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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.
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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! 1. All about accessions at the Scottsville Museum 2. Primary Resources 3. Well, how about that? |
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. |
More Activities: Monacans
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Grade 3 History 3.6: The student reads and constructs maps, tables, graphs, and/or charts. Grade 4 History VS.1a and 1i: Students demonstrate skills for historical and geographical analysis including the ability to identify and interpret artifacts and primary and secondary source documents to understand historical events. Students will also analyze and interpret maps. |
Students will read the attached fact sheet and answer questions about Monacan life along the flood plain of the James River, Then students read a historical marker with information about the Monacan Indian Village, past and present. Students locate the original Monacan village, Monasukapanough, on John Smith's 1612 map of Virginia and make their own historical marker using the template provided. |
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Grade 3 History 3.8, 3.10, and 3.11d: Students recognize the importance of government in the community and how people and regions specialize in what they can do best and trade for the rest. Also students will describe how people can serve the community, state, and nation in a republican form of government. |
After studying the attached fact sheet about life in Scottsville during colonial times, students choose 1-2 activities that they would like to participate in during Court Days. |
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Grade 3 History 3.11d: Students will describe how people can serve the community, state, and nation in a republican form of government. Grade 4 History VS.1a and VS.1i: Students demonstrate skills for historical and geographical analysis including the ability to identify and interpret artifacts and primary and secondary source documents to understand historical events. Students will also analyze and interpret maps. |
Students study the attached fact sheet about the batteau period in Scottsville. and then look at images of a dugout canoe and a batteau. Students read information about both types of transportation and then fill out a Venn Diagram comparing dugout canoes and the batteau. |
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Grade 4 History VS.10c: Students will demonstrate knowledge of government, geography, and economics by explaining how advances in transportation have contributed to Virginia's prosperity. |
Students study the attached fact sheet about the James River and Kanawha Canal which greatly improved the transport of produce and manufactured products between the Shenandoah Valley and Richmond via the busy port at Scottsville. Then students will look at a picture of a lock and learn some key vocabulary words related to canals and how canal locks work. |
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Grade 3 History 3.11d: Students will describe how people can serve the community, state, and nation in a republican form of government. Grade 4 History VS.1g: Students will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to interpret ideas and events from different historical perspectives. |
Students review the attached fact sheet and answer the questions about how Scottsville citizens served their community, state, and nation during the Civil War and how the war impacted local life. Students will also learn how Scottsville residents worked after the war to improve a devastated economy. Then students will consider what job they would like to have done during the Civil War based on information from the fact sheet. Students will also read about three Scottsville residents who contributed to the war effort. |
More Activities: Floods
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Grade 4 History VS.9 and VS.10: Students will demonstrate knowledge of 20th and 21st century Virginia by describing its economic and social transitions. Students will also demonstrate knowledge of government, geography, and economics by explaining how advances in transportation, communications, and technology have contributed to Virginia's prosperity. |
After studying the attached fact sheet and answering questions about the flood damage to Scottsville in the past, students will look at a chart of Scottsville's ten most destructive floods and compare the heights of these floods to some objects with which they are familiar. Students will also consider what objects and buildings they would want to protect if a flood damaged their town. |