Grade 4

Other Virginia History and Social Science sets

• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Grade 9
• Grade 10
• Grade 11
• Grade 12

The student will apply history and social science skills to explain the relationship between physical geography and the lives of Virginia’s peoples, past and present byVS.1

locating Virginia and its bordering states on maps of the United States and North AmericaVS.1.a

locating and describing the relative location and physical characteristics of Virginia's five geographic regions on a mapVS.1.b

locating, identifying, and describing the impact of Virginia’s bodies of water on its history, economy, and cultureVS.1.c

The student will apply history and social science skills to describe the Indigenous nations of Virginia past and present byVS.2

describing how archaeologists have recovered artifacts from important places in the history of Indigenous people, including, but not limited to WerowocomocoVS.2.a

describing Virginia’s three most prominent Indigenous language groups (i.e., the Algonquian, the Siouan, and the Iroquoian)VS.2.b

describing the diversity among the Indigenous nationsVS.2.c

describing the relationships and interactions of Virginia’s Indigenous Peoples and their environment, circa 1600VS.2.d

describing the lives and cultures of Virginia’s Indigenous Peoples leading to the present dayVS.2.e

The student will apply history and social science skills to explain the causes and effects of events associated with the first permanent English settlement in North America byVS.3

explaining the reasons for English colonizationVS.3.a

describing the economic and geographic influences on the decision to settle at JamestownVS.3.b

describing the importance of the Virginia Company of London Charter (April 10, 1606) in establishing the Jamestown colonyVS.3.c

describing the interactions between the English colonists and the Indigenous Peoples, including the role of the Powhatan in the survival of the colonistsVS.3.d

describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival, including, but not limited to trade with the Powhatan, the leadership of Captain John Smith, land ownership, and the successful commercial cultivation of tobaccoVS.3.e

analyzing the impact of the arrival of Africans and women to the Jamestown settlementVS.3.f

identifying the significance of establishing the General Assembly (1619), the first representative legislative body in English AmericaVS.3.g

The student will apply history and social science skills to understand life in the Virginia colony byVS.4

explaining the importance and influence of agricultureVS.4.a

examining how colonial Virginia reflected the culture of Indigenous Peoples, European (English, Scots-Irish, German) immigrants, and AfricansVS.4.b

distinguishing between indentured servants and enslaved people, including how European countries traded for, transported, and sold Africans to be enslaved to British North America beginning in the 17th centuryVS.4.c

describing the laws that established race-based enslavementVS.4.d

explaining the reasons for the relocation of Virginia’s capital from Jamestown to WilliamsburgVS.4.e

describing ways people exchanged goods and services in Colonial VirginiaVS.4.f

The student will apply history and social science skills to explain Virginia and Virginians’ role during the American Revolution byVS.5

explaining the principles and events that convinced the colonists to declare independence and go to war with Great Britain, as expressed in the Declaration of IndependenceVS.5.a

examining the important contributions, leadership, and experiences of Virginians during the war, including, but not limited to George Washington, Thomas Jefferson, George Mason, James Madison, James Armistead Lafayette, Indigenous Peoples, women, and free and enslaved BlacksVS.5.b

identifying the reasons for the relocation of Virginia’s capital from Williamsburg to RichmondVS.5.c

identifying the importance of the American victory at YorktownVS.5.d

The student will apply history and social science skills to explain the establishment and growth of the new American nation with emphasis on the role of Virginians and events in Virginia during the 18th and 19th centuries byVS.6

explaining the roles of George Washington (“Father of Our Country”), James Madison (“Father of the Constitution”), and Patrick Henry (“Give Me Liberty or Give Me Death” speech)VS.6.a

explaining the development of founding Virginia documents, including the Virginia Declaration of Rights (George Mason) and the Virginia Statute for Religious Freedom (Thomas Jefferson)VS.6.b

describing how principles of these founding Virginia documents inspired the Declaration of Independence, the Virginia Constitution, the Constitution of the United States, and the Bill of RightsVS.6.c

explaining how geographical features and technological advances impacted the western movement in the first half of the 1800sVS.6.d

explaining the causes and events of Nat Turner’s Rebellion and how it impacted the institution of slaveryVS.6.e

The students will apply history and social science skills to understand the key people, events, and issues of the Civil War and Virginia’s role byVS.7

explaining the role of John Brown and the impact of the raid at Harper’s FerryVS.7.a

describing how the institution of slavery was the cause of the Civil War, and secondary factors that contributed to the secession of the southern statesVS.7.b

explaining the significance of the Underground Railroad and the contributions of Harriet TubmanVS.7.c

explaining major events and issues that divided Virginians and led to secession, war, and the creation of West VirginiaVS.7.d

identifying major battles that took place in VirginiaVS.7.e

identifying and explaining the leadership roles of Virginians, including, but not limited to Thomas “Stonewall” Jackson, Robert E. Lee, William Harvey Carney, Winfield Scott, and Powhatan BeatyVS.7.f

evaluating the experiences and contributions of Indigenous Peoples and enslaved and free Blacks and their allies during the war, including, but not limited to Elizabeth Van Lew and Mary BowserVS.7.g

The student will apply history and social science skills to explain the reconstruction of Virginia following the Civil War byVS.8

describing what the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution accomplishedVS.8.a

examining the effects of Reconstruction on life in VirginiaVS.8.b

describing the role that the “Freedmen’s Schools” played in the lives of African Americans in Virginia after the Civil WarVS.8.c

discussing the election of African American leader John Mercer to Congress in 1890VS.8.d

describing the effect of the Supreme Court’s decision in Plessy v. FergusonVS.8.e

analyzing the effects of segregation and “Jim Crow” laws on life in VirginiaVS.8.f

The student will apply history and social science skills to understand the ways in which Virginia became interconnected and diverse byVS.9

explaining the importance of railroads, waterways, new industries, and the growth of cities to Virginia’s economic development in the late 1800sVS.9.a

explaining the economic and social transition from a rural society to a more urban societyVS.9.b

The student will apply history and social science skills to understand the role Virginians played in American history during World War I and World War II byVS.10

examining how key leaders and citizens prepared for wartimeVS.10.a

describing the contributions made by military veterans and Medal of Honor recipientsVS.10.b

The student will apply history and social science skills to understand the Civil Rights Movement in Virginia byVS.11

explaining the social and political events connected to disenfranchisement of African American voters in Virginia in the early 20th century, desegregation, court decisions, and Massive Resistance, with emphasis on the role of Virginians in the Supreme Court cases, including, but not limited to Brown v. Board of EducationVS.11.a

investigating the political, social, and economic effects of choices made during the Civil Rights Era by Virginians including, but not limited to Maggie Walker, Robert Russa Moton, Barbara Johns, Samuel Wilbert Tucker, Oliver W. Hill, Sr., Irene Morgan, Arthur R. Ashe, A. Linwood Holton, Jr., and L. Douglas WilderVS.11.b

The student will use history and social science skills to recognize why Virginia is known as the “Mother of Presidents”.VS.12

The student will apply history and social science skills to explain Virginia’s role in the global economy in the 21st Century byVS.13

examining major products and industries important to VirginiaVS.13.a

examining the impact of the ideas, innovations, and advancements of Virginians on a global marketVS.13.b