Virginia Studies HCPS Curriculum Framework/Based on the 2001 SOLs Grade 5 (Pre-Civil War to the Present)

Transcription

1 Virginia Studies HCPS Curriculum Framework/Based on the 2001 SOLs Grade 5 (Pre-Civil War to the Present) Henrico County Public Schools 3820 Nine Mile Road Richmond, Virginia 23223

2 STANDARD VS.1a,b,c,d,e,f,g,h,i Henrico County Public Schools Grade 5 The student will develop skills for historical and geographical analysis including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history; b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives; h) evaluate and discuss issues orally and in writing; i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. The skills identified in Standard VS.1a-i are cited in the Essential Skills column for each chart for Virginia Studies with the exception of h (evaluate and discuss issues orally and in writing). Students should have opportunities to practice speaking and writing, but these skills will not be assessed on the Standards of Learning test. All other skills will be assessed on the Standards of Learning test. Teachers should incorporate these skills into instruction throughout the year. To All Grade 5 Teachers: The history of Henrico County from 1781 to the Present should be taught through Virginia Studies. For a comprehensive study guide of Henrico County, please refer to the 3-ring teacher resource binder entitled, The History of Henrico County. Each fifth grade teacher should have a copy. Please check the school s file server for pictures/slides taken throughout Henrico County. Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 2

3 STANDARD VS.6a Henrico County Public Schools Grade 5 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by a) explaining why George Washington is called the Father of our Country and James Madison is called the Father of the Constitution. Reporting Category: History Essential Understandings Essential Questions Essential Knowledge Essential Skills The actions and ideas of Virginians formed the basis for the new constitutional government of the United States of America. George Washington was the first President of the United States of America. James Madison held a strong belief in the importance of a United States Constitution. In what ways did Virginians contribute to the successes of the new nation? Why is George Washington referred to as the Father of our Country? Why is James Madison referred to as the Father of the Constitution? Virginians were important participants in the establishment of the new government by participating in the Constitutional Convention of The Constitutional Convention was held in Philadelphia in 1787 with 55 of the 73 delegates present. All states were represented with the exception of Rhode Island. The purpose of this meeting was to discuss problems between the thirteen states. The delegates had many things in common: all were men who owned property; more than half of them were lawyers; most of the delegates had fought beside George Washington in the Continental Army; and many had also helped write the constitutions for their own states. George Washington George Washington, a Virginian and Commander-in-Chief of the Continental Army during the American Revolutionary War, was elected as the first President of the United States of America and often called the Father of our Country. Washington provided the strong leadership needed to help the young country grow and develop through difficult times. George Washington provided the model of leadership for future presidents. James Madison James Madison believed in the importance of having a United States Constitution. Madison kept detailed notes during the Constitutional Convention, which helped the delegates understand the process of developing this most significant document. Identify and interpret artifacts and primary and secondary source documents to understand events in history. (VS.1a) Compare and contrast historical events. (VS.1c) Draw conclusions and make generalizations. (VS.1d) Interpret ideas and events from different historical perspectives. (VS.1g) James Madison drew up the Virginia Plan (May 1787). Many delegates, especially those from the smaller states, opposed the Virginia Plan because it based the number of representatives on a state s population. Some offered the New Jersey Plan (June 1787). It was much like the Articles of Confederation, but with a stronger Congress. The Great Compromise (July 1787) indicated that the new Congress would have two separate houses. One house would be called the House of Representatives. Representation in the House of Representatives would be based on state population. This favored the larger states. The second house would be called the Senate. Each state would have equal representatives in the Senate: two delegates per state. This favored the smaller states. (Continued) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 3

4 (VS.6a Continued) The United States Constitution The United States Constitution set up central government with three main branches. The Legislative Branch makes laws, the Executive Branch carries out laws, and the Judicial Branch determines if laws have been broken. James Madison s compromising skills helped the delegates reach agreement during the difficult process of writing the United States Constitution. Madison is often called the Father of the Constitution. The delegates of the Constitutional Convention signed the Constitution of the United States on September 17, In Henrico... During the Convention of 1788, Virginia ratified the United States Constitution where Governor Edmund Randolph and future Chief Justice John Marshall represented Henrico County as delegates at that convention. Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 4

5 STANDARD VS.6b Henrico County Public Schools Grade 5 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom. Reporting Category: Civics Essential Understandings Essential Questions Essential Knowledge Essential Skills The actions and ideas of Virginians formed the basis for the new constitutional government of the United States. Ideas expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom served as models for the United States Constitution s Bill of Rights of the Constitution of the United States of America. What was the influence of the Virginia Declaration of Rights on the United States Constitution? What was the influence of the Virginia Statute for Religious Freedom on the United States Constitution? Virginia Declaration of Rights The Virginia Declaration of Rights stated that all Virginians should have certain rights, including freedom of religion, freedom of the press, and the right to trial by jury. George Mason of Virginia drafted this document in It was adopted by Virginia s Fifth Convention on June 2, It spelled out such fundamental liberties as freedom of religion, freedom of the press, and the right to a jury trial, in both civil and criminal cases. It formed the basis of the first ten amendments (the Bill of Rights) to the Constitution of the United States of America. Virginia Statute for Religious Freedom The Virginia Statute for Religious Freedom stated that all people should be free to worship as they please. Thomas Jefferson drafted this bill in It stated the principles of separation of church and state and of complete religious freedom. It was introduced to the General Assembly in 1779, but was not passed by the General Assembly until Without James Madison s leadership guiding this bill through the General Assembly, the bill probably would not have passed. This document was the basis for the First Amendment to the Constitution of the United States of America, the amendment that protects religious freedom. Identify primary and secondary source documents to understand events in history. (VS.1a) Make connections between past and present. (VS.1e) Interpret ideas and events from different historical perspectives. (VS.1g) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 5

6 STANDARD VS.6c Henrico County Public Schools Grade 5 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by c) explaining the influence of geography on the migration of Virginians into western territories. Reporting Category: Geography Essential Understandings Essential Questions Essential Knowledge Essential Skills After the American Revolution, Virginia s agricultural base began to change. As a result, large numbers of Virginians moved west and to the deep South to find better farmland and new opportunities. Geography influenced the movement of people and ideas as Virginians moved to and beyond the Virginia frontier. The Great Valley of Virginia provided a route for migration to the western territories. What geographic factors influenced Virginians to move to the western frontier of Virginia and beyond? The Influence of Geography on the Migration into the Western Territories After the American Revolution, Virginia s agricultural base began to change, and as a result large numbers of Virginians moved west and to the deep South to find better farmland and new opportunities. Tobacco farming drained the minerals in the soil, causing many farmers to look west and south for new land to farm. Virginians migrated into western territories looking for large areas of land and new opportunities. As Virginians moved, they took their traditions, ideas, and cultures with them. Settlers crossed the Appalachian Mountains through the Cumberland Gap as they migrated to new lands in the west. Determine cause and effect relationships. (VS.1b) Compare and contrast historical events. (VS.1c) Draw conclusions and make generalizations. (VS.1d) Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. (VS.1i) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 6

7 STANDARD VS.7a Henrico County Public Schools Grade 5 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia. Reporting Category: History Essential Understandings The Civil War was fought over the issues of states rights, slavery, and the preservation of the Union. Because of economic differences between the North and South, they were unable to resolve their conflicts and the South seceded from the United States. Conflicts arose between the eastern and western regions of Virginia. Virginians were divided about secession from the Union, which led to the creation of West Virginia. Essential Questions Essential Knowledge Essential Skills What conflicts developed between the northern and southern states in the years following the American Revolution and led to the Civil War? How did the differences between the North and South affect Virginia? Why did Virginia secede from the Union and become a new state? Some Causes and Effects of Issues that Divided the United States after the American Revolution and Before the Civil War The economy in the northern region of the United States was industrialized while in the southern region it was agricultural and relied on slave labor. In the early 1800s, American manufacturers learned to build and operate machines using waterpower. Industries soon sprang up in the North along the eastern coast of the United States, where there were many rivers and waterfalls to power machines. Factories began using mass production and standardized parts. This meant that factories could make products faster and in greater numbers than ever before. In the South, farmers produced tobacco, corn, and other crops throughout the 1700s. In 1793, a new machine made a great change in the southern economy. Eli Whitney s cotton gin separated cotton from its seed quickly and easily. Plantation owners soon began to grow large amounts of cotton. They sold it to textile factories in the North and in Europe. Growing cotton required a lot of labor in the fields. More and more slaves were brought to the South to work. In 1790, fewer than 70,000 slaves lived in the South. In 1830, there were approximately 2 million slaves. In Henrico... Prior to 1783, it was illegal to free your slaves. In Henrico, a family of Quakers freed their slaves, deeded them land, and by 1801, helped them build a school. The Pleasants family lived in eastern Henrico in the area known as Gravel Hill. During August of 1800, Gabriel s Rebellion occurred. Born in 1776, Gabriel was a slave on the Prosser plantation in Henrico County and a trained blacksmith. He traveled freely in the Richmond area, and planned one of the largest slave uprisings. Due to this event, restrictions on slaves all over Virginia were tightened. Slaves in Henrico worked on farms, plantations, in the coal pits, and mines. Some worked in pottery and brickyards digging clay and making bricks and pottery. Some learned trades, like blacksmithing. In 1834, the beginning of railroads in Henrico played a large role in coal mining by transporting coal into Richmond. Identify and interpret artifacts and primary and secondary source documents to understand events in history. (VS.1a) Determine cause and effect relationships. (VS.1b) Draw conclusions and make generalizations. (VS.1d) Make connections between past and present. (VS.1e) Sequence events in Virginia history. (VS.1f) Interpret ideas and events from different historical perspectives. (VS.1g) Analyze and interpret maps to explain historical events. (Continued) (VS.1i) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 7

8 (VS.7a Continued) William Lloyd Garrison (Abolitionist) In the late 1820s, William Lloyd Garrison, a young white newspaper editor in New England, spread his ideas to end slavery completely through The Liberator newspaper. Many people disagreed with Garrison s efforts at first, but more and more people began to support it. Frederick Douglass ( ) (Abolitionist) Frederick Douglass escaped from slavery in Maryland in In 1841, he began to speak at meetings throughout the North sharing his story of slavery and cruelty. His speeches encouraged many others to abolish slavery. He established the North Star newspaper (Rochester, N.Y.) which he edited for 17 years, advocating abolition through political activism. During the Civil War, he urged African Americans to join the Union (northern) ranks. During and after Reconstruction, he held several government jobs. In 1850, the Fugitive Slave Law was passed. The Fugitive Slave Law made it illegal to help slaves escape. It required all citizens to help capture and return runaway slaves no matter where they were found. Those caught helping slaves escape were heavily fined. Free and Slave States Northern states (industrialized communities) wanted the new states created out of the western territory to be free states while the southern states (agricultural communities) wanted new states to be slave states. The Missouri Compromise of 1820 The Missouri Compromise of 1820 was an agreement to maintain a balance between free and slave states. The compromise created an imaginary line (a division) from east to west through the Louisiana Territory. Slavery was allowed in all states south of the line and forbidden in all states (but Missouri) north of the imaginary line. Nat Turner (Abolitionist) led a revolt against plantation owners in Virginia. Nat Turner was born in 1800 in Southampton County, Virginia. In 1831, Nat Turner and his small band of fellow slaves led a rebellion in Southampton County, Virginia. For two days, they went from farm to farm and killed nearly 60 white men, women, and children from slave-owning families. (Continued) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 8

9 (VS.7a Continued) The so-called Southampton Insurrection was quickly crushed. Nat Turner hid in the woods for six weeks before he was finally caught. All of the members of Turner s Rebellion were hanged in This was considered one of the most serious revolts. Harriet Tubman (Abolitionist) Throughout the years of slavery, many people helped runaway slaves find freedom. The secret route that the escaped slaves took became known as the Underground Railroad. They hid during the day and traveled by night. They had to avoid patrols looking for runaway slaves. People who showed slaves the way to freedom were called Conductors. Harriet Tubman escaped from slavery in Maryland in She and many members of the Underground Railroad ignored the Fugitive Slave Law. She returned to the South many times and helped over 300 other slaves gain their freedom. The Missouri Compromise of 1850 The Missouri Compromise of 1850 included several parts. California would be a free state. The people in the territories of Utah and New Mexico could decide for themselves to be free or slave states. Any slaves escaping to the North would have to be returned and anybody helping the slaves to escape would be punished. This compromise did not last long. The Kansas-Nebraska Act of 1854 The Kansas-Nebraska Act of 1854 indicated that there would no longer be an imaginary line to separate slave states and free states. Instead, in each new state the people themselves would decide. This act angered the abolitionists because it would permit the extension of slavery. Kansas was one of the places where people would vote to decide whether it was to be a free state or a slave state. Therefore, people for and against slavery rushed into Kansas. Fighting broke out. People on both sides of the slavery issue no longer saw compromise as possible. Some people in the South began to speak of secession with the United States of America. Dred Scott Decision The Missouri Compromise of 1850 and the Kansas-Nebraska Act of 1854 increased disagreement over slavery. In 1857, Dred Scott, a slave, said that he should be free because his owner s family had moved to the free state of Illinois. The Supreme Court decided that a slave was not a United States citizen and that Congress could not forbid slavery in the United States. This decision angered abolitionists. (Continued) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 9

10 (VS.7a Continued) John Brown (Abolitionist) led a raid on the United States Armory (Arsenal) at Harpers Ferry, Virginia. In 1859, a staunch white abolitionist named John Brown led a raid on the United States Armory (Arsenal) at Harpers Ferry, Virginia. He planned to distribute the weapons stored there and start a slave rebellion. He was captured and hanged. (Please Note: In 1859, Harpers Ferry was located in Virginia. West Virginia did not exist until 1863.) Abraham Lincoln became the President of the United States of America Abraham Lincoln was firmly opposed to the spread of slavery. To preserve the Union (the union of states that is the United States of America), he pledged during his election campaign, to leave slavery alone where it already existed. However, if no new slave states were admitted to the Union, free states would soon be a majority in Congress. The South would lose its political power. Some southern states talked about seceding from the Union if Lincoln was elected. When Lincoln won the election and became the President of the United States in 1860, South Carolina decided to secede. By March of 1861, seven southern states (South Carolina, Mississippi, Alabama, Florida, Georgia, Texas, Louisiana) seceded to form the Confederate States of America. Representatives of these seven states met at Montgomery, Alabama, and formed a provisional government. Montgomery, Alabama became the first capital of the Confederacy. Jefferson Davis, a United States Senator from Mississippi, was made President of the Confederate States of America. Battle at Fort Sumter (South Carolina) A large number of Northerners and Southerners alike wanted to avoid a war between the states. In many southern states only a small majority voted for secession. Many Northerners would rather have let the seceding states depart from the Union than go to war. But President Abraham Lincoln had vowed not to let Union property be taken by the Confederates. The Confederate takeover of Fort Sumter in South Carolina, which was a Union garrison or fort, made armed conflict inevitable. The Civil War began at Fort Sumter in (Continued) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 10

11 (VS.7a Continued) Creation of West Virginia Conflict grew between the eastern counties of Virginia that relied on slavery and western counties that favored abolition of slavery. The disagreement between the two regions of the state led to the formation of West Virginia. The eastern counties of Virginia grew tobacco and cotton, which relied heavily on slaves working the fields. The western counties were not as dependent on slave labor force. After Confederate troops fired on Fort Sumter, President Lincoln called for troops to put down the rebellion and return the seceding states to the Union. The Virginia Convention met and voted for the secession of Virginia, with the majority of the votes coming from the delegates of the Coastal Plain (Tidewater) and Piedmont Regions of Virginia. Unhappy pro Union delegates from the western and mountain regions of Virginia met in a second Convention in Wheeling to affirm their loyalty to the United States government and to create a new state constitution. In 1863, the government of the United States recognized the 50 former western Virginia counties as the new state of West Virginia. Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 11

12 STANDARD VS.7b Henrico County Public Schools Grade 5 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by b) describing Virginia s role in the war, including identifying major battles that took place in Virginia. Reporting Category: History Essential Understandings Essential Questions Essential Knowledge Essential Skills The land of Virginia played a significant role in the Civil War and became a major battleground between the Union and Confederate troops. Virginians played a significant role in the Civil War. Why were many of the Civil War battles fought in Virginia? What major Civil War battles were fought in Virginia? What Virginians were major leaders in the Confederacy? Who were some of the leaders of the Union? In what ways did Virginia s citizens participate in the Civil War? Once Virginia seceded from the United States, the capital of the Confederacy was moved to Richmond, Virginia. Much of the Civil War was fought in Virginia because it was between Richmond (the Capital of the Confederacy) and Washington, D.C. (the Capital of the United States). Some Major Civil War Battles/Events in Virginia (In the 26 major battles and more than 400 engagements of the Civil War, more men fought and died in Virginia than in any other state.) Battles of Bull Run or Manassas (July of 1861 & August of 1862) Bull Run is a small stream located 30 miles southwest of Washington, D.C. The site of two Union defeats of the Civil War. The First Battle of Bull Run or Manassas was the first major clash of the Civil War on July 21, On July 16, 1861, Union General McDowell began to move on Confederate General Beauregard at Manassas Junction. McDowell, joined there by forces of General Johnston, attacked Beauregard s men near the stone bridge over Bull Run Creek and drove them to the Henry House Hill. But Confederate General Thomas Stonewall Jackson and his men played a major role in stopping the Union advances. Serving under Robert E. Lee in the Second Battle of Bull Run or Manassas (August 1862), Union General John Pope and his men attacked General Thomas Stonewall Jackson and his troops. The Union army was defeated. Sea Battle of the Monitor and the Merrimack (March of 1862) President Abraham Lincoln used the Union Navy to blockade southern seaports. An important sea battle of two ironclad ships, the USS Monitor (Union) and the USS Merrimack/CSS Virginia (Confederate), took place in Virginia waters nears Norfolk and Hampton. The battle was fought to a draw and revolutionized naval warfare. (FYI: The USS Merrimack was originally a Union frigate throughout most of its existence. The Union Navy abandoned the frigate at the Norfolk Naval Yard. To prevent the Confederates from using the ship, the Union Navy scuttled it. The Confederates raised the ship from the shallow floor of the harbor and made major modifications. The Confederates renamed the ship the CSS Virginia and used it against the Union.) (Continued) Determine cause and effect relationships. (VS.1b) Draw conclusions and make generalizations. (VS.1d) Sequence events in Virginia history. (VS.1f) Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. (VS.1i) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 12

13 (VS.7b Continued) Battle of Fredericksburg (December of 1862) General Robert E. Lee, Commander of the Army of Northern Virginia, defeated the Union forces led by major General Ambrose Burnside on December 11-15, It was a major Union defeat with more than 12,000 Union casualties. Battle of Chancellorsville (May of 1863) General Robert E. Lee and his Army of Northern Virginia attacked Major General Joseph Hooker s Union of the Potomac, which was surrounded at Chancellorsville, Virginia. It was a Union defeat. The Creation of West Virginia (June of 1863) The western region of Virginia opposed slavery. When Virginia seceded, the western region was admitted to the United States of America as the new state of West Virginia. The Siege of Petersburg (July of 1864-April of 1865) In 1864, General Ulysses S. Grant moved toward Richmond through a siege of Petersburg. Confederate General Robert E. Lee and his troops dug in for almost ten months. On April 2, 1865, Lee realized that Petersburg and Richmond would fall to the Union armies. He sent word to Confederate President Jefferson Davis to leave Richmond. Richmond (April of 1865) Richmond was the Capital of the Confederacy and was attacked constantly by Union forces. Union General Ulysses S. Grant captured Richmond on April 3, But before the Confederate soldiers left, they set fire to the arsenal (armory) to keep the weapons out of Union hands. The fire spread out of control and destroyed at least half of the city. The Civil War ended in the home of Wilmer McLean at Appomattox Court House, Virginia, where Confederate General Robert E. Lee surrendered his army to Union General Ulysses S. Grant. (April 9, 1865) In Henrico... During the Civil War, more battles were fought in Henrico than in any other region of the country. Henrico was considered the outer defenses of the Confederate capital, Richmond. Major engagements included: Seven Pines, Savage Station, Glendale, Malvern Hill, Yellow Tavern, and New Market Heights. During the Battle of Yellow Tavern, Confederate General J.E.B. Stuart received his mortal wound and died later in Richmond. (The approximate site of this battle is the current location of Virginia Center Commons Mall.) (Continued) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 13

14 (VS.7b Continued) During the Battle of New Market Heights, 14 United States Colored Troops were awarded the Medal of Honor for their valor in battle. (The approximate site is on Route 5, between Curles Neck Farm and Route 295.) The Dabbs House was General Robert E. Lee s field headquarters in (It is the current location of the Henrico County Police Headquarters on Nine Mile Road.) Civil War Leaders/Confederacy Robert E. Lee Robert Edward Lee lived from He was born in Westmoreland County, Virginia. Unlike many Southerners, Lee did not believe in slavery and did not favor secession. Long before the Civil War, he had freed the few slaves he had inherited. Lee had difficulty in deciding whether to stand by his state of Virginia, which just seceded, or remain with the Union. Even though President Lincoln offered him the field command of the United States Army, he refused indicating that he would not fight against his fellow Southerners. After his decision, he was given command of the Confederate Army of Northern Virginia in June of 1862 and immediately took the offensive in the Seven Days Battles. He stopped the Union army at the Second Battle of Bull Run or Manassas, but General McClellan halted Lee s first invasion of the North in the Antietam Campaign. Lee rejected Union advances at the Battles of Fredericksburg and Chancellorsville. His second invasion of the North ended in defeat in the Gettysburg Campaign in Beginning in July of 1864, Lee and his troops held out against Grant for almost ten months in the siege of Petersburg. Early in 1865, Lee became General in Chief of all Confederate armies, but the South was near collapse. He surrendered on April 9, 1865 to Ulysses S. Grant in the Wilmer McClean home at Appomattox Court House, Virginia. Jefferson Davis Jefferson Davis lived from He was an American statesman and President of the Confederacy ( ). He was born near Elkton, Kentucky. He became a United States Senator. Davis left Washington after the secession of Mississippi. As President of the Confederacy, he assumed strong centralized power, weakening the States Rights Policy for which the South had seceded. (During the Civil War, he was involved in many disputes with Confederate generals. For instance, Confederate General Robert E. Lee surrendered the Confederate Army to Union General Ulysses S. Grant without President Jefferson Davis approval.) Jefferson Davis was captured in 1865, by Union forces. He was imprisoned for two years and was released in 1867 without prosecution. (Continued) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 14

15 (VS.7b Continued)) Thomas Stonewall Jackson Thomas Jonathan Jackson lived from He was a Confederate General in the Civil War. He was born in Clarksburg, Virginia (now West Virginia). At the First Battle of Bull Run or Manassas, he earned his sobriquet (or nickname) when he and his brigade stood like a stone wall. He conducted the strong Shenandoah Valley campaign and joined General Robert E. Lee for the Seven Days Battles. Serving under Lee, Jackson attacked the Union army to set up the Confederate victory at the Second Battle of Bull Run or Manassas in August He fought at the Antietam Campaign and at Fredericksburg. At Chancellorsville (May 1863), Stonewall Jackson was mistakenly shot by a Confederate soldier and died of pneumonia. J.E.B. Stuart James Ewell Brown Stuart lived from He was born in Patrick County, Virginia. He was a Confederate Cavalry Commander in the Civil War. He was known for bold raids of seeking out information about enemy positions. He traveled around General McClellan s Union Army (June 1862) and his sudden attack to the rear of John Pope s forces (August 1862) provided General Robert E. Lee with invaluable information. He fought at the Battles of Bull Run or Manassas (1861), Fredericksburg (1862), and commanded at Chancellorsville. Civil War Leaders/Union Abraham Lincoln Abraham Lincoln lived from He was born in a log cabin in the backwoods of Hardin County (now Larue County), Kentucky. He became the 16th President of the United States. Lincoln was almost entirely self-educated. He settled in New Salem, Illinois and worked as a storekeeper, surveyor, and postmaster while studying law. In 1834, he was elected to the state legislature. In 1836, he became a lawyer. He ran for Senator in 1855, but failed. He ran again in 1858 against Stephen A. Douglas and failed. Although he lost the election, he had by now made a name for himself since he regarded slavery as wrong and opposed its extension. In 1860, he was elected President of the United States. To the Southern states, Lincoln s election was a signal for secession. By Inauguration Day, seven states (South Carolina, Mississippi, Alabama, Florida, Georgia, Texas, Louisiana) had seceded and four more (Virginia, Tennessee, North Carolina, Arkansas) seceded after he issued a summons to the militia. It is generally agreed that Lincoln handled the vast problems of the Civil War with skill and vigor. (Continued) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 15

16 (VS.7b Continued) On January 1st of 1863, President Abraham Lincoln moved to free the slaves in the South by issuing the Emancipation Proclamation. The Emancipation Proclamation stated that all slaves of the Confederacy were from that moment forever free. Lincoln saw the end of the Civil War, but did not live to implement his plan for Reconstruction. While attending a play at Ford s Theater in Washington, D.C., he was shot and killed by John Wilkes Booth. Ulysses S. Grant Ulysses Simpson Grant lived from He was the Commander-in-Chief of the Union army in the Civil War. He was the 18th President of the United States ( ). He was born in Point Pleasant, Ohio. Upon outbreak of the Civil War, he was commissioned Colonel, then Brigadier General of Regiment of Volunteers. After several victories, President Lincoln made him Commander-in-Chief in March of He received Robert E. Lee s surrender in the Wilmer McLean home at Appomattox Court House on April 9, He was made full General in 1866, the first citizen after George Washington to hold that rank. Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 16

17 STANDARD VS.8a Henrico County Public Schools Grade 5 The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by a) identifying the effects of Reconstruction on life in Virginia. Reporting Category: Economics Essential Understandings Essential Questions Essential Knowledge Essential Skills Virginia s land and economy were in ruins after the Civil War. Reconstruction was a time of rebuilding southern states and reuniting them with the Union. Life was difficult for Virginians during Reconstruction. Virginians faced serious problems in rebuilding the state after the war. What were some of the problems Virginians faced during the period of Reconstruction following the Civil War? What measures were taken during Reconstruction to resolve Virginia s problems? Terms to Know: Reconstruction: the period following the Civil War in which Congress passed laws designed to rebuild the country and bring the Southern states back into the Union Freedmen s Bureau: a government agency created in 1865 that provided food, schools, and medical care for freed slaves and others in the South Sharecropping: a system common in the South in the late 1800s and early 1900s in which freed slaves and poor white farmers, who could not afford to buy land, rented land from a landowner by promising to pay the owner with a share of the crop when harvested Virginians faced numerous problems during Reconstruction. Millions of freed slaves needed housing, clothing, food, and jobs. Virginia s economy was in ruins. - Money had no value. - Banks were closed. - Railroads, bridges, plantations, and crops were destroyed. Virginia had no functioning government and was no longer a part of the United States of America. Virginians had to work hard to rebuild and reunite with the Union. Congress created the Freedmen s Bureau in This government agency provided food, schools, and medical care for freed slaves and others in the South. A new system of farming called sharecropping developed because plantation owners lacked money to pay workers, and former slaves needed land and work. It also allowed freed slaves and poor white farmers to rent land from a landowner by promising to pay the owner with a share of the crop when harvested. Determine cause and effect relationships. (VS.1b) Draw conclusions and make generalizations. (VS.1d) Make connections between past and present. (VS.1e) Sequence events in Virginia history. (VS.1f) Interpret ideas and events from different historical perspectives. (VS.1g) President Lincoln s Emancipation Proclamation had declared the slaves free in the Confederate states. The Thirteenth Amendment to the Constitution of the United States of America (1865) completed the abolition of slavery in the United States. (Continued) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 17

18 (VS.8a Continued) To further protect their rights, during the summer of 1868, Congress passed the Fourteenth Amendment. This amendment protects the rights of all American citizens, regardless of race or color. Virginia ratified the 14 th Amendment and was resubmitted to the Union in January of Virginia adopted a new constitution that banned slavery and gave African American men the right to vote. In Henrico... In 1870, the governing body during Reconstruction divided Henrico into townships, which in 1874 became the original magisterial districts. It was at this time the county Board of Supervisors was established. Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 18

19 STANDARD VS.8b Henrico County Public Schools Grade 5 The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by b) identifying the effects of segregation and Jim Crow on life in Virginia. Reporting Category: History Essential Understandings Essential Questions Essential Knowledge Essential Skills During Reconstruction, African Americans began to have power in Virginia s government, and men of all races could vote. Virginia adopted a new constitution that banned slavery and gave African American men the right to vote. After Reconstruction, the freedoms and rights promised to African Americans were slowly taken away. New laws were passed that were unfair to African Americans. Jim Crow Laws were passed by the southern states. Jim Crow Laws established segregation or separation of the races and reinforced prejudices held by many white people. What happened to the rights of African Americans after Reconstruction? What were Jim Crow Laws? What was segregation? How was life in Virginia affected by Jim Crow laws and segregation? Terms to Know: Segregation: the separation of people, usually based on race or religion Jim Crow Laws: laws passed by southern states after Reconstruction that established segregation or separation of the races Discrimination: an unfair difference in the treatment of people During Reconstruction, African Americans began to have power in Virginia s government, and men of all races could vote. After Reconstruction, these gains were lost when Jim Crow Laws were passed by southern states. Jim Crow Laws established segregation or separation of the races and reinforced prejudices held by many whites. Jim Crow Laws had an effect on African American Life African Americans found it very difficult to vote or hold public office. Unfair Poll Taxes and Voting Tests were established to keep African Americans from voting. African Americans were forced to use separate drinking (water) fountains. African American and white children attended separate schools. They could not sit together in trains, restaurants, or theaters. Restricting Voting Rights for African Americans and Others in Virginia The Virginia Convention of adopted suffrage (voting) restrictions to deny the vote of African Americans living in Virginia without appearing to violate the 15th Amendment of the United States Constitution. (The purpose of the 15th Amendment (approved in 1870) was to protect the rights of all male United States citizens to vote.) The Virginia Constitution of 1902 limited the vote to war veterans and their adult sons, and to property owners who paid property taxes or could explain any portion of the Virginia s Constitution. This restriction reduced the number of African American voters from about 147,000 to 10,000. It also had a negative impact on other Virginians, as they could not meet these requirements. Determine cause and effect relationships. (VS.1b) Draw conclusions and make generalizations. (VS.1d) Make connections between past and present. (VS.1e) Sequence events in Virginia history. (VS.1f) Interpret ideas and events from different historical perspectives. (VS.1g) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 19

20 STANDARD VS.8c Henrico County Public Schools Grade 5 The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by c) describing the importance of railroads, new industries, and the growth of cities to Virginia s economic development. Reporting Category: Economics Essential Understandings Essential Questions Essential Knowledge Essential Skills After the Civil War, industry, technology, transportation, and cities began to grow and contribute to Virginia s economy. What changes took place in Virginia to boost the economic growth? Virginia began to grow in many areas after the Civil War and Reconstruction. As more people traveled, Virginia s cities grew with more people, businesses, and factories. The need for more and better (hard surfaced) roads increased. Railroads were a key to the expansion of business, agriculture, and industry. They facilitated the growth of small towns to cities. Railroad centers attracted the building of factories where clothing, furniture, and other useful items (capital resources) were made. Draw conclusions and make generalizations. (VS.1d) Make connections between past and present. (VS.1e) Sequence events in Virginia history. (VS.1f) Roanoke became a railroad center. Richmond, Norfolk, and Newport News were bustling with activity as the railroad brought new jobs and people to the areas. Petersburg, Alexandria, Lynchburg, Charlottesville, and Norton grew into cities because they were used as fuel stops for the trains. The New York, Philadelphia, and Norfolk Railroad linked the Eastern Shore to the cities in the North. Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. (VS.1i) Other regions of Virginia grew as other industries developed. Coal deposits, discovered in Tazewell County after the Civil War and in nearby counties, became a source of livelihood for residents of southwest Virginia. Tobacco farming and tobacco products became important Virginia industries. Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 20

21 STANDARD VS.9a Henrico County Public Schools Grade 5 The student will demonstrate knowledge of twentieth century Virginia by a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries. Reporting Category: Economics Essential Understandings Essential Questions Essential Knowledge Essential Skills After Reconstruction and during the twentieth century, Virginia changed from a rural, agricultural society to a more urban, industrial society and Virginia s cities began to grow. Why did Virginia change from an agricultural to an industrial society? What caused Virginia s cities to grow? Term to Know: Service industry: beneficial work that does not result in a tangible product (tangible: something you can touch or hold) Decline of Virginia s agricultural society Old systems of farming were no longer effective. Crop prices were low. Growth of Virginia s cities People moved from rural to urban areas for economic opportunities. Technological developments in transportation, roads, railroad, and streetcars helped cities grow. People moved to Virginia from many other states and nations for jobs, freedom, and the enjoyment of Virginia s beauty and quality of life. Since the end of World War II, northern Virginia has experienced growth due to increases in the number of federal government jobs located in the region. Both northern Virginia and the Coastal Plain (Tidewater) areas have grown due to computer technology. Determine cause and effect relationships. (VS.1b) Draw conclusions and make generalizations. (VS.1d) Make connections between past and present. (VS.1e) Interpret ideas and events from different historical perspectives. (VS.1g) Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. (VS.1i) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 21

22 STANDARD VS.9b Henrico County Public Schools Grade 5 The student will demonstrate knowledge of twentieth century Virginia by b) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history. Reporting Category: History Essential Understandings Essential Questions Essential Knowledge Essential Skills During the twentieth century, Virginia struggled over the issues of Civil Rights. After World War II, African Americans demanded equal treatment and the recognition of their rights as American citizens. As a result of the Civil Rights Movement, laws were passed that made racial discrimination illegal. What changes occurred in Virginia as a result of the Civil Rights Movement? Terms to Know: prejudice: a negative opinion formed without proof civil rights: the individual rights of all citizens to be treated equally or fairly under the law Civil Rights Movement: an organized manner to achieve the individual rights of all citizens to be treated equally under the law discrimination: an unfair difference in the treatment of people Separate but equal : people of different races would remain segregated, but have equal rights boycott /sit-ins: to refuse to conduct business or have contact with a person, group, country, or product/ to protest by sitting down integration: full equality of all races in the use of public facilities desegregation: abolishment of racial segregation Desegregation in Virginia The United States Supreme Court ruled in 1954 (Brown vs. the Board of Education) that separate but equal public schools were unconstitutional. All public schools, including those in Virginia, were ordered to integrate. Now, children of all races and colors could attend the same public schools. In Virginia, as in the rest of the South, this change did not come easily. Massive Resistance in Virginia Senator Harry F. Byrd, Sr. of Virginia, strongly opposed integrating Virginia s public schools. In 1957, through Senator Byrd s efforts, the Virginia General Assembly approved a policy for Massive Resistance, which cut off all state funding for public schools that accepted integration. Determine cause and effect relationships. (VS.1b) Compare and contrast historical events. (VS.1d) Draw conclusions and make generalizations. (VS.1d) Make connections between past and present. (VS.1e) Sequence events in Virginia history. (VS.1f) Interpret ideas and events from different historical perspectives. (VS.1g) In the fall of 1958, Front Royal, Charlottesville, Norfolk, and Prince Edward County, closed down their schools rather than to integrate them, even though (in 1954), the United States Supreme Court ruled that separate but equal public schools were unconstitutional. (Continued) Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 22

23 (VS.9b Continued)) In 1959, a special session of the Virginia General Assembly met, and the policy of Massive Resistance was overturned. In 1959, these public schools were reopened (with the exception of Prince Edward County Schools), and the process of integrating Virginia s public schools began. In Henrico... The Reconstruction government required education for all children, which resulted in a dual system of schools throughout the South. Henrico s segregated school system remained in effect until the mid 1960s. Ms. Virginia Randolph established a supervised black school under the direction of a white superintendent. She was an important pioneer in vocational education throughout the world. Based on the 2001 Curriculum Framework Document/Virginia Department of Education June, 2002 Henrico County Public Schools 23