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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 Subject: Social Sciences Grade: K

Standard:

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:

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.


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:

The student will differentiate between county and city.

Learning Outcomes:

Describe differences between housing and jobs for city and country.


compare/contrast city and country,

identify visuals of city/country.

Teacher Notes:


Standard:

The student will identify modes of transportation.

Learning Outcomes:

recognizing what transportation will be used on land, air, sea


boats, cars, trains, planes

Teacher Notes:


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.


Doctors, builders, teachers, cooks, farmers, firefighters.

Gather and classify information.

Use and explain simple charts.

Teacher Notes:


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.


Develop an understanding of basic needs and wants.

Goods are things that people make or grow that can be purchased.

Teacher Notes:


Standard:

The student will understand the value of voting.

Learning Outcomes:

Participate in the voting process by casting his/her vote.


Understand voting terms.

Teacher Notes:


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.


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,

8) being kind to others.

Teacher notes

Standard # 9 Subject: Social Studies Grade:K

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.


Use Biblical examples and standards.

Teacher Notes:

Standard #10 Subject: Social Studies Grade: K

Standard:

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.


White House – President

Pledge of Allegiance – Flag – white stars on blue rectangle and red and white stripes.

Teacher Notes:

Standard # 11 Subject: Social Studies Grade: K

Standard:

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).


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:

According to Biblical account the student will comprehend creation.

Learning Outcomes:

Describe how the world began.


7 days of Creation

God as the Creator

Teacher Notes:


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).


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 Subject: Social Studies Grade K

Standard:

The student will understand cultural contributions from various regions of the United States.

Learning Outcomes:

Identify differences between cultural folktales and real life stories.


Recognize differences between stories.

Teacher Notes:

First Grade SS Standards

Standard # 1 Subject: Social Studies Grade: 1

Standard:

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.


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 Subject: Social Studies Grade:1

Standard:

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.


Use a map legend (a list of shapes and symbols ) to locate objects and places on a map.

Teacher Notes:

Standard #3 Subject: Social Studies Grade:1

Standard:

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.


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 Subject: Social Studies Grade:1

Standard:

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.


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:

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.


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 Subject: Social Studies Grade: 1

Standard:

The student will identify a family unit as described by Biblical standards.

Learning Outcomes:

Compare/contrast family units.


Examples of the ideal family according to Biblical standards.

God created the first family – Adam and Eve.

Teacher Notes:


Standard:

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.


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:

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.


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 Subject: Social Studies Grade: 1

Standard:

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.


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 16 th 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:

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.


Make a book showing what is created on each day of creation.

Put days of creation in chronological order.

Teacher Notes:


Standard:

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.


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:

The student will understand cultural contributions of various regions of the United States.

Learning Outcomes:

Recognize differences between folktale and real life situations.


Johnny Appleseed

Paul Bunyan

George Washington (cherry tree)

Teacher Notes:

Second Grade SS Standards

Standard #1 Subject: Social Studies Grade: 2nd

Standard:

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


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:

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


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:

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


Define terms: barter, money, debit card Compare and contrast differences between the methods of purchase

Teacher Notes:


Standard:

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)


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:

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


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:

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


list various traditions and customs that America as adopted from other countries

Teacher Notes:


Standard:

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


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:

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


terms to know: ancient, architecture, and contribution chart contributions of Ancient China and Egypt (written language, inventions, architecture)

Teacher Notes:


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


develop a timeline

put events in order on a timeline

Teacher Notes:


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


putting Creation pictures in order discuss the fact that history begins with God and His creation of earth

Teacher Notes:


Standard:

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


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 Grade: 3rd

Standard:

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)


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:

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


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:

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


make and explain bar and pie graphs draw maps of familiar objects or areas

construct and explain simple charts

Teacher Notes:


Standard:

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


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:

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:

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:

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


compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions

Teacher Notes:


Standard:

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)


chart differences between relevant and irrelevant information list accomplishments of these explorers

Teacher Notes:


Standard:

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


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 Grade: 3rd

Standard:

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


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:

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


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:

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


illustrate a story from West Africa analyze the West African Government

chart trade routes in West Africa

Teacher Notes:


Standard:

The student will memorize and locate the 50 states.

Learning Outcomes:

labeling a blank map of the 50 states


memorize the locations of the 50 states use learning games to enhance the memorization

blank transparencies and maps for extra practice

Teacher Notes:


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


develop a craft that symbolize another country

illustrate a language of Greece, Egypt, and West Africa

Teacher Notes:

Fourth Grade SS Standards

Standard # 1 Subject: Social Studies Grade: 4 th

Standard:

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


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:

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


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:

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


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:

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


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:

The student will demonstrate knowledge of Virginia government

Learning Outcomes:

identify the three branches of Virginia government and the function of each


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:

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


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:

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


explain place names reflecting culture: English-Richmond, American Indian-Roanoke

summarize Settlement areas- English settled in Tidewater and Piedmont, Germans and Scotch-Irish 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.


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: 4 th 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


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 Grade: 4 th

Standard:

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


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:

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


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:

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


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:

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


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 Subject: SS Grade: 5

Standard: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: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:

Standard #3 Subject: SS Grade: 5

Standard: 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: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


Teacher Notes:


Standard: 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: 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


Teacher Notes:


Standard: 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


Teacher Notes:


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


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 Subject: SS Grade: 5Standard: 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


Teacher Notes:


Standard: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: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: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


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 period2. Explaining the basic provisions of the 13th, 14th, and 15th Amendments3. Contrasting the political and social forces that opposed and supported the Post Civil War

Amendments4. 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 armies6. Analyzing how the leadership of President Lincoln affected Reconstruction7. Analyzing how the leadership of President Johnson affected Reconstruction8. 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


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 Subject: History Grade:6

Standard:

The student will demonstrate knowledge of how life changed after the Civil War during westward expansion by

Learning Outcomes:

1. Identifying opportunities for land ownership2. Describing technological advances, including the Transcontinental Railroad3. Inferring the possibility of wealth created by the discovery of gold and silver4. Summarizing how adventure was a viable reason5. Evaluating, through writing, the new beginning for former slaves 6. Identifying and describing the effects of westward expansion on Native Americans7. Explaining how the physical features and climate of the Great Plains influenced the movement of

people westward8. 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



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 Subject: History Grade: 6

Standard:

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 19 th century



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 Subject: History Grade: 6

Standard:

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.


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 Subject History Grade 6 Standard:

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


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


Teacher Notes:

Standard #7 Subject History Grade 6

Standard:

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 20 th 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 victory8. Paraphrasing Wilson’s Fourteen Points9. 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)


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


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


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 Subject History Grade 6

Standard:

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 north2. Interpreting the results of Prohibition from a Christian worldview including the creation of

speakeasies, bootlegging, smuggling of illegal alcohol, and promotion of organized crime3. 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


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


Teacher Notes:


Standard:

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 involvement4. 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



Sequence events in United States history Interpret ideas and events from different historical perspectives

Teacher Notes:


Standard:

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 Nations3. 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



Sequence events in United States history Interpret ideas and events from different historical perspectives Interpreting slogans and documents


Standard:

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

administrations7. Describing the changes in the contemporary workplace and their impact on American life8. 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



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 Civics/skills 7

Standard:

The student will develop the social studies skills citizenship requires

Learning Outcomes:

a. analyze the scriptural basis for governmentb. examine and interpret primary and secondary source documentsc. create and explain maps, diagrams, tables, charts, and graphsd. analyze political cartoons, political advertisements, pictures, and other graphic mediae. review information for accuracy, separating fact from opinion

f. select and defend positions in writing, discussion, and debate


Teacher Notes:

Standard 2 Civics/E, Ci, H, S, CU, B

Standard:

The student will demonstrate knowledge of the foundations of American constitutional government

Learning Outcomes:

a. explain the fundamental principles of the consent of the governedb. understands the essential characteristics of limited and unlimited governmentc. 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 goodd. understand the characteristics of democracy and representative governmente. 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 fathersg. identify the purposes of the Constitution of the United States of America as they are stated in the

Preamble


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 Statesb. describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the

rights guaranteed by due process and equal protection of the lawsc. describing the duties citizenship, including obeying the laws, paying taxes, defending the nation, and

serving in courtd. 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


Teacher Notes:

Standard #5 Civics/ S, H, C, CI 7Standard:

The student will demonstrate knowledge of the American constitutional government

Learning Outcomes:

a. Explaining the relationship of state governments to the national government in the federal systemb. Describing the structure and powers of local, state, and national governmentsc. Explaining the principle of separation of powers and the operation of checks and balances

d. Identify the procedures for amending the constitution of the United States


a. Primary responsibilities of each level of governmentb. Legislative powers over the executive branchc. Executive powers over the legislative branchd. Judicial powers over the legislative branche. Process for amending the Constitution of the United States of Americaf. Create and explain diagrams and chartsg. Distinguish between relevant and irrelevant informationh. Examine and interpret primary and secondary source documentsi. Create and explain tables and charts

Teacher Notes:

Standard 6 Civics/ 7

Standard:

The student will demonstrate knowledge of how public policy is made at the local, state, and national levels of government

Learning Outcomes:

a. Explaining the lawmaking processb. Describing the roles and powers of the executive branchc. Examining the impact of the media on public opinion and public policy

d. Describing how individuals and interest groups influence public policy


a. Legislative powers – expressed and impliedb. The lawmaking process in national and state legislaturesc. Ways the executive branch influences policymakingd. Ways media play an important role in setting the public agendae. Ways individuals influence public opinionf. Ways interest groups influence public policyg. Create diagrams, tables, and chartsh. Analyze political cartoons, political advertisements, pictures, and other graphic mediai. Review information for accuracy, separating fact from opinionj. Examine and interpret primary and secondary source documents

Teacher Notes:

Standard 7 Civics/ C, CI, H 7

Standard:

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. Describing the organization and jurisdiction of federal of federal and state courtsb. Describing the organization and jurisdiction of federal and state courtsc. Describing the exercise of judicial reviewd. Explaining court proceedings in civil and criminal cases

e. Explaining how due process protections seek to ensure justice


a. Virginia Court Systemb. United States Systemc. Criminal lawd. Civil lawe. Criminal procedure in felony casesf. Procedure for civil casesg. Procedure for cases involving juvenilesh. Due process protectionsi. Create and explain diagrams, tables, charts, and graphsj. Distinguish between relevant and irrelevant informationk. Examine and interpret primary and secondary source documents

Teacher Notes:

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.


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:


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.


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:


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 16th

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.


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:


The student will develop the social studies skills citizenship requires, including the ability

Learning Outcomes:

a. examine and interpret primary and secondary source documentsb. create and explain maps, diagrams, tables, charts, graphs, spreadsheetsc. analyze political cartoons, political advertisements, pictures, and other graphic mediad. distinguish between relevant and irrelevant informatione. review information for accuracy, separating fact from opinionf. identify a problem and recommend solutionsg. select and defend positions in writing, discussions, and debate.


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.


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) locating these civilizations in time and placeb) describing the development of social, political, and economic patterns, including;c) explaining the development of religious traditions;d) describing the origins, beliefs, traditions, customs, and spread of Judaism;e) explaining the development of language and writing; f) describing the origins, beliefs, traditions, customs, and spread of Mesopotamian

civilization.


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.


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) locating these civilizations in time and place;g) describing the development of social, political, and economic patterns;h) describing the origins, beliefs, traditions, customs, and spread of Hinduism;i) describing India, with emphasis on the Aryan migration and the caste system.


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) locating this civilization in time and place; b) describing the origins, beliefs, traditions, and customs;

c) describing the impact of Confucianism, Taoism, and Buddhism;d) describing the development of an empire and the construction of the Great Wall;e) 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).


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.


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:

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.


Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past.


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.


Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of Europe and interpret its impact on Western Civilization.


Teacher Notes:


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.


Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the late medieval period.


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) describing the Garden of Eden and explaining the role of man therein;b) explaining Satan’s role in Adam and Eve’s first sin;c) explaining disobedience was the sin committed in the Garden of Eden;d) describing the consequences of the first sin;e)


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 Europeg) explain the strengths and weaknesses of the Eastern and Western Roman Empiresh) explain how Constantine selectively supported aspects of Western rule with eastern

institutions to create a new, independent, Byzantine state


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.


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 about500 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 ofthe Roman Empire;e) sequencing events related to the invasions, settlements, and influence of migratory groups,including Angles, Saxons, Magyars, and Vikings.


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 pastIdentify 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.


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.


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 distinctivepolitical 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 periodf) identifying the influence and impact of Christianity during the late medieval period


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 pastIdentify 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.


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.


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.


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 warfareb) 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.


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 developmentsduring 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 inthe Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e., JosephStalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo.



Analyze trends in human migration and cultural interaction.



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, DouglasMacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojoand 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 torebuild Germany and Japan, and the creation of international cooperative organizations including the United Nations.





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 Israele) 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



Analyze trends in human migration and cultural interaction.



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.


Identify, analyze, and interpret primary and secondary sources to make generalizations about global trade.

Teacher Notes:

Standard # 1, 6 US History/S,G 11th Grade

Standard:

The student will understand early European exploration and colonization

Learning Outcomes:

a) Students will analyze cultural interaction among Europeans, Africans, and American Indiansb) 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


a) identify, analyze and interpret primary and secondary source documentsb) formulate history questions, form hypothesis and interpretations

c) develop perspectives of time and place

d) locate and label places on map that identify European exploration and colonization

e) Identify primary localities of European explorers on a map

f) Describe the reasoning in settlement choices of primary European cultural groups

g) Analyze Great Awakening social foundations for the American Revolution

Teacher Notes:

Standard #2 US History/E,Cu 11th 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) Students will describe how slavery reshaped European and African life in the Americasb) Analyze economic characteristics of the Colonial Period

c) Describe northern, middle, and southern colonies

d) Students will identify social characteristics of the colonies

e) Assess religious principles of Puritans and Quakers in new colonies

f) Understand how political, religious and social institutions emerged in the English colonies

g) 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


a) knows immigration and settlement patterns of various European ethnic groupsb) understands slave trade and chattel slavery in various European colonies

c) Identify cash crops (such as tobacco, rice, indigo)

d) Explain strong belief in private ownership of property and free enterprise

e) Understands triangular and overseas trade

f) Understands economic development in English, Spanish and French colonies

g) Understands the development of a consumer society

h) Knows about the imitation of English culture

i) 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 11th 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


a) compare social, political and religious aspects of the American Revolutionb) demonstrate comprehension of principles of Declaration of Independence

c) Knows diplomatic and military factors leading to colonial victory

d) Formulate history questions and inferences about battles in the American Revolution

Teacher Notes:

Standard # 3,4 US History/C,H 11th Grade The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution

Learning Outcomes:

a) Student will understand the formation of the Articles of Confederation and its ineffectiveness b) Student will assess concepts of limited government, consent of the governed

c) Students will identify major compromises necessary to produce the Constitution

d) Student will explain the origins of the Constitution

e) 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


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 Anti-Federalists 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 11th 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


a) students will analyze political developments in the Early National Periodb) 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 11th Grade

Standard:

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 votersc) The student will recognize the debate for and against the Bank of the United Statesd) 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 eache) 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 movementg) 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 Courti) 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


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 11th 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 Warb) The student will understand the course and character of the Civil War and its effects on the American

peoplec) 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 Douglasd) The student will analyze the significance of the Emancipation Proclamation and the Principles outlined

in Lincoln’s Gettysburg Addresse) 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


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 assassinationf) Students with understand the perspective of Reconstruction as an expression of social

democratization, social perfectionism, or revolutiong) 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 # US History/ 11th Grade

Standard:

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


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 centuryd) students will differentiate new technologies and the opening of new lands in the West for

settlemente) students will assess the valuable contributions immigrants made to industrial growth of

America in spite of hardship and hostilityf) students will identify the Great Plains and Rocky Mountains and the new statesg) students will measure technological change spurred growth of industry primarily in northern

cities h) students will understand reasons for economic transformationi) students will critique discrimination and segregation against African Americans and African

American responses to itj) students will understand how the progressive movement used the government to reform

problems created by industrializationk) students will evaluate antitrust laws and women’s suffrage

Teacher Notes:

Standard # 1,2,3,5 US History/Ec,Civ,G 11th 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 WWIf) 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


a) students will understand the causes, course and impact of World War Ib) 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’se) the student will understand the impact of the economic policies of the Coolidge and Harding

administrationsf) 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 GradeStandard:

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


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 effortc) students will explain the internment of Japanese Americans during the ward) students will differentiate modes of media and communication in the war efforte) students will understand the economic boom and social transformation of post WWII USf) 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 11th 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 Ward) the student will understand how the Korean War affected the premises of US foreign policye) the student will be demonstrate an understanding for the role of NATO


a) students will understand the USSR’s desire for security in Eastern Europeb) students will understand the practice of atomic diplomacyc) students will understand the foreign policy in the administrations of; Eisenhower, Kennedy

and Johnsond) students will formulate comparative analysis of American policies toward independence

movements in Africa, Asia, Latin America and the Middle Easte) students will recognize America’s response f) students will display knowledge of how the Korean War affected the premises of the foreign

policyg) students understand domestic policies in the post-World War II period

Teacher Notes:

Standard # US History 11th Grade

Standard:

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


a) students will recognize the unifying effect of the civil rights movementb) 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 movementd) 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 11th 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 datee) 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


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 Reaganomicsd) 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 governedrecognize majority rule and minority rights, then necessity of compromise and the freedom of the individual


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. understand the concept of “the law of nature” (natural law—sin/human nature)2. understand the scriptural basis of government (including the “law of nature")3. understand the concept of “social contract”—consent of the governed4. 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 republicanism2. 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 individualRecognize the equality of all citizens under the lawRecognize the majority rule and minority rightsRecognize the necessity of compromiseRecognize the freedom of the individual


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: student will demonstrate knowledge of the Constitution of the United States

Learning Outcomes:

1. Student will examine the ratification debates2. Student will identify the purposes for government stated in the Preamble


1. Student will define the difference between a strict and loose constructionist (federalist/anti-federalist)

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 Constitution4. student will memorize the Preamble to the U. S. Constitution5. student will explain each of the seven principles in the Preamble in paragraph form and give a

modern day example of each principle in action6. 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: tsw demonstrate knowledge of local, state and national elections.

Learning Outcomes:

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


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: 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


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: 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.


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:

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


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: tsw demonstrate knowledge of the operation of the federal judiciary

Learning Outcomes:

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


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: tsw demonstrate knowledge of civil liberties and civil rights

Learning Outcomes:

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


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: tsw demonstrate knowledge of the role of the United States in a changing world

Learning Outcomes:

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


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: 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


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:

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


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 12Standard: tsw demonstrate knowledge of the United States market economy

Learning Outcomes:

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


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: tsw demonstrate knowledge of the role of government in the Virginia and United States economies

Learning Outcomes:

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


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:

studies... · web viewidentify and interpret primary and secondary source documents to increase...

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