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View all Virginia Standards of Learning guidelines
K.1
The student will recognize that history describes events and people of other times and places by
a) identifying examples of past events in legends, stories, and historical accounts of
Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln;
b) identifying the people and events honored by the holidays of Thanksgiving Day, Martin Luther King, Jr. Day, Presidents' Day, and Independence Day (Fourth of July).
K.2
The student will describe everyday life in the present and in the past and begin to recognize that things change over time.
K.9
The student will recognize the American flag, the Pledge of Allegiance, and that the President is the leader of the United States.
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.
1.3
The student will discuss the lives of people associated with Presidents' Day, Columbus Day, and the events of Independence Day (Fourth of July).
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.
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.
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;
i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.
VS.5
The student will demonstrate knowledge of the role of Virginia in the American Revolution by
a) identifying the reasons why the colonies went to war with England as expressed in the
Declaration of Independence;
b) identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on
George Washington, Thomas Jefferson
, and Patrick Henry;
c) identifying the importance of the American victory at Yorktown.
VS.6 - Political Growth and Western Expansion: 1781 to the Mid 1800s
The student will demonstrate knowledge of the role of Virginia in the establishment of the 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;
c) explaining the influence of geography on the migration of Virginians into western territories.
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;
c) sequence events in United States history from pre-Columbian times to 1877;
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss issues orally and in writing;
f) analyze and interpret maps to explain relationships among landforms, water features, climatic
characteristics, and historical events;
g) distinguish between parallels of latitude and meridians of longitude;
h) interpret patriotic slogans and excerpts from notable speeches and documents.
USI.5
The student will demonstrate knowledge of the factors that shaped colonial America by
a) describing the religious and economic events and conditions that led to the colonization of America;
b) comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on
how people interacted with their environment;
c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women,
indentured servants, and slaves;
d) identifying the political and economic relationships between the colonies and England.
USI.6 - Revolution and the New Nation: 1770s to the Early 1800s
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.
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.5
The student will demonstrate knowledge of the political process at the 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.
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 events, 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;
g) apply geographic skills and reference sources to understand how relationships between humans and
their environment have changed over time;
h) interpret the significance of excerpts from famous speeches and other documents.
VUS.4 - Revolution and the New Nation
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;
b) describing the political differences among the colonists concerning separation from Britain;
c) analyzing reasons for colonial victory in the Revolutionary War.
VUS.5
The student will demonstrate knowledge of the issues involved in the creation and ratification of the United States
Constitution 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.
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) identifying 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.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.
Updated October 2003
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