Virginia K–6 social studies standards

Virginia writes its own social studies standards. They are published as History and Social Science Standards of Learning for Virginia Public Schools, adopted 2023 and are not a version of a national framework. 377 of 426 are matched to a national standard.

Framework: History and Social Science Standards of Learning for Virginia Public Schools
Adopted: 2023
Source last checked: August 2, 2026

Read the official document

426 standards, kindergarten through 6th grade

K.1.aK
The student will apply history and social science skills to practice citizenship in the classroom by taking responsibility for one’s actions
K.1.bK
The student will apply history and social science skills to practice citizenship in the classroom by practicing honesty and showing kindness to oneself and others
K.1.cK
The student will apply history and social science skills to practice citizenship in the classroom by recognizing the purpose of rules and practicing self-control
K.1.dK
The student will apply history and social science skills to practice citizenship in the classroom by caring for one’s personal property and respecting other students’ property
K.1.eK
The student will apply history and social science skills to practice citizenship in the classroom by taking turns, sharing, and working well with others for the good of everyone
K.2.aK
Labor Day
K.2.bK
Columbus Day (Yorktown Victory Day)
K.2.cK
Election Day
K.2.dK
Veterans Day
K.2.eK
Thanksgiving Day
K.2.fK
Christmas Day
K.2.gK
New Year’s Day
K.2.hK
Martin Luther King, Jr. Day
K.2.iK
George Washington Day (commonly known as Presidents’ Day)
K.2.jK
Memorial Day
K.2.kK
Juneteenth
K.2.lK
Independence Day
K.3.aK
The student will apply history and social science skills to define patriotism and explain how communities express patriotism by identifying the American and Virginia flags
K.3.bK
The student will apply history and social science skills to define patriotism and explain how communities express patriotism by identifying national and state symbols, including, but not limited to the bald eagle, the dogwood, and the cardinal
K.3.cK
The student will apply history and social science skills to define patriotism and explain how communities express patriotism by recognizing the Pledge of Allegiance and the National Anthem
K.3.dK
The student will apply history and social science skills to define patriotism and explain how communities express patriotism by identifying the current president and explaining that the president is the leader of the United States and is elected by voters
K.4.aK
The student will apply history and social science skills to recognize Virginia’s earliest communities by identifying examples of historic events, stories, and legends
K.4.bK
The student will apply history and social science skills to recognize Virginia’s earliest communities by identifying early communities, changemakers, and contributions of leaders, including, but not limited to Indigenous tribes, farmers, traders, early settlers, minorities, women, and children
K.4.cK
The student will apply history and social science skills to recognize Virginia’s earliest communities by recognizing that places change over time
K.4.dK
The student will apply history and social science skills to recognize Virginia’s earliest communities by identifying people who helped establish and lead the local community over time
K.5.aK
The student will apply history and social science skills to understand and explain what makes communities unique by explaining the roles of important local community members, such as, but not limited to medical personnel, first responders, teachers, and business leaders
K.5.bK
The student will apply history and social science skills to understand and explain what makes communities unique by identifying historic events
K.5.cK
The student will apply history and social science skills to understand and explain what makes communities unique by telling the stories of the people that developed their local communities
K.6K
The student will apply history and social science skills to describe the relative location of people, places, and objects by using positional words, including, but not limited to near/far, over/under, above/below, left/right, behind/in front, next to and between.
K.7.aK
The student will apply history and social science skills to demonstrate an understanding of maps and globes by identifying the similarities and differences between a map and a globe
K.7.bK
The student will apply history and social science skills to demonstrate an understanding of maps and globes by identifying basic map symbols
K.7.cK
The student will apply history and social science skills to demonstrate an understanding of maps and globes by identifying land and bodies of water in the local community
K.7.dK
The student will apply history and social science skills to demonstrate an understanding of maps and globes by identifying the geographic location of the United States and Virginia on a map and globe
K.8.aK
The student will apply history and social science skills to demonstrate an understanding of primary economic principles by describing ways people work to earn and save money to buy the things they need and want
K.8.bK
The student will apply history and social science skills to demonstrate an understanding of primary economic principles by recognizing that Americans are free to make choices about what to buy and that they must make choices because they cannot have everything they want
S.K.aK
The student will apply history and social science skills to the content by viewing and exploring information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams
S.K.bK
The student will apply history and social science skills to the content by applying geographic skills to identify and understand geographic features
S.K.cK
The student will apply history and social science skills to the content by demonstrating curiosity and critical thinking through questioning
S.K.dK
The student will apply history and social science skills to the content by sequencing and organizing information
S.K.eK
The student will apply history and social science skills to the content by identifying similarities and differences to explain content
S.K.fK
The student will apply history and social science skills to the content by recognizing cause-and-effect relationships
S.K.gK
The student will apply history and social science skills to the content by using economic decision-making models to make informed economic decisions
S.K.hK
The student will apply history and social science skills to the content by practicing civility, respect, hard work, and responsible citizenship skills
S.K.iK
The student will apply history and social science skills to the content by using content vocabulary to demonstrate comprehension
1.1.a1
The student will apply history and social science skills to practice citizenship in the classroom by practicing honesty and showing kindness to oneself and others
1.1.b1
The student will apply history and social science skills to practice citizenship in the classroom by recognizing the purpose of rules and practicing self-control
1.1.c1
The student will apply history and social science skills to practice citizenship in the classroom by being respectful of others and celebrating differences in ethnic origins, customs, and traditions
1.1.d1
The student will apply history and social science skills to practice citizenship in the classroom by working respectfully with one another to achieve a goal
1.1.e1
The student will apply history and social science skills to practice citizenship in the classroom by contributing one’s time and talents to help others in their homes, schools, and communities through jobs
1.1.f1
The student will apply history and social science skills to practice citizenship in the classroom by participating in classroom decision-making by voting
1.1.g1
The student will apply history and social science skills to practice citizenship in the classroom by understanding that local and state government representatives are elected by citizens who vote
1.2.a1
Labor Day
1.2.b1
Columbus Day (Yorktown Victory Day)
1.2.c1
Election Day
1.2.d1
Veterans Day
1.2.e1
Thanksgiving Day
1.2.f1
Christmas Day
1.2.g1
New Year’s Day
1.2.h1
Martin Luther King, Jr. Day
1.2.i1
George Washington Day (commonly known as Presidents’ Day)
1.2.j1
Memorial Day
1.2.k1
Juneteenth
1.2.l1
Independence Day
1.3.a1
The student will apply history and social science skills to describe the symbols and traditions that honor and foster patriotism in the United States by learning the Pledge of Allegiance and the National Anthem and the ways people express respect for the American flag
1.3.b1
The student will apply history and social science skills to describe the symbols and traditions that honor and foster patriotism in the United States by explaining the symbolism of the colors, stars, and stripes of the American flag
1.3.c1
The student will apply history and social science skills to describe the symbols and traditions that honor and foster patriotism in the United States by identifying the Virginia flag, state capitol building, the cardinal as the state bird, and the dogwood as the state flower
1.3.d1
The student will apply history and social science skills to describe the symbols and traditions that honor and foster patriotism in the United States by explaining why people use symbols and have traditions
1.4.a1
The student will apply history and social science skills to understand Virginia’s history by identifying and describing important events and locations throughout the early history of the Commonwealth, including, but not limited to Werowocomoco and the first English colony in North America at Jamestown
1.4.b1
The student will apply history and social science skills to understand Virginia’s history by describing how life in various Virginia communities has changed over time
1.4.c1
The student will apply history and social science skills to understand Virginia’s history by identifying local cities or counties on a map of Virginia
1.5.a1
Indigenous peoples: Chief Powhatan and Pocahontas
1.5.b1
Explorers: John Smith and Christopher Newport
1.5.c1
Presidents: George Washington, Thomas Jefferson, James Madison, and James Monroe
1.5.d1
Barrier Breakers: John Mercer Langston, Booker T. Washington, Maggie L. Walker, Barbara Johns, Arthur R. Ashe, Jr., and L. Douglas Wilder
1.6.a1
The student will apply history and social science skills to develop geographic skills by using basic map symbols, including references to land, water, cities, and roads
1.6.b1
The student will apply history and social science skills to develop geographic skills by using cardinal directions on maps
1.6.c1
The student will apply history and social science skills to develop geographic skills by locating Virginia, the United States, continents, and oceans on maps and globes
1.6.d1
The student will apply history and social science skills to develop geographic skills by constructing simple maps and including a title, map legend or key, and compass rose
1.7.a1
The student will apply history and social science skills to connect geography to historic events of Virginia and the United States by identifying landforms and bodies of water of Virginia and describing how they affect the way people live
1.7.b1
The student will apply history and social science skills to connect geography to historic events of Virginia and the United States by understanding that the location of Virginia determines its climate and results in four distinct seasons
1.7.c1
The student will apply history and social science skills to connect geography to historic events of Virginia and the United States by locating the site of the Jamestown colony
1.7.d1
The student will apply history and social science skills to connect geography to historic events of Virginia and the United States by locating Richmond and Washington, D.C., on Virginia and United States maps
1.8.a1
The student will apply history and social science skills to explain how individuals make economic choices to meet their basic needs by identifying the difference between goods and services
1.8.b1
The student will apply history and social science skills to explain how individuals make economic choices to meet their basic needs by describing how people can be both consumers and producers
1.8.c1
The student will apply history and social science skills to explain how individuals make economic choices to meet their basic needs by describing ways people work to earn and save money to purchase goods and services
1.8.d1
The student will apply history and social science skills to explain how individuals make economic choices to meet their basic needs by describing goods and services produced in Virginia
1.8.e1
The student will apply history and social science skills to explain how individuals make economic choices to meet their basic needs by describing why people must make choices, prioritizing needs over wants
S.1.a1
The student will apply history and social science skills to the content by viewing and exploring information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams
S.1.b1
The student will apply history and social science skills to the content by applying geographic skills to identify and understand geographic features
S.1.c1
The student will apply history and social science skills to the content by demonstrating curiosity and critical thinking through questioning
S.1.d1
The student will apply history and social science skills to the content by sequencing and organizing information
S.1.e1
The student will apply history and social science skills to the content by identifying similarities and differences to clarify and explain content
S.1.f1
The student will apply history and social science skills to the content by recognizing cause-and-effect relationships
S.1.g1
The student will apply history and social science skills to the content by using economic decision-making models to make informed economic decisions
S.1.h1
The student will apply history and social science skills to the content by practicing civility, respect, hard work, and responsible citizenship skills
S.1.i1
The student will apply history and social science skills to the content by using content vocabulary to demonstrate comprehension
2.1.a2
The student will apply history and social science skills to distinguish between the rights and responsibilities that individuals have in the United States, including, but not limited to exercising freedom of expression
2.1.b2
The student will apply history and social science skills to distinguish between the rights and responsibilities that individuals have in the United States, including, but not limited to exercising freedom of religion
2.1.c2
The student will apply history and social science skills to distinguish between the rights and responsibilities that individuals have in the United States, including, but not limited to understanding equal protection
2.1.d2
The student will apply history and social science skills to distinguish between the rights and responsibilities that individuals have in the United States, including, but not limited to voting for local, state, and national representatives
2.1.e2
The student will apply history and social science skills to distinguish between the rights and responsibilities that individuals have in the United States, including, but not limited to respecting and following laws
2.1.f2
The student will apply history and social science skills to distinguish between the rights and responsibilities that individuals have in the United States, including, but not limited to practicing honesty and trustworthiness
2.1.g2
The student will apply history and social science skills to distinguish between the rights and responsibilities that individuals have in the United States, including, but not limited to respecting the rights, beliefs, and opinions of others
2.2.a2
The student will apply history and social science skills to understand citizenship by identifying the benefits of being an American citizen
2.2.b2
The student will apply history and social science skills to understand citizenship by identifying the responsibilities of being an American citizen
2.3.a2
Labor Day
2.3.b2
Columbus Day (Yorktown Victory Day)
2.3.c2
Election Day
2.3.d2
Veterans Day
2.3.e2
Thanksgiving Day;
2.3.f2
Christmas Day
2.3.g2
New Year’s Day
2.3.h2
Martin Luther King, Jr. Day
2.3.i2
George Washington Day (commonly known as Presidents’ Day)
2.3.j2
Memorial Day
2.3.k2
Juneteenth
2.3.l2
Independence Day
2.4.a2
The student will apply history and social science skills to recognize state and national symbols, including, but not limited to locating the Virginia and United States capitals and Capitol buildings
2.4.b2
The student will apply history and social science skills to recognize state and national symbols, including, but not limited to explaining the meaning behind symbols, including, but not limited to the American flag, bald eagle, Washington Monument, Liberty Bell, and Statue of Liberty
2.4.c2
The student will apply history and social science skills to recognize state and national symbols, including, but not limited to learning about the meaning of the American flag and the words chosen in the Pledge of Allegiance and the National Anthem
2.5.a2
Indigenous nations and tribes of the Eastern Woodlands
2.5.b2
Indigenous nations and tribes of the Plains
2.5.c2
Indigenous nations and tribes of the Southwest
2.5.d2
The student will use history and social science skills to identify the geographic location, use of resources, and contributions of Indigenous peoples past and present, including understanding Tribal Sovereignty, including but not limited to the importance of land, history, and culture
2.62
The student will use history and social science skills to identify the geographic location, use of resources, and contributions of European explorers, and their influence on the development of North America, including, but not limited to the English, French, and Spanish
2.7.a2
John Adams
2.7.b2
Benjamin Franklin
2.7.c2
Alexander Hamilton
2.7.d2
Patrick Henry
2.7.e2
Thomas Jefferson
2.7.f2
James Madison (“Father of the Constitution”)
2.7.g2
Paul Revere
2.7.h2
George Washington (“Father of our Country”)
2.8.a2
The student will apply history and social science skills to understand the principles of American democracy and relate them to the founding of the nation by identifying reasons for the settlement of the thirteen colonies
2.8.b2
The student will apply history and social science skills to understand the principles of American democracy and relate them to the founding of the nation by explaining the relationships between the colonies and Great Britain
2.8.c2
The student will apply history and social science skills to understand the principles of American democracy and relate them to the founding of the nation by identifying key components of the Declaration of Independence
2.9.a2
The student will apply history and social science skills to understand key events in United States history including, but not limited to recognizing the reasons for moving the nation’s capital from Philadelphia to Washington, D.C., and the importance of the nation’s capital
2.9.b2
The student will apply history and social science skills to understand key events in United States history including, but not limited to describing the impact of the Louisiana Purchase on the westward expansion of the United States
2.10.a2
Scholars and Inventors: Benjamin Franklin, Benjamin Banneker, Thomas Jefferson, George Washington Carver, Booker T. Washington, Orville and Wilbur Wright, Steve Jobs, Jonas Salk, Thomas Edison, Alexander Graham Bell, and Mary Jackson
2.10.b2
Explorers and Adventurers: Meriwether Lewis, William Clark, and Sacagawea, Neil Armstrong, Amelia Earhart
2.10.c2
Reformers and Champions: Abraham Lincoln, Theodore “Teddy” Roosevelt, Helen Keller, Thurgood Marshall, Rosa Parks, Jackie Robinson, Cesar Chavez, Dr. Martin Luther King, Jr., Sen. Daniel Inouye, John F. Kennedy, and Barack Obama
2.11.a2
The student will apply history and social science skills to develop geographic mapping skills using world maps and globes by locating the countries of North America and the bordering oceans
2.11.b2
The student will apply history and social science skills to develop geographic mapping skills using world maps and globes by identifying major rivers, mountain ranges, lakes, and other physical features in the United States
2.12.a2
Jefferson Memorial and Lincoln Memorial
2.12.b2
Valley Forge and George Washington’s crossing of the Delaware River
2.12.c2
Yellowstone National Park
2.13.a2
The student will apply history and social science skills to understand basic economic principles by identifying natural resources (e.g., water, soil, wood, coal), human resources (i.e., people at work), and capital resources (e.g., machines, tools, computers, buildings)
2.13.b2
The student will apply history and social science skills to understand basic economic principles by distinguishing between needs and wants
2.13.c2
The student will apply history and social science skills to understand basic economic principles by distinguishing between the use of barter and the use of money in the exchange for goods and services and describing how money makes trading easier than barter
2.13.d2
The student will apply history and social science skills to understand basic economic principles by explaining that scarcity (limited resources) requires people to make choices about producing and consuming goods and services
S.2.a2
The student will apply history and social science skills to the content by viewing and exploring information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams
S.2.b2
The student will apply history and social science skills to the content by applying geographic skills to identify and understand geographic features and connections
S.2.c2
The student will apply history and social science skills to the content by demonstrating curiosity and critical thinking through questioning and drawing conclusions
S.2.d2
The student will apply history and social science skills to the content by sequencing and organizing information
S.2.e2
The student will apply history and social science skills to the content by identifying similarities and differences to clarify and explain content
S.2.f2
The student will apply history and social science skills to the content by recognizing cause-and-effect relationships
S.2.g2
The student will apply history and social science skills to the content by using economic decision-making models to make informed economic decisions
S.2.h2
The student will apply history and social science skills to the content by practicing civility, respect, hard work, honesty, trustworthiness, and responsible citizenship skills
S.2.i2
The student will apply history and social science skills to the content by using content vocabulary to demonstrate comprehension
3.1.a3
The student will apply history and social science skills to define citizenship and explain the rights and responsibilities of United States citizenship by recognizing that Americans are people of diverse ethnic origins, customs, and traditions that are united by the basic principles of a republican form of government and respect for individual rights and freedoms
3.1.b3
The student will apply history and social science skills to define citizenship and explain the rights and responsibilities of United States citizenship by describing the rights guaranteed to citizens in the First Amendment
3.1.c3
The student will apply history and social science skills to define citizenship and explain the rights and responsibilities of United States citizenship by understanding the importance of supporting and defending the U.S. Constitution and the Bill of Rights
3.1.d3
The student will apply history and social science skills to define citizenship and explain the rights and responsibilities of United States citizenship by respecting and following local, state, and federal laws
3.1.e3
The student will apply history and social science skills to define citizenship and explain the rights and responsibilities of United States citizenship by taking part in the voting process when making classroom decisions
3.1.f3
The student will apply history and social science skills to define citizenship and explain the rights and responsibilities of United States citizenship by running for elected office
3.1.g3
The student will apply history and social science skills to define citizenship and explain the rights and responsibilities of United States citizenship by serving on a jury
3.1.h3
The student will apply history and social science skills to define citizenship and explain the rights and responsibilities of United States citizenship by paying local, state, and federal taxes
3.1.i3
The student will apply history and social science skills to define citizenship and explain the rights and responsibilities of United States citizenship by describing the purpose of rules
3.1.j3
The student will apply history and social science skills to define citizenship and explain the rights and responsibilities of United States citizenship by understanding responsible digital citizenship
3.2.a3
The student will apply history and social science skills to locate and describe major geographic features of Africa, Antarctica, Asia, Australia, Europe, North America, and South America by locating and describing the seven continents and the five oceans
3.2.b3
The student will apply history and social science skills to locate and describe major geographic features of Africa, Antarctica, Asia, Australia, Europe, North America, and South America by locating and describing the equator, the Prime Meridian, and the four hemispheres
3.3.a3
The student will apply history and social science skills to describe major geographic features of ancient societies on a world map by identifying and locating major bodies of water
3.3.b3
The student will apply history and social science skills to describe major geographic features of ancient societies on a world map by identifying and locating major mountain ranges
3.3.c3
The student will apply history and social science skills to describe major geographic features of ancient societies on a world map by describing how geographic features impacted the lives of individuals
3.3.d3
The student will apply history and social science skills to describe major geographic features of ancient societies on a world map by connecting the geography to major historic events
3.4.a3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Egypt by locating ancient Egypt on a map of the world
3.4.b3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Egypt by connecting the geography of ancient Egypt and its economy
3.4.c3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Egypt by identifying and explaining the government
3.4.d3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Egypt by describing the arts and innovations
3.4.e3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Egypt by identifying and explaining the architecture and its influence in the world today
3.5.a3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient China by locating ancient China on a map of the world
3.5.b3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient China by connecting the geography of ancient China and its economy
3.5.c3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient China by identifying and explaining the government
3.5.d3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient China by describing the arts and innovations
3.5.e3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient China by identifying and explaining the architecture and its influence in the world today
3.6.a3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Greece by locating ancient Greece on a map of the world
3.6.b3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Greece by describing the unique geography of ancient Greece
3.6.c3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Greece by identifying and explaining direct democracy
3.6.d3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Greece by describing the arts and innovations
3.6.e3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Greece by identifying and explaining the architecture and its influence in the world today
3.7.a3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Rome by locating ancient Rome on a map of the world
3.7.b3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Rome by connecting the geography of ancient Rome and its economy
3.7.c3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Rome by identifying and explaining representative democracy
3.7.d3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Rome by describing the arts and innovations
3.7.e3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Rome by identifying and explaining the architecture and its influence in the world today
3.8.a3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient empire of Mali by locating ancient empire of Mali on a map of the world
3.8.b3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient empire of Mali by connecting the geography of ancient empire of Mali and its economy
3.8.c3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient empire of Mali by identifying and explaining the government
3.8.d3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient empire of Mali by describing the arts and innovations
3.8.e3
The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient empire of Mali by identifying and explaining the architecture and its influence in the world
3.9.a3
The student will apply history and social science skills to explain the basic structure of the United States government by explaining the purpose of governments and understanding that other countries have governments similar to and different from the United States
3.9.b3
The student will apply history and social science skills to explain the basic structure of the United States government by explaining how the Constitution supports the structure of the United States government
3.9.c3
The student will apply history and social science skills to explain the basic structure of the United States government by identifying and describing the three branches of government
3.9.d3
The student will apply history and social science skills to explain the basic structure of the United States government by explaining what governments do at the national, state, and local level
3.9.e3
The student will apply history and social science skills to explain the basic structure of the United States government by explaining how local, state, and national governments are organized
3.10.a3
The student will apply history and social science skills to explain the basic economic principles by defining production, distribution, and consumption of goods and services
3.10.b3
The student will apply history and social science skills to explain the basic economic principles by understanding different cultures and the natural, human, and capital resources they use in the production of goods and services
3.10.c3
The student will apply history and social science skills to explain the basic economic principles by recognizing that because people and regions cannot produce everything they want, they specialize in what they do best and trade for the rest
3.10.d3
The student will apply history and social science skills to explain the basic economic principles by identifying examples of making an economic choice and explaining the idea of opportunity cost
S.3.a3
The student will apply history and social science skills to the content by analyzing and interpreting information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams
S.3.b3
The student will apply history and social science skills to the content by applying geographic skills to identify and understand geographic features and connections
S.3.c3
The student will apply history and social science skills to the content by developing questions, demonstrating curiosity, and engaging in critical thinking and analysis
S.3.d3
The student will apply history and social science skills to the content by using evidence to construct timelines, classify events, and distinguish fact from opinion
S.3.e3
The student will apply history and social science skills to the content by comparing and contrasting people, places, and events
S.3.f3
The student will apply history and social science skills to the content by identifying cause-and-effect relationships to clarify and explain content
S.3.g3
The student will apply history and social science skills to the content by using economic decision-making models to make informed economic decisions
S.3.h3
The student will apply history and social science skills to the content by practicing civility, respect, hard work, honesty, trustworthiness, and responsible citizenship skills
S.3.i3
The student will apply history and social science skills to the content by using content vocabulary to demonstrate learning through oral and written products
S.VS4
The student will apply history and social science skills to the content by
S.VS.a4
Skills analyzing and interpreting information sources, including but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams
S.VS.b4
Skills applying geographic skills to identify and understand geographic features and connections
S.VS.c4
Skills developing questions, enhancing curiosity, and engaging in critical thinking and analysis
S.VS.d4
Skills using evidence to construct timelines, classify events, and distinguish fact from opinion
S.VS.e4
Skills comparing and contrasting people, places, and events
S.VS.f4
Skills identifying cause-and-effect relationships to clarify and explain content
S.VS.g4
Skills using economic decision-making models to make informed economic decisions and to explain the incentives and consequences of a specific choice
S.VS.h4
Skills practicing civility, respect, hard work, honesty, trustworthiness, and responsible citizenship skills
S.VS.i4
Skills developing products that reflect an understanding of content
VS.14
The student will apply history and social science skills to explain the relationship between physical geography and the lives of Virginia’s peoples, past and present by
VS.1.a4
Physical Geography locating Virginia and its bordering states on maps of the United States and North America
VS.1.b4
Physical Geography locating and describing the relative location and physical characteristics of Virginia's five geographic regions on a map
VS.1.c4
Physical Geography locating, identifying, and describing the impact of Virginia’s bodies of water on its history, economy, and culture
VS.24
The student will apply history and social science skills to describe the Indigenous nations of Virginia past and present by
VS.2.a4
Virginia’s Indigenous Peoples describing how archaeologists have recovered artifacts from important places in the history of Indigenous people, including, but not limited to Werowocomoco
VS.2.b4
Virginia’s Indigenous Peoples describing Virginia’s three most prominent Indigenous language groups (i.e., the Algonquian, the Siouan, and the Iroquoian)
VS.2.c4
Virginia’s Indigenous Peoples describing the diversity among the Indigenous nations
VS.2.d4
Virginia’s Indigenous Peoples describing the relationships and interactions of Virginia’s Indigenous Peoples and their environment, circa 1600
VS.2.e4
Virginia’s Indigenous Peoples describing the lives and cultures of Virginia’s Indigenous Peoples leading to the present day
VS.34
The student will apply history and social science skills to explain the causes and effects of events associated with the first permanent English settlement in North America by
VS.3.a4
1607 through the American Revolution explaining the reasons for English colonization
VS.3.b4
1607 through the American Revolution describing the economic and geographic influences on the decision to settle at Jamestown
VS.3.c4
1607 through the American Revolution describing the importance of the Virginia Company of London Charter (April 10, 1606) in establishing the Jamestown colony
VS.3.d4
1607 through the American Revolution describing the interactions between the English colonists and the Indigenous Peoples, including the role of the Powhatan in the survival of the colonists
VS.3.e4
1607 through the American Revolution describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival, including, but not limited to trade with the Powhatan, the leadership of Captain John Smith, land ownership, and the successful commercial cultivation of tobacco
VS.3.f4
1607 through the American Revolution analyzing the impact of the arrival of Africans and women to the Jamestown settlement
VS.3.g4
1607 through the American Revolution identifying the significance of establishing the General Assembly (1619), the first representative legislative body in English America
VS.44
The student will apply history and social science skills to understand life in the Virginia colony by
VS.4.a4
1607 through the American Revolution explaining the importance and influence of agriculture
VS.4.b4
1607 through the American Revolution examining how colonial Virginia reflected the culture of Indigenous Peoples, European (English, Scots-Irish, German) immigrants, and Africans
VS.4.c4
1607 through the American Revolution distinguishing between indentured servants and enslaved people, including how European countries traded for, transported, and sold Africans to be enslaved to British North America beginning in the 17th century
VS.4.d4
1607 through the American Revolution describing the laws that established race-based enslavement
VS.4.e4
1607 through the American Revolution explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg
VS.4.f4
1607 through the American Revolution describing ways people exchanged goods and services in Colonial Virginia
VS.54
The student will apply history and social science skills to explain Virginia and Virginians’ role during the American Revolution by
VS.5.a4
1607 through the American Revolution explaining the principles and events that convinced the colonists to declare independence and go to war with Great Britain, as expressed in the Declaration of Independence
VS.5.b4
1607 through the American Revolution examining the important contributions, leadership, and experiences of Virginians during the war, including, but not limited to George Washington, Thomas Jefferson, George Mason, James Madison, James Armistead Lafayette, Indigenous Peoples, women, and free and enslaved Blacks
VS.5.c4
1607 through the American Revolution identifying the reasons for the relocation of Virginia’s capital from Williamsburg to Richmond
VS.5.d4
1607 through the American Revolution identifying the importance of the American victory at Yorktown
VS.64
The student will apply history and social science skills to explain the establishment and growth of the new American nation with emphasis on the role of Virginians and events in Virginia during the 18th and 19th centuries by
VS.6.a4
Political Growth and Western Expansion: 1775 to the Mid-1800s explaining the roles of George Washington (“Father of Our Country”), James Madison (“Father of the Constitution”), and Patrick Henry (“Give Me Liberty or Give Me Death” speech)
VS.6.b4
Political Growth and Western Expansion: 1775 to the Mid-1800s explaining the development of founding Virginia documents, including the Virginia Declaration of Rights (George Mason) and the Virginia Statute for Religious Freedom (Thomas Jefferson)
VS.6.c4
Political Growth and Western Expansion: 1775 to the Mid-1800s describing how principles of these founding Virginia documents inspired the Declaration of Independence, the Virginia Constitution, the Constitution of the United States, and the Bill of Rights
VS.6.d4
Political Growth and Western Expansion: 1775 to the Mid-1800s explaining how geographical features and technological advances impacted the western movement in the first half of the 1800s
VS.6.e4
Political Growth and Western Expansion: 1775 to the Mid-1800s explaining the causes and events of Nat Turner’s Rebellion and how it impacted the institution of slavery
VS.74
The students will apply history and social science skills to understand the key people, events, and issues of the Civil War and Virginia’s role by
VS.7.a4
Civil War and Postwar Eras explaining the role of John Brown and the impact of the raid at Harper’s Ferry
VS.7.b4
Civil War and Postwar Eras describing how the institution of slavery was the cause of the Civil War, and secondary factors that contributed to the secession of the southern states
VS.7.c4
Civil War and Postwar Eras explaining the significance of the Underground Railroad and the contributions of Harriet Tubman
VS.7.d4
Civil War and Postwar Eras explaining major events and issues that divided Virginians and led to secession, war, and the creation of West Virginia
VS.7.e4
Civil War and Postwar Eras identifying major battles that took place in Virginia
VS.7.f4
Civil War and Postwar Eras identifying and explaining the leadership roles of Virginians, including, but not limited to Thomas “Stonewall” Jackson, Robert E. Lee, William Harvey Carney, Winfield Scott, and Powhatan Beaty
VS.7.g4
Civil War and Postwar Eras evaluating the experiences and contributions of Indigenous Peoples and enslaved and free Blacks and their allies during the war, including, but not limited to Elizabeth Van Lew and Mary Bowser
VS.84
The student will apply history and social science skills to explain the reconstruction of Virginia following the Civil War by
VS.8.a4
Civil War and Postwar Eras describing what the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution accomplished
VS.8.b4
Civil War and Postwar Eras examining the effects of Reconstruction on life in Virginia
VS.8.c4
Civil War and Postwar Eras describing the role that the “Freedmen’s Schools” played in the lives of African Americans in Virginia after the Civil War
VS.8.d4
Civil War and Postwar Eras discussing the election of African American leader John Mercer to Congress in 1890
VS.8.e4
Civil War and Postwar Eras describing the effect of the Supreme Court’s decision in Plessy v. Ferguson
VS.8.f4
Civil War and Postwar Eras analyzing the effects of segregation and “Jim Crow” laws on life in Virginia
VS.94
The student will apply history and social science skills to understand the ways in which Virginia became interconnected and diverse by
VS.9.a4
Civil War and Postwar Eras explaining the importance of railroads, waterways, new industries, and the growth of cities to Virginia’s economic development in the late 1800s
VS.9.b4
Civil War and Postwar Eras explaining the economic and social transition from a rural society to a more urban society
VS.104
The student will apply history and social science skills to understand the role Virginians played in American history during World War I and World War II by
VS.10.a4
Virginia: 1900 to Present examining how key leaders and citizens prepared for wartime
VS.10.b4
Virginia: 1900 to Present describing the contributions made by military veterans and Medal of Honor recipients
VS.114
The student will apply history and social science skills to understand the Civil Rights Movement in Virginia by
VS.11.a4
Virginia: 1900 to Present explaining the social and political events connected to disenfranchisement of African American voters in Virginia in the early 20th century, desegregation, court decisions, and Massive Resistance, with emphasis on the role of Virginians in the Supreme Court cases, including, but not limited to Brown v. Board of Education
VS.11.b4
Virginia: 1900 to Present investigating the political, social, and economic effects of choices made during the Civil Rights Era by Virginians including, but not limited to Maggie Walker, Robert Russa Moton, Barbara Johns, Samuel Wilbert Tucker, Oliver W. Hill, Sr., Irene Morgan, Arthur R. Ashe, A. Linwood Holton, Jr., and L. Douglas Wilder
VS.124
The student will use history and social science skills to recognize why Virginia is known as the “Mother of Presidents”.
VS.134
The student will apply history and social science skills to explain Virginia’s role in the global economy in the 21st Century by
VS.13.a4
Virginia: 1900 to Present examining major products and industries important to Virginia
VS.13.b4
Virginia: 1900 to Present examining the impact of the ideas, innovations, and advancements of Virginians on a global market
S.USI5
The student will apply history and social science skills to the content by
S.USI.a5
Skills synthesizing evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams to understand events in United States history
S.USI.b5
Skills applying geographic skills to determine patterns and trends of people, places, or events
S.USI.c5
Skills developing questions, enhancing curiosity, and engaging in critical thinking and analysis
S.USI.d5
Skills integrating evidence to construct and analyze timelines, classify events, and distinguish fact from opinion
S.USI.e5
Skills comparing and contrasting historical, cultural, economic, and political perspectives
S.USI.f5
Skills determining and explaining cause-and-effect relationships
S.USI.g5
Skills using economic decision-making models to make a decision and explain the incentives and consequences of a specific choice
S.USI.h5
Skills engaging and communicating as a civil and informed individual with persons with different perspectives
S.USI.i5
Skills developing products that reflect an understanding of content
USI.15
The student will apply history and social science skills to understand the geography of North America by
USI.1.a5
Geography of North America locating North America in relation to the other continents and the oceans
USI.1.b5
Geography of North America locating and describing major geographic regions and bodies of water of North America and their impact on the early history of the United States
USI.1.c5
Geography of North America locating the 50 states
USI.25
The student will apply history and social science skills to describe how early cultures developed throughout North America by
USI.2.a5
Early Cultures of North America describing how archaeologists have recovered artifacts from ancient settlements, including, but not limited, to Cactus Hill in Virginia
USI.2.b5
Early Cultures of North America locating and explaining where Indigenous peoples lived prior to the arrival of Europeans, with an emphasis on how the various geographic regions they inhabited influenced their daily lives
USI.35
The student will apply history and social science skills to explain European exploration and colonization in North America by
USI.3.a5
Early Cultures of North America describing the motivations for, obstacles to, and accomplishments of the Dutch, English, French, Portuguese, and Spanish explorations
USI.3.b5
Early Cultures of North America describing cultural and economic interactions between Indigenous peoples and Europeans that led to cooperation and conflict
USI.45
The student will apply history and social science skills to understand how the Western Hemisphere, including the United States, impacted West Africa by
USI.4.a5
Early Cultures of North America identifying the location and characteristics of West African societies of Ghana, Mali, and Songhai before European exploration
USI.4.b5
Early Cultures of North America examining the arrival of the first Africans to colonial America at Old Point Comfort (Fort Monroe)
USI.4.c5
Early Cultures of North America explaining the Transatlantic Slave Trade and its impact on the African coast and Western Hemisphere
USI.4.d5
Early Cultures of North America identifying the cultural connections, conflicts, and common values of enslaved people in the Western Hemisphere, as well as challenges and hardships endured by enslaved people brought to the United States
USI.55
The student will apply history and social science skills to explain the social, political, religious, economic, and geographic factors that shaped colonial America by
USI.5.a5
Colonial America and the American Revolution describing the characteristics and differences among the New England, the Mid-Atlantic, and the Southern colonies
USI.5.b5
Colonial America and the American Revolution explaining Virginia’s importance as one of the most populous and wealthiest colonies
USI.5.c5
Colonial America and the American Revolution comparing life from the perspectives of various groups, including, but not limited to large landowners, farmers, artisans, clergy, merchants, women, indentured servants, and enslaved and free Blacks
USI.5.d5
Colonial America and the American Revolution explaining the specialization and interdependence of the regions
USI.5.e5
Colonial America and the American Revolution explaining the changing political and economic relationships between the colonies and Great Britain, including, but not limited to representative government and self-rule in the colonies
USI.65
The student will apply history and social science skills to explain the American Revolution by
USI.6.a5
Colonial America and the American Revolution identifying the causes and effects of the French and Indian War
USI.6.b5
Colonial America and the American Revolution identifying the issues of dissatisfaction that led to the American Revolution, including, but not limited to the “injuries and usurpations” outlined in the Declaration of Independence
USI.6.c5
Colonial America and the American Revolution comparing and contrasting the political ideas and principles that shaped the revolutionary movement
USI.6.d5
Colonial America and the American Revolution describing the leadership roles of individuals, including, but not limited to George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, Thomas Paine, John Adams, and the Marquis de Lafayette
USI.6.e5
Colonial America and the American Revolution examining the causes, course, and consequences of key events and battles of the era
USI.75
The student will apply history and social science skills to describe the challenges faced by the new nation by
USI.7.a5
A New Nation and its Expansion explaining the strengths, weaknesses, and outcomes of the government established by the Articles of Confederation
USI.7.b5
A New Nation and its Expansion describing the Constitutional Convention and the development of the Constitution of the United States, with emphasis on the role of James Madison
USI.7.c5
A New Nation and its Expansion examining constitutional issues debated, including the role of the national government and the debate over ratifying of the Constitution, the influence of the Federalist Papers, and the reasons for the addition of the Bill of Rights
USI.7.d5
A New Nation and its Expansion explaining the Three-Fifths Compromise
USI.7.e5
A New Nation and its Expansion examining the three branches of government
USI.85
The student will apply history and social science skills to explain westward expansion and reform in America from 1801 to 1861 by
USI.8.a5
A New Nation and its Expansion describing how territorial expansion affected the political map of the United States, including, but not limited to the Louisiana Purchase, the Lewis and Clark expedition and the role of Sacagawea, the acquisitions of Florida, Texas, Oregon, and California, and the results of the Mexican American War
USI.8.b5
A New Nation and its Expansion describing the causes, course of events, and effects of the War of 1812, the role of Andrew Jackson, and the development of the Monroe Doctrine
USI.8.c5
A New Nation and its Expansion identifying geographic, economic, and religious motivations that influenced the movement of settlers
USI.8.d5
A New Nation and its Expansion analyzing the impact of westward expansion on Indigenous peoples, including, but not limited to the Indian Removal policies, the Trail of Tears, and the Seminole Wars
USI.8.e5
A New Nation and its Expansion explaining technological advancements and innovations and their effects on life in America, including but not limited to the cotton gin, the reaper, the steam engine, and the steam locomotive
USI.8.f5
A New Nation and its Expansion describing major developments in the abolitionist and women’s suffrage movements
USI.8.g5
A New Nation and its Expansion explaining how the expansion of U.S. territory led to increased momentum for the abolitionist and women’s suffrage movements
USI.95
The student will apply history and social science skills to understand the cause, major events, and effects of the Civil War by
USI.9.a5
The Civil War describing how slavery and its expansion was the primary cause of the cultural, economic, and constitutional issues that divided the nation and led to the secession of southern states
USI.9.b5
The Civil War describing the differences in the economies of the North and the South, growth of agriculture and industry, and how those economies impacted the outcome of the war
USI.9.c5
The Civil War evaluating the leadership and impact of Abraham Lincoln during the Civil War
USI.9.d5
The Civil War describing how individuals influenced the course of the Civil War, including, but not limited to Jefferson Davis, Ulysses S. Grant, Robert E. Lee, William Tecumseh Sherman, Thomas “Stonewall” Jackson, and Frederick Douglass
USI.9.e5
The Civil War describing major political texts during the war, including but not limited to Lincoln’s Inaugural Address, the Emancipation Proclamation, the Gettysburg Address, and Lincoln’s Second Inaugural Address
USI.9.f5
The Civil War analyzing the effects of the war from various perspectives of Union and Confederate soldiers, Indigenous peoples, women, European Americans, and enslaved and free Blacks during the war including, but not limited to Clara Barton, John Brown, Robert Smalls, Harriet Tubman, Elizabeth Van Lew, and Mary Bowser
S.USII6
The student will apply history and social science skills to the content by
S.USII.a6
Skills synthesizing evidence from information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams to understand events in United States history
S.USII.b6
Skills applying geographic skills to determine and predict patterns and trends of people, places, and events
S.USII.c6
Skills developing questions, enhancing curiosity, and engaging in critical thinking and analysis
S.USII.d6
Skills integrating evidence to construct and analyze timelines, classify events, and distinguish fact from opinion
S.USII.e6
Skills comparing and contrasting people, places, events, and historical and political perspectives
S.USII.f6
Skills determining and explaining cause-and-effect relationships
S.USII.g6
Skills using an economic decision-making model to analyze the costs and benefits and explain the incentives and consequences of a specific choice made in U.S. history
S.USII.h6
Skills engaging and communicating as a civil and informed individual with persons with different perspectives
S.USII.i6
Skills developing products that reflect an understanding of content
USII.16
The student will apply history and social science skills to examine westward expansion after the mid-19th century by
USII.1.a6
Westward Expansion and Its Impact on Indigenous Peoples explaining how technology allowed settlers to adapt to the physical features and climate of the West
USII.1.b6
Westward Expansion and Its Impact on Indigenous Peoples identifying the motivations for westward expansion
USII.1.c6
Westward Expansion and Its Impact on Indigenous Peoples examining the impact of policies, legislation, and treaties associated with the growth of the nation
USII.1.d6
Westward Expansion and Its Impact on Indigenous Peoples explaining the effect that the growth of the United States had on Indigenous peoples
USII.26
The student will apply history and social science skills to understand the ongoing effects of Reconstruction on American life after the mid-19th century by
USII.2.a6
Effects of Reconstruction describing the impact of the assassination of Abraham Lincoln and the political aftermath of the Civil War
USII.2.b6
Effects of Reconstruction analyzing the goals and effects of the Reconstruction Amendments, the Freedmen’s Bureau, and civil rights policies that changed the meaning of citizenship in the United States
USII.2.c6
Effects of Reconstruction describing the legacies of Abraham Lincoln and the Gettysburg Address, Ulysses S. Grant, Robert E. Lee, Hiram Revels, and Frederick Douglass
USII.2.d6
Effects of Reconstruction describing the role of Congress and the Supreme Court in Reconstruction plans and policies, including, but not limited to Lincoln’s Ten Percent Plan
USII.2.e6
Effects of Reconstruction describing the role and motivations of individuals who sought to gain from Reconstruction, including, but not limited to formerly enslaved people elected to office during the years right after the Civil War
USII.2.f6
Effects of Reconstruction explaining how the 1876 presidential election led to the end of Reconstruction
USII.36
The student will apply history and social science skills to understand how industrialization changed life in rural and urban America after the Civil War by
USII.3.a6
Industrialization and Growth explaining relationships among natural resources, transportation, and industrial development from 1865
USII.3.b6
Industrialization and Growth explaining the impact of new inventions, the rise of big business, the growth of industry, and the changes to life on American farms in response to industrialization
USII.3.c6
Industrialization and Growth evaluating and explaining the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, support for eugenics as a social policy, immigration policy, women’s suffrage, and the temperance movement
USII.3.d6
Industrialization and Growth explaining the events, factors, and motivations that caused individuals and groups to migrate to the United States towards the end of the 19th century
USII.3.e6
Industrialization and Growth examining the cause-and-effect relationship between rapid population growth and city government services and infrastructure
USII.3.f6
Industrialization and Growth explaining how governmental actions, including, but not limited to the Chinese Exclusion Act of 1882, caused harm to Chinese Americans and other immigrants
USII.3.g6
Industrialization and Growth explaining how various groups worked to alleviate the issues facing new immigrants and how immigrants advocated for themselves
USII.3.h6
Industrialization and Growth describing the technological advances and the broader impact of the 1893 Chicago World's Fair on America’s rise as a world leader in innovation, business, and trade
USII.46
The student will apply history and social science skills to explain the changing role of the United States from the late 19th century through World War I by
USII.4.a6
Industrialization and Growth explaining the legacy of Theodore Roosevelt, including, but not limited to conservation contributions, progressivism, the building of the Panama Canal, and his role in the SpanishAmerican War
USII.4.b6
Industrialization and Growth explaining the reasons for and results of the Spanish-American War, including the Roosevelt Corollary to the Monroe Doctrine
USII.4.c6
Industrialization and Growth analyzing the major causes and consequences of World War I and examining the roles of key leaders and groups
USII.4.d6
Industrialization and Growth examining the evolution of warfare tactics and technology, including, but not limited to cavalry, air, submarine, chemical, trench warfare, and other technological advancements
USII.4.e6
Industrialization and Growth explaining how the war was a catalyst for the United States gaining international power and expanded its sphere of international influence
USII.4.f6
Industrialization and Growth examining how post-war sanctions and the failure of the League of Nations set the stage for World War II
USII.56
The student will apply history and social science skills to understand the social, political, economic, and technological changes of the early 20th century by
USII.5.a6
Industrialization and Growth explaining how capitalism and free markets helped foster developments in factory and labor productivity, transportation, and communication and how rural electrification changed American life and the standard of living
USII.5.b6
Industrialization and Growth examining how the rise of communism affected America, including, but not limited to the first Red Scare
USII.5.c6
Industrialization and Growth describing the reasons for and impact of the Great Migration
USII.5.d6
Industrialization and Growth describing the events and leaders that lead to prohibition, the Women’s Suffrage Movement, and the passage of the Nineteenth Amendment, including, but not limited to Susan B. Anthony, Lucy Burns, Elizabeth Cady Stanton, Carrie Chapman Catt, Ida B. Wells-Barnett, and Sojourner Truth
USII.5.e6
Industrialization and Growth examining the art, literature, and music of the 1920s and 1930s, including, but not limited to the Roaring Twenties and the Harlem Renaissance
USII.5.f6
Industrialization and Growth analyzing the causes of the Great Depression and the impact of the Dust Bowl on the lives of Americans
USII.5.g6
Industrialization and Growth describing the features, effects, programs, and lasting institutions of Franklin D. Roosevelt’s New Deal
USII.5.h6
Industrialization and Growth describing racial segregation, housing discrimination via redlining, the rise of “Jim Crow” laws, Black Codes, and threats of violence, including, but not limited to intimidation, lynchings, armed conflicts, suppressed voting rights, and limits on political participation faced by African Americans and other people during post-Reconstruction
USII.5.i6
Industrialization and Growth analyzing events and impacts of African American leaders in response to “Jim Crow,” including, but not limited to the formation of the NAACP, strikes, protests, the role of HBCUs, and the work of leaders like Booker T. Washington, W.E.B. DuBois, Mary White Ovington, Ida B. Wells-Barnett
USII.66
The student will apply history and social science skills to understand the major causes and events of World War II and the effects of America’s role by
USII.6.a6
The Second World War and America’s Transformation explaining the rise and spread of fascism and totalitarianism internationally and the policy of appeasement towards Nazi Germany
USII.6.b6
The Second World War and America’s Transformation explaining the causes and events that led to American involvement in the war, including the attack on Pearl Harbor
USII.6.c6
The Second World War and America’s Transformation locating and describing the major events and turning points of the war in Europe, including, but not limited to the allied invasion of Italy, the invasion of Normandy (D-Day), the Battle of the Bulge, and the Battle of Berlin
USII.6.d6
The Second World War and America’s Transformation locating and describing the major events and turning points of the war in the Pacific, including, but not limited to the Battle of Iwo Jima, the Battle of Midway, and the Battle of Okinawa
USII.6.e6
The Second World War and America’s Transformation explaining and evaluating the role of key political and military leaders of the Allies and Axis powers, including, but not limited to the United States, Germany, Japan, the Soviet Union, Italy, and Great Britain
USII.6.f6
The Second World War and America’s Transformation identifying the roles and sacrifices of American armed forces, including prisoners of war, women, and segregated units, as well as other notable heroics, including, but not limited to the contributions of the Tuskegee Airmen, the 442nd Regimental Combat Team, Women's Army Auxiliary Corps, the Women Airforce Service Pilots, the Navajo Code Talkers, and the Bedford boys
USII.6.g6
The Second World War and America’s Transformation evaluating the effects of the war on the home front, including, but not limited to women in the workforce, the incarceration of Japanese Americans, rationing, conservation, and war bonds
USII.6.h6
The Second World War and America’s Transformation examining the causes and consequences of the Holocaust, including, but not limited to Jewish life before the Holocaust, antisemitism, the rise of the Nazi Party, Nuremberg Laws, persecution of Jews and other targeted groups, resistance efforts, the United States’ response, and the Nuremberg Trials
USII.6.i6
The Second World War and America’s Transformation describing the events that led to the surrender of the Axis Powers and America’s role in the Allied victory, including, but not limited to the Manhattan Project, as well as events that shaped post-war peace
USII.76
The student will apply history and social science skills to understand the transformation of U.S. foreign policy between the end of World War II and the new millennium by
USII.7.a6
The Cold War explaining how key decisions and agreements, including, but not limited to the Atlantic Charter, formation of the United Nations, and NATO, established international allies
USII.7.b6
The Cold War describing the Marshall Plan’s objectives for rebuilding Europe, the occupation and reconstruction of Japan, and the emergence of the United States and the Soviet Union as superpowers
USII.7.c6
The Cold War describing the differences between communism and a democratic nation, including, but not limited to self-governance and economic philosophy
USII.7.d6
The Cold War examining the role of the United States in fighting communism and defending freedom during the Cold War, including, but not limited to the Berlin Airlift, conflicts in Korea and Vietnam, the roles of John F. Kennedy and Nikita Khrushchev during the Cuban missile crisis, the fall of the Berlin Wall, and the collapse of communism in Eastern Europe
USII.7.e6
The Cold War explaining the collapse of communism in the Soviet Union and Eastern Europe and the end of the Cold War, including the actions of Ronald Reagan and Mikhail Gorbachev
USII.86
The student will apply history and social science skills to analyze the key changing patterns of society during the second half of the 20th and early 21st centuries by
USII.8.a6
Late 20th–Early 21st Century examining the contributions of key leaders and events during the Civil Rights Era, including, but not limited to Robert Kennedy, Dr. Martin Luther King, Jr., Malcolm X, Medgar Evers, John Lewis, Rosa Parks, Ruby Bridges, Jonathan Daniels, Dorothy Height, the Selma march, sit-ins, and boycotts
USII.8.b6
Late 20th–Early 21st Century explaining the significance of urban renewal plans, including, but not limited to Jackson Ward in Richmond and Vinegar Hill in Charlottesville
USII.8.c6
Late 20th–Early 21st Century examining key events of the 1960s and 1970s, including, but not limited to the Apollo Missions, the moon landing, assassinations, the women’s movement, the creation of public sector labor unions, Watergate and Nixon’s resignation, and the passing of the Clean Air Act and the Clean Water Act
USII.8.d6
Late 20th–Early 21st Century describing the impact of the Baby Boom, the changing demographics of the United States, and the ending of the military draft
USII.8.e6
Late 20th–Early 21st Century describing the protections and provisions of the Americans with Disabilities Act (ADA)
USII.8.f6
Late 20th–Early 21st Century describing the similarities and differences between the objectives of the women’s movement of the early and mid-20th century
USII.8.g6
Late 20th–Early 21st Century describing expanded educational and economic opportunities for military veterans, women, and minorities
USII.8.h6
Late 20th–Early 21st Century describing how the terrorist attacks of September 11, 2001, including the heroic sacrifices of Flight 93 passengers, significantly impacted domestic policies, American society, and global perspectives on the war on terror
USII.96
The student will apply history and social science skills by
USII.9.a6
Science and Technology Since the Turn of the Century studying the iterative and ongoing advancements in science and technology
USII.9.b6
Science and Technology Since the Turn of the Century describing the changes in American culture related to music, art, media, and communication, as well as advancements in American economics related to banking, business, and industry

Virginia K–6 social studies standards

Virginia’s other subjects