Virginia Standards of Learning: History/Skills

K.2 The student will describe everyday life in the present and in the past and begin to recognize that things change over time.

1.1 The student will interpret information presented in picture time lines to show sequence of events and will distinguish between past and present.

1.2 The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, and George Washington Carver.

2.2 The student will compare the lives and contributions of American Indians (First Americans), with emphasis on the Powhatan of the Eastern Woodlands, the Sioux of the Plains, and the Pueblo people of the Southwest.

VS.1 The student will develop skills for historical and geographical analysis including the ability to

a) identify and interpret artifacts and primary and secondary source documents to understand events in history;

b) determine cause and effect relationships;

c) compare and contrast historical events;

d) draw conclusions and make generalizations;

e) make connections between past and present;

f) sequence events in Virginia history;

g) interpret ideas and events from different historical perspectives;

h) evaluate and discuss issues orally and in writing.

VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by

a) explaining the reasons for English colonization;

c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement;

d) identifying the importance of the Virginia Assembly (1619) as the first representative legislative body in English America;

e) identifying the importance of the arrival of Africans and women to the Jamestown settlement;

g) describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers.

VS.4 The student will demonstrate knowledge of life in the Virginia colony by

a) explaining the importance of agriculture and its influence on the institution of slavery;

b) describing how European (English, Scotch-Irish, German) immigrants, Africans, and American Indians (First Americans) influenced the cultural landscape and changed the relationship between the Virginia colony and England.

VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of new American nation by

a) explaining why George Washington is called the “Father of our Country” and James Madison is called the “Father of the Constitution”;

b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom.

VS.7 Student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by

a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia.

VS.8 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;

b) identifying the effects of segregation and “Jim Crow” on life in Virginia.

VS.9 The student will demonstrate knowledge of twentieth century Virginia by

b) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history;

c) identifying the political, social, and/or economic contributions made by Maggie L. Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr., and L. Douglas Wilder.

VS.10 The student will demonstrate knowledge of government, geography, and economics by

a) identifying the three branches of Virginia government and the function of each.

USI.1 The student will develop skills for historical and geographical analysis, including the ability to

a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877;

b) make connections between the past and the present;

d) interpret ideas and events from different historical perspectives;

e) evaluate and discuss issues orally and in writing;

h) interpret patriotic slogans and excerpts from notable speeches and documents.

USI.3 The student will demonstrate knowledge of how early cultures developed in North America by

b) describing cultural interactions between Europeans and American Indians (First Americans) that led to cooperation and conflict.

USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by

d) identifying the political and economic relationships between the colonies and England.

USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by

a) identifying the issues of dissatisfaction that led to the American Revolution;

b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence, with emphasis on the ideas of John Locke;

c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine;

d) explaining reasons why the colonies were able to defeat Britain.

USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by

a) identifying the weaknesses of the government established by the Articles of Confederation;

b) identifying the basic principles of the new government established by the Constitution of the United States and the Bill of Rights;

c) identifying the conflicts that resulted in the emergence of two political parties;

d) describing the major accomplishments of the first five presidents of the United States.

USI.8 The student will demonstrate knowledge of westward expansion and reform in America from

1801 to 1861 by

d) identifying the main ideas of the abolitionist and suffrage movements.

USI.9 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;

b) explaining how the issues of states' rights and slavery increased sectional tensions;

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;

f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.

USI.10 The student will demonstrate knowledge of the effects of Reconstruction on American life by

a) identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States and their impact on the expansion of freedom in America;

b) describing the impact of Reconstruction policies on the South.

USII.1 The student will demonstrate skills for historical and geographical analysis, including the ability to

a) analyze and interpret primary and secondary source documents to increase understanding

of events and life in United States history from 1877 to the present;

b) make connections between past and present;

c) sequence events in United States history from 1877 to the present;

d) interpret ideas and events from different historical perspectives;

e) evaluate and debate issues orally and in writing;

h) interpret patriotic slogans and excerpts from notable speeches and documents.

USII.3 The student will demonstrate knowledge of how life changed after the Civil War by

c) describing racial segregation, “Jim Crow,”/other constraints faced by African Americans in post-Reconstruction South;

e) describing the impact of the Progressive Movement on child labor, working conditions, the

rise of organized labor, women's suffrage, and the temperance movement.

USII.5 The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

b) describing the social changes that took place, including Prohibition, and the Great Migration north;

c) examining art, literature, and music from the 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O'Keeffe and including the Harlem Renaissance.

USII.7 The student will demonstrate knowledge of the economic, social, and political transformation

of the United States and the world between the end of World War II and the present by

a) describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations;

d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities.

USII.8 The student will demonstrate knowledge of key domestic issues during the second half of the twentieth century by

a) examining the Civil Rights Movement and the changing role of women;

b) describing the development of new technologies and their impact on American life.

WHI.1 The student will improve skills in historical research and geographical analysis by

a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history to 1500 A.D.;

e) analyzing trends in human migration and cultural interaction from prehistory to 1500 A.D.

WHII.1 The student will improve skills in historical research and geographical analysis by

a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 A.D.;

e) analyzing trends in human migration and cultural interaction from 1500 A.D. to the present.

WHII.6 The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States.

WHII.10 The student will demonstrate knowledge of political, economic, social, and cultural developments

during the Interwar Period by

b) examining the Holocaust and other examples of genocide in the twentieth century;

c) explaining the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international cooperative organizations.

WHII.13 The student will demonstrate knowledge of political, economic, social, and cultural aspects of

independence movements and development efforts by

a) describing the struggles for self-rule, including Gandhi's leadership in India;

b) describing Africa's achievement of independence, including Kenyatta's leadership of Kenya.

WHII.15 The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by

a) identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/ religious conflicts, and the impact of technology, including chemical and biological technologies;

b) assessing the impact of economic development and global population growth on the environment and society, including an understanding of the links between economic and political freedom;

c) describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements.

WG.10 The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth's surface by

a) explaining and analyzing reasons for the different spatial divisions at the local and regional levels;

b) explaining and analyzing the different spatial divisions at the national and international levels;

c) analyzing ways cooperation occurs to solve problems and settle disputes.

VUS.1 The student will demonstrate skills for historical and geographical analysis, including the ability to

a) identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States;

b) evaluate the authenticity, authority, and credibility of sources;

c) formulate historical questions and defend findings based on inquiry and interpretation;

d) develop perspectives of time and place, including the construction of maps and various time lines of vents, periods, and personalities in American history;

e) communicate findings orally and in analytical essays and/or comprehensive papers; f) develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled;

h) interpret the significance of excerpts from famous speeches and other documents.

VUS.3 The student will describe how the values and institutions of European life took root in the colonies and how slavery reshaped European and African life in the Americas.

VUS.4 The student will demonstrate knowledge of events and issues of the Revolutionary Period by

a) analyzing how the political ideas of John Locke and those expressed in Common Sense helped shape the Declaration of Independence.

VUS.5 The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States and how the principles of limited government, consent of the governed, and the social contract are embodied in it by

a) explaining the origins of the Constitution, including the Articles of Confederation;

b) identifying the major compromises necessary to produce the Constitution, and the roles of James Madison and George Washington;

c) describing the conflict over ratification, including the Bill of Rights and the arguments of the Federalists and Anti-Federalists.

d) examining the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom in the framing of the Bill of Rights.

VUS.6 The student will demonstrate knowledge of the major events during the first half of the nineteenth

century by

b) describing the key features of the Jacksonian Era, with emphasis on federal banking policies;

c) describing the cultural, economic, and political issues that divided the nation, including slavery, the abolitionist and women's suffrage movements, and the role of the states in the Union.

VUS.7 The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major

turning point in American history by

a) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass;

b) analyzing the significance of the Emancipation Proclamation and the principles outlined in Lincoln's Gettysburg Address;

c) examining the political, economic, and social impact of the war and Reconstruction, including the adoption of the 13th, 14th, and 15th Amendments to the Constitution of the United States.

VUS.8 The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction

through the early twentieth century by

c) analyzing prejudice and discrimination during this time period, with emphasis on “Jim Crow” and the responses of Booker T. Washington and W.E.B. Du Bois;

d) identifying the impact of the Progressive Movement, including child labor and antitrust laws, the rise of labor unions, and the success of the women's suffrage movement.

VUS.10 The student will demonstrate knowledge of World War II by

a) identifying the causes and events that led to American involvement in the war;

c) describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments;

d) describing the Geneva Convention and the treatment of prisoners of war during World War II;

e) analyzing the Holocaust (Hitler's “final solution”), its impact on Jews and other groups, and postwar trials of war criminals.

VUS.11 The student will demonstrate knowledge of the effects of World War II on the home front by

c) explaining the internment of Japanese Americans during the war;

d) describing the role of media and communications in the war effort.

VUS.13 The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by

a) identifying the importance of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver Hill, and how Virginia responded;

b) describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965.

VUS.14 The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States by

a) analyzing the effects of increased participation of women in the labor force;

b) analyzing how changing patterns of immigration affect the diversity of the United States population, the reasons new immigrants choose to come to this country, and their contributions to contemporary America;

c) explaining the media influence on contemporary American culture and how scientific and technological advances affect the workplace, health care, and education.

GOVT.1 The student will demonstrate mastery of the social studies skills citizenship requires, including the ability to

a) analyze primary and secondary source documents;

b) create and interpret maps, diagrams, tables, charts, graphs, and spreadsheets;

c) analyze political cartoons, political advertisements, pictures, and other graphic media;

d) distinguish between relevant and irrelevant information;

e) evaluate information for accuracy, separating fact from opinion;

f) identify a problem and prioritize solutions;

g) select and defend positions in writing, discussion, and debate.

GOVT.2 The student will demonstrate knowledge of the political philosophies that shaped the development of Virginia and United States constitutional government by

a) describing the development of Athenian democracy and the Roman republic;

b) explaining the influence of the Magna Carta, the English Petition of Rights, and the English Bill of Rights;

c) examining the writings of Hobbes, Locke, and Montesquieu;

d) explaining the guarantee of the rights of Englishmen set forth in the charters of the Virginia Company of London;

e) analyzing the natural rights philosophies expressed in the Declaration of Independence.

GOVT.3 The student will demonstrate knowledge of the concepts of democracy by

a) recognizing the fundamental worth and dignity of the individual;

b) recognizing the equality of all citizens under the law;

c) recognizing majority rule and minority rights;

d) recognizing the necessity of compromise;

e) recognizing the freedom of the individual.

GOVT.4 The student will demonstrate knowledge of the Constitution of the United States by

a) examining the ratification debates and The Federalist;

b) analyzing the purposes for government stated in the Preamble;

c) examining the fundamental principles upon which the Constitution of the United States is based, including the rule of law, consent of the governed, limited government, separation of powers, and federalism;

d) illustrating the structure of the national government outlined in Article I, Article II, and Article III;

e) describing the amendment process.

GOVT.5 The student will demonstrate knowledge of the federal system described in the Constitution of

the United States by

a) explaining the relationship of the state governments to the national government;

b) describing the extent to which power is shared;

c) identifying the powers denied state and national governments;

d) examining the ongoing debate that focuses on the balance of power between state and national governments.

GOVT.6 The student will demonstrate knowledge of local, state, and national elections by

a) describing the organization, role, and constituencies of political parties;

b) describing the nomination and election process;

c) examining campaign funding and spending;

d) analyzing the influence of media coverage, campaign advertising, and public opinion polls;

e) examining the impact of reapportionment and redistricting;

f) identifying how amendments extend the right to vote;

g) analyzing voter turnout.

GOVT.7 The student will demonstrate knowledge of the organization and powers of the national

government by

a) examining the legislative, executive, and judicial branches;

b) analyzing the relationship between the three branches in a system of checks and balances.

GOVT.8 The student will demonstrate knowledge of the organization and powers of the state and local

governments described in the Constitution of Virginia by

a) examining the legislative, executive, and judicial branches;

b) examining the structure and powers of local governments: county, city, and town;

c) analyzing the relationship among state and local governments.

GOVT.9 The student will demonstrate knowledge of the process by which public policy is made by

a) examining different perspectives on the role of government;

b) explaining how local, state, and national governments formulate public policy;

c) describing the process by which policy is implemented by the bureaucracy at each level;

d) analyzing how individuals, interest groups, and the media influence public policy.

GOVT.10 The student will demonstrate knowledge of the operation of the federal judiciary by

a) explaining the jurisdiction of the federal courts;

b) examining how John Marshall established the Supreme Court as an independent, co-equal branch of government through his opinions in Marbury v. Madison ;

c) describing how the Supreme Court decides cases;

d) comparing the philosophies of judicial activism and judicial restraint.

GOVT.11 The student will demonstrate knowledge of civil liberties and civil rights by

a) examining the Bill of Rights, with emphasis on First Amendment freedoms;

b) analyzing due process of law expressed in the 5th and 14th Amendments;

c) explaining selective incorporation of the Bill of Rights;

d) exploring the balance between individual liberties and the public interest;

e) explaining every citizen's right to be treated equally under the law.

GOVT.12 The student will demonstrate knowledge of the role of the United States in a changing world by

a) describing the responsibilities of the national government for foreign policy and national security;

b) assessing the role played by national interest in shaping foreign policy and promoting world peace.

GOVT.13 The student will demonstrate knowledge of how governments in Mexico, Great Britain, and the

People's Republic of China compare with government in the United States by

a) describing the distribution of governmental power;

b) explaining the relationship between the legislative and executive branches;

c) comparing the extent of participation in the political process.

GOVT.14 The student will demonstrate knowledge of economic systems by

a) identifying the basic economic questions encountered by all economic systems;

c) evaluating the impact of the government's role in the economy on individual economic freedoms;

d) explaining the relationship between economic freedom and political freedom.

GOVT.16 The student will demonstrate knowledge of the role of government in the Virginia and United

States economies by

a) analyzing the impact of fiscal and monetary policies on the economy;

b) describing the creation of public goods and services;

c) examining environmental issues, property rights, contracts, consumer rights, labor management relations, and competition in the marketplace.

Virginia Standards of Learning: Civics

K.8 The student will demonstrate that being a good citizen involves

a) taking turns and sharing;

b) taking responsibility for certain classroom chores;

c) taking care of personal belongings and respecting what belongs to others;

d) following rules and understanding the consequence of breaking rules;

e) practicing honesty, self-control, and kindness to others.

1.10 The student will apply the traits of a good citizen by

a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect;

b) recognizing the purpose of rules and practicing self-control;

c) working hard in school;

d) taking responsibility for one's own actions;

e) valuing honesty and truthfulness in oneself and others.

1.11 The student will recognize symbols and traditional practices that honor and foster patriotism in the United States by

a) identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty;

b) demonstrating respect for the American flag by learning the Pledge of Allegiance.

1.12 The student will recognize that communities in Virginia include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles.

2.10 The student will explain the responsibilities of a good citizen, with emphasis on

a) respecting/protecting the rights and property of others;

b) taking part in the voting process when making classroom decisions;

c) describing actions that can improve the school and community;

d) demonstrating self-discipline and self-reliance;

e) practicing honesty and trustworthiness.

2.12 The student will understand that the United States is a land of people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles.

3.10 The student will recognize why government is necessary in the classroom, school, and community by

a) explaining the purpose of rules and laws;

b) explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken;

c) explaining that government protects the rights and property of individuals.

3.11 The student will explain the importance of the basic principles that form the foundation of a republican form of government by

a) describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law;

b) identifying the contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King, Jr.;

c) recognizing that Veterans Day and Memorial Day honor people who have served to protect

the country's freedoms.

3.12 The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms.

CE.1 The student will develop the social studies skills citizenship requires, including the ability to

a) examine and interpret primary and secondary source documents;

b) create and explain maps, diagrams, tables, charts, graphs, and spreadsheets;

c) analyze political cartoons, political advertisements, pictures, and other graphic media;

d) distinguish between relevant and irrelevant information;

e) review information for accuracy, separating fact from opinion;

f) identify a problem and recommend solutions;

g) select and defend positions in writing, discussion, and debate.

CE.2 The student will demonstrate knowledge of the foundations of American constitutional government by

a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government;

b) explaining the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights;

c) identifying the purposes for the Constitution of the United States as they are stated in its Preamble.

CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by

a) describing the processes by which an individual becomes a citizen of the United States;

b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws;

c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;

d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society;

e) evaluating how civic and social duties address community needs and serve the public good.

CE.4 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.

CE.5 The student will demonstrate knowledge of the political process at local, state, and national levels of government by

a) describing the functions of political parties;

b) comparing the similarities and differences of political parties;

c) analyzing campaigns for elective office, with emphasis on the role of the media;

d) examining the role of campaign contributions and costs;

e) describing voter registration and participation;

f) describing the role of the Electoral College in the election of the President and Vice President.

CE.6 The student will demonstrate knowledge of the American constitutional government by

a) explaining the relationship of state governments to the national government in the federal system;

b) describing the structure and powers of local, state, and national governments;

c) explaining the principle of separation of powers and the operation of checks and balances;

d) identifying the procedures for amending the Constitution of the United States.

CE.7 The student will demonstrate knowledge of how public policy is made at the local, state, and national levels of government by

a) explaining the lawmaking process;

b) describing the roles and powers of the executive branch;

c) examining the impact of the media on public opinion and public policy;

d) describing how individuals and interest groups influence public policy.

CE.8 The student will demonstrate knowledge of the judicial systems established by the Constitution of Virginia and the Constitution of the United States by

a) describing the organization and jurisdiction of federal and state courts;

b) describing the exercise of judicial review;

c) explaining court proceedings in civil and criminal cases;

d) explaining how due process protections seek to ensure justice.

CE.11 The student will demonstrate knowledge of the role of government in the United States economy by

a) examining competition in the marketplace;

b) explaining the creation of public goods and services;

c) describing the impact of taxation, including an understanding of the reasons for the 16 th amendment, spending, and borrowing;

d) explaining how the Federal Reserve System regulates the money supply;

e) describing the protection of consumer rights and property rights.

CE.12 The student will demonstrate knowledge of career opportunities by

a) identifying talents, interests, and aspirations that influence career choice;

b) identifying attitudes and behaviors that strengthen the individual work ethic and promote career success;

c) identifying skills and education that careers require;

d) examining the impact of technological change on career opportunities.

GOVT.17 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.

GOVT.18 Student will understand thoughtful and effective participation in civic life is characterized by

a) obeying the law and paying taxes;

b) serving as a juror;

c) participating in the political process;

d) performing public service;

e) keeping informed about current issues;

f) respecting differing opinions in a diverse society.

Virginia Standards of Learning: History/Skills

K.2 The student will describe everyday life in the present and in the past and begin to recognize that things change over time.

1.1 The student will interpret information presented in picture time lines to show sequence of events and will distinguish between past and present.

1.2 The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, and George Washington Carver.

2.2 The student will compare the lives and contributions of American Indians (First Americans), with emphasis on the Powhatan of the Eastern Woodlands, the Sioux of the Plains, and the Pueblo people of the Southwest.

VS.1 The student will develop skills for historical and geographical analysis including the ability to

a) identify and interpret artifacts and primary and secondary source documents to understand events in history;

b) determine cause and effect relationships;

c) compare and contrast historical events;

d) draw conclusions and make generalizations;

e) make connections between past and present;

f) sequence events in Virginia history;

g) interpret ideas and events from different historical perspectives;

h) evaluate and discuss issues orally and in writing.

VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by

a) explaining the reasons for English colonization;

c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement;

d) identifying the importance of the Virginia Assembly (1619) as the first representative legislative body in English America;

e) identifying the importance of the arrival of Africans and women to the Jamestown settlement;

g) describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers.

VS.4 The student will demonstrate knowledge of life in the Virginia colony by

a) explaining the importance of agriculture and its influence on the institution of slavery;

b) describing how European (English, Scotch-Irish, German) immigrants, Africans, and American Indians (First Americans) influenced the cultural landscape and changed the relationship between the Virginia colony and England.

VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of new American nation by

a) explaining why George Washington is called the “Father of our Country” and James Madison is called the “Father of the Constitution”;

b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom.

VS.7 Student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by

a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia.

VS.8 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;

b) identifying the effects of segregation and “Jim Crow” on life in Virginia.

VS.9 The student will demonstrate knowledge of twentieth century Virginia by

b) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history;

c) identifying the political, social, and/or economic contributions made by Maggie L. Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr., and L. Douglas Wilder.

VS.10 The student will demonstrate knowledge of government, geography, and economics by

a) identifying the three branches of Virginia government and the function of each.

USI.1 The student will develop skills for historical and geographical analysis, including the ability to

a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877;

b) make connections between the past and the present;

d) interpret ideas and events from different historical perspectives;

e) evaluate and discuss issues orally and in writing;

h) interpret patriotic slogans and excerpts from notable speeches and documents.

USI.3 The student will demonstrate knowledge of how early cultures developed in North America by

b) describing cultural interactions between Europeans and American Indians (First Americans) that led to cooperation and conflict.

USI.5 The student will demonstrate knowledge of the factors that shaped colonial America by

d) identifying the political and economic relationships between the colonies and England.

USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by

a) identifying the issues of dissatisfaction that led to the American Revolution;

b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence, with emphasis on the ideas of John Locke;

c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine;

d) explaining reasons why the colonies were able to defeat Britain.

USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by

a) identifying the weaknesses of the government established by the Articles of Confederation;

b) identifying the basic principles of the new government established by the Constitution of the United States and the Bill of Rights;

c) identifying the conflicts that resulted in the emergence of two political parties;

d) describing the major accomplishments of the first five presidents of the United States.

USI.8 The student will demonstrate knowledge of westward expansion and reform in America from

1801 to 1861 by

d) identifying the main ideas of the abolitionist and suffrage movements.

USI.9 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;

b) explaining how the issues of states' rights and slavery increased sectional tensions;

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;

f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.

USI.10 The student will demonstrate knowledge of the effects of Reconstruction on American life by

a) identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States and their impact on the expansion of freedom in America;

b) describing the impact of Reconstruction policies on the South.

USII.1 The student will demonstrate skills for historical and geographical analysis, including the ability to

a) analyze and interpret primary and secondary source documents to increase understanding

of events and life in United States history from 1877 to the present;

b) make connections between past and present;

c) sequence events in United States history from 1877 to the present;

d) interpret ideas and events from different historical perspectives;

e) evaluate and debate issues orally and in writing;

h) interpret patriotic slogans and excerpts from notable speeches and documents.

USII.3 The student will demonstrate knowledge of how life changed after the Civil War by

c) describing racial segregation, “Jim Crow,”/other constraints faced by African Americans in post-Reconstruction South;

e) describing the impact of the Progressive Movement on child labor, working conditions, the

rise of organized labor, women's suffrage, and the temperance movement.

USII.5 The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

b) describing the social changes that took place, including Prohibition, and the Great Migration north;

c) examining art, literature, and music from the 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O'Keeffe and including the Harlem Renaissance.

USII.7 The student will demonstrate knowledge of the economic, social, and political transformation

of the United States and the world between the end of World War II and the present by

a) describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations;

d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities.

USII.8 The student will demonstrate knowledge of key domestic issues during the second half of the twentieth century by

a) examining the Civil Rights Movement and the changing role of women;

b) describing the development of new technologies and their impact on American life.

WHI.1 The student will improve skills in historical research and geographical analysis by

a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history to 1500 A.D.;

e) analyzing trends in human migration and cultural interaction from prehistory to 1500 A.D.

WHII.1 The student will improve skills in historical research and geographical analysis by

a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 A.D.;

e) analyzing trends in human migration and cultural interaction from 1500 A.D. to the present.

WHII.6 The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by

d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States.

WHII.10 The student will demonstrate knowledge of political, economic, social, and cultural developments

during the Interwar Period by

b) examining the Holocaust and other examples of genocide in the twentieth century;

c) explaining the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international cooperative organizations.

WHII.13 The student will demonstrate knowledge of political, economic, social, and cultural aspects of

independence movements and development efforts by

a) describing the struggles for self-rule, including Gandhi's leadership in India;

b) describing Africa's achievement of independence, including Kenyatta's leadership of Kenya.

WHII.15 The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by

a) identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/ religious conflicts, and the impact of technology, including chemical and biological technologies;

b) assessing the impact of economic development and global population growth on the environment and society, including an understanding of the links between economic and political freedom;

c) describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements.

WG.10 The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth's surface by

a) explaining and analyzing reasons for the different spatial divisions at the local and regional levels;

b) explaining and analyzing the different spatial divisions at the national and international levels;

c) analyzing ways cooperation occurs to solve problems and settle disputes.

VUS.1 The student will demonstrate skills for historical and geographical analysis, including the ability to

a) identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States;

b) evaluate the authenticity, authority, and credibility of sources;

c) formulate historical questions and defend findings based on inquiry and interpretation;

d) develop perspectives of time and place, including the construction of maps and various time lines of vents, periods, and personalities in American history;

e) communicate findings orally and in analytical essays and/or comprehensive papers; f) develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled;

h) interpret the significance of excerpts from famous speeches and other documents.

VUS.3 The student will describe how the values and institutions of European life took root in the colonies and how slavery reshaped European and African life in the Americas.

VUS.4 The student will demonstrate knowledge of events and issues of the Revolutionary Period by

a) analyzing how the political ideas of John Locke and those expressed in Common Sense helped shape the Declaration of Independence.

VUS.5 The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States and how the principles of limited government, consent of the governed, and the social contract are embodied in it by

a) explaining the origins of the Constitution, including the Articles of Confederation;

b) identifying the major compromises necessary to produce the Constitution, and the roles of James Madison and George Washington;

c) describing the conflict over ratification, including the Bill of Rights and the arguments of the Federalists and Anti-Federalists.

d) examining the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom in the framing of the Bill of Rights.

VUS.6 The student will demonstrate knowledge of the major events during the first half of the nineteenth

century by

b) describing the key features of the Jacksonian Era, with emphasis on federal banking policies;

c) describing the cultural, economic, and political issues that divided the nation, including slavery, the abolitionist and women's suffrage movements, and the role of the states in the Union.

VUS.7 The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major

turning point in American history by

a) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass;

b) analyzing the significance of the Emancipation Proclamation and the principles outlined in Lincoln's Gettysburg Address;

c) examining the political, economic, and social impact of the war and Reconstruction, including the adoption of the 13th, 14th, and 15th Amendments to the Constitution of the United States.

VUS.8 The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction

through the early twentieth century by

c) analyzing prejudice and discrimination during this time period, with emphasis on “Jim Crow” and the responses of Booker T. Washington and W.E.B. Du Bois;

d) identifying the impact of the Progressive Movement, including child labor and antitrust laws, the rise of labor unions, and the success of the women's suffrage movement.

VUS.10 The student will demonstrate knowledge of World War II by

a) identifying the causes and events that led to American involvement in the war;

c) describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments;

d) describing the Geneva Convention and the treatment of prisoners of war during World War II;

e) analyzing the Holocaust (Hitler's “final solution”), its impact on Jews and other groups, and postwar trials of war criminals.

VUS.11 The student will demonstrate knowledge of the effects of World War II on the home front by

c) explaining the internment of Japanese Americans during the war;

d) describing the role of media and communications in the war effort.

VUS.13 The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by

a) identifying the importance of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver Hill, and how Virginia responded;

b) describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965.

VUS.14 The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States by

a) analyzing the effects of increased participation of women in the labor force;

b) analyzing how changing patterns of immigration affect the diversity of the United States population, the reasons new immigrants choose to come to this country, and their contributions to contemporary America;

c) explaining the media influence on contemporary American culture and how scientific and technological advances affect the workplace, health care, and education.

GOVT.1 The student will demonstrate mastery of the social studies skills citizenship requires, including the ability to

a) analyze primary and secondary source documents;

b) create and interpret maps, diagrams, tables, charts, graphs, and spreadsheets;

c) analyze political cartoons, political advertisements, pictures, and other graphic media;

d) distinguish between relevant and irrelevant information;

e) evaluate information for accuracy, separating fact from opinion;

f) identify a problem and prioritize solutions;

g) select and defend positions in writing, discussion, and debate.

GOVT.2 The student will demonstrate knowledge of the political philosophies that shaped the development of Virginia and United States constitutional government by

a) describing the development of Athenian democracy and the Roman republic;

b) explaining the influence of the Magna Carta, the English Petition of Rights, and the English Bill of Rights;

c) examining the writings of Hobbes, Locke, and Montesquieu;

d) explaining the guarantee of the rights of Englishmen set forth in the charters of the Virginia Company of London;

e) analyzing the natural rights philosophies expressed in the Declaration of Independence.

GOVT.3 The student will demonstrate knowledge of the concepts of democracy by

a) recognizing the fundamental worth and dignity of the individual;

b) recognizing the equality of all citizens under the law;

c) recognizing majority rule and minority rights;

d) recognizing the necessity of compromise;

e) recognizing the freedom of the individual.

GOVT.4 The student will demonstrate knowledge of the Constitution of the United States by

a) examining the ratification debates and The Federalist;

b) analyzing the purposes for government stated in the Preamble;

c) examining the fundamental principles upon which the Constitution of the United States is based, including the rule of law, consent of the governed, limited government, separation of powers, and federalism;

d) illustrating the structure of the national government outlined in Article I, Article II, and Article III;

e) describing the amendment process.

GOVT.5 The student will demonstrate knowledge of the federal system described in the Constitution of

the United States by

a) explaining the relationship of the state governments to the national government;

b) describing the extent to which power is shared;

c) identifying the powers denied state and national governments;

d) examining the ongoing debate that focuses on the balance of power between state and national governments.

GOVT.6 The student will demonstrate knowledge of local, state, and national elections by

a) describing the organization, role, and constituencies of political parties;

b) describing the nomination and election process;

c) examining campaign funding and spending;

d) analyzing the influence of media coverage, campaign advertising, and public opinion polls;

e) examining the impact of reapportionment and redistricting;

f) identifying how amendments extend the right to vote;

g) analyzing voter turnout.

GOVT.7 The student will demonstrate knowledge of the organization and powers of the national

government by

a) examining the legislative, executive, and judicial branches;

b) analyzing the relationship between the three branches in a system of checks and balances.

GOVT.8 The student will demonstrate knowledge of the organization and powers of the state and local

governments described in the Constitution of Virginia by

a) examining the legislative, executive, and judicial branches;

b) examining the structure and powers of local governments: county, city, and town;

c) analyzing the relationship among state and local governments.

GOVT.9 The student will demonstrate knowledge of the process by which public policy is made by

a) examining different perspectives on the role of government;

b) explaining how local, state, and national governments formulate public policy;

c) describing the process by which policy is implemented by the bureaucracy at each level;

d) analyzing how individuals, interest groups, and the media influence public policy.

GOVT.10 The student will demonstrate knowledge of the operation of the federal judiciary by

a) explaining the jurisdiction of the federal courts;

b) examining how John Marshall established the Supreme Court as an independent, co-equal branch of government through his opinions in Marbury v. Madison ;

c) describing how the Supreme Court decides cases;

d) comparing the philosophies of judicial activism and judicial restraint.

GOVT.11 The student will demonstrate knowledge of civil liberties and civil rights by

a) examining the Bill of Rights, with emphasis on First Amendment freedoms;

b) analyzing due process of law expressed in the 5th and 14th Amendments;

c) explaining selective incorporation of the Bill of Rights;

d) exploring the balance between individual liberties and the public interest;

e) explaining every citizen's right to be treated equally under the law.

GOVT.12 The student will demonstrate knowledge of the role of the United States in a changing world by

a) describing the responsibilities of the national government for foreign policy and national security;

b) assessing the role played by national interest in shaping foreign policy and promoting world peace.

GOVT.13 The student will demonstrate knowledge of how governments in Mexico, Great Britain, and the

People's Republic of China compare with government in the United States by

a) describing the distribution of governmental power;

b) explaining the relationship between the legislative and executive branches;

c) comparing the extent of participation in the political process.

GOVT.14 The student will demonstrate knowledge of economic systems by

a) identifying the basic economic questions encountered by all economic systems;

c) evaluating the impact of the government's role in the economy on individual economic freedoms;

d) explaining the relationship between economic freedom and political freedom.

GOVT.16 The student will demonstrate knowledge of the role of government in the Virginia and United

States economies by

a) analyzing the impact of fiscal and monetary policies on the economy;

b) describing the creation of public goods and services;

c) examining environmental issues, property rights, contracts, consumer rights, labor management relations, and competition in the marketplace.

Virginia Standards of Learning: Civics

K.8 The student will demonstrate that being a good citizen involves

a) taking turns and sharing;

b) taking responsibility for certain classroom chores;

c) taking care of personal belongings and respecting what belongs to others;

d) following rules and understanding the consequence of breaking rules;

e) practicing honesty, self-control, and kindness to others.

1.10 The student will apply the traits of a good citizen by

a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect;

b) recognizing the purpose of rules and practicing self-control;

c) working hard in school;

d) taking responsibility for one's own actions;

e) valuing honesty and truthfulness in oneself and others.

1.11 The student will recognize symbols and traditional practices that honor and foster patriotism in the United States by

a) identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty;

b) demonstrating respect for the American flag by learning the Pledge of Allegiance.

1.12 The student will recognize that communities in Virginia include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles.

2.10 The student will explain the responsibilities of a good citizen, with emphasis on

a) respecting/protecting the rights and property of others;

b) taking part in the voting process when making classroom decisions;

c) describing actions that can improve the school and community;

d) demonstrating self-discipline and self-reliance;

e) practicing honesty and trustworthiness.

2.12 The student will understand that the United States is a land of people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles.

3.10 The student will recognize why government is necessary in the classroom, school, and community by

a) explaining the purpose of rules and laws;

b) explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken;

c) explaining that government protects the rights and property of individuals.

3.11 The student will explain the importance of the basic principles that form the foundation of a republican form of government by

a) describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law;

b) identifying the contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King, Jr.;

c) recognizing that Veterans Day and Memorial Day honor people who have served to protect

the country's freedoms.

3.12 The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms.

CE.1 The student will develop the social studies skills citizenship requires, including the ability to

a) examine and interpret primary and secondary source documents;

b) create and explain maps, diagrams, tables, charts, graphs, and spreadsheets;

c) analyze political cartoons, political advertisements, pictures, and other graphic media;

d) distinguish between relevant and irrelevant information;

e) review information for accuracy, separating fact from opinion;

f) identify a problem and recommend solutions;

g) select and defend positions in writing, discussion, and debate.

CE.2 The student will demonstrate knowledge of the foundations of American constitutional government by

a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government;

b) explaining the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights;

c) identifying the purposes for the Constitution of the United States as they are stated in its Preamble.

CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by

a) describing the processes by which an individual becomes a citizen of the United States;

b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws;

c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;

d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society;

e) evaluating how civic and social duties address community needs and serve the public good.

CE.4 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.

CE.5 The student will demonstrate knowledge of the political process at local, state, and national levels of government by

a) describing the functions of political parties;

b) comparing the similarities and differences of political parties;

c) analyzing campaigns for elective office, with emphasis on the role of the media;

d) examining the role of campaign contributions and costs;

e) describing voter registration and participation;

f) describing the role of the Electoral College in the election of the President and Vice President.

CE.6 The student will demonstrate knowledge of the American constitutional government by

a) explaining the relationship of state governments to the national government in the federal system;

b) describing the structure and powers of local, state, and national governments;

c) explaining the principle of separation of powers and the operation of checks and balances;

d) identifying the procedures for amending the Constitution of the United States.

CE.7 The student will demonstrate knowledge of how public policy is made at the local, state, and national levels of government by

a) explaining the lawmaking process;

b) describing the roles and powers of the executive branch;

c) examining the impact of the media on public opinion and public policy;

d) describing how individuals and interest groups influence public policy.

CE.8 The student will demonstrate knowledge of the judicial systems established by the Constitution of Virginia and the Constitution of the United States by

a) describing the organization and jurisdiction of federal and state courts;

b) describing the exercise of judicial review;

c) explaining court proceedings in civil and criminal cases;

d) explaining how due process protections seek to ensure justice.

CE.11 The student will demonstrate knowledge of the role of government in the United States economy by

a) examining competition in the marketplace;

b) explaining the creation of public goods and services;

c) describing the impact of taxation, including an understanding of the reasons for the 16 th amendment, spending, and borrowing;

d) explaining how the Federal Reserve System regulates the money supply;

e) describing the protection of consumer rights and property rights.

CE.12 The student will demonstrate knowledge of career opportunities by

a) identifying talents, interests, and aspirations that influence career choice;

b) identifying attitudes and behaviors that strengthen the individual work ethic and promote career success;

c) identifying skills and education that careers require;

d) examining the impact of technological change on career opportunities.

GOVT.17 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.

GOVT.18 Student will understand thoughtful and effective participation in civic life is characterized by

a) obeying the law and paying taxes;

b) serving as a juror;

c) participating in the political process;

d) performing public service;

e) keeping informed about current issues;

f) respecting differing opinions in a diverse society.