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Virginia's Fourth Grade Standards

Strand / Topic: Virginia Studies

Standard / Strand: Skills

  • VS.1 Indicator / Standard:

    The student will develop skills for historical and geographical analysis including the ability to

    • VS.1a) Indicator: Identify and interpret artifacts and primary and secondary source documents to understand events in history;
    • VS.1b) Indicator: Determine cause and effect relationships;
    • VS.1c) Indicator: Compare and contrast historical events;
    • VS.1d) Indicator: Draw conclusions and make generalizations;
    • VS.1e) Indicator: Make connections between past and present;
    • VS.1f) Indicator: Sequence events in Virginia history;
    • VS.1g) Indicator: Interpret ideas and events from different historical perspectives;
    • VS.1h) Indicator: Evaluate and discuss issues orally and in writing;
    • VS.1i) Indicator: Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.
  • VS.2 Indicator / Standard:

    The student will demonstrate knowledge of the geography and early inhabitants of Virginia by

    • VS.2a) Indicator: Locating Virginia and its bordering states on maps of the United States;
    • VS.2b) Indicator: Locating and describing Virginia's Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
    • VS.2c) Indicator: Locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River);
    • VS.2d) Indicator: Locating three American Indian (First American) language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia;
    • VS.2e) Indicator: Describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and shelter.
  • VS.3 Indicator / Standard:

    The student will demonstrate knowledge of the first permanent English settlement in America by

    • VS.3a) Indicator: Explaining the reasons for English colonization;
    • VS.3b) Indicator: Describing how geography influenced the decision to settle at Jamestown;
    • VS.3c) Indicator: Identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement;
    • VS.3d) Indicator: Identifying the importance of the Virginia Assembly (1619) as the first representative legislative body in English America;
    • VS.3e) Indicator: Identifying the importance of the arrival of Africans and women to the Jamestown settlement;
    • VS.3f) Indicator: Describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;
    • VS.3g) Indicator: Describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers.
  • VS.4 Indicator / Standard:

    The student will demonstrate knowledge of life in the Virginia colony by

    • VS.4a) Indicator: Explaining the importance of agriculture and its influence on the institution of slavery;
    • VS.4b) Indicator: Describing how European (English, Scotch-Irish, German) immigrants, Africans, and American Indians (First Americans) influenced the cultural landscape and changed the relationship between the Virginia colony and England;
    • VS.4c) Indicator: Explaining how geography influenced the relocation of Virginia's capital from Jamestown to Williamsburg to Richmond;
    • VS.4d) Indicator: Describing how money, barter, and credit were used.
  • VS.5 Indicator / Standard:

    The student will demonstrate knowledge of the role of Virginia in the American Revolution by

    • VS.5a) Indicator: Identifying the reasons why the colonies went to war with England as expressed in the Declaration of Independence;
    • VS.5b) Indicator: Identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry;
    • VS.5c) Indicator: Identifying the importance of the American victory at Yorktown.
  • VS.6 Indicator / Standard:

    The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by

    • VS.6a) Indicator: Explaining why George Washington is called the ''Father of our Country'' and James Madison is called the ''Father of the Constitution'';
    • VS.6b) Indicator: Identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom;
    • VS.6c) Indicator: Explaining the influence of geography on the migration of Virginians into western territories.
  • VS.7 Indicator / Standard:

    The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by

    • VS.7a) Indicator: Identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia;
    • VS.7b) Indicator: Describing Virginia's role in the war, including identifying major battles that took place in Virginia.
  • VS.8 Indicator / Standard:

    The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by

    • VS.8a) Indicator: Identifying the effects of Reconstruction on life in Virginia;
    • VS.8b) Indicator: Identifying the effects of segregation and ''Jim Crow'' on life in Virginia;
    • VS.8c) Indicator: Describing the importance of railroads, new industries, and the growth of cities to Virginia's economic development.
  • VS.9 Indicator / Standard:

    The student will demonstrate knowledge of twentieth century Virginia by

    • VS.9a) Indicator: Describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries;
    • VS.9b) Indicator: Identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history;
    • VS.9c) Indicator: Identifying the political, social, and/or economic contributions made by Maggie L. Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr., and L. Douglas Wilder.
  • VS.10 Indicator / Standard:

    The student will demonstrate knowledge of government, geography, and economics by

    • VS.10a) Indicator: Identifying the three branches of Virginia government and the function of each;
    • VS.10b) Indicator: Describing the major products and industries of Virginia's five geographic regions;
    • VS.10c) Indicator: Explaining how advances in transportation, communications, and technology have contributed to Virginia's prosperity and role in the global economy.