High School Social Studies SOL Standards

Era of Global Change

Age of Revolutions

Global Interactions

Skills

Emergence of a Global Age

Era of Global Wars

The student will apply history and social science skills to the content by

selecting and synthesizing evidence from information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams in events in world history;

applying geographic skills to determine and predict patterns and trends of people, places, and events;

questioning to construct arguments, using evidence from multiple sources;

investigating and analyzing evidence from multiple sources to construct arguments and draw conclusions;

comparing and contrasting historical, cultural, economic, and political perspectives;

determining cause and effect to analyze connections;

using decision-making models, including, but not limited to T-charts and Venn diagrams, to analyze and explain the incentives for and consequences of a specific choice;

engaging and communicating as an informed individual with different perspectives;

developing products that reflect an understanding of research and content to make real-life connections; and

contextualizing and corroborating sources for credibility, propaganda, and bias to determine patterns and trends to understand the modern world.

The student will apply history and social science skills to analyze the political, cultural, geographic, and economic conditions in the world around 1500 A.D. by

locating major states and empires;

describing the beliefs, sacred writings, traditions, customs, and growth of major religions, including, but not limited to Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism; and

analyzing major trade patterns, regional and global interactions, cultural exchanges, technological, and scientific exchanges.

The student will apply history and social science skills to understand the significance of the Cold War during the second half of the 20th century by

explaining the causes, the domino theory, the role of containment, and the differences between the United States and Soviet Union economic and political systems;

describing the events, conflicts, and revolutionary movements, including, but not limited to the Berlin Blockade, the Suez Canal Crisis, the Hungarian Revolution, the Bay of Pigs, the Cuban Missile Crisis, and the Prague Spring, as well as the impact of clandestine operations on the Cold War;

describing conflicts, events, and major leaders in Asia, including Mao Zedong, Chiang Kaishek, Deng Xiaoping, and Ho Chi Minh, and Tiananmen Square;

explaining the collapse of communism in the Soviet Union and Eastern Europe and the end of the Cold War, including the actions of Mikhail Gorbachev, Pope John Paul II, Ronald Reagan, Margaret Thatcher, and Vaclav Havel;

examining the political and economic causes and global consequences of the breakup of the Soviet Union; and

analyzing how nations around the world developed a culture of global interdependence.

The student will apply history and social science skills to identify the political, economic, and socioeconomic aspects of independence movements and decolonization by

describing the struggles for self-rule, including Gandhi’s leadership and the development of India’s democracy;

describing African independence movements in Ghana, Algeria, Kenya, and South Africa, including, but not limited to Jomo Kenyatta’s leadership of Kenya and Nelson Mandela’s role in South Africa;

describing the end of the League of Nations’ mandate system and the creation of states in the Middle East, including the roles of Golda Meir and Gamal Abdel Nasser; and

explaining the effects of decolonization and other methods of gaining independence.

The student will apply history and social science skills to explain global changes during the 21st century by

identifying modern era genocides and crimes against humanity, including, but not limited to Mao’s Cultural Revolution, the Stalin regime, Armenia, Cambodia, Fidel Castro’s Cuba, Darfur, Rwanda, and China’s minority Uyghur population;

identifying contemporary economic and political issues and ethnic and religious conflicts resulting in the migrations of refugees;

examine the development, role, and effects of technology, including social media and chemical and biological technologies;

analyzing the increasing impact, events, and conditions that have given rise to international terrorism, including, but not limited to the U.S. Embassy bombing in Beirut, the Lockerbie Bombing of Pan AM Flight 103, the U.S. Embassy bombings in Nairobi and Kenya, and the 2011 Breivik shootings; and

describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements.

The student will apply history and social science skills to analyze the Renaissance and Protestant Reformation in terms of their impacts on Western civilization by

explaining the effects of the theological, political, and economic differences that emerged, including the views and actions of Martin Luther, John Calvin, Henry VIII, and Elizabeth I;

describing how the Renaissance and Reformation led to changing cultural values, traditions, and philosophies and the role of the printing press in disseminating these changes; and

describing the effect of religious conflicts on society and government actions, including, but not limited to the Inquisition and the Catholic Reformation.

The student will apply history and social science skills to describe European exploration by

explaining the political, social, cultural, and economic goals of European exploration and colonization;

comparing and contrasting the social, political, economic, and cultural effects of European colonization and the responses of Indigenous peoples in Africa, Asia, and the Americas; and

analyzing how competition for colonies among Britain, France, and Spain changed the economic system of Europe.

The student will apply history and social science skills to analyze the political, socio-cultural, geographic, religious, and economic conditions in Europe, Russia, and the Americas that led to political unrest and revolution from approximately 1500 (A.D.) to about 1800 by

describing the series of wars in Europe, including, but not limited to the French Wars of Religion, the Thirty Years War, the German Peasants’ War, the Tudor Rebellions, and the Dutch Revolt;

defining and describing how the Scientific Revolution and Enlightenment influenced the European view of the world, including, but not limited to Descartes, Hume, Kant, Locke, Montesquieu, Isaac Newton, Rousseau, and Voltaire;

analyzing Enlightenment themes and how they influenced the political foundations of Virginia and the United States;

describing the Age of Absolutism with emphasis on the development of France and Louis XIV and the Hapsburg empire and Charles V;

describing the development of constitutional monarchy in Great Britain, with emphasis on the English Civil War and the Glorious Revolution and their impacts on democracy;

explaining the influence of the American Revolution on the causes and effects of the French and Latin American Revolutions; and

assessing the effect of Napoleon and the Congress of Vienna on political power in Europe.

The student will apply history and social science skills to understand Asia from approximately 1500 A.D. to approximately 1800 A.D. by

describing the location and development of previously established trade routes, the economic success, the influence of religion, and the factors contributing to the longevity of the Ottoman Empire’s influence and power;

describing the location and development of northern and southern empires in India, including, but not limited to the major trading posts, the growth of Sikhism challenging the Mughal Empire, and cultural developments;

describing the location, origins, and development of China, including, but not limited to the expansion, development, and social and cultural patterns within the Ming and Qing (Manchu) dynasties; and

describing the location, origins, and development of Japan, including, but not limited to the incentives and consequences of the Tokugawa shogunate’s closed-country policy, the roles of important figures in Japanese society, such as the Emperor and the Shogun, and the importance of religion in Japanese society.

The student will apply history and social science skills to understand sub-Saharan Africa from approximately 1500 A.D. to approximately 1800 A.D. by

describing the location and development of Eastern and Western Africa;

explaining the influence of Askia Muhammad in the region;

analyzing the role of religion in Eastern and Western Africa, including Islam in Songhai, Coptic Christianity in Ethiopia, and Animism in the Songhai and Asante (Ashanti) Empires;

analyzing the role of the Ashanti and other powerful Western African empires in the Transatlantic Slave Trade;

examining the Swahili trade network and its impacts on Eastern Africa;

comparing and contrasting the development of Central and Southern Africa, including, but not limited to the political systems of the Songhai, Asante (Ashanti), Kongo, and Zulu empires;

analyzing the adoption of African Christianity in Kongo and comparing it to the practice of Indigenous religions in the Zulu Empire; and

identifying trading partners, resources, and products exchanged with major Central and Southern African empires.

The student will apply history and social science skills to analyze the global impact of changes in European nations between 1800 and 1900 by

explaining the roles of resources, capital, and entrepreneurship in developing an industrial economy;

analyzing the effects of the First and Second Industrial Revolutions;

evaluating responses to imperialism, including, but not limited to the Sepoy Mutiny and the Boxer Rebellion;

explaining the events related to the unification of Italy and the role of Italian nationalism; and

explaining the events related to the unification of Germany and the role of Bismarck.

The student will apply history and social science skills to understand World War I by

explaining economic and political causes and identifying major events and leaders of the war, including, but not limited to the assassination of Archduke Franz Ferdinand, Georges Clemenceau, John J. Pershing, Kaiser Friedrich Wilhelm II, and Woodrow Wilson;

identifying the changes to modern warfare exemplified in battles along the Eastern and Western fronts;

describing major battles, including, but not limited to Gallipoli, Marne, Meuse-Argonne, Somme, and Verdun;

analyzing and explaining the terms of the Treaty of Versailles, the actions of the League of Nations, and the mandate system;

identifying the causes and consequences of the Russian Revolution;

explaining the causes and effects of worldwide depression in the 1930s; and

examining the rise of totalitarianism.

The student will apply history and social science skills to understand World War II by

explaining economic and political causes and identifying major events and leaders of the war, including, but not limited to Winston Churchill, Dwight Eisenhower, Adolf Hitler, Michinomiya Hirohito, Joseph Stalin, Douglas MacArthur, Franklin D. Roosevelt, Harry Truman, and Admiral Chester Nimitz;

describing the major battles, including, but not limited to Leningrad, Midway, Normandy, Okinawa, and Stalingrad;

identifying the role of technology in the war, including, but not limited to naval power, cavity magnetron and radar, computers (i.e., the Electronic Numerical Integrator and Computer [ENIAC]), antibiotics, and the atomic bomb;

describing key causes, events, victims, and impacts of the Holocaust, including antisemitism, the rise of the Nazi Party, Kristallnacht, the establishment of ghettos, concentration and death camps, mobile killing squads, rescue, Jewish resistance, and liberation;

examining the effects of the war, with emphasis on the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, the creation of international cooperative organizations, the Universal Declaration of Human Rights (1948), and the creation and defense of the modern state of Israel; and

describing the heroic aspects, including, but not limited to D-Day, the French Resistance, the Dunkirk Evacuation, covert action, and Operation Jedburgh.

The United States since World War II

Expansion, Civil War, and Reconstruction

Skills

Industrialization, Emergence of Modern America, and World Conflicts

Early America Through the Founding of the New Nation

The student will apply history and social science skills to the content by

selecting and synthesizing evidence from information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams, to question and understand information about events in Virginia and United States history;

applying geographic skills to determine and/or predict patterns and trends of people, places, and events;

questioning and using inquiry to construct arguments, using evidence from multiple sources;

investigating and analyzing evidence from multiple sources to construct arguments and draw conclusions;

comparing and contrasting historical, cultural, economic, and political perspectives;

determining cause and effect to analyze connections;

using economic decision-making models to analyze and explain the incentives for and consequences of a specific choice;

engaging and communicating as an informed individual with different perspectives;

developing products that reflect an understanding of research and content to make real-life connections; and

contextualizing corroborating and evaluating sources for credibility, propaganda, and bias to determine patterns and trends in Virginia and United States history.

The student will apply history and social science skills to describe early North America by

distinguishing how different Indigenous Peoples of North America used available resources to develop their culture, language, skills, and perspectives, including, but not limited to the nations in the Northeast, the Mississippi River Valley, the Atlantic seaboard, the Pacific coast, and the Southwest of North America;

describing the entrepreneurial characteristics of early explorers, including, but not limited to Christopher Columbus, Francisco Vázquez de Coronado, and Ponce de León and the technological developments that made nautical exploration possible;

connecting the aims, obstacles, and accomplishments of the explorers and sponsors of key expeditions to the Spanish Reconquista, the Protestant Reformation, and the CounterReformation; and

examining the trade routes, resources, and products that linked Africa, the West Indies, the American colonies, and Europe.

The student will apply history and social science skills to analyze how the nation grew and changed from the end of Reconstruction through the early 20th century b

analyzing the effects of westward movement and the admission of new states on the Indigenous peoples and the conflicts with the U.S. government, including, but not limited to the Battle of Little Bighorn and Wounded Knee;

examining and evaluating the motivations, contributions, and challenges immigrants to the United States faced before, during, and upon arrival;

analyzing the transformation of the American economy from agrarian to industrial, the growth of cities and trade, the role of the railroads and communication systems, and the concentration of wealth and mass production that created goods at cheaper and faster rates, including, but not limited to industrial leaders such as Andrew Carnegie, Andrew Mellon, and John D. Rockefeller and the growth of American philanthropy;

explaining the social and cultural impact of industrialization, including, but not limited to rapid urbanization, the effects on living and working conditions, the development of labor unions, and the emergence of more leisure time and activities;

evaluating and explaining the Progressive Movement and the impact of its legislation, including, but not limited to regulations for pollution, child labor, and food safety;

examining the “Byrd machine” and its dominance in Virginia government in the first half of the 20th century;

analyzing the effects of prejudice, discrimination, and “Jim Crow” laws including, but not limited to the responses of Booker T. Washington and W.E.B. DuBois, lynching and racial terror, race riots, the suppression of voting rights in Virginia and other Southern states, Ida B. Wells-Barnett’s anti-lynching crusade, the practice of eugenics, and the U.S. Supreme Court 1927 Buck v. Bell decision; and

explaining the emergence of public colleges, HBCUs, and land-grant institutions in Virginia and the United States as a way to expand educational opportunities and build specific skills and knowledge in agricultural and technological advances.

The student will apply history and social science skills to analyze the emerging role of the United States in world affairs during the end of the 19th and early 20th centuries by

explaining changes in foreign policy of the United States toward Latin America and Asia and the growing influence of the United States, including, but not limited to the impact of the Spanish-American War;

explaining the international significance of U.S. decisions and actions, including, but not limited to the Roosevelt Corollary to the Monroe Doctrine, the Spanish-American War, the acquisition of Alaska and Hawaii, and the Panama Canal construction;

evaluating the events, leaders, and changes that brought America out of a period of isolationism to enter WWI;

evaluating the United States’ involvement in World War I, including, but not limited to Woodrow Wilson’s Fourteen Points and the establishment of the League of Nations; and

evaluating and explaining the terms of the Treaty of Versailles, including, but not limited to the national debate in response to the formation of the League of Nations.

The student will apply history and social science skills to understand key international and domestic events, interests, and philosophies of the 1920s and 1930s by

analyzing the attacks on civil liberties, including, but not limited to the reemergence of the Ku Klux Klan, the Chicago riot of 1919, the Tulsa Race Massacre and the decimation of Black Wall Street, and the institution of redlining and resulting racial wealth gaps;

analyzing the connections between the Bolshevik Revolution and the First Red Scare, anarchist bombings, and the Palmer Raids;

analyzing the effects of changes in immigration to the United States including, but not limited to the Immigration Act of 1918 and the Immigration Act of 1924;

examining the purposes of Marcus Garvey’s “Back-to-Africa” movement, the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League;

analyzing the Roaring 20s, post-wartime effects on the American economy, how life changed as a result of innovation and inventions, and the diffusion of American popular culture;

examining the changing role of women in society and in the passage of the Eighteenth Amendment and the Nineteenth Amendment to the Constitution of the United States; and

examining the Great Migration and its influence on the Harlem Renaissance, prompting new trends in literature, music, and art, and the work of writers, including, but not limited to Zora Neale Hurston and Langston Hughes.

The student will apply history and social science skills to describe the effects of the Great Depression and New Deal policies on the United States by

explaining the causes of the Great Depression, including, but not limited to bank failures, stock purchases on margins, credit, overproduction, high tariffs and protectionism, and the 1929 stock market crash; and

evaluating and explaining how Franklin D. Roosevelt’s New Deal measures addressed the Great Depression and expanded the government’s role in the economy, its features, and effects.

The student will apply history and social science skills to analyze the United States’ involvement in World War II by

comparing and contrasting totalitarianism in Imperial Japan, communist Soviet Union, fascist Italy, and Nazi Germany;

analyzing the causes and events that led to America’s involvement, including the attack on Pearl Harbor, the U.S. response with Executive Order 9066 and the incarceration of Japanese Americans, and the Supreme Court case Korematsu v. United States;

identifying the similarities and differences in the strategy, major battles, and impacts of key leaders of the Axis and Allied Powers;

evaluating and explaining the contributions of heroic military units including, but not limited to segregated, minority units, women, and the role of Virginia units in the America war effort;

describing major battles of World War II, including Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge, as well as battles in Holland, Italy, and North Africa;

analyzing the Holocaust, beginning with the history and role of antisemitism in the persecution of Jews, the persecutions of other targeted groups, challenges related to the immigration of Jews, Hitler’s “Final Solution,” liberation, post-war trials, post-war immigration to the United States, and the creation of the modern state of Israel;

explaining American military intelligence and technology, including island hopping, the Manhattan Project, and the bombings of the Japanese cities of Hiroshima and Nagasaki; and

describing the significance of America’s role in the Allied victory, the Marshall Plan, and the significance of the United Nations.

The student will apply history and social science skills to analyze the United States’ foreign policy during the Cold War era by

explaining the origins and early development of the Cold War and how it changed American foreign policy, including, but not limited to the Truman Doctrine and the policy of containment;

explaining the long-term impact of the Marshall Plan, the formation of NATO, the Warsaw Pact, and the efforts of the United States to protect Western Europe;

describing events and leaders of the Cold War, including the Bay of Pigs, the Cuban Missile Crisis, John F. Kennedy, and Nikita Khrushchev;

analyzing the changing role of the United States in Asia, including Korea, Vietnam, and China, and the experiences of refugees from those nations; and

explaining how American foreign policy pressure, economic power and defense policy, and the assertion of American values led to the end of the Cold War.

The student will apply history and social science skills to analyze the causes and effects of the Civil Rights Movement by

analyzing the origins of the Civil Rights Movement, the effects of segregation, and efforts to desegregate schools, transportation, and public areas;

evaluating and explaining the impact of the Brown v. Board of Education decision and Virginia’s response of Massive Resistance, including, but not limited to the roles of Barbara Johns, R.R. Moton High School in Prince Edward County, Thurgood Marshall, and Oliver W. Hill, Sr;

evaluating the legacy of Dr. Martin Luther King, Jr., including "A Letter from a Birmingham Jail,” civil disobedience, the Southern Christian Leadership Conference, the “I Have a Dream” speech, and his assassination;

analyzing key events, including, but not limited to the murder of Emmett Till, bus boycotts, Little Rock Central High School desegregation, Greensboro sit-ins, Freedom Rides, Birmingham demonstrations, the 1963 March on Washington, the Freedom Summer, and Selma to Montgomery Marches, with additional emphasis on events in Virginia;

explaining how the tenets 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 had an effect on all Americans; and

analyzing the effect of the Black Power Movement.

The student will apply history and social science skills to analyze political and social conditions in the United States during the second half of the 20th century and early 21st century by

assessing the development of and changes in domestic policies due to Supreme Court decisions and acts of Congress, including, but not limited to Brown v. Board of Education, the Federal Highway Act of 1956, the American Indian Movement (AIM), the Indian SelfDetermination and Education Assistance Act, the Equal Pay Act, the Americans with Disabilities Act, Title IX of the Education Amendments of 1972, the Marriage Equality Act, Obergefell v. Hodges, Gideon v. Wainwright, Miranda v. Arizona, and Roe v. Wade leading to Dobbs v. Jackson Women’s Health Organization;

analyzing key events and conditions that have given rise to terrorism as an attack on democracy and the United States' role in defending democracy, including, but not limited to the 1993 bombing of the World Trade Center, the 2000 bombing of the USS Cole, attacks on U.S. Embassies in Kenya and Tanzania, and the 9/11 attacks on the United States in 2001;

explaining social movements, including but not limited to the Vietnam War and the rise of the anti-war movement, Woodstock, the rise of the conservative movement and the election of Ronald Reagan, Women's Movement, Gay Rights Movement, Pro-life Movement, and an increased domestic focus on HIV/AIDS, the rise of antisemitism and hate crimes, and domestic terrorism;

connecting the legacy of the Civil Rights Movement to the election of Barack Obama; and

explaining scientific and technological changes and evaluating their impact on American culture, including media.

The student will apply history and social science skills to describe the political, religious, social, and economic characteristics of the first 13 colonies by

describing the reasons for establishing colonies in North America and the individuals and groups involved, including but not limited to John Smith, Roger Williams, William Penn, Lord Baltimore, William Bradford, and John Winthrop;

describing European settlement in the Americas, the Great Awakening, the character, practices, and growth of religious toleration, and the free exercise of religion;

describing the development of political self-government and a free-market economic system, as well as the differences among the British, Spanish, and French colonial systems; and

explaining the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town councils.

The student will apply history and social science skills to explain the development of African American culture in America and the impact of the institution of slavery by

describing the diverse cultures, languages, skills, and perspectives of Africans who were captured there and enslaved in the Americas;

describing the Middle Passage, the Transatlantic Slave Trade, chattel slavery, indentured servitude, and forced labor;

describing the slave trade in the U.S., Virginia, and Richmond;

analyzing the growth of the colonial economy that maximized profits through the use of indentured servitude and race-based enslavement of Africans; and

examining the cultures of enslaved Africans and identifying the various ways they persisted towards freedom.

The student will apply history and social science skills to analyze the cooperation and conflict between the Indigenous peoples and the new settlers by

describing the competition among the English, French, Spanish, Dutch, and Indigenous peoples for control of North America;

describing the cooperation that existed at times between the colonists and Indigenous peoples during the 1600s and 1700s, including, but not limited to agriculture, the fur trade, military alliances, treaties, and cultural interchanges;

describing the significance of Bacon’s Rebellion;

explaining the conflicts before the Revolutionary War; and

describing the violent conflicts among the Indigenous peoples’ nations, including the competing claims for control of lands.

The student will apply history and social science skills to understand the issues and events leading to and during the revolutionary period by

describing the results of the French and Indian War;

describing how political, religious, and economic ideas and interests contributed to the start of the American Revolution, including, but not limited to the resistance to imperial policy, the Stamp Act, the Townsend Acts, taxes on tea, the Coercive Acts, the Boston Tea Party, the Boston Massacre, Patrick Henry’s “Give Me Liberty, or Give Me Death” speech, the Battles of Lexington and Concord, the Battle of Bunker Hill, the Second Continental Congress and the Olive Branch Petition, and Thomas Paine’s Common Sense;

describing efforts by individuals and groups to mobilize support for the American Revolution, including the Minutemen, the Sons of Liberty, the First and Second Continental Congresses, and the Committees of Correspondence;

examining the contributions of those involved in the drafting and signing of the Declaration of Independence and the lasting legacy of the document;

analyzing the intervention of France and other factors that led to colonial victory in the Revolutionary War;

evaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of American political philosophy; and

analyzing the U.S. Presidents of this era, with emphasis on the presidents from Virginia.

The student will apply history and social science skills to describe the development and significance of the American political system by

examining founding documents to explore the development of American constitutional government, with emphasis on the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom in the framing of the Bill of Rights;

identifying the strengths and weaknesses of the Articles of Confederation;

describing the major compromises necessary to produce the Constitution of the United States, with emphasis on the struggles of ratification, the reasons for the Bill of Rights, and the roles of James Madison, Alexander Hamilton, George Mason, John Adams, and George Washington;

comparing the powers granted through the Constitution to citizens, Congress, the president, and the Supreme Court with those reserved to the states;

analyzing the issues and debates over the role of the federal government and the formation of political parties during the early National Era; and

explaining the significance of Chief Justice John Marshall and the Marbury v. Madison decision.

The student will apply history and social science skills to analyze major events in Virginia and United States history during the first half of the 19th century by

assessing the political and economic changes that occurred during this period, with emphasis on James Madison and the War of 1812;

explaining the role of broken treaties and the factors that led to military defeat of Indigenous peoples, including, but not limited to the resistance of Indigenous nations to encroachments and assimilation and the Trail of Tears;

explaining the influence and achievements of significant leaders of the time, including, but not limited to John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, and Sequoyah;

analyzing the United States' subsequent actions with respect to its Indigenous peoples, including, but not limited to the Indian Reorganization Acts and McGirt v. Oklahoma;

describing the political results of territorial expansion and its impact on Indigenous peoples;

analyzing the social and cultural changes during the period, including, but not limited to immigration and “The Age of the Common Man” (Jacksonian Era);

examining the Texas Revolution and the Mexican-American War; and

evaluating the cultural, economic, and political issues that divided the nation, including the role of slavery, the abolitionist movements, and tariffs, in the conflicts that led to the Civil War.

The student will apply history and social science skills to analyze the development and abolition of slavery in the United States by

explaining how slavery is the antithesis of freedom;

describing the impacts of abolitionists, including, but not limited to Sojourner Truth, William Lloyd Garrison, Frederick Douglass, and Harriet Beecher Stowe;

analyzing key policies and actions, including, but not limited to the Missouri Compromise, the Compromise of 1850, the Kansas-Nebraska Act, Dred Scott v. Sanford, and the Emancipation Proclamation; and

explaining the extension of rights provided in the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States.

The student will apply history and social science skills to analyze the major turning points of the Civil War and Reconstruction eras by

describing major events and the roles of key leaders of the Civil War Era, including, but not limited to Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass;

evaluating and explaining the significance and development of Abraham Lincoln’s leadership and political statements, including, but not limited to the significance of the Emancipation Proclamation and the principles outlined in the Gettysburg Address;

evaluating and explaining the impact of the war on Americans, with emphasis on Virginians, enslaved and free Blacks, the common soldier, and the home front;

evaluating postwar Reconstruction plans presented by key leaders of the Civil War;

evaluating and explaining the political and economic impact of the war and Reconstruction, including the adoption of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States, sharecropping, the Freedman’s Bureau, and the rise of white supremacist groups;

evaluating Virginia’s stance on the Fourteenth Amendment, Virginia’s 1870 Constitution, and readmittance to Congress; and

evaluating the role of the biracial Readjuster Party in Virginia during Reconstruction in providing funds to expand a system of public schools and expanding employment opportunities for African Americans.

The student will apply history and social science skills to understand the foundations of American constitutional government by

describing the features of a democratic republic as influenced by forms of Athenian democracy and the Roman Republic;

analyzing the foundational principles found in historic writings and prior governing documents, including the Magna Carta, charters of the Virginia Company of London (April 10, 1606; May 23, 1609; and March 12, 1612), the works of Enlightenment philosophers (Locke, Hobbes, Rousseau, and others), the Great Awakening, and the English Bill of Rights;

evaluating the foundational principles expressed in the Constitution of Virginia, the Declaration of Independence, the Articles of Confederation, and the Constitution of the United States; and

analyzing George Mason’s Virginia Declaration of Rights, Thomas Jefferson’s Virginia Statute for Religious Freedom, and James Madison’s leadership role in securing adoption of the Bill of Rights by the First Congress.

The student will apply history and social science skills to explain the organization and powers of the state and local governments as described in the Constitution of Virginia by

analyzing legislative, executive, and judicial branches;

explaining the law-making process at the state and local levels;

examining the structure and powers of local governments (county, city, and town);

analyzing the relationship between state and local governments and the roles of regional authorities, governing boards, and commissions;

comparing partisan and nonpartisan offices; and

investigating and explaining the ways individuals and groups exert influence on state and local governments.

The student will apply history and social science skills to analyze civil liberties and civil rights by

explaining the difference between civil rights and civil liberties;

explaining the purpose of the Bill of Rights, with emphasis on First Amendment freedoms;

analyzing the rights of the accused and due process of law expressed in the Bill of Rights and the Fourteenth Amendment;

explaining how the Supreme Court has applied most of the protections of the Bill of Rights to the states through a process of selective incorporation;

evaluating the balance between individual liberties and the public interest; and

examining how civil liberties and civil rights are protected under the law.

The student will apply history and social science skills to understand the role of the United States in a changing world by

describing the responsibilities of the federal government for foreign policy and national security;

assessing and analyzing the role of national interest in shaping foreign policy and promoting world peace; and

examining the relationship of Virginia and the United States in the global economy, including trends in international trade.

The student will apply history and social science skills to understand the role of the United States in a changing world by

evaluating the economic and political systems of capitalism, communism, Marxism, socialism, fascism, authoritarianism, and totalitarianism;

comparing the characteristics of economies as described by Adam Smith, Karl Marx, John Maynard Keynes, Friedrich Hayek, Milton Friedman, and Thomas Sowell;

comparing and contrasting capitalism and socialism as economic systems, including the role of government in each and individual economic freedoms;

explaining the differences between the principles of the Bill of Rights and the Communist Manifesto;

evaluating the factors that influence production and distribution of goods in a market system; and

explaining how competition and free enterprise influence the local, national, and global economies.

The student will apply history and social science skills to explain the role of government in the Virginia and United States economies by

explaining government’s limited but important role in free enterprise and how that affects individual economic freedoms;

describing the provision of government goods and services that are not readily produced by the market;

evaluating government’s establishment and maintenance of the rules and institutions in which markets operate, including the establishment and enforcement of property rights, contracts, consumer rights, labor-management relations, environmental protection, and competition in the marketplace;

investigating and describing the types and purposes of taxation that are used by local, state, and federal governments to pay for services provided by the government;

analyzing how Congress can use fiscal policy to stabilize the economy;

describing how the Federal Reserve can use monetary policy to pursue price stability, full employment, and economic growth with the goal of stabilizing the economy; and

evaluating the trade-offs in government decisions.

The student will apply history and social science skills to describe the concept of democracy by

explaining the concepts of popular sovereignty, natural rights, the rule of law, selfgovernment, and “consent of the governed”;

comparing structures of government including constitutional republic, autocracy, direct democracy, representative democracy, the presidential system, and the parliamentary system;

recognizing the equality of all citizens under the law;

recognizing majority rule and minority rights;

recognizing the necessity of compromise; and

recognizing the freedom of the individual.

The student will apply history and social science skills to analyze the Virginia and United States Constitutions and the Bill of Rights by

examining the ratification debates and The Federalist Papers, including but not limited to No. 10 and No. 51;

evaluating the purposes for government stated in the Preamble;

defining the structure and authority of the national government as outlined in Article I, Article II, and Article III;

examining the differences between the powers and authority of state and national governments;

connecting the fundamental principles of checks and balances and separation of powers to the three branches of government;

describing how the Bill of Rights affirms natural rights as something that precedes politics; and

explaining the amendment process.

The student will apply history and social science skills to explore and understand the significance, reverence, and pride around the foundation of the American republic by

analyzing the five values of liberty, egalitarianism, individualism, populism, and laissezfaire government as described by Alexis de Tocqueville;

understanding the meaning and historical significance of the mottos "E Pluribus Unum" and "In God We Trust";

describing the fundamental concepts of American constitutional democracy, including how the government derives its power from the people, and the primacy of individual liberty;

defining the meaning of the American Creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution; and

evaluating how the U.S. Constitution and the Bill of Rights protect freedoms and limit government.

The student will apply history and social science skills to explain the rights and responsibilities of United States citizenship by

describing the paths to U.S. citizenship;

obeying the law and paying taxes;

serving as a juror;

participating in the political process and voting in local, state, and national elections;

performing public service;

keeping informed about current issues;

practicing personal and fiscal responsibility; and

understanding that the United States has a voluntary military and the importance of Selective Service registration.

The student will apply history and social science skills to explain the process of local, state, and national elections by

describing how amendments and laws have extended the right to vote to previously disenfranchised Americans;

examining campaign finance laws and campaign funding and spending, including the impact of Supreme Court decisions, the nationalization of campaign financing, and the role of interest groups;

describing the nomination and election process, including the organization and evolving role of political parties and interest groups;

analyzing the influence of media coverage, campaign advertising, public opinion polls, social media, and digital communications;

explaining the role of the Electoral College and the impact of reapportionment and redistricting on elections and governance; and

evaluating challenges of the election process, including redistricting and gerrymandering.

The student will apply history and social science skills to describe the scope and limits of the powers of the legislative branch of the federal government as delineated in Article I of the United States Constitution by

describing its structure and the process for the election of its members;

describing how the power of the legislative branch has changed over time; and

evaluating how the processes of the legislative branch reflect the democratic principles of American constitutional government.

The student will apply history and science skills to describe the scope and limits of the powers of the executive branch of the federal government as delineated in Article II of the United States Constitution by

describing the structure and organization of the executive branch;

describing how the power of the executive branch has changed over time, including the Twentieth, Twenty-second, and Twenty-fifth Amendments; and

comparing and contrasting executive branch processes with those of the legislative branch.

The student will apply history and social science skills to describe the scope and limits of the powers of the federal judiciary as delineated in Article III of the United States Constitution by

describing the organization, jurisdiction, and proceedings of federal courts;

explaining how the Marshall Court established the Supreme Court as an independent branch of government in Marbury v. Madison;

describing how the Supreme Court decides cases; and

comparing the philosophy of originalism, judicial pragmatism, judicial activism, and judicial restraint.

Elections

Skills

Foundations of American Constitutional Government

The Role of the Government in the Economy

State and Local Government

The student will apply history and social science skills to the content by

selecting and synthesizing evidence from information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams, to question and understand government and politics;

applying geographic skills to determine and/or predict patterns and trends;

questioning and using inquiry to construct arguments, using evidence from multiple sources;

investigating and analyzing evidence from multiple sources to construct arguments and draw conclusions;

comparing and contrasting historical, cultural, economic, and political perspectives;

determining cause and effect to analyze connections;

using economic decision-making models to analyze and explain the incentives for and consequences of a specific choice;

engaging and communicating as an informed individual with persons with different perspectives;

developing products that reflect an understanding of research and content to make real-life connections; and

contextualizing, corroborating, and evaluating sources for credibility, propaganda, and bias to determine patterns and trends in Virginia and United States government and politics.

Social, Cultural, Political, and Economic Development of Early Societies

Skills

The Middle Ages

Leading to the Renaissance

Paleolithic Era into the Agricultural Revolution Neolithic Era

The student will apply history and social science skills to the content by

selecting and synthesizing evidence from information sources, including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams related to events in world history;

applying geographic skills to determine and predict patterns and trends of people, places, and events;

questioning to construct arguments, using evidence from multiple sources;

investigating and analyzing evidence from multiple sources to construct arguments and draw conclusions;

comparing and contrasting historical, cultural, economic, and political perspectives;

determining cause and effect to analyze connections;

using economic decision-making models to analyze and explain the incentives for and consequences of a specific choice;

engaging and communicating as a civil and informed individual with different perspectives;

developing products that reflect an understanding of research and content; and

contextualizing and corroborating sources to evaluate sources for credibility, propaganda, and bias to determine patterns and trends to understand the ancient world.

The student will apply history and social science skills to describe the period from the Paleolithic Era into the Neolithic Era by

describing the archaeological evidence of the first human and their geographic locations;

explaining the effect that geography had on the emergence and migration of hunter-gatherer societies;

describing characteristics of hunter-gatherer societies, including their use of tools and fire;

analyzing how technological and social developments gave rise to sedentary settlements; and

analyzing how archaeological discoveries change current understanding of early societies.

The student will apply history and social science skills to understand the civilizations of Medieval Europe by

describing the geography of the European and Eurasian landmass, including location, topography, waterways, vegetation, and climate, and their relationship to ways of life in Medieval Europe;

describing the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire; and

explaining the development and role of feudalism in the medieval European economy and the role of the manor as the center of feudal relationships at the foundation of the political order; and

describing the growth of towns and trade as Europe emerged from feudalism.

The student will apply history and social science skills to analyze the conflict and cooperation between the Papacy and European monarchs by

explaining the significance of developments in medieval English legal and constitutional practices, including, but not limited to the Magna Carta, parliaments, development of habeas corpus, and independent judiciary in England;

analyzing the reasons for the Great Schism in 1054;

tracing the causes and course of the Crusades and the effects on the Christian, Muslim, and Jewish populations in Europe and territorial claims;

describing the decline of Muslim rule in the Iberian Peninsula that resulted in the expansion of Christian rule and the rise of Spanish and Portuguese kingdoms; and

explaining the importance of the Catholic church as a political and intellectual institution and its effects on education, religious orders, preservation of languages and texts, and philosophy.

The student will apply history and social science skills to understand the Meso-American and Andean civilizations by

describing the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and the development of urban societies;

explaining how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish;

describing the artistic and oral traditions and architecture in the three civilizations;

describing the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the Meso-American knowledge of seasonal changes to the civilizations’ agricultural systems; and

examining the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.

The student will apply history and social science skills to understand the factors contributing to the European Renaissance by

determining the economic, political, philosophical, and cultural foundations of the Italian Renaissance;

sequencing events related to the rise of Italian city-states and their political development, including Machiavelli’s theory of governing; and

analyzing the contributions of artists and philosophers of the Italian Renaissance, including Leonardo da Vinci, Michelangelo, and Petrarch.

The student will apply history and social science skills to describe early societies in the Fertile Crescent by

locating and explaining the development of Egypt and Nubia;

locating and explaining the development of Mesopotamia;

describing the development of the Israelites and the origins, beliefs, traditions, customs, persecution, and spread of Judaism; and

describing the development of the Phoenicians.

The students will apply history and social science skills to describe ancient Asian societies by

analyzing the impact of geography on the development of ancient India and China, including locating them in time and place and describing their major geographic features;

describing the social, cultural, political, and economic characteristics that define the societies of the Indian subcontinent, including, but not limited to contributions and the concepts of Varna and Jati;

describing the origins, beliefs, customs, and spread of Hinduism;

describing the origins, beliefs, customs, and spread of Buddhism;

describing the social, cultural, political, and economic development of ancient China; and

describing the influence of Confucianism, Taoism, and Legalism.

The student will apply history and social science skills to understand Persia and Greece by

describing the major geographic features of the region and analyzing the effect that geography had on its development;

describing the social, cultural, political, and economic aspects of ancient Persia;

describing the social, cultural, political, and economic development of Greece, including, but not limited to the significance of Athens and Sparta, the development of citizenship, and the different forms of democracy;

evaluating the causes and consequences of the Persian and Peloponnesian wars;

evaluating the significance of Alexander the Great’s conquest of Greece and the formation and the spread of Hellenistic culture; and

explaining the influence of ancient Greek contributions, including, but not limited to science, art, architecture, philosophy, and mathematics in the present day.

The student will apply history and social science skills to understand Rome and the Byzantine Empire by

describing the influence of geography on Rome’s development and the factors that threatened territorial cohesion;

comparing and contrasting the political, social, and religious structure and development of the Roman Republic and the Roman Empire;

describing the social, cultural, political, and economic development of the Byzantine Empire, including, but not limited to the establishment of Constantinople, and the eventual division of the Roman Empire;

describing the origins, beliefs, customs, and spread of Christianity, including the persecution and eventual adoption and transmission of Christianity and the New Testament, differences between the Eastern and Western churches, and the influence of Christianity throughout Europe, Middle Asia, the Middle East, and North Africa; and

explaining the influence of Rome, including, but not limited to citizenship, slavery, Roman law and guaranteed rights, Roman art, architecture, engineering, and philosophy.

The student will apply history and social science skills to understand Islamic societies by

identifying the physical features and describing the relationship between climate, land and surrounding bodies and water, and nomadic and sedentary ways of life of the Arabian peninsula;

describing the origins, beliefs, traditions, customs, persecution, and spread of Islam;

explaining the significance of the Qur’an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims’ daily life;

describing the expansion of territory under Muslim rule, the spread of Islam and the Arabic language among people in these territories, and the cultural and religious acceptance of Islam and the Arabic language; and

describing the growth of cities and the role of merchants in Muslim society and the expansion of trade routes in Asia, Africa, Europe, and the Indian Ocean and identifying the products and inventions that traveled along these routes, including spices, textiles, paper, steel, and new crops.

The student will apply history and social science skills to understand the civilizations of China in the Middle Ages by

describing the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan;

describing agricultural, technological, and commercial developments during the Tang and Sung periods;

analyzing the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods;

explaining the importance of overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty;

tracing the historic influence of the tea trade, the manufacture of paper, woodblock printing, the compass, and the invention of gunpowder; and

describing the development of the imperial state and the scholar-official class.

The student will apply history and social science skills to describe the sub-Saharan civilizations of Ghana and Mali in Medieval Africa by

describing the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and enslaved people, as well as the growth of the Ghana and Mali empires;

analyzing the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa;

describing the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islam;

tracing the growth of the Arabic language in government, trade, and Islam; and

describing the importance of written and oral traditions in the transmission of African history and culture.

The student will apply history and social science skills to understand the civilizations of Medieval Japan by

describing the significance of Japan’s proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan;

discussing the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family life during his reign;

describing the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the 20th century;

tracing the development of distinctive forms of Japanese Buddhism;

examining the ninth and tenth centuries’ golden age of literature, art, and drama and its lasting effects on culture today, including Murasaki Shikibu’s Tale of Genji; and

analyzing the rise of a military society in the late 12th century and the role of the samurai in that society.