SOL: Various
Using local history as launching point, Camille implemented the following for her high school students:
Ø Wilkes Exploring Expedition to Norfolk as is ______________ to the United States Government
Ø Fort Sumter: CSA as is Fort Monroe: _____________
Ø ____________ is the Native Americans as Yellow Fever to Norfolkians
Ø Gabriel Prosser is to Richmond as is _______________ to Southampton County
Ø Naval Shipyard: Confederates as Richmond : ___________
Ø Lottery System: Local Improvements, Subsidies: ____________
Ø Peninsula Campaign: Confederates as is _____________ : Union
Next, determine *Relationship, *Similarities, *Differences once blanks complete!
2. THE FOLLOWING WAS SUBMITTED by Damion Powell, Norcom High School
1) Multiple SOLs - Student Created SOL multiple choice questions
o students read a given SOL and create multiple choice question in the model of the test as indicated by the teacher
2) summary frame/non-linguistic representation
o students pick a group of related figures or topics for a given SOL
o Draw an illustration depicting the figure/topic followed by a brief summary of each under the picture
SOL: VUS 1-3
Materials/Handouts: Tobacco cultivation, NARA analysis quadrant ( I See, I Think, I Feel, I Wonder), indentured servant contract (http://www.discovercarolina.com/html/s04history101b01a.html) & letters home (http://www.sagehistory.net/colonial/docs/Frethorne.htm) VA Advertisement (http://www.library.upenn.edu/exhibits/rbm/kislak/promotion/newengland.html) Laws on servants, slave bill of sale from the Hands on History Slave’s Bag, Colonial Williamsburg. Runaway Slave poster, (http://dbs.ohiohistory.org/africanam/page.cfm?ID=4418) and VA Slave codes.
Ø Set stage for students by having them close eyes and draw the school grounds based on memory, then study their drawings and imagine it is all farm land
Ø Ask if any student has ever lived on a farm, or planted a garden – then distribute steps to cultivate tobacco (13 month crop)
Ø Have class brainstorm about what other jobs need to be done on farm with no electricity/refrigeration- Can one person survive alone?
Ø Devise a list of pros/cons to having family do labor, consider gender roles (such as free labor versus having to wait for young children to come of age!)
Ø Have students consider who would be their first, second and third choice for a labor force? (servants, slaves, family, writing pros/cons for each)
Ø Have students consider what was Norfolk like? What jobs do you think servants/slaves did in Norfolk/Portsmouth? (Shipbuilding, blacksmithing, mariners, pirates…)
Ø Close Activity by having students write down three previously known facts about the topic and 3 new things they learned, and which was most surprising.
SOL: VUS1a, 1d
A skill-based activity that integrates technology and local history
Based on the concept of Quarantine, remind students that the word comes from Italian meaning 40 days, the amount of time to be anchored off the coast before allowed to enter Italian city-states during the Black Plague. Explain Norfolk’s history as a maritime center for trade, shipping, commerce and how in 1855 the city was greatly affected by quarantine as a result of the Yellow Fever Outbreak that killed over 2,000 people in less than three months.
Ø Have students analyze the Donna Bluemink website and/or Peggy Haile McPhillips account (http://www.norfolkhistorical.org/insights/2005_summer/epidemic.html)
Ø Student groups should create a timeline of events specific to the epidemic as well as events happening elsewhere at the time
Ø Each event on the timeline should include an image and students can create their own illustrations or use the internet
SOL: VUS.2 & VUS.3
Ø Have students brainstorm people, places, ideas they associate with colonial era
Ø Organize this list into categories, some may overlap: New England Colonies, Middle Colonies, Southern Colonies
Ø Instructor-led presentation on SOL curriculum
Ø Students develop comparison chart using following: Colonial Region, Reasons for Colonization, Government, Society, Economy, Colonies Included (New England, Middle, Southern)
Ø Complete a chart on the board as a class once students have worked on one of their own
Ø Close exercise with students writing a persuasive essay in response to the following question: “If you were a British citizen looking to come to America, which colonial region would you come to and why?
[Perhaps the local connection could be made to encourage one group of students to solicit English settlers to come to Norfolk/Portsmouth region, highlighting what the area has to offer. cmc]
5.5THE FOLLOWING WAS SUBMITTED by Bridget Reardon, Booker T Washington High School
VUS 2 & 3 Types of Colonial Labor and Need for Slaves
- used indentured contract & letter talked of life on small farm
- created pros and cons list for each type of labor – family, indentured servants and slaves
SOL: VUS.3
Materials: colored pencils, map of English colonies, PLAY: Trial of Anne Hutchinson (http://www.piney-2.com/ColAnnHutchTrial.html)
o Have students brainstorm list of religions, sects, faiths, making list on board, also including a “none listed” column
o Ask students by show of hands which is most familiar to them and tally in the column to demonstrate which is most popular
o Why do you thing that some faiths have no representatives?
§ Using Colonial maps, have students make key and color code areas of popular sects, PA= Quakers for example
§ Discuss tolerance, and ask if colonies practiced tolerance? [this may be a good time to discuss the fact that Puritan minister was expelled from Suffolk region in the 1630s! cmc]
o DAY 2, have students perform Trial of Anne Hutchinson & lead discussion to follow
o Have students prepare to illustrate six important facts they learned about religion in the colonies
o [may also make local connection with Grace Sherwood, while much later, she was recently exonerated by Governor Tim Kaine, read more: http://www.boston.com/news/nation/articles/2006/07/11/va_gov_timothy_m_kaine_pardons_witch/]
§ DAY 3, Have students make a 6 page booklet, “Religion in the Colonies” & have a quiz
§ Complete booklet by stating 6 facts and providing illustrations for each
§ Connect to contemporary time, asking if students believe religion is as important today as in the colonial era?
SOL: VUS 3
Materials: Outline Maps, Colonial Williamsburg, Norfolk and Portsmouth, model street plans, blocks representing essential buildings and institutions critical to economic, political and social life, resource book: “Tidewater Towns City Planning in Colonial Virginia and Maryland,” by John W. Reps, 1972. [See also: http://www.nationalregisterofhistoricplaces.com/VA/Portsmouth/districts.html]
Why study town planning?
§ Consider: pollution, drugs, crime, overpopulation, poverty, disease, sanitation and congestion among other obvious problems in contemporary society
§ Historical town planning would help students understand growth and urban development, demonstrate cause-effect relationships and help students make decisions today that bridge gap in understanding past/future problems/solutions
§ Economic Factors in Colonial VA: Norfolk/Portsmouth as shipbuilding centers & trade, churches, taverns, town halls are significant to consider
§ Strong belief in private property & free enterprise also characterized colonial life, a natural offshoot of this premise would be to examine where, when, how and why 18th-century towns emerged.
§ Using student knowledge of their own town, TTW provide students with outlines maps of the original town plan for examination
§ TSW meet in small groups and develop a layout for their vision of a city
§ Next, TSW compare their city to that of Colonial Williamsburg
§ The students will be assigned to travel and see for themselves some of the more famous landmarks of their own towns: along the waterfront for example, and mark on the city map the location of historical sites. Students should be able to locate centers for worship, education, government, economic activity, ports and shipyards.
Closing Question: “How did the economic activity of the colonial regions reflect their geography and the European origins of their settlers?
7. THE FOLLOWING WAS SUBMITTED by Bruce Brady
SOL: VUS.3 Mercantilism
Preparation:
Ø Divide class into groups representing France, England, The English colonies, Spain, and the Dutch
Ø Distribute and have groups answer appropriate question sheet for each group
o France/Spain/Dutch:
§ List three crops and products of the 13 English colonies
§ What type of price might you offer in order to make sure that you obtain these products?
§ What will you do if your enemies offer the colonies a higher price than you offered?
§ What types of manufactured products are needed in the 13 colonies?
§ What might you need to do with your price in order to make sure that the colonies buy these products from you and not from one of your enemies?
o England:
§ What is the relationship of the 13 colonies to England?
§ What does your government create/make for YOUR colonies?
§ List several crops/products found in YOUR colonies?
§ What type of price would you prefer to pay for these products?
§ How could you make sure that you pay a low price?
§ What could you do with the products obtained from your colonies?
§ What manufactured products do you produced that would be needed in YOUR colonies?
§ What type of price would you prefer to get for your products?
§ What action can the English take to assure that the above happens?
o English Colonies:
§ What are three crops grown or products produced in your colony?
§ What would you like to do with these products?
§ What nations could you sell these products to?
§ What will determine whom you sell your products to?
§ List 3 manufactured products you need to import to the colonies?
§ What nations could you buy these products from?
§ What will determine whom you buy these products from?
Activity:
Ø Ask colonists to offer up a product for trade, such as a pound of tobacco, a begin bidding between the European powers, except England
Ø Allow English to pass a law that all colonial tobacco must be taxed, and that only England can sell to other Europeans
Ø Have colonists announce a manufactured product they need and that can be provided by Europeans (counter-offering on price between Spain, France, etc)
Ø English announce that they must purchase from mother country at a higher price
Closure:
o What does the mother country control?
o What did you learn about colonial exports? Imports?
o What is the effect of mercantilism on mother country? Colonies?
[Making a local connection with this activity is easy: 1) by using commodities from Norfolk/Portsmouth in activity and/or 2) introducing or closing the lesson by discussing the role of pirates and the narrative as to how the Virginia government captured, killed and beheaded Blackbeard off the Carolina coast! cmc]
8. THE FOLLOWING WAS SUBMITTED by Sarah Miles
SOL: VUS.1.c, 1.d & VUS.3
Materials: Make 4 flash cards as follows:
1. This region has rocky soil, and long, cold winters. Thick, hardwood forests are nearby, as well as rivers for transportation and good natural harbors. The cool waters off the coast are natural habitats for fish and other seas creatures. What economic activities might develop in this region?
2. This region of rolling hills has fairly fertile soil and moderately cold winters. Several natural harbors exist, and thick hardwood forests prevail. What economic activities might develop in this region?
3. This region has extremely fertile soil and flat land. The climate features long growing seasons and relatively mild winters. Forests of softwood such as pine prevail, What economic activities might develop in this region?
4. Economic activities from which you can choose: Cash Crop Farming, Fishing, Hunting, Lumbering, Manufacturing, Shipbuilding, Small-scale subsistence farming, trade
Activity:
Ø Have students answer questions on cards and then consider which card matches New England, The Middle Colonies and the Southern Colonies
Ø Provide students with a chart that has an outline map of the colonies on one side (which they will fill in the 3 colonial regions) and on the other, space for all 3 regions to fill in “economic” and “social” characteristics.
Ø Students should determine that Virginia is Southern colony with economic characteristics such as: Hampton Roads better suited for wheat cultivation, shipbuilding and trade.
Ø Closure: Have students create a poster representing one of the three regions in Colonial America, stating what they have learned and soliciting others to move to their region. (acting as if they worked for the Chamber of commerce)
9. THE FOLLOWING WAS SUBMITTED by Mary Korty,
SOL: VUS.4a Document Analysis (this activity could really be used for many SOLs)
Activity:
o Using the Declaration of Independence, Common Sense Pamphlet and Two Treatises of Government, have students examine all documents highlighting commonalities they find among the three sources
o Next, have students take out three sheets of paper, fold one into thirds, and fold one in half and the other leave flat, these represent now a pamphlet, a book and a declaration.
o From memory, TSW write the title/author and common ideas presented in each document examined on the respective sheet of paper, i.e., Declaration of Independence, Thomas Jefferson on the flat sheet
o If students need to refer to the documents, allow them a practice run, then have them complete the task from memory the second time.
o Closure: multiple choice quiz based on these documents
10. THE FOLLOWING WAS SUBMITTED by Damian Powell
SOL: VUS.4c
Activity:
Ø TSW complete a comparison matrix to identify both the strengths and weaknesses of both the Patriots and British during the American Revolution.
Ø Cues, Questions and Advance Organizers: Lecture and interactive discussion centered on the progress of the war through the turning point at Saratoga and its conclusion at Yorktown with British surrender. We will also focus on the contributions of foreign allies and the contributions of G. Washington and B. Franklin. This being an interactive lecture with cues and question, students will use what they already know about a topic to enhance further learning.
Ø Summarizing and Note-taking using selected written works, “Struggling toward Saratoga” and “Winning the War” from The Americans (McDougal Littell).
Ø Nonlinguistic Representations: Incorporate words and images using symbols to represent relationships with cartoon transparencies from 1) The Cartoon History of the United States and 2) Visual of the signing of the Treaty of Paris and 3) Atlas study guide activity from The Nystrom Atlas of United States.
Ø HW: What are the contributions of B. Franklin and G. Washington to the American Revolution? Why was the Battle of Saratoga considered a turning point of the war? What were the strengths and weakness of the British and Americans during the war? And what were the terms of the Treaty of Paris after the British defeat at Yorktown, VA?
[Local connection by discussing actions of Benedict Arnold to connect Saratoga and Portsmouth, cmc]
11. THE FOLLOWING WAS SUBMITTED by Camille Riek
SOL: VUS4.b
Materials: Graphic organizers, transparencies, lap top, overhead projector, screen, ppt, fireworks remnant, tea bags
Key Concepts: CONFLICT, REVOLUTION, REBELLION and FREEDOM
Key Facts: Mercantilism, Navigation Acts, French & Indian War, Treaty of Paris, Sugar Act, Stamp Act, Salutary Neglect, Writs of Assistance, Townsend Acts, Tea Act, Coercive Acts, Quartering Act, Vice Admiralty Courts, Stamp Act Congress, Committees of Correspondence, Minutemen, Sons of Liberty, Boston Massacre, Boston Tea Party, Virtual v Actual Representation, Continental Congress, Lexington & Concord.
Activity: Students take notes from lecture/teacher presentation with local history included
Using firework remnant and tea bag over course of two days as visual reminders of what was sacrificed during revolutionary years
Essential questions posed to students in classroom setting
12. THE FOLLOWING WAS SUBMITTED by Chris Davis, Norfolk Public Schools
SOL: VUS 4
Activity:
§ Once students have reviewed reading related to local history and battles in Hampton Roads, have them recreate a list locating the battle sites on a “mental map”
§ Next, have students rank these battles in order of importance and justify their ranking
§ Using an official Hampton Roads map, have student create a revolutionary war map
§ Closure: explain their map and justifications to the class.
[Suggested reading: http://www.warmuseum.org/brief_rev_war.htm cmc]
13. THE FOLLOWING WAS SUBMITTED by Tracy Drussia and Andrew Ronemus
SOL: VUS.5
Materials Used:
Articles of Confederation, 1783 Treaty of Paris, Governor Randolph’s letter to Gen Washington, (http://teachingamericanhistory.org/library/index.asp?document=314)
Map of Western VA, Soldier’s Journal and recollections including discharge papers, (http://www.lva.lib.va.us/whatwehave/mil/bountyabout.htm)
1790 Census Date (National Archives) Quills, Ink, discharge papers (resume, parchment or paper dampened with boiled tea to simulate historical document) and classroom map of Colonial America
Activity:
o Having students consider post-revolutionary American with emphasis on the status of veterans and women
o Write skit, or have students write skit framed on the following template:
§ Soldier: talks about coming to Virginia from former post, persons he has met and news he has heard, displays his discharge papers from Continental Army
§ Mistress: discusses the Williamsburg guests, the demise of the city and the general welfare of the town, governor Randolph’s concern voiced in newspaper
§ Soldier: inquires about horses, wagon, etc, for western migration
§ Mistress: laments the hardships of the move, the uncertainty of the journey, and the safety of the town, fearing the unknown in the frontier wilderness. Cite letters from family members who have ventured west recently.
§ Soldier: assures the mistress that the journey will be possible and that the new opportunities which await would be abundant (land grants as a result of service in Continental Army) Shares with companion the trail, geographic features, etc.
Closure:
Students discuss the authenticity of the reenactment and complete a document analysis worksheet and place locations on historic map. Students will close with a written summary of the political, economic and social impact of western migration that occurred after the American Revolution.
13.5 THE FOLLOWING WAS SUBMITTED by Andrew Ronemus?? Norcom High School
War of 1812
Admiral Barron and the Chesapeake-Leopard Affair, tied to the burning of DC, Ft McHenry and tied to Fort Norfolk using Primary Access as a tool
14 The following activity was submitted by Mary Korty,
VUS.6
This requires students to pretend that they are owners of new technologies. They are given materials and told to construct advertisements for their products and/or services.
They are to explain how their service to product will improve or change a way of living or doing tasks in the advertisement itself.
They also have to research the effects that the invention/discovery caused in that period as well as later periods of history. (This to be included on the back of the ad)
There is an application of local history in the period of the 1830s-1860s in the role of railroads, steamships and canals. Have students research Portsmouth/Roanoke RR, the Petersburg/Roanoke RR, Baltimore and Ohio, Norfolk and Western RRs, and their effects on connecting the area with the expansion west. Also, the steamship lines and the Great Dismal Swamp and the earlier Elizabeth City/Pasquotank Canal and their effects on local development, industry and business should be considered.
15. THE FOLLOWING WAS SUBMITTED by Tom Martin
VUS. 6
Materials: Norfolk: The First Four Centuries, Norfolk: Historic Southern Port and American Pageant and images/primary sources depicting various aspects of American slavery
Activity:
Closure:
16. THE FOLLOWING WAS SUBMITTED by Bridget Reardon
SOL: VUS.6
Preparation:
Students will be given a synopsis of different scenarios that were present in Norfolk/Portsmouth during the mid-1800s. Students will prioritize the issues to decide which problems should be addressed first. They will form like-minded groups and develop strategies to curtail problems. They will present their ideas to the class. Unwittingly students will have organized reform societies that were present in Norfolk as in the rest of Antebellum America.
Student Directions:
Situations:
SOL: VUS. 6B
Team A) Using George Catlin’s Pigeon’s Egg Head painting (http://catlinclassroom.si.edu/catlin_browsepagetribe.cfm),
Team B) Using “Westward the Course of Empire Takes Its Way”
(http://americanart.si.edu/t2go/1lw/index-noframe.html?/t2go/1lw/1931.6.1.html) have students complete an observation/inference chart and brainstorm to address the following questions:
§ What makes up the background of the painting?
§ IN what direction are the characters moving?
§ What do you think the position of the sun radiates?
§ What altitude do you think this picture exposes?
§ What do you think the artist was trying to say about eh role of religion in manifest destiny?
§ What occupations do you think are depicted in this picture?
18. THE FOLLOWING WAS SUBMITTED by Tracy Drussia, Churchland High School
Where and How the Battle of the Ironclads impacted the fate of the North and South
- Have the students prepare a power point presentation to show aspects – have groups investigate:
o [CW2] Monitor
o Merrimack
o Shipyard
o Naval Warfare and Blockade
o Burning of Gosport
VUS.7
Using the painting of the Sinking of the Cumberland (http://www.history.navy.mil/photos/events/civilwar/n-at-cst/hr-james/8mar62.htm)
Ø Ask students to focus on: “What is a blockade,” while explaining the connection between the Anaconda Plan of the Union.
Ø Have students use the Quadrant Image analysis from National Archives.
Ø Have student draw and label bodies of water essential to the success of the Union blockade, including the Mississippi River, Gulf of Mexico, Atlantic Ocean, Hampton Roads and Chesapeake Bay
Ø Closure/Summary: Student writes: “What did the Union learn from this battle in Hampton Roads”
SOL: VUS.7c, Advanced Placement
Materials: Collection of primary sources: 13th-15th Amendments, Sample Loyalty Oath, Presidential Reconstruction Plans, Excerpts from Autobiography of George Teamoh,
(http://www.archives.gov/publications/prologue/2001/fall/black-sailors-3.html)
Visuals: “Taking the Oath & Drawing Rations,” (http://www.civilwar.si.edu/life_oath.html)
“A Visit from the Old Mistress,” (http://www.pbs.org/wgbh/aia/part4/4h1598.html) and photographs of Sharecroppers (http://www.english.uiuc.edu/maps/poets/a_f/brown/photos.htm).
Procedures:
Ø Using VTS APPARTS (Vertical Team Strategies, Author, Place & Time, Prior Knowledge, Audience, Reason, The Main Idea and Significance) , analyze Congressional Civil War Amendments, what rights provided and denied to former slaves
Ø Address the following questions:
§ As Reconstruction comes to a close, what social changes have been made?
§ What economic conditions remain?
§ What political changes occurred?
§ What can you surmise about Teamoh?
Closure: TSW write a thesis statement that addresses the essential question: “What were the economic, social and political impacts of Reconstruction?”
SOL: VUS.7c
Ø Break students into five groups and provide each group with 5 or so images of Post-Civil War America.
Ø Each group will analyze images and complete the following:
§ What aspects of the picture give you ideas as to the 5 Ws?
§ Describe a unique aspect of the photo that catches your eye.
§ Create your own title for each picture in your group
Ø As a class go over each image, using ppt/overhead
Ø Students should choose a picture and create a character only by looking at the image. TSW create a short story or a one page diary entry of what this day may have been like
21. THE FOLLOWING WAS SUBMITTED by Camille Riek, Norview High School
SOL: VUS.7
1) Civil War & Reconstruction, DBQ – submitted by Bridget Reardon and Camille Riek
- What was the political, social and economic impact of the Civil War and Reconstruction Era?
- Submitted in Summer Academy 2005 – see record,
- PowerPoint presentations incorporating pictures, concepts, etc, with a musical band and local history in all units
2) Pictionary: Show images of events, have students identify who – what – where – why and [historical] significance?
3) Documents use list (shoe) [?] from Shirley Plantation to answer the following question: To what extent was the Northern perception of the Southerner’s treatment of slaves accurate?
22, THE FOLLOWING WAS SUBMITTED by Bridget Reardon, Booker T Washington High School
VUS 8 Immigration
- have students walk thru a mock immigrant arrival at Ellis Island
o students are given a new name, that they have to learn how to pronounce
o they have to check in, get a physical and then they have to find housing and a job
o the “Irish” have a hard time finding a job due to the N.I.N.A. sign
o students in housing get crammed into a corner of the room
o When all students have a job, housing or have been deported, we discuss the experience
23. THE FOLLOWING WAS SUBMITTED by Mary Korty, Churchland High School
SOL: VUS 11, Cold War
1) Divide Class into two groups: Communist Bloc Countries and Western Democratic Nations
2) Students within each group choose an event, person or issue and research it from the perspective of the Communist, or Democratic Nations – i.e.) Cuban Missile Crisis, Berlin Airlift, Berlin Wall, Vietnam, Korean War, Space Race, etc
3) The groups then present with the 2 student groups giving their side of the conflict
24. THE FOLLOWING WAS SUBMITTED by Akilah Ellison, S. Jones, Margaret Kennedy and Young
VUS.11, Early Cold War
Ø TTW provide background on Franklin D. Roosevelt, Fidel Castro and a brief history of US-Cuban Relations [could include Good Neighbor Policy, 1933 parallels to 1959 Cuban revolution cmc]
Ø Brainstorm 5-10 items/things a ten year old might want to ask a president in a letter
Ø TSW conduct document analysis on Fidel Castro Letter (http://www.archives.gov/exhibits/american_originals/castro.html)
Ø Hypothesize and write what Roosevelt’s response may have been.
Ø Present responses to class and offer critiques