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View all Virginia Standards of Learning guidelines
K.2
The student will describe everyday life in the present and in the past and begin to recognize that things change over time.
1.12
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.
2.3
The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population.
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.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.8 - Expansion and Reform: 1801 to 1861
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
a) describing territorial expansion and how it affected the political map of the United States, with emphasis on
the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California;
b) identifying the geographic and economic factors that influenced the westward movement of settlers;
c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America;
d) identifying the main ideas of the abolitionist and suffrage movements.
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.6 - Expansion and Reform: 1801 to 1860
The student will demonstrate knowledge of the major events during the first half of the nineteenth century by
a) identifying the economic, political, and geographic factors that led to territorial expansion and its impact on
the American Indians (First Americans);
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.
Updated October 2003
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