|
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).
1.6
The student will describe how location, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation.
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.
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.
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.
WHI.2 - Era I: Human Origins and Early Civilizations, Prehistory to 1000 B.C.
The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by
a) explaining the impact of geographic environment on hunter-gatherer societies;
b) listing characteristics of hunter-gatherer societies, including their use of tools and fire;
c) describing technological and social advancements that gave rise to stable communities;
d) explaining how archaeological discoveries are changing present-day knowledge of early peoples.
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.
Updated October 2003
|
