Caring for Traveller SOLs

Thank you for considering a visit to Lee Chapel and Museum. This document contains SOLs connected to this particular lesson, pre-visit and post-visit activity. You'll notice that together they can cover a variety of SOLs and skill sets for grades 4-7. SOLs are listed under each grade level, organized by subject. Each SOL has been bold-faced, and is followed by a list of skill sets for that SOL. You may see that a SOL is listed as "Introduction to," this means while the entire SOL is important for your class to learn, our institution may not be able to cover all aspects of it. Instead, we can act as an introduction to that subject or we could reiterate points already made in the classroom. Lastly, you'll notice Buzz Words, Phrases and Thoughts (for docents), these are helpful words and phrases our docents will use during your visit to Lee Chapel. Our goal is to use these to reiterate information, actions and behaviors necessary to accomplishing SOLs. Skip ahead to your grade or subject by clicking on the links below.

GRADE 4 GRADE 5 GRADE 6 GRADE 7

GRADE 4

English (4.1, Intro 4.4, Intro 4.5)

  • 4.1 SOL: The student will use effective oral communication skills in a variety of settings.
    • a) Present accurate directions to individuals in small groups.
    • b) Contribute to group discussions across content areas.
    • c) Seek ideas and opinions of others.
    • d) Use evidence to support opinions.
    • e) Use grammatically correct language and specific vocabulary to communicate ideas.
    • f) Communicate new ideas to others.
    • g) Demonstrate the ability to collaborate with diverse teams.
    • h) Demonstrate the ability to work independently.
  • 4.1 Skills:
    • Participate in a range of discussions building on others' ideas and clearly expressing their own. 
    • Participate in a variety of partner and/or group discussions by:
      • Following the rules for discussions and assigned partner or group roles;
      • Offering comments that are relevant to the topic of discussion;
      • Asking appropriate questions to solicit knowledge and opinions of others;
      • Supporting opinions with appropriate examples and details;
      • Identifying reasons and evidence a speakers provides to support particular points;
      • Communicating new ideas to others;
      • Responding to specific questions to clarify or follow up on information and make comments that contribute to the discussion and link to the remarks of others;
      • Reviewing key ideas expressed in discussions and explaining their own ideas and understandings;
      • Distinguishing fact from opinion;
      • Avoiding hindering the progress of the discussion;
      • Taking turns speaking during a discussion;
      • Maintaining appropriate eye contact and attentive body language while listening: and
      • Respecting the comments of others, especially if the comments express opinions that are different from one's own.
    • Use grammatically correct language.
    • Use specific vocabulary to enhance oral communication.
    • Work independently and with diverse teams in a variety of settings.
  • 4.1 Buzz Words, Phrases and Thoughts (for docents):
    • Collaborate with your team.
    • Let's be attentive while listening.
    • Take turns.
    • Contribute.
    • Communicate.
    • Demonstrate your ability to... (Work as a team, raise your hand, etc.)
    • Let's be respectful.
  • Introduction to 4.4 SOL: The student will expand vocabulary when reading.
    • a) Use context to clarify meanings of unfamiliar words.
    • b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
    • c) Use word-reference materials, including the glossary, dictionary, and thesaurus.
    • d) Develop vocabulary by listening to and reading a variety of texts.
    • e) Use vocabulary from other content areas.
  • 4.4 Skills:
    • Use context as a clue to clarify the meaning of unfamiliar words or phrases.
    • Use clues in the context of a sentence, paragraph, or reading selection to predict and explain the meanings of words that have more than one definition. 
    • Use their knowledge of affixes to read and understand the meanings of words.
    • Use their knowledge of synonyms and antonyms to understand the meanings of unfamiliar words.
    • Derive word meaning by using their knowledge of homophones.
    • Develop vocabulary by listening to and reading a variety of texts
    • Determine the meaning of general academic and content-specific words or phrases in text.
    • Study word meaning across content areas.
  • 4.4 Buzz Words, Phrases and Thoughts (for docents):
    • Are you familiar with that word?
    • Did you come across an unfamiliar word?
    • What is that meaning?
    • Clarify.
  • Introduction to 4.5 SOL: The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. 
    • a) explain the author's purpose
    • b) Describe how the choice of language, setting, characters and information contributes to the author's purpose.
    • c) Identify the main idea.
    • d) Summarize supporting details.
    • e) Identify the problem and the solution.
    • f) Describe the relationship between text and previously read materials.
    • g) Identify sensory words.
    • h) Draw conclusions/make inferences about the text.
    • i) Make, confirm, or revise predictions.
    • j) Identify cause and effect relationships.
    • k) Use reading strategies throughout the reading process to monitor comprehension.
    • i) Read with fluency.
  • 4.5 Skills:
    • Describe in depth a character, setting, or event drawing on specific details from the text.
    • Understand that narrative nonfiction is a story based on facts.
    • Identify the facts contained in a piece of narrative nonfiction.
    • Identify the main idea or theme of a text and summarize using supporting details.
    • Identify the problem and solution.
    • Discuss the similarities and differences between text and previously read materials.
    • Make connections between the text of a story or drama and a visual or oral presentation of text, identifying where each version reflects specific descriptions and directions in the text.
    • Refer to details and examples in a text when explaining what the text says, drawing conclusions/making inferences from text.
    • Identify cause and effect relationships.
    • Make, confirm, or revise predictions.
    • Read with sufficient accuracy and fluency to support comprehension.
    • Become aware of when they do not understand.
  • 4.5 Buzz Words, Phrases and Thoughts (for docents):
    • Summarize... (Lee and Traveller's friendship, what your learned in the museum, etc.)
    • Who are the main characters of our story?
    • Where is the setting?
    • Connect.
    • Let's predict. (Why do you think Traveller became so important to Lee? How do you think the war affected Lee and Traveller's life? Etc.)
    • Before, During, After
    • Does everyone understand?

Science (Into 4.5, Intro 4.7)

  • 4.5 SOL: The student will investigate and understand how plants and animals, including humans, in an ecosystem interact with one another and with the nonliving components in the ecosystem. Key concepts include:
    • a) plant and animal adaptations;
    • b) organization of populations, communities, and ecosystems and how they interrelate;
    • c) flow of energy through food webs;
    • d) habitats and niches;
    • e) changes in an organism's niche at various stages in its life cycle; and
    • f) influences of human activity on the ecosystems.
  • 4.5 Skills:
    • Distinguish between structural (physical) and behavioral adaptations.
    • Understand that adaptions allow an organism to succeed in a given environment. 
    • Describe why certain communities exist in given habitats.
    • Differentiate among positive and negative influences of human activity on ecosystems.
  • 4.5 Buzz Words, Phrases and Thoughts:
    • What was Traveller?
    • Habitat (What did Traveller need? What did Robert E. Lee have to provide?) 
    • How could war influence Traveller's personality and behavior? 
    • Adaptation (What adaptations do horses go through when involved with humans?)

*While STEAM is not the focus of this tour, talking about the orrery in our museum can be done, if time is available. Our orrery connects with the 4.7 science SOL and is an important piece of scientific equipment.

  • 4.7 SOL: The student will investigate and understand the organization of the solar system. Key concepts include:
    • a) the planets in our solar system;
    • b) the order of the planets in the solar system; and
    • c) the relative sizes of the planets.
  • 4.7 Skills:
    • Names the eight planets and describe whether they are a terrestrial planet or gas giant.
    • Sequence the eight planets in the solar system based on their position from the sun. 
    • Sequence the eight plants in the solar system based on size.
  • 4.7 Buzz Words, Phrases and Thoughts (for docents):
    • What planets do we see on our orrery?
    • How do they compare to each other? (Planet size, distance from each other, etc.)

History and Social Science: Virginia Studies (Intro VS. 2a, b, c, Intro VS.7b, Intro VS.8a)

  • Introduction to VS.2a SOL: The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by:
    • a) Locating Virginia and its bordering states on the maps of the United States.
  • VS.2a Skills:
    • Analyze and interpret maps to explain relationships among landforms and water features. (VS.1i)
  • VS.2a Buzz Words, Phrases and Thoughts (for docents):
    • Which of Virginia's bordering states seceded?
    • What became of Traveller's birthplace? 
    • What body of waters boarder Virginia's east coast?
  • Introduction to VS.2b SOL: The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by:
    • a) Locating and describing Virginia's coastal plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and the Appalachian Plateau.
  • VS.2b Skills:
    • Analyze and interpret maps to explain relationships among landforms and water features. (VS.1i)
  • VS.2b Buzz Words, Phrases and Thoughts (for docents):
    • How do you think Virginia's geographical regions affected Lee and Traveller's movements during the Civil War? (What are Virginia's different regions?)
    • How does the landscape vary from Appomattox, to Richmond, to Lexington?
    • What are some pros and cons of traveling with an animals over the different regions of Virginia?
  • Introduction to VS.2c SOL: The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by:
    • c) Locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp).
  • VS.2c Skills:
    • Determine cause-and-effect relationships. (VS.1b)
    • Draw conclusions and make generalizations. (VS.1d)
    • Analyze and interpret maps to explain relationships among landforms, water features and historical events. (VS.1i)
  • VS.2c Buzz Words, Phrases and Thoughts (for docents):
    • What could waterways provide Lee and Traveller with during the Civil War? (What are some of Virginia's waterways?)
    • Can waterways hinder movement?
    • After the war, Lee and Traveller retired to Richmond briefly. What river was the basis for trade in Richmond? Why do large cities choose to settle near waterways? (Do they know Lexington is also situated near a river?)
  • Introduction to VS.7b: The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by:
    • b) Describing Virginia's role in the war, including identifying major battles that took place in Virginia.
  • VS.7b Skills:
    • Determine cause-and-effect relationships. (VS.1b)
    • Draw conclusions and make generalizations (VS.1d)
    • Sequence events in Virginia history. (VS.1f)
  • VS.7b Buzz Words, Phrases and Thoughts (for docents):
    • Divided. (Who was divided? What side was Virginia on?)
    • What role did Robert E. Lee?
    • When was Traveller with Lee? (Using the Virginia map; where did they meet? What are some of the battles that were at together?) 
    • What did the two provide for each other during the war? 
  • Introduction to VS.8a SOL: The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by:
    • a) Identifying the effects of Reconstruction on life in Virginia.
  • VS.8a Skills:
    • Determine cause-and-effect relationships. (VS.1b)
    • Draw conclusions and make generalizations (VS.1d)
    • Make connections between past and present. (VS.1e)
    • Sequence events in Virginia history. (VS.1f)
  • VS.8a Buzz Words, Phrases and Thoughts (for docents):
    • How did the war affect Lee and Traveller's friendship?
    • Generalize (What was life like for a war horse during the Civil War versus afterwards.)
    • A president's companion. (What was Lee at Washington College to do? How did the locals and students take to Traveller?)


GRADE 5

English (5.1, Intro 5.5, Intro 5.6)

  • 5.1 SOL: The student will listen, draw conclusions, and share responses in subject related group learning activities.
    • a) Participate in and contribute to discussions across content areas.
    • b) Organize information gathering in group activities.
    • c) Summarize information gathered in group activities.
    • d) Communicate new ideas to others.
    • e) Demonstrate the ability to collaborate with diverse teams.
    • f) Demonstrate the ability to work independently.
  • 5.1 Skills:
    • Participate in a range of discussions building on others' ideas and clearly expressing their own.
    • Follow rules for discussions and assigned group roles.
    • Participate as active listeners in group learning activities by:
      • Listening to the main ideas; and
      • Listening for sequence of idea
    • Participate as informed contributors in subject-related group learning activities by:
      • Asking and answering questions at appropriate times;
      • Responding to specific questions by making comments that contribute to the discussion and elaborating on the remarks of others;
      • Communicating new ideas to others;
      • Clarifying confusing points; and
      • Summarizing main ideas
  • 5.1 Buzz Words, Phrases and Thoughts (for docents):
    • Discussion
    • Participate
    • Elaborating on...
    • Demonstrate the ability to...
  • Introduction to 5.4 SOL: The student will expand vocabulary when reading.
    • a) Use context to clarify meaning of unfamiliar words and phrases.
    • b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
    • c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
    • d) Identify an author's use of figurative language.
    • e) Use dictionary, glossary, thesaurus, and other word-reference materials.
    • f) Develop vocabulary by listening to and reading a variety of texts.
    • g) Study word meanings across content areas.
  • 5.4 Skills:
    • Use context as a clue to infer the correct meanings of unfamiliar words and phrases.
    • Use context and sentence structure to determine meanings and differentiate among the multiple meanings of words.
    • Use word references and context clues to determine which meaning is appropriate in a given situation.
    • Develop vocabulary by listening to and reading a variety of texts.
  • 5.4 Buzz Words, Phrases and Thoughts (for docents):
    • What is the meaning of...? (What in your surroundings can you pull context from to define this?) 
    • Have you heard that/this word elsewhere? Do you think it has a similar meaning?
    • Clarify.
  • Introduction to 5.5 SOL: The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
    • a) Describe the relationship between text and previously read materials.
    • b) Describe character development.
    • c) Describe the development of a plat and explain the resolution of conflict(s).
    • d) Describe the characteristics of free verse, rhymed, and patterned poetry.
    • e) Describe an author's choice of vocabulary contributes to the author's style.
    • f) Identify and ask questions that clarify various points of view.
    • g) Identify main idea.
    • h) Summarize supporting details from text.
    • i) Draw conclusions and make inferences from text.
    • j) Identify cause and effect relationships.
    • k) Make, confirm, or revise predications.
    • l) Use reading strategies throughout the reading process to monitor comprehension.
    • m) Red with fluency and accuracy.
  • 5.5 Skills:
    • Understand that characters are developed by:
      • What is directly stated in the text;
      • Their speech and actions; and
      • What other characters in the story say or think about them.
    • Understand that some characters change during the story or poem and some characters stay the same.
    • Identify the conflict or problem of the plot.
    • Understand that plot is developed through a series of events.
    • Identify the sequence that lead to resolution of the conflict.
    • Identify main idea or theme.
    • Summarize supporting details from text.
    • Identify cause and effect relationships.
    • Make, confirm, or revise predictions.
    • Become aware of when they do not understand.
    • Read familiar text with fluency, accuracy, and expressions to support comprehension.
  • 5.5 Buzz Words, Phrases and Thoughts (for docents):
    • Conflict.
    • Why did this conflict arise? What was the cause? (What led Lee to meet Traveller?)
    • Identify and resolve. 
    • Summarize... (Lee and Traveller's life together, what you learned from our museum, etc.)
    • Who are the main characters of our story?
    • Where is the setting?
    • Connect.
    • Let's predict. (Why do you think Traveller became so important to Lee? How do you think the war affected Lee and Traveller's life? Etc.)

History and Social Science: United States History to 1865 (Intro USI.9a, Intro USI.9d)

  • Introduction to USI.9a SOL: The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by:
    • a) Describing the cultural, economic, and constitutional issues that divided the nation.
  • USI.9a Skills:
    • Make connections between the past and present. (USI.1b)
    • Sequence events in United States history. (USI.1c)
  • USI.9a Buzz Words, Phrases and Thoughts (for docents):
    • Divided. (Who was divided? What side was Virginia on? Traveller was born in western Virginia, now West Virginia; what did WV face?)
    • What was happening before, during and after? (What was Traveller experiencing before the war, during and after? Think about it from the view of an animal How was his habitat and needs altered? How would war affect his behavior and personality?)
  • Introduction to USI.9d SOL: The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by:
    • d) Describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas "Stonewall" Jackson, and Frederick Douglass in events leading to and during the war.
  • USI.9d Skills:
    • Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USI.1a)
    • Sequence events in United States history. (USI.1c)
  • USI.9d Buzz Words, Phrases and Thoughts (for docents):
    • Who were the leaders of Northern and Southern forces?
      What was the effect of the war? (How did it affect the outcome of Traveller's life?)
    • Conclusion of the Civil War. (Why did Traveller accompany Lee to Appomattox? How did Lee try to reunite and rebuild the nation after the war? How did Lee use Traveller after the war?)


GRADE 6

English (6.1, Intro 6.5)

  • 6.1 SOL: The student will participate in and contribute to small-group activities.
    • a) Communicate as leader and contributor.
    • b) Evaluate own contributions to discussions.
    • c) Summarize and evaluate group activities.
    • d) Analyze the effectiveness of participant interactions.
  • 6.1 Skills:
    • Ensure that all group members participate in the exchange of information.
    • Use strategies that contribute to the discussion.
    • Receive and understand feedback from the others.
    • Pose and respond to questions.
    • Relate and retell information.
    • Restate briefly and critically the main idea(s) or theme(s) discussed within a group.
    • Use active listening to focus on what is said and what is implied.
    • Summarize what is heard.
    • Retain and rethink ideas based on what is heard.
  • 6.1 Buzz Words, Phrases and Thoughts (for docents):
    • Actively listening.
    • Actively responding.
    • Summarize. (What did we learn about upstairs? Lee's accomplishments, etc.)
    • Contribute as a team.
    • Relay information back to us. 
  • Introduction to 6.5 SOL: The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.
    • a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
    • b) Mark, confirm and revise predictions.
    • c) Describe how word choice and imagery contribute to the meaning of a text.
    • d) Describe cause and effect relationships and their impact on plot.
    • e) Use prior and background knowledge as context for new learning. 
    • f) Use information in the text to draw conclusions and make inferences.
    • g) Explain how character and plot development are used in a selection to support a central conflict or story line.
    • h) Identify the main idea.
    • i) Identify and summarize supporting details.
    • j) Identify and analyze the author's use of figurative language.
    • k) Identify transitional words and phrases that signal an author's organizational pattern.
    • l) Use reading strategies to monitor comprehension throughout the reading process.
  • 6.5 Skills:
    • Understand setting as time and place.
    • Understand plot as:
      • The development of the central conflict and resolution;
      • The sequence of events in a story; and 
      • The writer's map for what happens, how it happens, to whom it happens, and when it happens.
    • Understand that character traits are revealed by:
      • What a character says;
      • What a character thinks;
      • What a character does; and
      • How other characters respond the character.
  • 6.5 Buzz Words, Phrases and Thoughts (for docents):
    • Conflict.
    • Why did this conflict arise? What was the cause? (What led Lee to be jobless? Why was the school in shambles? Etc.)
    • Identify and resolve. 
    • Summarize... (Lee's achievements, Washington's involvement, what you learned, etc.)
    • Who are the main characters of our story?
    • Where is the setting?
    • Connect.
    • Let's predict. (What do you think Washington's gift did? How do you think Lee will change the school? Etc.)

Science (Intro 6.8)

*While STEAM is not the focus of this tour, talking about the orrery in our museum can be done, if time is available. Our orrery connects with the 6.8 science SOL and is an important piece of scientific equipment.

  • Introduction to 6.8 SOL: The student will investigate and understand the organization of the solar system and the interaction among the various bodies that comprise it. Key concepts include:
    • a) the sun, moon, Earth, other planets and their moons, dwarf planets, meteors, asteroids, and comets;
    • b) relative size of and distance between planets;
    • c) the role of gravity;
    • d) revolution and rotation;
    • e) the mechanics of day and night and the phases of the moon;
    • f) the unique properties of Earth as a planet;
    • g) the relationship of Earth's tilt and the seasons;
    • h) the cause of tides; and
    • i) the history and technology of space exploration.
  • 6.8 Skills
    • Describe the planets and their relative position from the sun.
    • Design and interpret a scale model of the solar system.
    • Explain the role of gravity in the solar system.
    • Compare and contrast revolution and rotation and apply these terms to the relative movements of planets and their moons.
    • Describe the unique characteristics of Earth.
  • 6.8 Buzz Words, Phrases and Thoughts (for docents):
    • My Very Excellent Mother Just Served Us Nachos! (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune...no Pluto.)
    • Distance. (Why doesn't our orrery show all the planets?)
    • What causes the planets to revolve? (Our orrery versus the actual solar system.)
    • Why does our orrery have an orrery within itself? (What does our moon do?)
    • Why is Earth so nice to live on?

History and Social Science: United States History: 1865 to the Present (Intro USII.3c)

  • Introduction to USII.3c SOL: The student will demonstrate knowledge of the effects on Reconstruction on American life by:
    • c) Describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglas.
  • USII.3c Buzz Words, Phrases and Thoughts (for docents):
    • Lincoln and Lee were on opposites. (Which side did Lee and Traveller claim?)
    • Cause and Effect. (How the war's influence on Lee, influence Traveller?)
    • Legacy. (Why do you think Lee and Traveller are remembered most for the Civil War? What was Lee's legacy to college students?) 
    • Lincoln was more concerned with preserving the Union than punishing the South. (How do you think his legacy affected Washington College?)
    • What was Lee concerned with after the war?
    • Reconcile and reunite.

*Lee as president of Washington College, is listed as essential knowledge for this SOL.

GRADE 7

English (Intro 7.1, 7.2)

  • Introduction to 7.1 SOL: The student will participate in and contribute to conversations, group discussions, and oral presentations.
    • a) Communicate ideas and information orally in an organized and succinct manner.
    • b) Ask probing questions to seek elaboration and clarification of ideas.
    • c) Make statements to communicate agreement or tactful disagreement with others' ideas.
    • d) Use language and style appropriate to audience, topic, and purpose.
    • e) Use a variety of strategies to listen actively.
  • 7.1 Skills:
    • Contribute relevant ideas, and opinions, and feelings in large and small diverse groups.
    • Select vocabulary, tone, and style with audience and purpose in mind.
    • State points clearly and directly.
    • Ask clarifying questions and respond appropriately to others' questions in order to encourage discussion, foster understanding, and bring the discussion back to the topic when needed.
    • Provide feedback to other group members, acknowledge new insights expressed by others, and when justified, modify their own views.
    • Use a variety of strategies to actively listen, including:
      • give speaker undivided attention;
      • use body language and gestures to show they are listening;
      • provide feedback or paraphrase;
      • allow the speaker to finish without interruptions; and
      • respond appropriately. 
  • 7.1 Buzz Words, Phrases and Thoughts (for docents):
    • Actively listen.
    • Undivided attention.
    • Take turns sharing.
    • Encourage.
  • 7.2 SOL: The student will identify and demonstrate the relationship between a speaker's verbal and nonverbal messages.
    • a) Use verbal communication skills, such as word choice, pitch, feeling, tone, and voice appropriate for the intended audience.
    • b) Use nonverbal communication skills, such as eye contact, posture, and gestures to enhance verbal communication skills.
    • c) Compare/contrast a speaker's verbal and nonverbal messages.
  • 7.2 Skills:
    • Match vocabulary, tone, and volume to the audience, purpose, and topic of the message.
    • Use proper posture and stance when speaking.
    • Identify whether or not a nonverbal message complements the spoken message.
    • Use appropriate facial expressions and gestures or motions to add to what is being said.
  • 7.2 Buzz Words, Phrases and Thoughts (for docents):
    • Respect other visitors (using proper behavior around others).
    • Communication.

Science: Living Science (Intro LS.11)

  • Introduction to LS.11 SOL: The student will investigate and understand the relationships between ecosystem dynamics and human activity. Key concepts include:
    • a) food production and harvest;
    • b) change in habitat size, quality, or structure;
    • c) change in species competition;
    • d) population disturbances and factors that threaten or enhance species survival; and 
    • e) environmental issues.
  • LS.11 Skills:
    • Debate the pros and cons of human land use versus ecosystem stability.
    • Compare and contrast population disturbances that threaten and those that enhance species survival.
    • Describe ways that human interaction has altered habitats positively and negatively. 
  • LS.11 Buzz Words, Phrases and Thoughts (for docents):
    • Humans are a natural part of the ecosystem. We use the ecosystem to meet our basic needs. As a horse, what were Traveller's basic needs?
    • Do you think Traveller had a stable habitat during the Civil War?
    • How do you think the Civil War affected different ecosystems and populations? 
    • Do you think the Civil War could of have had any positive influences?

History and Social Science: Civics and Economics (Intro CE.3e, Intro CE.4a, b, c, d, e, f, g)

  • Introduction to CE.3e SOL: The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by
    • e) evaluating how civic and social duties address community needs and serve public good.
  • CE.3e Skills:
    • Skill does not apply.
  • CE.3e Buzz Words, Phrases and Thoughts (for docents):
    • After the war, Lee lost his citizenship. What are some ways we develop good citizenship? Do students know about Lee's quest to rebuild and reunite the county?
    • How would the loss of citizenship might affect a person?
    • Animals don't have citizenship, but caring for one gives us a sense of responsibility. How can a friend like Traveller help someone through a difficult time?
  • Introduction to CE.4a, b, c, d, e, f, g SOL:
    • The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by
      • a) practicing trustworthiness and honesty;
      • b) practicing courtesy and respect for the rights of others;
      • c) practicing responsibility, accountability, and self-reliance;
      • d) practicing respect for the law;
      • e) practicing patriotism;
      • f) practicing decision making;
      • g) practicing service to the school and/or local community.
  • CE. 4a, b, c, d, e, f, g Skills:
    • Skill does not apply.
  • CE. 4a, b, c, d, e, f, g Buzz Words, Phrases and Thoughts (for docents):
    • How did Lee practice being a person of good character despite not being a citizen?
    • How does Lee's character compare to George Washington's?