Lesson 4: Discovering Economic Changes
Essential Questions Addressed:
· What problems did Virginia face after the Civil War?
· What changes took place in Virginia during Reconstruction to boost economic growth?
NCSS Theme Addressed:
· NCSS Standard 2: Time, Continuity, and Change
· NCSS Standard 5: Individuals, Groups, and Institutions
· NCSS Standard 6: Power, Authority, and Governance
VA SOL Addressed:
· VA SOL VS.8: The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by:
o c) Describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.
· VA Science SOL 4.9: The student will investigate and understand important Virginia natural resources. Key concepts include:
o a) Watersheds and water resources;
o b) Animals and plants;
o c) Minerals, rocks, ores, and energy sources; and
o d) Forests, soil, and land.
Student Objective:
· Students will be able to describe the ruin Virginia was in at the end of the Civil War.
· Students will be able to understand that Virginia’s natural resources helped its economy recover during Reconstruction.
· Students will be able to create a map of Virginia’s natural resources.
Materials:
· Virga, V. & Hines, E. (2010). Virginia: Mapping the Old Dominion State Through History. Guilford, CT: The Globe Pequot Press.
· Document camera and projector
· Printed map outline of Virginia for each student
· Colored pencils and pens
Procedure (45 minutes):
· Gather students on the carpet.
· Project map on pages 60-61 of Virginia: Mapping the Old Dominion State Through History (5 minutes). This map shows railroads and canals in Virginia in 1861, before the Civil War. Ask the students: do you think any of these railroads were still there at the end of the war? They should respond no, Virginia’s infrastructure was destroyed in the Civil War.
o Money had no value, banks were closed, railroads, bridges, plantations, and crops were destroyed.
· Turn to the map on pages 82-83 of Virginia: Mapping the Old Dominion State Through History (5 minutes). This map shows minerals found in Virginia, including types of rock, coal, and gold. Ask students what they see. Guide their responses to realizing that there are a lot of coal deposits in western Virginia.
· Lead a whole group discussion (10 minutes) on how natural resources could help an economy recover. How do students think coal could help? What drove Virginia’s economy during the colonial era? Tobacco. Do you think tobacco could help the economy again? What about water resources? Are those helpful when building an economy? What other natural resources does Virginia have that you think were helpful when rebuilding during Reconstruction?
· Direct students to Chapter 1 of their textbook, which addresses the geography of Virginia, and pages 234-235, which address coal during Reconstruction.
· Give each student a copy of the outline of the map of Virginia.
· Give students their task for the day (20 minutes): They should create a map of Virginia, showing natural resources (coal), labeling major waterways, ports, and cities, and anything else they feel necessary. They may use their textbooks and their table groups to assist them with the task.
· While students work, circulate around the room checking in with the pairs. Students should be working together to get the information from their books; all students in a group should be contributing and each student should be creating his or her own map. Ask students questions about resources and geography to spot-check for understanding.
· Return to whole group to wrap up the lesson (5 minutes). Tomorrow we will look at how the economy grew because of the Machine Age.
Assessment:
· The teacher will take anecdotal notes of students during the lesson to gauge where students are in their understanding of the Reconstruction.
· The teacher will also spot-check for understanding while circulating the room during the activity.
· While students are working in small group, ESOL and ADHD students will receive the appropriate assistance.
Differentiation and Accommodation:
· An effort will be made to call on different students during the whole group instruction, and the teacher will circulate to provide assistance while students are working in their table groups.
· Students requiring assistance in the classroom, either because they are learning English or because they have ADHD or another diagnosis that affects their learning, will be given that assistance.
· This lesson addresses some of Gardner’s multiple intelligences: visual-spatial (looking at maps), bodily-kinesthetic (drawing a map), intrapersonal (working in a group), and verbal-linguistic (whole group discussion).
Technology Integration:
This lesson requires a projector and document camera to show the maps.
· What problems did Virginia face after the Civil War?
· What changes took place in Virginia during Reconstruction to boost economic growth?
NCSS Theme Addressed:
· NCSS Standard 2: Time, Continuity, and Change
· NCSS Standard 5: Individuals, Groups, and Institutions
· NCSS Standard 6: Power, Authority, and Governance
VA SOL Addressed:
· VA SOL VS.8: The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by:
o c) Describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.
· VA Science SOL 4.9: The student will investigate and understand important Virginia natural resources. Key concepts include:
o a) Watersheds and water resources;
o b) Animals and plants;
o c) Minerals, rocks, ores, and energy sources; and
o d) Forests, soil, and land.
Student Objective:
· Students will be able to describe the ruin Virginia was in at the end of the Civil War.
· Students will be able to understand that Virginia’s natural resources helped its economy recover during Reconstruction.
· Students will be able to create a map of Virginia’s natural resources.
Materials:
· Virga, V. & Hines, E. (2010). Virginia: Mapping the Old Dominion State Through History. Guilford, CT: The Globe Pequot Press.
· Document camera and projector
· Printed map outline of Virginia for each student
· Colored pencils and pens
Procedure (45 minutes):
· Gather students on the carpet.
· Project map on pages 60-61 of Virginia: Mapping the Old Dominion State Through History (5 minutes). This map shows railroads and canals in Virginia in 1861, before the Civil War. Ask the students: do you think any of these railroads were still there at the end of the war? They should respond no, Virginia’s infrastructure was destroyed in the Civil War.
o Money had no value, banks were closed, railroads, bridges, plantations, and crops were destroyed.
· Turn to the map on pages 82-83 of Virginia: Mapping the Old Dominion State Through History (5 minutes). This map shows minerals found in Virginia, including types of rock, coal, and gold. Ask students what they see. Guide their responses to realizing that there are a lot of coal deposits in western Virginia.
· Lead a whole group discussion (10 minutes) on how natural resources could help an economy recover. How do students think coal could help? What drove Virginia’s economy during the colonial era? Tobacco. Do you think tobacco could help the economy again? What about water resources? Are those helpful when building an economy? What other natural resources does Virginia have that you think were helpful when rebuilding during Reconstruction?
· Direct students to Chapter 1 of their textbook, which addresses the geography of Virginia, and pages 234-235, which address coal during Reconstruction.
· Give each student a copy of the outline of the map of Virginia.
· Give students their task for the day (20 minutes): They should create a map of Virginia, showing natural resources (coal), labeling major waterways, ports, and cities, and anything else they feel necessary. They may use their textbooks and their table groups to assist them with the task.
· While students work, circulate around the room checking in with the pairs. Students should be working together to get the information from their books; all students in a group should be contributing and each student should be creating his or her own map. Ask students questions about resources and geography to spot-check for understanding.
· Return to whole group to wrap up the lesson (5 minutes). Tomorrow we will look at how the economy grew because of the Machine Age.
Assessment:
· The teacher will take anecdotal notes of students during the lesson to gauge where students are in their understanding of the Reconstruction.
· The teacher will also spot-check for understanding while circulating the room during the activity.
· While students are working in small group, ESOL and ADHD students will receive the appropriate assistance.
Differentiation and Accommodation:
· An effort will be made to call on different students during the whole group instruction, and the teacher will circulate to provide assistance while students are working in their table groups.
· Students requiring assistance in the classroom, either because they are learning English or because they have ADHD or another diagnosis that affects their learning, will be given that assistance.
· This lesson addresses some of Gardner’s multiple intelligences: visual-spatial (looking at maps), bodily-kinesthetic (drawing a map), intrapersonal (working in a group), and verbal-linguistic (whole group discussion).
Technology Integration:
This lesson requires a projector and document camera to show the maps.
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