National SOLs

National Standards of Learning

Health

NPH.H.5-8.1 — Health Promotion and Disease Prevention

  • Students will comprehend concepts related to health promotion and disease prevention to enhance health.
  • Explain the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death.
  • Describe the interrelationship of mental, emotional, social and physical health during adolescence.
  • Explain how health is influenced by the interaction of body systems.
  • Describe how lifestyle, pathogens, family history and other risk factors are related the cause or prevention of disease and other health problems.

NPH.H.5-8.2 — Health Information, Products and services

  • Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.
  • Analyze the validity of health information, products and services.
  • Demonstrate the ability to utilize resources from home, school, and community that provide valid health information.

NPH.H.5-8.3 — Reducing Health Risks

  • Students will demonstrate the ability to access valid information and products and services to enhance health.
  • Explain the importance of assuming responsibility for personal health behaviors.
  • Distinguish between safe and risky or harmful behaviors in relationships.
  • Demonstrate strategies to improve or maintain personal and family health.
  • Demonstrate ways to avoid and reduce threatening situations.

NPH-H.5-8.4 — Influences on Health

  • Students will analyze the influence of culture, media, technology, and other factors on health.
  • Analyze how messages from media and other sources influence health behaviors.
  • Analyze how information from peers influences health.

NPH-H.5-8.5 — Using Communication Skills to Promote Health

  • Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
  • Demonstrate effective verbal and non-verbal communication skills to enhance health.
  • Describe how the behavior of family and peers affect interpersonal communication.
  • Demonstrate refusal and negotiation skills to enhance health.

NPH-H.5-8.6 — Setting Goals for Good Health

  • Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.
  • Analyze how health-related decisions are influenced by individuals, family, and community values.
  • Predict how decisions regarding health behaviors have consequences for self and others.
  • Describe how personal health goals are influenced by changing information, abilities, priorities, and responsibilities.

Standard 6

Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8

Students will demonstrate the ability to advocate for personal, family and community.

History and Social Science

US History

NSS-USH.5-12.1 ERA 1: Three Worlds Meet

  • Understands comparative characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450.
  • Understands how early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.

NSS-USH.9-12.10 ERA 10: Contemporary United States (1968 to present)

  • Understands recent development in foreign and domestic politics.
  • Understands economic, social, and cultural development in contemporary United States.

Civics & Economics

Civics

NSS-C.5-8.4; C.9-12.4 — Other nations and world affairs

  • What is the relationship of the United States to other nations and to world affairs?
  • How is the world organized politically?
  • How has the United States influenced other nations and how have other nations influenced American politics and society?

NSS-C.5-8.5; C.9-12.5 — Roles of the Citizen

  • What are the roles of the citizen in American democracy?
  • What are the responsibilities of citizens?
  • What dispositions or traits of character are important to the preservation and improvement of American constitutional democracy?
  • How can citizens take part in civic life?

World History

NSS-WH.5-12.6 ERA 6: The Emergence of the First Global Age, 1450-1770

The students in grades 5-12 should understand:

  • How the transoceanic interlinking of all major regions of the world from 1450 to 160 led to global transformations.
  • How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750.
  • How large territorial empires dominated much of Eurasia between the 16th and 18th centuries.
  • Economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas, 1500-1750.
  • Transformations in Asian societies in the era of European expansion.
  • Major global trends from 1450 to 1770.

NSS-WH.5-12.7 ERA 7: An age of revolutions, 1750-1914

The student in grades 5-12 should understand:

  • The transformation of Eurasian societies in an era of global trade and rising European power, 1750-1850.
  • Patterns of global change in the era of Western military and economic domination, 1850-1914.
  • Major global trends from 1750-1914.

NSS.WH.5-12.8 ERA 8: A half-century of crisis and Achievement, 1900-1945

  • Major global trends from 1900 to the end of World War II.

NSS.WH.5-12.9 ERA 9: The 20th century since 1945: Promises and Paradoxes

The student in grades 5-12 should understand:

  • The search for community, stability, and peace in an interdependent world.
  • Major global trends since World War II.

Geography

NSS-G.K-12.4 — Human Systems

As a result of their activities in grades K-12, all students should:

  • Understand the characteristics, distribution, and migration of human populations on Earth’s surface.
  • Understand the characteristics, distribution, and complexity of Earth’s cultural mosaics.
  • Understand the patterns and networks of economic interdependence on Earth’s surface.
  • Understand the processes, patterns, and functions of human settlement.
  • Understand how the forces of cooperation and conflict among people influence and control Earth’s surface.

NSS-G.K-12.5 — Environment and Society

As a result of activities in grades K-12, all students should:

  • Understand how human actions modify the physical environment.
  • Understand how physical systems affect human systems.
  • Understand the changes that occur in the meaning, use, distribution, and importance of resources.

NSS-G.K-12.6 — The Uses of Geography

As a result of activities in grades K-12, all students should:

  • Understand how to apply geography to interpret the past.
  • Understand how to apply geography to interpret the present and plan for the future.