Virginia SOL S.USI

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

• S.USI.a

  synthesizing evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams to understan...

• S.USI.b

  applying geographic skills to determine patterns and trends of people, places, or events

• S.USI.c

  developing questions, enhancing curiosity, and engaging in critical thinking and analysis

• S.USI.d

  integrating evidence to construct and analyze timelines, classify events, and distinguish fact from opinion

• S.USI.e

  comparing and contrasting historical, cultural, economic, and political perspectives

• S.USI.f

  determining and explaining cause-and-effect relationships

• S.USI.g

  using economic decision-making models to make a decision and explain the incentives and consequences of a specific choice

• S.USI.h

  engaging and communicating as a civil and informed individual with persons with different perspectives

• S.USI.i

  developing products that reflect an understanding of content

01

What Students Need to Do

Students combine evidence from artifacts, written sources, maps, charts, graphs, and diagrams to explain United States history. They identify patterns, build timelines, separate fact from opinion, compare perspectives, trace causes and effects, and explain choices and consequences.

02

What Mastery Looks Like

Students make a clear claim and support it with accurate evidence from several sources. They can explain geographic patterns, order and classify events, compare viewpoints, and discuss disagreements respectfully.

03

Common Misconceptions

Students may treat every source as equally reliable or confuse a source's opinion with a verified fact. They may list events without explaining connections, assume one cause produced an event, or describe a choice without naming its incentives and consequences.

04

How to Assess It

Give students a short source, a map, and a chart about one event. Ask them to state a claim, cite two pieces of evidence, and explain one cause, effect, or perspective.

1. 01

   Set up stations with a replica artifact, diary excerpt, map, and graph, then have groups build one evidence-based explanation.

2. 02

   Ask students to write which of two historical accounts is more convincing, citing one fact and identifying one opinion.

3. 03

   Play Evidence Sort with cards labeled fact, opinion, cause, effect, incentive, consequence, primary source, and secondary source.

4. 04

   Have groups compare two school lunch choices using cost, benefits, incentives, consequences, and the perspectives of students, families, and staff.

• S.1

  The 1st Grade version of this standard.

• S.USII

  The 6th Grade version of this standard.

• S.VS

  The 4th Grade version of this standard.

• S.2

  The 2nd Grade version of this standard.