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Alma Dietz
Curriculum Leader
757-727-2105
Charles Baumgardner
Teacher Specialist
757-727-2408
Beth Leatherwood
Teacher Specialist
757-727-2472
Michaela York
Administrative Support Specialist, 757-727-2105
The Social Studies department offers a comprehensive program promoting Social Studies instruction and unique learning opportunities. All courses are aligned with the Virginia Standards of Learning. The entire social studies program is designed to prepare students to become informed and responsible citizens.
The History & Social Science Standards of Learning, adopted in 2008, are in effect until the 2016-2017 school year. They comprise the history, civics and geography content that teachers in Virginia are expected to teach and students are expected to learn. Click the grade below to find the Standards of Learning for each grade/course.
All History & Social Science
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
World History I
World History II
World Geography
Virginia & U.S. History
Virginia & U.S. Government
Visit the Virginia Department of Education for additional instructional resources aligned to Virginia Standards of Learning.
The elementary social studies program develops the knowledge and skills of history, geography, civics, and economics providing a perspective for how the pieces fit for studying the world, the nation, the state, and Hampton. Students are introduced to map skills and use them to frame understandings of ancient civilizations, regions of the United States and Virginia. We also focus on the basic values, principles, and operation of American democracy.
The middle school social studies program continues to build fundamental skills in history, geography, civics, and economics within the context of United States history. The two-year United States history program for sixth and seventh grade provides opportunities for more depth while the eighth grade course continues to expand the development and operation of American democracy with particular emphasis on the rights and responsibilities of citizens. Thinking skills are developed while students examine historical issues and events.
The comprehensive high school program offers students many options as they prepare for post-secondary education and/or the work force. Technology plays an increasing role in classroom instruction.
October 3, 2012
Report To The School Board on Social Studies (VIDEO)
SOCIAL STUDIES CORE COURSE DESCRIPTIONS
Required to Graduate: 3 standard credits and 1 verified credit in Social Studies
SOL End-of-Course tests: World Geography, World History I, World History II, US/VA History
WORLD GEOGRAPHY – Grades 9 or 10
Levels: 2, 3-Honors
Study the world’s peoples, places, and environments, with emphasis on world regions
Center on the world’s population and cultural characteristics, landforms and climates, economic development, and migration and settlement patterns
Spatial concepts used to study interactions between humans and their environments
Emphasis on application of geographic concepts and skills in daily life and application of geographic information to decision making
WORLD HISTORY I (WORLD HISTORY & GEOGRAPHY TO 1500) - Grades 9 or 10
Levels: 2, 3-Honors
Explore the historical development of people, places, and patterns of life from ancient times
until 1500 AD
Investigate the origins, beliefs, traditions, customs, spread and effects of major world religions
Compare selected civilizations in Asia, Africa, and the Americas in terms of chronology, location, geography, social structures, forms of government, economy, and contributions
Study the origins of our heritage using inquiry, research, and technology skills
Challenge students to think like historians using primary and secondary sources
WORLD HISTORY II (WLD HIST & GEOG FROM 1500-PRESENT) - Grades 9 or 10
Levels: 2, 3-Honors
Explore the historical development of people, places, and patterns of life from ancient times from 1500 AD to present
Compare the locations and culture of empires in Western Europe, India, China, Japan, sub-Saharan African and Central America
Analyze patterns of social, economic, and political change in the late Medieval period, including the emergence of nation-states
Analyze the historical developments of the Renaissance and the Reformation
Analyze the impact of European expansion into the Americas, Africa, and Asia
Analyze scientific, political and economic changes since 1500 AD
Study the origins of our heritage using inquiry, research, and technology skills
Challenge students to think like historians using primary and secondary sources
VIRGINIA AND UNITED STATES HISTORY – Grade 11
Levels: 2, 3-Honors
Learn political, economic, social, and cultural development of the United States
Trace historical development of American ideas and institutions from the Age of Exploration to the present
Examine American culture through a chronological survey of major issues, movements, people (individuals and groups), and events in United States and Virginia history
Emphasis on recent United States history
Challenge students to think like historians using primary and secondary sources
VIRGINIA AND UNITED STATES GOVERNMENT – Grade 12
Levels: 2, 3-Honors
Examine fundamental constitutional principles, rights and responsibilities of citizenship, political culture, policy-making process at each level of government, and operation of the United States market economy
Identify personal character traits that facilitate thoughtful and effective participation in the civic life of an increasingly diverse democratic society
Discuss constitutional issues of governmental power and guarantees of civil liberties
Engage in structured debates and simulations
Apply critical thinking skills to evaluate news reports, advertisements, and election campaigns
SOCIAL STUDIES ELECTIVE COURSE DESCRIPTIONS
INTRODUCTION TO SOCIOLOGY – Grades 10-12
Full year course
Study of people and their activities in the social group
Learn about pioneers in the field and their methodologies
Emphasis placed on concept of socialization from infancy to adulthood centering on the growth of
self and influences shaping that growth
Study the impact of institutions upon society
PSYCHOLOGY – Grades 10-12
2-Semester course (1/2 credit each semester)
Explore basic theories and principles of psychology
Gain understanding about personal capacities for growth
Study individual and group behavior, the effect of internal and external stimuli, and the interactions of individuals
Increase critical thinking and improve communication through demonstrations, experiments, and simulations
Emphasis on principles of learning, conditioning, memory and thought and stages of human development
STUDENT LEADERSHIP – Grades 9-12
Course is taught in the summer by Alternatives, Inc.
Students earn 1/2 credit for summer work
Grade is Pass/Fail
Classroom instruction and field placement opportunity
SOCIAL STUDIES ADVANCED PLACEMENT COURSES
AP HUMAN GEOGRAPHY – Grades 9-12
Students must take the SOL end-of-course test for World Geography
This course can substitute for World Geography
Systematic study of patterns and processes that have shaped human understanding, use and alterations of Earth
Apply spatial concepts and analysis to understand social organization and environmental consequences
Identify and evaluate regions and the changing interactions between them
Prepare for Advance Placement examination
Use advanced writing skills to analyze readings, maps, and spatial data
Students must take the AP Human Geography exam
AP WORLD HISTORY – Grades 10-12
Students must take the SOL end-of-course test for World History II
This course can substitute for World History II (World History from 1500 to Present)
Develop greater understanding of the growth and spread of societies from 8000 B.C.E. to present
Examine the nature of changes in global history, the causes and consequences, and comparisons among major societies
Understand how culture, institutions, technology and geography have shaped world history
Study the origins of our heritage using inquiry, research, and technology skills
Prepare for Advance Placement examination
Use advanced writing skills to analyze readings including primary resources
Students must take the AP World History exam
AP UNITED STATES HISTORY – Grade 11
Students must take the SOL end-of-course test for Virginia and United States History
This course can substitute for Virginia and United States History, which is required for graduation.
Trace historical development of American ideas and institutions from colonization to the present
Read historical material critically, weigh historical evidence, and arrive at conclusions
Prepare for Advance Placement examination
Use advanced writing skills to analyze readings
Students must take the AP American History exam
AP GOVERNMENT AND POLITICS - Grade 12
This course can substitute for Virginia and United States Government.
Study concepts used to interpret American politics
Analyze case studies
Explore institutions, groups, beliefs, and ideas that make up the American political reality
Develop deep understanding of politics and government in the United States from different perspectives
Prepare for Advance Placement examination
Use advanced writing skills to analyze readings including primary resources, news reports, and election materials
Students must take the AP Government and Politics exam
AP MICROECONOMICS / AP MACROECONOMICS - Grades 11-12
Offered on alternating years
Analyze the principles of economics that apply to an economic system
Emphasize the study of national income and price determination
Develop familiarity with performance measures, growth, and international economics
Understand the global marketplace
Understand government, business, and individual interaction within the market economy
Improve critical thinking skills
Emphasize functions of product markets, factor markets, and the role of government in promoting efficiency and equity in the economy
Prepare for Advance Placement examination
Use advanced writing skills to analyze readings and graphs
Students must take the AP Micro or Macroeconomics exam
AP PSYCHOLOGY – Grades 11-12
Study biological basis of behavior, developmental psychology, personality, testing and individual difference, treatment of psychological disorders, and social psychology
Examines basic principles and theories of psychology
Emphasis on learning and cognitive process, human development, understanding of basic problems of relationships to self and others, and choice selection
Prepare for Advance Placement examination
Use advanced writing skills to analyze readings
Students must take the AP Psychology exam
General Information
Individual schools sponsor many activities incorporating social studies content. A variety of cultural festivals, field trips, and guest speakers also enhance social studies instruction. The activities listed below are found at most schools depending on student interest.
National Geography Bee (elementary)
Model United Nations (high)
Youth and Government (high)
Geography Alliance (high)
Stock Market Game (middle)
Geography begins with two essential questions: Why are things located in those particular places and how do those particular places influence our lives? The "influence on our lives" is also very important for studying history because the 5 Themes provide another view transcending time periods.
1. Location: Position on the earth’s surface
a. Absolute - latitude and longitude
Measuring distances and finding directions between and among places
Compare the location of the Jamestown settlement with a modern city
located near the same latitude.
b. Relative - north, south, east, west
Understanding interdependence at local, regional, national, and global scales
What is the connection between the location of petroleum fields and price?
2. Place
a. Physical characteristics
Landforms, bodies of water, climate, soils, natural vegetation, and animal life
What are the major tributaries of the Mississippi River and how did they affect settlement of the United States?
b. Human and cultural characteristics
Landscapes shaped by human activity
How did the forest affect the lives of the native Americans and the Jamestown inhabitants?
3. Movement: Humans interacting on the earth
Helps explain patterns in movement of people, ideas, and materials
What route do you take to school?
4. Relationships Within Places:
Humans and environments
How people modify or adapt to natural settings and the consequences of changes?
What are the effects of governmental attempts to reduce property damage in flood plain areas?
5. Regions: How they form and change; basic unit of study?
a. Physical
Defines selected criteria by landforms, climates, soils, vegetation, etc.
Compare the Rocky Mountain Region with the Appalachian Mountain Region.
b. Cultural
Defines selected criteria by government, language group, religion, industry, communities, etc.
How has the "I-95 corridor" impacted development in Virginia?
Often the sequence of events is not written in chronological order and students have difficulty decoding information. This activity requires students to arrange information in the correct order, not by merely placing numbers on a worksheet, but by arranging strips of paper containing information. Students guess the order, read to determine the correct order, and then communicate the results. Chronology Links helps students organize information. This strategy can be used as an instructional procedure, an assessment piece, or a review activity. It is also easily adapted for use in other disciplines where sequencing is used. Successful chronology linkage provides a strong foundation for cause and effect inferences, an essential component of history.
Procedure
1. Based on the Social Studies Teacher Resource Guide (TRG), the teacher selects information students need to place in chronological order.
2. On strips of colored paper, the teacher enters the required information. One segment of information per slip of paper. The size of the paper and the font should be determined by the method of presenting the strategy (individual students, groups or the class).
3. Pieces of paper are distributed. Students are instructed to guess and place the information in the order of occurrence.
4. Students read for the purpose of determining the correct order and manipulate the strips of paper to reflect the appropriate chronology.
5. At this point, a number of different activities can take place. The type of activity would be determined by the amount of time provided and purpose of the lesson.
a. Students share information to check for accuracy
b. Students physically stand in the correct order
c. Strips are actually linked together forming a chronology chain.
d. Assessment conducted
e. Reading level would determine length of description
f. Pictures can be substituted for printed information.
Survey, Question, Read, Recite, Review
Although there are numerous reading formulas to follow, this strategy was selected because many social studies textbooks follow this reading format. This strategy also makes it easier for students to learn and remember before, during, and after reading. This strategy helps students study and comprehend nonfiction text better.
Survey
Students take 3 to 4 minutes to become familiar with the general structure and content of the text. This helps activate prior knowledge.
Question
Students are encouraged to turn subheadings into questions in about 2 minutes. Some teachers have modified the SQ3R by having students draw a line vertically down their paper and write the questions to the left of the line (active SQ3R). Questions generally involve who, what, when, where, why.
Read
Students benefit most when they predict possible answers to the questions they pose before reading the text. After making predictions, students read to confirm or revise their predictions. Length of this portion determined by the length of the reading selection.
Recite
Explaining something to someone else requires processing the material more deeply. Students can work in pairs to answer their own questions or the questions of other students or they can "recite" by writing summaries or paraphrasing information for themselves. Should take 5 to 6 minutes.
Review
Graphic organizers or summaries help students organize information for more accurate recitation and review. In addition, these written records can be used to study or use the information at a later time. The better information is organized while learning, the easier it is to retrieve at a later date.
This strategy is designed to help students remember the location of people, places and events. Visual Mapping enables students to make connections within a particular discipline and also transfer location information to other disciplines. The knowledge of location enables students to make inferences. Visual Mapping is also multifunctional because it can be used as a "hook", as an instructional segment, as an assessment, or as a review. It is also a strategy easily used in disciplines other than social studies where any type of reference to geography is made.
Materials:
This activity works best when students have their own reference map to study. The student reference map could be the atlas section of a textbook, a map within the text, a computer generated or displayed map, or a teacher produced map.
Introduction:
It is essential for the teacher to provide clear objectives and explain the "visual mapping" process described in the procedure section below. Examples of objectives could include:
a. Identify and locate major land features
b. Identify and locate major migration routes/trade routes
c. Identify and locate major civilizations/cities/kingdoms/colonies
Procedure:
1. The teacher directs the students to draw the objective from memory to the best of their ability. Allow 2 minutes.
2. The teacher instructs the students to study a map illustrating the objectives. Allow 2 minutes
3. Students close/cover their reference map and fix their map. Allow 2 minutes.
4. The teacher repeats step 2, cautioning the students not to look at their hand drawn map. Allow 2 minutes.
5. Repeat step 3. Allow 2 minutes
6. Repeat step 2 again. Same time applies.
7. The teacher instructs the students to close/cover their reference map for the last time. Draw everything they can remember using a new sheet of paper. Allow 2 minutes.
8. At this point, a number of different activities can take place. The type of activity would be determined by the amount of time provided and purpose of the lesson.
a. The students can edit their own work.
b. Students can exchange and edit work.
c. The teacher can distribute a base map to be completed by each student.
d. The teacher can distribute a base map to be completed by groups of students.
Copyright © 2013 Hampton City Schools. All Rights Reserved. One Franklin Street, Hampton, Virginia, 23669 757-727-2000 The Hampton City School Division is not responsible for the contents of any off-site webpages referenced from HCS servers. Hampton City Schools Non-Discrimination Notice - HCS does not discriminate on the basis of race, color, national origin, sex, disability, age or other protected classes in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the non-discrimination policies: Robbin G. Ruth, Executive Director, Human Resources, One Franklin Street, Hampton, VA 23669 757-727-2318
Virginia Department of Education