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2027 VA & US Pacing Guide
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Supplemental Instructional ResourcesPlease note: Many of the resources linked herein are Google Ready. As such, it it recommended for teachers to copy them all into their own Google Drives. Click here for directions to copy the entire course content at once.
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K-12 Crosswalk 2015-2023 HSS
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Please Note: The suggested number of days are intended to serve as a guide for new teachers.Suggested Number of Days
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2015 StandardsTopic/Skill2023 StandardsTopic/SkillBlockYear-Long
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VUS.2Early America: Settlement and ColonizationVUS.1The student will apply history and social science skills to describe the early North America by714
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VUS.1adistinguishing 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, Mississippi River Valley, along the Atlantic seaboard, the Pacific coast, and the Southwest regions of North America;
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VUS.1bdescribing the entrepreneurial characteristics of early explorers including, but not limited to Christopher Columbus, Francisco Vázquez de Coronado, Ponce de León, and the technological developments that made nautical exploration possible;
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VUS.1cconnecting the aims, obstacles, and accomplishments of the explorers and sponsors of key expeditions to the Spanish Reconquista, the Protestant Reformation, and the Counter-Reformation; and
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VUS.1dexamining the trade routes and the resources and products that linked Africa, the West Indies, the colonies, and Europe.
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 VUS.3Early America: Settlement and ColonizationVUS.2The student will apply history and social science skills to describe the political, religious, social, and economic characteristics of the first thirteen colonies by
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VUS.2adescribing the reasons, individuals, and groups establishing colonies in North America including, but not limited to John Smith, Roger Williams, William Penn, Lord Baltimore, William Bradford, and John Winthrop;
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VUS.2bdescribing European settlement in the Americas; the Great Awakening; the character, practices, and the growth of religious toleration; and the free exercise of religion;
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VUS.2cdescribing 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; and
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VUS.2dexplaining the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town councils.
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VUS.3The student 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
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VUS.3adescribing the diverse cultures, languages, skills, and perspectives of Africans who were captured there and enslaved in the Americas;
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VUS.3bdescribing the Middle Passage, the Transatlantic Slave Trade, chattel slavery, indentured servitude, and forced labor;
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VUS.3cdescribing the slave trade in the U.S., Virginia, and Richmond;
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VUS.3danalyzing the growth of the colonial economy that maximized profits through the use of indentured servitude and race-based enslavement of Africans; and
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VUS.3eexamining the cultures of enslaved Africans and identifying the various ways they persisted towards freedom.
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VUS.4The student will apply history and social science skills to analyze the cooperation and conflict between the Indigenous people and the new settlers by
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VUS.4adescribing the competition among the English, French, Spanish, Dutch, and Indigenous people for control of North America;
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VUS.4bdescribing 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;
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VUS.4cdescribing the significance of Bacon’s Rebellion;
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VUS.4dexplaining the conflicts before the Revolutionary War; and
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VUS.4edescribing the violent conflicts among the Indigenous nations, including the competing claims for control of lands.
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VUS.4Revolution and the New NationVUS.5The student will apply history and social science skills to understand the issues and events leading to and during the Revolutionary Period by1020
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VUS.5adescribing the results of the French and Indian War;
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VUS.5bdescribing 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, Coercive Acts, 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;
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VUS.5cdescribing efforts by individual and groups to mobilize support for the American Revolution, including the Minutemen, Sons of Liberty, the First and Second Continental Congress and the Committees of Correspondence;
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VUS.5dexamining the contributions of those involved in the drafting and signing of the Declaration of Independence and the lasting legacy of the document;
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VUS.5eanalyzing the intervention of France and other factors that led to colonial victory in the Revolutionary War;
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VUS.5fevaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of American political philosophy; and
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VUS.5ganalyzing the contributions of the future U.S. presidents that were significant during this era.
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VUS.5Revolution and the New NationVUS.6The student will apply history and social science skills to describe the development and significance of the American political system by
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VUS.6aexamining 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;
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VUS.6bidentifying the strengths and weaknesses of the Articles of Confederation;
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VUS.6cdescribing 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;
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VUS.6dcompare the powers granted by the People through the Constitution to citizens, Congress, the president, and the Supreme Court with those reserved to the states;
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VUS.6eanalyzing the issues and debates over the role of the federal government and the formation of political parties during the early National Era; and
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VUS.6fexplaining the significance of Chief Justice John Marshall and the Marbury v. Madison decision.
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VUS.6Expansion and ReformVUS.7The student 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 by1122
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VUS.7bexplaining 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;
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VUS.7edescribing the political results of territorial expansion and its impact on Indigenous people;
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VUS.7aassessing the political and economic changes that occurred during this period, with emphasis on James Madison, and the War of 1812;
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VUS.7cexplaining 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;
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VUS.7danalyzing the United States' subsequent actions with respect to its Indigenous people including, but not limited to the Indian Reorganization Acts and McGirt v. Oklahoma;
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VUS.7fanalyzing the social and cultural changes during the period including, but not limited to immigration and “The Age of the Common Man” (Jacksonian Era);
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VUS.7hevaluating 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.
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VUS.7gexamining the Texas Revolution and the Mexican-American War; and
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NewVUS.8The student will apply history and social science skills to analyze the development and abolition of slavery in the United States by
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VUS.8aexplaining how slavery is the antithesis of freedom;
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VUS.8bdescribing the impacts of abolitionists including, but not limited to Sojourner Truth, William Lloyd Garrison, Frederick Douglass, and Harriet Beecher Stowe;
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VUS.8canalyzing 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; and
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VUS.8dexplaining the extension of rights provided in the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States.
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VUS.7Civil War and ReconstructionVUS.9The student will apply history and social science skills to analyze the major turning points of the Civil War and Reconstruction eras by1122
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VUS.9adescribing 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;
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VUS.9bevaluating 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;
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VUS.9cevaluating and explaining the impact of the war on Americans, with emphasis on Virginians, African Americans, the common soldier, and the home front;
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VUS.9devaluating postwar Reconstruction plans presented by key leaders of the Civil War;
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VUS.9eevaluating 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; the rise of white supremacist groups;
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VUS.9fevaluating Virginia’s stance on the Fourteenth Amendment, Virginia’s 1870 Constitution and readmittance to Congress; and
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VUS.9gevaluating 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.
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Benchmark Assessment
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VUS.8IndustrializationVUS.10The student 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 by612
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VUS.10aanalyzing the effect 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;
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VUS.10canalyzing the transformation of the American economy from agrarian to industrial, 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;
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VUS.10bexamining and evaluating the motivations, contributions, and challenges immigrants to the United States faced before, during, and upon arrival;
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VUS.10ganalyzing 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; and
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VUS.10dexplaining 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;
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VUS.10eevaluating and explaining the Progressive Movement and the impact of its legislation including, but not limited to regulations for pollution, child labor, and food safety;
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VUS.10fexamining the “Byrd machine” and its dominance in Virginia government in the first half of the 20th century;
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VUS.10hexplaining 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.
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VUS.9U.S. Emergence in World Affairs VUS.11The student will apply history and social science skills to analyze the emerging role of the United States in world affairs during the end of the 19th and early 20th centuries by714
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VUS.11aexplaining 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;
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VUS.11bexplaining 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, the Panama Canal construction;
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VUS.11cevaluating the events, leaders, and changes that brought America out of a period of isolationism to enter World War I;
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VUS.11devaluating 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; and
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VUS.11eevaluating 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.
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VUS.10U.S. Emergence in World Affairs VUS.12The student will apply history and social science skills to understand key international and domestic events, interests, and philosophies during the 1920s and 1930s by
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VUS.12aanalyzing the attacks on civil liberties including, but not limited to the reemergence of the Ku Klux Klan, the Chicago ​​Riot of 1919, Tulsa Race Massacre and the decimation of Black Wall Street, and the institution of redlining, and the resulting racial wealth gaps;
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VUS.12banalyzing the connections between the Bolshevik Revolution and the First Red Scare, anarchist bombings, and the Palmer Raids;
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VUS.12canalyzing 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;
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VUS.12dexamining 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);
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VUS.12eanalyzing the Roaring 20s, post wartime effects on the American economy, how life changed as a result of innovation and inventions, and the diffusion of American popular culture;
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VUS.12fexamining the changing role of women in society and in the passage of the Eighteenth Amendment and the Nineteenth Amendments to the Constitution of the United States; and
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VUS.12gexamining the Great Migration and its influence on the Harlem Renaissance, prompting new trends in literature, music, art, and the work of writers including, but not limited to Zora Neale Hurston and Langston Hughes.
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VUS.13The student will apply history and social science skills to describe the effects of the Great Depression and New Deal policies on the United States by
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VUS.13aexplaining 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; and
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VUS.13bevaluating 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.
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VUS.11World Conflicts: US in WWII VUS.14The student will apply history and social science skills to analyze the United States’ involvement in World War II by510
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VUS.14acomparing and contrasting totalitarianism and Imperial Japan, communist Soviet Union, and fascist Italy and Nazi Germany;
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VUS.14banalyzing the causes and events that led to the U.S. involvement, including the attack on Pearl Harbor, the United States’ response with Executive Order 9066 and the incarceration of Japanese Americans, and the Supreme Court case Korematsu v. United States;
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VUS.14cidentifying the similarities and differences in the strategy, major battles, and impacts of key leaders of the Axis and Allied powers;
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VUS.14devaluating 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;
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VUS.14edescribing major battles of World War II, including Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge, battles in Holland, Italy, and North Africa;
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VUS.14fanalyzing 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, and postwar immigration to the United States and the creation of the modern State of Israel;
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VUS.14gexplaining U.S. military intelligence and technology, including island hopping, the Manhattan Project, and the bombings of the Japanese cities of Hiroshima and Nagasaki; and
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VUS.12The United States since WWIIVUS.15The student will apply history and social science skills to analyze the United States’ foreign policy during the Cold War era by2040