Curriculum is what a child is taught in school—what they learn, how they learn it, and the materials teachers use to help them succeed.
The History and Social Studies Standards of Learning for elementary students start their introduction to the social sciences by beginning at the community level and working to understand the state, the nation, and the world. This journey includes basic history and social science skills, the lives of leaders in the history of Virginia and the United States, and the heritage of the Indigenous peoples. Students study the economic concepts of goods and services, consumers and producers, and economic choices, learn to apply the traits of a responsible citizen and recognize that communities in Virginia have local governments. The students will recognize that the United States is a land of people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles. The worldview focuses on an introduction to the heritage and contributions of the peoples of ancient China, Egypt, Greece, Rome, and the West African empire of Mali. Students will develop the skills needed to analyze, interpret, and demonstrate knowledge of important events and ideas in our history and will understand the contributions made by people of diverse cultural and ethnic backgrounds. Ideas that form the foundation for political institutions in Virginia and the United States will be included as part of the story of Virginia. The elementary program ends with a deeper study of North American Geography, which focuses on the five themes of geography; students will learn of the five United States regions and explore neighboring countries of Canada, Mexico, Central American nations, and the Caribbean Islands.
The curriculum shows grade-level History and Social Science units and pacing by quarter, aligned with Virginia’s Standards of Learning.
Prince William County Public Schools students will learn the 2015 History and Social Studies Standards of Learning set by the Virginia Department of Education.
K.1 The student will apply history and social science skills to practice citizenship in the classroom by a) taking responsibility for one’s actions; b) practicing honesty and showing kindness to oneself and others; c) recognizing the purpose of rules and practicing self-control; d) caring for one’s personal property and respecting other students’ property; and e) taking turns, sharing, and working well with others for the good of everyone.
K.3 The student will apply history and social science skills to define patriotism and explain how communities express patriotism by a) identifying the American and Virginia flag; b) identifying national and state symbols including, but not limited to the bald eagle, the dogwood, and the cardinal; c) recognizing the Pledge of Allegiance and the national anthem; and d) identifying the current president and explaining that the president is the leader of the United States and is elected by voters.
During Quarter 1 Learning experiences are embedded in respective units. K.2 The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays, including but not limited to a) Labor Day; b) Columbus Day (Indigenous Peoples’ Day), and Yorktown Victory Day.
K.3 The student will apply history and social science skills to define patriotism and explain how communities express patriotism by a) identifying the American and Virginia flag; b) identifying national and state symbols including, but not limited to the bald eagle, the dogwood, and the cardinal; c) recognizing the Pledge of Allegiance and the national anthem; and d) identifying the current president and explaining that the president is the leader of the United States and is elected by voters.
K.6 The student will apply history and social science skills to describe the relative location of people, places, and objects by using positional words, including, but not limited to, near/far, over/under, above/below, left, right, behind/in front, next to, and between.
K.7 The student will apply history and social science skills to demonstrate an understanding of maps and globes by a) identifying the similarities and differences between a map and a globe; b) identifying basic map symbols; c) identifying land and bodies of water in the local community: and d) identifying the geographic locations of the United States and Virginia on a map and globe.
During Quarter 2 Learning experiences are embedded in respective units. K.2 The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays, including but not limited to c) Election Day; d) Veterans Day; e) Thanksgiving Day; f) Christmas Day; and g) New Year’s Day.
K.8 The student will apply history and social science skills to demonstrate an understanding of primary economic principles by a) describing ways people work to earn and save money to buy the things they need and want; and b) recognizing that Americans are free to make choices about what to buy and that they must make choices because they cannot have everything they want.
During Quarter 3 Learning experiences are embedded in respective units. K.2 The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays, including but not limited to h) Martin Luther King Jr. Day; and i) George Washington Day (Presidents’ Day).
K.4 The student will apply history and social science skills to recognize Virginia’s earliest communities by a) identifying examples of historical events, stories, and legends; b) identifying early communities, changemakers, and contributions of leaders including, but not limited to Indigenous tribes, farmers, traders, early settlers, minorities, women, and children; d) identifying people who helped establish and lead the local community over time.
K.5 The student will apply history and social science skills to understand and explain what makes communities unique by a) explaining the roles of important local community members such as, but not limited to, medical personnel, first responders, teachers, and business leaders; b) identifying historical events; and c) telling the stories of the people that developed their local communities.
K.4 The student will apply history and social science skills to recognize Virginia’s earliest communities by c) recognizing that places change over time. Sci K.10 The students will investigate and understand that change occurs over time. Key ideas include a) natural and human-made things change over time; b) living and non-living things change over time; c) changes can be observed and measured; and d) changes may be fast or slow.
1.1 The student will apply history and social science skills to practice citizenship in the classroom by a) practicing honesty and showing kindness to oneself and others; b) recognizing the purpose of rules and practicing self-control; c) being respectful of others and celebrating differences in ethnic origins, customs, and traditions; d) working respectfully with one another to achieve a goal; and e) participating in classroom decision-making by voting.
1.6 The student will apply history and social science skills to develop geographical skills by a) using basic map symbols, including referenced to land, water, cities and roads; b) using cardinal directions on maps; c) locating Virginia, the United States, continents, and oceans on maps and globes; and d) constructing simple maps and including a title, map legend or key, and a compass rose. 1.7 The student will apply history and social science skills to connect geography to historical events of Virginia and the United States by a) identifying landforms and bodies of water of Virginia and describing how they affect the way people live; b) understanding that the location of Virginia determines its climate and its four distinct seasons; c) locating the site of the Jamestown colony; and d) locating Richmond and Washington, D.C. on Virginia and United States maps.
During Quarter 1 Learning experiences are embedded in respective units. The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays, including but not limited to a) Labor Day; b) Columbus Day (also known as Indigenous Peoples’ Day); and Yorktown Victory Day.
1.6 The student will apply history and social science skills to develop geographical skills by a) using basic map symbols, including referenced to land, water, cities and roads; b) using cardinal directions on maps; c) locating Virginia, the United States, continents, and oceans on maps and globes; and d) constructing simple maps and including a title, map legend or key, and a compass rose. 1.7 The student will apply history and social science skills to connect geography to historical events of Virginia and the United States by a) identifying landforms and bodies of water of Virginia and describing how they affect the way people live; b) understanding that the location of Virginia determines its climate and its four distinct seasons; and c) locating the site of the Jamestown colony; and d) locating Richmond and Washington, D.C. on Virginia and Unites States maps.
1.1 The student will apply history and social science skills to practice citizenship in the classroom by f) contributing one’s time and talents to help others in their homes, schools, and communities through jobs; and g) understanding that local and state government representatives are elected by citizens who vote.
During Quarter 2 Learning experiences are embedded in respective units. 1.2 The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays, including but not limited to c) Election Day d) Veterans Day; e) Thanksgiving Day; f) Christmas Day; g) New Year’s Day.
1.3 The student will apply history and social science skills to describe the symbols and traditions that honor and foster patriotism in the United States by a) learning the Pledge of Allegiance and the national anthem and the ways people express respect for the American flag; b) explaining the symbolism of the colors, stars and stripes of the American flag; c) identifying the Virginia flag, state capitol building, the cardinal as the state bird, and the dogwood as the state flower; and d) explaining why people use symbols and have traditions.
1.8 The student will apply history and social science skills to explain how individuals make economic choices to meet their basic needs by a) identifying the difference between good and services; b) describing how people can be both consumers and producers; c) describing ways people work to earn and save money to purchase goods and services; d) describing goods produced and services provided in Virginia; and e) describing ways people work to earn and save money to purchase goods and services.
During Quarter 3 Learning experiences are embedded in respective units. 1.2 The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays, including but not limited to h) Martin Luther King, Jr. Day and i) George Washington Day.
1.8 The student will apply history and social science skills to explain how individuals make economic choices to meet their basic needs by a) identifying the difference between good and services; b) describing how people can be both consumers and producers; c) describing ways people work to earn and save money to purchase goods and services; d) describing goods produced and services provided in Virginia; and e) describing ways people work to earn and save money to purchase goods and services.
1.4 The student will apply history and social science skills to understand Virginia’s history by a) identifying and describing important events and locations throughout the early history of the Commonwealth including, but not limited to Werowocomoco and the first English colony in North America at Jamestown; b) describing how life in various Virginia communities has changed over time; and c) identifying local cities or counties on a map of Virginia.
1.5 The student will apply history and social science skills to describe contributions of Virginia’s diverse people and the stories of changemakers in the history of Virginia and their contributions to our Commonwealth including, but not limited to a) Indigenous people: Chief Powhatan and Pocahontas; b) Explorers: John Smith and Christopher Newport; c) Presidents: George Washington, Thomas Jefferson, James Madison, and James Monroe; and d) Barrier breakers: John Mercer Langston, Booker T. Washington, Maggie L. Walker, Barbara Johns, Arthur R. Ashe Jr., and L. Douglas Wilder. During Quarter 4 Learning experiences are embedded in respective units. The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays, including but not limited to j) Memorial Day; k) Juneteenth; and l) Independence Day.
Prince William County Public Schools students will learn the 2015 History and Social Studies Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course.
2.1 The student will apply history and social science skills to distinguish between the rights and responsibilities that individuals have in the United States including, but not limited to a) exercising freedom of expression; b) exercising freedom of religion; c) understanding equal protection; d) voting for local, state, and national representatives; e) respecting and following laws; f) practicing honesty and trustworthiness; and g) respecting the rights, beliefs, and opinions of others. 2.2 The student will apply history and social science skills to understand citizenship by a) identifying the benefits of being a U.S. citizen; and b) identifying the responsibilities of being a U.S. citizen.
2.11 The student will apply history and social science skills to develop geographic mapping skills using world maps and globes by a) locating the countries of North America and the bordering oceans; and b) identifying major rivers, mountain ranges, lakes, and other physical features in the United States.
2.4 The student will apply history and social science skills to recognize state and national symbols including, but not limited to a) locating the Virginia and United States capitals and capitol building; b) explaining the meaning behind symbols including, but not limited to the American flag, bald eagle, Washington Monument, Liberty Bell, and Statue of Liberty; and c) learning about the meaning of the American flag and the words chosen in the Pledge of Allegiance and the national anthem.
2.12 The student will apply history and social science skills to connect geography to landmarks and historic events, including but not limited to a) the Jefferson Memorial and the Lincoln Memorial; b) Valley Forge and George Washington’s crossing of the Delaware River; and c) Yellowstone National Park.
During Quarter 1 Learning experiences are embedded in respective units. 2.3 The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays, including but not limited to a) Labor Day; b) Columbus Day (Indigenous Peoples’ Day), and Yorktown Victory Day.
2.5 The student will use history and social science skills to identify the geographic locations, use of resources, and identify the contributions of Indigenous people past and present including a) Indigenous nations and tribes of the Eastern Woodlands; b) Indigenous nations and tribes of the Plains; c) Indigenous nations and tribes of the Southwest; and d) understanding tribal sovereignty, the importance of land, history, and culture.
2.13 The student will apply history and social science skills to understand basic economic principals by a) identifying natural resources (e.g., water, soil, wood, coal), human resources (i.e. people at work), and capital resources (e.g., machines, tools computers, buildings); and d) explaining that scarcity (having limited resources) requires people to make choices about producing and consuming goods and services.
During Quarter 2 Learning experiences are embedded in respective units. 2.3 The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays, including but not limited to c) Election Day; d) Veterans Day; e) Thanksgiving Day; f) Christmas Day; g) New Year’s Day; and h) Martin Luther King Jr. Day.
2.6 The student will use history and social science skills to identify the geographical location, use of resources, and contributions of European explorers, and their influences on the development of North America including, but not limited to, the English, French, and Spanish.
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 limited to a) John Adams; b) Benjamin Franklin: c) Alexander Hamilton; d) Patrick Henry e) Thomas Jefferson; f) James Madison (Father of the Constitution); g) Paul Revere; and h) George Washington (Father of our Country).
2.8 The student will apply history and social science skills to understand the principles of American democracy and relate them to the founding of the nation by a) identifying reasons for the settlement of the thirteen colonies; b) explaining the relationships between the colonies and Great Britain; and c) identifying key components of the Declaration of Independence.
2.9 The student will apply history and social science skills to understand key events in United States history, including but not limited to a) recognizing the reasons for moving the nation’s capital from Philadelphia to Washington, D.C., and the importance of the nation's capital; and b) describing the impact of the Louisiana Purchase on the westward expansion of the United States.
2.12 The student will apply history and social science skills to connect geography to landmarks and historic events, including but not limited to b) Valley Forge and George Washington’s crossing of the Delaware River.
During Quarter 3 Learning experiences are embedded in respective units. The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays, including but not limited to i) George Washington Day (Presidents’ Day).
2.10 The student will describe the contributions and roles of changemakers in United States history including, but not limited to a) Scholars and Inventors: Benjamin Franklin, Benjamin Banneker, Thomas Jefferson, George Washington Carver, Booker T. Washington, Orville and Wilbur Wright, Steve Jobs, Jonas Salk, Thomas Edison, Alexander Graham Bell, and Mary Jackson; b) Explorers and Adventurers: Meriwether Lewis, William Clark, Sacagawea, Neil Armstrong, and Amelia Earhart: and c) Reformers and Champions: Abraham Lincoln, Theodore Roosevelt, Helen Keller, Thurgood Marshall, Rosa Parks, Jackie Robinson, Cesar Chavez, Dr. Martin Luther King, Jr., Sen. Daniel Inouye, John F. Kennedy, and Barack Obama.
2.13 The student will apply history and social science skills to understand basic economic principals by a) identifying natural resources (e.g., water, soil, wood, coal), human resources (i.e. people at work), and capital resources (e.g., machines, tools computers, buildings); b) distinguishing between needs and wants; c) distinguishing between the use of barter and the use of money in the exchange for goods and services and describing how money makes trading easier than barter; and d) explaining that scarcity (having limited resources) requires people to make choices about producing and consuming goods and services.
During Quarter 4 Learning experiences are embedded in respective units. The student will apply history and social science skills to explain how communities honor local and national traditions and recognize designated Virginia holidays, including but not limited to j) Memorial Day; k) Juneteenth; and l) Independence Day.
Prince William County Public Schools students will learn the 2015 History and Social Studies Standards of Learning set by the Virginia Department of Education.
3.1 The student will apply history and social science skills to define citizenship and explain the rights and responsibilities of United States citizenship by e) taking part in the voting process when making classroom decisions; and i) describing the purpose of rules; and j) understanding responsible digital citizenship.
3.2 The student will apply history and social science skills to locate and describe major geographic features of Africa, Antarctica, Asia, Australia, Europe, North America, and South America by a) locating and describing the seven continents and the five oceans; and b) locating and describing the equator, the Prime Meridian, and the four hemispheres.
3.3 The student will apply history and social science skills to describe major geographic features of ancient societies on a world map by a) identifying and locating major bodies of water; b) identifying and locating major mountain ranges; c) describing how geographic features have impacted the lives of individuals; and d) connecting geography to major historical events.
3.10 The student will apply history and social science skills to explain basic economic principles by a) defining production, distribution, and consumption of goods and services; c) recognizing that because people and regions cannot produce everything they want they specialize in what they do best and trade for the rest; and d) identifying examples of making an economic choice and explaining the idea of opportunity cost.
3.4 (Egypt) 3.5 (China) The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Egypt (3.4) and China (3.5) by a) locating ancient Egypt/China on a map of the world; b) connecting the geography of ancient Egypt/China and its economy; c) identifying and explaining the government; d) describing the arts and innovations; and e) identifying and explaining the architecture and its influence in the world today.
3.10 The student will apply history and social science skills to explain basic economic principles by b) understanding different cultures and the natural, human, and capital resources they use in the production of goods and services. 15 days
3.6 The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Greece by a) locating ancient Greece on a map of the world; b) describing the unique geography of ancient Greece; c) identifying and explaining direct democracy; d) describing the arts and innovations; and e) identifying and explaining the architecture and its influence in the world today.
3.7 The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of ancient Rome by a) locating ancient Rome on a map of the world; b) connecting the geography of ancient Rome to its economy; c) identifying and explaining representative democracy; d) describing the arts and innovations; and e) identifying and explaining the architecture and its influence in the world today.
3.10 The student will apply history and social science skills to explain basic economic principles by b) understanding different cultures and the natural, human, and capital resources they use in the production of goods and services.
3.8 The student will apply history and social science skills to describe the geographic, political, economic, and social structures and innovations of the ancient empire of Mali by a) locating the ancient empire of Mali on a map of the world; b) connecting the geography of ancient empire of Mali and its economy; c) identifying and explaining the government; d) describing the arts and innovations; and e) identifying and explaining the architecture and its influence in the world. 3.10 The student will apply history and social science skills to explain basic economic principles by b) understanding different cultures and the natural, human, and capital resources they use in the production of goods and services.
3.1 The student will apply history and social science skills to define citizenship and explain the rights and responsibilities of United States citizenship by a) recognizing that Americans are people of diverse ethnic origins, customs and traditions that are united by the basic principles of a republican form of government and respect for individual rights and freedoms; b) describing the rights guaranteed to citizens in the First Amendment; c) understanding the importance of supporting and defending the Constitution of the United States and the Bill of Rights; d) respecting and following local, state, and federal laws; f) running for elected office; g) serving on a jury; and h) paying local, state, and federal taxes.
3.9 The student will apply history and social science skills to explain the basic structure of the United States government by a) explaining the purpose of government and understanding that countries have different types of government similar to and different from that of the United States; b) explaining how the Constitution supports the structure of the United States government; c) identifying and describing the three branches of government; d) explaining what governments do at the national, state, and local levels; and e) explaining how local, state and national governments are organized.
Prince William County Public Schools students will learn the 2015 History and Social Studies Standards of Learning set by the Virginia Department of Education.
VS.1a Locate VA & Bordering States VS.1b Regions of VA VS.1c Water Features of VA.
VS.2a Archaeological Evidence VS.2b Describing Language Groups in VA VS.2c Diverse Indigenous Nations VS.2d Indigenous People and their Environment VS.2e Virginia Indigenous People Today.
VS.3a Reasons for English Colonization VS.3b Economic and Geographic Influence on Settlement VS.3c VA Company of London Charters VS.3d Interaction with Indigenous people VS.3e Hardships at Jamestown VS.3f Arrival of Africans & Women VS.3g General Assembly.
VS.4a Importance and influence of agriculture VS.4b Culture of Colonial VA VS.4c Indentured servants and enslaved people VS.4d Laws that established race-based enslavement VS.4e Relocation of VA Capital to Williamsburg VS.4f Exchange of goods and services.
VS.5a Declaration of Independence VS.5b Roles of Virginians in the Revolution VS.5c Relocation of VA Capital to Richmond VS.5d Yorktown Victory.
VS.6a Roles of Washington, Madison, and Patrick Henry VS.6b Ideas of Mason & Jefferson VS.6c Impact of founding documents VS.6d Geography, Technology & Westward Movement VS.6e Nat Turner’s Rebellion VS.12 “Mother of Presidents.
VS.7a Role & Impact of John Brown VS.7b Causes of the Civil War VS. 7c Underground Railroad VS.7d Events Leading to Secession VS.7e Major Battles in Virginia VS.7f Virginia Leaders VS. 7g Indigenous people, enslaved Black people, free Black people.
VS.8a 13, 14, and 15 Amendments VS.8b Effects of Reconstruction VS.8c Role of the Freedmen’s School VS.8d John Mercer Langston VS.8e Plessy v. Ferguson VS.8f Effects of Segregation & “Jim Crow”
VS.9a Economic impact of industrialization VS.9b Urbanization VS.10a Leadership in WWI and WWII VS.10b Contributions made by military veterans VS.11a Civil Rights Movement VS.11b Virginians during the Civil Rights Movement VS.12 “Mother of Presidents.”
VS.13a VA Products and Industries VS.13b VA & Global Economy (SOL Testing review and implementation.)
Prince William County Public Schools students will learn the Prince William County Public Schools Local Course set by the Prince William County School Board in 2010. Students will experience the following units in this course:
Overview: Spatial thinking allows students to understand and analyze incidents related to the places and spaces around them—and at scales from what they can touch and see in a room or their neighborhood to a world map or globe. Spatial thinking is one of the most important skills that students can develop as they learn geography, the Earth, and environmental sciences. It also deepens and gives a more complete understanding of history and is linked to success in math and science. Young students also enhance their language skills by collaborating and communicating about spatial relationships. Students who develop robust spatial thinking skills will be at an advantage in our increasingly global and technological society.
Includes Standards NAG 5.1 (a-f) NAG 5.2 (a-b)
Overview: In this unit, students will explore the Northeast region of the United States. They will learn to locate the region on a map and identify key political features. Additionally, students will delve into the physical and climate characteristics of the Northeast, analyze its natural resources and economic activities, and describe the historical and cultural aspects of the population. Finally, they will examine life in the Northeast today, focusing on significant features and representative landmarks. The goal is for students to be able to develop a mental map of the Northeast region and explain how where we live influences how we live in the context of the Northeast region.
Includes Standards NAG 5.3 (a-e)
Overview: In this unit, students will explore the Southeast region. They will learn to locate the region on a map, identify key political features, and understand the physical and climate characteristics unique to the Southeast. Additionally, students will analyze the region’s natural resources and economic activities. They’ll delve into the population’s history, including early settlements, historically significant events, and cultural characteristics. Finally, students will examine life in the Southeast today, focusing on significant features and representative landmarks. The goal is for students to be able to develop a mental map of the Southeast region and explain how where we live influences how we live in the context of the Southeast region.
Includes Standards NAG 5.4 (a-e)
NAG.5a Key Political Features NAG.5b Physical, Climate Characteristics NAG.5c Natural Resources and Economic Activity NAG.5d Population NAG.5e Life Today.
NAG.6a Key Political Features NAG.6b Physical, Climate Characteristics NAG.6c Natural Resources and Economic Activity NAG.6d Population NAG.6e Life Today.
NAG.7a Key Political Features NAG.7b Physical, Climate Characteristics NAG.7c Natural Resources and Economic Activity NAG.7d Population NAG.7e Life NAG.7a Key Political Features NAG.7b Physical, Climate Characteristics NAG.7c Natural Resources and Economic Activity NAG.7d Population NAG.7e Life Today.
NAG.7a Key Political Features NAG.7b Physical, Climate Characteristics NAG.7c Natural Resources and Economic Activity NAG.7d Population NAG.7e Life NAG.7a Key Political Features NAG.7b Physical, Climate Characteristics NAG.7c Natural Resources and Economic Activity NAG.7d Population NAG.7e Life Today.
NAG.8a Key Political Features NAG.8b Physical, Climate Characteristics NAG.8c Natural Resources and Economic Activity NAG.8d Population NAG.8e Life Today Unit 8: Mexico 16 class days.
NAG.9a Key Political Features NAG.9b Physical, Climate Characteristics NAG.9c Natural Resources and Economic Activity NAG.9d Population NAG.9e Life.
NAG.10a Key Political Features NAG.10b Physical, Climate Characteristics NAG.10c Natural Resources and Economic Activity NAG.10d Population NAG.10e Life Today.
NAG.11a Key Political Features NAG.11b Physical, Climate Characteristics NAG.11c Natural Resources and Economic Activity NAG.11d Population NAG.11e Life Today.
Students will use historical and geographical analysis skills to explore the history of the United States and understand the ideas and events that strengthened the Union. The standards for the middle school program relate to the history of the United States from pre-colonial times to the present. Students will continue to learn fundamental concepts in civics, economics, and geography as they study United States history in chronological sequence and learn about change and continuity in our history. They will also study documents and speeches that laid the foundation for American ideals and institutions and examine the everyday life of people at different times in the country’s history through the use of primary and secondary sources. Students will examine the roles citizens play in the political, governmental, and economic systems in the United States by studying the foundational documents and principles around which the constitutions of Virginia and the United States were established. The program focuses on identifying citizens' rights, duties, and responsibilities; it describes the structure and operation of government at the local, state, and national levels. Through the economics standards, students will compare the United States economy to other types of economies and consider the government’s role in the U.S. economy.
The curriculum shows grade-level History and Social Science units and pacing by quarter, aligned with Virginia’s Standards of Learning.
Skills Introduction USI. a-j History and Social Science Skills
USI.2a Archaeological Discovery USI.2b American Indian Settlements USI.1a-b Geography in the context of Early North American cultures
USI.3a European Exploration USI.3b Cultural/Economic Interactions USI.1a-b Geography in the context of European exploration in North America.
USI.4a Location of West African Societies USI.4b Arrival of Africans in the British Colonies USI.4c Impact of the Transatlantic Slave Trade USI.4d Life experiences of enslaved people USI.1a-b Geography in the context of the Transatlantic slave trade.
USI.5a Compare Life in 3 Colonial Regions USI.5b Significance of Virginia USI.5c Social Perspectives of Colonists USI.5d Specialization and Interdependence USI.1a-b Geography in the context of its influence on life in Colonial America.
USI.5e Political/ Economic Relationships between Colonies and England USI.6a French and Indian War USI.6b Dissatisfaction Led to Revolution USI.6c Political Ideas Shape Revolution USI.6d Key Leaders in the Revolution USI. 6e Key Events of the Revolution USI.1a-b Geography in the context of the American Revolution.
USI.7a Articles of Confederation USI.7b Constitutional Convention USI.7c Constitutional Issues USI.7d Three-Fifths Compromise USI.7e Three Branches of Government USI.1a-c Geography in the context of its influences on the new American Nation.
USI.8a Territorial Expansion USI.8b Foreign and Domestic changes after the Revolutionary War USI.8c Geographic, Economic and Religious Influences on Western Settlement USI.8d Impact on American Indians USI.8e Impact of Inventions USI.1a-c Geography in the context of its influences on westward expansion.
USI.8f Development of the Abolition and Suffrage Movements USI.8g Expansion of the Abolition and Suffrage Movements. USI.1a-c Geography in the context of its influence on social reforms.
USI.9a Slavery as the primary cause of the Civil War USI.9b Economic differences between the North and South USI.9c Leadership of Abraham Lincoln USI.9d Role of Key Individuals USI.9e Political Texts USI.9f Multiple Perspectives USI.1a-c Geography in the context of its influence on the Civil War.
USII.1a – new technology and geography of the West USII.1b – motivations for westward expansion USII.1c – growth of the nation USII.1d – impact on Indigenous people
USII.2a – assassination of Lincoln and aftermath of Civil War USII.2c – legacies USII.2d – plans and policies USII.2e – motivations USII.2b – goals and effects of Reconstruction USII.2f – Election of 1876 USII.5h – “Jim Crow” South
USII.3d – immigration USII.3e – urbanization USII.3b – rise of industry and big business. USII.3h – innovations and world leadership.
USII.3f – Immigration blocks and discrimination USII.3g – work of immigrant groups USII.3c – progressive reforms in child labor, working conditions, rise of organized labor, immigration policy, and use of eugenics as a social policy USII.5h – “Jim Crow” South USII.5i – African American resistance and resilience to “Jim Crow.
USII.4a – Theodore Roosevelt USII.4b – Spanish American War USII.4c – Causes of WWI USII.4d – WWI warfare changes USII.4e – US role in WWI USII.4f – End of WWI and League of Nations.
USII.5a – capitalism boom USII.3c – women’s suffrage and temperance movement USII.5d – women’s suffrage USII.5c – Great Migration USII.5e – roaring 20’s.
USII.5b – first Red Scare USII.5f – Great Depression USII.5g – New Deal Unit 7: World War II 25 class days.
USII.6a – rise of fascism and appeasement USII.6b – attack on Pearl Harbor USII.6e – leaders of WWII USII.6c – turning points in Europe (invasion of Italy, D Day, Battle of the Bulge, Battle of Berlin) USII.6d – turning points in Pacific (Iwo Jima, Midway, Okinawa) USII.6f – role and sacrifices of U.S. armed forces USII.6g – Homefront USII.6h – Holocaust USII.6i – end of WWII.
USII.7a – international alliances post WWII USII.7b – Marshall Plan and rise of superpowers USII.7c – Communism vs Capitalism.
USII.7d – conflicts of the Cold War USII.7e – end of the Cold War.
USII.8a – leaders of the Civil Rights movement USII.8b – urban renewal and Civil Rights. USII.8e – Americans with Disabilities Act (ADA) USII.8f – women’s movement.
USII.8d – post WWII social shifts USII.8g – post WWII economic shifts USII.8c – events of the 1960’s and 1970’s USII.8h – war on terror USII.9a – science and technology advancements USII.9b – changes in culture, communication, and industry.
CE.6a – citizenship process CE.6b – First, fourth, fifth, sixth, fourteenth amendment rights CE.6c – change in the community CE.6d – civic participation CE.6e – immigration policies CE.6f – naturalization exam CE.7 – participation in civic life CE.10a – duties of citizens
CE.1a – fundamental principles CE.1e – fundamental concepts CE.1b – key documents CE.1c – debates on Constitution and Bill of Rights CE.1d – Preamble purpose CE.1f – amending the Constitution
CE.2a – structure of federal government (overview) CE.3a – structure of state government (overview) CE.4a – structure of local government (overview) CE.8a – political parties CE.8b – campaign analysis CE.8c – campaign finance CE.8d – voter registration and history CE.10c – voter eligibility CE.8e – Electoral College CE.10b – voting in Virginia
CE.9a – rights of the press CE.9c – individual contributions to political process CE.9d – social media impacts CE.9b – impact of bias CE.9e – detecting bias CE.9f – discrepancies in media
CE.2a – structure of federal government CE.2e – separation of powers and checks and balances CE.2c – powers of the executive CE.3a – structure of state government CE.3c – state executive CE.3e – separation of powers at state level CE.4a – structure of local government CE.3d – federalism CE.4c – power and responsibilities of federalism.
CE.2b – legislative branch and law-making CE.3b – local law-making CE.4a – state lawmaking CE.4b – impacts on local decision making.
CE.2b – legislative branch and law-making CE.3b – local law-making CE.4a – state law-making CE.4b – impacts on local decision.
CE.2d – federal judicial system CE.5a – state and federal courts CE.5b – due process CE.5c – civil vs criminal cases CE.5d – Supreme Court precedents and judicial review.
CE.11a – economic principles and concepts CE.11b – innovation CE.11c – types of economies CE.12c – supply and
CE.12a – fundamental principles of the US economy CE.12b – components of the US economy. CE.12c – supply and demand CE.12d – business organizations and entrepreneurship. CE.12e – economic flow CE.12f – banking CE.12g – global economies.
CE.12a – fundamental principles of the US economy CE.12b – components of the US economy. CE.12c – supply and demand CE.12d – business organizations and entrepreneurship. CE.12e – economic flow CE.12f – banking CE.12g – global economies.
CE.13a – providing goods and services CE.13b – governmental budgets CE.13c – Federal Reserve CE.13d – currency CE.13e – regulation of commerce CE.13f – regulation of industry.
14a-h: Career Goals & Financial Awareness SOL Review.
The high school program enables students to explore the historical development of people, places, and patterns of life from ancient times until the present in terms of the impact on Western civilization. The study of history rests on knowledge of dates, names, places, events, and ideas. However, historical understanding requires students to engage in historical thinking, raise questions, and marshal evidence supporting their answers. Students engaged in historical thinking draw upon chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and decision-making. These skills are developed through the study of significant historical substances from the era or society being studied. After a survey of world history, students will study Virginia and United States History and government from the Age of Exploration to the present, and the study of Virginia and United States government to examine fundamental constitutional principles, the rights and responsibilities of citizenship, the political culture, the policy-making process at each level of government, and the characteristics of the United States economy. The standards emphasize an understanding of the duties and responsibilities that facilitate thoughtful and effective participation in the civic life of an increasingly diverse democratic society. The standards also reflect the evolving political and economic roles of Virginia and the United States in the global community.
The curriculum shows grade-level History and Social Science units and pacing by quarter, aligned with Virginia’s Standards of Learning.
WHI.1a – first humans WHI.1b – migration and hunter-gather societies WHI.1c – hunter-gatherer societies WHI.1d – agriculture WHI.1e – archaeology
WHI.2a – Egypt WHI.2b – Mesopotamia WHI.3a – India and China WHI.2c – Judaism WHI.2d – Phoenicians
WHI.3b – social, cultural, political, and economic characteristics of India WHI.3c – beliefs of Hinduism WHI.3d – beliefs of Buddhism WHI.3e – social, cultural, political, and economic characteristics of China WHI.3f – Confucianism, Taoism, Legalism
WHI.4a – geography of Persia WHI.4b – social, cultural, political, and economic characteristics of Persia WHI.4a – geography of Greece WHI.4c – social, cultural, political, and economic characteristics of Greece WHI.4d – Peloponnesian wars WHI.4e – Alexander the Great WHI.4f – Greek contributions
WHI.5a – geography of Rome WHI.5b - social, cultural, political, and economic characteristics of Rome WHI.5d – beliefs and spread of Christianity WHI.5e – influence of Rome
WHI.5c - social, cultural, political, and economic characteristics of the Byzantine Empire WHI.5d – spread of Christianity WHI.11b – reasons for the Great Schism in 1054
WHI.6a – geography of the Arabian Peninsula WHI.6b – Origins, beliefs and spread of Islam WHI.6c – Islamic WHI.6d – expansion of territory under Muslim rule WHI.6e – growth and impact of Muslim society
WHI.10a – geography of Europe WHI.10b – spread of Christianity after the fall of the Western Roman Empire WHI.10c – feudalism WHI.10d – growth of towns and trade
WHI.7a – China under the Tang Dynasty WHI.7b – agricultural, technological, and cultural developments WHI.7c – influence of Confucianism during the Sung and Mongol periods WHI.7d – overland trade and maritime expeditions WHI.7e – innovations from China WHI.7f – imperial state and scholar-official class
WHI.9a – influence from China and Korea WHI.9b – reign of Prince Shotoku of Japan WHI.9c – lord-vassal system and warrior code WHI.9d – Japanese Buddhism WHI.9e – golden age of art, literature, and drama WHI.9f – military society and role of the samurai
WHI.8a – West Africa geography WHI.8b – social and economic aspects of West African states WHI.8c – trans-Saharan trades impact on religious influence
WHI.8d – growth of Arabic language in political, economic, and religious life in Africa WHI.8e – written and oral traditions in African history
WHI.12a – geography of Mexico, Central and South America WHI.12b – rise and defeat of Aztec and Incan Empires WHI.12c – artistic and oral traditions WHI.12d – achievements WHI.12e – roles of individuals in society
WHI.11a – medieval English legal and constitutional practices WHI.11c – the Crusades WHI.11d – decline of Muslim rule and expansion of Christian rule in Europe WHI.11e – importance of the Catholic church
WHI.13a – foundations of the Italian Renaissance WHI.13b – rise of Italian city-states WHI.13c – artists and philosophers of the Renaissance
1a) Locating Major States & Empires 1b) Describing 5 Major Religions 1c) Analyzing Major Trade Routes and Interactions
5a) Describing the location and successes of the Ottoman Empire 5b) Location and development of India 5c) Location and development of China 5d) Location and development of Japan 6a) Location and development of Eastern and Western Africa 6b) Influence of Askia Muhammad I 6c) Religion in Africa 6d) Role of Ashanti and West Africa in Transatlantic Slave Trade 6e) Swahili trade impacts 6f) Comparison of African empires 6g) Comparison of Religions in Africa 6h) Trade relationships in central and southern African empires
2a) Effects of Differences that Emerged 2b) Changing Cultural Values 2c) Impact of Religious Conflicts
3a) European exploration and colonization 3b) Comparing effects of European colonization in Africa, Asia, and the Americas. 3c) Competition for colonies
3b) Comparing effects of European colonization in Africa, Asia, and the Americas 4a) War in Europe 4b) Scientific Revolution and the Enlightenment 4c) Enlightenment themes and their impact on the United States 4d) Age of Absolutism 4e) Constitutional Monarchy in Great Britain
4c) Enlightenment themes and their impact on the United States 4f) Influence of American Revolution on France and Latin America 4g) Napoleon and Congress of Vienna 7d) Unification of Italy and Italian Nationalism 7e) Unification of Germany and Otto von Bismarck
7a) Developing an Industrial Economy 7b) Effects of Industrial Revolution 7c) Responses to Imperialism
7a) Developing an Industrial Economy 7b) Effects of Industrial Revolution 7c) Responses to Imperialism
8a) Causes and Leaders of WWI 8b) Modern Warfare 8c) Major battles 8d) Treaty of Versailles, League of Nations, and Mandate System 8e) Causes and consequences of the Russian Revolution.
8f) Causes & Impact of Worldwide Depression 8g) Rise of Totalitarianism 9a) Causes, Events and Leaders of WWII 9b) Major battles of WWII 9c) Role of Technology 9d) Holocaust 9e) Impacts of WWII 9f) Heroism of WWII
10a) Causes of the Cold War 10b) Events, Conflicts and Revolutionary Movements of the Cold War 10c) Conflicts, Events and Leaders of the Cold War in Asia 10d) End of the Cold War 10e) Impact of the breakup of the Soviet Union 10f) Global Interdependence
10a) Causes of the Cold War 10b) Events, Conflicts and Revolutionary Movements of the Cold War 10c) Conflicts, Events and Leaders of the Cold War in Asia 10d) End of the Cold War 10e) Impact of the breakup of the Soviet Union 10f) Global Interdependence
11a) Struggle for independence in India and the development of democracy 11b) Africa’s Independence Movements 11c) End of the Mandate System 11d) Effects of decolonization 12a) Holocaust & Examples of Genocide
12a) Modern Genocides 12b) Migrations and Refugees 12c) New Technology 12d) Rise of Terrorism 12e) Rise of Multinational Corporations and Trade
VUS 1a – 1d The student will apply social science skills to describe early North America VUS 3a The student will apply history and social science skills to explain the development of African American culture in America and the impact of the institution of slavery by describing the diverse cultures, languages, skills, and perspectives of Africans who were captured there and enslaved in the Americas.
VUS 2a – 2e: The student will apply history and social science skills to describe the political, religious, social, and economic characteristics of the first thirteen colonies. VUS 3a – 3e The student will apply history and social science skills to explain the development of African American culture in America and the impact of the institution of slavery. VUS 4a – 4c, 4e The student will apply history and social science skills to analyze the cooperation and conflict between the Indigenous people and the new settlers.
VUS 4d The student will apply history and social science skills to analyze the cooperation and conflict between the Indigenous people and the new settlers by explaining the conflicts before the Revolutionary War. VUS. 5a-g The student will apply history and social science skills to understand the issues and events leading to and during the revolutionary period
VUS. 6a-f The student will apply history and social science skills to describe the development and significance of the American political system. VUS 7a The student will apply history and social science skills to analyze major events in Virginia and United States history during the first half of the 19th century by assessing the political and economic changes that occurred during this period, with emphasis on James Madison and the War of 1812.
VUS. 7b-h The student will apply history and social science skills to analyze major events in Virginia and United States history during the first half of the 19th century. VUS.8a – c The student will apply history and social science skills to analyze the development and abolition of slavery in the United States.
VUS. 8c and 8d The student will apply history and social science skills to analyze the development and abolition of slavery in the United States by analyzing key policies and actions, including, but not limited to…the Emancipation Proclamation and explaining the extension of rights provided in the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States. VUS. 9a-g The student will apply history and social science skills to analyze the major turning points of the Civil War and Reconstruction eras.
Unit 7: Industrialization
VUS. 10a - h The student will apply history and social science skills to analyze how the nation grew and changed from the end of Reconstruction through the early 20th century.
VUS. 11a -e The student will apply history and social science skills to analyze the emerging role of the United States in world affairs during the end of the 19th and early 20th centuries.
VUS. 12a -g The student will apply history and social science skills to understand key international and domestic events, interests, and philosophies of the 1920s and 1930s. VUS. 13a -b The student will apply history and social science skills to describe the effects of the Great Depression and New Deal policies on the United States.
VUS. 14 a-h The student will apply history and social science skills to analyze the United States’ involvement in World War II.
VUS. 16a -f The student will apply history and social science skills to analyze the causes and effects of the Civil Rights Movement VUS 17d The student will apply history and social science skills to analyze political and social conditions in the United States during the second half of the 20th century and early 21st century by connecting the legacy of the Civil Rights Movement to the election of Barack Obama.
VUS. 15a -e The student will apply history and social science skills to analyze the United States’ foreign policy during the Cold War era.
VUS. 17a - e The student will apply history and social science skills to analyze political and social conditions in the United States during the second half of the 20th century and early 21st century.
GOVT.1a – influence of Greece and Rome GOVT.1b – foundational documents GOVT.1c – foundational principles GOVT.1d – key American documents GOVT.4a – values GOVT.4b – significance of mottos GOVT.4c – concepts of American constitutional democracy GOVT.4d – American Creed GOVT.4e – protection of freedoms and limited government
GOVT.2a – key democratic concepts GOVT.2b – structures of government GOVT.2c,d,e,f – Constitutional guarantees GOVT.3a – Federalist Papers GOVT.3b – Preamble GOVT.3c – authority of national government GOVT.3d – federalism GOVT.3e – checks and balances and separation of powers GOVT.3f – Bill of Rights GOVT.3g – amendment process
GOVT.6a – voter expansion GOVT.6b – campaign finance GOVT.6c – political parties and interest groups GOVT.6d – impact of media GOVT.6e – Electoral College GOVT.6f – redistricting and gerrymandering.
GOVT.7a – structure of the legislative branch GOVT.7b – change of power over time GOVT.7c – process of the legislative branch GOVT.8a – structure of executive branch GOVT.8b – change of power over time GOVT.8c – comparison between executive and legislative GOVT.9a – structure of judicial branch GOVT.9b – Marbury v. Madison GOVT.9c – Supreme Court GOVT.9d – judicial philosophies
GOVT.10a – state and local branches GOVT.10b – law-making process at state and local level GOVT.10c – structure of local power GOVT.10d – relationship between state and local government GOVT.10e – partisan and nonpartisan offices GOVT.10f – individual influence on state and local government.
GOVT.5a – paths to US citizenship GOVT.5b – obeying laws GOVT.5c – serving on jury GOVT.5d – participating in elections GOVT.5e – public service GOVT.5f – informed on current issues GOVT.5g – person and fiscal responsibility GOVT.11a – civil rights vs liberties GOVT.11b – Bill of Rights and First Amendment Freedoms GOVT.11c – rights of the accused and due process GOVT.11d – Supreme Court and selective incorporation GOVT.11e – balance between individual liberties and public interest GOVT.11f – protection under the law
GOVT.12a – responsibilities of the government for foreign policy and security GOVT.12b – shaping foreign policy and world peace GOVT.12c – global economy.
GOVT.13a – economic systems GOVT.13b – characteristics of economies GOVT.13c – capitalism vs socialism GOVT.13d – Bill of Rights vs Communist GOVT.13e – influences on a market system GOVT.13f – competition and free enterprise GOVT.14a – government role in free enterprise GOVT.14b – government goods and services GOVT.14c – maintenance and rules over markets GOVT.14d – types and purposes of taxes GOVT.14e – Congressional use of fiscal policy GOVT.14f – Federal Reserve GOVT.14g – trade-offs in government decisions GOVT.12c – global economy
These textbooks and online programs were approved by the School Board in November 2017.
| Grade | Course | Publisher | Title |
|---|---|---|---|
| Kindergarten | Social Studies | Five Ponds Press | Our Community: Life in Virginia |
| 1 | Social Studies | Five Ponds Press | Our State: Virginia Then and Now |
| 2 | Social Studies | Five Ponds Press | Our United States: Our Lives, Our Lands, Our Legends |
| 3 | Social Studies | Five Ponds Press | Ancient World Cultures: Their Lives, Lands, and Legends |
| 4 | Virginia Studies | McGraw Hill | Social Studies: Virginia Studies |
| 5 | North America Geography | Cengage | Western Hemisphere with Europe |
| Grade | Course | Publisher | Title |
|---|---|---|---|
| 6 | United States History to 1865 | Five Ponds Press | Our America to 1865 |
| 7 | United States History 1865 to the Present | Five Ponds Press | Our America: 1865 to the Present |
| 8 | Civics and Economics | Five Ponds Press | Our State & Nation: Civics and Economics |
| Course | Publisher | Title |
|---|---|---|
| World History and Geography to 1500 | Pearson | World History and Geography Beginnings to 1500 |
| World History and Geography 1500 to the Present | Pearson | World History and Geography VA Edition |
| Virginia and United States History | McGraw-Hill Education | United States History & Geography |
| Virginia and United States Government | Pearson | Magruder’s American Government |
| Course | Publisher | Title |
|---|---|---|
| Economics | Houghton Mifflin Harcourt | Economics |
| Sociology | McGraw-Hill Education | Sociology and You |
| Psychology | BFW/Worth | Psychology in Everyday Life 4th Edition |
| World Geography | McGraw-Hill Education | The Human and Physical World |
| Pre-AP World History and Geography to 1500 | Pearson | World History and Geography to 1500 |
| AP World History | Cengage Learning | Voyages in World History |
| AP United states History | Norton | America: a Narrative History |
| AP Government and Politics: U.S | McGraw Hill Education | American Democracy Now |
| AP Government and Politics: Comparative | Cengage Learning | Introduction to Comparative Politics 7th Edition |
| AP Economics | BFW | Worth Krugman’s Economics for AP, 2nd Edition |
| AP Psychology | Macmillian Publishing | Myers Psychology for the AP Course, 4th Edition |
| AP Psychology | Worth | Psychology 11th Edition |
| AP Human Geography | McGraw Hill Education | Human Geography, AP Edition |
| AP African American Studies | Bedford St. Martin | Freedom on My Mind 3rd Edition |
| AP European History | Pearson | The Western Heritage Since 1300 The Western Heritage, Since 1300 Revised AP Edition |
| Pre-IB Diploma Programme World History and Geography From 1500 | Cengage Learning | Voyages in World History |
| Pre-IB Diploma Programme AP Government and Politics: Comparative | Cengage Learning | Introduction to Comparative Politics 7th Edition |
| Pre-IB Diploma Programme AP Government and Politics: Comparative | WoodYard Publications | AP Comparative Government and Politics: An Essential Coursebook |
| Pre-IB Diploma Programme AP Government and Politics: U. S. | McGraw Hill Education | American Democracy Now |
| IB Global Politics | Oxford University Press | Global Politics: Course Companion |
| IB History I: History of the America | Hodder & Stoughton | Access to History for the IB Diploma- Independence Movements |
| IB History I: History of the America | Hodder & Stoughton | Access to History for the IB Diploma- United States Civil War, Causes Course and |
| IB History I: History of the America | Hodder & Stoughton | Access to History for the IB Diploma- The Mexican Revolution 1884-1940 |
| IB History I: History of the America | Hodder & Stoughton | Access to History for the IB Diploma: Emergence of the Americas in Global Affairs 1880-1929 |
| IB History I: History of the America | Hodder & Stoughton | Access to History for the IB Diploma: The Great Depression and the Americas 1929-39 |
| IB History I: History of the America | Hodder & Stoughton | Access to History for the IB Diploma: The Second World War and the Americas 1933-1945 Second Edition |
| IB History I: History of the America | Hodder & Stoughton | Access to History for the IB Diploma: Civil Rights and Social Movements in the Americas Post-1945 Second Edition |
| IB History I: History of the America | Hodder & Stoughton | Access to History for the IB Diploma: The Cold War and the Americas 1945-1981 Second Edition |
| IB History II: Topics in Twentieth-Century History | Pearson Baccalaureate | The Move to Global Wa |
| IB History II: Topics in Twentieth-Century History | Pearson Baccalaureate | Causes and Effects of 20th Century Wars |
| IB History II: Topics in Twentieth-Century History | Pearson Baccalaureate | Authoritarian States |
| IB History II: Topics in Twentieth-Century History | Pearson Baccalaureate | The Cold War |
| IB Geography | Oxford University Press | IB Geography Course Book |
| IB Psychology | Oxford University Press | IB Psychology Course Book |
| IB Social and Cultural Anthropology | Cengage Learning | Culture Counts: A Concise Introduction to Cultural Anthropology 4th Edition |
| Course | Publisher | Title |
|---|---|---|
| Pre-AICE World History and Geography to 1500 | Cengage Learning | The Earth and Its Peoples, Brief: A Global History, 6th Edition |
| AICE World | Cambridge University Press | Cambridge International AS Level History: European History, 1789-1917 |
| AICE United States History | Harper Collins | Flagship History, United States, 1776 to 1992 |
| AICE United States History | Cambridge University Press | Cambridge International AS Level History: History of the USA 1840-1941 |
| AICE Economics | Pearson | Foundations of Economics, 8th Edition |
| AICE Global Perspectives | Oxford University Press | Complete Global Perspectives for Cambridge IGCSE and O Level 2nd Edition |
| AICE International History: 1945 – 1991 | Cengage Learning | Flagship History, International Relations, 1879-2004 |
| AICE International History: 1945 – 1991 | Palgrave | The Cold War, 1945-1991 |
| AICE Psychology | Oxford University Press | Psychology for Cambridge International AS and A Level |
| AICE Sociology | Cambridge University Press | Cambridge International AS and A Level Sociology: Coursebook |
| IGCSE Global Perspectives | Cambridge University Press | Cambridge IGCSE and O Level Global Perspectives Coursebook |
History and Social Science resources to support your child at home.