Section of Website

SOLs covered

Any explanation

How Do We Know What We Know?

1) Oral history

2) Archaeology

3) Archives

4) Getting to know your town activity

a) online

b) in class/at home

This site was designed to cover many of the Virginia Studies, Social Studies, and Computer/Technology Standards for the fourth and fifth grades. Additionally some English and art SOLs are also covered.

This page provides the basic introduction to each of the professions covered in this website. The idea is to present students with the information in a new way: instead of being taught everything topically, this website is arranged to instill a “can-do” attitude. If the student comes to the site and goes away believing that he or she can indeed be the oral historian using skills of analysis, or the archaeologist, who has to look at history in reverse, or the museum curator, who has to have incredible attention to detail, then the next generation of young historians will be formed with a new appreciation for the local history at a younger age. This is the overall goal of the education outreach project at the Scottsville Museum: to instill a sense of pride and excitement about Scottsville history into the minds of the next generations.

You are an oral historian!

1) All about oral history

2) Examples of oral history

3) Perform your own interview

VS.1.a (primary resources and interpret artifacts)

VS.1.c (compare and contrast historical events, make conclusions and generalizations)

VS.1.g (interpret ideas from different historical perspectives)

VS.1.h evaluate and discuss orally and in writing

Social Studies 4.7 and 5.9 historical analysis skills-identify, analyze, and make generalizations about the life in VA history. Distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events. [this is the point in the activity where the student compares some of what the interviewee has told him/her with actual references and other primary resources.

English 5.3 plan and give oral presentation, select information [in this case good questions and convo continuations] that develops the topic

English 5.8 take notes from their research

The goal of this activity is to have the students perform the task as the oral historian. After the interview is complete, the goal is to have them compare what they have heard to what they can find in reference books. Not only will their skills of analysis be refined but so will their communication, note taking, and research skills. Also, it is important for the younger students to learn how to communicate with people, such as the elderly, who are not in their normal scope of interaction.

You are an archaeologist!

1) All about archaeology

2) The Monacan Indians

3) The Story of the Bottle

4) Go on an excavation

VS.1.a (primary resources and interpret artifacts)

VS.1.g (interpret ideas from different historical perspectives)

VS.2.c (locating and identifying important VA water features)

VS.2.e (describe how American Indians adapted to the climate

5.6: describe growth and change in America in 1801 to 1861, with emphasis on the effects of geography, climate, canals and river systems…influenced the distribution and movement of people, goods, and services.

VS.6.c (explain the influence of geography on the migration of Vas into western territories)

VS.8.c (describe the importance of railroads…to VA’s economic development)

4.1 : explain the impact of geographic factors in the expansion and development of VA

5.7 : identify causes, key events, and effects of the civil War and Reconstruction with emphasis on: Life on the battlefield and on the home front

VS.8.c (importance of railroads)

The goal of the activities in the archaeology section is to have students use primary resources to discover how and why an item can be found and then interpreted. The excavation helps the students understand stratigraphy and the concept of the newest layer being on top with the older layers coming beneath. Also, the concept of having a destruction period helps students understand why some things can be found out of context.

You are a museum curator!

Social Studies 4.7 and 5.9: The student will develop skills for historical analysis…and interpret primary resources…

English 5.8 paraphrase information, recording sources of information

The work with old ordinances and primary resources is designed once again to increase analytical skills as well as a greater understanding of what primary resources are and how to use them. The student will have to try and figure out exactly what was going on with the different primary resources, and the activity leaves room for various interpretations. These activities are geared well toward group work, where different students can share different interpretations. There is no right or wrong answer, but if you want to know exactly what each item is, you can contact the museum for further information.