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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.
K.4
The student will use simple maps and globes to
a) develop an awareness that a map is a drawing of a place to show where things are
located and that a globe is a round model of the Earth;
b) describe places referenced in stories and real-life situations;
c) locate land and water features.
K.5
The student will develop an awareness that maps and globes
a) show a view from above;
b) show things in smaller size;
c) show the position of objects.
K.7
The student will
a) identify the difference between basic needs (food, clothing, and shelter) and wants (things people would like to have);
b) recognize that people use money to purchase goods.
1.1
The student will interpret information presented in picture time lines to show sequence of events and will distinguish between past and present.
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.
1.7
The student will explain the difference between goods and services and will describe how people are both buyers and sellers of goods and services.
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.
3.6
The student will interpret geographic information from maps, tables, graphs, and charts.
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.
3.12
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.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
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.
US1.5
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.
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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