Download Social Studies Standards (2008) Created By: Department Chair

Social Studies Standards (2008)
Created By:
Department Chair: Dawn Caudill (7th Grade Civics Teacher)
Curriculum Coordinator: Erin Mills
Mrs. McHaney: Kindergarten and First Grade
Mrs. Sparkman: Second , Third, and Fourth Grade
Mrs. Carniol: Fifth Grade
Mrs. Radka: Sixth Grade
Mrs. Caudill: Seventh Grade Civics
Miss Dalton: World History I
Mr. Love: World History II
Mrs. Thomas: US History
Mrs. Chapman: US Government; AP History
Kindergarten SS Standards
Standard #1
Standard:
Subject: Social Sciences
Grade: K
The student will describe the relative location of people, places and things by using positional words,
with emphasis on near/far, above/below, left/right, and behind/in front.
Learning Outcomes:

locate objects using positional words.
Essential Skills & Understandings:



Describe the location of people, places, and things.
Develop beginning map skills through the manipulation of objects.
Develop fluency in the use of directional words.
Teacher Notes:
Standard #2
Subject: Social Sciences
Grade: K
Standard:
The student will use simple maps and globes and develop and awareness of maps and globes.
Learning Outcomes:

develop 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,

describe places referenced in stories and real-life situations,

locate land and water features,

maps and globes show a view from above,

maps and globes show things in smaller size,

maps and globes show the position of objects.
Essential Skills & Understandings:

identify and locate features on maps and globes,

differentiate color symbols on maps and globes,

use resource materials,

develop concepts of space by actively exploring the environment,

develop beginning map skills through manipulation of objects,

use maps of familiar objects or areas.
Teacher Notes:
Standard #3
Subject: Social Sciences
Standard:
The student will differentiate between county and city.
Learning Outcomes:

Describe differences between housing and jobs for city and country.
Essential Skills & Understandings:

compare/contrast city and country,

identify visuals of city/country.
Teacher Notes:
Grade: K
Standard #4
Subject: Social Sciences
Standard:
The student will identify modes of transportation.
Learning Outcomes:

recognizing what transportation will be used on land, air, sea
Essential Skills & Understandings:

boats, cars, trains, planes
Teacher Notes:
Grade: K
Standard #5
Subject: Social Sciences
Standard:
The student will identify various jobs in the community.
Learning Outcomes:

Match simple descriptions of work that people do with the names of those jobs.
Essential Skills & Understandings:

Doctors, builders, teachers, cooks, farmers, firefighters.

Gather and classify information.

Use and explain simple charts.
Teacher Notes:
Grade: K
Standard #6
Subject: Social Sciences
Grade: K
Standard:
The student will have an understanding of money in exchange for goods.
Learning Outcomes:

Identify the differences between basic needs (food, clothing, and shelter) and wants (things people
would like to have),

Recognize that people use money to purchase goods.
Essential Skills & Understandings:

Develop an understanding of basic needs and wants.

Goods are things that people make or grow that can be purchased.
Teacher Notes:
Standard #7
Subject: Social Sciences
Standard:
The student will understand the value of voting.
Learning Outcomes:

Participate in the voting process by casting his/her vote.
Essential Skills & Understandings:

Understand voting terms.
Teacher Notes:
Grade: K
Standard #8
Subject: Social Sciences
Standard:
The student will demonstrate that being a good citizen involves.
Learning Outcomes:

Taking turns and sharing,

Taking responsibility for certain classrooms chores,

Taking care of personal belongings and respecting what belongs to others,

Following rules and understanding the consequence of breaking rules,

Practicing honesty, self-control, and kindness to others,

Understanding authority both Biblical and social.
Essential Skills & Understandings:

Explain cause and effect relationships.

Participate in groups and democratic society.

Understand community.

Examples of being a good citizen- 1) taking turns,
2) sharing,
3) completing classroom chores,
4) taking care of one’s things,
5) respecting what belongs to others,
6) being honest,
7) practicing self-control,
Grade: K
8) being kind to others.
Teacher notes
Standard # 9 Subject: Social Studies
Standard:
The student will recognize Biblical standards for the family unit.
Learning Outcomes:

Define family unit.

Explain function in society.

Understand responsibility of family member.
Essential Skills & Understandings:

Use Biblical examples and standards.
Teacher Notes:
Grade:K
Standard #10
Standard:
Subject: Social Studies
Grade: K
The students will recognize the American flag, the Pledge of Allegiance, and that the President is the leader of
the United States.
Learning Outcomes:

Identify patriotic symbols.
Essential Skills & Understandings:

White House – President

Pledge of Allegiance – Flag – white stars on blue rectangle and red and white stripes.
Teacher Notes:
Standard # 11 Subject: Social Studies
Standard:
Grade: K
The student will recognize that history describes events and people of other times and places.
Learning Outcomes:

Identify examples of past events in legends, stories, and historical accounts of Pocahontas, George
Washington, Betsy Ross, and Abraham Lincoln.

Identify the people and events honored in the holidays of Thanksgiving Day, Martin Luther King, Jr.
Day, Presidents’ Day and Independence Day (July 4th).
Essential Skills & Understandings:

Long ago/past/present

Real and make believe

History – events that have already happened.

People – Pocahontas, Gorge Washing ton ( 1st President, “Father of our Country”), Betsy Ross,
Abraham Lincoln (16th President, Honest Abe).

Events – Thanksgiving Day, Martin Luther King, Jr. Day, Presidents’ Day, Independence Day.
Teacher Notes:
Standard #12
Subject: Social Studies Grade: K
Standard:
According to Biblical account the student will comprehend creation.
Learning Outcomes:

Describe how the world began.
Essential Skills & Understandings:

7 days of Creation

God as the Creator
Teacher Notes:
Standard #13 Subject: Social Studies Grade: K
Standard:
The student will describe everyday life in the present, past, and future and begin to recognize that things
change over time.
Learning Outcomes:

Give examples of dress, transportation, and housing.

Visualize differences between Christmas and Thanksgiving (past and present).
Essential Skills & Understandings:

Past – something that has already happened.

Present – what is happening now.

Future – what is to come (example – Return of Christ).

Life in the past and present can be shared by families through pictures and stories.
Teacher Notes:
Standard #14
Standard:
Subject: Social Studies Grade K
The student will understand cultural contributions from various regions of the United States.
Learning Outcomes:

Identify differences between cultural folktales and real life stories.
Essential Skills & Understandings:

Recognize differences between stories.
Teacher Notes:
First Grade SS Standards
Standard # 1
Standard:
Subject: Social Studies Grade: 1
The student will develop map skills.
Learning Outcomes:

Recognizing basic map symbols, including references to land, water, cities, and roads.

Using cardinal directions on maps.

Identifying the physical shape of the United States and Virginia on maps and globes.

Locating Washington D.C., the capital of the United States, and Richmond, the capital of Virginia, on a
United States map.
Essential Skills & Understandings:

Identify and use cardinal directions ( N, S, E, W,).

Locate areas on maps.

Interpret simple maps and globes.

Use maps of familiar objects or areas.

Differentiate color symbols on maps and globes.
Teacher Notes:
Standard # 2
Standard:
Subject: Social Studies
Grade:1
The student will construct a simple map of a familiar area, using basic map symbols in the map legend.
Learning Outcomes:

Identify physical surroundings on maps/globes.
Essential Skills & Understandings:

Use a map legend (a list of shapes and symbols ) to locate objects and places on a map.
Teacher Notes:
Standard #3
Standard:
Subject: Social Studies
Grade:1
The student will describe how locations, climate, and physical surroundings affect the way people live,
including their food, clothing, shelter, transportation, and recreation.
Learning Outcomes:

Illustrate and label changes of seasons.

Compare physical surroundings to identify food, clothing, and shelter.

Determine how geography affects transportation and recreation.
Essential Skills & Understandings:

Location, climate and physical surroundings affect the way people meet their basic needs, including
the foods they eat, the clothing they wear, and the kinds of houses they build.

Geography affects how people travel from one place to another and determines what is available for
recreation.
Teacher Notes:
Standard #4
Standard:
Subject: Social Studies Grade:1
The student will explain the difference between goods and services and will describe how people are both
buyers and sellers of goods and services.
Learning Outcomes:

Demonstrate how goods and services are exchanges by monetary means.

Recognize that people save money for the future to purchase goods and services.

Explain that people make choices because they cannot have everything they want.
Essential Skills & Understandings:

Goods – Things people make or use to satisfy needs and wants.

Services – Activities that satisfy people’s needs and wants.

Buyer – A person who uses money to purchase goods or services. People are buyers when they use
money to purchase goods or services.

Seller – A person who sells goods or services- People are sellers when they receive money for their
work or for goods or services they provide.

Understand money and savings.

Make decisions to choose some things and give up others.
Teacher Notes:
Standard # 5
Standard:
Subject: Social Studies Grade:1
The student will apply the traits of a good citizen according to Biblical standards.
Learning Outcomes:

Focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect.

Recognizing the purpose of rules and practicing self-control.

Working hard in school.

Taking responsibility for one’s own actions.

Valuing honest and truthfulness in oneself and others.

Recognizing 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.
Essential Skills & Understandings:

Understand that rules are to protect the rights of people, to suggest good behavior, and to keep
people safe.

Make decisions based on Biblical standards.

Differentiate between points of view held by self and others.

Follow oral or written directions.

Most Virginians make valuable contributions to their communities.

People celebrate cultural holidays and traditions and are united by common principles and traditions,
such as July 4th and pledging to the flag.
Teacher Notes:
Standard #6
Standard:
Subject: Social Studies Grade: 1
The student will identify a family unit as described by Biblical standards.
Learning Outcomes:

Compare/contrast family units.
Essential Skills & Understandings:

Examples of the ideal family according to Biblical standards.

God created the first family – Adam and Eve.
Teacher Notes:
Standard # 7 Subject: Social Studies
Standard:
Grade:1
The student will recognize the symbols and traditional practices that honor and foster patriotism in the
United States.
Learning Outcomes:

Identify the American flag, bald eagle, Washington Monument, and Statue of Liberty.

Demonstrate respect for the flag by learning the Pledge of Allegiance and standing at attention when
pledging.
Essential Skills & Understandings:

Identify symbols – A picture or thing that stands for something else.

Identify traditions – A custom or belief that happens over a long period of time.

Identify patriotism- Showing respect for and love of country.
Teacher Notes:
Standard # 8 Subject: Social Studies Grade: 1
Standard:
The student will study the lives of people associated with Presidents’ Day, Columbus Day, and the events of
Independence Day (July 4th), Thanksgiving, and Christmas.
Learning Outcomes:

Identify people associated with holidays.
Essential Skills & Understandings:

Columbus Day – celebrated in October – he was given the credit for discovering America.

President’s Day – celebrated in February – a day to remember our Presidents.

Independence Day – celebrated in July – in honor of the day we became a new country – America’s
birthday.

Thanksgiving Day – celebrated in November – a day to give thanks and remember the Pilgrims and
Indians.

Christmas Day – celebrated in December – the Birth of Christ.
Teacher Notes:
Standard #9
Standard:
Subject: Social Studies
Grade: 1
The student will describe the stories of American leaders and their contributions to our country, with
emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, George Washington Carver, and
Martin Luther King, Jr.
Learning Outcomes:

Identify contributions each made to society.
Essential Skills & Understandings:

George Washington – born in Virginia, he was a farmer and was a brave leader of soldiers. He was the
first President and he is known as the “Father of our Country”.

Benjamin Franklin –proved electricity was present in lightning which he proved through his kite
experiment. He started the first library and the first fire department in America.

Abraham Lincoln- born in a log cabin and taught himself how to read. He became the 16th President
and was known as “Honest Abe”.

George Washington Carver – an African American who studied science and plants and became a
teacher. He developed hundreds of uses of peanuts, sweet potatoes, and soybeans.

Martin Luther King, Jr.- an African American who worked so that all people would be treated fairly.
Teacher Notes:
Standard # 10
Standard:
Subject: Social Studies Grade:1
The student will study the days of Creation.
Learning Outcomes:

Identify what was created on each of the six days of creations and the seventh day was a day of rest.

Recall the account of the seven days of creation.
Essential Skills & Understandings:

Make a book showing what is created on each day of creation.

Put days of creation in chronological order.
Teacher Notes:
Standard # 11
Standard:
Subject: Social Studies Grade: 1
The student will interpret information presented in picture time lines to show sequence of events and will
distinguish between past and present.
Learning Outcomes:

Identify pictures of past, present, and future.

Sequence events in past, present, and future.
Essential Skills & Understandings:

Compare/contrast schools, communities, transportation, and family life of the past, present, and
future.

Use timelines – include Biblical creation on the timeline.

Sequence events in chronological order.
Teacher Notes:
Standard # 12
Standard:
Subject: Social Studies
Grade:1
The student will understand cultural contributions of various regions of the United States.
Learning Outcomes:

Recognize differences between folktale and real life situations.
Essential Skills & Understandings:

Johnny Appleseed

Paul Bunyan

George Washington (cherry tree)
Teacher Notes:
Second Grade SS Standards
Standard #1 Subject: Social Studies
Standard:
Grade: 2 nd
The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass
rose
Learning Outcomes:

locate the equator, the seven continents, and the four oceans on maps and globes

locating selected rivers (James River, Mississippi River, Rio Grande), mountain ranges
(Appalachian Mountains, Rocky Mountains), and lakes (Great Lakes) in the United States
Essential Skills & Understandings:




Construct a map of their first home
Label and identify parts of a map
Use a compass rose to identify directions
Locate areas on maps and globes
Teacher Notes:
Standard #2 Subject: Social Studies
Standard:
Grade: 2 nd
The student will develop map skills
Learning Outcomes:

Locating China and Egypt on world maps

Locating the regions of the Powhaten, Sioux , and Pueblo Indians on United States maps

Comparing the climate, land, and plant life of these regions

Describing how people in these regions adapt to their environment
Essential Skills & Understandings:



Terms to know: Climate, Land, and Environment
Chart climate, land, and plant life with China, Egypt, Eastern Woodlands, Plains and Southwest
List ways in which people adapted to their environment
Teacher Notes:
Standard #3 Subject: Social Studies
Standard:
Grade: 2 nd
The student will distinguish between the use of barter and money in the exchange for goods and services
Learning Outcomes:

Identify different methods of purchasing goods
Essential Skills & Understandings:


Define terms: barter, money, debit card
Compare and contrast differences between the methods of purchase
Teacher Notes:
Standard #4 Subject: Social Studies
Standard:
Grade: 2 nd
The student will explain that scarcity (limited resources) requires people to make choices about producing
and consuming goods and services
Learning Outcomes:

Learning importance of conservation and recycling

Participate in recycling

Describe differences between natural resources (water, soil, wood, and coal), human resources
(people at work), and capital resources (machines, tools, and buildings)
Essential Skills & Understandings:






Define terms: reduce, recycling, reuse
Practice recycling within the classroom
Show uses of recycling
List natural resources
List examples of human resources
List examples of capital resources
Teacher Notes:
Standard #5 Subject: Social Studies
Standard:
Grade: 2 nd
The student will explain the responsibilities of a good citizen according to Biblical standards
Learning Outcomes:

Respecting and protecting the rights and property of others

Taking part in the voting process when making classroom decisions

Describing actions that can improve the school and community

Practicing honesty and trustworthiness
Essential Skills & Understandings:




Participate in groups and democratic society
Taking part in a voting process
Demonstrate self-discipline and self-reliance
Apply Biblical principles to honesty and trustworthiness
Teacher Notes:
Standard #6 Subject: Social Studies
Standard:
Grade: 2 nd
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
Learning Outcomes:

Compare and contrast different ethnic groups

Respect others and their different cultural backgrounds
Essential Skills & Understandings:

list various traditions and customs that America as adopted from other countries
Teacher Notes:
Standard #7 Subject: Social Studies
Standard:
Grade: 2 nd
The student will compare the lives and contributions of American Indians (First Americans), with emphasis on
the Powhatan of the Eastern Woodlands, the Sioux of the Plains, and the Pueblo people of the Southwest
Learning Outcomes:

identify relationships between Thanksgiving with Pilgrims and Indians

explain how Native Americans relocated to various U.S. regions
Essential Skills & Understandings:



terms to know: Regions- places that have common (the same) characteristics
list contributions of American Indians (First Americans): arts, legends and stories, farming
create an Indian craft related to the first Americans
Teacher Notes:
Standard #8 Subject: Social Studies
Standard:
Grade: 2 nd
The student will explain how the contributions of ancient China and Egypt have influenced the present world
in terms of architecture, inventions, the calendar, and written language
Learning Outcomes:

identify symbols and characteristics of China and Egypt

recognizing architecture of both China and Egypt
Essential Skills & Understandings:


terms to know: ancient, architecture, and contribution
chart contributions of Ancient China and Egypt (written language, inventions, architecture)
Teacher Notes:
Standard #9 Subject: Social Studies
Standard:
The student will understand the concept of a timeline
Learning Outcomes:

locate events on a timeline

compare and contrast different events shown on a timeline
Essential Skills & Understandings:


develop a timeline
put events in order on a timeline
Teacher Notes:
Grade: 2 nd
Standard #10 Subject: Social Studies
Standard:
The student will understand the events of Creation
Learning Outcomes:

sequence the events of a 7 day Creation

identify the different events that occurred on each day of creation

Understand how creation fits into history
Essential Skills & Understandings:


putting Creation pictures in order
discuss the fact that history begins with God and His creation of earth
Teacher Notes:
Grade: 2 nd
Standard #11 Subject: Social Studies
Standard:
Grade: 2nd
The student will study the traditions and customs around the world
Learning Outcomes:

discuss holiday traditions and customs

discuss music and art from different parts of the world
Essential Skills & Understandings:





compare and contrast 7 countries summarizing relationships between pagan and Christian beliefs
listen to different music from around the world
view art work from different parts of the world
view architecture and buildings from around the world
discuss families and cultures from around the world
Teacher Notes:
Third Grade SS Standards
Standard # 1 Subject: Social Studies
Standard:
Grade: 3rd
The student will develop map skills
Learning Outcomes:

positioning and labeling the seven continents and four oceans to create a world map

using the equator and prime meridian to indentify the four hemispheres

locating the countries of Spain, England, and France

locating the regions in the Americas explored by Christopher Columbus (San Salvador in the
Bahamas), Juan Ponce de Leon (near St. Augustine, Florida), Jacques Cartier (near Quebec,
Canada) and Christopher Newport (Jamestown, VA)
Essential Skills & Understandings:



Locate places on a grid system
Identify and locate continents, oceans, and major features on maps and globes
Draw maps of familiar areas
Teacher Notes:
Standard # 2 Subject: Social Studies
Standard:
Grade: 3rd
The student will be able to identify and locate features on a map and globe
Learning Outcomes:

locating Greece, Rome, and West Africa

describing the physical, and human characteristics of Greece, Rome and West Africa

explain how the people of Greece, Rome, and West Africa adapted to and/or changed their
environment to meet their needs
Essential Skills & Understandings:



locate Greece, Rome and West Africa on a map and globe
list physical characteristics of Ancient Greece, Ancient Rome, and Mali
list human characteristics of Ancient Greece, Ancient Rome, and Mali
Teacher Notes:
Standard # 3 Subject: Social Studies
Standard:
Grade: 3rd
The student will interpret geographic information from maps, tables, graphs and charts
Learning Outcomes:

identify various types of charts and graphs

construct a simple map and table
Essential Skills & Understandings:



make and explain bar and pie graphs
draw maps of familiar objects or areas
construct and explain simple charts
Teacher Notes:
Standard # 4 Subject: Social Studies
Standard:
Grade: 3rd
The student will recognize the concepts of specialization (being an expert in on job, product, or service) and
interdependence (depending on others) in the production of goods and services (in ancient Greece, Rome,
and the West African empire of Mali, and in the present).
Learning Outcomes:

give examples of how people depend on each other for goods and services
Essential Skills & Understandings:




define goods and services
list the specializations of Greece and Rome (i.e. building ships, farming and making pottery)
list specializations of Mali (protecting the empire, growing food)
explain the trade systems with the people of Mali (trading gold for salt)
Teacher Notes:
Standard # 5 Subject: Social Studies
Standard:
Grade: 3rd
The student will explain how producers use natural resources (water, soil, wood and coal), human resources
(people at work), and capital resources (machines, tools and buildings) to produce goods and services for
consumers.
Learning Outcomes:

categorize different types of resources

explain taking care of resources according to God’s standards
Essential Understandings:


practice recycling and taking care of the God’s earth
understand the importance of limited resources and how it affects our environment
Teacher Notes:
Standard # 6 Subject: Social Studies
Standard:
Grade: 3rd
The student will study Greece and Rome and develop an understanding of their economic system.
Learning Outcomes:

describe the differences between Greece and Rome’s economy system

describe the differences between the above economy system and America’s economy system
Essential Understandings:


create a T-Chart
draw Venn Diagrams regarding the differences between Greece and Rome’s economy system
Teacher Notes:
Standard # 7 Subject: Social Studies
Standard:
Grade: 3rd
The student will explain the importance of the basic principles that form the foundation of a republican form
of government.
Learning Outcomes:

describing the individual rights to life, liberty, and the pursuit of happiness; and equality under
the law

identifying the contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Rosa
Parks, Thurgood Marshall, and Martin Luther King Jr.

recognizing that Veteran’s Day and Memorial Day honor people who served to protect our
country’s freedom
Essential Skills & Understandings:

compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions
Teacher Notes:
Standard # 8 Subject: Social Studies
Standard:
Grade: 3rd
The student will study the exploration of the Americas
Learning Outcomes:

describing the accomplishments of Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and
Christopher Newport

identifying reasons for exploring, the information gained, and the results from the travels

identify religions that were brought to America as a result of explorers (discuss Christianity)
Essential Skills & Understandings:


chart differences between relevant and irrelevant information
list accomplishments of these explorers
Teacher Notes:
Standard # 9 Subject: Social Studies
Standard:
Grade: 3rd
The student will recognize why government is necessary in the classroom, school and community according to
Biblical standards.
Learning Outcomes:

explain the purpose of rules and law

explain that the basic purposes of government are to make laws, carry out laws, and decide if
laws have been broken

explain that government protects the rights and property of individual
Essential Skills & Understandings:


understand that the Bible gives examples of rules, law, and government
understand how rules and laws are written; create laws in the classroom
Teacher Notes:
Standard #10 Subject: Social Studies
Standard:
Grade: 3rd
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.
Learning Outcomes:

define various ethnic groups that make up our country

summarize how being an American draws from various ethnic groups
Essential Skills & Understandings:



differentiate between points of view by self and others
participate in group and democratic society
understand Bible verses that discuss how to treat other ethnic groups and how God expects us to
treat others
Teacher Notes:
Standard #11 Subject: Social Studies
Standard:
Grade: 3rd
The student will explain how contributions of ancient Greece and Rome have influenced the present in terms
of architecture, government (direct and representative democracy), and sports.
Learning Outcomes:

indentifying various forms of architecture

summarize how these contributions affected Americans
Essential Skills & Understandings:




draw architecture of both Greece and Rome
demonstrate how Greece and Rome have influenced American sports
describe the differences in the governments of Greece and Rome and how it has affected America
(Olympics)
compare and contrast similarities of these contributions to verses in the Bible that relate to
government, sports, etc.
Teacher Notes:
Standard #12 Subject: Social Studies
Standard:
Grade: 3rd
The student will study the early West African empire of Mali by describing its oral tradition (storytelling),
government (kings), and economic development (trade).
Learning Outcomes:

recognize the various aspects of the West African empire of Mali

compare the West African empire of Mali to United States

compare West African empire to governments in the Bible
Essential Skills & Understandings:



illustrate a story from West Africa
analyze the West African Government
chart trade routes in West Africa
Teacher Notes:
Standard # 13 Subject: Social Studies
Standard:
The student will memorize and locate the 50 states.
Learning Outcomes:

labeling a blank map of the 50 states
Essential Skills & Understandings:



memorize the locations of the 50 states
use learning games to enhance the memorization
blank transparencies and maps for extra practice
Teacher Notes:
Grade: 3rd
Standard # 14 Subject: Social Studies
Standard:
The student will study the cultural traditions of Greece, Rome and West Africa
Learning Outcomes:

identifying celebrations done by Rome, Greece and West Africa

give examples of how arts, music, and language has influenced America

identify some of these traditions from the Bible

compare and contrast these traditions to stories in the Bible
Essential Skills & Understandings:


develop a craft that symbolize another country
illustrate a language of Greece, Egypt, and West Africa
Teacher Notes:
Grade: 3rd
Fourth Grade SS Standards
Standard # 1 Subject: Social Studies
Standard:
Grade: 4 th
The student will demonstrate knowledge of the geography of Virginia
Learning Outcomes:

locating Virginia and its bordering states on maps of United States

locating the capital city, as well as other major cities

locating and identifying water features important to the early history of Virginia (Atlantic Ocean,
Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River)

locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains,
Valley and Ridge, and Appalachian Plateau
Essential Skills & Understandings:






label a Virginia map
use latitude and longitude
use elevation maps
give definitions of geographical terms
discuss how the features in VA are gifts from God
analyze and interpret maps to explain relationships among landforms and water features
Teacher Notes:
Standard # 2 Subject: Social Studies
Standard:
Grade: 4 th
The student will demonstrate knowledge of geography, resources and economics
Learning Outcomes:

describing the major products and industries of Virginia’s five geographic regions

explain how advances in transportation, communications, and technology have contributed to
Virginia’s prosperity and role in the global economy
Essential Skills & Understandings:




list Coastal Plain products and industries (seafood, shipbuilding, tourism, federal military
installations)
list Blue Ridge Mountains products and industries (apples, recreation)
list Valley and Ridge products and industries (poultry, apples, farming)
list Appalachian Plateau products and industries (coal, coal mining)
Teacher Notes:
Standard # 3
Standard:
Subject: Social Studies
Grade: 4 th
The student will demonstrate knowledge of the role of Virginia in the establishment of the new American
nation.
Learning Outcomes:

explaining why George Washington is called the “Father of our Country”

explain why James Madison is called the “Father of the Constitution”

identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia
Declaration of Rights and the Virginia Statute for Religious Freedom
Essential Skills & Understandings:



list facts of George Washington and their contributions
list facts of James Madison and their contributions
summarize George Mason and Thomas Jefferson’s ideas and how they contributed to the
Declaration of Rights and Virginia Statute for Religious Freedom
Teacher Notes:
Standard # 4 Subject: Social Studies
Standard:
Grade: 4 th
The student will demonstrate knowledge of life in the Virginia colony
Learning Outcomes:

describing how money, barter, and credit were used

explain how Colonial Virginia has no banks

discuss religion and its role in the life of people in the Virginia colony

explaining the importance of agriculture and its influence on the institution of slavery
Essential Skills & Understandings:




define terms: money, barter, credit, debt, and saving
demonstrate the idea of bartering within the colony (role play)
define the term “cash crop” (a crop that is grown to sell for money rather than use by the
growers)
relate slavery to life in the Virginia colony
Teacher Notes:
Standard # 5 Subject: Social Studies
Standard:
Grade: 4 th
The student will demonstrate knowledge of Virginia government
Learning Outcomes:

identify the three branches of Virginia government and the function of each
Essential Skills & Understandings:



create a chart labeling the and explaining the three branches of Virginia government
understand how the three branches work together
understand the Biblical view on government
Teacher Notes:
Standard # 6 Subject: Social Studies
Standard:
Grade: 4th
The student will demonstrate knowledge of the geography and early inhabitants of Virginia.
Learning Outcomes:

locating three American Indian (First American) language groups (the Algonquian, the Siouan, and
the Iroquoian) on a map of Virginia

describing how American Indians (First Americans) adapted to the climate and their environment
to secure food, clothing and shelter
Essential Skills & Understandings:





analyze and interpret maps
create a map of Virginia labeling the three American Indian groups
illustrate American Indians with their clothing and shelters
list foods, climate and environment facts of the first Americans
understand the differences between the lifestyle of the early inhabitants of Virginia and the
lifestyle of Virginians today
Teacher Notes:
Standard # 7 Subject: Social Studies
Standard:
Grade: 4 th
The student will demonstrate knowledge of life in the Virginia colony
Learning Outcomes:

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

understand factors related to move from Jamestown to Williamsburg

understand factors related to move from Williamsburg to Richmond
Essential Skills & Understandings:


explain place names reflecting culture: English-Richmond, American Indian-Roanoke
summarize Settlement areas- English settled in Tidewater and Piedmont, Germans and ScotchIrish settled primarily in the Shenandoah Valley, Africans settled in the Tidewater and Piedmont
regions
Teacher Notes:
Standard # 8 Subject: Social Studies Grade: 4 th
Standard:
The student will demonstrate knowledge of the first permanent English settlement in America
Learning Outcomes:

explaining the reasons for English colonization

describe how geography influenced the decision to settle at Jamestown

identifying the importance of charters of the Virginia Company of London in establishing the
Jamestown settlement

understand importance of Virginia Assembly (1619) as the first representative legislative body
in English America

identify the importance of the arrival of Africans and women to the Jamestown settlement

describing the hardships faced by settlers at Jamestown and the changes that took place to
ensure survival

describe the interactions between the English settlers and the Powhatan people, including the
contributions of the Powhatans to the survival of the settlers.
Essential Skills & Understandings:



chart or list reasons for English colonization
use map skills to show how geography influenced the Jamestown settlement
summarize how Virginia Assembly affected the first settlement in English America
Teacher Notes:
Standard # 9 Subject: Social Studies Grade: 4th
Standard:
The student will demonstrate knowledge of the role of Virginia in the American Revolution
Learning Outcomes:

indentifying the reasons why the colonies went to war with England as expressed in the
Declaration of Independence

identifying the various roles played by Virginians in the Revolutionary War era, with emphasis
on George Washington, Thomas Jefferson, and Patrick Henry

identifying the importance of the American victory at Yorktown

explain the influence of geography on the migration of Virginians into western territories
Essential Skills & Understandings:




compare and contrast the disagreement with the English Parliament and the colonists
concerning how the colonies should be governed
list reasons why the Declaration of Independence is an important document
determine roles of Virginians in the Revolutionary War (women, James Armistead Lafayette,
African Americans, Virginia Patriots)
illustrate and summarize Thomas Jefferson and Patrick Henry’s contributions during the
American Revolution
Teacher Notes:
Standard #10 Subject: Social Studies
Standard:
Grade: 4 th
The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War
Learning Outcomes:

indentifying the events and differences between northern and southern states that divided
Virginians and led to secession, war ,and the creation of West Virginia

describing Virginia’s role in the war, including indentifying major battles that took place in Virginia
Essential Skills & Understandings:





create a poster board of a particular battle that took place in Virginia, including the area, people
involved and the outcome
list events leading up the secession and war (Nat Turner, Harriet Tubman, John Brown)
create a chart showing the differences between northern and southern states (economy,
industrialization, and slavery)
understand what the Bible says about segregation and unity
understand what the Bible says about law and politics
Teacher Notes:
Standard #11 Subject: Social Studies
Standard:
Grade: 4 th
The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War
Learning Outcomes:

identifying the effects of Reconstruction on life in Virginia

indentifying the effects of segregation and “Jim Crow” on life in Virginia

describing the importance of railroads, new industries, and the growth of cities to Virginia’s
economic development
Essential Skills & Understandings:





list the problems faced by Virginians during Reconstruction
define terms- sharecropping, segregation, discrimination
list the laws that had an effect on African American life
illustrate how Virginia began to grow in many areas after the Civil War
understand what the Bible says about segregation and unity
Teacher Notes:
Standard #12 Subject: Social Studies
Standard:
Grade: 4 th
The student will demonstrate knowledge of twentieth century Virginia
Learning Outcomes:

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

identifying the social and political events in Virginia linked to desegregation and Massive
Resistance and their relationship to national history

identifying the political, social, and or economic contributions made by Maggie L. Walker, Harry F.
Byrd Sr., Arthur R. Ashe Jr., and L. Douglas Wilder
Essential Skills & Understandings:




discuss reasons of growth in Virginia’s cities
explain the decline of the agricultural society
terms to know: desegregation, integration
list accomplishments of Maggie L. Walker, Harry F. Byrd Sr., Arthur R. Ashe Jr., and L. Douglas
Wilder
Teacher Notes:
Standard #13 Subject: Social Studies
Standard:
Grade: 4 th
The student will study cultural traditions of the first early settlers
Learning Outcomes:

describe differences between early settlers vs. American Indians

describe differences between early settlers vs. students today

identify ways that religion was a part of the cultural traditions of the first early settlers
Essential Skills & Understandings:



reproduce drawings of North American clothing vs. early settlers
compare and contrast the cultural traditions of the first early settlers to the cultural traditions of
students today
Students will understand how religion played a role in the traditions of the first early settlers
Teacher Notes:
Fifth Grade SS Standards
Standard # 1
Standard:
Subject: SS
Grade: 5
The student will study the geography of the United States
Learning Outcomes:
Analyze and interpret maps
use maps, globes, photographs, pictures, and tables
identify the seven continents, mountains, rivers, oceans
locate and name the 50 states, capitals, and abbreviations
memorize the 13 colonies
identify states and cities on a map
Essential Skills & Understandings:



Compare and contrast different regions
Understand the different features of the US and how they relate to other areas in the world
Understand that God created all of the land forms

Locate and describe the location of the geographic regions of North America: Coastal Plain,
Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains, Basin and
Range, and Coastal Range.





analyze and interpret maps to explain relationships among landforms and water features.
locate Atlantic Ocean and Gulf of Mexico
locate Appalachian Highlands and Piedmont region
locate the Canadian Shield: Hudson Bay, lakes carved by glaciers
locate the Interior Lowlands: west of the Appalachian Mountains, East of the Great Plains,
and the Rolling flatlands with rivers, broad river valleys, and grassy hills
locate the Great Plains, Rocky Mountains, Basin Range, and Coastal Range

Teacher Notes:
Standard # 2
Subject: SS
Standard:
The student will study the culture and traditions of American Era’s up to 1877.
Learning Outcomes:

Describe differences of art and music among the different era’s

Note difference in lifestyles, family, art, architecture, etc.

Understand how religion played a role in the culture and traditions
Essential Skills & Understandings:

List states, capitals, and the abbreviations

Locate each state on a map of the United States

Use primary sources
Teacher Notes:
Grade: 5
Standard #3
Standard:
Subject: SS
Grade: 5
The student will demonstrate knowledge of European exploration in North America and West Africa
Learning Outcomes:

Describe the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and
English explorations

Describe cultural interactions between Europeans and American Indians (First Americans) that led to
cooperation and conflict
Essential Skills & Understandings:

Identify and interpret primary and secondary source documents to increase understanding of events
and life in United States history

Discuss the motivating forces for exploration

Discuss the obstacles to exploration

Summarize some of the accomplishments of exploration

Discuss the cultural interaction of the Spanish, French, and English

Express the areas of cooperation concerning technologies, trade, and crops

List the areas of conflict: land, trade, cultures, disease, and language

Analyze and interpret maps to explain historical events
Teacher Notes:
Standard # 4
Standard:
Subject: SS
Grade: 5
The student will demonstrate knowledge of the factors that shaped colonial America.
Learning Outcomes:

Describe the religious and economic events and conditions that led to the colonization of America

Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on
how people interacted with their environment

Describe colonial life in America from the perspectives of large landowners, farmers, artisans, women,
indentured servants, and slaves

Compare and contrast the lives of people in Colonial America with lives of people today

Understand how political and social institutions emerged in the English colonies

Understand the government established in the 13 colonies

Understand how Puritanism shaped New England communities, opposition to King James I, and why
Puritans came to America

Understand how values and institutions of European economic life took root in the colonies
Essential Skills & Understandings:








Identify and interpret primary and secondary source documents to increase understanding of
events and life in United States history
Sequence events in United States history
Interpret ideas and events from different historical perspectives
Recognize the importance of Roanoke Island (Lost Colony), Jamestown Settlement and the
Virginia Company
Summarize why the Quakers settled in Pennsylvania
Relate why people settled in Georgia, who had been in debtor’s prison
Understand how religion played a role in shaping colonial America

Explain interactions of people and environment in New England: economy, social life, political and
civic life
Explain interactions of people and the environment in the Mid-Atlantic region: geography and
climate, economy, social life, political and civic life

Explain interactions of people and the environment in the South

Recognize how early colonies differed in the way they were established and governed; how
characteristics of colonial self government such as the right to vote and hold office were reflected in
the Mayflower compact

Understand how rules, law, and government are described in the Bible

Note examples of how Puritanism shaped colonies: Catholics in MD; Quakers in VA; lack of tolerancy…

Understand trade and barter

Illustrate the cycle of the trading triangle

Study what the Bible says about money

Analyze and interpret maps to explain historical events
Teacher Notes:
Standard #4
Standard:
Subject: SS
Grade: 5
Each student will understand when people and nations specialize, they become more
interdependent.
Learning Outcomes:

Knows meaning of economic specialization
Essential Skills & Understandings:

Understand basic features of market structures and exchanges
Teacher Notes:
Standard #5
Standard:
Subject: SS
Grade: 5
Each student will understand how slavery reshaped European and African life in the Americas.
Learning Outcomes:

Understand the issues surrounding slavery

Understand the way that slaves were treated and how they came over to the Americas
Essential Skills & Understandings:



Understand the Biblical view on unity, segregation, and slavery
Compare and contrast the way people of ethnicity were treated back in the colonial times
and how they are treated now.
Discuss how this history affects society today

Analyze and interpret maps to explain historical events
Teacher Notes:
Standard #6
Standard:
Subject: SS
Grade: 5
Each student will understand causes and impacts of the American Revolution
Learning Outcomes:

Identify the major events, effects of the War of Independence which then led to the birth of a new
nation

Identify the characteristics of Shay’s Rebellion, outbreak of the Revolutionary War, and political issues
in the thirteen colonies

Understand the ideas and interests involved in shaping the revolutionary movement, the reasons for
the American victory.

Identify how political ideas shaped the revolutionary movement in America and led to the Declaration
of Independence with emphasis on the ideas of John Locke

Identify the issues of dissatisfaction that led to the American Revolution

Describe key events and the roles of key individuals in the American Revolution with emphasis on
George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine
Essential Skills & Understandings:














Describe Boston Tea Party
List factors that led to Shay’s Rebellion
Role-play arguments over the Articles of Confederation, how to govern themselves
Identify and interpret primary and secondary source documents to increase understanding of
events and life in the United States History
Interpret ideas and events from different historical perspectives
Make connections between the past and present
Interpret excerpts from the notable documents
Recognize the impact of John Locke’s ideas on people and government
Recognize key philosophies in the Declaration of Independence
Understand the Biblical passages about Government and need for government
List England’s reasons for control and taxation
Discuss sources of colonial dissatisfaction
Sequence events
Interpret patriotic slogans and excerpts from notable speeches and documents

Analyze and interpret maps to explain historical events
Teacher Notes:
Standard #7
Subject: SS
Grade: 5
Standard:
The Student will demonstrate knowledge of the challenges faced by the new nation.
Learning Outcomes:
Identify the weakness of the government established by the Articles of Confederation
Understand the Constitutional Convention
Understand Framers
Understand how Washington’s and Adam’s Presidencies played a role in the new nation
Identify the basic principles of the new government established by the Constitution of the United States of
America and the Bill of Rights
Essential Skills & Understandings:

Identify and interpret primary and secondary source documents to increase understanding of events
and life in the United States History

Interpret ideas and events from different historical perspectives

Analyze and interpret maps to explain historical events

Explain how the Articles of Confederation influenced our government

Make connections between the past and the present

Recognize the basic principle of the government: separation of powers, checks, and balances

Interpret Bill of Rights
Teacher Notes:
Standard #8
Standard:
Subject: SS
Grade: 5
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861.
Learning Outcomes:

Describe the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam
locomotive, on life in America

Understand the Louisiana Purchase; Describe 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

Identify the geographic and economic factors that influenced the westward movement of the settlers

Identify the main ideas of the abolitionist and suffrage movements

Understand the presidencies of Jefferson to Lincoln and their role during this time in history

Study Harriet Tubman and her impact on the country during this time in History
Essential Skills & Understandings:

Make connections between the past and the present

Sequence events in United States history

Explain the impact of the cotton gin on society

Summarize the effect the reaper had on slave labor

Explain how the steamboat improved river transportation

Explain how the steam locomotive provided faster land transportation

Make connections between the past and present

Interpret patriotic slogans

Analyze and interpret maps to explain historical events
Teacher Notes:
Standard # 9
Standard:
Subject: SS
Grade: 5
The student will demonstrate knowledge of the causes of the Civil War
Learning Outcomes:

Describe the cultural, economic, and constitutional issues that divided the Nation

Understand the impact of President Lincoln

Explain how the issues of separation of States, and state’s rights led to the Civil War

Understand the impact of Slaver on the Civil War

Describe the effects of war from the perspectives of Union and Confederate soldiers (including black
soldiers), women, and slaves

Identify on a map the states that seceded from the Union and those that remained in the Union

Use maps to explain critical developments in the war, including major battles
Essential Skills & Understandings:











Interpret excerpts from notable documents
Make connections between the past and the present
Sequence events in United States history
Interpret patriotic slogans
List issues that divided the nation
Discuss compromises attempting to resolve differences
Analyze and interpret maps to explain historical events
List the general effects of the war
Discuss the effects of war on African Americans
List major battles and events
Recall items that influence the location and topography on critical developments in the war
Teacher Notes:
Standard # 10
Subject: SS
Grade: 5
Standard:
Each student will understand the political, cultural, and economic issues that divided the nation
during the Civil War.
Learning Outcomes:

Determine the causes and effects of the Civil War

Understand the different cultures represented in the Civil War

Understand how economic issues affected the Civil War

Understand how religion played a role in the lives of people during the Civil war
Essential Skills & Understandings:

Timeline of major events of Civil War

Venn Diagram of Pre-Civil War and Civil War periods

Explain state’s rights vs. strong central government

Discuss cultural issues surrounding the Civil War

Discuss economic issues surrounding the Civil War

Compare and contrast the economic and cultural issues from the Civil War to economic and cultural
issues today
Teacher Notes:
Standard # 11
Standard:
Subject: SS
Grade: 5
The student will demonstrate knowledge of the effects of Reconstruction on American life.
.
Learning Outcomes:

Identify the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States
of America and their impact on the expansion of freedom in America

Reconstruction

The Last Frontier

New Industires

Cities and Immigration
Essential Skills & Understandings:




Interpret excerpts from notable documents
Make connections between the past and the present
Sequence events in United States history
Interpret the basic provisions of the Amendments
Teacher Notes:
Sixth Grade SS Standards
Standard #:1
Subject: History Grade: 6
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
identifying and distinguishing between the issues that divided the nation
Learning Outcomes:
1. Slavery: contrast the differences in attitude between the North and South
2. Cultural: identify the North as an urban society and the South as an agricultural society
3. Economic: describe the North as a manufacturing region where people favored tariffs that
protected factory owners and workers from foreign competition; whereas the South opposed
tariffs that would cause prices of manufactured goods to increase.
4. Constitutional: identify states’ rights vs strong central government as a major conflict
Essential Skills & Understandings:



Make connections between the past and the present
Sequence events in United States History
Interpret ideas and events from different historical perspectives
Teacher Notes:
Standard #2
Subject: History
Grade: 6
Standard:
The student will demonstrate how various reconstruction plans succeeded or failed by
Learning Outcomes:
1. Identifying military, political, and social factors affecting the Post Civil War period
2. Explaining the basic provisions of the 13th, 14th, and 15th Amendments
3. Contrasting the political and social forces that opposed and supported the Post Civil War
Amendments
4. Characterizing the changes brought about by the Post Civil War Amendments in the lives of
African Americans
5. Comparing the demobilization of the Union and Confederate armies
6. Analyzing how the leadership of President Lincoln affected Reconstruction
7. Analyzing how the leadership of President Johnson affected Reconstruction
8. Identifying and describing segregation and the Jim Crow Laws
9. Contrasting the African American response to segregation and the Jim Crow Laws by
identifying and articulating the contributions of significant African Americans such as Booker
T. Washington and W.E.B. DuBois
Essential Skills & Understandings:







Analyze and interpret primary and secondary source documents to increase understanding of
events and life in United States history from 1877 to the present
Make connections between past and present
Sequence events in United States history from 1877 to the present
Interpret ideas and events from different historical perspectives
Evaluate and debate issues orally and in writing
Analyze and interpret maps that include major physical features
Interpret patriotic slogans and excerpts from notable speeches and documents
Teacher Notes
Standard # 3
Standard:
Subject: History
Grade:6
The student will demonstrate knowledge of how life changed after the Civil War during westward
expansion by
Learning Outcomes:
1.
2.
3.
4.
5.
6.
7.
Identifying opportunities for land ownership
Describing technological advances, including the Transcontinental Railroad
Inferring the possibility of wealth created by the discovery of gold and silver
Summarizing how adventure was a viable reason
Evaluating, through writing, the new beginning for former slaves
Identifying and describing the effects of westward expansion on Native Americans
Explaining how the physical features and climate of the Great Plains influenced the movement of
people westward
8. Analyzing how technological advances, and inventions such as barbed wire, steel plows, dry farming,
sod houses, windmills, railroads, beef cattle raising, and wheat farming allowed people to live in more
challenging environments
9. Compares and contrasts conflicts among farmers, ranchers, and miners during settlement in the late
19th century West
Essential Skills & Understandings:








Analyze and interpret primary and secondary source documents to increase understanding of
events and life in United States history from 1877 to the present
Make connections between past and present
Sequence events in United States history from 1877 to the present
Interpret ideas and events from different historical perspectives
Evaluate and debate issues orally and in writing
Analyze and interpret maps that include major physical features
Interpret patriotic slogans and excerpts from notable speeches and documents
Use maps, globes, photographs, pictures, and tables
Teacher Notes:
Standard # 4
Standard:
Subject: History
Grade: 6
The student will demonstrate an understanding of how the industrial revolution, increasing immigration, the
growth of cities, new inventions, and the westward movement changed American lives by
Learning Outcomes:
1. Describing how the railroad expansion and other major transportation changes affected the United
States economy
2. Researching and describing how major technological changes, changes in communication, and
inventions affected the United States economy
3. Compiling reasons for increased immigration with an emphasis on a hope for better opportunities,
religious freedom, escape from oppressive governments, and adventure
4. Describing the characteristics of the new wave of immigrants that arrived after 1865 through Ellis
Island
5. Analyzing the reasons for the urbanization of society by evaluating specialized industries (including
steel and meat packing), immigration from other countries and the movement of Americans from
rural to urban areas for job opportunities
6. Determining that the rapid industrialization and urbanization of American society led to overcrowded
immigrant neighborhoods and tenements
7. Evaluating efforts made to solve immigration problems; including settlement houses—Hull House in
Chicago—the expanding public educational system, and the rise of certain political parties that gained
power by attending to the needs of new immigrants
8. Describing new forms of popular culture at different levels of American Society in the late 19th century
Essential Skills & Understandings:







Analyze and interpret primary and secondary source documents to increase understanding of
events and life in United States history from 1877 to the present
Make connections between past and present
Sequence events in United States history from 1877 to the present
Interpret ideas and events from different historical perspectives
Evaluate and debate issues orally and in writing
Analyze and interpret maps that include major physical features
Interpret patriotic slogans and excerpts from notable speeches and document
Teacher Notes:
Standard # 5
Standard:
Subject: History
Grade: 6
The student will demonstrate knowledge of how life changed after the Civil War with the rise of big
business, the growth of industry, and life on American farms by
Learning Outcomes:
1. Assessing the reasons for the rise and prosperity of big business including but not limited to national
markets created by transportation advances, captains of industry (John D. Rockefeller, oil; Andrew
Carnegie, steel; Henry Ford, automobile), advertising and lower-cost production.
2. Explaining factors resulting in the growth of industry such as access to raw materials and energy,
availability of work force, inventions, and financial resources.
3. Giving examples of big business (railroads, oil, steel)
4. Analyzing postwar changes in farm and city life that include mechanization, industrial development in
cities which created increased labor needs, industrialization which provided access to consumer
goods.
Essential Skills & Understandings:



Make connections between past and present
Sequence events in United States history
Analyze and interpret maps that include major physical features
Teacher Notes:
Standard #6
Standard:
Subject History
Grade 6
The student will demonstrate knowledge of how life changed after the Civil War through the impact
of the Progressive Movement on child labor, working conditions, the rise of organized labor,
women’s suffrage, and the temperance movement by
Learning Outcomes:
1. Analyzing the negative effects of industrialization including child labor, low wages, long hours, and
unsafe working conditions.
2. Identifying the rise of organized labor through the formation of labor unions (growth of American
Federation of Labor) and strikes (aftermath of Homestead strike)
3. Evaluating the Progressive Movement workplace reforms such as improved safety conditions,
reduced work hours, and placement of restrictions on child labor.
4. Characterizing Women’s Suffrage through the analysis of increased educational opportunities for
women, acquisition of the right to vote (19th Amendment) and Susan B. Anthony’s role in the
movement.
5. Identifying and discussing the Temperance Movement
Essential Skills & Understandings:




Analyze and interpret primary and secondary source documents to increase understanding of
events and life in United States history
Make connections between past and present
Sequence events in United States history
Interpret ideas and events from different historical perspectives
Teacher Notes:
Standard #7
Standard:
Subject History
Grade 6
The student will demonstrate knowledge of the changing role of the United States from the
nineteenth century through World War I by
Learning Outcomes:
1. Explaining reasons for the Spanish American War such as the protection of American business
interests in Cuba, American support of Cuban rebels to gain independence from Spain, rising tensions
as a result of the sinking of the USS Maine in Havana Harbor, and exaggerated news reports of events
2. Analyzing and explaining the results of the Spanish American War: the US merges as a world power,
Cuba gains independence from Spain, the US gains possession of the Philippines, Guam and Puerto
Rico
3. Reconstructs the various foreign policies in the early part of the 20th Century such as the Open Door
policy, places claimed, occupied, or protected in the Caribbean and the importance of the Panama
Canal
4. Giving reasons for US involvement in World War I (ie inability to remain neutral, German submarine
warfare-the sinking of Lusitania, US economic and political ties to Great Britain)
5. Listing US Allies (Great Britain, France, Russia, Serbia, Belgium)
6. Identifying the central powers (Germany, Austria-Hungary, Bulgaria, and the Ottoman Empire)
7. Describing how the American Expeditionary Force contributed to Allied victory
8. Paraphrasing Wilson’s Fourteen Points
9. Explains the negotiation of the Versailles Treaty, comparing and contrasting the debate over the
treaty ratification
10. Describing US leadership as the war ended (including the peace plan by Woodrow Wilson that called
for the formations of the League of Nations)
Essential Skills & Understandings:




Analyze and interpret primary and secondary source documents to increase understanding of
events and life in United States history
Make connections between past and present
Sequence events in United States history
Interpret ideas and events from different historical perspectives
Teacher Notes:
Standard #8
Subject History
Grade 6
Standard:
The student will demonstrate knowledge of how the United States changed between the post-World
War I years and the eve of the Great Depression by
Learning Outcomes:
1. Explaining the results of improved transportation brought about by affordable automobiles and how
this led to greater mobility, creation of jobs, growth of transportation-related industries (road
construction, oil, steel, automobile) and the movement to suburban areas.
2. Explaining how the invention of the airplane (Wright Brothers), the use of the assembly line (Henry
Ford), rapid transit, household appliance inventions, improvements in steel construction and
elevators, home ownership and radio all contributed to changes in urban life in the 1920’s
3. Demonstrating through writing and projects how communication changes (ie increased availability of
telephones, development of the radio industry, and movies) helped shape American life in the 20’s
4. Demonstrating how ways of electrification changed American life through labor-saving products such
as the washing machine, electric stoves and water pumps, electric lighting, entertainment and
improved communications
Essential Skills & Understandings:




Make connections between past and present
Interpret ideas and events
Understand how scientific management transformed work, production, and daily life in the
1920’s
Note how technological innovations transformed daily life, production, and work in the
1920’s
Teacher Notes:
Standard # 9
Standard:
Subject History
Grade 6
The student will demonstrate knowledge of the social, economic, and technological changes of the
early twentieth century by
Learning Outcomes:
1. Describing the social changes that took place including Prohibition , and the Great Migration north
2. Interpreting the results of Prohibition from a Christian worldview including the creation of
speakeasies, bootlegging, smuggling of illegal alcohol, and promotion of organized crime
3. Discussing the Great Migration north by identifying reasons such as jobs for African Americans in the
south being scarce and low paying, discrimination and violence against African Americans in the South
and later in the North
4. Examining art, literature, and music from the 1920’s and 1930’s, emphasizing Langston Hughes, Duke
Ellington, Georgia O’Keefe, F. Scott Fitzgerald, John Steinbeck, Aaron Copland, George Gershwin
5. Identifying the Harlem Renaissance including Jacob Lawrence, Langston Hughes, Duke Ellington, Louis
Armstrong, and Bessie Smith
6. Identifying the causes of the Great Depression such as how people overspeculated on stocks, used
borrowed money that they could not repay when stock prices crashed, how the Federal Reserve failed
to prevent the collapse of the banking system and how high tariffs strangled international trade
7. Analyzing the Great Depression’s impact on Americans including how a large number of banks and
businesses failed, how one-fourth of workers were without jobs, how large numbers of people were
homeless and how farmers’ incomes fell to low levels
8. Describing the major features of Franklin D. Roosevelt’s New Deal (ie Social Security, Federal work
programs, environmental improvement programs, farm assistance programs and increased rights for
labor
Essential Skills & Understandings:



Analyze and interpret primary and secondary source documents to increase understanding of
events and life in the United States
Sequence events in United States history
Interpret ideas and events from different historical perspectives
Teacher Notes:
Standard # 10
Standard:
Subject History
Grade 6
The student will demonstrate knowledge of the major causes and effects of American involvement in
World War II by
Learning Outcomes:
1. Identifying the major causes of World War II : Political instability and economic devastation in Europe
resulting from World War I (ie worldwide depression, high war debt owed by Germany, high inflation,
massive unemployment, the rise of Fascism (including fascist dictators like Adolf Hitler, Benito
Mussolini, and Hideki Tojo)
2. Listing the Democratic nations such as (The United States, Great Britain, and Canada—known as the Allies
and the Soviet Union) and Identifying the Allied leaders including Franklin D. Roosevelt, Harry S. Truman,
Winston Churchill, and Joseph Stalin
3. Discussing the gradual change in American policy from neutrality to involvement
4. Analyzing the War in the Pacific and identifying the rising tension between the US and Japan because of
Japanese aggression in East Asia, the attack on Pearl Harbor on December 7, 1941, the declaration of war
on Japan, and the declaration of war on the United States by Germany
5. Comparing and Contrasting the major events and turning points of World War II (ie Germany’s invasion of
Poland, and France, the bombing of London by Germany, the US’s contribution of war supplies and old
naval warships to Britain in return for military bases in Bermuda and the Caribbean, the bombing of Pearl
Harbor, Germany’s declaration of war on the US, the US’s victory over Japan in the Battle of Midway,
Germany’s invasion of the Soviet Union an defeat at Stalingrad, American and Allied troop landing in
Normandy on D-Day, the A-bombs dropped in Japan in 1945.
6. Analyzing the Holocaust from a Christian worldview including anti-Semitism, Aryan supremacy, the
systematic attempt to rid Europe of all Jews, the tactics used (boycott of Jewish stores, threats,
segregation, imprisonment and killing of Jews and others) and the liberation by Allied forces of Jews and
others in concentration camps
7. Describing the impact of World War II on the homefront including how American involvement ended the
Great Depression, how thousands of women took jobs in defense plants during the war, how Americans
at home supported the war by conserving and rationing resources, how the need for workers
temporarily broke down some racial barriers, and how some Japanese Americans were forced into
interment camps
Essential Skills & Understandings:



Analyze and interpret primary and secondary source documents to increase understanding of
events and life in the United States
Sequence events in United States history
Interpret ideas and events from different historical perspectives
Teacher Notes:
Standard # 11
Standard:
Subject History
Grade 6
The student will demonstrate knowledge of the economic, social, and political transformation of the
United States and the world between the end of World War II and the present by
Learning Outcomes:
1. Describing the rebuilding efforts of the United States for Europe and Japan after World War II (ie George
C. Marshall’s plan to rebuild Europe—the Marshall Plan, how Germany was partitioned into East and
West Germany, and how Japan was occupied by American forces and adopted a democratic form of
government, becoming a strong ally of the United States)
2. Describing the establishment of the United Nations
3. Analyzing reasons for the rapid growth of American economy following World War II with rationing of
consumer goods, businesses converting from production of war materials to consumer goods, Americans
purchasing on credit, the workforce shifting back to men and women returning to home responsiblities,
labor unions merging and becoming more powerful, economic prosperity and technology booming, and
the next generation of women re-entering the labor force in large numbers
4. Defining the term Cold War: State of tension between the US and the Soviet Union without actual
fighting, that divided the world into two camps
5. Identifying the origins of the Cold War including differences in goals and ideologies (democratic and
capitalistic vs dictatorial and communist), the Soviet Union’s domination over Easter European countries,
American policy of containment, and the NATO versus Warsaw Pact
6. Identifying the major conflicts in the post-World War II era including South Korea and the US resistance
of Chinese and North Korean aggression (ending in a stalemate), The Cuban Missile Crisis, and the US’s
intervention to stop the spread of communism into South Vietnam
7. Describing the collapse of Communism in Europe (ie the breakup of the Soviet Union into independent
countries, the destruction of the Berlin Wall)
8. Evaluating the new challenges faced by the US (ie role of US military intervention, environmental issues,
global issues—including trade, jobs and diseases)
9. Identify factors leading to changing patterns in US society including expanded economic opportunities for
military veterans, women, and minorities.
10. Describe policies and programs expanding educational and employment opportunities such as the GI Bill
of Rights, and Civil Rights
Essential Skills & Understandings:




Analyze and interpret primary and secondary source documents to increase understanding of
events and life in the United States
Sequence events in United States history
Interpret ideas and events from different historical perspectives
Interpreting slogans and documents
Standard # 12
Standard:
Subject History
Grade 6
The student will demonstrate knowledge of the key domestic issues during the second half of the
twentieth century by
Learning Outcomes:
1. Identifying some effects of segregation (separate educational facilities and resources for white and
African American students, separate public facilities, social isolation of races)
2. Describing the Civil Rights Movement including opposition to Plessy v Ferguson, Brown v Bd of Education,
Martin Luther King, Jr and his speech, Rosa Parks, organized protests, Freedom Riders, sit-ins, marches,
expansion of the National Association for the Advancement of Colored People, the Civil Rights Act of
1964, Voting Rights Act of 1965
3. Describing the Women’s Movement and major issues affecting women and the conflicts these issues
engendered from a Christian worldview
4. Evaluating domestic politics from Nixon to Carter including Watergate, the role of the media, the Silent
Majority, and the New Federalism
5. Describing the elements of both the Reagan and Bush presidencies
6. Comparing and contrasting the events that influenced US foreign policy from the Carter to the G Bush
administrations
7. Describing the changes in the contemporary workplace and their impact on American life
8. Identifying industries benefiting from new technologies including the airline industry, jets; automobile
industry and interstate highway system, entertainment and news media industry, exploration of space,
computer industry, satellite system—telecommunications (pagers, cell phones, television) and the
internet
9. Evaluating the impact of new technologies on American life including an increase in domestic and
international travel, greater access to news and other information, cheaper and more convenient means
of communication, greater access to airconditioning and heating, decreased regional variation, resulting
from nationwide access to entertainment and information
10. Identifies new immigration and demographic shifts in the US
Essential Skills & Understandings:




Analyze and interpret primary and secondary source documents to increase understanding of
events and life in the United States
Sequence events in United States history
Interpret ideas and events from different historical perspectives
Interpreting slogans and documents
Teacher Notes:
Seventh Grade SS Standards
Standard 1
Standard:
Civics/skills
7
The student will develop the social studies skills citizenship requires
Learning Outcomes:
a.
b.
c.
d.
e.
f.
analyze the scriptural basis for government
examine and interpret primary and secondary source documents
create and explain maps, diagrams, tables, charts, and graphs
analyze political cartoons, political advertisements, pictures, and other graphic media
review information for accuracy, separating fact from opinion
select and defend positions in writing, discussion, and debate
Essential Skills & Understandings:
Teacher Notes:
Standard 2
Standard:
Civics/E, Ci, H, S, CU, B
The student will demonstrate knowledge of the foundations of American constitutional government
Learning Outcomes:
a. explain the fundamental principles of the consent of the governed
b. understands the essential characteristics of limited and unlimited government
c. understands the sources, purposes, and functions of law, and the importance of the rule of law and
the protection of individual rights and the common good
d. understand the characteristics of democracy and representative government
e. explain the significance of the Magna Carta, English Bill of Rights, the charters of the Virginia
Company of London, Virginia Declaration of Rights, the Declaration of Independence, the Articles of
Confederation, the Virginia Statue for Religious Freedom, the Constitution and other writings
f. support with evidence the influence of biblical principles upon the writings of the founding fathers
g. identify the purposes of the Constitution of the United States of America as they are stated in the
Preamble
Essential Skills & Understandings:


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





Consent of the governed – people are the source of any and all governmental power
Limited government – know the legal limits placed on the political power of constitutional
government
Rule of law – the government and those who govern are bound by the law
Democracy – in a democratic system of government the people rule
Representative government – in a representative system of government people elect public
officeholders to make laws and conduct government affairs
Charters of the Virginia Company of London
 Rights of Englishmen guaranteed to colonists
The Virginia Declaration of Rights
 Served as a model for the Bill of rights of the Constitution of the United States of
America
Declaration of Independence
 Stated grievances against the king of Great Britain
 Declared the colonies’ independence from Great Britain
 Affirmed “certain unalienable rights” (life, liberty, and the pursuit of happiness)
 Established the idea that all people are equal under the law
Articles of Confederation
 Established the first form of national government for the independent states







Maintained the major powers resided with the individual states
Weakness of central government – led to the writing of the Constitution of the United
States of America
Virginia Statue for Religious Freedom
 Freedom of religious beliefs and opinions
Writings from Adams, Franklin, Washington, Madison and others
Constitution of the United States of America, including the Bill of Rights
 Establishes the structure of the United States government
 Guarantees equality under the law with majority rule and the rights of minorities
protected
 Protects the fundamental freedoms of religion, speech, press, assembly, and petition
Examine and interpret primary and secondary source documents
Review information for accuracy, separating fact from opinion
Teacher Notes:
Standard 3
Civics/
7
Standard:
The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens
Learning Outcomes:
a. describing the processes by which an individual becomes a citizen of the United States
b. describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the
rights guaranteed by due process and equal protection of the laws
c. describing the duties citizenship, including obeying the laws, paying taxes, defending the nation, and
serving in court
d. examining the responsibilities of citizenship, including registering and voting, communicating with
government officials, participating in political campaigns, keeping informed about current issues, and
respecting differing opinions in a diverse society
e. examining how civic and social duties
Essential Skills & Understandings:
Teacher Notes:
Standard #5
Standard:
Civics/ S, H, C, CI
7
The student will demonstrate knowledge of the American constitutional government
Learning Outcomes:
a.
b.
c.
d.
Explaining the relationship of state governments to the national government in the federal system
Describing the structure and powers of local, state, and national governments
Explaining the principle of separation of powers and the operation of checks and balances
Identify the procedures for amending the constitution of the United States
Essential Skills & Understandings:
a.
b.
c.
d.
e.
f.
g.
h.
i.
Primary responsibilities of each level of government
Legislative powers over the executive branch
Executive powers over the legislative branch
Judicial powers over the legislative branch
Process for amending the Constitution of the United States of America
Create and explain diagrams and charts
Distinguish between relevant and irrelevant information
Examine and interpret primary and secondary source documents
Create and explain tables and charts
Teacher Notes:
Standard 6
Standard:
Civics/
7
The student will demonstrate knowledge of how public policy is made at the local, state, and
national levels of government
Learning Outcomes:
a.
b.
c.
d.
Explaining the lawmaking process
Describing the roles and powers of the executive branch
Examining the impact of the media on public opinion and public policy
Describing how individuals and interest groups influence public policy
Essential Skills & Understandings:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Legislative powers – expressed and implied
The lawmaking process in national and state legislatures
Ways the executive branch influences policymaking
Ways media play an important role in setting the public agenda
Ways individuals influence public opinion
Ways interest groups influence public policy
Create diagrams, tables, and charts
Analyze political cartoons, political advertisements, pictures, and other graphic media
Review information for accuracy, separating fact from opinion
Examine and interpret primary and secondary source documents
Teacher Notes:
Standard 7
Standard:
Civics/ C, CI, H
The student will demonstrate knowledge of the judicial systems established by the Constitution
Virginia and the Constitution of the United States of America
Learning Outcomes:
a.
b.
c.
d.
e.
Describing the organization and jurisdiction of federal of federal and state courts
Describing the organization and jurisdiction of federal and state courts
Describing the exercise of judicial review
Explaining court proceedings in civil and criminal cases
Explaining how due process protections seek to ensure justice
Essential Skills & Understandings:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
Virginia Court System
United States System
Criminal law
Civil law
Criminal procedure in felony cases
Procedure for civil cases
Procedure for cases involving juveniles
Due process protections
Create and explain diagrams, tables, charts, and graphs
Distinguish between relevant and irrelevant information
Examine and interpret primary and secondary source documents
Teacher Notes:
7
Standard: 8
Civics/
7
The student will demonstrate knowledge of how economic decisions are made in the marketplace by
Learning Outcomes:
a. applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply
and demand, production, and consumption.
b. comparing the differences among free market, command, and mixed economies.
c. describing the characteristics of the United States economy, including free markets, private
property, profit, and competition.
Essential Skills & Understandings:




Create and explain maps, diagrams, tables, charts, and graphs.
Review information for accuracy, separating fact from opinion.
Identify a problem and recommend solutions.
Distinguish between relevant and irrelevant information.
Teacher Notes:
Standard: 9
Civics/
7
The student will demonstrate knowledge of the structure and operation of the United States
economy by
Learning Outcomes:
a. describing the types of business organizations and the role of entrepreneurship.
b. explaining the circular flow that shows how consumers (households), businesses (producers), and
markets interact.
c. explaining how financial institutions encourage saving and investing.
d. examining the relationship of Virginia and the United States to the global economy, with emphasis
on the impact of technological innovations.
Essential Skills & Understandings:






Create and explain diagrams, tables, and charts.
Analyze political cartoons, political advertisements, pictures, and other graphic media.
Distinguish between relevant and irrelevant information.
Identify a problem and recommend a solution.
Examine and interpret primary and secondary source documents.
Review information for accuracy, separating fact from opinion.
Teacher Notes:
Standard: 10
Civics/
7
The student will demonstrate knowledge of the role of government in the United States economy by
Learning Outcomes:
a. examining competition in the marketplace.
b. explaining the creation of public goods and services.
c. describing the impact of taxation, including an understanding of the reasons for the 16 th
Amendment, spending, and borrowing.
d. explaining how the Federal Reserve system regulates the money supply.
e. describing the protection of consumer rights and property rights.
Essential Skills & Understandings:






Analyze political cartoons, pictures, and other graphic media.
Review information for accuracy, separating fact from opinion.
Identify a problem and recommend solutions.
Distinguish between relevant and irrelevant information.
Examine and interpret primary and secondary source documents.
Create and explain maps, diagrams, tables, and charts.
Teacher Notes:
Standard: 11
Civics/
7
The student will develop the social studies skills citizenship requires, including the ability
Learning Outcomes:
a.
b.
c.
d.
e.
f.
g.
examine and interpret primary and secondary source documents
create and explain maps, diagrams, tables, charts, graphs, spreadsheets
analyze political cartoons, political advertisements, pictures, and other graphic media
distinguish between relevant and irrelevant information
review information for accuracy, separating fact from opinion
identify a problem and recommend solutions
select and defend positions in writing, discussions, and debate.
Essential Skills & Understandings:
Teacher Notes:
World History I Standards
Standard 1 World History/ Geography Gr. 8
Standard:
The student will improve skills in historical research and geographical analysis by:
Learning Outcomes:
a) Using maps, globes, and pictures to analyze the physical and cultural landscapes
of the world and interpret the past to the Middle Ages;
b) Identifying major geographic features important to the study of world history to
the Middle Ages;
c) Identifying and comparing political boundaries with the location of civilizations,
empires, and kingdoms from 4000 B.C. to the Middle Ages;
d) Analyzing trends in human migration and cultural interaction from Creation to
the Middle Ages.
Essential Skills & Understandings:



Use maps, globes, and pictures to analyze the physical and cultural landscapes of
the world and interpret the past.
Identify major geographic features important to the study of world history.
Analyze the trends in human migration and cultural interaction.
Teacher Notes:
Standard 2 World History/ History Grade 8
Standard:
The student will demonstrate knowledge of the ancient river valley civilization of
Mesopotamia by
Learning Outcomes:
a)
b)
c)
d)
e)
f)
locating these civilizations in time and place
describing the development of social, political, and economic patterns, including;
explaining the development of religious traditions;
describing the origins, beliefs, traditions, customs, and spread of Judaism;
explaining the development of language and writing;
describing the origins, beliefs, traditions, customs, and spread of Mesopotamian
civilization.
Essential Skills & Understandings:


Identify, analyze, and interpret primary and secondary sources to make
generalizations about events and life in Mesopotamia.
Use maps, globes, artifacts, and pictures to analyze the physical and cultural
landscapes of Mesopotamia.
Teacher Notes:
Standard 3 World History I/H,G,E Grade 8
Standard:
The student will demonstrate knowledge of ancient river valley civilization of Egypt by
Learning Outcomes:
a) locating these civilizations in time and place;
b) describing the development of social, political, and economic patterns, including
slavery;
c) explaining the development of religious traditions;
d) describing the origins, beliefs, traditions, customs, and spread of Egyptian
Civilization;
e) explaining the development of language and writing.
Essential Skills & Understandings:


Identify, analyze, and interpret primary and secondary sources to make
generalizations about events and life in Mesopotamia.
Use maps, globes, artifacts, and pictures to analyze the physical and cultural
landscapes of Mesopotamia.
Teacher Notes:
Standard 4
World History I/H,G,E Grade 8
Standard:
The student will demonstrate knowledge of ancient river valley civilization of the Indus
River Valley and India by
Learning Outcomes:
f)
g)
h)
i)
locating these civilizations in time and place;
describing the development of social, political, and economic patterns;
describing the origins, beliefs, traditions, customs, and spread of Hinduism;
describing India, with emphasis on the Aryan migration and the caste system.
Essential Skills & Understandings:


Identify, analyze, and interpret primary and secondary sources to make
generalizations about events and life in India.
Use maps, globes, artifacts, and pictures to analyze the physical and cultural
landscapes of India.
Teacher Notes:
Standard 5 World History I/ History Grade 8
Standard:
The student will demonstrate knowledge of the China by
Learning Outcomes:
j)
b)
c)
d)
e)
locating this civilization in time and place;
describing the origins, beliefs, traditions, and customs;
describing the impact of Confucianism, Taoism, and Buddhism;
describing the development of an empire and the construction of the Great Wall;
explaining the commercial and cultural significance of the trans-Eurasian “silk roads” to the
Roman and Chinese empires and the people of Central Asia.
f) explaining fundamental social, political, and cultural characteristics of Chinese society under
early imperial dynasties (e.g. comparisons between the Shang, Zhou, Qin, and Han Empires).
Essential Skills & Understandings:


Identify, analyze, and interpret primary and secondary sources to make generalizations about
events and life in China.
Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of
China.
Teacher Notes:
Standard 6 World History I/History Grade 8
Standard:
The student will demonstrate knowledge of Japan and Korea from by
Learning Outcomes:
a) Describing characteristics of Japanese society through the imperial period;
b) Explaining Shinto and Buddhist traditions in Japan and the influence of Chinese culture on
both Japan and Korea;
c) Describing the social, political, and economic patterns;
d) Describing the basic beliefs in Japanese culture;
e) Describing the three kingdoms of Korea.
Essential Skills & Understandings:


Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of
Japan and Korea.
Analyze trends in cultural interaction.
Teacher Notes:
Standard 7 World History I/History Grade 8
Standard:
The student will demonstrate knowledge of Islamic Civilizations from 600-1000 A.D. by
Learning Outcomes:
f) describing the origin, beliefs, traditions, customs, and spread of Islam;
g) assessing the influence of geography on Islamic economic, social, and political development,
Including the impact of conquest and trade;
h) identifying historical turning points that affected the spread and influence of Islamic
civilization, with emphasis on the Sunni-Shi’a division and the Battle of Routs;
i) citing cultural and scientific contributions and achievements.
Essential Skills & Understandings:


Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of
the world and interpret the past.
Analyze trends in cultural interaction.
Teacher Notes:
Standard 8 World History I/ History Grade 8
Standard:
The student will demonstrate knowledge of Western Europe during the Middle Ages from about 500
to 1000 A.D. in terms of its impact on Western Civilization by
Learning Outcomes:
j) sequencing events related to the spread and influence of Christianity and the Catholic Church
throughout Europe;
k) explaining the structure of feudal society and its economic, social, and political effects;
l) explaining the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea of
the Roman Empire;
m) sequencing events related to the invasion, settlements, and influence of migratory groups,
including Angles, Saxons, Magyars, and Vikings.
Essential Skills & Understandings:


Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of
Europe and interpret its impact on Western Civilization.
Analyze trends in cultural interaction.
Teacher Notes:
Standard 9 World History I/History Grade 8
Standard:
The student will demonstrate knowledge of social, economic, and political changes and cultural
achievements in the late medieval period by
Learning Outcomes:
a) describing the emergence of nation-states (England, France, Spain, and Russia) and distinctive
political developments in each;
b) explaining conflicts among Eurasion powers, including the Crusades, the Mongol conquests, and the
fall of Constantinople.
c) Identifying patterns of crisis and recovery related to the Black Death; explaining the preservation and
transfer to Western Europe of Greek, Roman, and Arabic philosophy, medicine, and science.
Essential Skills & Understandings:


Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of
the late medieval period.
Analyze trends in cultural interaction.
Teacher Notes:
Standard 10 The Fall
WHI/ History Grade 8
Standard:
The student will demonstrate knowledge of The Fall of Man by:
Learning Outcomes:
a)
b)
c)
d)
e)
describing the Garden of Eden and explaining the role of man therein;
explaining Satan’s role in Adam and Eve’s first sin;
explaining disobedience was the sin committed in the Garden of Eden;
describing the consequences of the first sin;
Essential Skills & Understandings:
Teacher Notes:
Standard 11 Byzantine WHI/History Grade 8
Standard:
The student will demonstrate knowledge of the Byzantine Empire and Russia from about 300 to
1000 A.D. by
Learning Outcomes:
a) explaining the establishment of Constantinople as the capital of the Eastern Roman Empire to
provide political, economic and military advantages
b) explain Constantine’s role in history and Christianity and identify the things that helped
Christianity survive
c) identifying Justinian and his contributions, including the codification of Roman law, and
describing the expansion of the Byzantine Empire and economy
d) characterizing Byzantine art and architecture and the preservation of Greek and Roman
traditions
e) explaining disputes that led to the split between the Roman Catholic Church and the Greek
Orthodox Church
f) assess the impact of Byzantine influence and trade on Russia and Eastern Europe
g) explain the strengths and weaknesses of the Eastern and Western Roman Empires
h) explain how Constantine selectively supported aspects of Western rule with eastern
institutions to create a new, independent, Byzantine state
Essential Skills & Understandings:

use maps, globes and pictures to analyze the physical and cultural landscapes of the world and
interpret the past

identify major geographic features important to the study of world history

analyze trends in human migration and cultural interaction

identify and compare political boundaries with the location of civilizations, empires and kingdoms

use artifacts and pictures to analyze the physical and cultural landscapes of the world and interpret
the past
Teacher Notes:
World History II Standards
Standard 1 Age of Disc. WH II/ History Grade 10
Standard:
The student will demonstrate knowledge of the impact of the European Age of Discovery and
expansion into the Americas, Africa, and Asia by:
Learning Outcomes:
a) explaining the roles of explorers and conquistadors;
b) describing the colonization of North America, including Jamestown, Plymouth, and other
early European settlements;
c) analyzing the influence of Christianity in colonial America;
d) explaining migration, settlement patterns, cultural diffusion, and social classes in the
colonized areas;
e) defining the Columbian Exchange;
f) explaining the triangular trade;
g) describing the impact of precious metal exports from the Americas.
Essential Skills & Understandings:


Identify, analyze, and interpret primary and secondary sources to make generalizations about
events and life during the Age of Discovery.
Use maps and pictures to analyze the physical and cultural landscapes of the world and to
interpret the Age of Discovery.
Teacher Notes:
Standard 2 Early Middle Ages WWII/H Grade 10
Standard:
The student will demonstrate knowledge of Western Europe during the Middle Ages from about
500 to 1000 A.D. in terms of its impact on Western civilization by
Learning Outcomes:
a) understanding the impact of the Fall of Rome on Western Europe;
b) identifying the spread and influence of Christianity and the Catholic Church throughout Europe;
c) explaining the structure of feudal society and its economic, social, and political effects;
d) explaining the rise of Frankish kings, the Age of Charlemagne, and the revival of the idea of
the Roman Empire;
e) sequencing events related to the invasions, settlements, and influence of migratory groups,
including Angles, Saxons, Magyars, and Vikings.
Essential Skills & Understandings:
Identify major geographic features important to the study of world history.
Analyze trends in human migration and cultural interaction.
Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and
interpret the past
Identify and compare political boundaries with the location of civilizations, empires, and kingdoms
Teacher Notes:
Standard 3 Age of Rev. WH II/ H Grade 10
Standard:
The student will demonstrate knowledge of scientific, political, economic, and religious changes
during the sixteenth, seventeenth, and eighteenth centuries by:
Learning Outcomes:
h) describing the Scientific Revolution and its effects;
i) describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great,
and Peter the Great;
j) assessing the impacts of the English Civil War and the Glorious Revolution on Democracy;
k) explaining the political, religious, and social ideas of the Enlightenment and the ways in which
they influenced the founders of the United States;
l) identifying the causes, major events, and leaders of the American Revolution;
m) describing the French Revolution;
n) describing the expansion of the arts, philosophy, literature, and new technology;
o) describing the Great Awakening and its impact on colonial America with emphasis on George
Whitfield, John Wesley, and Jonathan Edwards.
Essential Skills & Understandings:


Identify and compare contemporary political boundaries with the location of civilization,
empires, and kingdoms.
Analyze trends in cultural interactions.
Teacher Notes:
Standard 4 Industrial Rev. WHII/ H Grade 10
Standard:
The student will demonstrate knowledge of the effects of the Industrial Revolution during the
nineteenth century by:
Learning Outcomes:
p) citing scientific, technological, and industrial developments and explaining how they brought
about urbanization and social and environmental changes;
q) explaining the emergence of capitalism as a dominant economic pattern, and subsequent
development of socialism and communism;
r) describing the evolution of the nature of work and the labor force, including its effects on
families, the status of women and children, the slave trade, and the labor union movement.
s) explaining the rise of industrial economics and their link to imperialism and nationalism;
t) assessing the impact of European economic and military power on Asia and Africa, with
emphasis on the competition, for resources and the responses of colonized peoples.
Essential Skills & Understandings:


Identify, analyze, and interpret primary and secondary sources to mke generalizations about
events and life during the Industrial Revolution.
Use maps, globes, and pictures to analyze the physical and cultural landscapes of the world
and to interpret the past.
Teacher Notes:
Standard 5 Late Medieval Period WHII/ HEGC Gr. 10
Standard:
The student will demonstrate knowledge of Western Europe during the late medieval period in terms of its
impact on Western civilization by
Learning Outcomes:
a) describing the emergence of nation-states (England, France, Spain, and Russia) and distinctive
political developments in each;
b) explaining conflicts among Eurasian powers, including the Crusades, and the fall of Constantinople;
c) identifying patterns of crisis and recovery related to the Black Death;
d) explaining the preservation and transfer to Western Europe of Greek, Roman, and Arabic philosophy,
medicine, and science.
e) citing the artistic, literary, and philosophical achievements of the late medieval period
f) identifying the influence and impact of Christianity during the late medieval period
Essential Skills & Understandings:
Identify major geographic features important to the study of world history.
Analyze trends in human migration and cultural interaction.
Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and
interpret the past
Identify and compare political boundaries with the location of civilizations, empires, and kingdoms
Teacher Notes:
Standard 6 Renaissance WHII/ H Grade 10
Standard:
The student will demonstrate knowledge of developments leading to the Renaissance in Europe in
terms of its impact on Western civilization by:
Learning Outcomes:
u) identifying the economic, political, and cultural foundations of the Renaissance;
v) sequencing events related to the rise of Italian city-states and their political development,
including Machiavelli’s theory of governing as described in The Prince;
w) citing artistic, literary, and philosophical creativity, as contrasted with the medieval period,
including leonardo da Vinci, Michelangelo, and Petrarch; comparing the Italian and Northern
Renaissance, and citing the contributions of the writers;
x) identifying the role of Christianity during the Renaissance.
Essential Skills & Understandings:


Identify, analyze, and interpret primary and secondary sources to make generalizations about
events and life during the Renaissance.
Use maps and pictures to analyze the physical and cultural landscapes of the world and to
interpret the Renaissance.
Teacher Notes:
Standard 7 Reformation WHII/ H Grade 10
Standard:
The student will demonstrate knowledge of the Reformation in terms of its impact on Western
Civilization by
Learning Outcomes:
y) Identify the forerunners of the reformation, including John Wycliffe, John Huss, and Erasmus;
z) explaining the effects of the theological, political, and economic differences that emerged,
including the views and actions of Martin Luther, John Calvin, and Henry VIII, Pope Leo X,
Charles V;
aa) describing the impact of religious conflicts, including the Inquisition, on society and
government actions;
bb) describing changing cultural values, traditions, and philosophies, and accessing the role of the
printing press.
Essential Skills & Understandings:


Identify, analyze, and interpret primary and secondary sources to make generalizations about
events and life during the Reformation.
Use maps and pictures to analyze the physical and cultural landscapes of the world and to
interpret the Reformation.
Teacher Notes:
Standard 8 19th Cent. WHII/ H Grade 10
Standard:
The student will demonstrate knowledge of political and philosophical developments in Europe
during the nineteenth century by:
Learning Outcomes:
cc) assessing the impact of Napoleon and the Congress of Vienna, including changes in political
boundaries in Europe after 1815;
dd) describing the influence of revolutions on the expansion of political rights in Europe;
ee) explaining the event related to the unification of Italy and the role of Italian nationalists;
ff) explaining events related to the unification of Germany and the role of Bismarck.
Essential Skills & Understandings:


Identify, analyze, and interpret primary and secondary sources to mke generalizations about
events and life during the Nineteenth Century.
Use maps, globes, and pictures to analyze the physical and cultural landscapes of the world
and to interpret the past.
Teacher Notes:
Standard 9 WWI WHII/ H, G, C Grade 10
Standard:
The student will demonstrate knowledge of the worldwide impact of World War I by
Learning Outcomes:
a) describing the economic, political, and social causes of World War I with emphasis on the system of military
alliances, nationalism, the assassination of Archduke Ferdinand, and unrestricted submarine warfare
b) analyzing the major events of war and the effects of trench warfare and new weapons, including the machine
gun poison gas, airplanes, and tanks;
c) identifying major leaders of the war and the impact of their decisions;
d) explaining the outcomes and global effect of the war and the Treaty of Versailles;
e) citing causes and consequences of the Russian Revolution.
Essential Skills & Understandings:

Identify major geographic features important to the study of world history.

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world
and interpret the past

Identify and compare political boundaries with the location of civilizations, empires, and kingdoms
Teacher Notes:
Standard 10 Interwar Period WH II H Grade 10
Standard:
The student will demonstrate knowledge of political, economic, social, and cultural developments
during the Interwar Period by
Learning Outcomes:
a) describing the League of Nations and the mandate system;
b) citing causes and assessing the impact of worldwide depression in the 1930s;
c) examining events related to the rise, aggression, and human costs of dictatorial regimes in
the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e., Joseph
Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo.
Essential Skills & Understandings:

Identify major geographic features important to the study of world history.

Analyze trends in human migration and cultural interaction.

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world
and interpret the past

Identify and compare political boundaries with the location of civilizations, empires, and kingdoms
Teacher Notes:
Standard 11 WWII WHII/ H Grade 10
Standard:
The student will demonstrate knowledge of the worldwide impact of World War II by
Learning Outcomes:
a) explaining economic and political causes, major events, and identifying leaders of the war,
with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas
MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo
and Hirohito;
b) examining the Holocaust and other examples of genocide in the twentieth century;
c) explaining the terms of the peace, the war crimes trials, the division of Europe, plans to
rebuild Germany and Japan, and the creation of international cooperative organizations including the United
Nations.
Essential Skills & Understandings:

Identify major geographic features important to the study of world history.

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world
and interpret the past

Identify and compare political boundaries with the location of civilizations, empires, and kingdoms
Teacher Notes:
Standard 12 The Post-War Period WHII/ H Gr. 10
Standard:
The student will demonstrate knowledge of the Post-War period, 1945 to the present by
Learning Outcomes:
a) explaining key events of the Cold War, including the competition between the American and Soviet
economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern
Europe;
b) assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945;
c) describing conflicts and revolutionary movements in eastern Asia, including those in China and Vietnam,
and their major leaders, i.e., Mao Tse-tung, Chiang Kai-shek, and Ho Chi Minh;
d) describing the political, economic, social, and cultural aspects of independence movements with emphasis on
the struggle for self-rule in India, the end of the mandate system, the creation of states in the Middle East and
the establishment of the Jewish state of Israel
e) identifying the cultural, economic, and social conditions in developed and developing nations of the
contemporary world with emphasis on
 identifying contemporary political issues, with emphasis on migrations of refugees and
others, ethnic/religious conflicts, and the impact of technology, including chemical and
biological technologies;
 assessing the impact of economic development and global population growth on the
environment and society, including an understanding of the links between economic and
political freedom;
 describing economic interdependence, including the rise of multinational corporations,
international organizations, and trade agreements.
 identifying the influence and spread of Christianity in the modern world
Essential Skills & Understandings:

Identify major geographic features important to the study of world history.

Analyze trends in human migration and cultural interaction.

Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world
and interpret the past

Identify and compare political boundaries with the location of civilizations, empires, and kingdoms
Teacher Notes:
Standard 13 Global Trade WHII/Economics Gr. 10
Standard:
The student will demonstrate knowledge of the status and impact of global trade on regional
civilizations of the world after 1500 A.D. by:
Learning Outcomes:
gg) Describing the location and development of the Ottoman Empire;
hh) Describing East Asia, including China and the Japanese shogunate;
ii) Describing Africa and its increasing involvement in global trade;
jj) Describing the growth of European nations, including the Commercial Revolution and
mercantilism.
Essential Skills & Understandings:

Identify, analyze, and interpret primary and secondary sources to make generalizations about
global trade.
Teacher Notes:
Standard # 1, 6 US History/S,G
11 th Grade
Standard:
The student will understand early European exploration and colonization
Learning Outcomes:
a) Students will analyze cultural interaction among Europeans, Africans, and American Indians
b) Students will understand the characteristics of societies in the Americas, West Europe and
West Africa
c) Students will assess economic changes in Western Europe in the age of exploration
d) Students will describe how early European exploration and colonization resulted in cultural
interactions among European, Africans and American Indians
e) Reproduce a map showing colonies and exploration
f) Articulate characteristics of early exploration and settlement in the New World
g) Analyze God’s providence and provision in European’s settlement of New World
h) Explain the establishment of Jamestown
i) Describe the Middle Passage and plantation based agricultural economy
j) Describe the influence of the Great Awakening and evangelical movement
Essential Skills & Understandings:
a)
b)
c)
d)
e)
f)
g)
identify, analyze and interpret primary and secondary source documents
formulate history questions, form hypothesis and interpretations
develop perspectives of time and place
locate and label places on map that identify European exploration and colonization
Identify primary localities of European explorers on a map
Describe the reasoning in settlement choices of primary European cultural groups
Analyze Great Awakening social foundations for the American Revolution
Teacher Notes:
Standard #2 US History/E,Cu
11 th Grade
Standard:
The student will describe how the values and institutions of Europeans social, political and economic
life took root in the colonies.
Learning Outcomes:
a)
b)
c)
d)
e)
f)
g)
Students will describe how slavery reshaped European and African life in the Americas
Analyze economic characteristics of the Colonial Period
Describe northern, middle, and southern colonies
Students will identify social characteristics of the colonies
Assess religious principles of Puritans and Quakers in new colonies
Understand how political, religious and social institutions emerged in the English colonies
Explain interactions of previously unconnected people resulting from early European
exploration and colonization
h) understand how the values and institutions of European economic life took root in the
colonies and how slavery reshaped European and African life
Essential Skills & Understandings:
a)
b)
c)
d)
e)
f)
g)
h)
i)
knows immigration and settlement patterns of various European ethnic groups
understands slave trade and chattel slavery in various European colonies
Identify cash crops (such as tobacco, rice, indigo)
Explain strong belief in private ownership of property and free enterprise
Understands triangular and overseas trade
Understands economic development in English, Spanish and French colonies
Understands the development of a consumer society
Knows about the imitation of English culture
Understands how African; work song and dance transferred African cultural heritage to the
Americans
j) Articulate how gaining political, economic and religious freedom influenced European
settlement of the new world
Teacher Notes:
Standard #3,4
US History/H,C
11 th Grade
Standard:
The Student will demonstrate knowledge of events and issues of the Revolutionary Period
Learning Outcomes:
a) student was analyze political ideas of John Locke and those expressed in Common Sense shaped the
Declaration of Independence
b) demonstrate comprehension of the causes of American Revolution
c) Students will compare and contrast three main parties that support or refute Revolutionary War
d) students will understand the impact of American Revolution on politics, economy, and society
e) analyze reasons for colonial victory in the Revolutionary War
f) students will understand creation of early practices of Revolutionary government and its foundation
for the US constitution , Bill of Rights and American political system
Essential Skills & Understandings:
a)
b)
c)
d)
compare social, political and religious aspects of the American Revolution
demonstrate comprehension of principles of Declaration of Independence
Knows diplomatic and military factors leading to colonial victory
Formulate history questions and inferences about battles in the American Revolution
Teacher Notes:
Standard # 3,4
US History/C,H
11 th Grade
The student will demonstrate knowledge of the issues involved in the creation and ratification of the
Constitution
Learning Outcomes:
a)
b)
c)
d)
e)
Student will understand the formation of the Articles of Confederation and its ineffectiveness
Student will assess concepts of limited government, consent of the governed
Students will identify major compromises necessary to produce the Constitution
Student will explain the origins of the Constitution
Student will articulate knowledge of biblical influence of foundations of America’s leading
documentation
f) Student will explain the significance of Virginia Declaration of Rights and the Virginia Statute for
Religious Freedom
g) Student will demonstrate an understanding of Alexander Hamilton’s Financial Program
h) Student will explain influence of the court case rulings of Chief Justice John Marshall
i) Student will understand that righteous exalts a nation
Essential Skills & Understandings:
a) identify the weaknesses of the Articles of Confederation
b) identify the contributions of George Washington and James Madison
c) describe conflict over ratification, including Bill of Rights and arguments of Federalists and AntiFederalists compromises which allowed for ratification of the Constitution
d) explains significance of Marshall’s rulings in Marbury v Madison, Dartmouth v Woodard, Gibbons v
Ogden and McCulloch v Maryland
e) understands how Hamilton’s financial plan helped lead to the development of the two-party system
Teacher Notes:
Standard # 2,3,5,6 US History/E,Cu,H 11 th Grade
The student will demonstrate knowledge of the major events during the first half of the nineteenth
century.
Learning Outcomes:
a) students will identify the economics, political and geographic factors that led to the territorial
expansion and its impact on the American Indians
b) students will describe the key features of the Jacksonian Era, with emphasis on federal banking
policies
c) students will describe the cultural, economic and political issues that divided the nation
d) the student will analyze expansion resulting from the Louisiana Purchase and War of 1812
e) students will identify Lewis, Clark and Sacajawea and their westward expeditions
f) The students will describe the American victory over the British in the War of 1812 and the claim on
the Oregon territory
g) The student will examine the decrees of the Monroe Doctrine
h) The student will articulate the westward movement and economic development of the growing
nation.
i) The student will articulate the events leading to and resulting from the forcible removal of American
Indians for the lands to the West
Essential Skills & Understandings:
a) students will analyze political developments in the Early National Period
b) articulate importance of key court rulings
c) students will illustrate the land acquired in the Louisiana Purchase that doubled the size of
the land
d) students will point out territories west of Mississippi River explored by Lewis and Clark
e) students will correlate westward expansion with the development of railroads, canals,
immigration, and victory in war
Teacher Notes:
Standard 2,3,4,6 US History/E,Ci,Cu
Standard:
11 th Grade
The student will demonstrate knowledge of Jacksonian Era with emphasis on federal banking policies
and the describe the cultural, economic, and political issues that divided the nation; including
slavery, abolitionist and women’s suffrage movements .
Learning Outcomes:
a) The student will identify terms associated with the Jacksonian Era; like aristocrat, aristocracy, spoils
system, Panic of 1837
b) The student will recognize and explain the expansion of democracy and number of voters
c) The student will recognize the debate for and against the Bank of the United States
d) The student will distinguish the Northern (industrial economy) and the Southern (agricultural
plantations system dependent on slave labor economy) and the long term consequences of each
e) The student will articulate the growing division over slavery and states’ rights
f) The student will evaluate the major points of the abolitionist and women’s rights movement
g) The student will critique slave revolts in Va. and US and discuss the admission of new states based on
the categorization as either a slave or a free state.
h) The student will evaluate the Dred Scott Decision by the Supreme Court
i) The student will describe the Stephen Douglas and Abraham Lincoln debates for president
j) Understands the sources and character of cultural, religious, and social reform movements in the
antebellum period
Essential Skills & Understandings:
a) students will articulate the bitter conflict over slavery that threatened to tear the country
apart as the nation expanded westward.
b) students will demonstrate knowledge of slavery, abolitionist and women’s suffrage and role
of states in the union
c) students will recognize the major people in the abolitionist and women’s rights movement;
William Lloyd Garrison, Harriet Beecher Stowe, Elizabeth Cady Stanton, Susan B. Anthony
d) students will recognize and differentiate between the compromises struck to maintain the
balance of power in Congress; The Missouri Compromise, the Compromise of 1850, The
Kansas-Nebraska Act of 1854
e) students will compare and correlate the Biblical exhortations about slavery and women’s
suffrage to historical examples
f) students will understand how African American leaders fought for rights during the
antebellum period
g) students will understand the Great Awakening; it effects on ordinary people, individual
responsibility for salvation and the moral suasion in the Second Great Awakening
Teacher Notes:
Standard #2,3,4,5 US History/E,Ci,Cu,H 11 th Grade
Standard:
The student will demonstrate knowledge of the Civil War and Reconstruction Era
Learning Outcomes:
a) The student will understand the causes of the Civil War
b) The student will understand the course and character of the Civil War and its effects on the American
people
c) The student will identify the major events and roles of key leaders of the Civil War, with an emphasis
on Abraham Lincoln, Ulysses S Grant, Robert E. Lee, Frederick Douglas
d) The student will analyze the significance of the Emancipation Proclamation and the Principles outlined
in Lincoln’s Gettysburg Address
e) The student will examine the political, economic, and social impact of the war and Reconstruction,
including the adoption of the 13th, 14th, 15th Amendments to the Constitution of the United States
f) The student will understand how various reconstruction plans succeeded or failed
Essential Skills & Understandings:
a) students will identify the election of Lincoln, secession of several Southern sates who feared
Lincoln would abolish slavery
b) students will identify the events of Fort Sumter, explore the Emancipation Proclamation, and
recognize the significance of Gettysburg and Appomattox
c) students will measure the effectiveness of Lincoln’s view of the United States as one nation
indivisible being adopted
d) students will formulate historical questions and defend findings based on inquiry and
interpretation
e) Students will validate the reasoning for Lincoln’s assassination
f) Students with understand the perspective of Reconstruction as an expression of social
democratization, social perfectionism, or revolution
g) Students will understand the economic and social impact of Reconstruction; the embittered,
devastated Southern states and North and Midwest strong emerging economies.
Teacher Notes:
Standard #
Standard:
US History/
11 th Grade
The student will demonstrate knowledge of how the nation grew from Reconstruction to the
beginning of the 20th century
Learning Outcomes:
a) The student will explain the relationship among territorial expansion, westward movement of the
population, new immigration, growth of cities and admission of new states to the Union.
b) The student will describe he transformation of the American economy from a primarily agrarian to a
modern industrial economy and identify major inventions that improved the United States
c) The student will analyze 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) The student will identify the impact of the Progressive movement, including child labor and antitrust
laws, the use of labor unions, and the success of the women’s suffrage movement
e) The student will understand the rise of corporations, heavy industry, and mechanized farming
transformed American society
f) The student will understand massive immigration after 1870, new social patterns, conflicts, ideas of
national unity and growing cultural diversity
Essential Skills & Understandings:
a) students will analyze the westward movement of Southerners and African Americans to seek
new opportunities after Civil War
b) students will understand the positions the various political parties
c) students will analyze urban problems and how city residents dealt with demographic
problems in the 19th century
d) students will differentiate new technologies and the opening of new lands in the West for
settlement
e) students will assess the valuable contributions immigrants made to industrial growth of
America in spite of hardship and hostility
f) students will identify the Great Plains and Rocky Mountains and the new states
g) students will measure technological change spurred growth of industry primarily in northern
cities
h) students will understand reasons for economic transformation
i) students will critique discrimination and segregation against African Americans and African
American responses to it
j) students will understand how the progressive movement used the government to reform
problems created by industrialization
k) students will evaluate antitrust laws and women’s suffrage
Teacher Notes:
Standard # 1,2,3,5 US History/Ec,Civ,G 11 th Grade
Standard:
The student will demonstrate knowledge of the emerging role of the United States in world affairs
and key domestic events after 1890
Learning Outcomes:
a) The student will explain the changing policies of the United States toward Latin America and Asia and
the growing influence of the United States in foreign markets
b) The Student will evaluate the United States involvement in World War I, including Wilson’s Fourteen
Points, the Treaty of Versailles, and the national debate over treaty ratification and the League of
Nations
c) The student will explain the causes of eh Great Depression, its impact on the American people and
the ways the New Deal addressed it
d) The student will understand how Progressives and others addressed problems of industrial capitalism,
urbanization, and political corruption
e) The student will understand the changing role of the United States in world affairs through WWI
f) The student will evaluate how the United States changed between the post-World War I years and
the eve of the Great Depression
g) The student will demonstrate knowledge of how the New Deal addressed the Great
Depression
Essential Skills & Understandings:
a) students will understand the causes, course and impact of World War I
b) students will understand how the home front was influenced by and
influenced the involvement in World War I
c) the student will understand the influences on the national economy in the
1920’s and 1930’s.
d) the student will understand the influences on the global economy in the 1920’s and 1930’s
e) the student will understand the impact of the economic policies of the Coolidge and Harding
administrations
f) the student will be able to articulate the reasons for the worldwide economic collapse
g) the student will understand how the works of various American artists influenced the New
Deal
Teacher Notes:
Standard 1,2,3 US History/Ci,G,E,Cu Grade 11th Grade
Standard:
The student will demonstrate an understanding for the course and causes of World War II, the
character of the war at home and abroad, and its reshaping of the US in world affairs
Learning Outcomes:
a) the student will identify the causes and events that led to American involvement in the war including
military assistance to Britain and the Japanese attack on Pearl Harbor
b) the student describe the major battles and turning points of the war in North Africa, Europe and the
Pacific – including Midway and Normandy and Truman’s decision to use the atomic bomb to force the
surrender of Japan
c) the student will describe the Geneva Convention and the treatment of prisoners of war during World
War II
d) the student will analyze the Holocaust, its impact on Jews and other groups, and postwar trials of war
criminals
e) the student will explain how the United States mobilized its economic, human, and military resources
toward the war effort
f) the student will evaluate the outcomes of World War II, including political boundary changes, the
formation of the United Nations and Marshall Plan
Essential Skills & Understandings:
a) students will be able to identify and describe all minority military units including the
Tuskegee Airmen ad Nisei regiments
b) students will be able to describe the contributions of woman and minorities to the war effort
c) students will explain the internment of Japanese Americans during the war
d) students will differentiate modes of media and communication in the war effort
e) students will understand the economic boom and social transformation of post WWII US
f) students will understand scientific research and developments, technological developments
and advances in medical science as a result of the WWII
Teacher Notes:
Standard 1,2,3,4 US History/Ci,H,G,E 11 th Grade
Standard:
The student will demonstrate knowledge of the origins of the Cold War and America’s role of wars in
Korea and Vietnam and their influence on domestic and international politics
Learning Outcomes:
a) the student will be able to explain the role of America’s military and veterans in defending freedom
during the Cold War
b) the student will understand factors that contributed the development of the Cold War including
mutual suspicions and divisions fragmenting the Grand Alliance at the end of World War II
c) the student will explain the collapse of communism and he end of the Cold War
d) the student will understand how the Korean War affected the premises of US foreign policy
e) the student will be demonstrate an understanding for the role of NATO
Essential Skills & Understandings:
a) students will understand the USSR’s desire for security in Eastern Europe
b) students will understand the practice of atomic diplomacy
c) students will understand the foreign policy in the administrations of; Eisenhower, Kennedy
and Johnson
d) students will formulate comparative analysis of American policies toward independence
movements in Africa, Asia, Latin America and the Middle East
e) students will recognize America’s response
f) students will display knowledge of how the Korean War affected the premises of the foreign
policy
g) students understand domestic policies in the post-World War II period
Teacher Notes:
Standard #
Standard:
US History
11 th Grade
The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960’s and
the struggle for racial and gender equality and for the extension of civil liberties
Learning Outcomes:
a) the student will identify the importance of the Brown v Board of Education decision, the roles of
Thurgood Marshall and Oliver Hill
b) the student will describe the importance of the National Association for the Advancement of Colored
People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964 and Voting Rights Act of
1965
c) the student will analyze the effects of increased participation of women in the labor force and its
affects on traditional families and American culture
d) students will explore and compare Biblical examples of women and their role in society and family
Essential Skills & Understandings:
a) students will recognize the unifying effect of the civil rights movement
b) students will recognize the constitutional issues for ground breaking civil rights court cases
included but not limited to; Plessy v Ferguson (1896) and Brown v Board of Education (1954)
c) students will identify connection between legislative acts, Supreme Court decisions, and the
civil rights movement
d) students will recognize the role of women in shaping the struggle for civil rights
Teacher Notes:
Standard # 1,2,3,4 US History/Ci,H,P,Cu 11 th Grade
Standard:
The student will demonstrate knowledge of economic, social, cultural and political developments in
the contemporary US.
Learning Outcomes:
a) the student will analyze the changing patterns of immigration and its affect the diversity of the US
population, the reasons for new immigration and the contributions to contemporary America
b) the student will explain the media influence on contemporary American culture and how scientific
and technological advances affect the workplace, health care, education
c) the student will understand developments in foreign policy and domestic politics between Nixon and
Reagan
d) the student will recognize the presidential administrations of Reagan to date
e) the student will acknowledge the political turmoil in the middle east from the Reagan administration
to present administrations
f) the student will analyze the persistence of poverty, inner city deterioration , the influence welfare
reform, health insurance reform and other social policies
Essential Skills & Understandings:
a) students will understand how the Nixon, Ford and Carter administrations dealt with major
domestic issues policies; recession, inflation and the energy crisis
b) students will recognize the events, legacy and constitutional issues raised by the Watergate
affair
c) students will explore the political and economic policies of Reaganomics
d) students will determine present day issues and conflicts arising from the Middle East with
Muslim leadership, democratic presence, and warfare.
e) Students will explore the federal, state and local governments have responded to
demographic and social changes such as population, shifts o the suburbs, racial concentration
in the cities, decline of agricultural farms, increases in out-of wedlock births and drug abuse
Teacher Notes:
US Government Standards (12th Grade)
Standard#1
Subject: Government
Grade 12
Standard: the student will demonstrate knowledge as
to how the government secures natural rights
Learning Outcomes:
understand the concept of “all men are created equal”
understand the concept of unalienable rights—consent of the governed
recognize majority rule and minority rights, then necessity of compromise and the freedom of the
individual
Essential Skills & Understandings:
Teacher Notes:
Standard: 2
Subject: Government Grade 12
(The student will be able to describe how and why the natural rights philosophers used and
imaginary state of nature to think about the basic problems of government, explain basic ideas of
natural rights philosophy, explain purpose of govt. based on the natural rights philosophy is to
preserve our natural rights ot life, liberty and property.)
Learning Outcomes:
1.
2.
3.
4.
understand the concept of “the law of nature” (natural law—sin/human nature)
understand the scriptural basis of government (including the “law of nature")
understand the concept of “social contract”—consent of the governed
Recognize the fundamental worth and dignity of the individual
Essential Skills & Understandings:
1. have students create a chart listing answers to questions about what they believe life would
be like without government on a desert island.
2. chart would be continued with answers to the same questions after watching Lord of the
Flies.
3. students will create a third column analyzing ….
Teacher Notes:
Biblical integration
Standard 3.3
Subject: Government Grade 12
Standard:
The student will demonstrate knowledge of the political philosophies that shaped the development
of Virginia and United states constitutional governments by describing the development of Athenian
democracy and the Roman republic.
Learning Outcomes:
identify the elements of the U.S. constitutional system evolved from Athens and Rome
Essential Skills & Understandings:
1. create a diagram illustrating the Athenian and Roman principles necessary for a government
of democracy and republicanism
2. create a chart illustrating the differences between natural rights and classical republicanism
Teacher Notes:
Standard # 4
Subject: Government Grade 12
Standard: the student will demonstrate knowledge of the
concepts of democracy and the natural rights philosophies
expressed in the Declaration of Independence
Learning Outcomes:
Recognize the fundamental worth and dignity of the individual
Recognize the equality of all citizens under the law
Recognize the majority rule and minority rights
Recognize the necessity of compromise
Recognize the freedom of the individual
Essential Skills & Understandings:
1. Create a chart displaying the similarities/differences between the classical republican ideas of
civic virtue and the Judeo-Christian ideas of morality.
2. Prepare a skit that shows how ideas about rights during the Middle Ages were different from
modern ideas about rights. Showcase the advantages and disadvantages of Middle Ages
view compared with those of today.
3. Create a chart displaying the concepts of the learning outcomes found in the Declaration of
Independence.
4. Analyze a current event for application of democratic concepts.
Teacher Notes:
Standard # 5
Subject: Government Grade 12
Standard: student will demonstrate knowledge of the
Constitution of the United States
Learning Outcomes:
1. Student will examine the ratification debates
2. Student will identify the purposes for government stated in the Preamble
Essential Skills & Understandings:
1. Student will define the difference between a strict and loose constructionist (federalist/antifederalist)
2. Student will analyze various passages of the Federalist/Anti-federalist papers as they apply to
democratic principles in the Constitution
3. students will hold a debate using federalist/anti-federalist arguments for the Constitution
4. student will memorize the Preamble to the U. S. Constitution
5. student will explain each of the seven principles in the Preamble in paragraph form and give a
modern day example of each principle in action
6. At the end of the school year the student will give an example, in written form, of various
agencies and branches of government that protect or promote the principles of the Preamble
and explain each.
Teacher Notes:
Standard # 6 Subject: Government Grade 12
Standard: tsw demonstrate knowledge of local, state and national elections.
Learning Outcomes:
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
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

Illustrate the organization, role and constituencies of political parties
Describe the nomination and election process
evaluate campaign funding and spending
analyze the influence of media coverage, campaign advertising, and public opinion polls
determine the impact of reapportionment and redistricting
explain how amendments and legislation extended the right to vote
analyzing the factors that determine voter turnout
Essential Skills & Understandings:





Be aware of the differences in the types of positions elected in national, state and local elections
Analyze political cartoons, advertisements, pictures, other graphic media
Distinguish between relevant information and irrelevant information (distractions from the issues at
hand)
Identify and research information and claims in campaign speeches for accuracy
Create and interpret diagrams, table, charts and spreadsheets.
Teacher Notes:
Standard # 7 Subject: Government
Grade 12
Standard: tsw demonstrate knowledge of the organization and powers of the
national
Learning Outcomes:


explain the various powers given to the legislative, executive, and judicial branches
analyze the relationship between the three branches in a system of checks and balances
Essential Skills & Understandings:





diagram the three branches indicating the systems of checks and balances between the three
explaining how this protects against abuse of power in government
create a chart listing the purposes of each branch
analyze the organization of Congress awa committee organization and purpose
recognize the three parts of the executive branch
explain the organization and jurisdiction of the federal court system
Teacher Notes:
Standard # 8 Subject: Government Grade 12
Standard: tsw demonstrate knowledge of the organization and powers of the
state and local governments described in the Constitution of Virginia .
Learning Outcomes:



examine the legislative, executive, and judicial branches
examine the structure and powers of local governments: county, city, and town
analyze the relationship between state and local governments.
Essential Skills & Understandings:

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
equate state and local branches and titles to those of the national government
identify the three branches of state government and the essential duties of each
diagram the way in which local governments in Virginia are organized
cite examples of ways that citizens can shape policy agendas and influence the decisions
of local government officials
explain the relationship between the state and local governments
Teacher Notes:
Standard #9 Subject: Government
Grade 12
Standard: tsw demonstrate knowledge of the process by which public policy is
made
Learning Outcomes:
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


examine different perspectives on the role of government
explain how local, state, and national governments formulate public policy
describe the process by which policy is implemented by the bureaucracy at each level
describe how individuals, interest groups, and the media influence public policy
Essential Skills & Understandings:





cite examples of various ideologies that lead to differences of opinion about the role of
government
define public policy and identify policies government has adopted to deal with various topics
important to the United States today
identify and illustrate the participants that shape and develop public policy
list the levels of bureaucracy in national, state and local elections
differentiate between the ways in which individuals, interest groups and media influence
public opinion
Teacher Notes:
Standard # 10 Subject: Government
Grade 12
Standard: tsw demonstrate knowledge of the operation of the federal judiciary
Learning Outcomes:
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


explain the jurisdiction of the federal courts
examine the Supreme Court’s right to judicial review
describe how the Supreme Court decides cases
compare the philosophies of judicial activism and judicial restraint
Essential Skills & Understandings:




differentiate between they types of federal courts as well as the jurisdiction that belongs to
each
explain the relevance of Marbury v. Madison and how it established the power of the
Supreme Court
demonstrate the steps involved in deciding a case before the Supreme Court
explain the differences between judicial activism and judicial restraint and give examples of
each
Teacher Notes:
Standard # 11
Subject: Government
Grade 12
Standard: tsw demonstrate knowledge of civil liberties and civil rights
Learning Outcomes:
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
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
examine the Bill of Rights, with emphasis on the First Amendment freedoms
analyze due process of law expressed in the 5th and 14th Amendments
explain selective incorporation of the Bill of Rights
explore the balance between individual liberties and the public interest
explain every citizen’s right to be treated equality under the law
Essential Skills & Understandings:
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
discuss the ideology behind the First Amendment
recognize the ways in which the First Amendment has been misinterpreted or omitted in
public policy
differentiate between the fine points of the 5th and the 14th Amendments
explain the ways in which the 14th Amendment has been used to limit state actions reflect
much of the Bill of Rights
identify limits placed upon some First Amendment rights
explain the equal protection clause in the 14th Amendment as it applies to the Civil Rights
Movement and Affirmative Action
Teacher Notes:
Standard # 12 Subject: Government Grade 12
Standard: tsw demonstrate knowledge of the role of the United States in a
changing world
Learning Outcomes:
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

describe the responsibilities of the national government for foreign policy and national security
assess the role played by national interest in shaping foreign policy and promoting world peace
examine the relationship of Virginia and the United States to the global economy
examine recent foreign policy and international trade initiatives since 1980
Essential Skills & Understandings:
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
explain the options that a president has in the making of foreign policy
list the foreign policy powers of other branches of government awa key executive agencies
involved with making foreign policy
list and explain the six foreign policy goals of the United States
investigate products and services that Virginia markets and purchases in international trade
categorize various foreign policy initiatives into categories of trade, human rights, military,
environment, etc.
Teacher Notes:
Standard # 13
Subject: Government
Grade 12
Standard: tsw demonstrate knowledge of how governments in Mexico, Great
Britain and the People’s Republic of China compare with the government in the
United States..
Learning Outcomes:



describe the distribution of governmental power
explain the relationship between the legislative power and executive branches
compare the extent of participation in the political process
Essential Skills & Understandings:




compare and contrast the similarities and differences between a federal and unitary system
of government
define limited government and unlimited (authoritarian) governments
explain the differences in philosophies between free and communistic government
recognize the role of each citizen’s participation in the three types of government listed here
Teacher Notes:
Standard # 14
Subject Government
Grade 12
Standard: tsw demonstrate knowledge of economic systems
Learning Outcomes:

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


identify the basic economic questions encountered by all economic systems
compare the characteristics of free market, command, and mixed economies, as described by
Adam Smith and Karl Marx
evaluate the impact of the government’s role in the economy on individual economic freedoms.
explain the relationship between economic freedom and political freedom
examine productivity and the standard of living as measured by key economic indicators
Essential Skills & Understandings:





explore the worldview/philosophies between the three major economic systems of the world
categorize the differences in supply, demand, factors of productivity, ownership of
productive property, and the freedoms of the workers, entrepreneurs and consumers in
capitalist, socialist and communist nations
define/recognize the links between political and economic freedom in each system
cite the five indicators of economic performance
rationalize how productivity and standards of living are generally higher in economies that
have limited government planning and control of the economy
Teacher Notes:
Standard # 15
Subject: Government
Grade 12
Standard: tsw demonstrate knowledge of the United States market economy
Learning Outcomes:
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



assess the importance of entrepreneurship, the profit motive, and economic independence to the
promotion of economic growth.
Compare the types of business organizations
Describe the factors of production
Explain the interaction of supply and demand
Illustrate the circular flow of economic activity
Analyze global economic trends, with emphasis on the impact of technological innovations
Essential Skills & Understandings:





Define the various terms that have to do with free market economies including profit, profit
motive, supply, demand, factors of production, private ownership of productive property,
etc.
Define the types of business structures in the United States, awa explain the benefits and
detriments of each
Identify the four factors of production awa the one thing on which they depend to useful to
the economy
Give examples of the determinants and equilibrium of supply and demand
Rationalize the link between efficiently produced products and the economic advantage of a
nation
Teacher Notes:
Standard # 16 Subject: Government
Grade 12
Standard: tsw demonstrate knowledge of the role of government in the Virginia
and United States economies
Learning Outcomes:
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

Analyze the impact of fiscal and monetary policies on the economy
Describe the creation of public goods and services
Examine environmental issues, property rights, contracts, consumer rights, labor-management
relations, and competition in the marketplace
Essential Skills & Understandings:
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
Describe the role of the Federal Reserve System in U. S. and VA monetary policy
Identify and explain the three instruments of monetary policy
Recognize fiscal policies used by the government
Define and cite examples of public goods and services
Assess the benefits and/or detriments of public goods and services on the general population
Evaluate the benefits of the government’s role in protecting the environment as a public
service
Define the concepts of property rights and contracts as they pertain to the private individual
Understand the government’s role in protecting consumer safety and against fraud and
deception
Teacher Notes: