Landscape, Art, and Ecology

Teaching Strategies

Now that we have the background knowledge, we are going to bring it all together in a week-long curriculum unit that connects the different time periods. I will assess student understanding and engagement the unit through formative and summative assessments. The formative assessments will include participation in class discussions, completion of the various activities throughout the week, and progress checks as they complete their summative assessment: Lives through Time in Richmond, VA.

Day 1: Introduction to the Industrial Revolution and Map Analysis

1. Lecture and Discussion: We will begin by introducing the Industrial Revolution globally and discussing the various technological advancements, economic changes, and the role of slavery in the economy. I will then narrow the focus to Richmond.
2. Map Introduction: I will show maps of Richmond from three different time periods (Pre-Civil War, Civil War, and Industrial Revolution). I will discuss the basics of map analysis and the information they can reveal about historical changes. The map analysis will be broken down to eight different sections: Geography, Transportation, Public and Historic Sites, Residential and Commercial Areas, Boundaries, Economic Activity, Changes Over Time, and Cultural and Social Insights. Through open ended questions, students will develop critical thinking skills through the analysis of primary sources and class discussions.
3. Activity: Divide students into groups of 3-4, each group will have a map of Richmond from 1856 and 1876 where they will examine and analyze while answering questions from the chart below. They will compare the developmental changes. These groups will continue to work together throughout the unit topic.

   Geography	Transportation	Public and Historic Sites	Residential and Commercial Areas
   - What are the natural geographic features visible on the map? (rivers, hills, etc.) - How is the city laid out?  - What areas are labeled or named and what does this indicate about their significance during this time?	- What transportation routes are evident on the map, such as roads, bridges, or railroads? - How does the map show the connection between Richmond and the outskirts of this map?	- What public buildings or landmarks are marked on the map? - Can you identify any historical sites or structures that might still be around today?	- How are residential areas distinguished from commercial or industrial areas on the map?
   Boundaries	Economic Activity	Changes Over Time	Cultural and Social Insights
   - How are residential areas distinguished from commercial or industrial areas on the map?	- Are there any indications of economic activity, such as markets or industrial areas? - What does the placement and type of economic activity suggest about the city’s economy at the time?	- How might the map of Richmond in 1856/1876 differ from modern maps of the city?	- Are there any indications of cultural or social institutions, such as churches, schools, or theaters? - What do these features reveal about the culture and social priorities of Richmond’s residents in 1856/1876?

   Fig. 5

4. Exit Ticket: Students will write a brief reflection on how they think industrialization and slavery might have changed Richmond’s landscape and society based on their map analysis.

Day 2: Richmond Before the Civil War

1. Lecture and Discussion: We will explore Richmond’s economy and industry before the Civil War, focusing on key industries such as tobacco and ironworks, and the role of enslaved labor in these industries.
   1. Primary source analysis: We will go back to the map of Richmond from 1856 (pre-Civil War) and identify key industrial sites, transportation networks, and areas where enslaved people lived and worked.
2. Activity: Students will go back to their groups, and they will work together to create a detailed analysis of the pre-Civil War map with focusing on the following aspects: industrial sites, transportation networks, residential areas, and natural landscapes.
   1. Presentation: each group presents their finding to the class.

Day 3: Richmond During the Civil War and Reconstruction

1. Lecture and Primary Source Analysis: We will discuss Richmond’s strategic importance during the Civil War. Including its role as the Confederate capital and the impact on enslaved people.
   1. Map analysis: We will analyze a Civil War-era map of Richmond. We will identify changes in infrastructure, battlefields, industrial activity, and the movement of enslaved people.
2. Group discussion: I will ask my students the following questions to reflect:
   1. How did the Civil War impact Richmond’s industry, landscape, and the lives of African Americans?
   2. How do you think Richmond responded from the disaster left behind after the Civil War and what needs to be done to reconstruct the city?
3. Exit ticket: Students will write a diary entry from the perspective of a Richmond resident during the Civil War, focusing on the industrial and ecological changes and what they may have witnessed and experienced.

Day 4: Industrial and Ecological Changes Post- Civil War

1. Lecture: We will discuss the Industrial Revolution in Richmond after the Civil War, focusing on the late 19^th and early 20^th I will emphasize the transition out of enslaved labor.
   1. Ecological and Landscape Changes: We will explore how industrialization transformed Richmond’s landscape and environment.
      1. Art Analysis: I will show them the two paintings, previously mentioned above, Richmond, from the Hill Above the Waterworks (1834) and View from Gambles Hill, Richmond, VA (1857), and have the students fill out a S.P.A.M. chart:
         1. S – What do you See?
         2. P – What People do you see?
         3. A – What Actions are taking place?
         4. M – What is the Meaning of this painting?
      2. Students will gain a deeper understanding of the ecological and industrial changes seen in the short of amount of time.
2. Exit Ticket: Write a paragraph on the impact industrialization caused on the ecology and landscape of Richmond and if there are any measure that can be taken to address the changes today.

Day 5: African American Response and Reflection

1. Lecture and Primary Source Analysis: We will discuss how the African American community responded to the Industrial Revolution by analyzing art and African American narratives that reflect these changes.
   1. Primary Source Analysis: We will examine artistic works and African American narratives from this period that depict Richmond’s industrial changes with focus on a few individuals.
      1. Maggie L. Walker – first African American woman to open a bank.
      2. John Mitchell Jr. – African American newspaper editor, Richmond Plant, and civil rights activist.
2. Exit ticket: Students will write a reflective paragraph on the African American response shaped what Richmond looks like today.