Virginia SOL S.VS

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

• S.VS.a

  analyzing and interpreting information sources, including but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams

• S.VS.b

  applying geographic skills to identify and understand geographic features and connections

• S.VS.c

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

• S.VS.d

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

• S.VS.e

  comparing and contrasting people, places, and events

• S.VS.f

  identifying cause-and-effect relationships to clarify and explain content

• S.VS.g

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

• S.VS.h

  practicing civility, respect, hard work, honesty, trustworthiness, and responsible citizenship skills

• S.VS.i

  developing products that reflect an understanding of content

01

What Students Need to Do

Students examine sources, maps, charts, artifacts, and timelines to gather information and support conclusions. They compare events, identify causes and effects, separate fact from opinion, and explain choices using evidence.

02

What Mastery Looks Like

A student can make a clear claim and point to specific evidence from more than one source. They can organize events, read geographic information, explain consequences, and present findings in a chart, timeline, paragraph, or diagram.

03

Common Misconceptions

Students may treat every written statement as a fact or assume a primary source is always accurate. They may confuse causes with effects, arrange events by importance instead of time, or make claims without citing evidence.

04

How to Assess It

Give students a short diary entry and a map. Ask them to write one supported claim, identify one fact and one opinion, and explain one geographic connection.

1. 01

   Give pairs a replica artifact, map, and diary entry, then have them record three claims and evidence for each.

2. 02

   Ask students to write which of two sources is more useful for answering a historical question and explain why.

3. 03

   Play a sorting relay where teams classify cards as fact, opinion, cause, effect, primary source, or secondary source and defend one choice.

4. 04

   Have students compare two class party plans by cost, benefits, incentives, and consequences, then vote and explain their decision.

• S.1

  The 1st Grade version of this standard.

• S.2

  The 2nd Grade version of this standard.

• S.CE

  The 7th Grade version of this standard.

• S.K

  The Kindergarten version of this standard.