Format
1. The program will begin with an introduction to several prominent Virginians and an examination of their role in establishing the new country.
2. The audience will then examine several founding documents in American history.
3. The audience will discuss the link between these documents and Virginians while determining their impact on American history.
4. The program will end with time for a Question and Answer period.
Objectives
The participant will:
-identify the prominent Virginians involved with the American Revolution and the founding of the new country;
- describe how Virginians and Virginia documents impacted the rest of the colonies and new country;
- discuss the importance of these founding documents throughout American history.
Standards Alignment
National Standards
Our programs are aligned with both national standards and Virginia Standards of Learning. While our programs can be tailored to suit learners of any age, they are initially designed for students in upper elementary and secondary schools.
Topic 3: The History of the United States: Democratic Principles and Values and the Peoples from Many Cultures Who Contributed to Its Cultural, Economic and Political Heritage
Standard 4 : How Democratic Values Came to Be, and How They Have Been Exemplified by People, Events, and Symbols
REVOLUTION AND THE NEW NATION (1754-1820S)
Standard 2: The impact of the American Revolution on politics, economy, and society
Standard 3: The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights.
Common Core
Grade Two
CCSS.ELA-LITERACY.RI.2.3 : Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.RI.2.4 : Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RI.2.6 : Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Grade Three
CCSS.ELA-LITERACY.RI.3.1 : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.3 : Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.7 : Use information gained from illustrations and the words in a text to demonstrate understanding of the text (eg, where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.9 : Compare and contrast the most important points and key details presented in two texts on the same topic.
Grade Four
CCSS.ELA-LITERACY.RI.4.3 : Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text , including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.4 : Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-LITERACY.RI.4.6 : Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided.
Grade Five
CCSS.ELA-LITERACY.RI.5.3 : Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.4 : Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.6 : Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.7 : Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Grade Six-Eight
CCSS.ELA-LITERACY.RI.6-8.1 : Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RI.6-8.2 : Determine the central ideas or information of primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RI.6-8.3 : Identify key steps in a text's description of a process related to history/social studies.
CCSS.ELA-LITERACY.RI.6-8.7 : Integrate visual information (eg., photographs or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RI.6-8.9 : Analyze the relationship between a primary and secondary source on the same topic.
Grade Nine-Ten
CCSS.ELA-LITERACY.RI.9-10.1 : Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RI.9-10.3 : Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-LITERACY.RI.9-10.9 : Compare and contrast treatments of the same topic in several primary and secondary sources.
Grade Eleven-Twelve
CCSS.ELA-LITERACY.RI.11-12.4 : Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
CCSS.ELA-LITERACY.RI.11-12.7 : Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.9 : Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
State Standards
Our programs are aligned with both national standards and Virginia Standards of Learning. While our programs can be tailored to suit learners of any age, they are initially designed for students in upper elementary and secondary schools.
2015 Virginia Studies
VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by
a)explaining why George Washington is called the “Father of our Country” and James Madison is called the “Father of the Constitution”;
b)identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom;
c)explaining the influence of geography on the migration of Virginians into western territories.
2023 Virginia Studies
Skills VS The student will apply history and social science skills to the content by
a. analyzing and interpreting information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams;
b. applying geographic skills to identify and understand geographic features and connections;
c. developing questions, enhancing curiosity, and engaging in critical thinking and analysis;
d. using evidence to construct timelines, classify events, and distinguish fact from opinion;
e. comparing and contrasting people, places, and events;
f. identifying cause-and-effect relationships to clarify and explain content;
g. using economic decision-making models to make informed economic decisions and to explain the incentives and consequences of a specific choice;
h. practicing civility, respect, hard work, honesty, trustworthiness, and responsible citizenship skills; and
i. developing products that reflect an understanding of content.
VS.6 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 by
a. explaining the roles of George Washington (known as the “Father of Our Country”), James Madison (known as the “Father of the Constitution”), and Patrick Henry (known for his “Give Me Liberty or Give Me Death” speech);
b. explaining the development of founding Virginia documents, including the Virginia Declaration of Rights (written by George Mason) and the Virginia Statute for Religious Freedom (written by Thomas Jefferson);
c. describing how principles of these founding Virginia documents inspired the Declaration of Independence, the Constitution of Virginia, the Constitution of the United States, and the Bill of Rights;
d. explaining how geographical features and technological advances impacted the western movement in the first half of the 1800s; and
e. explaining the causes and events of Nat Turner’s Rebellion and how it impacted the institution of slavery.
2015 United States History to 1865
USI.7 The student will demonstrate knowledge of the challenges faced by the new nation by
a)identifying the weaknesses of the government established by the Articles of Confederation;
b)describing the historical development of the Constitution of the United States;
c)describing the major accomplishments of the first five presidents of the United States.
2023 United States History to 1865
Skills USI The student will apply history and social science skills to the content by
a. synthesizing evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams to understand events in United States history;
b. applying geographic skills to determine patterns and trends of people, places, or events;
c. developing questions, enhancing curiosity, and engaging in critical thinking and analysis;
d. integrating evidence to construct and analyze timelines, classify events, and distinguish fact from opinion;
e. comparing and contrasting historical, cultural, economic, and political perspectives;
f. determining and explaining cause-and-effect relationships;
g. using economic decision-making models to make a decision and explain the incentives and consequences of a specific choice;
h. engaging and communicating as a civil and informed individual with persons with different perspectives; and
i. developing products that reflect an understanding of content.
USI.6 The student will apply history and social science skills to explain the American Revolution by
a. identifying the causes and effects of the French and Indian War;
b. identifying the issues of dissatisfaction that led to the American Revolution including, but not limited to the “injuries and usurpations” outlined in the Declaration of Independence;
c. comparing and contrasting the political ideas and principles that shaped the revolutionary movement;
d. describing the leadership roles of individuals including, but not limited to George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, Thomas Paine, John Adams, and the Marquis de Lafayette; and
e. examining the causes, course, and consequences of key events and battles of the era.
USI.7 The student will apply history and social science skills to describe the challenges faced by the new nation by
a. explaining the strengths, weaknesses, and outcomes of the government established by the Articles of Confederation;
b. describing the Constitutional Convention and the development of the Constitution of the United States, with an emphasis on the role of James Madison;
c. examining constitutional issues debated, including the role of the national government and the debate over ratifying the Constitution, the influence of the Federalist Papers, and the reasons for the addition of the Bill of Rights;
d. explaining the Three-Fifths Compromise; and
e. examining the three branches of government.
2023 Civics and Economics
Skills CEThe student will apply history and social science skills to the content by
a. selecting and synthesizing evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams to understand civics and economics;
b. applying geographic skills to determine and predict patterns and trends of people, places, or events;
c. developing questions, enhancing curiosity, and engaging in critical thinking and analysis;
d. integrating evidence to construct and analyze timelines, classify events, and to distinguish fact and opinion;
e. comparing and contrasting historical, cultural, economic, and political perspectives;
f. determining and explaining cause and effect relationships;
g. analyzing the costs and benefits and incentives and consequences of a specific choice using various economic decision-making models;
h. engaging and communicating as a civil and informed individual with persons with different perspectives; and
i. developing products that reflect an understanding of research, content, and civics and economic concepts.
CE.1The student will apply history and social science skills to explain the foundations of the American constitutional democracy by
a. explaining the fundamental principles of limited government, republicanism, federalism, checks and balances, separation of powers, and popular sovereignty;
b. describing the Magna Carta, English common law, the charters of the Virginia Company of London (April 10, 1606; May 23, 1609; and March 12, 1612), the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom and their influence on the Constitution of Virginia and the Constitution of the United States, including the Bill of Rights;
c. comparing and contrasting debates, compromises, and plans surrounding the drafting and ratification of the Constitution of the United States and the Bill of Rights;
d. describing the purpose of the Constitution of the United States as stated in its preamble;
e. explaining the fundamental concepts of the U.S. government including, but not limited to due process, equal justice under the law, equal protection, elections and a representative government, limited government, right to private property, rule of law, Supremacy Clause, and separation of powers; and
f. describing the procedures for amending the Constitution of Virginia and the Constitution of the United States.
2015 Virginia and U.S. History
VUS.5 The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States and how the principles of limited government, consent of the governed, and the social contract are embodied in it by
a)explaining the origins of the Constitution, including the Articles of Confederation;
b)identifying the major compromises necessary to produce the Constitution, and the roles of James Madison and George Washington;
c) examining the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom in the framing of the Bill of Rights;
d)assessing the arguments of Federalists and Anti-Federalists during the ratification debates and their relevance to political debate today;
2023 Virginia and U.S. History
Skills VUS The student will apply history and social science skills to the content by
a. 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;
b. applying geographic skills to determine and/or predict patterns and trends of people, places, and events;
c. questioning and using inquiry to construct arguments, using evidence from multiple sources;
d. investigating and analyzing evidence from multiple sources to construct arguments and draw conclusions;
e. comparing and contrasting historical, cultural, economic, and political perspectives;
f. determining cause and effect to analyze connections;
g. using economic decision-making models to analyze and explain the incentives for and consequences of a specific choice;
h. engaging and communicating as an informed individual with different perspectives;
i. developing products that reflect an understanding of research and content to make real-life connections; and
j. contextualizing corroborating and evaluating sources for credibility, propaganda, and bias to determine patterns and trends in Virginia and United States history.
VUS.6 The student will apply history and social science skills to describe the development and significance of the American political system by
a. 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;
b. identifying the strengths and weaknesses of the Articles of Confederation;
c. 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;
d. comparing the powers granted through the Constitution to citizens, Congress, the president, and the Supreme Court with those reserved to the states;
e. analyzing the issues and debates over the role of the federal government and the formation of political parties during the early National Era; and
f. explaining the significance of Chief Justice John Marshall and the Marbury v. Madison decision.
2023 Virginia and United States Government
Skills GOVT The student will apply history and social science skills to the content by
a. 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;
b. applying geographic skills to determine and/or predict patterns and trends;
c. questioning and using inquiry to construct arguments, using evidence from multiple sources;
d. investigating and analyzing evidence from multiple sources to construct arguments and draw conclusions;
e. comparing and contrasting historical, cultural, economic, and political perspectives;
f. determining cause and effect to analyze connections;
g. using economic decision-making models to analyze and explain the incentives for and consequences of a specific choice;
h. engaging and communicating as an informed individual with persons with different perspectives;
i. developing products that reflect an understanding of research and content to make real-life connections; and
j. contextualizing, corroborating, and evaluating sources for credibility, propaganda, and bias to determine patterns and trends in Virginia and United States government and politics.
GOVT.1 The student will apply history and social science skills to understand the foundations of American constitutional government by
a. describing the features of a democratic republic as influenced by forms of Athenian democracy and the Roman Republic;
b. 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;
c. 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
d. 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.
GOVT.2The student will apply history and social science skills to describe the concept of democracy by
a. explaining the concepts of popular sovereignty, natural rights, the rule of law, self-government, and consent of the governed;
b. comparing structures of government including constitutional republic, autocracy, direct democracy, representative democracy, the presidential system, and the parliamentary system;
c. recognizing the equality of all citizens under the law;
d. recognizing majority rule and minority rights;
e. recognizing the necessity of compromise; and
f. recognizing the freedom of the individual.