These curriculum standards have been edited to reflect the themes of the
Frederick Douglass National Historic Site's Annual Oratorical Contest,
and fail to reflect the breadth of the school system's standards. This
document is an aid. For clarification or more information please view
the original document found at:
http://www.doe.virginia.gov/go/Sols/home.shtml

**History and Social Studies Standards of Learning for Virginia Public
Schools**

**Grade One**

**Introduction to History and Social Science**

The standards for first grade students include an introduction to the
lives of American leaders and their contributions to the United States.
Students should recognize basic map symbols and construct a simple map
of a familiar area. The students should study the economic concepts of
goods and services, buyers and sellers, and making economic choices.
Students should learn to apply the traits of a good citizen and
recognize that communities in Virginia include people who have diverse
ethnic origins, customs, and traditions, who make contributions to their
communities, and who are united as Americans by common principles.

**History**

1.1 The student will interpret information presented in picture time
lines to show sequence of events and will distinguish between past and
present.

1.2 The student will describe the stories of American leaders and their
contributions to our country, with emphasis on George Washington,
Benjamin Franklin, Abraham Lincoln, and George Washington Carver.

1.3 The student will discuss the lives of people associated with
Presidents' Day, Columbus Day, and the events of Independence Day
(Fourth of July).

**Grade Two**

**Introduction to History and Social Science**

The students will identify selected American individuals who have worked
to improve the lives of American citizens. The students will recognize
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.

**Civics**

2.10 The student will explain the responsibilities of a good citizen,
with emphasis on

a\) respecting and protecting the rights and property of others;

b\) taking part in the voting process when making classroom decisions;

c\) describing actions that can improve the school and community;

d\) demonstrating self-discipline and self-reliance;

e\) practicing honesty and trustworthiness.

2.11 The student will identify George Washington, Abraham Lincoln, Susan
B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr.
as Americans whose contributions improved the lives of other Americans.

2.12 The student will understand that the United States is a land of
people who have diverse ethnic origins, customs, and traditions, who
make contributions to their communities, and who are united as Americans
by common principles.

**Grade Three**

**Introduction to History and Social Science**

Students will explain the importance of the basic principles of
democracy and identify the contributions of selected individuals.
Students will recognize that Americans are a people who have diverse
ethnic origins, customs, and traditions, who all contribute to American
life, and who are united as Americans by common principles.

**Civics**

3.12 The student will recognize that Americans are a people of diverse
ethnic origins, customs, and traditions, who are united by the basic
principles of a republican form of government and respect for individual
rights and freedoms.

**United States History to 1877**

Students will use skills of historical and geographical analysis to
explore the early history of the United States and understand ideas and
events that strengthened the union. The standards for this course relate
to the history of the United States from pre-Columbian times until 1877.
Students will continue to learn fundamental concepts in civics,
economics, and geography as they study United States history in
chronological sequence and learn about change and continuity in our
history. They also will study documents and speeches that laid the
foundation of American ideals and institutions and will examine the
everyday life of people at different times in the country's history
through the use of primary and secondary sources. The study of history
must emphasize the intellectual skills required for responsible
citizenship. Students practice these skills as they extend their
understanding of the essential knowledge defined by all of the standards
for history and social science.

**Skills**

USI.1 The student will develop skills for historical and geographical
analysis, including the ability to

a\) identify and interpret primary and secondary source documents to
increase understanding of events and life in United States history to
1877;

b\) make connections between the past and the present;

c\) sequence events in United States history from pre-Columbian times to
1877;

d\) interpret ideas and events from different historical perspectives;

e\) evaluate and discuss issues orally and in writing;

f\) analyze and interpret maps to explain relationships among landforms,
water features, climatic characteristics, and historical events;

g\) distinguish between parallels of latitude and meridians of
longitude;

h\) interpret patriotic slogans and excerpts from notable speeches and
documents.

**Expansion and Reform: 1801 to 1861**

USI.8 The student will demonstrate knowledge of westward expansion and
reform in America from 1801 to 1861 by

d\) identifying the main ideas of the abolitionist and suffrage
movements.

**Civil War and Reconstruction: 1860s to 1877**

USI.9 The student will demonstrate knowledge of the causes, major
events, and effects of the Civil War by

a\) describing the cultural, economic, and constitutional issues that
divided the nation;

b\) explaining how the issues of states' rights and slavery increased
sectional tensions;

d\) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S.
Grant, Robert E. Lee, Thomas "Stonewall" Jackson, and Frederick Douglass
in events leading to and during the war;

f\) describing the effects of war from the perspectives of Union and
Confederate soldiers

(including black soldiers), women, and slaves.

USI.10 The student will demonstrate knowledge of the effects of
Reconstruction on American life by

a\) identifying the provisions of the 13th, 14th, and 15th Amendments to
the Constitution of the United States and their impact on the expansion
of freedom in America;

b\) describing the impact of Reconstruction policies on the South.

**United States History: 1877 to the Present**

Students will continue to use skills of historical and geographical
analysis as they examine American history since 1877. The standards for
this course relate to the history of the United States from the end of
the Reconstruction era to the present. Students should continue to learn
fundamental concepts in civics, economics, and geography within the
context of United States history. Political, economic, and social
challenges facing the nation reunited after civil war will be examined
chronologically as students develop an understanding of how the American
experience shaped the world political and economic landscape. The study
of history must emphasize the intellectual skills required for
responsible citizenship. Students practice these skills as they extend
their understanding of the essential knowledge defined by all of the

standards for history and social science.

**Skills**

USII.1 The student will demonstrate skills for historical and
geographical analysis, including the ability to

a\) analyze and interpret primary and secondary source documents to
increase understanding of events and life in United States history from
1877 to the present;

b\) make connections between past and present;

c\) sequence events in United States history from 1877 to the present;

d\) interpret ideas and events from different historical perspectives;

e\) evaluate and debate issues orally and in writing;

f\) analyze and interpret maps that include major physical features;

g\) use parallels of latitude and meridians of longitude to describe
hemispheric location;

h\) interpret patriotic slogans and excerpts from notable speeches and
documents.

**Reshaping the Nation and the Emergence of Modern America:**

**1877 to the Early 1900s**

USII.3 The student will demonstrate knowledge of how life changed after
the Civil War by

a\) identifying the reasons for westward expansion;

b\) explaining the reasons for the increase in immigration, growth of
cities, new inventions, and challenges arising from this expansion;

c\) describing racial segregation, the rise of "Jim Crow," and other
constraints faced by African Americans in the post-Reconstruction South;

d\) explaining the rise of big business, the growth of industry, and
life on American farms;

e\) describing the impact of the Progressive Movement on child labor,
working conditions, the rise of organized labor, women's suffrage, and
the temperance movement.

**Civics and Economics**

Standards for Civics and Economics examine the roles citizens play in
the political, governmental, and economic systems in the United States.
Students examine the constitutions of Virginia and the United States;
identify the rights, duties, and responsibilities of citizens; and
describe the structure and operation of government at the local, state,
and national levels. Students investigate the process by which decisions
are made in the American market economy and explain the government's
role in it. The standards identify personal character traits, such as
patriotism, respect for the law, and a sense of civic duty, that
facilitate thoughtful and effective participation in the civic life of
an increasingly diverse democratic society. Civic education also must
emphasize the intellectual skills required for responsible citizenship.
Students practice these skills as they extend their understanding of the
essential knowledge defined by the standards for Civics and Economics.

CE.1 The student will develop the social studies skills citizenship
requires, including the ability to

a\) examine and interpret primary and secondary source documents;

b\) create and explain maps, diagrams, tables, charts, graphs, and
spreadsheets;

c\) analyze political cartoons, political advertisements, pictures, and
other graphic media;

d\) distinguish between relevant and irrelevant information;

e\) review information for accuracy, separating fact from opinion;

f\) identify a problem and recommend solutions;

g\) select and defend positions in writing, discussion, and debate.

CE.3 The student will demonstrate knowledge of citizenship and the
rights, duties, and responsibilities of citizens by

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 of 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\) evaluating how civic and social duties address community needs and
serve the public good.

CE.4 The student will demonstrate knowledge of personal character traits
that facilitate thoughtful and effective participation in civic life by

a\) practicing trustworthiness and honesty;

b\) practicing courtesy and respect for the rights of others;

c\) practicing responsibility, accountability, and self-reliance;

d\) practicing respect for the law;

e\) practicing patriotism.

**Virginia and United States History**

The standards for Virginia and United States History include the
historical development of American ideas and institutions from the Age
of Exploration to the present. While focusing on political and economic
history, the standards provide students with a basic knowledge of
American culture through a chronological survey of major issues,
movements, people, and events in United States and Virginia history.
Students should use historical and geographical analysis skills to
explore in depth the events, people, and ideas that fostered our
national identity and led to our country's prominence in world affairs.
The study of history must emphasize the intellectual skills required for
responsible citizenship. Students practice these skills as they extend
their understanding of the essential knowledge defined by all of the
standards for history and social science.

**Skills**

VUS.1 The student will demonstrate skills for historical and
geographical analysis, including the ability to

a\) identify, analyze, and interpret primary and secondary source
documents, records, and data, including artifacts, diaries, letters,
photographs, journals, newspapers, historical accounts, and art to
increase understanding of events and life in the United States;

b\) evaluate the authenticity, authority, and credibility of sources;

c\) formulate historical questions and defend findings based on inquiry
and interpretation;

d\) develop perspectives of time and place, including the construction
of maps and various time lines of events, periods, and personalities in
American history;

e\) communicate findings orally and in analytical essays and/or
comprehensive papers;

f\) develop skills in discussion, debate, and persuasive writing with
respect to enduring issues and determine how divergent viewpoints have
been addressed and reconciled;

g\) apply geographic skills and reference sources to understand how
relationships between humans and their environment have changed over
time;

h\) interpret the significance of excerpts from famous speeches and
other documents.

**Expansion and Reform: 1801 to 1860**

VUS.6 The student will demonstrate knowledge of the major events during
the first half of the nineteenth century by

a\) identifying the economic, political, and geographic factors that led
to territorial expansion and its impact on the American Indians (First
Americans);

b\) describing the key features of the Jacksonian Era, with emphasis on
federal banking policies;

c\) describing the cultural, economic, and political issues that divided
the nation, including slavery, the abolitionist and women's suffrage
movements, and the role of the states in the Union.

**Civil War and Reconstruction: 1860 to 1877**

VUS.7 The student will demonstrate knowledge of the Civil War and
Reconstruction Era and its importance as a major turning point in
American history by

a\) identifying the major events and the roles of key leaders of the
Civil War Era, with emphasis on Abraham Lincoln, Ulysses S. Grant,
Robert E. Lee, and **Frederick Douglass**;

b\) analyzing the significance of the Emancipation Proclamation and the
principles outlined in Lincoln's Gettysburg Address;

c\) examining the political, economic, and social impact of the war and
Reconstruction, including the adoption of the 13th, 14th, and 15th
Amendments to the Constitution of the United States.

**Virginia and United States Government**

Standards for Virginia and United States Government define the knowledge
that enables citizens to participate effectively in civic life. Students
examine fundamental constitutional principles, the rights and
responsibilities of citizenship, the political culture, the
policy-making process at each level of government, and the operation of
the United States market economy. The standards identify the personal
character traits that facilitate thoughtful and effective participation
in the civic life of an increasingly diverse democratic society. Civic
education also must emphasize the intellectual skills required for
responsible citizenship. Students practice these skills as they extend
their understanding of the essential knowledge defined by the current
standards for Virginia and United States Government.

GOVT.1 The student will demonstrate mastery of the social studies skills
citizenship requires, including the ability to

a\) analyze primary and secondary source documents;

b\) create and interpret maps, diagrams, tables, charts, graphs, and
spreadsheets;

c\) analyze political cartoons, political advertisements, pictures, and
other graphic media;

d\) distinguish between relevant and irrelevant information;

e\) evaluate information for accuracy, separating fact from opinion;

f\) identify a problem and prioritize solutions;

g\) select and defend positions in writing, discussion, and debate.

GOVT.3 The student will demonstrate knowledge of the concepts of
democracy by

a\) recognizing the fundamental worth and dignity of the individual;

b\) recognizing the equality of all citizens under the law;

c\) recognizing majority rule and minority rights;

d\) recognizing the necessity of compromise;

e\) recognizing the freedom of the individual.

GOVT.17 The student will demonstrate knowledge of personal character
traits that facilitate thoughtful

and effective participation in civic life by

a\) practicing trustworthiness and honesty;

b\) practicing courtesy and respect for the rights of others;

c\) practicing responsibility, accountability, and self-reliance;

d\) practicing respect for the law;

e\) practicing patriotism.

GOVT.18 The student will understand that thoughtful and effective
participation in civic life is characterized by

a\) obeying the law and paying taxes;

b\) serving as a juror;

c\) participating in the political process;

d\) performing public service;

e\) keeping informed about current issues;

f\) respecting differing opinions in a diverse society.