Landscape, Art, and Ecology

CONTENTS OF CURRICULUM UNIT 24.01.10

  1. Unit Guide
  1. Introduction
  2. Demographics
  3. Content Objectives
  4. Introduction to Historical Maps as Artifacts
  5. Development of Richmond
  6. Pre-Civil War
  7. Civil War and Reconstruction
  8. Industrial Revolution and beyond
  9. Artistic Responses to Industrialization
  10. Landscape and Urban Changes
  11. African American Response to Industrialization
  12. African American Artistic Response
  13. Teaching Strategies
  14. Summative Assessment: Lives Through Time in Richmond, VA
  15. Differentiation Strategies
  16. Conclusion
  17. Bibliography
  18. Appendix On Implementing District
  19. Notes

The History of Richmond through Maps

Greysi Vasquez

Published September 2024

Tools for this Unit:

Summative Assessment: Lives Through Time in Richmond, VA

Objective: Students will research and compare lives of three individuals from Richmond, VA each representing a different historical period: before the Civil War, Reconstruction, and during the Industrial Revolution. This assignment will help students analyze and understand how the Industrial Revolution and Civil War affected various aspects of life in Richmond.

  1. Instructions: We will discuss how the African American community responded to the Industrial Revolution by analyzing art and African American narratives that reflect these changes. Students will select individuals who lived in Richmond, VA that were affected by the events in their time. They can be from different backgrounds, laborers, women, African Americans, business owners, immigrants.
  2. Information: For each of the following individuals, students will research the following aspects of their lives as best as they can:
    1. Background: Birthplace, family, education, and early life.
    2. Occupation and Social Status: Job, economic status, and social class.
    3. Impact: How the events and changes of the time affected their lives and work.
    4. Contributions: Any significant contributions made to their community or society.
    5. Personal Challenges: Hardships, if any, they faced.
  3. Essay
    1. Introduction: Introduce the three individuals and provide a brief overview of the periods they lived in.
    2. Body: Students will write a profile on each individual and compare the lives of each, discussing similarities and differences in their occupation, social status, contributions, and challenges.
    3. Conclusion: Students will summarize their findings and reflect on the broader impact of the Industrial Revolution and the Civil War in Richmond that they can see in their daily lives.
  4. Presentation: Students will prepare a visual presentation (Google slides, poster, diorama etc.) to share with the class and must include images, maps, and key points from their research.
  5. Mapping: To conclude the summative assessment and bring the whole class together, I will print a large Google view map of current day Richmond and will have students pin their researched individuals on the map, using different pin colors to represent the different time periods, so students can visualize where these individuals lived and worked and show how closely connected, we all are even decades apart.
  6. Grading Criteria
    1. Research Quality: Depth and accuracy of each individual chosen.
    2. Analysis: Ability to effectively compare the lives of the three individuals, highlighting the influence of the time.
    3. Writing Quality: Clarity, coherence, and organization of the essay.
    4. Presentation: Creativity, clarity, and visual presentation.

By completing this summative assessment, students will gain a deeper understanding on how historical events shaped the lives of individuals in Richmond and add a personal narrative to these individuals that influenced their city.

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