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View all Virginia Standards of Learning guidelines
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.
1.12
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.
2.12
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.
3.12
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.8 - Civil War and Post-War Eras
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;
c) describing the importance of railroads, new industries, and the growth of cities to Virginia's economic development.
VS.9 - Virginia: 1900 to the Present
The student will demonstrate knowledge of twentieth century Virginia by
a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized
society, including the reasons people came to Virginia from other states and countries;
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 Walker, Harry F. Byrd, Sr.,
Arthur R. Ashe, Jr., and L. Douglas Wilder.
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.9 - Civil War and Reconstruction: 1860s to 1877
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;
c) identifying on a map the states that seceded from the Union and those that remained in the Union;
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;
e) using maps to explain critical developments in the war, including major battles;
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;
f) analyze and interpret maps that include major physical features;
g) use parallels of latitude and meridians of longitude to describe hemispheric location;
h) interpret patriotic slogans and excerpts from notable speeches and documents.
USII.2
The student will use maps, globes, photographs, pictures, and tables for
a) explaining how physical features and climate influenced the movement of people westward;
b) explaining relationships among natural resources, transportation, and industrial development after 1877;
c) locating the 50 states and the cities most significant to the historical development of the United States.
USII.3 - Reshaping the Nation and the Emergence of Modern America: 1877 to the Early 1900s
The student will demonstrate knowledge of how life changed after the Civil War by
a) identifying the reasons for westward expansion;
b) explaining the reasons for the increase in immigration, growth of cities, new inventions, and
challenges arising from this expansion;
c) describing racial segregation, the rise of "Jim Crow," and other constraints faced by African
Americans in the post-Reconstruction South;
d) explaining the rise of big business, the growth of industry, and life on American farms;
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.
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.7 - Civil War and Reconstruction: 1860 to 1877
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 - Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s
The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction
through the early twentieth century by
a) explaining the relationship among territorial expansion, westward movement of the population, new immigration,
growth of cities, and the admission of new states to the Union;
b) describing the transformation of the American economy from a primarily agrarian to a modern industrial economy
and identifying major inventions that improved life in the United States;
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.
Updated October 2003
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