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West Virginia: 2nd-grade Standards

Second grade Social Studies expands the roles of citizenship. Students learn the functions of government, local folklore, symbols and traditions. The roles and responsibilities of each child as a citizen in a democratic community and nation will be emphasized. They will explore volunteer and service activities, conservation and environmental preservation. The use of conflict resolution will be reinforced. Students will continue to learn about geographic places and regions and participate in map activities. Students will learn the economic concepts of needs/wants, bartering and saving/spending. The objectives for elementary West Virginia Social Studies may be integrated throughout the K-4 curriculum. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.

Social Studies Standard 1: Citizenship

SS.S.02.01/Students will:

  • characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).
  • model a respect of symbols, ideas and concepts of the United States and analyze the roles of significant individuals (Respect for People, Events, and Symbols).
  • develop and employ the civic skills necessary for effective citizenship by using criteria to make judgments, arrive at and defend positions and evaluate the validity of the positions or data (Evaluation Skills).
  • develop the participatory skills of interacting, monitoring and influencing that are essential for informed, effective and responsible citizenship, including participation in civic life to shape public policy (Participatory Skills).
  • recognize and communicate the responsibilities, privileges and rights of United States citizens (Civic Life).
  • SS.PD.2.1/Performance Descriptors
    • Novice—Students are able to:
      • name values and recognize conflict resolution
      • give examples of good citizenship and name a volunteer project
      • name national celebrations
    • Partial Mastery—Students are able to:
      • describe values and explain conflict resolution
      • describe good citizenship and list volunteer project choices
      • explain reasons to participate in national celebrations
    • Mastery—Students are able to:
      • examine values and practice conflict resolution
      • model good citizenship and choose to participate in a volunteer project
      • participate in national celebrations
    • Above Mastery—Students are able to:
      • demonstrate values and analyze components of conflict resolution
      • practice good citizenship and defend the volunteer project choice
      • differentiate between local, state and national celebrations
    • Distinguished—Students are able to:
      • evaluate different types of values and lead a conflict resolution session
      • critique the role of a good citizen and create a volunteer project to serve a need
      • explain the significance of national celebrations to a society
  • Objectives / Students will:
    • SS.O.02.01.01: choose and participate in a project of volunteer service.
    • SS.O.02.01.02: examine examples of honesty, trustworthiness, compassion and empathy in daily life experiences.
    • SS.O.02.01.03: model the personal responsibilities of good citizenship in the classroom (e.g., responsibility, self-control).
    • SS.O.02.01.04: be given the opportunity to recite the Pledge of Allegiance and participate in national celebrations.
    • SS.O.02.01.05: recognize and practice components of conflict resolution within the school community.

Social Studies Standard 2: Civics/Government

SS.S.02.02 / Students will:

  • examine and analyze the purposes and basic principles of the United States government (Purposes of Government).
  • outline and evaluate and analyze the origins and meaning of the principles, ideals and core democratic values expressed in the foundational documents of the United States (Ideals of United States Democracy).
  • examine and distinguish the structure, function and responsibilities of governments and the allocation of power at the local, state and national levels (United States Government and Politics).
  • analyze how the world is organized politically and compare the role and relationship of the United States to other nations and to world affairs (United States Government and World Affairs).
  • SS.PD.2.2 / Performance Descriptors
    • Novice—Students are able to:
      • identify rules and laws and state that they provide order
      • recognize that there are three levels of government
      • name authority figures and responsible leaders
    • Partial Mastery—Students are able to:
      • differentiate between rules and laws and recognize that they provide order
      • give examples of needs at the local, state and national levels of government
      • identify the characteristics of authority figures and responsible leaders
    • Mastery—Students are able to:
      • compare and contrast rules and laws, assess their importance and justify how they provide order
      • explain the need for three levels of government
      • recognize the need for authority figures and responsible leaders
    • Above Mastery—Students are able to:
      • evaluate existing rules and laws, imagine the changes that would take place without them
      • validate the need for three levels of government
      • express the need for authority figures and responsible leaders
    • Distinguished—Students are able to:
      • write new rules and laws and explain the impact of using the new ones in place of the old ones
      • create an alternative design for three levels of government
      • prove why responsible leaders and authority figures are necessary
  • Objectives / Students will:
    • SS.O.02.02.01: discuss and explain why different levels of government (local, state, federal) are needed.
    • SS.O.02.02.02: compare and contrast rules and laws.
    • SS.O.02.02.03: recognize the need for authority figures and describe the characteristics of responsible leaders.
    • SS.O.02.02.04: assess the importance of laws/rules and justify how and why they can provide order and predictability.

Social Studies Standard 3: Economics

SS.S.02.03 / Students will:

  • analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntary exchange and trade-offs (Choices).
  • research, critique and evaluate the roles of private and public institutions in the economy (Institutions).
  • compare and contrast various economic systems and analyze their impact on individual citizens (Economic Systems).
  • illustrate how the factors of production impact the United States economic systems (Factors of Production).
  • analyze the elements of competition and how they impact the economy (Competition).
  • examine and evaluate the interdependence of global economies (Global Economics).
  • SS.PD.2.3 / Performance Descriptors
    • Novice—Students are able to:
      • categorize the major occupations of people in West Virginia
      • locate and provide examples of the natural resources and geographic features of West Virginia and discuss their effect upon the state’s economic development
      • research various occupations in the community
      • construct and add data to graphs, charts, and tables
    • Partial Mastery—Students are able to:
      • recognize economic choices, explain the consequences, identify the role of banks in saving
      • list the needs and wants of people, and recognize bartering
      • research various occupations in the community
      • construct and explain graphs, charts, and tables
    • Mastery—Students are able to:
      • make economic choices, predict consequences of those choices, explain the role of banks in saving for the future
      • compare and contrast the needs and wants of people, and examine bartering
      • research various occupations in the community
      • construct and interpret graphs, charts, and tables
    • Above Mastery—Students are able to:
      • explain the outcomes of economic choices, anticipate consequences, analyze the role of banks in saving for the future
      • categorize the needs and wants of people, and explain bartering
      • illustrate changes in various occupations in the community
      • summarize the data on graphs, charts, and tables
    • Distinguished—Students are able to:
      • create situations that require economic choices, predict consequences of alternative choices, evaluate the importance of banks in the choices
      • evaluate the needs and wants of people, and demonstrate bartering
      • explain the implications of the changes in various occupations in the community
      • create graphs, charts, and tables from new data
  • Objectives / Students will:
    • SS.O.02.03.01: make economic choices and predict the consequences of those choices.
    • SS.O.02.03.02: research various occupations and how job opportunities in the community have changed.
    • SS.O.02.03.03: examine bartering as an alternative method of securing goods/services and needs/wants and compare to present ways of acquiring goods and services.
    • SS.O.02.03.04: compare and contrast the needs of people in different cultures and show how they meet their needs in different ways.
    • SS.O.02.03.05: explain the role of banks in saving for the future purchase of goods and services.
    • SS.O.02.03.06: construct and interpret a variety of graph, charts, and tables.

Social Studies Standard 4: Geography

SS.S.02.04 / Students will:

  • interpret and choose maps, globes and other geographic tools to categorize and organize information about personal directions, people, places, and environments (The World in Spatial Terms).
  • examine the physical and human characteristics of place and explain how the lives of people are rooted in places and regions (Places and Regions).
  • analyze the physical processes that shape the earth's surface and create, sustain and modify the cultural and natural environment (Physical Systems).
  • analyze and illustrate how the earth is shaped by the movement of people and their activities (Human Systems).
  • analyze the interaction of society with the environment (Environment and Society).
  • point out geographic perspective and tools and assess techniques available for geographic study (Uses of Geography).
  • SS.PD.2.4 / Performance Descriptors
    • Novice—Students are able to:
      • point out West Virginia, the United States and major geographic features by shape on a map or globe
      • label the directions on a compass rose, identify common map symbols found on a map
      • recognize a change has occurred in the county or state
    • Partial Mastery—Students are able to:
      • identify West Virginia, the United States and geographic features by their shapes on maps and globes
      • locate the compass rose and map symbols on a map and draw a simple map of their school
      • give an example of how one natural resource is used and identify a change it made in the community or state
    • Mastery—Students are able to:
      • recognize the United States and West Virginia by shape, relative location, and major geographic features on different maps and globes
      • demonstrate knowledge of compass rose, a map legend, and choose a map scale
      • give examples of how people use basic natural resources and recognize the processes that have caused communities in the county and state to change
    • Above Mastery—Students are able to:
      • illustrate West Virginia, the United States, major world regions and major geographic features on maps and globes
      • create a diagram of a compass rose, map legend, and a school or class map to scale
      • generate original examples and discuss the need for natural resources and explain the processes that have caused communities to change
    • Distinguished—Students are able to:
      • explain the value of locating West Virginia, the US, major world regions and major geographic features on maps and globes
      • evaluate the use of the compass rose, map legend, and various map scales
      • analyze the need for natural resources and interpret how these needs have impact communities and cause change
  • Objectives / Students will:
    • SS.O.02.04.01: locate the United States on a map and recognize West Virginia by the shape and relative location.
    • SS.O.02.04.02: demonstrate knowledge of cardinal directions, a compass rose and map legends on a map.
    • SS.O.02.04.03: recognize major geographic features on a variety of maps and globes (e.g., rivers, lakes, oceans, islands, continents, mountains).
    • SS.O.02.04.04: give examples of basic natural resources and how people use these resources.
    • SS.O.02.04.05: recognize the processes that have caused the major communities in the county and state to change.
    • SS.O.02.04.06: choose a map scale to construct class and school maps.

Social Studies Standard 5: History

SS.S.02.05 / Students will:

  • organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions and outcomes, and anticipate future application (Chronology).
  • use the processes and resources of historical inquiry to develop appropriate questions, gather and examine evidence, compare, analyze and interpret historical data (Skills and Application).
  • examine, analyze and synthesize historical knowledge of major events, individuals, cultures and the humanities in West Virginia, the United States, and the world (Culture and Humanities).
  • use historical knowledge to analyze local, state, national and global interdependence (Interpretation and Evaluation).
  • examine political institutions and theories that have developed and changed over time; and research and cite reasons for development and change (Political Institutions).
  • SS.PD.2.5 / Performance Descriptors
    • Novice—Students are able to:
      • discuss data from various historic collection methods and view local historically significant sites and people
      • discuss selections of children’s literature, art and music to understand elements of family and community life in different cultures and read about and discuss past contributions of heroic people, Native Americans, settlers
      • make sense of current events using various forms of media
    • Partial Mastery—Students are able to:
      • examine data from various historic collection methods and identify locally historical significant sites and people
      • read and discuss children’s literature, art and music to compare elements of family and community life in different cultures and report on the lives of heroic people, Native Americans, and settlers to establish past contributions
      • describe current events using various forms of media
    • Mastery—Students are able to:
      • draw conclusions from various historic data collection methods and give examples of local historically significant sites and people
      • use children’s literature, art and music to compare and contrast elements of family and community life in different cultures and compare and contrast past contributions of heroic people, Native Americans, and settlers
      • discuss current events using various forms of media
    • Above Mastery—Students are able to:
      • appraise and critique material from various historical data collection methods and research local historically significant sites and people
      • analyze children’s literature, art and music to discriminate between elements of family and community life in different cultures and communicate past contributions of heroic people, Native Americans, and settlers
      • classify current events using various forms of media
    • Distinguished—Students are able to:
      • compare and contrast material from various historic data collection methods and research local historically significant sites and people
      • research children’s literature, art and music to evaluate elements of family and community life in different cultures and interpret and appraise past contributions of heroic people, Native Americans, and settlers
      • compare and contrast various forms of media representing current events
  • Objectives / Students will:
    • SS.O.02.05.01: gather information and data using family artifacts, photos and interviews to compare different life styles and use this information to construct a timeline, chart of graph of family history through three generations.
    • SS.O.02.05.02: explore the history of the community and give examples of locally significant sites and people.
    • SS.O.02.05.03: compare and contrast the past contributions of heroic people using sources such as stories, folk tales, pictures, poems, songs, legends, holidays and customs.
    • SS.O.02.05.04: discuss current events using various media (e.g., student newspaper, television, news broadcasts).
    • SS.O.02.05.05: read children’s books, stories, legends, myths and folklore and collect data from timelines, charts and graphs to compare and contrast the variety of traditions, languages, structures of families and community life in different cultures, (e.g., Native Americans, early settlers, cultures around the world), and draw conclusions from what they have learned.

Social Studies Standard 6: Reading

SS.S.02.06 / Students will:

  • use the five reading components (phonemic awareness, phonics, background knowledge/vocabulary, high frequency word/fluency, comprehension and writing) in their acquisition of social studies knowledge, insuring a foundation of college readiness in this genre.
  • recognize main ideas and supporting details to locate basic facts (e.g., names, dates, events).
  • distinguish relationships among people, ideas, and events.
  • recognize cause-effect relationships in content passages.
  • outline sequences of events.
  • summarize events and ideas. Infer main idea or purpose of content.
  • draw generalizations and conclusions about people, ideas, and events.
  • write and edit organized texts of various genres to insure that information is clearly understood.

Note: By the completion of fourth grade, West Virginia students are also expected to master the following standards.

Elementary West Virginia Studies explore historic, geographic, economic and civic concepts. These objectives shall be appropriately integrated into the kindergarten—fourth grade curriculum. Teachers introduce students to geographic places and regions. The relationship among geographic settlement patterns and economic development of West Virginia will be examined in this course. Students participate in a variety of activities enabling them to identify research and discuss the cultural heritage of the various groups who settled West Virginia. The course content reflects West Virginia’s unique characteristics as well as its national and global relationships. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.

Social Studies Standard 1: Citizenship

SS.S.WV.1 / Students will:

  • characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).
  • model a respect of symbols, ideas and concepts of the United States and analyze the roles of significant individuals (Respect for People, Events, and Symbols).
  • develop and employ the civic skills necessary for effective citizenship by using criteria to make judgments, arrive at and defend positions and evaluate the validity of the positions of data (Evaluation Skills).
  • develop the participatory skills of interacting, monitoring and influencing that are essential for informed, effective and responsible citizenship, including participation in civic life to shape public policy (Participatory Skills).
  • recognize and communicate the responsibilities, privileges and rights of United States citizens (Civic Life).
  • SS.PD.WV.1 / Performance Descriptors
    • Novice—Students are able to:
      • list examples of civic responsibility;
      • give an example of volunteering locally; and
      • define good citizenship.
    • Partial Mastery—Students are able to:
      • give examples for civic responsibilities, privileges, and rights;
      • identify a local problem define volunteerism;
      • discuss behavior that demonstrates good citizenship.
    • Mastery—Students are able to:
      • categorize and give examples of civic responsibilities, privileges, and rights;
      • propose solutions to a local problem volunteer to help;
      • model behavior that demonstrates good citizenship.
    • Above Mastery—Students are able to:
      • explain the importance of civic responsibilities, privileges and rights;
      • research local problems, choose one, and propose a solution;
      • defend reasons for being a good citizen.
    • Distinguished—Students are able to:
      • summarize the differences between civic responsibilities, privileges, and rights;
      • choose a local problem and develop a plan to implement a solution;
      • assess characteristics of good citizenship.
  • Objectives / Students will:
    • SS.O.WV.1.1: explain various civic responsibilities, privileges and rights (e.g., the act of voting as a West Virginia citizen).
    • SS.O.WV.1.2: propose solutions and investigate opportunities for public volunteerism concerning a local problem.
    • SS.O.K.1.3: model the behavior that shows how students are citizens of their classroom, community, state, and nation.
    • SS.O.K.1.4: take and defend a position as to why fulfilling one’s civic responsibility is important.

Social Studies Standard 2: Civics/Government

SS.S.WV.2 / Students will:

  • examine and analyze the purposes and basic principles of the United States government (Purposes of Government).
  • outline and evaluate and analyze the origins and meanings of the principles, ideals, and core democratic values expressed in the foundational documents of the United States (Ideals of United States Democracy).
  • examine and distinguish the structure, function, and responsibilities of governments and the allocation of power at the local, state and national levels (United States Government and Politics).
  • analyze how the world is organized politically and compare the role and relationship of the United States to other nations and to world affairs (United States Government and World Affairs).
  • SS.PD.WV.2 / Performance Descriptors

    • Novice—Students are able to:
      • define local, county, and state government;
      • name important holidays and local celebrations of West Virginia; and
      • identify and are given opportunity to recite the State Song or State Motto.
    • Partial Mastery—Students are able to:
      • state a role or function of government at the local, county, and state level;
      • discuss important holidays, local celebrations and people of West Virginia; and
      • define and are given the opportunity to recite the State Motto and State Song.
    • Mastery—Students are able to:
      • compare and contrast roles and functions of the government at the local, county and state levels;
      • identify and describe important state symbols, holidays, celebrations and people; and
      • explain and are given the opportunity to recite the State Motto and State Song.
    • Above Mastery—Students are able to:
      • evaluate the importance of roles or functions of local and county levels compared to those of the state level of government;
      • analyze the importance of state symbols, holidays, celebrations, and people; and
      • discuss the purpose of the State Motto and State Song and are given the opportunity to recite each.
    • Distinguished—Students are able to:
      • compare roles and functions of the state government to the roles and function of the national and discuss how they relate to each other;
      • choose important state symbols, holidays, celebrations, or people and summarize their roles; and
      • explain event(s) leading to the development of the State Motto and State Song and are given the opportunity to recite each.
  • Objectives / Students will:
    • SS.O.WV.2.1: identify state symbols, the state capital, celebrations, holidays, famous West Virginians, and the title of the elected leader (the Governor) of the state government.
    • SS.O.WV.2.2: recognize and be given the opportunity to recite the State Motto and sing the State Song.
    • SS.O.WV.2.3: compare and contrast the roles and functions of the government (e.g., legislative, executive, judicial branches) at the local, county and state levels.

Social Studies Standard 3: Economics

SS.S.K.03 / Students will:

  • analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntary exchange and trade-offs (Choices).
  • research, critique and evaluate the roles of private and public institutions in the economy (Institutions).
  • compare and contrast various economic systems and analyze their impact on individual citizens (Economic Systems).
  • illustrate how the factors of production impact the United States economic systems (Factors of Production).
  • analyze the elements of competition and how they impact the economy (Competition).
  • examine and evaluate the interdependence of global economies (Global Economics).
  • SS.PD.WV.3 / Performance Descriptors
    • Novice—Students are able to:
      • identify occupations of people in West Virginia; and
      • list natural resources and recognize geographic features and tell how they are important to the state’s economy.
    • Partial Mastery—Students are able to:
      • give examples of occupations of people in West Virginia; and
      • give examples of natural resources and identify the geographic features that affect the state’s economy.
    • Mastery—Students are able to:
      • categorize major occupations of people in West Virginia; and
      • research the natural resources and geographic features of West Virginia and discuss their effect upon the state’s economic development.
    • Above Mastery—Students are able to:
      • compare major occupations of people in West Virginia; and
      • explain how natural resources and geographic features effect the state’s economic development and contribute to the economic well-being of its residents.
    • Distinguished—Students are able to:
      • critique the importance of major occupations of people in West Virginia; and
      • assess the importance of the state’s natural resources and geographic features to its economic development and the economy of the nation.
  • Objectives / Students will:
    • SS.O.WV.3.1: locate and give examples of the natural resources and geographic features of West Virginia and show their effect upon the economic development of the state.
    • SS.O.WV.3.2: categorize the major occupations of people in the private and public sectors of West Virginia.

Social Studies Standard 4: Geography

SS.S.K.04 / Students will:

  • interpret and choose maps, globes and other geographic tools to categorize and organize information about personal directions, people, places, and environments (The World in Spatial Terms).
  • examine the physical and human characteristics of place and explain how the lives of people are rooted in places and regions (Places and Regions).
  • analyze the physical processes that shape the earthís surface and create, sustain and modify the cultural and natural environment (Physical Systems).
  • analyze and illustrate how the earth is shaped by the movement of people and their activities (Human Systems).
  • analyze the interaction of society with the environment (Environment and Society).
  • point out geographic perspective and tools and assess techniques available for geographic study (Uses of Geography).
  • SS.PD.WV.04 / Performance Descriptors
    • Novice—Students are able to:
      • know that West Virginia is divided into counties and each has a county seat, that there are bordering states, discuss selected items, and define exact and relative locations; and
      • know that there are four physical geographic regions, tell what the weather patterns are and identify the natural resource land physical geography
    • Partial Mastery—Students are able to:
      • name West Virginia counties and county seats, bordering states, and selected items and differentiate between the exact and relative location of each; and
      • name the four physical geographic regions, describe the weather patterns and explain the impact of natural resource location and physical geography.
    • Mastery—Students are able to:
      • locate West Virginia counties and county seats, bordering states, and selected items and differentiate between the exact and relative location of each; and
      • determine the four physical geographic regions, illustrate the weather patterns and analyze the impact of natural resource location and physical geography.
    • Above Mastery—Students are able to:
      • place West Virginia counties and county seats, bordering states, and selected items on a map and explain the importance of differentiating between the exact and relative location of each; and
      • debate the similarities and differences of the four physical geographic regions, explain the weather pattern changes and evaluate the impact of natural resource location and physical geography;
    • Distinguished—Students are able to:
      • create a map that illustrates relationships between West Virginia counties and the location of their county seats, bordering states, and selected items and create a description differentiating between the exact and relative location of each; and
      • summarize the four physical geographic regions, evaluate the importance of the weather patterns and analyze the relationship between the location of natural resources and physical geography, and evaluate their impact on the inhabitants.
  • Objectives / Students will:
    • SS.O.WV.04.01: locate West Virginia and bordering states on a United States map.
    • SS.O.WV.04.02: determine the four physical geographic regions of West Virginia and the major communities contained within each region.
    • SS.O.K.04.03: locate counties and county seats on a West Virginia map.
    • SS.O.K.04.04: analyze the impact of West Virginia’s geography on transportation, settlement, jobs, clothing, food, shelter, services and interaction with others outside the state.
    • SS.O.K.04.05: illustrate West Virginia’s climate and track the weather.
    • SS.O.K.04.06: compare and contrast the characteristics of renewable and nonrenewable resources.
    • SS.O.K.04.06: differentiate between the exact and relative locations of their state, town, county, and personal address.
    • SS.O.K.04.08: research West Virginia’s population, products, resources, transportation, state parks, forests, and scenic/recreational resources and draw conclusions from the information.
    • SS.O.WV.04.09: use a grid system to locate natural and man-made items on a map.
    • SS.O.WV.04.10: recognize the eight tourist regions of West Virginia.

Social Studies Standard 5: History

SS.S.WV.05 / Students will:

  • organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions and outcomes, and anticipate future application (Chronology).
  • use the processes and resources of historical inquiry to develop appropriate questions, gather and examine evidence, compare, analyze and interpret historical data (Skills and Application).
  • examine, analyze and synthesize historical knowledge of major events, individuals, cultures and the humanities in West Virginia, the United States, and the world (Culture and Humanities).
  • use historical knowledge to analyze local, state, national and global interdependence (Interpretation and Evaluation).
  • examine political institutions and theories that have developed and changed over time; and research and cite reasons for development and change (Political Institutions).
  • SS.PD.WV.05 / Performance Descriptors
    • Novice—Students are able to:
      • give examples of past and present lifestyles of West Virginia;
      • list examples of economic, social, and political history of West Virginia; and
      • verbally give short answers to specific questions.
    • Partial Mastery—Students are able to:
      • describe lifestyles and cultural life of West Virginia reflected in folklore and heritage;
      • give examples of economic, social, and political history of West Virginia; and
      • write a paragraph or short answer to specific questions.
    • Mastery—Students are able to:
      • compare and contrast past and present lifestyles of West Virginia and describe the cultural life reflected in folklore and heritage;
      • reconstruct the economic, social, and political history of West Virginia; and
      • construct short reports to answer specific questions.
    • Above Mastery—Students are able to:
      • discriminate between past and present lifestyles giving reason for their differences and evaluate the folklore and heritage;
      • explain important events in economic, social, and political history of West Virginia; and
      • research topics of interest and write short summaries.
    • Distinguished—Students are able to:
      • summarize past and present lifestyles of West Virginia and relate the culture to folklore and heritage;
      • summarize changes in the economic, social, and political history of West Virginia; and
      • summarize and defend sources they use to write reports.
  • Objectives / Students will:
    • SS.O.WV.05.01: reconstruct the economic, social and political history of West Virginia.
    • SS.O.WV.05.02: research and describe the cultural life of West Virginia as reflected in folklore and heritage.
    • SS.O.K.05.03: compare and contrast past and present lifestyles of West Virginians.
    • SS.O.K.05.04: use reference sources to construct short reports that answer specific questions about West Virginia.
 
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