VA Hist/SocSci Stds of Learning matched to Social Studies with Computers

VA Hist/SocSci Stds of Learning
matched to
Social Studies with Computers

USHist 6.1.1 The student will explain how, following the Civil War, massive immigration, combined with the rise of big business, heavy industry, and mechanized farming transformed American life, with emphasis on
· Western settlement and changing federal policy toward the Indians;

Component:

Colonial Lists and Tables

Reference:

Text pp. 1-20

Required:

Suggested:

Interested:

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

Required:

Suggested:

Interested:

USHist 6.1.2 The student will explain how, following the Civil War, massive immigration, combined with the rise of big business, heavy industry, and mechanized farming transformed American life, with emphasis on
· why various immigrant groups came to America, some of the obstacles they faced, and the important contributions they made;

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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USHist 6.1.3 The student will explain how, following the Civil War, massive immigration, combined with the rise of big business, heavy industry, and mechanized farming transformed American life, with emphasis on
· the growth of American cities, including the impact of racial and ethnic conflict and the role of political machines.

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

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USHist 6.9 The student will interpret patriotic slogans and excerpts from notable speeches in United States history since 1877 including "Ask not what your country can do for you, ... "...December 7, 1941, a date which will live in infamy," "I have a dream...," and "Mr. Gorbachev, tear down this wall!"

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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USHist 6.10.1 The student will develop skills for historical analysis, including the ability to
· identify, analyze, and interpret primary sources (artifacts, diaries, letters, photographs, art, documents, and newspapers) and contemporary media (computer information systems) and to make generalizations about events and life in United States history since 1877;

Component:

Essays on American Government

Reference:

Text pp. 21-41

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USHist 6.10.4 The student will develop skills for historical analysis, including the ability to
· construct various time lines of United States history since 1877 including landmark dates, technological and economic changes, social movements, military conflicts, and presidential elections;

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Suggested:

Interested:

Civ/Econ 7.1.1 The student will compare the Charters of the Virginia Company of London, the Virginia Declaration of Rights, the Virginia Statute of Religious Freedom, the Declaration of Independence, the Articles of Confederation, and the Constitutions of the United States and Virginia, as amended, with emphasis on their treatment of
· fundamental political principles including constitutionalism and limited government, rule of law, democracy and republicanism, sovereignty, consent of the governed, separation of powers, checks and balances, and federalism;

Component:

Essays on American Government

Reference:

Text pp. 21-41

Required:

Suggested:

Interested:

Component:

Early American Letters and Memos

Reference:

Text pp. 42-56

Required:

Suggested:

Interested:

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

Required:

Suggested:

Interested:

Civ/Econ 7.1.2 The student will compare the Charters of the Virginia Company of London, the Virginia Declaration of Rights, the Virginia Statute of Religious Freedom, the Declaration of Independence, the Articles of Confederation, and the Constitutions of the United States and Virginia, as amended, with emphasis on their treatment of
· fundamental liberties, rights, and values including religion, speech, press, assembly and petition, due process, equality under the law, individual worth and dignity, majority rule and minority rights, etc.

Component:

Essays on American Government

Reference:

Text pp. 21-41

Required:

Suggested:

Interested:

Component:

Early American Letters and Memos

Reference:

Text pp. 42-56

Required:

Suggested:

Interested:

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

Required:

Suggested:

Interested:

Civ/Econ 7.2.1 The student will compare the national, state, and local governments, with emphasis on
· their structures, functions, and powers;

Component:

Essays on American Government

Reference:

Text pp. 21-41

Required:

Suggested:

Interested:

Component:

Early American Letters and Memos

Reference:

Text pp. 42-56

Required:

Suggested:

Interested:

Civ/Econ 7.2.3 The student will compare the national, state, and local governments, with emphasis on
· the division and sharing of powers among levels of government;

Component:

Essays on American Government

Reference:

Text pp. 21-41

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Civ/Econ 7.2.4 The student will compare the national, state, and local governments, with emphasis on
· the separation and sharing of powers within levels of government;

Component:

Essays on American Government

Reference:

Text pp. 21-41

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Interested:

Civ/Econ 7.2.5 The student will compare the national, state, and local governments, with emphasis on
· the process of amending the United States and Virginia Constitutions.

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Civ/Econ 7.3.1 The student will compare the election process at the local, state, and national levels of government, with emphasis on
· nomination and promotion of candidates for elective office;

Component:

Essays on American Government

Reference:

Text pp. 21-41

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Interested:

Civ/Econ 7.4.1 The student will compare the policy-making process at the local, state, and national levels of government, with emphasis on
· the basic law-making process within the respective legislative bodies;

Component:

Essays on American Government

Reference:

Text pp. 21-41

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Interested:

Civ/Econ 7.4.2 The student will compare the policy-making process at the local, state, and national levels of government, with emphasis on
· the interaction between the chief executives and the legislative bodies;

Component:

Essays on American Government

Reference:

Text pp. 21-41

Required:

Suggested:

Interested:

Civ/Econ 7.5.1 The student will distinguish between the judicial systems established by the Virginia and United States Constitutions, with emphasis on
· the organization and jurisdiction of Virginia and United States courts;

Component:

Essays on American Government

Reference:

Text pp. 21-41

Required:

Suggested:

Interested:

Civ/Econ 7.5.2 The student will distinguish between the judicial systems established by the Virginia and United States Constitutions, with emphasis on
· the exercise of the power of judicial review;

Component:

Essays on American Government

Reference:

Text pp. 21-41

Required:

Suggested:

Interested:

Civ/Econ 7.5.3 The student will distinguish between the judicial systems established by the Virginia and United States Constitutions, with emphasis on
· the process of bringing and resolving criminal and civil cases in Virginia's judicial system;

Component:

Essays on American Government

Reference:

Text pp. 21-41

Required:

Suggested:

Interested:

Civ/Econ 7.5.4 The student will distinguish between the judicial systems established by the Virginia and United States Constitutions, with emphasis on
· the function and process of the juvenile justice system in Virginia.

Component:

Essays on American Government

Reference:

Text pp. 21-41

Required:

Suggested:

Interested:

Civ/Econ 7.8.1 The student will compare the American political and economic system to systems of other nations, including Japan, China, and leading Western European nations, in terms of
· governmental structures and powers;

Component:

Early American Letters and Memos

Reference:

Text pp. 42-56

Required:

Suggested:

Interested:

Civ/Econ 7.9.1 The student will demonstrate an understanding of the rights and responsibilities of citizens in America by
· describing ways individuals participate in the political process, such as registering and voting, communicating with government officials, participating in political campaigns, serving on juries and in voluntary appointed positions;

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Civ/Econ 7.9.2 The student will demonstrate an understanding of the rights and responsibilities of citizens in America by
· describing and evaluating common forms of credit, savings, investments, purchases, contractual agreements, warranties, and guarantees;

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Civ/Econ 7.9.3 The student will demonstrate an understanding of the rights and responsibilities of citizens in America by
· analyzing career opportunities, in terms of individual abilities, skills, and education, and the changing supply and demand for those skills in the economy.

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

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Interested:

WrldHist 8.8.5 The student will describe and compare selected civilizations in Asia, Africa, and the Americas, in terms of chronology, location, geography, social structures, form of government, economy, religion, and contribution to later civilizations, including
· the Mayan and Aztec civilizations.

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

Required:

Suggested:

Interested:

WrldHist 8.10.2 The student will improve skills in historical research and geographical analysis by
· identifying, analyzing, and interpreting global population distribution in the Middle Ages;

Component:

Manipulate Social Studies Data with Spreadsheets

Reference:

Text pp. 112-134

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WrldHist 9.5.1 The student will analyze the impact of European expansion into the Americas, Africa, and Asia (16th through 19th centuries), in terms of
· the roles of explorers/conquistadors;

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

Required:

Suggested:

Interested:

WrldHist 9.5.2 The student will analyze the impact of European expansion into the Americas, Africa, and Asia (16th through 19th centuries), in terms of
· migration, settlement patterns, and cultural diffusion;

Component:

Colonial Lists and Tables

Reference:

Text pp. 1-20

Required:

Suggested:

Interested:

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

Required:

Suggested:

Interested:

WrldHist 9.5.4 The student will analyze the impact of European expansion into the Americas, Africa, and Asia (16th through 19th centuries), in terms of
· the trade in slaves, tobacco, rum, furs, and gold;

Component:

Colonial Lists and Tables

Reference:

Text pp. 1-20

Required:

Suggested:

Interested:

WrldHist 9.5.10 The student will analyze the impact of European expansion into the Americas, Africa, and Asia (16th through 19th centuries), in terms of
· social classes in the colonized areas.

Component:

Colonial Lists and Tables

Reference:

Text pp. 1-20

Required:

Suggested:

Interested:

WrldHist 9.7.5 The student will analyze the scientific, political, and economic changes of the 16th, 17th, and 18th centuries (Age of Absolutism, the Enlightenment, and the Age of Reason), in terms of
· new scientific theories, including those of Newton, Kepler, Copernicus, Galileo, and others (e.g., Harvey, Franklin);

Component:

Early American Letters and Memos

Reference:

Text pp. 42-56

Required:

Suggested:

Interested:

WrldHist 9.11.3 The student will demonstrate skills in historical research and geographical analysis by
· comparing trends in global population distribution since the 10th century;

Component:

Adding Interest to Your Social Studies Work

Reference:

Text pp. 135-162

Required:

Suggested:

Interested:

WrldHist 9.11.4 The student will demonstrate skills in historical research and geographical analysis by
· constructing various time lines of key events, periods, and personalities since the 10th century;

Component:

Social Studies Problems to Perplex Your Brain

Reference:

Text pp. 163-196

Required:

Suggested:

Interested:

WrldHist 9.11.5 The student will demonstrate skills in historical research and geographical analysis by
· identifying and analyzing major shifts in national political boundaries in Europe since 1815;

Component:

Creating a Social Studies Report

Reference:

Text pp. 207-240

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Interested:

WrldHist 9.11.6 The student will demonstrate skills in historical research and geographical analysis by
· identifying the distribution of major religious cultures in the contemporary world.

Component:

Creating a Social Studies Report

Reference:

Text pp. 207-240

Required:

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Interested:

Guiding Document to Resource Report from Resource Correlator