Kindergarten Through 5th Grade
The standards for kindergarten students include an introduction to interesting Americans in history whose lives demonstrated the virtues of patriotism, courage, and kindness. During the course of their first year in school, students should learn basic concepts related to history, patriotism, national symbols, good citizenship, geographic location, economics, and the importance of following rules and respecting the rights and property of other people.
K.1 The student will
recognize that history
describes events and people of other times and
places by
a)
identifying examples of
past events in legends, stories, and historical accounts of Pocahontas, George
Washington, Betsy Ross, and Abraham Lincoln;
b)
identifying the people
and events honored by the holidays of Thanksgiving Day, Martin Luther King,
Jr. Day, Presidents’ Day, and Independence Day (Fourth of July).
K.2 The student will
describe everyday life in the present and in the past and begin to recognize
that things change over time.
K.3 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.
K.4 The student will use
simple maps and globes to
a)
develop an 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;
b)
describe places
referenced in stories and real-life situations;
c)
locate land and water
features.
K.5 The student will develop an
awareness that maps and globes
a)
show a view from above;
b)
show things in smaller
size;
c)
show the position of
objects.
K.6 The student will
match simple descriptions of work that people do with the names of those jobs.
K.7 The student will
a)
identify the difference
between basic needs (food, clothing, and shelter) and wants (things people
would like to have);
b)
recognize that people
use money to purchase goods.
K.8
The student will demonstrate that being a good citizen involves
a)
taking turns and
sharing;
b)
taking responsibility
for certain classroom chores;
c)
taking care of personal
belongings and respecting what belongs to others;
d)
following rules and
understanding the consequence of breaking rules;
e)
practicing honesty,
self-control, and kindness to others.
K.9
The student will recognize the American flag, the Pledge of Allegiance,
and that the President is the leader of the
The standards for first grade students include an
introduction to the lives of American leaders and their contributions to the
1.1 The student
will interpret information presented in picture time lines to show sequence of
events and will distinguish between past and present.
1.2 The student
will describe the stories of American leaders and their contributions to our
country, with emphasis on George Washington, Benjamin Franklin, Abraham
Lincoln, and George Washington Carver.
1.3 The student
will discuss the lives of people associated with Presidents’ Day, Columbus
Day, and the events of Independence Day (Fourth of July).
1.4 The student
will develop map skills by
a)
recognizing basic map
symbols, including references to land, water, cities, and roads;
b)
using cardinal
directions on maps;
c)
identifying the physical
shape of the
d)
locating
1.5 The student
will construct a simple map of a familiar area, using basic map symbols in the
map legend.
1.6 The student
will describe how location, climate, and physical surroundings affect the way
people live, including their food, clothing, shelter, transportation, and
recreation.
1.7 The student
will explain the difference between goods and services and will describe how
people are both buyers and sellers of goods and services.
1.8 The student
will explain that people make choices because they cannot have everything they
want.
1.9 The student will
recognize that people save money for the future to purchase goods and
services.
1.10
The student will apply the traits of a good citizen by
a)
focusing on fair play,
exhibiting good sportsmanship, helping others, and treating others with
respect;
b)
recognizing the purpose
of rules and practicing self-control;
c)
working hard in school;
d)
taking responsibility
for one’s own actions;
e)
valuing honesty and
truthfulness in oneself and others.
1.11
The student will recognize the symbols and traditional practices that
honor and foster patriotism in the
a)
identifying the American
flag, bald eagle,
b)
demonstrating respect
for the American flag by learning the Pledge of Allegiance.
1.12 The student will recognize
that communities in
The standards for second grade students include an
introduction to the heritage and contributions of the people of ancient
2.1 The student
will explain how the contributions of ancient
2.2 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
2.3 The student will
identify and compare changes in community life over time in terms of
buildings, jobs, transportation, and population.
2.4 The student
will develop map skills by
a)
locating
b)
locating the regions of
the Powhatan, Sioux, and Pueblo Indians on
c)
comparing the climate,
land, and plant life of these regions;
d)
describing how people in
these regions adapt to their environment.
2.5 The student
will develop map skills by
a)
locating the equator,
the seven continents, and the four oceans on maps and globes;
b)
locating selected rivers
(
2.6 The student
will demonstrate map skills by constructing simple maps, using title, map
legend, and compass rose.
2.7 The student
will describe the differences between natural resources (water, soil, wood,
and coal), human resources (people at work), and capital resources (machines,
tools, and buildings).
2.8 The student
will distinguish between the use of barter and money in the exchange for goods
and services.
2.9 The student
will explain that scarcity (limited resources) requires people to make choices
about producing and consuming goods and services.
2.10
The student will explain the responsibilities of a good citizen, with
emphasis on
a)
respecting and
protecting the rights and property of others;
b)
taking part in the
voting process when making classroom decisions;
c)
describing actions that
can improve the school and community;
d)
demonstrating
self-discipline and self-reliance;
e)
practicing honesty and
trustworthiness.
2.11 The
student will identify George Washington, Abraham Lincoln, Susan B. Anthony,
Helen Keller, Jackie Robinson, and Martin Luther King, Jr. as Americans whose
contributions improved the lives of other Americans.
2.12
The student will understand that the
The standards for third grade students include an
introduction to the heritage and contributions of the people of ancient
3.1 The student
will explain how the contributions of ancient
3.2 The student
will study the early West African empire of
3.3 The student
will study the exploration of the
a)
describing the
accomplishments of Christopher Columbus, Juan Ponce de Léon, Jacques Cartier,
and Christopher Newport;
b)
identifying reasons for
exploring, the information gained, and the results from the travels.
3.4 The student
will develop map skills by
a)
locating
b)
describing the physical
and human characteristics of
c)
explaining how the people
of
3.5 The student
will develop map skills by
a)
positioning and labeling
the seven continents and four oceans to create a world map;
b)
using the equator and
prime meridian to identify the four hemispheres;
c)
locating the countries of
d)
locating the regions in
the
e)
locating specific places
on a simple letter-number grid system.
3.6 The student
will interpret geographic information from maps, tables, graphs, and charts.
3.7
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.
3.8
The student will recognize the concepts of specialization (being an
expert in one job, product, or service) and interdependence (depending on
others) in the production of goods and services (in ancient
3.9
The student will identify examples of making an economic choice and will
explain the idea of opportunity cost (what is given up when making a choice).
3.10 The student will recognize
why government is necessary in the classroom, school, and community by
a)
explaining the purpose of
rules and laws;
b)
explaining that the basic
purposes of government are to make laws, carry out laws, and decide if laws have
been broken;
c)
explaining that government
protects the rights and property of individuals.
3.11 The student will explain
the importance of the basic principles that form the foundation of a republican
form of government by
a)
describing the individual
rights to life, liberty, and the pursuit of happiness; and equality under the
law;
b)
identifying the
contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Rosa
Parks, Thurgood Marshall, and Martin Luther King, Jr.;
c)
recognizing that Veterans
Day and Memorial Day honor people who have served to protect the country’s
freedoms.
The standards
for Virginia Studies allow students to develop a greater understanding of
The study of history must emphasize the intellectual
skills required for responsible citizenship. Students practice these skills as
they extend their understanding of the essential knowledge defined by all of
the standards for history and social science.
VS.1
The student will develop skills for historical and geographical
analysis including the ability to
a)
identify and interpret artifacts and primary
and secondary source documents to understand events in history;
b)
determine cause and effect relationships;
c)
compare and contrast historical events;
d)
draw conclusions and make generalizations;
e)
make connections between past and present;
f)
sequence events in
g)
interpret ideas and events from different
historical perspectives;
h)
evaluate and discuss issues orally and in
writing;
i)
analyze and interpret maps to explain
relationships among landforms, water features, climatic characteristics, and
historical events.
VS.2
The student will demonstrate knowledge of the geography and early
inhabitants of
a)
locating
b)
locating and describing
c)
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);
d)
locating three American Indian (First American)
language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of
e)
describing how American Indians (First
Americans) adapted to the climate and their environment to secure food,
clothing, and shelter.
VS.3
The student will demonstrate knowledge of the first permanent English
settlement in
a)
explaining the reasons for English
colonization;
b)
describing how geography influenced the
decision to settle at
c)
identifying the importance of the charters of
the Virginia Company of
d)
identifying the importance of the Virginia
Assembly(1619) as the first representative legislative body in English
America;
e)
identifying the importance of the arrival of
Africans and women to the
f)
describing the hardships faced by settlers at
g)
describing the interactions between the English
settlers and the Powhatan people, including the contributions of the Powhatans
to the survival of the settlers.
VS.4
The student will demonstrate knowledge of life in the
a)
explaining the importance of agriculture and
its influence on the institution of slavery;
b)
describing how European (English, Scotch-Irish,
German) immigrants, Africans, and American Indians (First Americans)
influenced the cultural landscape and changed the relationship between the
c)
explaining how geography influenced the
relocation of
d)
describing how money, barter, and credit were
used.
VS.5
The student will demonstrate knowledge of the role of
a)
identifying the reasons why the colonies went
to war with
b)
identifying the various roles played by
Virginians in the Revolutionary War era, with emphasis on George Washington,
Thomas Jefferson, and Patrick Henry;
c)
identifying the importance of the American
victory at
VS.6
The student will demonstrate knowledge of the role of
a)
explaining why George Washington is called the
“Father of our Country” and James Madison is called the “Father of the
Constitution”;
b)
identifying the ideas of
George Mason and Thomas Jefferson as expressed in the Virginia Declaration of
Rights and the Virginia Statute for
Religious Freedom;
c)
explaining the influence
of geography on the migration of Virginians into western territories.
VS.7
The student will demonstrate knowledge of the issues that divided our
nation and led to the Civil War by
a)
identifying the events and differences between
northern and southern states that divided Virginians and led to secession,
war, and the creation of
b)
describing
VS.8
The student will demonstrate knowledge of the reconstruction of
a)
identifying the effects of Reconstruction on
life in
b)
identifying the effects of segregation and
“Jim Crow” on life in
c)
describing the importance of railroads, new
industries, and the growth of cities to
VS.9
The student will demonstrate knowledge of twentieth century
a)
describing the economic and social transition
from a rural, agricultural society to a more urban, industrialized society,
including the reasons people came to
b)
identifying the social and political events in
c)
identifying the political, social, and/or
economic contributions made by Maggie Walker, Harry F. Byrd, Sr., Arthur R.
Ashe, Jr., and L. Douglas Wilder.
VS.10
The student will demonstrate knowledge of government, geography, and
economics by
a)
identifying the three branches of
b)
describing the major products and industries of
c)
explaining how advances in transportation,
communications, and technology have contributed to
Students will use skills of
historical and geographical analysis to explore the early history of the
The study of history must emphasize the intellectual
skills required for responsible citizenship. Students practice these skills as
they extend their understanding of the essential knowledge defined by all of
the standards for history and social science.
USI.1
The student will develop skills for historical and geographical
analysis, including the ability to
a)
identify and
interpret primary and secondary source documents to increase understanding of
events and life in
b)
make
connections between the past and the present;
c)
sequence
events in
d)
interpret
ideas and events from different historical perspectives;
e)
evaluate and
discuss issues orally and in writing;
f)
analyze and interpret
maps to explain relationships among landforms, water features, climatic
characteristics, and historical events;
g)
distinguish
between parallels of latitude and meridians of longitude;
h)
interpret
patriotic slogans and excerpts from notable speeches and documents.
USI.2
The student will use maps, globes, photographs, pictures, and tables to
a)
locate the
seven continents;
b)
locate and
describe the location of the geographic regions of
c)
locate and
identify the water features important to the early history of the
USI.3 The
student will demonstrate knowledge of how early cultures developed in
a)
locating where the American Indians (First Americans)
settled, with emphasis on
b)
describing how the American Indians (First Americans)
used their environment to obtain food, clothing, and shelter.
USI.4 The student will demonstrate knowledge of
European exploration in
a)
describing
the motivations, obstacles, and accomplishments of the Spanish, French,
Portuguese, and English explorations;
b)
describing
cultural interactions between Europeans and American Indians (First Americans)
that led to cooperation and conflict;
c)
identifying
the location and describing the characteristics of West African societies (
USI.5
The student will demonstrate knowledge of the factors that shaped
colonial
a)
describing
the religious and economic events and conditions that led to the colonization
of
b)
comparing
and contrasting life in the
c)
describing
colonial life in
d)
identifying
the political and economic relationships between the colonies and
USI.6 The student will demonstrate knowledge
of the causes and results of the American Revolution by
a)
identifying
the issues of dissatisfaction that led to the American Revolution;
b)
identifying
how political ideas shaped the revolutionary movement in
c)
describing
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;
d)
explaining
reasons why the colonies were able to defeat
USI.7 The student will demonstrate knowledge
of the challenges faced by the new nation by
a)
identifying
the weaknesses of the government established by the Articles of Confederation;
b)
identifying
the basic principles of the new government established by the Constitution of
the
c)
identifying
the conflicts that resulted in the emergence of two political parties;
d)
describing
the major accomplishments of the first five presidents of the
USI.8
The student will demonstrate knowledge of westward expansion and reform
in
a)
describing 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;
b)
identifying the geographic and economic factors that
influenced the westward movement of settlers;
c)
describing the impact of inventions, including the
cotton gin, the reaper, the steamboat, and the steam locomotive, on life in
d)
identifying
the main ideas of the abolitionist and suffrage movements.
USI.9 The student will demonstrate
knowledge of the causes, major events, and effects of the Civil War by
a)
describing the cultural,
economic, and constitutional issues that divided the nation;
b)
explaining how the
issues of states’ rights and slavery increased sectional tensions;
c)
identifying on a map the
states that seceded from the
d)
describing the roles of
Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas
“Stonewall” Jackson, and Frederick Douglass in events leading to and
during the war;
e)
using maps to explain
critical developments in the war, including major battles;
f)
describing the effects
of war from the perspectives of
USI.10 The student will demonstrate knowledge of the
effects of Reconstruction on American life by
a)
identifying the
provisions of the 13th, 14th, and 15th Amendments to the Constitution of the
b)
describing the impact of
Reconstruction policies on the South.