY (VS.10c)
(VS.10c)  Create a flip chart or booklet of advances in  How have advances in transportation
The student will demonstrate knowledge of government, geography, and transportation, communication, and technology in facilitated migration and economic growth?
economics by explaining how advances in transportation, communications, Virginia in the last ten years.  How have advances in communications and
and technology have contributed to Virginia’s prosperity and role in the  Create a collage of tourist attractions in Virginia. technology helped the economy grow?
global economy.
 Create a picture dictionary of advances in  In what ways is Virginia part of the U.S.
transportation, communication and technology in economy?
 Virginia’s transportation system (highways, railroads, and air transportation) Virginia from colonial times to the present.
moves raw materials to factories and finished products to markets. Virginia
 Continue timeline of Virginia history.
exports agricultural and manufactured products, including tobacco, poultry,
 Enhanced Scope and Sequence – Virginia Studies
coal, and large ships.
“From Agricultural Society to Urban, Industrialized
Society,” pg. 97 (VS.10c)
 Virginia has a large number of communications and other technology
 Virginia Pathways, Episode 2: Migration segment
industries.
“Transportation, Communication, Technological
Advances in Virginia” pg. 105 (VS.10c)
 Tourism is a major part of Virginia’s economy.
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Grande 4: Virginia Studies – Curriculum Framework 2009
Chesterfield Curriculum Framework History and Social Science: Virginia Studies
First 9 Weeks Instructional Strategies and
Assessment Items
Student Objectives Model Lessons
 Virginia Pathways, Episode 1, Taxes and
 Because many federal workers live and/or work in Virginia, the federal Transportation
government has a significant impact on Virginia’s economy.

ADVANCES IN TRANSPORTATION, COMMUNICATION, TECHNOLOGY

(VS.10c) SKILLS
Draw conclusions and make generalizations. (VS.1d)
Make connections between past and present. (VS.1e)

GEOGRAPHY LOCATING AMERICAN INDIAN LANGUAGE GROUPS LOCATING AMERICAN INDIAN LANGUAGE
LOCATING AMERICAN INDIAN LANGUAGE GROUPS (VS.2d) (VS.2d) GROUPS (VS.2d)
The student will demonstrate knowledge of the physical geography and  Locate three American Indian language groups (the  Why are First Americans native peoples
native peoples, past and present, early inhabitants of Virginia by Algonquian, the Lakotas, and the Iroquoian) on a called Indians?
d) locating three American Indian (First American) language groups (the map of Virginia.  What evidence is there that American
Algonquian, the Siouan, and the Iroquoian) on a map of Virginia.  Compare American Indian language groups and tell Indians (First Americans) lived in all areas
how they are alike and different. of the state?
Christopher Columbus called the people he found in the lands he discovered  Students review Horizons textbook Lesson 5 in  What were the three major language groups
explored “Indians” because he thought he was in the Indies (near China). Chapter 1 “Three Language Groups” and complete found in Virginia, and where was each
the ALIKE BUT DIFFERENT (Teacher Handout) located?
Artifacts such as arrowheads, pottery, and other tools that have been found tell a assignment. ALIKE BUT DIFFERENT (Student
lot about the people who lived in Virginia. Handout)
CCPS Lab Lesson (October) Using Inspiration
Three major language groups
 Enhanced Scope and Sequence – Virginia Studies
 Algonquian was languages were spoken primarily in the Tidewater region; the “Early Inhabitants of Virginia” pgs. 13-14 (VS.2d )
Powhatan were a member part of this group. Attachment C p. 18
 Siouan was languages were spoken primarily in the Piedmont region.; the Attachment D p. 19
Monacan were part of this group. Attachment E pgs. 20-21
 Iroquoian was languages were spoken in Southwestern Virginia and in
Southern Virginia near what is today North Carolina; the Cherokee were a
part of this group.

LOCATING AMERICAN INDIAN LANGUAGE GROUPS (VS.2d) SKILLS

Analyze and interpret maps. (VS.1i)
Use a graphic organizer to plan a storyboard/and or review of a story.

GEOGRAPHY
AMERICAN INDIANS RELATED TO THE CLIMATE AND INTERACTED WITH AMERICAN INDIANS RELATED TO THE CLIMATE
THE ENVIRONMENT (VS.2e) AND INTERACTED WITH THE ENVIRONMENT (VS.2e)
The student will demonstrate knowledge of the physical geography and  Create a four-column chart with spring, summer, fall,
native peoples, past and present, early inhabitants of Virginia by describing and winter as the headings. Give examples and
how American Indians (First Americans) related adapted to the climate and draw pictures of ways the American Indians worked
their environment to secure food, clothing, and shelter. with the climate and their environment to secure
food, clothing, and shelter.
Climate in Virginia  Write a paragraph to explain why Virginia's Indians
The climate in Virginia is relatively mild with distinct seasons—spring, summer, fall, are referred to as Eastern Woodland Indians.
and winter—resulting in a variety of vegetation.  Create a PowerPoint presentation on American
Indians working with their environment to meet their
Forests, which have a variety of trees, cover most of the land. Virginia’s Indians are needs.
AMERICAN INDIANS RELATED TO THE
CLIMATE AND INTERACTED WITH THE
ENVIRONMENT (VS.2e)
 What are some characteristics of Virginia’s
climate?
 What are some ways Virginia’s American
Indians (First Americans) adapted related to
the climate and interacted with their
environment to meet their basic needs?
 How do Virginia’s American Indians live
today in relation to the way they lived in the
past?

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Grande 4: Virginia Studies – Curriculum Framework 2009
Chesterfield Curriculum Framework History and Social Science: Virginia Studies
First 9 Weeks Instructional Strategies and
Assessment Items
Student Objectives Model Lessons
referred to as Eastern Woodland Indians.  Create skits for the seasons – a 2 minute skit with
narration
Adaptation to Environmental Connections
The kinds of food they ate, the clothing they wore, and the shelters they had
depended upon the seasons.

 Foods changed with the seasons.

o In winter, they hunted birds and animals and lived on stored foods
from the previous fall.
o In spring, they hunted, fished and picked berries.
o In summer, they grew crops (beans, corn, squash).
o In fall, they harvested crops. and hunted for foods to preserve and
keep for the winter.
 Animal skins (deerskin) were used for clothing.
 Shelter was made from materials around them.

Native peoples of the past farmed, hunted, and fished. They developed made
homes using natural resources. They used animal skins for clothing in the winter.

Today, most native peoples live like other Americans. Their cultures have changed
over time.

AMERICAN INDIANS RELATED TO THE CLIMATE AND INTERACTED WITH

THE ENVIRONMENT (VS.2e) SKILLS
 Determine cause and effect relationships. (VS.1b)
 Draw conclusions and make generalizations. (VS.1d)
 Interpret ideas and events from different historical perspectives. (VS.1g)
 Analyze and interpret maps to explain relationships among landforms, water
features, climatic characteristics, and historical events. (VS.1i)

GEOGRAPHY
ARCHAEOLOGY (VS.2f) ARCHAEOLOGY (VS.2f)
ARCHAEOLOGY (VS.2f)
The student will demonstrate knowledge of the physical geography and
Pronunciation Guide:  Why is archaeology important?
native peoples, past and present, early inhabitants of Virginia by  How can new findings change the
Werowocomoco - weh-ro-wo-COM-o-co understanding of history?
describing how archaeologists have recovered new material evidence
through sites including Werowocomoco and Jamestown.  What was Werowocomoco?
The pronunciation guide of this word will not be  What was Jamestown?
assessed on the test.
Archaeologists study all kinds of material evidence that past peoples left from
people of the past. behind.

Werowocomoco was a large Indian town used by Indian leaders for several
hundred years before the English settlers came. It was the headquarters of the
leader, Powhatan, in 1607.

Jamestown was became the first permanent English settlement in North America.
Archaeologists have discovered the site of the original fort. The recovered artifacts
give archaeologists clues about the interactions of English, Africans, and Indians in
early Virginia.

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Grande 4: Virginia Studies – Curriculum Framework 2009
Chesterfield Curriculum Framework History and Social Science: Virginia Studies
First 9 Weeks Instructional Strategies and
Assessment Items
Student Objectives Model Lessons
ARCHAEOLOGY (VS.2f) SKILLS
 Identify and interpret artifacts to understand events in history. (VS.1a)
 Determine cause and effect relationships. (VS.1b)
 Draw conclusions and make generalizations. (VS.1d)
 Interpret ideas and events from different historical perspectives. (VS.1g)

GEOGRAPHY AMERICAN INDIAN TRIBES TODAY IN VIRGINIA

AMERICAN INDIAN TRIBES TODAY IN VIRGINIA (VS.2g) AMERICAN INDIAN TRIBES TODAY IN
(VS.2g) VIRGINIA (VS.2g)
The student will demonstrate knowledge of the physical geography and
native peoples, past and present, early inhabitants of Virginia by  What are the names of the current state-
Pronunciation Guide:
identifying and locating the current state-recognized tribes. recognized tribes?
 Where are the current state-recognized
Chickahominy - CHICK-a-HOM-a-nee
American Indians, who trace their ancestry family history back to before 1607, tribes located in do Virginia Indians live
Eastern Chickahominy
continue to live in all parts of Virginia today. today?
Mattaponi - mat-ta-po-NYE
Nansemond - NAN-sa-mund
The current state-recognized tribes are located in the following regions: by region Pamunkey - pa-MUN-kee
are: Rappahannock - RAP-a-HAN-nock
Upper Mattaponi
Coastal Plain (Tidewater) Region Monacan - MON-a-cun
 Chickahominy Tribe
 Eastern Chickahominy Tribe The pronunciation guide of this word will not be
 Mattaponi Tribe assessed on the test.
 Nansemond Tribe
 Pamunkey Tribe
 Rappahannock Tribe
 Upper Mattaponi Tribe

Piedmont Region
 Monacan Tribe

AMERICAN INDIAN TRIBES TODAY IN VIRGINIA (VS.2g) SKILLS

 Draw conclusions and make generalizations. (VS.1d)
 Interpret ideas and events from different historical perspectives. (VS.1g)
 Analyze and interpret maps to explain relationships among landforms, water
features, climatic characteristics, and historical events. (VS.1i)

HISTORY
REASONS FOR ENGLISH COLONIZATION
REASONS FOR ENGLISH COLONIZATION (VS.3a) REASONS FOR ENGLISH COLONIZATION (VS.3a)
(VS.3a)
The student will demonstrate knowledge of the first permanent English  Explain the meaning of "economic venture" and tell
 What were the reasons for English
settlement in America by explaining the reasons for English colonization. how it relates to Jamestown.
colonization in America?
 Divide the class into thirds and students write a letter
Reasons for English colonization in America  What were the reasons why the Jamestown
from the perspective of a Virginia Company of
England wanted to establish an American colony to increase her its wealth and settlers came to America?
London stockholder, a Jamestown settler, or a
power. representative of the King of England explaining
 England hoped to find silver and gold in America. their views on the settlement at Jamestown. Letters
 An American settlement would furnish raw materials that could not be grown will be shared and reasons charted.
or obtained in England, while opening new markets for trade.  Compare buying stock in the Virginia Company of
London with buying stock in Wal-Mart.
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Grande 4: Virginia Studies – Curriculum Framework 2009
Chesterfield Curriculum Framework History and Social Science: Virginia Studies
First 9 Weeks Instructional Strategies and
Assessment Items
Student Objectives Model Lessons
Jamestown  Enhanced Scope and Sequence – Virginia Studies
 Jamestown was primarily an economic venture. “Jamestown” pgs. 32-33 (VS.3 a, b, c)
 The stockholders of the Virginia Company of London financed the settlement
of Jamestown.
 Jamestown became the first permanent English settlement in North America
in 1607.

REASONS FOR ENGLISH COLONIZATION (VS.3a) SKILLS

 Compare and contrast historical events. (VS.1c)
 Draw conclusions and make generalizations. (VS.1d)
 Interpret ideas and events from different historical perspectives. (VS.1g)
 Analyze and interpret maps to explain historical events. (VS.1i)

CIVICS
IMPORTANCE OF VIRGINIA CHARTERS (VS.3c)
The student will demonstrate knowledge of the first permanent English IMPORTANCE OF VIRGINIA CHARTERS (VS.3c) IMPORTANCE OF VIRGINIA CHARTERS
settlement in America by identifying the importance of the charters of the  Who granted the Charters of the Virginia Company (VS.3c)
Virginia Company of London in establishing the Jamestown settlement. of London and why were they granted?  What was the importance of the charters of
 Interpret ideas and events from different historical the Virginia Company of London to the
Importance of Virginia charters perspectives: stockholders in London Company, Jamestown settlement?
The King of England granted charters to the Virginia Company of London. settlers, King. What did each group hope to achieve
 The charters gave the Virginia Company the right to establish a settlement in from a colony in Virginia?
North America and  Begin a timeline of Virginia history that is continued
 The first charter of the Virginia Company of London established companies to throughout the year. Create both vertical and
begin colonies in the New World horizontal timelines.
 The charters to extended English rights to the colonists settlers.  Enhanced Scope and Sequence – Virginia Studies
“Jamestown” pgs. 32-33 (VS.3 a, b, c)
Importance of Virginia charters
The King of England granted charters to the Virginia Company of London to:
 establish a settlement in North America, and
 extend English rights to the settlers.

IMPORTANCE OF VIRGINIA CHARTERS (VS.3c) SKILLS

 Identify and interpret artifacts and primary and secondary source documents
to understand events in history. (VS.1a)
 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)

GEOGRAPHY
JAMESTOWN LOCATION (VS.3b) JAMESTOWN LOCATION (VS.3b) JAMESTOWN LOCATION (VS.3b)
The student will demonstrate knowledge of the first permanent English  Foldable: Describe how geography influences the  Where is Jamestown located?
settlement in America by describing how geography influenced the decision decision to settle Jamestown  Why did the settlers choose the site at
to settle at Jamestown.  Create a Jamestown time line of events and Jamestown?
people.
When the settlers arrived in 1607, Jamestown was located on a narrow peninsula  Use a world map to trace the route from England
bordered on three sides by the James River. Today, Jamestown is located on an to Jamestown and discuss the reasons for
island in the James River.
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Grande 4: Virginia Studies – Curriculum Framework 2009
Chesterfield Curriculum Framework History and Social Science: Virginia Studies
First 9 Weeks Instructional Strategies and
Assessment Items
Student Objectives Model Lessons
choosing Jamestown with its resources to meet
Reasons for site choice their basic needs.
 Instructions told the settlers to go inland and find a suitable place for their  Enhanced Scope and Sequence – Virginia Studies
colony. “Jamestown” pgs. 32-33 (VS.3 a, b, c)
 The location could be easily defended from attack by sea (Spanish).
 The water along the shore was deep enough for ships to dock.
 They believed they had a good supply of fresh water.

JAMESTOWN LOCATION (VS.3b) SKILLS

 Determine cause and effect relationships. (VS.1b)
 Compare and contrast historical events. (VS.1c)
 Draw conclusions and make generalizations. (VS.1d)
 Interpret ideas and events from different historical perspectives. (VS.1g)
 Analyze and interpret maps to explain relationships among landforms, water
features, climatic characteristics, and historical events. (VS.1i)
Manipulate templates and other technology resources.

HISTORY
HARDSHIPS AT JAMESTOWN (VS.3f)
HARDSHIPS AT JAMESTOWN (VS.3f) HARDSHIPS AT JAMESTOWN (VS.3f)
The student will demonstrate knowledge of the first permanent English
 Create a cause/effect chart for the selection of the  What hardships did the Jamestown settlers
settlement in America by describing the hardships faced by settlers at
site at Jamestown and the hardships faced. face?
Jamestown and the changes that took place to ensure survival.
 Begin a ―Famous Virginians Wall" and "Famous  What changes took place to ensure that
Hardships faced by the settlers Virginians Booklet" with Pocahontas, Chief resulted in survival of the settlers?
 The site they chose to live on was marshy and lacked safe drinking water. Powhatan, and Captain John Smith. Base
descriptions of the famous Virginians on the
 The settlers lacked some skills necessary to provide for themselves.
"Essential Knowledge" provided in Virginia's
 Many settlers died of starvation and disease.
Standards of Learning.
 A timeline may be added to the bottom of the page
Changes that ensured resulted in survival
in the "Famous Virginians Booklet."
 The arrival of two supply ships,
 Continue these activities throughout the year and
 The forced work program and strong leadership of Captain John Smith,
use them for review for the Grade 4 SOL test.
 Enhanced Scope and Sequence – Virginia Studies
 The emphasis on self-sustaining agriculture ensured resulted in the survival of
“Early Life in Jamestown” p. 34 (VS.3f)
the colony.
Attachment A p. 44
Attachment B p. 45
HARDSHIPS AT JAMESTOWN (VS.3f) SKILLS
 Determine cause and effect relationships. (VS.1b)
 Compare and contrast historical events. (VS.1c)
 Draw conclusions and make generalizations. (VS.1d)
 Sequence events in Virginia history. (VS.1f)
 Interpret ideas and events from different historical perspectives. (VS.1g)

HISTORY
POWHATAN PEOPLE (VS.3g) POWHATAN PEOPLE (VS.3g) POWHATAN PEOPLE (VS.3g)
The student will demonstrate knowledge of the first permanent English  Create a Venn diagram to compare and contrast the  How did the Powhatan people native
settlement in America by describing the interactions between the English Powhatan people and the English settlers. peoples and the English settlers interact?
settlers and the native peoples including the contributions of Powhatan to “The Mysterious Letter” WEBQUEST – Grade 4  Why did the relationship between the
the survival of the settlers. http://oncampus.richmond.edu/academics/education Jamestown settlers and the Powhatan

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Grande 4: Virginia Studies – Curriculum Framework 2009
Chesterfield Curriculum Framework History and Social Science: Virginia Studies
First 9 Weeks Instructional Strategies and
Assessment Items
Student Objectives Model Lessons
Captain John Smith initiated trading relationships with the Powhatans native /projects/webquests/jamestown/ people native peoples change?
peoples.  How did Powhatan contribute to the survival
of the settlers?
The Powhatans native peoples traded mainly food, furs, and leather with the
English in exchange for tools, pots, guns, and they traded copper for jewelry., and
other goods.

The Powhatan people native peoples contributed to the survival of the Jamestown
settlers in several ways.
 Powhatan, chief of 30 many tribes, provided leadership to his people and
taught the settlers survival skills.
 Pocahontas, daughter of Chief Powhatan, believed the English and American
Indians (First Americans) could live in harmony. Pocahontas began a
friendship with the colonists that helped them survive served as a contact
between the native peoples and the English.
 The Powhatans native peoples introduced new crops to the English, including
showed the colonists settlers how to plant corn and tobacco.

Over time, The Powhatan people the native peoples realized the English
settlement would continue to grow.
 The Powhatans native peoples saw came to see the colonists settlers as
invaders that who would take over their land.

POWHATAN PEOPLE (VS.3g) SKILLS

 Compare and contrast historical events. (VS.1c)
 Draw conclusions and make generalizations. (VS.1d)
 Sequence events in Virginia history. (VS.1f)
 Interpret ideas and events from different historical perspectives. (VS.1g)

END OF THE FIRST NINE WEEKS

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Grande 4: Virginia Studies – Curriculum Framework 2009