Tiered SOL.Indd

Virginia’s Capitol and the SOLs

The Virginia State Capitol and Internet Resources Capitol Square contain many historic • The Virginia General Assembly features included in the Virginia http://legis.virginia.gov Standards of Learning. Organized by The Governor of Virginia the History and Social Science • www.governor.virginia.gov Standards of Learning and utilizing • Virginia Home Page the Virginia Department of www.state.va.us Education’s Curriculum Framework, • The Library of Congress 2001, this packet will assist www.loc.gov teachers who bring their students to the Capitol or for classroom For Kids reference. • U.S. House of Representatives http://clerkkids.house.gov • The White House www.whitehousekids.gov • Kids Portal for US Government www.kids.gov • The Kids Commonwealth www.kidscommonwealth.virginia. gov/home Virginia State Capitol, 2007 • Ben’s Guide http://bensguide.gpo.gov/index.html Virginia’s Capitol and the SOLs

VS.6a, USI.7b: Prints and Photographs Image Credits Division, Theodor Horydczak Collection, K.1: www.bluffton.edu/~sullivanm/ Library of Congress virginia/richmond/capitol/houdon.html VS.6b: VUS.5d: Library of Virginia K.2: National Portrait Gallery, VS.8b: “Negro Drinking at ‘Colored’ Washington, DC Water Cooler”, Russell Lee, 1939, Library 2.3: Colonial Williamsburg Foundation of Congress 2.12: www.vaperforms.virginia.gov/ USI.6b, GOVT.2c: Prints and Photographs keyFacts.php Division, Library of Congress VS.3a: Jamestown-Yorktown Foundation USI.7b: National Archives, Washington, DC VS.3c: Virginia Records Time Line, USII.8a: Associated Press, NAACP 1553-1743, Jefferson Papers, American CE.2b: National Archives, Washington, DC Memory Collections, Library of Congress VUS.13a: www.medaloffreedom.com VS.3: Library of Congress GOVT.2d: Colonial National Historic Park, VS.4c, USI.5a, VUS.2: Getty Images National Park Service VS.5a: Philadelphia; John Dunlap, July GOVT.6e: US Census Bureau 4, 1776, Manuscript Division, Library of GOVT.10b: By Rembrandt Peale, Congress Collection of the US Supreme Court

Legislative Education and Development (LEAD) Ofﬁ ce House of Delegates, P.O. Box 406 • Richmond, Virginia 23218 (804) 698-1500 or Toll Free 1-877-391-FACT [email protected] • http://legis.virginia.gov Bruce F. Jamerson, Clerk of the House of Delegates K-3

K.1 Virginia Capitol The student will recognize that People to know history describes events and people • George Washington: The ﬁ rst of other times and places by President of the United States and a) identifying examples of past often called the “Father of Our events in legends, stories, and Country.” historical accounts of Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln; Houdon’s life-size b) identifying the people and events statue of George honored in the holidays of Washington in the Thanksgiving Day, Martin Luther Capitol Rotunda King, Jr. Day, Presidents’ Day, and shows him as a Independence Day (Fourth of July). soldier, statesman, and farmer.

K.2 Virginia Capitol The student will describe everyday Terms to know life in the present and in the past • Past: Something that has already and begin to happened recognize that • Present: What is happening now things change • Information about life in the past over time. is gained through the study of In the 1600s, Thanksgiving and the stories of Pocahontas lived Pocahontas, Betsy Ross, George in Jamestown and England. Washington, and Abraham Lincoln. K-3

K.8 Virginia Capitol The student will demonstrate that Terms to know being a good citizen involves • Community: A place where people a) taking turns and sharing; live b) taking responsibility for certain classroom chores; Examples of being a good citizen c) taking care of personal • Taking turns belongings and respecting what • Sharing belongs to others; • Completing classroom chores d) following rules and understanding • Taking care of one’s things the consequence of breaking rules; • Respecting what belongs to others e) practicing honesty, self-control, • Being honest and kindness to others. • Practicing self-control • Being kind to others

1.2 Virginia Capitol The student will describe the Terms to know stories of American leaders and their • Contribution: The act of giving or contributions to our country, with doing something emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, People to know and George Washington Carver. • George Washington was born in Virginia; was a farmer; became a brave leader of soldiers; was the ﬁ rst President of the United States; and is known as the “Father of Our Country.” • Abraham Lincoln was born in a log cabin; taught himself how to read; became a United States President; Washington Lincoln and was known as “Honest Abe.” • George Washington Carver: He was an African American who studied science and plants; became a teacher; and developed hundreds of uses for peanuts, sweet potatoes, and soybeans.

George Washington Carver K-3

1.4 Virginia Capitol The student will develop map skills Terms to know by • Map a) recognizing basic map symbols, • Symbol including references to land, water, • Cardinal directions: The directions cities, and roads; of north, east, south, west b) using cardinal directions on maps; c) identifying the physical shape of Map symbols to identify the United States and Virginia on • Land maps and globes; • Water d) locating • Cities Washington, D.C., • Roads and Richmond, the capital of Virginia, Virginia and the United States may on a United States be located by their physical shapes map. on maps and globes. The capital cities of Washington, DC., and Richmond, Virginia, may Zero Milestone (for measuring be located by using symbols on a distances from Richmond) located at Capitol Square. United States map.

1.10 Virginia Capitol The student will apply the traits of Students can demonstrate good a good citizen by citizenship by a) focusing on fair play, exhibiting • Playing fairly good sportsmanship, helping others, • Exhibiting good sportsmanship and treating others with respect; • Helping others b) recognizing the purpose of rules • Treating others with respect and practicing self-control; • Recognizing the purpose of rules c) working hard in school; • Practicing self-control d) taking responsibility for one’s • Working hard in school own actions; • Taking responsibility for one’s own e) evaluating honesty and actions truthfulness in oneself and others. • Valuing honesty and truthfulness in oneself and others

Reasons for rules • To protect rights of people • To suggest good behavior • To keep people safe

Left: Raising your hand is a respectful way to take turns speaking. Legislators also follow rules on speaking during session. K-3

1.11 Virginia Capitol The student will recognize the symbols and traditional practices Terms to know that honor and foster patriotism in • Symbol: A picture or thing that the United States by stands for something else a) identifying the American fl ag, • Tradition: A custom or belief that American Bald Eagle, Washington happens over a long period of time Monument, and Statue of Liberty; • Patriotic: Showing respect for and b) demonstrating respect for the love of country American fl ag by learning the • American fl ag: A fl ag representing Pledge of Allegiance. the United States

United States patriotic symbols • American ﬂ ag • American Bald Eagle • Washington Monument • Statue of Liberty

Citizens say the Pledge of Allegiance to demonstrate respect for the American ﬂ ag and the United States.

2.3 Virginia Capitol The student will identify and Terms to know compare changes in community life • Community: A place where people over time in terms of buildings, jobs, live, work, and play transportation, and population. • Population: The number of people living in a community • Transportation: A way of moving people and things from one place to another

The way people live today is different from the way people lived long ago.

New inventions have led to changes in buildings, jobs, transportation, and populations of communities over time.

Left Top: Capitol at Williamsburg, 1700s. Left: Capitol at Richmond, 2007.

Williamsburg was the capital of the Virginia colony from 1699-1780. During the Revolutionary War, the General Assembly moved the capital to Richmond. K-3

2.10 Virginia Capitol The student will explain the Responsibilities of a good citizen responsibilities of a good citizen, • Respecting and protecting the with emphasis on rights and property of others. a) respecting and protecting the • Taking part in the voting process rights and property of others; when making classroom decisions. b) taking part in the voting process • Describing actions that can when making classroom decisions; improve the school and community. c) describing actions that can • Demonstrating self-discipline and improve the school and community; self-reliance. d) demonstrating self-discipline and • Practicing trustworthiness and self-reliance; honesty. e) practicing trustworthiness and honesty.

Participating in a House of Delegates Chamber Presentation allows students to learn about the voting process—and you get to vote with the actual buttons!

2.11 Virginia Capitol The student will identify George Famous Americans and their Washington, Abraham Lincoln, contributions Susan B. Anthony, Helen Keller, • George Washington: He led the Jackie Robinson, and Martin Luther ﬁ ght for freedom from England and King, Jr. as Americans whose helped establish a new country. contributions improved the lives of • Abraham Lincoln: He was the other Americans. President of the United States who helped free African American slaves. • Susan B. Anthony: She led the struggle to give women equal rights, including the right to vote. • Martin Luther King, Jr.: He was an African American minister who worked so that all people would be treated fairly. He led peaceful marches and gave speeches.

Left: Designed by Thomas Crawford, Virginia’s Washington Monument on Capitol Square pays tribute to the Commonwealth’s leaders and the events of the Revolutionary War. K-3

2.12 Virginia Capitol The student will understand that the United States is a land of people • People living in the United States who have diverse ethnic origins, with diverse ethnic origins, customs, customs, and traditions, who make and traditions participate in and contributions to their communities, contribute to their communities. and who are united as Americans • People contribute to their by common principles. community by practicing the responsibilities of good citizens. • While people have different ethnic and cultural origins, they are united as Americans by common principles and traditions. • People share the principles of respecting and protecting the rights and property of others, participating in school and community activities, Virginia’s population is growing and changing. There were over 7 million demonstrating self-discipline and people in 2005, the 12th largest state in self- reliance, and practicing honesty the country. and trustworthiness.

3.1 Virginia Capitol The student will explain how the Terms to know contributions of ancient Greece and • Contribution: The act of giving or Rome have inﬂ uenced the present in doing something terms of architecture, government • Direct democracy: A government (direct and representative in which people vote to make their democracy), and sports. own rules and laws • Representative democracy: A government in which people vote (elect) a smaller group of citizens to make rules and laws for everyone

Architecture The architects of ancient Greece and Rome used columns and arches in the construction of their buildings.

Above: 1786 plaster model of the The Government of the United Capitol located in the Jefferson Room States is based on the ideas from at the Virginia State Capitol. ancient Greece and Rome. Thomas Jefferson designed the Capitol • Greece: Birthplace of democracy as a Classical Roman temple after (government by the people); a direct Maison Carrée, a Roman temple built democracy. in Nîmes, France during the first century, AD. • Rome: Republican form of government; a representative democracy. K-3

3.3 Virginia Capitol The student will study the Terms to know exploration of the Americas by • Explorer: A person who travels a) describing the accomplishments seeking new discoveries of Christopher Columbus, Juan • European: A person from one of Ponce de Léon, Jacques Cartier, and the countries in Europe Christopher Newport; Christopher Newport arrived at b) identifying reasons for present day Jamestown; made four exploring, the information gained, additional voyages bringing more and the results from the travels. people to Jamestown; was one of the ﬁ rst men to reach the Fall Line of the James River Christopher Newport was the commander of the Susan Constant, Godspeed, and Discovery, the three ships that landed in 1607 on what would become Jamestown.

Right: The Arrival of the First Permanent English Settlers off Jamestown Island, May 13, 1607, painted by Grifﬁ th Baily Coale, is located in the Old Senate Chamber at the Virginia State Capitol.

3.10 Virginia Capitol The student will recognize why government is necessary in the Terms to know classroom, school, and community • Community: A place where people by live, work, and play a) explaining the purpose of rules • Rules: What people must or must and laws; not do b) explaining that the basic • Laws: Rules people live by purposes of government are to • Government: A group of people make laws, carry out laws, and who make rules and laws, carry out decide if laws have been broken; rules and laws, and decide if rules c) explaining that government and laws have been broken protects the rights and property of individuals. The purpose of rules is to let people know how they should act or behave.

FYI: The Virginia General Assembly dates Governments are necessary from the establishment of the House of because they develop the laws and Burgesses at Jamestown in 1619. protect the The General Assembly is responsible for rights and representing citizens when developing property of rules and laws, approving the budget, individuals. electing judges, and conﬁ rming appointments made by the Governor. K-3

3.11 Virginia Capitol

The student will explain the Basic principles importance of the basic principles • Life, liberty, and the pursuit of that form the foundation of a happiness are privileges that people republican form of government by are born with and cannot be taken a) describing the individual rights to away. life, liberty, and the pursuit of • Equality under the law means that happiness; and equality under the all people are treated fairly. law; b) identifying the contributions of Defenders of basic principles George Washington, Thomas • George Washington: The ﬁ rst Jefferson, Abraham Lincoln, Rosa President of the new nation. He Parks, Thurgood Marshall, and worked under the new republican Martin Luther King, Jr.; form of government and helped put c) recognizing that Veterans Day and the basic principles into practice for Memorial Day honor people who the new nation. have served to protect the country’s • Thomas Jefferson: The third freedoms. President of the United States. He wrote the Declaration of Independence.

3.11 (con’t) Virginia Capitol The student will explain the importance of the basic principles • Abraham Lincoln: The United that form the foundation of a States President when the country republican form of government by was divided over the issue of a) describing the individual rights to equality for all people. He helped life, liberty, and the pursuit of free African American slaves. happiness; and equality under the • Rosa Parks: An African American law; woman who refused to give up her b) identifying the contributions of seat on a public bus, as was required George Washington, Thomas by law many years ago. She helped Jefferson, Abraham Lincoln, Rosa bring about changes in laws and Parks, Thurgood Marshall, and worked so that all people would Martin Luther King, Jr. have equal rights. • Thurgood Marshall: A lawyer who defended people at a time when not all people had equal rights. He was the ﬁ rst African American justice of the United States Supreme Court. • Martin Luther King, Jr.: An African American minister who worked for equal rights for all people. He A full-length portrait of Thomas Jefferson helped bring about changes in laws by George Catlin hangs in the Jefferson through peaceful means. Room at the Virginia State Capitol. K-3

3.12 Virginia Capitol The student will recognize that Americans are a people of diverse Terms to know ethnic origins, customs, and • Republican form of government: traditions, who are united by the A representative democracy basic principles of a republican form of government and respect for The American people come from individual different ethnic origins and rights and different countries, but are united freedoms. as Americans by the basic principles of a republican form of government, including individual rights to life, liberty, and the pursuit of happiness; and equality under the law.

Left: George Mason, a Virginian, wrote the Virginia Declaration of Rights and is known as the “Father of the Bill of Rights”. He believed in speciﬁ c individual rights.

You can see his statue at Capitol Square.

VS.2c Virginia Capitol The student will demonstrate Terms to know knowledge of the geography and • Peninsula: A piece of land early inhabitants of Virginia by bordered by water on three sides c) locating and identifying water features important to the early Water features history of Virginia (Atlantic Ocean, • Atlantic Ocean: Provided Chesapeake Bay, James River, York transportation links between River, Potomac River, and Virginia and other places (e.g., Rappahannock River). Europe, Africa, Caribbean). • Chesapeake Bay: Provided a safe harbor and was a source of food and transportation. • James River: Flows into the Chesapeake Bay. Richmond and Jamestown are located along the James River. • York River: Flows into the Chesapeake Bay. Yorktown is located along the York River. • Potomac River: Flows into the The Virginia State Capitol is located Chesapeake Bay. Alexandria is closest to the James River. located along the Potomac River. • Rappahannock River: Flows into FYI: The James River is 410 miles long and is the eleventh longest river in the the Chesapeake Bay. Fredericksburg United States that remains entirely in a is located on the Rappahannock single state. River. Virginia Studies

VS.3a Virginia Capitol The student will demonstrate Reasons for English colonization in knowledge of the ﬁ rst permanent America English settlement in America by • England wanted to establish an a) explaining the reasons for English American colony to increase its colonization. wealth and power. • England hoped to ﬁ nd silver and gold in America. • An American settlement would furnish raw materials that could not be grown or obtained in England, while opening new markets for trade.

Jamestown • Jamestown was primarily an economic venture. • The stockholders of the Virginia Company of London ﬁ nanced the settlement of Jamestown. • Jamestown became the ﬁ rst permanent English settlement in North America in 1607.

VS.3b Virginia Capitol The student will demonstrate When the settlers arrived in 1607, knowledge of the ﬁ rst permanent Jamestown was located on a narrow English settlement in America by peninsula bordered on three sides b) describing how geography by the James River. Today, inﬂ uenced the decision to settle at Jamestown is located on an island in Jamestown. the James River.

VS.3c Virginia Capitol The student will demonstrate knowledge of the ﬁ rst permanent Importance of Virginia charters English settlement in America by c) identifying the importance of the The King of England granted charters of the Virginia Company of charters to the Virginia Company of London in establishing the London. Jamestown • The charters gave the Virginia settlement. Company the right to establish a settlement in North America. • The charters of the Virginia Company of London established companies to begin colonies in the New World. • The charters extended English rights to the colonists.

Left: “Charter for the Virginia Company of London, 1606.” Virginia Studies

VS.3d Virginia Capitol The student will demonstrate In 1619, the Governor of Virginia knowledge of the ﬁ rst permanent called a meeting of the Virginia English settlement in America by Assembly. The Assembly included d) identifying the importance of the two citizen representatives (called Virginia Assembly (1619) as the ﬁ rst “burgesses”) from each of the representative legislative body in divisions of Virginia, the Governor’s English America. council, and the Governor. (Only adult men were considered citizens)

By the 1640s, the burgesses became a separate legislative body, called the Virginia House of Burgesses.

Virginia House of Burgesses • The Virginia House of Burgesses Wood engraving of the General was the ﬁ rst elected legislative body Assembly, held in 1619 in Jamestown, Virginia, shows representatives or in America giving settlers the “burgesses” meeting with the Governor opportunity to control their own and his council. Today, representatives government. meet as the General Assembly in • It became the General Assembly of Richmond. Virginia, which continues to this day.

VS.4c Virginia Capitol The student will demonstrate Factors related to move from knowledge of life in the Virginia Jamestown to Williamsburg colony by • Drinking water was contaminated c) explaining how geography by seepage of salt water. inﬂ uenced the relocation of • Dirty living conditions caused Virginia’s capital from Jamestown to diseases. Williamsburg to Richmond. • Williamsburg was situated at a higher elevation than Jamestown. • Fire destroyed wooden buildings at Jamestown.

Factors related to move from Williamsburg to Richmond • Population was moving westward. • Richmond was a more central location. • Richmond’s location was better for trade. • Moving to Richmond increased the distance from attack by the English.

Top left: Jamestown was the capital until 1699. Middle left: Williamsburg was the capital until 1780. Bottom left: Richmond is the present day capital. Virginia Studies

VS.5a Virginia Capitol The student will demonstrate knowledge of the role of Virginia in The colonists and the English the American Revolution by Parliament disagreed over how the a) identifying the reasons why the colonies should be governed. colonies went to war with England • Parliament believed it had legal as expressed in the Declaration of authority in the colonies, while the Independence. colonists believed their local assemblies had legal authority. • Parliament believed it had the right to tax the colonies, while the colonists believed they should not be taxed since they had no representation in Parliament.

The Declaration of Independence, written by Thomas Jefferson, states that authority to govern belongs to the people rather than to kings and that all people are created equal Thomas Jefferson was a busy man...not and have rights to life, liberty, and only did he write the Declaration of the pursuit of happiness. Independence but he also designed the Virginia State Capitol, which you can visit.

VS.5b Virginia Capitol The student will demonstrate Contributions of Virginians during knowledge of the role of Virginia in the Revolutionary War Era the American Revolution by b) identifying the various roles • George Washington provided played by Virginians in the military leadership by serving as Revolutionary War Era, with commander-in-chief of the emphasis on George Washington, Continental Army. Thomas Jefferson, and Patrick Henry. • Thomas Jefferson provided political leadership by expressing the reasons for colonial independence from England in the Declaration of Independence. • Patrick Henry inspired patriots from other colonies when he spoke out against taxation without representation by saying, “…give me liberty or give me death.”

Left: Patrick Henry’s statue is one of six bronze statues of Virginians surrounding the mounted ﬁ gure of George Washington located at Capitol Square. Virginia Studies

VS.6a Virginia Capitol The student will demonstrate George Washington, a Virginian, knowledge of the role of Virginia in was elected as the ﬁ rst President of the establishment of the new the United States of America. He American nation by provided the strong leadership a) explaining why George needed to help the young country Washington is called the “Father of and provided a model of Our Country” and James Madison is leadership for future presidents. called the “Father of the Thus, he is often called the “Father Constitution.” of Our Country.”

James Madison believed in the importance of having a United States constitution. He kept detailed notes during the Constitutional Convention. His skills at compromise helped the delegates reach agreement during the difﬁ cult process of writing the Constitution of the United States. This earned him the title “Father of the James Madison’s bust is located in the Capitol Rotunda along with the busts Constitution.” of other Virginia-born Presidents.

VS.6b Virginia Capitol The student will demonstrate knowledge of the role of Virginia in The Virginia Declaration of Rights, the establishment of the new written by George Mason, states American nation by that all Virginians should have b) identifying the ideas of George certain rights, including freedom of Mason and Thomas Jefferson as religion and freedom of the press. expressed in the Virginia Declaration The document became the basis for of Rights and the Virginia Statute the Bill of Rights of the Constitution for Religious Freedom. of the United States of America.

The Virginia Statute for Religious Freedom, written by Thomas Jefferson, states that all people should be free to worship as they please. This document was the basis for the First Amendment to the Constitution of the United States of America, the amendment that protects religious freedom.

Left: The Virginia Statute for Religious Freedom. A plaque representing Thomas Jefferson’s Virginia Statute for Religious Freedom is located in the House of Delegates Chamber at the Virginia State Capitol. Virginia Studies

VS.7b Virginia Capitol The student will demonstrate knowledge of the issues that Major Civil War battles fought in divided our nation and led to the Virginia Civil War by •The ﬁ rst Battle of Bull Run b) describing (Manassas) was the ﬁ rst major clash Virginia’s role in of the Civil War. Confederate the war, General Thomas “Stonewall” including Jackson played a major role in this identifying battle. major battles • General Robert E. Lee, that took place in Commander of the Army of Virginia. Northern Virginia, defeated Union troops at Fredericksburg, Virginia. • Richmond was the capital of the Confederacy. It fell to General Ulysses S. Grant and was burned near the end of the war. • The Civil War ended at The bronze statue of Robert E. Lee is Appomattox Court House, Virginia, believed to stand on the spot in the Old where Confederate General Robert Hall of the House of Delegates at the Virginia State Capitol where Lee E. Lee surrendered his army to accepted command of the military Union General Ulysses S. Grant in forces of the Commonwealth of April, 1865. Virginia in April,1861.

VS.8b Virginia Capitol The student will demonstrate knowledge of the reconstruction of Terms to know Virginia following the Civil War by • Segregation: The separation of b) identifying the effects of people, usually based on race or segregation and “Jim Crow” on life religion in Virginia. • Discrimination: An unfair difference in the treatment of people During Reconstruction, African Americans began to have power in Virginia’s government, and men of all races could vote.

After Reconstruction, “Jim Crow” Laws were passed by southern states, which established race segregation and reinforced For over 50 years, the states of the American South enforced a policy of prejudices by whites. separate accommodations for blacks • Unfair poll taxes and voting tests and whites on buses, trains, hotels, were established to keep African theaters, and schools. On May 18, 1896, Americans from voting. the Supreme Court ruled in the Plessy v. Ferguson law case that “separate but • African Americans found it very equal” facilities on trains were difﬁ cult to vote or hold public constitutional. ofﬁ ce. • African Americans were forced to use separate drinking fountains. • African American and white children attended separate schools. Virginia Studies

VS.9b Virginia Capitol The student will demonstrate knowledge of twentieth century Terms to know Virginia by • Desegregation: Abolishment of b) identifying the social and political racial segregation events in Virginia linked to • Integration: Full equality of all desegregation and Massive races in the use of public facilities Resistance and their relationship to national history. Desegregation and Massive Resistance in Virginia • The U.S. Supreme Court ruled in 1954 (Brown v. Board of Education) that “separate but equal” public schools were unconstitutional. • Virginia’s government established a policy of Massive Resistance, which fought to “resist” the integration of public schools. • The policy of Massive Resistance failed, and Virginia’s public schools were integrated. Bronze statue of Harry F. Byrd, Sr., • Harry F. Byrd, Sr., led a Massive Governor of Virginia and former U.S. Senator is located at Capitol Square at Resistance Movement against the the Virginia State Capitol. integration of public schools.

VS.9c Virginia Capitol The student will demonstrate knowledge of twentieth century Maggie L. Walker was the ﬁ rst Virginia by woman (and African American c) identifying the political, social, woman) in the United States to and/or economic contributions charter and serve as president of a made by Maggie L. Walker, Harry F. bank. Byrd, Sr., Arthur R. Ashe, Jr., and L. Douglas Wilder. Harry F. Byrd, Sr., as Governor, was known for a “Pay As You Go” policy for road improvements, and he modernized Virginia state government.

Arthur R. Ashe, Jr., was the ﬁ rst African American winner of a major men’s tennis singles championship. He was also an author and eloquent spokesperson for social change.

L. Douglas Wilder, former Governor of Virginia, was the ﬁ rst African American to be elected a State Governor in the United States.

Left: L. Douglas Wilder (1931- ) Governor of Virginia (1990-1994), the ﬁ rst African American to be elected a United States Governor. You can see this portrait at the Virginia State Capitol. Virginia Studies

VS.10a Virginia Capitol The student will demonstrate knowledge of government, The government of Virginia is geography, and economics by divided into three branches. a) identifying the three branches of Virginia government and the • The General Assembly is the function of each. legislative branch of the Virginia government that makes Commonwealth laws. It is divided into two parts—the Senate and the House of Delegates. • The Governor heads the executive branch of the government. The executive branch makes sure that Commonwealth laws are carried out. • The judicial branch is the Commonwealth’s court system. The judicial branch decides cases about people accused of breaking the law and whether or not a law agrees with the Constitution of Virginia.

USI.5a Virginia Capitol The student will demonstrate Colonies and the reasons they were knowledge of the factors that established shaped colonial America by • Roanoke Island (Lost Colony) was a) describing the religious and established as an economic venture. economic events and conditions that • The ﬁ rst permanent English led to the colonization of America. settlement in North America (1607), Jamestown Settlement, was an economic venture by the Virginia Company of London.

Left: Jamestown Settlement.

USI.6b Virginia Capitol The student will demonstrate Ideas of John Locke knowledge of the causes and results • People have natural rights to life, of the American Revolution by liberty, and property. b) identifying how political ideas • Government is created to protect shaped the revolutionary movement the rights of people and has only in America and led to the the limited and speciﬁ c powers the Declaration of Independence, with people consent to give it. emphasis on the ideas of John Locke.

Ideas of the Declaration of Independence • People have “certain unalienable rights.” • People establish government to protect those rights and have a right and duty to change a government that violates their rights. • Government derives power from the people. John Locke 1632-1704 US History I and II

USI.6c Virginia Capitol The student will demonstrate Key individuals knowledge of the causes and results • King George III: British king of the American Revolution by during the Revolutionary Era. c) describing key events and the • Lord Cornwallis: British general roles of key individuals in the who surrendered at Yorktown. American Revolution, with emphasis • John Adams: Championed the on George Washington, Benjamin cause of independence. Franklin, Thomas Jefferson, Patrick • George Washington: Commander Henry, and Thomas Paine. of the Continental Army. • Thomas Jefferson: Major author of the Declaration of Independence. • Patrick Henry: Outspoken member of House of Burgesses; inspired colonial patriotism with “Give me liberty or give me death” speech. • Benjamin Franklin: Prominent member of Continental Congress; helped “frame” the Declaration of Independence. Storming of a British Redoubt by • Thomas Paine: Journalist, author American Troops at Yorktown, painted of “Common Sense.” by Eugène Louis Lami, 1840, is located in the Old Senate Chamber at the Virginia State Capitol. The painting represents the October 14, 1781 battle that caused the British surrender and the end of the Revolutionary War.

USI.7b Virginia Capitol The student will demonstrate knowledge of the challenges faced Terms to know by the new nation by Federal system of government: A b) identifying the basic principles of system that divides governmental the new government established by powers between national the Constitution of the United government and the governments States and the Bill of Rights. of the states

Separation of powers • The structure of the new national government was based on James Madison’s “Virginia Plan,” which called for three separate branches of government.

Bill of Rights • James Madison was the author of the Bill of Rights. • The ﬁ rst ten amendments to the Constitution of the United States provide a written guarantee of individual rights.

James Madison, a Virginian and the fourth President of the United States (1809-1817), is recognized as the “Father of the Constitution.” He helped create the United States Constitution and co-wrote the Federalist Papers, which helped get the Constitution approved by the states.

Left: James Madison’s bust is located in the Capitol Rotunda along with the busts of other Virginia-born Presidents. US History I and II

USI.7d Virginia Capitol The student will demonstrate knowledge of the challenges faced All of the fi rst fi ve presidents were by the new nation by Virginians except John Adams. d) describing the major accomplishments of the fi rst fi ve George Washington Presidents of the United States. • Federal court system was established. • Political parties grew out of the disagreements between Hamilton and Jefferson over the proper role of the national government. • The Bill of Rights was added to the US Constitution. • Plans were initiated for development of the national capital in Washington, DC. Benjamin Banneker, an African American astronomer and surveyor, helped complete the design for the city.

John Adams • A two-party system emerged during his administration.

Thomas Jefferson • He bought Louisiana from France (Louisiana Purchase).

USI.7d (con’t) Virginia Capitol

James Madison • The War of l812 caused European nations to gain respect for the United States.

James Monroe • He introduced the Monroe Doctrine warning European nations not to interfere in the Western Hemisphere.

You can learn more about the Virginia-born Presidents by visiting www.virginia.org/site/features. asp?FeatureID=74

USI.9d Virginia Capitol The student will demonstrate Roles of Civil War leaders knowledge of the causes, major Abraham Lincoln events, and effects of the Civil War • President of the United States. by • Opposed the spread of slavery. d) describing the roles of Abraham • Emancipation Proclamation. Lincoln, Jefferson Davis, Ulysses S. • Believed the United States was Grant, Robert E. Lee, Thomas one nation. “Stonewall” Jackson, and Frederick • Wrote the Gettysburg Address. Douglass in events leading to and during the war. Jefferson Davis • President of the Confederate States of America US History I and II

USI.9d (con’t) Virginia Capitol

Ulysses S. Grant • General of the Union army that defeated Lee.

Robert E. Lee • Leader of the Army of Northern Virginia. • Offered command of the Union forces at the beginning of the war but chose not to ﬁ ght against Virginia. • Opposed secession, but did not believe the union should be held together by force. • Urged Southerners to accept defeat at the end of the war and reunite as Americans when some wanted to ﬁ ght on.

Thomas “Stonewall” Jackson • A skilled Confederate General from Virginia. Major General Thomas “Stonewall” Jackson statue located at Capitol Frederick Douglass Square. • A former slave who escaped to the North and became an abolitionist.

USII.2c Virginia Capitol The student will use maps, globes, States grouped by region photographs, pictures, and tables for Southeast: c) locating the 50 states and the Maryland, Delaware, West Virginia, cities most signiﬁ cant to the Virginia, Kentucky, Tennessee, North historical development of the Carolina, South Carolina, Georgia, United States. Florida, Alabama, Mississippi, Louisiana, Arkansas

USII.4b Virginia Capitol The student will demonstrate U.S. leadership as the war ended knowledge of the changing role • At the end of World War I, of the United States from the late President Woodrow Wilson nineteenth century through World prepared a peace plan that called War I by for the formation of the League of b) explaining the reasons for the Nations, a peace-keeping United States’ involvement in World organization. War I and its leadership role at the conclusion of the war.

Right: Woodrow Wilson was born in Staunton, Virginia. You can see his bust in the Capitol Rotunda along with the busts of other Virginia-born Presidents. US History I and II

Virginia Capitol USII.8a The student will demonstrate Some Effects of Segregation knowledge of the key domestic • Separate educational facilities issues during the second half of the and resources for white and African twentieth century by American students. a) examining the Civil Rights • Separate public facilities (e.g., rest Movement and the changing role of rooms, restaurants, and drinking women. fountains). • Social isolation of races.

Civil Rights Movement • Opposition to Plessy v. Ferguson — “Separate but equal.” • Brown v. Board of Education, desegregation of schools. • Martin Luther King, Jr. — Passive resistance against segregated. facilities; “I have a dream…” speech In 1954, Thurgood Marshall and a team of NAACP attorneys, including Oliver • Rosa Parks — Montgomery bus Hill (born in Richmond, Virginia), won boycott. Brown v. Board of Education of • Organized protests, Freedom Topeka, Kansas. The Supreme Court Riders, sit-ins, marches. held that segregation in public education violated the Equal • Expansion of the National Protection Clause of the Fourteenth Association for the Advancement of Amendment. Brown consisted of six Colored People (NAACP). separate cases in ﬁ ve jurisdictions; • Civil Rights Act of 1964. Kansas, South Carolina, Virginia, the District of Columbia, and Delaware. • Voting Rights Act of 1965.

CE.2b Virginia Capitol The student will demonstrate knowledge of the foundations of Charters of the Virginia Company of American constitutional government London by • Rights of Englishmen guaranteed b) explaining the signiﬁ cance of the to colonists. charters of the Virginia Company of London, the Virginia Declaration of The Virginia Declaration of Rights Rights, the Declaration of • Served as a model for the United Independence, the Articles of States Constitution Bill of Rights. Confederation, the Virginia Statute for Religious Freedom, and Declaration of Independence the Constitution of the United States • Stated grievances and declared the of America, including the Bill of colonies’ independence from Great Rights. Britain and the King. • Afﬁ rmed “certain unalienable rights” (life, liberty, and the pursuit of happiness). • Established the idea that all people are equal under the law.

Articles of Confederation • Established the ﬁ rst form of national government for the independent states. • Maintained that major powers resided with individual states. • Weakness of central government led to the writing of the Constitution of the United States of America.

Virginia Statute for Religious Freedom George Mason’s statue is one of six • Freedom of religious beliefs and bronze statues of Virginians opinions. surrounding the mounted ﬁ gure of George Washington located at Capitol Square. He was responsible for creating the “Bill of Rights.” Civics and Economics

CE.2b (con’t) Virginia Capitol

Constitution of the United States of America, including the Bill of Rights • Establishes the structure of the United States government. • Guarantees equality under the law with majority rule and the rights of the minority protected. • Afﬁ rms individual worth and dignity of all people. • Protects the fundamental freedoms of religion, speech, press, assembly, United States Constitution, which and petition. was signed on September 17, 1787.

CE.3d Virginia Capitol The student will demonstrate Responsibilities of citizens knowledge of citizenship and the • Register and vote. rights, duties, and responsibilities of • Hold elective offi ce. citizens by • Infl uence government by d) examining the responsibilities of communicating with government citizenship, including registering and offi cials. voting, communicating with • Serve in voluntary, appointed government offi cials, participating positions. in political campaigns, keeping • Participate in political campaigns informed about current issues, and • Keep informed regarding current respecting differing opinions in a issues. diverse society. • Respect others’ rights to an equal voice in government.

CE.4a, b, c, d, e Virginia Capitol The student will demonstrate Personal traits of good citizens knowledge of personal character • Trustworthiness and honesty. traits that facilitate thoughtful and • Courtesy and respect for the rights effective participation in civic life by of others. practicing • Responsibility, accountability, and a) trustworthiness and honesty; self-reliance. b) courtesy and respect for the • Respect for the law and patriotism. rights of others; c) responsibility, accountability, and FYI: The Virginia House of Delegates and self-reliance; the Senate each publish manuals d) respect for the law; explaining effective participation and e) patriotism. rules for their members.

CE.5e Virginia Capitol The student will demonstrate knowledge of the political process Only citizens who register can at the local, state, and national participate in primary and general levels of government by elections. e) describing voter registration and participation. Qualiﬁ cations to register to vote in Virginia • Citizen of the United States. • Resident of Virginia and district. • 18 years of age by day of general election.

How to register in Virginia • In person at the registrar’s ofﬁ ce, at the Division of Motor Vehicles, or at other designated sites. • By mail application.

Every vote counts!! Registration is closed 29 days before elections. Civics and Economics

CE.6b Virginia Capitol The student will demonstrate knowledge of the American Branches of Virginia Government constitutional government by b) describing the structure and Legislative powers of local, state, and national • Makes laws for Virginia; approves governments. biennial (two-year) budget; exercises power under the 10th amendment. Executive • Governor Executive • Lieutenant Governor • Executes laws of Virginia; prepares • Attorney General biennial budget for General Assembly; appoints cabinet ofﬁ cers Legislative and boards; administers. Senate Leadership Commonwealth bureaucracy; grants • Lieutenant Governor and President pardons. of the Senate •President pro tempore Judicial •Majority Leader • Supreme Court — Has power of •Minority Leader judicial review over Commonwealth •Democratic Caucus Leader laws. House Leadership • Circuit courts — Try civil and • Speaker of the House criminal cases. • Majority Leader • Minority Leader

Judicial • Supreme Court • Court of Appeals of Virginia • Circuit Courts Left: Branches of Virginia Government. • Other Courts

CE.7a Virginia Capitol The student will demonstrate knowledge of how public policy is Terms to know made at the local, state, and national • Bicameral: Having two houses levels of government by (e.g., the Senate and the House of a) explaining the lawmaking process. Delegates for the Virginia General Assembly and the Senate and the House of Representatives for the United States Congress)

Legislative powers • Expressed (speciﬁ cally listed). • Implied (used to carry out expressed powers).

The lawmaking process in national and state legislatures • Working in committees. House of Delegates Chamber at the • Debating on the ﬂ oor. Virginia State Capitol. • Voting on a bill by both houses. • Signing the bill into law by the President or Governor.

Elected ofﬁ cials write laws and take action in response to problems or issues.

Individuals and interest groups help shape legislation.

The Lieutenant Governor presides over the Senate in the west wing and the Speaker of the House of Delegates presides in the east wing. Joint sessions Senate Chamber at the Virginia State of the Assembly meet in the east wing. Capitol. In May 2007, Her Majesty Queen Elizabeth II of Great Britain addressed the Virginia General Assembly in the east wing. Civics and Economics

CE.7b Virginia Capitol The student will demonstrate knowledge of how public policy is The powers of the executive branch made at the local, state, and are deﬁ ned in the Constitution of national levels of government by the United States of America and b) describing the roles and powers the Constitution of Virginia. of the executive branch. The executive branch at the state and national levels carries out the law.

Ways the executive branch inﬂ uences policy making • Proposing legislation in an annual speech to the legislature (State of the Commonwealth or State of the Union Address). • Appealing directly to the people. • Approving or vetoing legislation. • Appointing ofﬁ cials who carry out the laws.

Left: Virginia Governor Tim Kaine, 2007.

Learn more about the roles and powers Tim Kaine was inaugurated as the of the Governor by researching the Vir- 70th Governor of the Commonwealth ginia Constitution at http://legis.virginia. of Virginia on January 14, 2006. gov/Laws/search/ConstitutionTOC.htm

FYI: Virginia is the only state in the nation where the Governor cannot serve more than one consecutive term.

CE.8a Virginia Capitol The student will demonstrate knowledge of the judicial systems Virginia has its own court system established by the Constitution of whose organization and jurisdiction Virginia and the Constitution of the are derived from the Virginia United States of America by Constitution and Commonwealth a) describing the organization and laws. jurisdiction of federal and state courts. Magistrates issue search warrants, subpoenas, arrest warrants, and summons and set bail. Civics and Economics

CE.8b Virginia Capitol The student will demonstrate knowledge of the judicial systems The Supreme Courts of the United established by the Constitution of States and Virginia determine the Virginia and the Constitution of the constitutionality of laws and acts of United States of America by the executive branch of government. b) describing the exercise of judicial This power is called judicial review. review. Marbury v. Madison established the principle of judicial review at the national level.

The Constitution of the United States of America is the supreme law of the land.

Commonwealth laws must conform to the Virginia and United States Constitutions.

The Marshall court established the principle of judicial review, in which the court ruled that the Supreme Court had the power to declare invalid any act of Congress that was in conﬂ ict with the U.S. Constitution.

Left: Supreme Court Chief Justice John Marshall’s statue is one of six bronze statues of Virginians surrounding the mounted ﬁ gure of George Washington located at Capitol Square.

VUS.2 Virginia Capitol The student will describe how early Jamestown, established in 1607 by European exploration and the Virginia Company of London as colonization resulted in cultural a business venture, was the ﬁ rst interactions among Europeans, permanent English settlement in Africans, and American Indians (First North America. The Virginia House Americans). of Burgesses was the ﬁ rst elected assembly in the New World. It still operates today and is known as the Virginia General Assembly.

VUS.4a Virginia Capitol The student will demonstrate The eventual draft of the knowledge of events and issues of Declaration of Independence, the Revolutionary Period by authored by Thomas Jefferson of a) analyzing how the political ideas Virginia, reﬂ ected the ideas of Locke of John Locke and those and Paine. expressed in Common Sense helped shape the Declaration of Independence.

VUS.5b Virginia Capitol The student will demonstrate • George Washington, Chairman of knowledge of the issues involved in the Convention: He presided at the the creation and ratiﬁ cation of the Convention. United States Constitution and how • James Madison, “Father of the the principles of limited government, Constitution”: A Virginian and consent of the governed, and the political philosopher, often led the social contract are embodied in it by debate and kept copious b) identifying the major proceeding notes. At the compromises Convention, he authored the necessary to “Virginia Plan,” which proposed a produce the federal government of three Constitution, separate branches (legislative, and the roles of executive, judicial) and became the James Madison foundation for the government and George structure. He later authored much of Washington. the Bill of Rights. Virginia/US History and Government

VUS.5d Virginia Capitol The student will demonstrate knowledge of the issues involved in • Virginia Declaration of Rights the creation and ratiﬁ cation of the (George Mason): Reiterated the Constitution of the United States notion that basic human rights and how the principles of limited should not be violated by government, consent of the governments. governed, and the social contract • Virginia Statute for Religious are embodied in it by Freedom (Thomas Jefferson): d) examining the signiﬁ cance of the Outlawed the practice of Virginia Declaration of Rights and government support for one the Virginia Statute for Religious favored church. Freedom •Bill of Rights (James Madison): in the Consulted the Virginia Declaration framing of Rights and the Virginia Statute of the for Religious Freedom when Bill of drafting the United States Bill of Rights. Rights.

Left: A plaque representing Thomas Jefferson’s Virginia Statute for Religious Freedom is located in the House of Delegates Chamber at the Virginia State Capitol.

VUS.7a Virginia Capitol The student will demonstrate knowledge of the Civil War and Robert E. Lee: Confederate general Reconstruction Era and its of the Army of Northern Virginia importance as a major turning point (Lee opposed secession, but did not in American history by believe the Union should be held a) identifying the major events and together by force), who urged the roles of key leaders of the Civil Southerners to accept defeat and War Era, with emphasis on Abraham unite as Americans again, when Lincoln, Ulysses S. Grant, Robert E. some Southerners wanted to ﬁ ght Lee, and Frederick Douglass. on after Appomattox.

VUS.13a Virginia Capitol The student will demonstrate Brown v. Board of Education knowledge of the Civil Rights • Supreme Court decision that movement of the 1950s and 1960s segregated schools are unequal and by must desegregate. a) identifying the importance of the • Included Virginia case. Brown v. Board of Education Key people decision, the • Thurgood Marshall — NAACP roles of Legal Defense Team. Thurgood • Oliver Hill — NAACP Legal Marshall and Defense Team in Virginia. Oliver Hill, and Virginia response how Virginia • Massive Resistance — Closing responded. some schools. Oliver Hill (born in Richmond, Virginia), • Establishment of private along with a team of NAACP attorneys academies. won Brown v. Board of Education in • White ﬂ ight from urban school 1954, which overturned the “separate but equal” doctrine. systems.

GOVT.2c Virginia Capitol The student will demonstrate Fundamental political principles knowledge of the political • Limited government — John Locke, philosophies that shaped the Thomas Hobbes development of Virginia and United (Constitution of Virginia, States constitutional governments Constitution of the United States of by America, Declaration of c) examining the writings of Independence). Hobbes, Locke, and Montesquieu. • Government’s authority coming only from the consent of the governed — John Locke (Declaration of Independence, Constitution of the United States of America). • Separation of powers — Montesquieu (Constitution of the United States of America, Constitution of Virginia).

John Locke 1632-1704 Virginia/US History and Government

GOVT.2d Virginia Capitol The student will demonstrate The basic rights of Englishmen were knowledge of the political guaranteed to the colonists by the philosophies that shaped the charters of the Virginia Company of development of Virginia and United London. States constitutional governments by d) explaining the guarantee of the rights of Englishmen set forth in the charters of the Virginia Company of London.

Right: Virginia Company of London Seal.

GOVT.6e Virginia Capitol The student will demonstrate • The Constitution of Virginia and knowledge of local, state, and the Constitution of the United national elections by States require reapportionment of e) examining the impact of national, state, and local legislative reapportionment and redistricting. bodies following each census. • Redistricting is a legislative function. • Redistribution of legislative seats can signifi cantly change the outcome of elections. • Gerrymandering is the process of In the early 1600s, a census was taken redrawing district boundaries to in Virginia, and people were counted in nearly all of the British colonies. benefi t one political party or group Following independence, there was a of citizens. need for a census of the entire nation. • United States Supreme Court cases The fi rst census was taken in 1790, under in the early 1960s established the the responsibility of Secretary of State Thomas Jefferson. That census, taken by “one man, one vote” principle — U.S. Marshals on horseback, counted 3.9 Wesberry v. Sanders (1964). million inhabitants.

GOVT.8a Virginia Capitol The student will demonstrate Branches of Virginia Government knowledge of the organization and powers of the commonwealth and The Executive Branch local governments described in the • The Governor is the Constitution of Virginia by Commonwealth’s chief executive a) examining the legislative, ofﬁ cer and responsible for executive, and judicial branches. preparing the budget, overseeing the execution of laws and policies, and proposing legislation. Governors serve a four-year term and may not serve two consecutive terms. • The Lieutenant Governor’s main duty is to preside over the Senate when it is in Session. • The Attorney General is the Commonwealth’s highest legal Executive Mansion of Virginia ofﬁ cer, who oversees all law enforcement activity.

The Legislative Branch • It is the oldest continuous legislative body in the Americas and is a bicameral (two-house) law-making body. • The Senate consists of 40 members, who serve single-member districts based upon population. Senators are elected to four-year terms. • The House of Delegates consists of 100 members representing single-member districts based upon population. Members serve Virginia Capitol two-year terms.

The Judicial Branch • Consists of four levels of courts. • Judges are appointed by the legislature for a speciﬁ c term. Virginia/US History and Government

GOVT.8a (con’t) Virginia Capitol The student will demonstrate • Supreme Court: Reviews knowledge of the organization and decisions of lower courts. powers of the Commonwealth and • Court of Appeals: Provides a local governments described in the review of lower court decisions and Constitution of Virginia by Commonwealth commissions. a) examining the legislative, • Circuit Courts: Has original and executive, and judicial branches. appellate jurisdiction in civil and criminal cases. • General District Courts: Has FYI: Kentucky, Massachusetts, and Pennsylvania are also known as original jurisdiction in misdemeanor “Commonwealths.” and trafﬁ c cases.

GOVT.8b Virginia Capitol The student will demonstrate • Counties, independent cities, and knowledge of the organization and incorporated towns are the three powers of the Commonwealth and types of local government in local governments described in the Virginia. Constitution of Virginia by • Cities are separate governmental b) examining the structure and entities independent of the powers of local governments: authority and taxing power of county, city, and town. adjoining counties. • Incorporated towns are governmentally part of the county in which they are located. • Counties and independent cities, as units of local government, adopt and enforce ordinances and provide services for their residents. • Regional authorities are created by the General Assembly to serve Virginia Counties one or more special functions.

GOVT.9c Virginia Capitol

The student will demonstrate At all levels of government, knowledge of the process by which bureaucracies conduct the public policy is made by day-to-day government operations c) describing the process by which and carry out publicpolicy. policy is implemented by the Bureaucracies shape the laws passed bureaucracy at each level. by legislatures through rule-making and help to draft new bills for lawmakers. Some bureaucrats shape policy by providing information and advice to the executive branches of government.

Levels of bureaucracy • National Cabinet departments Ofﬁ ce of the President Federal agencies The General Assembly is made up of the Senate and the House of Delegates. The • Virginia people of Virginia elect 40 Senators and Cabinet departments 100 Delegates to represent them in the Ofﬁ ce of the Governor General Assembly. Each Senator serves a Commonwealth agencies four-year term and represents approximately 176,000 people. Each • Local Delegate serves a two-year term and County/city agencies represents approximately 71,000 people. Regional authorities

GOVT.10b Virginia Capitol The student will demonstrate • Prior to the appointment of Chief knowledge of the operation of the Justice John Marshall, the Supreme federal judiciary by Court had little power. b) examining how John Marshall • In Marbury v. Madison (1803), established the Supreme Court as Chief Justice Marshall and the an independent, Supreme Court ﬁ rst declared an act co-equal branch of Congress unconstitutional, thus of government establishing the power of judicial through his review. opinion in Left: On January 20, 1801 President John Marbury v. Adams nominated John Marshall, then Madison. Secretary of State, as Chief Justice of the U.S. Supreme Court. Virginia/US History and Government

GOVT.17a, b, c, d, e Virginia Capitol The student will demonstrate Characteristics of good citizens knowledge of the role of • Trustworthiness and honesty. personal character traits that • Courtesy. facilitate thoughtful and effective • Respect for the rights of others. participation in civic life by • Responsibility. a) practicing trustworthiness and • Accountability. honesty; • Self-reliance. b) practicing courtesy and respect • Respect for the law. for the rights of others; • Patriotism. c) practicing responsibility, accountability, and self-reliance; d) practicing respect for the law; e) practicing patriotism.

You can be a part of Virginia history! The Page Program (for ages 13-14) gives Virginia students an opportunity to observe and participate in the legislative process.

GOVT.18a, b, c, d, e, f Virginia Capitol The student will demonstrate that Duties of responsible citizens thoughtful and effective • To obey the law. participation in civic life is • To pay taxes. characterized by • To serve as jurors. a) obeying the law and paying • To register and vote. taxes; • To perform public service. b) serving as a juror; • To keep c) participating in the political informed. process; • To respect the d) performing public service; opinions of others. e) keeping informed about current issues; f) respecting differing opinions in a diverse society.