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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.
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.
2.3
The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population.
2.4
The student will develop map skills by
a) locating China and Egypt on world maps;
b) locating the regions of the Powhatan, Sioux, and Pueblo Indians on United States maps;
c) comparing the climate, land, and plant life of these regions;
d) describing how people in these regions adapt to their environment.
2.5
The student will develop map skills by
a) locating the equator, the seven continents, and the four oceans on maps and globes;
b) locating selected rivers (James River, Mississippi River, Rio Grande), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States.
2.8
The student will distinguish between the use of barter and money in the exchange for goods and services.
2.9
The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services.
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.2 - Virginia: The Land and Its First Inhabitants
The student will demonstrate knowledge of the geography and early inhabitants of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains,
Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia (Atlantic
Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River);
d) locating three American Indian (First American) language groups (the Algonquian, the Siouan,
and the Iroquoian) on a map of Virginia;
e) describing how American Indians (First Americans) adapted to the climate and their
environment to secure food, clothing, and shelter.
VS.3 - Colonization and Conflict: 1607 through the American Revolution
The student will demonstrate knowledge of the first permanent English settlement in America by
a) explaining the reasons for English colonization;
b) describing how geography influenced the decision to settle at Jamestown;
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;
f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;
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 - Colonization and Conflict: 1607 through the American Revolution
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;
c) explaining how geography influenced the relocation of Virginia’s capital from Jamestown to
Williamsburg to Richmond;
d) describing how money, barter, and credit were used.
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.3 - Exploration to Revolution: Pre-Columbian Times to the 1770s
The student will demonstrate knowledge of how early cultures developed in North America by
a) locating where the American Indians (First Americans) settled, with emphasis on Arctic (Inuit),
Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo), and Eastern Woodland (Iroquois);
b) describing how the American Indians (First Americans) used their environment to obtain food, clothing, and shelter.
USI.4 - Exploration to Revolution: Pre-Columbian Times to the 1770s
The student will demonstrate knowledge of European exploration in North America and West Africa by
a) describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English
explorations;
b) describing cultural interactions between Europeans and American Indians (First Americans) that led to
cooperation and conflict;
c) identifying the location and describing the characteristics of West African societies (Ghana, Mali,
and Songhai) and their interactions with traders.
USI.5 - Exploration to Revolution: Pre-Columbian Times to the 1770s
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.
WHII.4 - Era V: Emergence of a Global Age, 1500 to 1650 A.D.
The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion
into the Americas, Africa, and Asia by
a) explaining the roles of explorers and conquistadors;
b) describing the influence of religion;
c) explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas;
d) defining the Columbian Exchange;
e) explaining the triangular trade;
f) describing the impact of precious metal exports from the Americas.
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.2 - Early America: Early Claims, Early Conflicts
The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians (First Americans).
VUS.3 - Early America: Early Claims, Early Conflicts
The student will describe how the values and institutions of European economic life took root in the colonies and how slavery reshaped European and African life in the Americas.
Updated October 2003
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