Virginia SOL USI.6

USI.6 is a Standards of Learning history and social science standard. These are the skills expectations under it.

• USI.6.a

  identifying the causes and effects of the French and Indian War

• USI.6.b

  identifying the issues of dissatisfaction that led to the American Revolution, including, but not limited to the “injuries and usurpations” outlined in the Decl...

• USI.6.c

  comparing and contrasting the political ideas and principles that shaped the revolutionary movement

• USI.6.d

  describing the leadership roles of individuals including, but not limited to George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, Thomas Paine...

• USI.6.e

  examining the causes, course, and consequences of key events and battles of the era

01

What Students Need to Do

Students trace how war debt, British laws, colonial protests, and political ideas led to independence. They connect leaders and major battles to changes in the course and outcome of the Revolution.

02

What Mastery Looks Like

Students can build an accurate timeline and explain links between causes, events, and consequences. They can compare ideas such as natural rights, self-government, and consent of the governed, using evidence from period documents.

03

Common Misconceptions

Students may think the French and Indian War was fought between France and American Indians. They may assume all colonists supported independence from the start or that the Declaration ended the war. They also confuse the roles of Washington, Jefferson, Franklin, and Lafayette.

04

How to Assess It

Exit ticket: Explain a four-step chain from the French and Indian War to independence, naming one grievance, one leader, and one key event.

1. 01

   Give groups event cards to arrange from the French and Indian War through Yorktown, then add cause-and-effect arrows between cards.

2. 02

   Ask students to write which colonial grievance best justified independence, using one quotation or detail from the Declaration.

3. 03

   Play a leader match game where students pair Washington, Franklin, Jefferson, Henry, Paine, Adams, and Lafayette with actions and explain each match.

4. 04

   Have students compare one colonial complaint with ways citizens today can challenge laws through petitions, courts, elections, or public comment.

• USI.5

  The student will apply history and social science skills to explain the social, political, religious, economic, and geographic factors that shaped colonial Amer...

• USI.8

  The student will apply history and social science skills to explain westward expansion and reform in America from 1801 to 1861 by

• VS.5

  The student will apply history and social science skills to explain Virginia and Virginians’ role during the American Revolution by

• 2.7

  The student will apply history and social science skills to describe the revolutionaries who fought for America’s freedom (1764–1781), including, but not limite...