Source: History and Social Science Standards of Learning
History and Social Science Standards of Learning for Virginia Public Schools Board of Education Commonwealth of Virginia Richmond, Virginia 23216-2120 June 1995
History and Social Science Standards of Learning for Virginia Public Schools Board of Education James P. Jones, President Lewis M. Nelson, Vice-President Malcolm S. McDonald Martha V. Pennino Alan L. Wurtzel Peter G. Decker Michelle Easton Rayford L. Harris, Sr. Lillian F. Tuttle Superintendent of Public Instruction William C. Bosher, Jr. Commonwealth of Virginia Board of Education Post Office Box 2120 Richmond, Virginia 23216-2120 June 1995
A SPECIAL MESSAGE The Board of Education has taken an important step to raise the expectations for all students in Virginia's public schools by adopting new Standards of Learning in four core subject areas: mathematics, science, English, and history and social science. The new Standards of Learning are important because they set reasonable targets and expectations for what teachers need to teach and students need to learn. Clear, concise academic standards will let parents and teachers know what is expected of students, and each student's performance and achievement can be measured against the standards. This requirement provides greater accountability on the part of the public schools and gives the local school boards the autonomy and flexibility they need to offer programs that best meet the educational needs of students. The standards contained in this publication are the result of an unprecedented partnership of educators and citizens. Under the leadership of four school divisions beginning in April 1994, thousands of Virginia's parents, teachers, principals, school board members, and community leaders contributed many hours of time to help review and revise drafts of proposals for the new standards. National experts were consulted. Public meetings were held across the state to hear from citizens. Thousands attended, and hundreds more wrote letters to share their suggestions. All of the comments and ideas were reviewed by the Board of Education as the standards were developed. One of the most important things that schools and communities can do together is to set clear, rigorous, and measurable academic expectations for young people. The new academic standards adopted by the Board of Education are part of Virginia's efforts to provide challenging educational programs in our public schools. James P. Jones William C. Bosher, Jr. President Superintendent of Public Instruction Board of Education
Table of Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . History and Social Science Standards of Learning Kindergarten . . . . . . . . . . . . . . . . . . . . . . Grade One . . . . . . . . . . . . . . . . . . . . . . . . Grade Two . . . . . . . . . . . . . . . . . . . . . . . . Grade Three . . . . . . . . . . . . . . . . . . . . . . . Grade Four . . . . . . . . . . . . . . . . . . . . . . . Grade Five . . . . . . . . . . . . . . . . . . . . . . . Computer/Technology Standards by the End of Grade Five. . Grade Six . . . . . . . . . . . . . . . . . . . . . . . . Grade Seven . . . . . . . . . . . . . . . . . . . . . . . Grade Eight . . . . . . . . . . . . . . . . . . . . . . . Computer/Technology Standards by the End of Grade Eight . Grade Nine . . . . . . . . . . . . . . . . . . . . . . . Grade Ten . . . . . . . . . . . . . . . . . . . . . . . . Grade Eleven . . . . . . . . . . . . . . . . . . . . . . Grade Twelve . . . . . . . . . . . . . . . . . . . . . .
History and Social Science Standards of Learning Goals The study of history and the social sciences is vital in a democratic society. All students need to know and understand our national heritage in order to become informed participants in shaping our nation's future. The History and Social Science Standards of Learning were developed with the assistance of educators, parents, business leaders, and others with an interest in public education. The History and Social Science Standards of Learning are designed to * develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective; * enable students to understand the basic values, principles, and operation of American constitutional democracy; * prepare students for informed and responsible citizenship; * develop students' skills in debate, discussion, and writing; and * provide students with a framework for continuing education in history and the social sciences. History History should be the integrative core of the curriculum, in which both the humanities (such as art and literature) and the social sciences (political science, economics, and geography) come to life. Through the study of history, students can better understand their own society as well as others. By better understanding the relationship between past and present, students will be better equipped to deal with the problems that might arise in the future. Students will understand chronological thinking, the connection between causes and effects and between continuity and change. History enables students to see how people in other times and places have grappled with the fundamental questions of truth, justice, and personal responsibility, to understand that ideas have real consequences, and to realize that events are shaped both by ideas and the actions of individuals. Geography The goal of geography instruction is to provide an understanding of the human and physical characteristics of the earth's places and regions, how people of different cultural backgrounds interact with their environment, and how the United States and the student's home community are affected by conditions and events in distant places. Geographic themes include location, place, human environment, movement, and region. Geographic skills include the ability to use maps, globes, and aerial imagery, to interpret graphs, tables, diagrams, and pictures, to observe and record information, and to assess information from various sources. Civics The goal of civics instruction is to develop in all students the requisite knowledge and skills for informed, responsible participation in public life. Civics instruction should provide regular opportunities at each grade level for students to develop a basic understanding of politics and government and to practice the skills of good citizenship. Students should develop an understanding of the values and principles of American constitutional democracy. They should be aware of their rights; be willing to fulfill their responsibilities; be able to obtain, understand, and evaluate information relating to the performance of public officials; and be willing to hold those officials accountable. Economics The United States is recognized as a leader among the nations of the world in large part because of its economic strength. In order to maintain that strength, American citizens must understand the basic economic principles that underlie the market economy. They must understand how our own economic system works, as well as how other systems work. They must learn to make wise economic decisions about their own lives and become intelligent consumers, employers, and workers. A solid grounding in economics will help students prepare for the global marketplace and the complex world of tomorrow. Organizational Framework Achievement of the History and Social Science Standards will be enhanced by close coordination with the English curriculum. The English Standards require that a high percentage of required reading relate to topics studied in history and the social sciences. The Board of Education believes that these standards can best be achieved in a curriculum organized substantially along the lines of the framework outlined below. Indeed, consideration of scope and sequence has been an integral part of the process of developing new standards of learning. We believe, for instance, that the two halves of United States and world history should be taught in consecutive grade levels. The Board recognizes, however, that a local school division may wish to adopt a different organizational framework as long as students are able to make progress toward achieving the required standards. Kindergarten - Grade Three Introduction to History and the Social Sciences Grade Four Virginia Studies: 1607 to Present Grade Five United States History to 1877 Grade Six United States History: 1877 to Present Grade Seven Civics and Economics Grade Eight World History to 1000 A.D. Grade Nine World History: 1000 A.D. to Present Grade Ten World Geography Grade Eleven United States History Grade Twelve United States and Virginia Government Computer/Technology Standards Computer/Technology skills are essential components of every student's education. In order to maximize opportunities for students to acquire necessary skills for academic success, the teaching of these skills should be the shared responsibility of teachers of all disciplines. Skills are identified in this document at grades five and eight.
History and Social Science Standards of Learning Kindergarten Introduction to History and the Social Sciences The standards for kindergarten students include an introduction to the lives of interesting people in history. During the course of their first year in school, students should learn basic concepts involving historical time sequence, geographic direction, and economic choices. They should use maps and globes to identify and locate some of the places and geographic features that are discussed in rich stories of history. Initial citizenship education should include the importance of following rules and respecting the rights of other people. Students should also have opportunities to learn about national symbols. They should learn how individuals acquire the economic goods and services they need and want. They should learn the concepts of self-control, justice, courage, heroism, and leadership. History K.1 The student will understand that history relates to events and people of other times and places by * identifying examples of past events in legends and historical accounts, including Paul Revere's ride and the stories of Johnny Appleseed, Booker T. Washington, and Betsy Ross; * identifying examples of interesting Americans through exposure to biographies of important people of the past, including George Washington, Harriet Tubman, Abraham Lincoln, and Davy Crockett; and * describing the people and events honored in commemorative holidays, including Columbus Day, Thanksgiving, Independence Day, President's Day, and Lee/Jackson/King Day. Geography K.2 The student will compare and contrast the relative location of people, places, and things by * placing objects using near/far, up/down, left/right, behind/in front; and * locating land and water on a map using north, east, south, and west. K.3 The student will use simple maps, globes, and other three- dimensional models to * become aware of the physical shape of our state and nation; and * locate areas referenced in historically based legends and stories. K.4 The student will identify symbols such as * community symbols (traffic signs, traffic lights, street and highway markers, etc.); and * map symbols (legend references to land, water, roads, and cities). Economics K.5 The student will match simple descriptions of work that people do and the names of those jobs with examples from the local community and historical accounts. K.6 The student will identify basic economic concepts, including * the difference between basic needs (food, clothing, and shelter) and wants (luxuries); * the practice of exchanging money for goods; and * examples of people saving for the future. Civics K.7 The student will demonstrate an understanding that being a good citizen involves important actions by * taking turns and sharing; * taking responsibility for certain classroom chores; * taking care of his/her own things (pencils, clothing, papers, books) and respecting what belongs to others; * identifying examples of honesty, courage, patriotism, and other admirable character traits seen in American history; and * identifying examples of rules and the consequences of breaking them. K.8 The student will identify traditionally patriotic symbols such as * those associated with America including the flag, the bald eagle, monuments, etc.; and * those associated with Virginia including the flag, the cardinal, etc. K.9 The student will learn traditionally patriotic activities, including the Pledge of Allegiance and the Star-Spangled Banner.
History and Social Science Standards of Learning Grade One Introduction to History and the Social Sciences The standards for first-grade students include comparisons of everyday life and traditions in different places and times. First- grade students should construct simple maps and globes to identify continents and locate places in Virginia and around the world related to their comparative studies of life and culture. First graders should also construct time lines; study economic concepts of scarcity, productive resources, and consumption; learn the value of rights and responsibilities; and help to make and enforce class rules. The student should be encouraged to develop good character through stories that teach such virtues as honesty, truthfulness, kindness, self-discipline, and responsibility. History 1.1 The student will compare everyday life in different places and times and recognize that people, places, and things change over time through such comparisons as * current school and community with past school and community; and * contemporary American life with American life in previous time periods. 1.2 The student will understand through biographies and stories the deeds for which our nation honors leaders from the past, including a variety of political, scientific, social, and military leaders, including Benjamin Franklin, George Washington Carver, Jane Addams, and John Paul Jones. 1.3 The student will study the life of people and events associated with major holidays such as Thanksgiving and the Pilgrims, Independence Day, Flag Day, Veterans' Day, Memorial Day, etc. 1.4 The student will construct time lines to show sequence and change and will identify examples of possible cause and effect. Geography 1.5 The student will locate the local community, Richmond, the Commonwealth of Virginia, the United States, the seven continents, and the four oceans on a map and a globe. 1.6 The student will construct a simple map of a familiar area incorporating cardinal direction, scale, and map symbols. 1.7 The student will describe how climate, location, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation. 1.8 The student will use maps, pictures, and stories to compare the geography of the local community with that of other communities in Virginia, the United States, and the world. Economics 1.9 The student will describe the differences between human resources (people at work), natural resources (water, soil, wood, coal, etc.), and capital resources (machines, tools, etc.) used to produce different goods or services. 1.10 The student will explain the difference between goods and services and will describe how people are both buyers (consumers) and sellers (producers) of goods and services. 1.11 The student will explain that limits on resources require people to make choices about producing and consuming goods and services. 1.12 The student will simulate the exchange of money for goods and services and will identify ways to save money. Civics 1.13 The student will describe and compare the making of some class rules by direct democracy (e.g., the entire class votes on the rules) and by representative democracy (e.g., the class elects a smaller group to make the rules). 1.14 The student will identify the bodies of elected representatives responsible for making local, Virginia, and United States laws. 1.15 The student will name the President of the United States and recognize national symbols and traditions of Virginia and the United States such as flags, holidays, and the Pledge of Allegiance.
History and Social Science Standards of Learning Grade Two Introduction to History and the Social Sciences The standards for second grade introduce students to the heritage and contributions of historic groups of people throughout the world. Second graders should also continue development of map skills and demonstrate enhanced understanding of basic economic concepts. Civics standards include distinguishing the basic functions of government and the officials responsible for each. History 2.1 The student will study the contributions of ancient Egypt and China which have had an impact on world history, with emphasis on written language, laws, calendars, and architectural monuments such as the Pyramids and the Great Wall of China. 2.2 The student will compare rural, urban, and suburban communities and describe how the local community has changed physically and demographically over time. 2.3 The student will compare the tribes of American Indians in Virginia with nomadic (e.g., Sioux) and settled, agricultural tribes (e.g., Pueblo) in other regions in America. Geography 2.4 The student will describe our nation as composed of states and locate the following on a map of the United States: Washington, D.C.; the states of Virginia, Maryland, West Virginia, North Carolina, Kentucky, and Tennessee; and major rivers, mountain ranges, and lakes in the United States. 2.5 The student will demonstrate map skills by constructing a simple map of the North American continent, which will include the essential map elements of title, scale, key, directional indicator, and date. Economics 2.6 The student will explain the interdependence of producers and consumers in a market economy by describing factors that have influenced consumer demand and describing how producers have used natural resources, human resources, and capital resources to produce goods and services in the past and the present. 2.7 The student will identify examples of making economic choices and will explain what is given up when making a choice; distinguish between money and barter economies; and explain the differences between using cash, checks, and credit to purchase goods and services. 2.8 The student will compare different ways that money can increase in value through savings and investment (e.g., bank savings accounts, investments in stocks and bonds, and investments in real estate and other valuable goods). Civics 2.9 The student will identify examples of the extension of the privileges and responsibilities of citizenship in American history and identify the contributions of individuals and groups, including Abraham Lincoln, Susan B. Anthony, and Martin Luther King, Jr. 2.10 The student will explain the difference between making laws, carrying out laws, and determining if laws have been violated and identify the government bodies that perform these functions at the local, state, and national levels.
History and Social Science Standards of Learning Grade Three Introduction to History and the Social Sciences The standards for third grade develop an understanding of the elements of civilizations and their interrelationship by studying several early civilizations. Students also learn about the discovery, exploration, and colonization of America. Third graders should apply the concepts of latitude and longitude as they study the geography of Virginia and the United States. The study of economics continues within the context of the historical study of exploration and colonization, and students are expected to learn about economic specialization, taxation, and the influence of transportation and communication on the distribution of goods and services. History 3.1 The student will explain the term "civilization" and describe the ancient civilizations of Greece and Rome, in terms of geographic features, government, agriculture, architecture, music, art, religion, sports, and roles of men, women, and children. 3.2 The student will describe the discovery of the Americas by Columbus and other European explorers and also the first permanent Spanish, French, and English settlements in North America, with emphasis on the people (explorers and their sponsors), their motivations, the obstacles they encountered, and the successes they achieved. 3.3 The student will describe the settlement of Jamestown and the Virginia colony, with emphasis on economic and other reasons that brought settlers to Virginia, the establishment of representative government, the economy, settlers' interactions with American Indians, and the introduction of slavery into Virginia. 3.4 The student will identify historical cause-and-effect relationships such as colonists establishing governments similar to those that governed those colonists in Europe. Geography 3.5 The student will distinguish between meridians of longitude and parallels of latitude and use the equator and prime meridian to identify the Northern, Southern, Eastern, and Western hemispheres and the locations of the ancient civilizations, European nations, and American colonies which the student is studying. 3.6 The student will use maps, tables, graphs, and charts to classify regions with common characteristics, such as deserts. Economics 3.7 The student will describe the economic specialization and interdependence involved in the production of goods and services in various types of communities in the past. 3.8 The student will explain in simple terms how opportunity cost, scarcity, and price influence economic decision making. 3.9 The student will explain the relationship between taxation and government services. 3.10 The student will describe the impact of changing modes of transportation and communication on the distribution of goods and services. Civics 3.11 The student will explain the fundamental ideals and principles that form the foundation of our republican form of government including inalienable rights ("life, liberty, and the pursuit of happiness"), the rule of law, justice, and equality under the law. 3.12 The student will explain the interaction between rights and responsibilities; why we have rules, laws, and constitutional mandates to protect rights and make sure responsibilities are carried out; consequences for violating them; and the role of citizenship in promoting them. 3.13 The student will identify examples from history of conflicts over rights, how those conflicts were resolved, and the important people who helped resolve them.
History and Social Science Standards of Learning Grade Four Virginia Studies: 1607 to Present The standards for fourth-grade students allow them to explore the rich history of Virginia from 1607 to the present. Geographic, economic, and civic concepts continue to be presented within this historic context. Students should use geographic tools to analyze the influence of physical and cultural geography on Virginia history. Fourth graders should also focus on concepts of economic interdependence and the historic ideas that form the foundation of political institutions in Virginia and the United States. Historic and current examples of monetary exchange, credit, and taxation should be compared, and students should begin examination of constitutional documents and the structure and operation of state government. 4.1 The student will explain the impact of geographic factors in the expansion and development of Virginia, with emphasis on * the location of American Indians, various European settlers, and African slaves; and * the location and growth of cities in relation to the Atlantic Ocean, the Chesapeake Bay, major rivers, the fall line/fall zone, and the Shenandoah Valley. 4.2 The student will use the concepts of absolute location (e.g., using grid systems) and relative location (e.g., direction, reference to neighboring states, and water features) to * locate and identify on maps and globes his/her local city or county, Virginia, the other original states, the United States, Western Europe, and West Africa; * explain how physical characteristics, transportation routes, climate, and specialization influenced the variety of crops, products, and industries and the general patterns of economic growth in Virginia; * illustrate how communities in Virginia differ in physical features, such as land use, population density, architecture, services, and transportation; and * construct physical maps and three-dimensional models that include the essential map elements and the geographic regions of Virginia (Tidewater, Piedmont, Ridge and Valley, Allegheny Plateau), and the U.S. (Coastal Plains, Appalachian Mountains, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Ridge, Coastal Range). 4.3 The student will explain the economic, social, and political life of the Virginia colony, with emphasis on * its political and economic relationship to England and other nations; * characteristics and contributions of various groups of people; * the role of money, banking, saving, and credit in colonial Virginia; * reasons for, and Virginia's role in, the American Revolution; * the backgrounds, motivations, and contributions of George Washington, George Wythe, Thomas Jefferson, James Madison, James Monroe, Patrick Henry, and other prominent Virginians in the Revolutionary era; and * the significance of the Charters of the Virginia Company of London, the Virginia Declaration of Rights, the Virginia Statute of Religious Freedom, and the Declaration of Independence. 4.4 The student will describe the social and political life of Virginians between the Revolutionary War and the end of the Civil War, with emphasis on * the contributions of Virginians to the establishment of the U.S. Constitution and Bill of Rights, and the success of the new national government; * conflicts between northern and southern states and within Virginia, including Nat Turner's Rebellion, and events leading to secession; and * Virginia's role in the Civil War, including major battles and leaders in the Confederate army, including Robert E. Lee, J.E.B. Stuart, and Thomas "Stonewall" Jackson. 4.5 The student will evaluate the social, political, and economic life in Virginia from the Reconstruction Period to the 20th century, with emphasis on * the Reconstruction Period and its impact on politics and government, the economy, demographics, and public opinion; * the impact of segregation and Jim Crow laws; and * the economic and social transition from a rural, agricultural society to a more urban, industrialized society. 4.6 The student will trace the history of Virginia in the 20th century, with emphasis on * the accomplishments of prominent Virginians, including Woodrow Wilson, Harry F. Byrd, Sr., L. Douglas Wilder, and Arthur Ashe; * social and political events linked to desegregation and Massive Resistance and their relationship to national history; * the impact of advances in transportation and communication on migration, economic development, and the integration of Virginia into the U.S. economy and eastern Virginia into the northeast megalopolis; * the role of money, banking, saving, and credit in contemporary Virginia; and * the types of taxes collected and the types of services provided by each level of government. 4.7 The student will develop historical analysis skills including * identifying, analyzing, and making generalizations about the life in Virginia history using primary sources including artifacts, diaries, letters, photographs, art, documents, and newspapers; * distinguishing fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events; and * summarizing and sequencing major events in Virginia history from 1607 to the present and locating significant places and events on a map.
History and Social Science Standards of Learning Grade Five United States History to 1877 The standards for grade five relate to the history of the United States from Pre-Columbian times until 1877. Fifth graders will continue to learn fundamental concepts in civics, economics, and geography. This course continues in grade six. In these two years, students study United States history in chronological sequence and learn about change and continuity in our history, study documents and speeches that lay the foundation of American ideals and institutions, and examine the everyday life of people at different times in our history through the use of primary and secondary sources. Teachers are encouraged to use simulations, class debates, projects, or other innovative techniques to make the students' learning experiences lively and memorable. Students should have ample instruction devoted to reviewing and strengthening map and globe skills, skills of using and interpreting information, and historical thinking skills. 5.1 The student will describe life in America before the 17th century by * identifying and describing the first Americans, their arrival from Asia, where they settled, and how they lived, including Inuits (Eskimos), Anasazi (cliff dwellers), Northwest Indians (Kwakiutl), Plains Indians, Mound builders, Indians of the Eastern forest (Iroquois, etc.), Incas, and Mayans; * explaining how geography and climate influenced the way various Indian tribes lived; and * evaluating the impact of native economies on their religions, arts, shelters, and cultures. 5.2 The student will trace the routes and evaluate early explorations of the Americas, in terms of * the motivations, obstacles, and accomplishments of sponsors and leaders of key expeditions from Spain, France, Portugal, and England; * the political, economic, and social impact on the American Indians; and * the economic, ideological, religious, and nationalist forces that led to competition among European powers for control of North America. 5.3 The student will describe colonial America, with emphasis on * the factors that led to the founding of the colonies, including escape from religious persecution, economic opportunity, release from prison, and military adventure; * geographic, political, economic, and social contrasts in the three regions of New England, the mid-Atlantic, and the South; * life in the colonies in the 18th century from the perspective of large landowners, farmers, artisans, women, and slaves; * the principal economic and political connections between the colonies and England; * sources of dissatisfaction that led to the American Revolution; * key individuals and events in the American Revolution including King George, Lord North, Lord Cornwallis, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Thomas Jefferson, Patrick Henry, and Thomas Paine; and * major military campaigns of the Revolutionary War and reasons why the colonies were able to defeat the British. 5.4 The student will analyze the United States Constitution and the Bill of Rights, in terms of * the British and American heritage, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Virginia Statute of Religious Freedom, and the Articles of Confederation; * the philosophy of government expressed in the Declaration of Independence; and * the powers granted to the Congress, the President, the Supreme Court, and those reserved to the states. 5.5 The student will describe challenges faced by the new United States government, with emphasis on * the writing of a new Constitution in 1787 and the struggles over ratification and the addition of a Bill of Rights; * major issues facing Congress and the first four presidents; and * conflicts between Thomas Jefferson and Alexander Hamilton that resulted in the emergence of two political parties. 5.6 The student will describe growth and change in America from 1801 to 1861, with emphasis on * territorial exploration, expansion, and settlement, including the Louisiana Purchase, the Lewis and Clark expedition, the acquisition of Florida, Texas, Oregon, and California; * how the effects of geography, climate, canals and river systems, economic incentives, and frontier spirit influenced the distribution and movement of people, goods, and services; * the principal relationships between the United States and its neighbors (current Mexico and Canada) and the European powers (including the Monroe Doctrine), and describe how those relationships influenced westward expansion; * the impact of inventions, including the cotton gin, McCormick reaper, steamboat, and steam locomotive on life in America; and * the development of money, saving, and credit. 5.7 The student will identify causes, key events, and effects of the Civil War and Reconstruction, with emphasis on * economic and philosophical differences between the North and South, as exemplified by men such as Daniel Webster and John C. Calhoun; * events leading to secession and war; * leaders on both sides of the war including Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, and William Lloyd Garrison; * critical developments in the war, including major battles, the Emancipation Proclamation, and Lee's surrender at Appomattox; * life on the battlefield and on the homefront; * basic provisions and postwar impact of the 13th, 14th, and 15th Amendments to the United States Constitution; and * the impact of Reconstruction policies on the South. 5.8 The student will interpret patriotic slogans and excerpts from notable speeches and documents in United States history up to 1877, including "Give me liberty or give me death," "Remember the Alamo," "E Pluribus Unum," the Gettysburg Address, the Preamble to the Constitution, and the Declaration of Independence. 5.9 The student will develop skills for historical analysis, including the ability to * identify, analyze, and interpret primary sources (artifacts, diaries, letters, photographs, art, documents, and newspapers) and contemporary media (television, movies, and computer information systems) to better understand events and life in United States history to 1877; * construct various time lines of American history from pre- Columbian times to 1877 highlighting landmark dates, technological changes, major political and military events, and major historical figures; and * locate on a United States map major physical features, bodies of water, exploration and trade routes, the states that entered the union up to 1877, and identify the states that formed the Confederacy during the Civil War. 5.10 The student will develop skills in discussion, debate, and persuasive writing by analyzing historical situations and events, including * different historical perspectives such as American Indians and settlers, slaves and slave holders, Patriots and Tories, Federalists and Anti-Federalists, Rebels and Yankees, Republicans and Democrats, farmers and city folks, etc.; and * different evaluations of the causes, costs, and benefits of major events in American history up to 1877 such as the American Revolution, the Constitutional Convention, the Civil War, Reconstruction, etc.
Computer/Technology Standards by the End of Grade Five Computer/Technology skills are essential components of every student's education. In order to maximize opportunities for students to acquire necessary skills for academic success, the teaching of these skills should be the shared responsibility of teachers of all disciplines. Minimum skills that students should acquire by the end of Grade 5 include the following: C/T5.1 The student will demonstrate a basic understanding of computer theory including bits, bytes, and binary logic. C/T5.2 The student will develop basic technology skills. * Develop a basic technology vocabulary that includes cursor, software, memory, disk drive, hard drive, and CD- ROM. * Select and use technology appropriate to tasks. * Develop basic keyboarding skills. * Operate peripheral devices. * Apply technologies to strategies for problem solving and critical thinking. C/T5.3 The student will process, store, retrieve, and transmit electronic information. * Use search strategies to retrieve electronic information using databases, CD-ROMs, videodiscs, and telecommunications. * Use electronic encyclopedias, almanacs, indexes, and catalogs. * Use local and wide-area networks and modem-delivered services to access information from electronic databases. * Describe advantages and disadvantages of various computer processing, storage, retrieval, and transmission techniques. C/T5.4 The student will communicate through application software. * Create a 1-2 page document using word processing skills, writing process steps, and publishing programs. * Use simple computer graphics and integrate graphics into word-processed documents. * Create simple databases and spreadsheets to manage information and create reports. * Use local and worldwide network communication systems.
History and Social Science Standards of Learning Grade Six United States History: 1877 to the Present The standards for grade six relate to the history of the United States from the end of the Reconstruction period to the present day, thus completing a two-year study of American history in the elementary grades. Sixth graders should continue to learn fundamental concepts in civics, economics, and geography in the context of United States history. Teachers are encouraged to use simulations, class debates, projects, or other innovative techniques to make the students' learning experiences lively and memorable. Students should have ample instruction devoted to reviewing and strengthening map and globe skills, skills in interpreting and using information, and historical thinking skills. 6.1 The student will explain how, following the Civil War, massive immigration, combined with the rise of big business, heavy industry, and mechanized farming transformed American life, with emphasis on * Western settlement and changing federal policy toward the Indians; * why various immigrant groups came to America, some of the obstacles they faced, and the important contributions they made; and * the growth of American cities, including the impact of racial and ethnic conflict and the role of political machines. 6.2 The student will analyze and explain Americans' responses to industrialization and urbanization, with emphasis on * muckraking literature and the rise of the Progressive Movement; * women's suffrage and temperance movements, and their impact on society; * child labor, working conditions, and the rise of organized labor; * political changes at the local, state, and national levels; and * improvements in standards of living, life expectancy, and living conditions. 6.3 The student will describe and analyze the changing role of the United States in world affairs between 1898 and 1930, with emphasis on * the Spanish-American War; * the Panama Canal; * Theodore Roosevelt's "Big Stick Diplomacy;" * the United States' role in World War I; * the League of Nations; and * tariff barriers to world trade. 6.4 The student will describe the ideas and events of the 1920's and 1930's, with emphasis on * literature, music, dance, and entertainment; * the Harlem Renaissance; * impact of the automobile; * prohibition, speakeasies, and bootlegging; * the impact of women's suffrage; * racial tensions and labor strife; and * urban and rural electrification. 6.5 The student will explain the Great Depression and its effects, with emphasis on * weaknesses in the economy, the collapse of financial markets in the late 1920's, and other events that triggered the Great Crash; * the extent and depth of business failures, unemployment, and poverty; * the New Deal and its impact on the Depression and the future role of government in the economy; and * personalities and leaders of the period, including Will Rogers, Eleanor and Franklin Roosevelt, and Charles Lindbergh. 6.6 The student will analyze and explain the major causes, events, personalities, and effects of World War II, with emphasis on * the rise of Fascism, Nazism, and Communism in the 1930's and 1940's and the response of Europe and the United States; * aggression in Europe and the Pacific; * failure of the policy of appeasement; * the Holocaust; * major battles of World War II and the reasons for Allied victory; and * major changes in Eastern Europe, China, Southeast Asia, and Africa following the war. 6.7 The student will describe the economic, social, and political transformation of the United States since World War II, with emphasis on * segregation, desegregation, and the Civil Rights Movement; * the changing role of women in America; * the technology revolution and its impact on communication, transportation, and new industries; * the consumer economy and increasing global markets; * increases in violent crime and illegal drugs; * effects of increased immigration; * the impact of governmental social and economic programs and the Cold War on the growth of federal income tax revenues and government spending and the role of the Federal Reserve System; * effects of organized religious activism; and * political leaders of the period, trends in national elections, and differences between the two major political parties. 6.8 The student will describe United States foreign policy since World War II, with emphasis on * the Cold War and the policy of communist containment; * confrontations with the Soviet Union in Berlin and Cuba; * nuclear weapons and the arms race; * McCarthyism and the fear of communist influence within the United States; * NATO and other alliances, and our role in the United Nations; * military conflicts in Korea, Vietnam, and the Middle East; and * the collapse of communism in Europe and the rise of new challenges. 6.9 The student will interpret patriotic slogans and excerpts from notable speeches in United States history since 1877 including "Ask not what your country can do for you, . . " . . . December 7, 1941, a date which will live in infamy," "I have a dream . . .," and "Mr. Gorbachev, tear down this wall!" 6.10 The student will develop skills for historical analysis, including the ability to * identify, analyze, and interpret primary sources (artifacts, diaries, letters, photographs, art, documents, and newspapers) and contemporary media (computer information systems) and to make generalizations about events and life in United States history since 1877; * recognize and explain how different points of view have been influenced by nationalism, race, religion, and ethnicity; * distinguish fact from fiction by examining documentary sources; * construct various time lines of United States history since 1877 including landmark dates, technological and economic changes, social movements, military conflicts, and presidential elections; and * locate on a United States map all 50 states, the original 13 states, the states that formed the Confederacy, and the states which entered the Union since 1877. 6.11 The student will develop skills in discussion, debate, and persuasive writing by evaluating different assessments of the causes, costs, and benefits of major events in recent American history such as World War I, the New Deal, World War II, the Korean War, the Conservative Movement, the Civil Rights Movement, the War on Poverty, and the Vietnam War.
History and Social Science Standards of Learning Grade Seven Civics and Economics The standards for seventh-grade students cover the role of the citizen in the American political and economic systems. The focus is on gaining essential knowledge of the U.S. and Virginia Constitutions and the structure and functions of government institutions at the national, state, and local levels. Students also learn the basic principles, structure, and operation of the American economy. These standards are intended to foster patriotism, respect for the law, a sense of civic duty, and informed economic decision making. Social science skill development extends into quantitative data organization and interpretation. 7.1 The student will compare the Charters of the Virginia Company of London, the Virginia Declaration of Rights, the Virginia Statute of Religious Freedom, the Declaration of Independence, the Articles of Confederation, and the Constitutions of the United States and Virginia, as amended, with emphasis on their treatment of * fundamental political principles including constitutionalism and limited government, rule of law, democracy and republicanism, sovereignty, consent of the governed, separation of powers, checks and balances, and federalism; and * fundamental liberties, rights, and values including religion, speech, press, assembly and petition, due process, equality under the law, individual worth and dignity, majority rule and minority rights, etc. 7.2 The student will compare the national, state, and local governments, with emphasis on * their structures, functions, and powers; * the election and appointment of officials; * the division and sharing of powers among levels of government; * the separation and sharing of powers within levels of government; and * the process of amending the United States and Virginia Constitutions. 7.3 The student will compare the election process at the local, state, and national levels of government, with emphasis on * nomination and promotion of candidates for elective office; * similarities and differences between the major political parties; * voter turnout; * evaluating accuracy of campaign advertising; and * distinguishing between reporting, analysis, and editorializing in the media, and recognition of bias. 7.4 The student will compare the policy-making process at the local, state, and national levels of government, with emphasis on * the basic law-making process within the respective legislative bodies; * the interaction between the chief executives and the legislative bodies; * the functions of departments, agencies, and regulatory bodies; * the roles of political parties at the state and national levels; * the ways that individuals and cultural, ethnic, and other interest groups can influence government policymakers; and * the impact of the media on public opinion and policymakers. 7.5 The student will distinguish between the judicial systems established by the Virginia and United States Constitutions, with emphasis on * the organization and jurisdiction of Virginia and United States courts; * the exercise of the power of judicial review; * the process of bringing and resolving criminal and civil cases in Virginia's judicial system; and * the function and process of the juvenile justice system in Virginia. 7.6 The student will explain the structure and operation of the United States economy as compared with other economies, with emphasis on * the basic concepts of free market, as described by Adam Smith, and of communism, as described by Karl Marx; * the concepts of supply and demand, scarcity, choices, trade-offs, private ownership, incentives, consumer sovereignty, markets, and competition; * private and public financial institutions; * the economic impact of consumption, saving and investment, and borrowing by individuals, firms, and governments; and * the differences between free market, centrally planned, and mixed economies. 7.7 The student will describe the role of governments in the United States economy, with emphasis on * provision of public goods and services; * protection of consumer rights, contracts, and property rights; * the impact of government taxation, borrowing, and spending on individuals and on the production and distribution of goods and services; and * the role of the Federal Reserve System and the impact of monetary policy on the money supply and interest rates. 7.8 The student will compare the American political and economic system to systems of other nations, including Japan, China, and leading Western European nations, in terms of * governmental structures and powers; * the degree of governmental control over the economy; and * entrepreneu