Students will:

• Develop class norms and goals for themselves and the class.
• Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:
  • Synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in world history.
  • Using geographic information to determine patterns and trends to understand world history.
  • Interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world history.
  • Evaluating sources for accuracy, credibility, bias, and propaganda.
  • Comparing and contrasting historical, cultural, economic, and political perspectives in world history.
  • Explaining how indirect cause-and-effect relationships impacted people, places, and events in world history.
  • Analyzing multiple connections across time and place.
  • Using a decision-making model to analyze and explain the incentives for and consequences  of a specific choice made.
  • Identifying the rights and responsibilities of citizens and ethical use of materials and intellectual property.
  • Investigating and researching to develop products orally and in writing.

Students will consider:

• Whose voices are emphasized, marginalized, and silenced in social studies courses?
• Which perspectives (political, economic, social, cultural, environmental, global, military) are emphasized, marginalized, and silenced in social studies courses?
• How does shifting between scales of study (macro to micro) impact your thinking and learning, and make the past usable?
• What are the benefits of using inquiry, comparison, and connections to construct my knowledge of the world?
• How does learning about history impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to:

• Describe early North America by:
  • Distinguishing how different Indigenous People 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 Counter-Reformation.
  • Examining the trade routes, resources, and products that linked Africa, the West Indies, the American colonies, and Europe.
• Describe the political, religious, social, and economic characteristics of the first thirteen 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.
  • Explaining the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town councils.
• Analyze the cooperation and conflict between the Indigenous people and the new settlers by:
  • Describing the competition among the English, French, Spanish, Dutch, and Indigenous people for control of North America.
  • Describing the cooperation that existed at times between the colonists and Indigenous people 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.
  • Describing the violent conflicts among the Indigenous nations, including the competing claims for control of lands.

Students will consider:

• In what ways are groups of people who come from different cultures impacted when they encounter each other?
• What are the causes, outcomes, approaches, and responses to colonization?
• How has the interpretation of history changed?
• Why do groups develop different social institutions, norms, and culture?
• How do established social, political, and cultural systems empower or oppress groups of people?
• In what ways do previously established social, political, and cultural systems or institutions positively or negatively impact groups of people into the present day?
• How do differences in power and status influence the relationships?
• How does learning about Indigenous Peoples and European Colonization impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students 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.
• Examining the cultures of enslaved Africans and identifying the various ways they persisted towards freedom.

Students will consider:

• How did African American people and culture develop and thrive despite the conditions of enslavement?
• How do people resist and promote the institution of slavery and what outcomes do these actions create?
• How does the past impact our understanding of race, influence current systems, and cultivate prejudice and social bias?
• How does learning about African Americans impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students 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.
  • Analyzing the contributions of the future U.S. presidents that were significant during this era.
• 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.
  • Explaining the significance of Chief Justice John Marshall and the Marbury v. Madison decision.

Students will consider:

• Why do revolutions happen?
• What are the motives and impact of domestic factors and foreign intervention on revolutions?
• How do governments balance competing interests?
• Is there a price to obtaining freedom from oppression?
• How should governments balance the rights of individuals with the common good?
• To what extent did the Constitution reflect the values espoused by the Founding Fathers in the Declaration of Independence?
• How does learning about the American Revolution & US Constitution impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students 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 people 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 people 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 people.
• 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.
• 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.

Students will consider:

• How do competing interests influence how power is distributed and exercised?
• How do land based empires form and change over time?
• What are the patterns, causes, and outcomes of interactions between settlers and Indigenous nations?
• Why do nativist movements develop?
• How do land based empires use their influence to empower or oppress groups of people?
• How do previously established economic, political, and cultural systems positively or negatively impact indigenous nations into the present day?
• How does learning about The Early National Period and Westward Expansion and Contraction impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students 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. Sandford, and the Emancipation Proclamation.
  • Explaining the extension of rights provided in the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States.
• 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 Freedmen’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.
  • 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.

Students will consider:

• How does the U.S. Civil War and Reconstruction impact our national identity, democracy, and culture today?
• Why do people go to war with their fellow citizens?
• In what ways was the US Civil War and Reconstruction a turning point in the nation’s history?
• What were the Civil War Amendments to the Constitution and how successful were they at ensuring freedom and civil rights?
• How does learning about the US Civil War and Reconstruction impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students 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 by:
  • Analyzing the effects of westward movement and the admission of new states on the Indigenous people and the conflicts with the U.S. government including, but not limited to the Battle of Little Bighorn and the Battle of 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 Buck v. Bell (1927) decision.
  • Explaining the emergence of public colleges, historically black colleges and universities (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 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 World War I.
  • 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.
  • 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.

Students will consider:

• What are some similarities and differences between immigrants prior to 1871 and subsequent waves of immigrants?
• To what extent was the United States foreign policy ever isolationist?
• What role and impact do progressivism and conservatism have in society?
• In what ways and to what extent did industrialization impact society?
• Is the United States an empire?
• To what extent did the United States become a modern nation during the late nineteenth to twentieth century?
• How role and impact do activists have in United States society?
• How does learning about Immigration, Imperialism, and World War I impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students 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, the institution of redlining, and the 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 (ACLU), the National Association for the Advancement of Colored People (NAACP), and the Anti-Defamation League (ADL).
  • Analyzing the Roaring 20s, post-wartime effects on the United States 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.
  • 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.
• 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 margin, credit, overproduction, high tariffs and protectionism, and the 1929 stock market crash.
  • 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.

Students will consider:

• To what extent and in what ways should the federal government get involved with state and local issues?
• What should individuals, groups, and institutions do to address racism and racial violence?
• How does resistance to social change lead to increased acts of violence?
• How should economic crises be addressed?
• How has the New Deal impacted US culture and society over time?
• How does learning about US History from the 1920s and 1930s  impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students 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 U.S. 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, postwar trials, postwar immigration to the United States, and the creation of the modern state of Israel.
• Explaining U.S. military intelligence and technology, including island hopping, the Manhattan Project, and the bombings of the Japanese cities of Hiroshima and Nagasaki.
• Describing the significance of the United States’ role in the Allied victory, the Marshall Plan, and the significance of the United Nations.

Students will consider:

• How are freedom and democracy impacted during times of war?
• What social, political, cultural, and/or economic aspects of the US were changed by World War II?
• How did World War 2 change international relations and the global order?
• Who were the victims of the Holocaust, and how did this atrocity impact the world?
• What were the short and long term effects of using atomic bombs?
• In what ways did World War 2 impact the lives of groups and individuals in the US?
• How does learning about World War 2  impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students 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 U.S. 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 the North Atlantic Treaty Organization (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.
• Explaining how U.S. foreign policy pressure, economic power and defense policy, and the assertion of American values led to the end of the Cold War.

Students will consider:

• To what extent does international conflict bring peace, progress, and prosperity to the world?
• What is the mission or role of the United States regarding global politics and world affairs?
• How did the Cold War change the United States?
• What are the similarities and differences of capitalism, communism, socialism, and facism?
• To what extent does popular culture impact foreign and domestic policy?
• How does learning about the Cold War impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students 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 (SCLC), 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.
• Analyzing the effect of the Black Power Movement.

Students will consider:

• How does social change happen?
  To what extent has the US supported the statement “All men are created equal…”?
  What are the benefits and consequences of questioning or challenging authority?
  How did the Civil Rights Movement influence subsequent movements for equal rights?
  To what extent has social change resulting from the Civil Rights Movement been challenged or accepted in the present day?
  What are the benefits and consequences of the Civil Rights Movement for women and minorities, both in the 1960s and into the present day?
  How does learning about the US Civil Rights Era impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students 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 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 Self-Determination and Education Assistance Act, the Equal Pay Act, the Americans with Disabilities Act, Title IX of the Education Amendments of 1972, Gideon v. Wainwright, Miranda v. Arizona, and Roe v. Wade.
• 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.
• 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.
• Explaining scientific and technological changes and evaluating their impact on American culture, 
  including the media.

Students will consider:

• Explain how political, social, economic, cultural, technological, environmental, and global topics in the 1970s-1990s century impacted the world, the Americas, the United States, Virginia, your community, and you?
• What people, groups, ideas, events, systems, and things in the 1970s-1990s have had the most significant impact on the world, the Americas, the United States, Virginia, your community, and you?
• How does learning about 1970s-1990s  impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Students will apply history and social science skills to analyze political and social conditions in the United States during the 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 the Marriage Equality Act, Obergefell v. Hodges, 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 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 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.
• Explaining scientific and technological changes and evaluating their impact on American culture, including media.

Students will consider:

• In what ways has globalization been impacted by and has impacted the United States?
• How has political, social, economic, cultural, technological, environmental, and global topics in the 21st century impacted the world, the Americas, the United States, Virginia, your community, and you?
• What people, groups, ideas, events, systems, and things in the 21st Century have had the most significant impact on the world, the Americas, the United States, Virginia, your community, and you?
• To what extent do Supreme Court decisions drive American policy?
• What is the role and impact of the various social movements of the 21st century?
• How does learning about The US in the 21st Century impact your understanding of yourself, your lived experiences, a concept, a UN Sustainable Development Goal, or a contemporary world issue or event?

Objectives and descriptive statements can be found on the  11th grade Family Life Education (FLE) page .