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Alma Dietz
Curriculum Leader

Charles Baumgardner
Teacher Specialist

Beth Leatherwood
Teacher Specialist


Kim Hatfield
Administrative Support  Specialist
Language Arts/Social Studies

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.


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


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


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


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

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


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


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


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


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


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


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

globeGeneral 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.

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.

Students take 3 to 4 minutes to become familiar with the general structure and content of the text. This helps activate prior knowledge.

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.

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.

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.

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.

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.

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

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.


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As stated in School Board Policy AC and GBA, Hampton City Schools (“HCS”) does not discriminate with regard to race, color, religion, national origin, sex, sexual orientation, gender, gender identity, age, disability, ancestry, marital status, pregnancy, child birth or related medical conditions, status as a veteran, genetic information, or other characteristic protected by law in its programs, activities and employment practices and provides equal access to the Boy Scouts and other designated youth groups.  

HCS also prohibits retaliation under School Board Policy GBAB for the purpose of interfering with a person’s rights and/or privileges under federal civil rights laws, which can include: (i) raising concerns with Division personnel about a civil rights violation; (ii) asserting a right or advocating for the rights of a student or employee under federal civil rights laws; or (iii) participating in a complaint investigation or related proceedings. 

All individuals are encouraged to promptly report any incident they believe to be discrimination, harassment or retaliation in violation of HCS School Board Policy.  All reports should be made to the HCS Compliance Officer, who also serves as the HCS Executive Director of Human Resources and Title IX/ADA Coordinator.  Upon receiving a report of alleged discrimination, harassment or retaliation, the Compliance Officer shall promptly authorize an investigation into the complaint, determine whether the alleged act occurred, and determine whether any action must be taken to end or prevent further harassment, discrimination, or retaliation.  For more information about this process, please review the Formal Resolution Process and/or Informal Resolution Process.    

Should you have any questions about these procedures or the contents of this notice, please contact:

Executive Director of Human Resources
Title IX and ADA Coordinator
Department of Human Resources
One Franklin Street
Hampton, VA 23669
(757) 727-2300



Hampton City Schools (HCS) is committed to making its website accessible for all, including individuals with disabilities, and strives to ensure accessibility currently and as new technologies emerge.  The division welcomes questions and feedback on the site’s accessibility at each development phase.  By clicking on “Contact” at the upper right of the main webpage, all users are able to “Help Resolve a Concern,” “Share a Story,” “Provide Feedback,” and “Ask a Question.”  Additionally, the Contact Us page provides direct email access to HCS Webmaster Vickie Carper,


HCS’s computer systems and networks include all of the computer hardware, operating system software, application software, stored text, data files, electronic mail (email), local databases, externally accessed databases, CD-ROM, optical media, clip art, digital images, digitized information, communications technologies, and new available technologies.

Please note that some pages on the HCS website contain links to third-party sites.  HCS is not responsible for the content, facts, opinions or accessibility of third-party sites.


The majority of pages in our site are available in HTML format that can be deciphered by screen readers. Some documents are in Portable Document Format (PDF), which require Adobe Acrobat Reader to view.

  • To download this free program, visit the Adobe website.
  • To read PDF documents with a screen reader, please link to the Access Adobe website, which provides useful tools and resources.

Also, many popular browsers contain built-in accessibility tools, and there are other plug-ins that make websites more accessible.

The HCS website is designed and monitored by HCS Webmaster Vickie Carper, who serves as the gatekeeper for website content and accessibility.   The Webmaster is under the direction of the Executive Director of Public Relations and Marketing, supervised by the Director of Graphics.
Web visitors using assistive technology who may have trouble accessing information on the website may contact the HCS Webmaster,, the Executive Director of Public Relations and Marketing, and/or the Director of Graphics,

When submitting a question or concern via email, “accessibility” should be included in the subject line.  Every reasonable attempt will be made to address the user’s concern within twenty-four hours.  To assist HCS in responding appropriately, all inquiries should include the following information:

  • A description of the accessibility concern or question;
  • The webpage address of the requested material;
  • The format in which the user prefers to receive the material;
  • The user’s contact information, including preferred method of contact.


HCS monitors all technology resource activity and requires all employees, students and individuals with access to HCS computer systems and networks to annually read and sign an Acceptable Use Policy.  See School Board Policy IIBEA for Students; School Board Policy GBBB for Employees.

Our continuing goal is for the HCS website to be accessible to individuals with disabilities in compliance with the requirements of Section 504 of the Rehabilitation Act of 1973 and that statute's implementing regulations at 34 C.F.R. Part 104, and Title II of the Americans with Disabilities Act of 1990 and that statute's implementing regulations at 28 C.F.R. Part 35.

Good faith efforts are being made to ensure that our website complies with web accessibility standards. In addition to the federal regulations above, we are actively working to conform to level AA of the World Wide Web Consortium (W3C) Web Content Accessibility Guidelines (WCAG) 2.0.
Prior to posting new website content, the HCS Webmaster determines if the proposed content meets the criteria of the World Wide Web Consortium (W3C).  Periodically the HCS Webmaster checks the website with a recognized website checker such as 508 Checker and WAVE.  If the audit identifies issues of concern or content errors that impede accessibility to any user, the concerns/errors are evaluated and remedied within a six-week period.


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