Virginia State Standards for Social Studies: Grade 11
VA.VUS.1.a. Virginia and United States History: Skills: The student will demonstrate skills for historical and geographical analysis, including the ability to identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States.
VA.VUS.1.b. Virginia and United States History: Skills: The student will demonstrate skills for historical and geographical analysis, including the ability to evaluate the authenticity, authority, and credibility of sources.
VA.VUS.1.c. Virginia and United States History: Skills: The student will demonstrate skills for historical and geographical analysis, including the ability to formulate historical questions and defend findings based on inquiry and interpretation.
VA.VUS.1.d. Virginia and United States History: Skills: The student will demonstrate skills for historical and geographical analysis, including the ability to develop perspectives of time and place, including the construction of maps and various time lines of events, periods, and personalities in American history.
VA.VUS.1.e. Virginia and United States History: Skills: The student will demonstrate skills for historical and geographical analysis, including the ability to communicate findings orally and in analytical essays and/or comprehensive papers.
VA.VUS.1.f. Virginia and United States History: Skills: The student will demonstrate skills for historical and geographical analysis, including the ability to develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled.
VA.VUS.1.g. Virginia and United States History: Skills: The student will demonstrate skills for historical and geographical analysis, including the ability to apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time.
VA.VUS.1.h. Virginia and United States History: Skills: The student will demonstrate skills for historical and geographical analysis, including the ability to interpret the significance of excerpts from famous speeches and other documents.
VA.VUS.2. Virginia and United States History: Early America: Early Claims, Early Conflicts: The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians (First Americans).
VUS.2.1. Essential Understandings: Students are expected to know that early European exploration and colonization resulted in the redistribution of the world's population as millions of people from Europe and Africa voluntarily and involuntarily moved to the New World.
VUS.2.2. Essential Understandings: Students are expected to know that exploration and colonization initiated worldwide commercial expansion as agricultural products were exchanged between the Americas and Europe. In time, colonization led to ideas of representative government and religious toleration that over several centuries would inspire similar transformations in other parts of the world.
VUS.2.3. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary source documents. (VUS.1a)
VUS.2.4. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.2.5. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VA.VUS.3. Virginia and United States History: Early America: Early Claims, Early Conflicts: The student will describe how the values and institutions of European economic life took root in the colonies and how slavery reshaped European and African life in the Americas.
VUS.3.1. Essential Understandings: Students are expected to know that economic institutions in the colonies developed in ways that were either typically European or were distinctively American, as climate, soil conditions, and other natural resources shaped regional economic development.
VUS.3.2. Essential Understandings: Students are expected to know that the African slave trade and the development of a slave labor system in many of the colonies resulted from plantation economies and labor shortages.
VUS.3.3. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary source documents, records, and data. (VUS.1a)
VUS.3.4. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.3.5. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VA.VUS.4.a. Virginia and United States History: Revolution and the New Nation: The student will demonstrate knowledge of events and issues of the Revolutionary Period by analyzing how the political ideas of John Locke and those expressed in Common Sense helped shape the Declaration of Independence.
VUS.4.a.1. Essential Understandings: Students are expected to know that new political ideas about the relationship between people and their government helped to justify the Declaration of Independence.
VUS.4.a.2. Essential Understandings: Students are expected to know that the revolutionary generation formulated the political philosophy and laid the institutional foundations for the system of government under which we live.
VUS.4.a.3. Essential Understandings: Students are expected to know that the American Revolution was inspired by ideas concerning natural rights and political authority, and its successful completion affected people and governments throughout the world for many generations.
VUS.4.a.4. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a)
VUS.4.a.5. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.4.a.6. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.4.a.7. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VA.VUS.4.b. Virginia and United States History: Revolution and the New Nation: The student will demonstrate knowledge of events and issues of the Revolutionary Period by describing the political differences among the colonists concerning separation from Britain.
VUS.4.b.1. Essential Understandings: Students are expected to know that the ideas of the Enlightenment and the perceived unfairness of British policies provoked debate and resistance by the American colonists.
VUS.4.b.2. Essential Skills: Students should be able to evaluate the authenticity, authority, and credibility of sources. (VUS.1b)
VUS.4.b.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.4.b.4. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VA.VUS.4.c. Virginia and United States History: Revolution and the New Nation: The student will demonstrate knowledge of events and issues of the Revolutionary Period by analyzing reasons for colonial victory in the Revolutionary War.
VUS.4.c.1. Essential Understandings: Students are expected to know that the American rebels won their independence because the British government grew tired of the struggle soon after the French agreed to help the Americans.
VUS.4.c.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.4.c.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.4.c.4. Essential Skills: Students should be able to apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)
VA.VUS.5.a. Virginia and United States History: Revolution and the New Nation: The student will demonstrate knowledge of the issues involved in the creation and ratification of the United States Constitution and how the principles of limited government, consent of the governed, and the social contract are embodied in it by explaining the origins of the Constitution, including the Articles of Confederation.
VUS.5.a.1. Essential Understandings: Students are expected to know that during the Constitutional Era, the Americans made two attempts to establish a workable government based on republican principles.
VUS.5.a.2. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a)
VUS.5.a.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.5.a.4. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.5.a.5. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VA.VUS.5.b. Virginia and United States History: Revolution and the New Nation: The student will demonstrate knowledge of the issues involved in the creation and ratification of the United States Constitution and how the principles of limited government, consent of the governed, and the social contract are embodied in it by identifying the major compromises necessary to produce the Constitution, and the roles of James Madison and George Washington.
VUS.5.b.1. Essential Understandings: Students are expected to know that the Constitution of the United States of America established a government that shared power between the national government and state governments, protected the rights of states, and provided a system for orderly change through amendments to the Constitution itself.
VUS.5.b.2. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a)
VUS.5.b.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VA.VUS.5.c. Virginia and United States History: Revolution and the New Nation: The student will demonstrate knowledge of the issues involved in the creation and ratification of the United States Constitution and how the principles of limited government, consent of the governed, and the social contract are embodied in it by describing the conflict over ratification, including the Bill of Rights and the arguments of the Federalists and Anti-Federalists.
VUS.5.c.1. Essential Understandings: Students are expected to know that ratification of the Constitution did not end debate on governmental power or how to create 'a more perfect union.' Economic, regional, social, ideological, religious, and political tensions spawned continuing debates over the meaning of the Constitution for generations - a debate that continues today.
VUS.5.c.2. Essential Understandings: Students are expected to know that the Constitution and the Bill of Rights gave Americans a blueprint for successful self-government that has become a model for the rest of the world.
VUS.5.c.3. Essential Skills: Students should be able to analyze, and interpret primary and secondary source documents. (VUS.1a)
VUS.5.c.4. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.5.c.5. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.5.c.6. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VA.VUS.5.d. Virginia and United States History: Revolution and the New Nation: The student will demonstrate knowledge of the issues involved in the creation and ratification of the United States Constitution and how the principles of limited government, consent of the governed, and the social contract are embodied in it by examining the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom in the framing of the Bill of Rights.
VUS.5.d.1. Essential Understandings: Students are expected to know that the major principles of the Bill of Rights of the Constitution were based on earlier Virginia statutes.
VUS.5.d.2. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a)
VUS.5.d.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.5.d.4. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VA.VUS.6.a. Virginia and United States History: Expansion and Reform: 1801 to 1860: The student will demonstrate knowledge of the major events during the first half of the nineteenth century by identifying the economic, political, and geographic factors that led to territorial expansion and its impact on the American Indians (First Americans).
VUS.6.a.1. Essential Understandings: Students are expected to know that economic and strategic interests, supported by popular beliefs, led to territorial expansion to the Pacific Ocean.
VUS.6.a.2. Essential Understandings: Students are expected to know that the new American republic prior to the Civil War experienced dramatic territorial expansion, immigration, economic growth, and industrialization. Americans, stirred by their hunger for land and the ideology of 'Manifest Destiny,' flocked to new frontiers.
VUS.6.a.3. Essential Understandings: Students are expected to know that conflicts between American settlers and Indian (First American) nations in the Southeast and the old Northwest resulted in the relocation of many Indians (First Americans) to reservations.
VUS.6.a.4. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.6.a.5. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.6.a.6. Essential Skills: Students should be able to apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)
VA.VUS.6.b. Virginia and United States History: Expansion and Reform: 1801 to 1860: The student will demonstrate knowledge of the major events during the first half of the nineteenth century by describing the key features of the Jacksonian Era, with emphasis on federal banking policies.
VUS.6.b.1. Essential Understandings: Students are expected to know that the Age of Jackson ushered in a new democratic spirit in American politics. The election of Andrew Jackson came at a time when the mass of American people, who had previously been content with rule by the 'aristocracy,' participated in the electoral process. The distinction between 'aristocrat' and common man was disappearing as new states provided for universal manhood suffrage, while the older states were lowering property requirements for voting.
VUS.6.b.2. Essential Understandings: Students are expected to know that Jackson's veto of legislation to recharter the bank of the United States made the presidential veto part of the legislative process, as Congress, from then on, was forced to consider a presidential veto when proposing legislation.
VUS.6.b.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.6.b.4. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.6.b.5. Essential Skills: Students should be able to apply geographic skills and reference sources. (VUS.1g)
VA.VUS.6.c. Virginia and United States History: Expansion and Reform: 1801 to 1860: The student will demonstrate knowledge of the major events during the first half of the nineteenth century by describing the cultural, economic, and political issues that divided the nation, including slavery, the abolitionist and women's suffrage movements, and the role of the states in the Union.
VUS.6.c.1. Essential Understandings: Students are expected to know that the nation struggled to resolve sectional issues, producing a series of crises and compromises.
VUS.6.c.2. Essential Understandings: Students are expected to know that these crises took place over the admission of new states into the Union during the decades before the Civil War. The issue was always whether the number of 'free states' and 'slave states' would be balanced, thus affecting power in the Congress.
VUS.6.c.3. Essential Skills: Students should be able to analyze, and interpret primary and secondary source documents, records, and data. (VUS.1a)
VUS.6.c.4. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.6.c.5. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.6.c.6. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VA.VUS.7.a. Virginia and United States History: Civil War and Reconstruction: 1860 to 1877: The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass.
VUS.7.a.1. Essential Understandings: Students are expected to know that the secession of southern states triggered a long and costly war that concluded with Northern victory, a restoration of the Union, and emancipation of the slaves.
VUS.7.a.2. Essential Understandings: Students are expected to know that the Civil War put constitutional government to its most important test as the debate over the power of the federal government versus states' rights reached a climax. The survival of the United States as one nation was at risk, and the nation's ability to bring to reality the ideals of liberty, equality, and justice depended on the outcome of the war.
VUS.7.a.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.7.a.4. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VA.VUS.7.b. Virginia and United States History: Civil War and Reconstruction: 1860 to 1877: The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by analyzing the significance of the Emancipation Proclamation and the principles outlined in Lincoln's Gettysburg Address.
VUS.7.b.1. Essential Understandings: Students are expected to know that Lincoln's Gettysburg Address said the United States was one nation, not a federation of independent states. That was what the Civil War was about for Lincoln: to preserve the Union as a nation of the people, by the people, and for the people.
VUS.7.b.2. Essential Understandings: Students are expected to know that Lincoln believed the Civil War was fought to fulfill the promise of the Declaration of Independence and was a 'Second American Revolution.' He described a different vision for the United States from the one that had prevailed from the beginning of the Republic to the Civil War.
VUS.7.b.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.7.b.4. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.7.b.5. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VA.VUS.7.c. Virginia and United States History: Civil War and Reconstruction: 1860 to 1877: The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by examining the political, economic, and social impact of the war and Reconstruction, including the adoption of the 13th, 14th, and 15th Amendments to the Constitution of the United States.
VUS.7.c.1. Essential Understandings: Students are expected to know that the war and Reconstruction resulted in Southern resentment toward the North and Southern African Americans and ultimately led to the political, economic, and social control of the South by whites.
VUS.7.c.2. Essential Understandings: Students are expected to know that the economic and political gains of former slaves were temporary.
VUS.7.c.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.7.c.4. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.7.c.5. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VA.VUS.8.a. Virginia and United States History: Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s: The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new states to the Union.
VUS.8.a.1. Essential Understandings: Students are expected to know that in the late nineteenth and early twentieth centuries, economic opportunity, industrialization, technological change, and immigration fueled American growth and expansion.
VUS.8.a.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.8.a.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.8.a.4. Essential Skills: Students should be able to apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)
VA.VUS.8.b. Virginia and United States History: Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s: The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by describing the transformation of the American economy from a primarily agrarian to a modern industrial economy and identifying major inventions that improved life in the United States.
VUS.8.b.1. Essential Understandings: Students are expected to know that during the period from the Civil War to World War I, the United States underwent an economic transformation that involved a developing industrial economy, the expansion of big business, the growth of large-scale agriculture, and the rise of national labor unions and industrial conflict.
VUS.8.b.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.8.b.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VA.VUS.8.c. Virginia and United States History: Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s: The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by analyzing 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.
VUS.8.c.1. Essential Understandings: Students are expected to know that discrimination and segregation against African Americans intensified and took new forms in the late nineteenth century and early twentieth century.
VUS.8.c.2. Essential Understandings: Students are expected to know that African Americans disagreed about how to respond to the developments.
VUS.8.c.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.8.c.4. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.8.c.5. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VA.VUS.8.d. Virginia and United States History: Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s: The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by identifying the impact of the Progressive Movement, including child labor and antitrust laws, the rise of labor unions, and the success of the women's suffrage movement.
VUS.8.d.1. Essential Understandings: Students are expected to know that reconstruction through the early twentieth century was a time of contradictions for many Americans. Agricultural expansion was accomplished through wars against the Plains Indians (First Americans), leading to new federal Indian policies. Industrial development raised the standard of living for millions of Americans, but also brought about the rise of national labor unions and clashes between industry and labor. Social problems in rural and urban settings gave rise to third-party movements and the beginning of the Progressive Movement.
VUS.8.d.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.8.d.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.8.d.4. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VA.VUS.9.a. Virginia and United States History: Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s: The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 by explaining the changing policies of the United States toward Latin America and Asia and the growing influence of the United States in foreign markets.
VUS.9.a.1. Essential Understandings: Students are expected to know that many 20th century American foreign policy issues have their origins in America's emergence as a world power at the end of the 19th century. America's intervention in World War I ensured her role as a world power for the remainder of the century. The growing role of the United States in international trade displayed the American urge to build, innovate, and explore new markets.
VUS.9.a.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.9.a.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.9.a.4. Essential Skills: Students should be able to apply reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)
VA.VUS.9.b. Virginia and United States History: Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s: The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 by evaluating 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.
VUS.9.b.1. Essential Understandings: Students are expected to know that while American entry into World War I ensured Allied victory, the failure to conclude a lasting peace left a bitter legacy.
VUS.9.b.2. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary source documents. (VUS.1a)
VUS.9.b.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.9.b.4. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.9.b.5. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VA.VUS.9.c. Virginia and United States History: Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s: The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 by explaining the causes of the Great Depression, its impact on the American people, and the ways the New Deal addressed it.
VUS.9.c.1. Essential Understandings: Students are expected to know that the New Deal altered permanently the role of American government in the economy. It also fostered changes in people's attitudes toward government's responsibilities. Organized labor acquired new rights, as the New Deal set in place legislation that reshaped modern American capitalism.
VUS.9.c.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.9.c.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.9.c.4. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VA.VUS.10.a. Virginia and United States History: Conflict: The World at War: 1939 to 1945: The student will demonstrate knowledge of World War II by identifying the causes and events that led to American involvement in the war, including military assistance to Britain and the Japanese attack on Pearl Harbor.
VUS.10.a.1. Essential Understandings: Students are expected to know that the United States gradually abandoned neutrality as events in Europe and Asia pulled the nations toward war
VUS.10.a.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.10.a.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.10.a.4. Essential Skills: Students should be able to apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)
VUS.10.b.1. Essential Understandings: Students are expected to know that wartime strategies reflect the political and military goals of alliances, resources on hand, and the geographical extent of the conflict.
VUS.10.b.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.10.b.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.10.b.4. Essential Skills: Students should be able to apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)
VA.VUS.10.c. Virginia and United States History: Conflict: The World at War: 1939 to 1945: The student will demonstrate knowledge of World War II by describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments.
VUS.10.c.1. Essential Understandings: Students are expected to know that World War II solidified the nation's role as a global power and ushered in social changes and established reform agendas that would preoccupy public discourse in the United States for the remainder of the 20th century. Women entered into previously male job roles as African Americans and others struggled to obtain desegregation of the armed forces and end discriminatory hiring practices.
VUS.10.c.2. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary source documents. (VUS.1a)
VUS.10.c.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VA.VUS.10.d. Virginia and United States History: Conflict: The World at War: 1939 to 1945: The student will demonstrate knowledge of World War II by describing the Geneva Convention and the treatment of prisoners of war during World War II.
VUS.10.d.1. Essential Understandings: Students are expected to know that the conduct of war often reflects social and moral codes of a nation.
VUS.10.d.2. Essential Understandings: Students are expected to know that the treatment of prisoners of war often reflected the savage nature of conflict and the cultural norms of the nation.
VUS.10.d.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.10.d.4. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VA.VUS.10.e. Virginia and United States History: Conflict: The World at War: 1939 to 1945: The student will demonstrate knowledge of World War II by analyzing the Holocaust (Hitler's 'final solution'), its impact on Jews and other groups, and postwar trials of war criminals.
VUS.10.e.1. Essential Understandings: Students are expected to know that specific groups, often the object of hatred and prejudice, face increased risk of discrimination during wartime.
VUS.10.e.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.10.e.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.10.e.4. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VA.VUS.11.a. Virginia and United States History: Conflict: The World at War: 1939 to 1945: The student will demonstrate knowledge of the effects of World War II on the home front by explaining how the United States mobilized its economic, human, and military resources.
VUS.11.a.1. Essential Understandings: Students are expected to know that success in the war required the total commitment of the nation's resources. On the home front, public education and the mass media promoted nationalism.
VUS.11.a.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.11.a.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VA.VUS.11.b. Virginia and United States History: Conflict: The World at War: 1939 to 1945: The student will demonstrate knowledge of the effects of World War II on the home front by describing the contributions of women and minorities to the war effort.
VUS.11.b.1. Essential Understandings: Students are expected to know that contributions to a war effort come from all segments of a society. Women entered into previously male job roles as African Americans and others struggled to obtain desegregation of the armed forces and end discriminatory hiring practices.
VUS.11.b.2. Essential Skills: Students should be able to identify, analyze, and interpret primary and secondary source documents. (VUS.1a)
VUS.11.b.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VA.VUS.11.c. Virginia and United States History: Conflict: The World at War: 1939 to 1945: The student will demonstrate knowledge of the effects of World War II on the home front by explaining the internment of Japanese Americans during the war.
VUS.11.c.1. Essential Understandings: Students are expected to know that prejudice, coupled with wartime fears, can affect civil liberties of minorities.
VUS.11.c.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.11.c.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VA.VUS.11.d. Virginia and United States History: Conflict: The World at War: 1939 to 1945: The student will demonstrate knowledge of the effects of World War II on the home front by describing the role of media and communications in the war effort.
VUS.11.d.1. Essential Understandings: Students are expected to know that during World War II, the media and entertainment industries saw their role as supporting the war effort by promoting nationalism.
VUS.11.d.2. Essential Skills: Students should be able to evaluate the authenticity, authority, and credibility of sources. (VUS.1b)
VUS.11.d.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.11.d.4. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VA.VUS.12.a. Virginia and United States History: The United States since World War II: The student will demonstrate knowledge of United States foreign policy since World War II by describing outcomes of World War II, including political boundary changes, the formation of the United Nations, and the Marshall Plan.
VUS.12.a.1. Essential Understandings: Students are expected to know that wars have political, economic, and social consequences.
VUS.12.a.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.12.a.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.12.a.4. Essential Skills: Students should be able to apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)
VA.VUS.12.b. Virginia and United States History: The United States since World War II: The student will demonstrate knowledge of United States foreign policy since World War II by explaining the origins of the Cold War, and describing the Truman Doctrine and the policy of containment of Communism, the American role in wars in Korea and Vietnam, and the role of the North Atlantic Treaty Organization (NATO) in Europe.
VUS.12.b.1. Essential Understandings: Students are expected to know that the Cold War set the framework for global politics for 45 years after the end of World War II. It also influenced American domestic politics, the conduct of foreign affairs, and the role of the government in the economy after 1945.
VUS.12.b.2. Essential Understandings: Students are expected to know that the Cold War was essentially a competition between two very different ways of organizing government, society, and the economy: the American-led Western nations' belief in democracy, individual freedom and a market economy, and the Soviet belief in a totalitarian state and socialism.
VUS.12.b.3. Essential Understandings: Students are expected to know that the U. S. government's anti-Communist strategy of containment in Asia led to America's involvement in the Korean and Vietnamese Wars. The Vietnam War demonstrated the power of American public opinion in reversing foreign policy. It tested the democratic system to its limits, left scars on American society that have not yet been erased, and made many Americans deeply skeptical of future military or even peacekeeping interventions.
VUS.12.b.4. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.12.b.5. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.12.b.6. Essential Skills: Students should be able to apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)
VA.VUS.12.c. Virginia and United States History: The United States since World War II: The student will demonstrate knowledge of United States foreign policy since World War II by explaining the role of America's military and veterans in defending freedom during the Cold War.
VUS.12.c.1. Essential Understandings: Students are expected to know that a strong military was the key to America's victory over the Soviet Union in the Cold War.
VUS.12.c.2. Essential Understandings: Students are expected to know that millions of Americans served in the military during the Cold War. Their service was often at great personal and family sacrifice, yet they did their duty.
VUS.12.c.3. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VA.VUS.12.d. Virginia and United States History: The United States since World War II: The student will demonstrate knowledge of United States foreign policy since World War II by explaining the collapse of Communism and the end of the Cold War, including the role of Ronald Reagan.
VUS.12.d.1. Essential Understandings: Students are expected to know that both internal and external pressures caused the collapse of the Soviet Union.
VUS.12.d.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.12.d.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.12.d.4. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VA.VUS.13.a. Virginia and United States History: The United States since World War II: The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by identifying the importance of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver Hill, and how Virginia responded.
VUS.13.a.1. Essential Understandings: Students are expected to know that by interpreting its powers broadly, the Supreme Court can reshape American society.
VUS.13.a.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.13.a.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VA.VUS.13.b. Virginia and United States History: The United States since World War II: The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by describing 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 the Voting Rights Act of 1965.
VUS.13.b.1. Essential Understandings: Students are expected to know that African Americans, working through the court system and mass protest, reshaped public opinion and secured the passage of civil rights legislation.
VUS.13.b.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.13.b.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.13.b.4. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VUS.13.b.5. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.13.b.6. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.13.b.7. Essential Skills: Students should be able to interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
VA.VUS.14.a. Virginia and United States History: The United States since World War II: The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States by analyzing the effects of increased participation of women in the labor force.
VUS.14.a.1. Essential Understandings: Students are expected to know that gender worker diversity has altered the workplace.
VUS.14.a.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.14.a.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VA.VUS.14.b. Virginia and United States History: The United States since World War II: The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States by analyzing how changing patterns of immigration affect the diversity of the United States population, the reasons new immigrants choose to come to this country, and their contributions to contemporary America.
VUS.14.b.1. Essential Understandings: Students are expected to know that new immigrant groups have increased American diversity and redefined American identity.
VUS.14.b.2. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.14.b.3. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.14.b.4. Essential Skills: Students should be able to apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)
VA.VUS.14.c. Virginia and United States History: The United States since World War II: The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States by explaining the media influence on contemporary American culture and how scientific and technological advances affect the workplace, health care, and education.
VUS.14.c.1. Essential Understandings: Students are expected to know that dramatic advances in technology have affected life in America in many significant areas.
VUS.14.c.2. Essential Understandings: Students are expected to know that the American space program was a triumph of American technological prowess.
VUS.14.c.3. Essential Understandings: Students are expected to know that technology can make communication and information more accessible.
VUS.14.c.4. Essential Skills: Students should be able to formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
VUS.14.c.5. Essential Skills: Students should be able to develop perspectives of time and place. (VUS.1d)
VUS.1 The student will demonstrate skills for historical and geographical analysis, including the ability to
VUS.1a) Identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United S
VUS.1c) Formulate historical questions and defend findings based on inquiry and interpretation;
VUS.1d) Develop perspectives of time and place, including the construction of maps and various time lines of events, periods, and personalities in American history;
VUS.4 The student will demonstrate knowledge of events and issues of the Revolutionary Period by
VUS.4b) Describing the political differences among the colonists concerning separation from Britain;
VUS.4c) Analyzing reasons for colonial victory in the Revolutionary War.
VUS.7 The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by
VUS.7a) Identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass;
VUS.8 The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by
VUS.8b) Describing the transformation of the American economy from a primarily agrarian to a modern industrial economy and identifying major inventions that improved life in the United States;
VUS.8d) Identifying the impact of the Progressive Movement, including child labor and antitrust laws, the rise of labor unions, and the success of the women's suffrage movement.
VUS.9 The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 by
VUS.9b) Evaluating 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;
VUS.9c) Explaining the causes of the Great Depression, its impact on the American people, and the ways the New Deal addressed it.
VUS.10 The student will demonstrate knowledge of World War II by
VUS.10a) Identifying the causes and events that led to American involvement in the war, including military assistance to Britain and the Japanese attack on Pearl Harbor;
VUS.10b) Describing the major battles and turning points of the war in North Africa, Europe, and the Pacific, including Midway, Stalingrad, the Normandy landing (D-Day), and Truman's decision to use the atomic bomb to force the surrender of Japan;
VUS.10e) Analyzing the Holocaust (Hitler's ''final solution''), its impact on Jews and other groups, and postwar trials of war criminals.
VUS.12 The student will demonstrate knowledge of United States foreign policy since World War II by
VUS.12b) Explaining the origins of the Cold War, and describing the Truman Doctrine and the policy of containment of communism, the American role in wars in Korea and Vietnam, and the role of the North Atlantic Treaty Organization (NATO) in Europe;
VUS.12c) Explaining the role of America's military and veterans in defending freedom during the Cold War;