Virginia SOL 2.9

2.9 is a Standards of Learning history and social science standard. These are the skills expectations under it.

• 2.9.a

  recognizing the reasons for moving the nation’s capital from Philadelphia to Washington, D.C. and the importance of the nation’s capital

• 2.9.b

  describing the impact of the Louisiana Purchase on the westward expansion of the United States

01

What Students Need to Do

Students explain why leaders chose Washington, D.C. as the permanent seat of the federal government and why a national capital matters. They use maps to describe how the Louisiana Purchase enlarged the country and increased movement west.

02

What Mastery Looks Like

A student gives a sound reason for choosing Washington, D.C. and identifies it as the center of the federal government. Using before-and-after maps, the student shows how the purchase added western land and encouraged exploration and settlement.

03

Common Misconceptions

Students may think Washington, D.C. is a state, Washington state, or the nation’s largest city. They may think the Louisiana Purchase included only modern Louisiana or that settlers moved immediately into land where no people lived.

04

How to Assess It

Give students a simple map and three sentence stems: “Washington, D.C. was chosen because ___.” “The capital matters because ___.” “The Louisiana Purchase changed expansion by ___.”

1. 01

   Layer printed maps from before and after the purchase, then shade the added land and draw arrows showing westward movement.

2. 02

   Write two sentences answering: Why was Washington, D.C. chosen, and why does the country need a national capital?

3. 03

   Sort fact cards under Philadelphia, Washington, D.C., or Louisiana Purchase, then explain one card placement to a partner.

4. 04

   Use a current U.S. map to locate Washington, D.C. and five states formed partly or wholly from the purchased land.

• 2.12

  The student will apply history and social science skills to connect geography to landmarks and historic events, including, but not limited to

• 2.1

  The student will apply history and social science skills to distinguish between the rights and responsibilities that individuals have in the United States, incl...

• 2.8

  The student will apply history and social science skills to understand the principles of American democracy and relate them to the founding of the nation by

• 2.4

  The student will apply history and social science skills to recognize state and national symbols, including, but not limited to