Virginia SOL VS.7

VS.7 is a Standards of Learning history and social science standard. These are the skills expectations under it.

• VS.7.a

  explaining the role of John Brown and the impact of the raid at Harper’s Ferry

• VS.7.b

  describing how the institution of slavery was the cause of the Civil War, and secondary factors that contributed to the secession of the southern states

• VS.7.c

  explaining the significance of the Underground Railroad and the contributions of Harriet Tubman

• VS.7.d

  explaining major events and issues that divided Virginians and led to secession, war, and the creation of West Virginia

• VS.7.e

  identifying major battles that took place in Virginia

• VS.7.f

  identifying and explaining the leadership roles of Virginians including, but not limited to Thomas “Stonewall” Jackson, Robert E. Lee, William Harvey Carney, Wi...

• VS.7.g

  evaluating the experiences and contributions of Indigenous people and enslaved and free Blacks and their allies during the war including, but not limited to Eli...

01

What Students Need to Do

Students explain how slavery drove secession and war, while disputes over federal authority and regional political power added tension. They explain John Brown’s raid, trace the Underground Railroad, locate major Virginia battles, connect leaders to their actions, and examine the experiences of varied groups.

02

What Mastery Looks Like

A student can explain how slavery, John Brown’s raid, and divided loyalties shaped secession, war, and the creation of West Virginia. They locate battles such as First Manassas and Appomattox and match major figures to their roles. They use evidence to compare the contributions of Indigenous people, enslaved people, free Blacks, and their allies.

03

Common Misconceptions

Students may name states’ rights as the main cause without explaining that southern states sought to protect slavery. They may think the Underground Railroad was a train, John Brown ended slavery, or all Virginians supported secession. They may confuse Union and Confederate leaders or assume West Virginia existed before the war.

04

How to Assess It

On a blank 1861 Virginia map, have students label Harpers Ferry, First Manassas, and Appomattox. Ask them to explain slavery as the main cause, one secondary factor, Virginia’s division, and one person’s contribution.

1. 01

   Place John Brown, secession, battle, West Virginia, Indigenous, and Black contributor cards on a Virginia map and timeline, then explain each placement.

2. 02

   Write a claim explaining why Virginia seceded, using slavery as the main cause and two supporting details.

3. 03

   Play a matching game pairing Carney, Beaty, Lee, Jackson, Scott, Tubman, Van Lew, and Bowser with actions and evidence.

4. 04

   Compare an 1861 Virginia map with a current map, then explain how wartime divisions led to West Virginia.

• USI.9

  The student will apply history and social science skills to understand the cause, major events, and effects of the Civil War by

• VS.8

  The student will apply history and social science skills to explain the reconstruction of Virginia following the Civil War by

• VS.5

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

• 1.4

  The student will apply history and social science skills to understand Virginia’s history by