Virginia SOLs

Virginia Standards of Learning

Health

Knowledge and Skills

K.1b — The students will explain that the body is a living and growing organism, including: b) The effects of drugs and medicines.

K.3c — The student will explain the concept of being safe, including: c) the choices that prevent injuries.

1.2c — The student will explain that good health is related to health-promoting decisions, including: c) The harmful effects of misusing medicines and drugs.

2.2b, c — The student will explain that personal health decisions and health habits influence health and well-being throughout life, including: b) The addictive nature of drugs, alcohol, and tobacco. c) The importance of learning and using refusal skills.

3.1c — The student will explain that health habits impact personal growth and development, including: c) Safe and harmful behaviors.

3.3 — The student will identify the effects of drug and inhalant experimentation and alcohol and tobacco use on personal health. Key concepts/skills include: a) Improper use of medicines. b) The use of refusal skills to counter negative influences. c) The effects of nicotine, alcohol, and other drugs on body systems. d) The use of common household items as inhalants. e) The effects of mind-altering drugs on behavior.

3.4a, c — The student will demonstrate the ability to use health information to improve personal health. Key concepts/skills include: a) The use of health services and agencies to gain information. c) The use of a variety of print, audiovisual, and electronic media resources.

4.2a, e — The student will develop the skills necessary for coping with difficult relationships, including: a) Development of refusal skills. e) Practicing self-control.

4.3 — The student will develop the skills necessary for coping with difficult relationships. Key concepts/skills include: a) The impact on self, family, and community. b) The long-term consequences of drug use. c) Acts of violence and the use of weapons. d) Laws related to illegal alcohol and tobacco use.

4.5a — The student will access and use health resources to improve personal and family health. Key concepts/skills include: a) The use of health care agencies, printed materials, broadcast media, Internet, and audiovisual materials.

4.7b — The student will understand the importance of communicating with family about personal and community health issues. Key concepts/skills include: b) Assistance from a trusted adult when in unsafe or uncomfortable situations.

5.1b — The student will demonstrate the interpersonal skills necessary to build healthy relationships including: b) The use of refusal and conflict resolution skills.

5.2 — The student will analyze the risks of dependence and addiction associated with the use of alcohol, tobacco, inhalants, and other drugs on the systems of the body. Key concepts/skills include: a) The effects on the integrated functioning of the body systems. b) The effects on academic performance. c) The effects on relationships with family, peers, and other individuals.

5.5c — The student will explain how peers, families, and community groups work together to build a healthy community. Key concepts/skills include: c) Promotion of the value of community health and wellness.

6.1d — The student will apply critical thinking skills and personal management strategies to address issues and concerns related to personal health and well-being, including: d) Refusal strategies related to alcohol, tobacco, and other drugs.

6.4b,c,e — The student will analyze the consequences of personal choices on health and well-being, including: b) The importance of accepting responsibility for personal actions. c) The use of resistance skills to avoid violence, gangs, weapons, and drugs. e) Awareness of behaviors that can result in violent acts.

6.7e — The student will evaluate the benefits of becoming a positive role model within the family and the community. Key concepts/skills include: e) Respect for rules and regulations.

7.1 b,e — the student will use knowledge of health concepts to make decisions to personal safety and wellness, including: b) Recognition of harmful and risky behaviors. e) Factors that affect school success.

7.2c — the student will describe and exhibit the behaviors associated with a physically active and healthy lifestyle, including: c) Strategies for avoiding drugs, alcohol, tobacco and inhalants.

7.4 — The student will describe how family and community priorities influence an individual’s ability to reduce diseases and other health problems. Key concepts/skills include: a) The types of advertising techniques used to influence adolescents’ decisions; b) The validity of information from different resources. c) Family practices and customs.

8.1c,f — the student will analyze and evaluate the relationship between health-risk behaviors and the onset of health problems that can impact health and well-being during the adolescent years, including: c) The short- and long-term health issues related to alcohol abuse and tobacco use. f) The consequences of involvement in potentially dangerous situations.

8.2c — The student will apply health concepts and skills to the management of personal and family health. Key concepts/skills include: c) The importance of developing relationships that are positive and promote wellness.

8.5a,b — The student will investigate and evaluate ways in which peers, families, and other community groups can work together to build a safe and; healthy community. Key concepts/skills include: a) Methods used to reduce health hazards and risks. b) the health risks associated with yielding to peer pressure.

9.1c — The student will apply health knowledge and skills to the development and analysis of personal goals to achieve and maintain long-term health and well-being including: c) Application of personal standards regarding the use of alcohol, tobacco, and other controlled substances. d) Maintenance of health habits that promote personal wellness. f) Establishment of personal parameters for appropriate and inappropriate health behaviors.

9.3a,c,e — the student will analyze, synthesize, and evaluate the relationship between positive healthy behaviors and the prevention of injury and premature death, including: a) Risky behaviors that may result impermanent disability for self or others; c) Identification of situations involving risk; e) The effects of alcohol and other drug use.

9.4b — The student will use various sources of information to evaluate global health issues. Key concepts/skills include: b) The benefits of information provided by recognized sources such as state and local health departments, the Food and Drug Administration (FDA), the National Institutes of Health (NIH), the World Health Organization (WHO), and the Centers for Disease Control and Prevention (CDC).

9.5e — The student will evaluate the benefits of collaboration in relations to community health and wellness initiatives. Key concepts/skills include: e) The awareness of health-related social issues such as organ donation, homelessness, underage drinking, and substance abuse.

10.1c,d — the student will demonstrate an understanding of health concepts, behaviors, and skills that reduce health risks and enhance the health and well-being of self and others throughout life, including: c) the effects of tobacco, alcohol, inhalants, and other drug use; d) behaviors that result in intentional and unintentional injury.

10.2b,f,g,h — the student will analyze, synthesize, and evaluate the protective factors related to achieving and maintaining a sound mind and healthy body throughout life, including: b) The impact of involvement in school and community activities. f) The effects of an individual’s environment g) Family health habits and behaviors as they relate to health promotion; h) The importance of support and encouragement from positive role models.

10.3a,d — the student will implement personal injury prevention and self-management strategies that promote personal, family, and community health throughout life, including: a) Strategies to reduce and prevent violence; c) Recognition of tendencies toward self-harm

10.4c,d — The student will synthesize and evaluate available health information, products, and services for the value and potential impact on his/her well-being throughout life. Key concepts/skills include: c) Involvement of local, state, and federal agencies in health-related issues. d) The impact of technology on the health status of individuals, families, communities, and the world.

Information Access and Use

2.5c — The student will recognize the influence that health resources and professionals have on personal health, including: c) Print, audiovisual and electronic media.

3.4a,c — the student will demonstrate the ability to use health information to improve personal health, including: a) The use of health services and agencies to gain information. c) The use of a variety of print, audiovisual and electronic media resources.

4.5a — The student will access and use health resources to improve personal and family health, including: a) The use of health care agencies, printed materials, broadcast media, Internet, and audiovisual materials.

6.6c — the student will access and analyze information for the purpose of improving personal and family health, including: c) Interpretation of the contraindications for prescription drugs and over-the-counter medicines.

9.4b — the student will use various sources of information to evaluate global health issues, including; b) the benefits of information provided by recognized sources such as state and local health departments, the Food and Drug Administration (FDA), National Institutes of Health (NIH), the World Health Organization (WHO), and the Centers for Disease Control and Prevention (CDC).

10.4c,d — the student will synthesize and evaluate available health information, products, and services for the value and potential on his /her well-being throughout life, including: c) Involvement of local, state, and federal agencies in health-related issues. d) The impact of technology on the health status of individuals, families, communities, and the world.

Community Health and Wellness

2.5b — The student will demonstrate ways to communicate consideration and respect for the health of individuals in the community, including: b) The effects of personal health decisions on other individuals.

4.6a — The student will evaluate his/her role in solving community health problems. Key concepts/skills include: a) Personal responsibility for exhibiting healthy practices within the school and community setting.

6.6e — The student will evaluate the benefits of becoming a positive role model within the family and the community, including: e) Respect for rules and regulations.

8.5a — The student will investigate and evaluate ways in which peers, families, and other community groups can work together to build safe and healthy community, including a) Methods used to reduce health hazards and risks.

9.5e — The student will evaluate the benefits of collaboration in relation to community health and wellness initiatives, including: e) The awareness of health-related social issues such as organ donation, homelessness, underage drinking, and substance abuse.

10.5 b,g — The student will evaluate how different types of behaviors impact the community, including: b) The outcome of drinking and driving. g) The negative influence of teenage drug and alcohol use on younger members of the community.

History and Social Science

United States History to 1877

USI.1a,b,e,f — The student will develop skills for historical and geographical analysis, including the ability to: a) Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877. b) Make connections between the past and present. e) Evaluate and discuss issues orally; and in writing. f) Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Civil War and Reconstruction: 1860s to 1877

USI.9f — The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by: f) Describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women and slaves.

United States History: 1877 to Present

USII-1a,b,e — The student will demonstrate skills for historical and geographical analysis, including the ability to: a) Analyze and interpret primary and secondary source documents to increase understanding of events and life in US history from 1877 to present. b) Make connections between past and present. e) Evaluate and debate issues orally and in writing.

Reshaping the Nation and the Emergence of Modern America: 1877 to the early 1900s

USII.3b — The student will demonstrate knowledge of how life changed after the Civil War by: b) Explaining the reasons for the increase in immigrations, growth of cities, new inventions, and challenges arising from this expansion.

Turmoil and change: 1890s to 1945

USII.5a,b — The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by: a) Explaining how developments in transportation, communication, and electrification changed American life. b) describing the social changes that took place, including prohibition, and the Great Migration North.

The United States since World War II

USII.7d — The student will demonstrate knowledge of the economic, social, and political transformation of the US and the world between the end of World War II and the present by: d) Describing the changing patterns of society, including expanded educational and economic opportunities for military, veterans, women, and minorities.

USII8b — The student will demonstrate knowledge of the key domestic issues during the second half of the 20th century by: b) Describing the development of new technologies and their impact on American life.

Virginia and United States History

VUS.1a,c,d,e,f,g — The student will demonstrate skills for historical and geographical analysis, including the ability to: a) Identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States. c) Formulate historical questions and defend findings based on inquiry and interpretation. d) Develop perspectives of time and place, including the construction of maps and various time lines of events, periods and personalities in American History. e) Communicate findings orally and in analytical essays and/or comprehensive papers; f) Develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled; g) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. h) Interpret the significance of excerpts from famous speeches and other documents.

VUS.7c — The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by: c) Examining the political, economic, and social impact of the war and Reconstruction.

VUS.9a — The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 by explaining the changing policies of the United States toward Latin America and Asia and the growing influence of the United States in foreign markets.

VUS.14c — The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States by explaining the media influence on contemporary American culture and how scientific and technological advances affect the workplace, health care, and education.

Virginia and United States Government

GOVT.1a,b — The student will demonstrate mastery of the social studies skills citizenship requires, including the ability to: a) Analyze primary and secondary source documents.

GOVT.17 — The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by: a) Practicing trustworthiness and honesty. b) Practicing courtesy and respect for the rights of others. c) Practicing responsibility, accountability, and self-reliance. d) Practicing respect for the law. e) Practicing patriotism.

Civics & Economics

K.8d — The student will demonstrate that being a good citizen involves: d) following rules and understanding the consequence of breaking rules.

1.8 — The student will explain that people make choices because they cannot have everything they want.

1.10b,d — The student will apply the traits of a good citizen by: b) Recognizing the purpose of rules and practicing self-control. d) Taking responsibility for one’s own actions.

2.10d — The student will explain the responsibilities of a good citizen, with emphasis on: d) demonstrating self-discipline and self-reliance.

3.10a,c — The student will recognize why government is necessary in the classroom, school and community by: a) explaining the purpose of rules and laws. c) explaining the government protects the rights and property of individuals.

Civics and Economics (middle and high)

CE.1a,b — The student will develop the social studies skills citizenship requires, including the ability to: a) Examine and interpret primary and secondary source documents.

CE.3c,e — The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by: c) Describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court. e) Evaluating how civic and social duties address community needs and serve the public good.

CE.4a,d — The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by: a) Practicing trustworthiness and honesty. d) Practicing respect for the law.

CE.10d — The student will demonstrate knowledge of the structure and operation of the United States economy by: e) Examining the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological innovations.

World History

World History and Geography 1500 AD to Present

WHII.1a,b,e — The student will improve skills in historical research and geographical analysis by: a) Identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 A.D. b) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and to interpret the past since 1500 A.D.; e) Analyzing trends in human migration and cultural interaction from 1500 A.D. to the present.

WHII.2.d — The student will demonstrate an understanding of the political, cultural, and economic conditions in the world about 1500 A.D: d) By analyzing major trade patterns.

Era V: Emergence of a Global Age, 1500 to 1650 AD

WHII.4c,e — The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion in the Americas, Africa and Asia by: c) Explaining migrations, settlement patterns, cultural diffusion, and social classes in the colonized areas.

WHII.5b,c — The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 A.D. by: b) Describing India, including the Mughal Empire and coastal trade. c) Describing East Asia, including China and the Japanese shogunate.

Era VI: Age of Revolutions, 1650 to 1914 AD

WHII8c,d,e — The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by: c) Describing the evolution of the nature of work and the labor force, including its effects on families, the status of women and children, the slave trade, and the labor union movement. d) Explaining the rise of industrial economies and their link to imperialism and nationalism. e) Assessing the impact of European economic and military power on Asia and Africa, with emphasis on the competition for resources and the responses of colonized peoples.

Era VII: Era of Global Wars, 1914-1945

WHII.10a — The student will demonstrate knowledge of political, economic, social and cultural developments during the Interwar Periods by describing the League of Nations and the mandate system

WHII15 — The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by: a) Identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of technology, including chemical and biological technologies. b) Assessing the impact of economic development and global population growth on the environment and society, including an understanding of the links between economic and political freedom. c) Describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements.

Geography

WG.2b,c — The student will analyze how selected physical and ecological processes shape the Earth’s surface by: b) Describing how humans influence the environment and are influenced by it. c) Explaining how technology affects one’s ability to modify the environment and adapt to it.