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West Virginia: 4th-Grade Standards

Fourth grade Social Studies is an introduction to the growth of the United States from exploration and colonization (When The Three Worlds Meet) to the conclusion of the American Revolution. Students will analyze the assimilation of various colonial groups, development of improved technology, major historical figures and events. Students will also learn about the physical geography of North America and its influence upon diverse cultures. Data collection and the essential roles of citizens in the democratic process will be emphasized. Roles of elected officials, economic trade-offs and the need for taxation will be introduced. Students will learn how the economic concepts of competition, advertising, budgeting and taxation impact production and consumption. 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.04.01/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.4.1/Performance Descriptors
    • Novice—Students are able to:
      • identify democratic beliefs as expressed in the Declaration of Independence, and recognize examples of good citizenship
      • identify patriotic representations
      • identify community agencies that provide services and recognize examples of volunteerism and responsible leadership
      • recognize examples of diversity in Early American society
      • be exposed to individual rights in conflicts, and examples of peaceful resolutions
    • Partial Mastery—Students are able to:
      • list examples of individual rights in conflicts, and explain peaceful resolutions
      • give examples of diversity in Early American society
      • list community agencies that provide services and give examples of volunteerism and responsible leadership
      • give examples of patriotic representations
      • give examples of democratic beliefs as expressed in the Declaration of Independence, and identify examples of good citizenship
    • Mastery—Students are able to:
      • explain democratic beliefs as expressed in the Declaration of Independence, and give examples of good citizenship
      • explain the significance of patriotic representations
      • outline community agencies that provide services and give examples of volunteerism and responsible leadership
      • research and give examples of diversity in early American society
      • research individual rights in conflicts, and explain peaceful resolutions
    • Above Mastery—Students are able to:
      • research and evaluate the role of individual rights in conflicts, and suggest peaceful resolutions
      • research and analyze the role of diversity in Early American society
      • evaluate community agencies that provide services and give examples of volunteerism and responsible leadership
      • evaluate the significance of patriotic representations
      • analyze democratic beliefs as expressed in the Declaration of Independence, and discuss examples of good citizenship
    • Distinguished—Students are able to:
      • debate democratic beliefs as expressed in the Declaration of Independence, and evaluate examples of good citizenship
      • justify the use and significance of patriotic representations
      • research community agencies, and choose and participate in a volunteer program to demonstrate responsible leadership
      • research, analyze, and debate the role of diversity in Early American society
      • summarize conflicts and analyze the importance of the role of individual rights in the conflicts, and suggest peaceful resolutions for them
  • Objectives / Students will:
    • SS.O.04.01.01: outline various public and private agencies in the community that provide services, explain why you would volunteer to help them, and then give examples of responsible leadership by individuals and groups in your community.
    • SS.O.04.01.02: identify and explain the commonly held democratic values, principles, and beliefs expressed in the Declaration of Independence and the significance of patriotic symbols, holidays, celebrations, and famous people.
    • SS.O.04.01.03: research forms of diversity in early American society, and give examples of the strengths/contributions of each (e.g., indentured servants, slaves, colonists, plantation owners, Native Americans, merchants).
    • SS.O.04.01.04: evaluate the responsibilities, privileges and rights of United States citizenship and the importance of civic life (e.g., voting, jury duty, obeying laws, freedom of speech, worship, paying taxes).
    • SS.O.04.01.05: research recent and historical conflicts concerning individual rights at the international, national, and local levels; then explain how those conflicts were resolved and suggest ways for peaceful conflict resolution.

Social Studies Standard 2: Civics/Government

SS.S.04.02 / 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.4.2 / Performance Descriptors
    • Novice—Students are able to:
      • identify the rule of law and limited government in a democracy and identify examples that prove how they protect individual rights and the common good
      • recognize individual and group rights to dissent responsibly
      • read George Washington’s farewell address
    • Partial Mastery—Students are able to:
      • explain the rule of law and limited government in a democracy and prove how they protect individual rights and the common good
      • explain individual and group rights to dissent responsibly
      • identify the most significant points in George Washington’s farewell address
    • Mastery—Students are able to:
      • justify the rule of law and limited government in a democracy and prove how they protect individual rights and the common good
      • defend individual and group rights to dissent responsibly
      • identify and discuss the most significant points in George Washington’s farewell address
    • Above Mastery—Students are able to:
      • evaluate the rule of law and limited government in a democracy and prove how they protect individual rights and the common good
      • justify the reasons for individual and group dissension and how they can do so responsibly
      • summarize the most significant points in George Washington’s farewell address
    • Distinguished—Students are able to:
      • summarize the rule of law in a limited government in a democracy and debate individual and group rights to dissent responsibly using a current or historical conflict
      • debate individual and group rights to dissent responsibly and summarize your conclusions
      • interpret George Washington’s farewell address and apply it to current events
  • Objectives / Students will:
    • SS.O.04.02.01: justify the rule of law and limited government and prove how they protect individual rights and the common good.
    • SS.O.04.02.02: defend the rights of individuals in the democratic process and the right of an individual or group (e.g., minorities, religious groups, women, children, elderly) to dissent responsibly.
    • SS.O.04.02.03: identify and discuss the most significant points in George Washington’s farewell address.

Social Studies Standard 3: Economics

SS.S.04.03 / 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.4.3 / Performance Descriptors
    • Novice—Students are able to:
      • recognize that economic factors helped shape the early American colonies before and after the Revolutionary War including slavery and indentured servitude
      • recognize examples of key economic concepts and state that consumers make choices
      • define taxes and public services
      • identify information in simple graphics
    • Partial Mastery—Students are able to:
      • summarize the economic factors that shaped the early American colonies before and after the Revolutionary War including slavery and indentured servitude
      • give examples of key economic concepts and understand that multiple factors impact consumer choices
      • state that taxes pay for public services
      • read graphics and interpret simple data
    • Mastery—Students are able to:
      • prioritize and summarize the economic factors that shaped the early American colonies before and after the Revolutionary War including slavery and indentured servitude
      • explain and give examples of key economic concepts and analyze factors that impact consumer choices
      • relate the concept of taxation to public services
      • construct graphics to display data
    • Above Mastery—Students are able to:
      • analyze how economic factors shaped the early American colonies before and after the Revolutionary War including slavery and indentured servitude
      • analyze key economic concepts and factors that impact consumer choices, and develop a budget based on the analysis
      • analyze how taxes pay for public services
      • construct graphics to display data and use the information to draw conclusions
    • Distinguished—Students are able to:
      • debate and evaluate the economic factors that shaped the early American colonies before and after the Revolutionary War including slavery and indentured servitude
      • summarize key economic concepts and factors that impact consumer choices, and defend a budget based on the summary
      • prioritize the public services which taxes provide and predict future services that may be needed
      • select and use the correct graphics needed to interpret data and predict outcomes
  • Objectives / Students will:
    • SS.O.04.03.01:Explain and give examples of the following economic concepts: [1]trade-offs or choices/compromise—opportunity costs (e.g., developing hypothetical budgets in simulated situations) [2]people as consumers and as producers of goods [3]effects of competition and supply-demand on prices.
    • SS.O.04.03.02: analyze communications techniques that impact consumer choices (e.g., print/nonprint, advertisement, media)
    • SS.O.04.03.03: prioritize in order of importance the factors that shaped the economy of the early American colonies and identify the effects of the American Revolution on economic development and economic institutions.
    • SS.O.04.03.04: relate the concept of taxation to public services.
    • SS.O.04.03.05: summarize how slavery and indentured servitude influenced the early economy of the United States.
    • SS.O.04.03.06: construct and use charts, graphs, tables and grids to display data.

Social Studies Standard 4: Geography

SS.S.04.04 / 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.4.4 / Performance Descriptors
    • Novice—Students are able to:
      • name North, South, and Central American countries and describe a physical feature of each
      • identify the different lifestyles of the people before and after the arrival of the Europeans
      • read maps and name an effect of geographic factors on physical, economic, political, and transportation changes
    • Partial Mastery—Students are able to:
      • identify North, South, and Central American countries on a map and describe their physical features
      • discuss the lifestyles of the people before and after the arrival of the Europeans
      • construct maps and recognize the effect of geographic factors on physical, economic, political, and transportation changes
    • Mastery—Students are able to:
      • use maps to locate the physical features of North, South, and Central American countries
      • compare the lifestyles of the inhabitants before and after the arrival of the Europeans
      • plan and construct maps to analyze the effect of geographic factors on physical, economic, political, and transportation changes
    • Above Mastery—Students are able to:
      • plan and create maps of North, South, and Central American countries, that show detailed physical features
      • analyze the differences in the lifestyles of the people before and after the arrival of the Europeans
      • use maps to make connections between the effect of geographic factors on physical, economic, political, and transportation changes
    • Distinguished—Students are able to:
      • use maps to analyze the data regarding differences in the physical features of North, South, and Central American countries
      • anticipate the lifestyle changes of people in North, South and Central American countries before and after the arrival of the Europeans
      • predict the effects of geographic factors on future physical, economic, political, and transportation changes
  • Objectives / Students will:
    • SS.O.04.04.01: locate North, South and Central American countries and describe their major physical features (e.g., bodies of water, mountains, rivers, grasslands, oases) using geographic terms.
    • SS.O.04.04.02: Analyze and assess the effects of and explain how people adapted to geographic factors (e.g., climate, mountains, bodies of water) on the following: [1]transportation routes [2]settlement patterns and population density [3]culture (e.g., jobs, food, clothing, shelter, religion, government) [4]interactions with others (local, national, global)
    • SS.O.04.04.03: compare and contrast the physical, economic and political changes of America caused by geographic conditions and human intervention (e.g., bridges, canals, state boundaries, transportation).
    • SS.O.04.04.04: locate the settlement areas of the Native American nations and explain their lifestyle before the arrival of the Europeans.
    • SS.O.04.04.05: plan and construct maps to demonstrate knowledge of map skills (e.g., symbols in a legend/key. lines of demarcation [Equator, Prime Meridian, latitude and longitude, time zones, borders, coast lines], scales, directions [cardinal and intermediate] and geographic barriers).

Social Studies Standard 5: History

SS.S.04.05 / 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.4.5 / Performance Descriptors
    • Novice—Students are able to:
      • recognize that community life, family roles, and cultures differed in Colonial America
      • read about and discuss major historical periods and events in North America through the Revolutionary Period, including the stories of various groups and identify choices made by different groups
      • list factors that influenced the founding of the original colonies including the institution of slavery
      • read about the European explorers, and discuss their reasons for exploration, the result of their presence on peoples in English, French, Spanish, and Native American cultures, and the effect of their exploration on the rest of the world
      • read summaries of primary documents, recognize patterns of early American settlement and territorial expansion from maps, and charts
    • Partial Mastery—Students are able to:
      • describe how community life, family roles, and cultures influenced Colonial America
      • identify major historical periods and events in North America through the Revolutionary Period, including the stories of various groups and relate the events to the choices made by different groups
      • compare the influences of various factors on the founding of the original colonies including the institution of slavery
      • list the European explorers and their reasons for exploration, the result of their presence on peoples in English, French, Spanish, and Native American cultures, and some of the effects of their exploration on the rest of the world
      • use primary documents, maps, and charts to show patterns of early American settlement and territorial expansion
    • Mastery—Students are able to:
      • compare and contrast community life, family roles, and the cultures that influenced Colonial America
      • chronologically organize and explain major historical periods and events in North America through the Revolutionary Period, including the stories of various groups and explain how these events influenced choices made by different groups
      • research and compare the influences of various factors on the founding of the original colonies including the institution of slavery
      • list the European explorers and explain their reasons for exploration, the result of their presence on peoples in English, French, Spanish, and Native American cultures, and the effect of their exploration on the rest of the world
      • research primary documents, maps and charts and show patterns of early American settlement and territorial expansion
    • Above Mastery—Students are able to:
      • analyze the differences in community life, family roles, and the cultures that influenced Colonial America
      • analyze major historical periods and events in North America through the Revolutionary Period in sequence, including the stories of various groups and compare choices made by different groups during these events and periods
      • research the various influences on the founding of the original colonies including the institution of slavery and analyze the impact of each
      • compare and contrast the European explorers, their reasons for exploration, the result of their presence on peoples in English, French, Spanish, and Native American cultures, and the effect of their exploration on the rest of the world
      • research and explain patterns of early American settlement and territorial expansion using primary documents, maps, and charts
    • Distinguished—Students are able to:
      • evaluate each one then summarize how community life, family roles, and cultures influenced Colonial America
      • summarize major historical periods and events in sequence in North America through the Revolutionary Period, including the stories of various groups and research to prove how specific events influenced choices made by different groups
      • evaluate the relative importance of various influences on the founding of the original colonies including the institution of slavery and summarize their impact
      • analyze the relative importance of European explorers, evaluate their reasons for exploration, the result of their presence on peoples in English, French, Spanish, and Native American cultures, and the effect of their exploration on the rest of the world
      • analyze and anticipate patterns of early American settlement and territorial expansion using primary documents, maps, and charts
  • Objectives / Students will:
    • SS.O.04.05.01: create timelines to sequence and infer connections between events in major historical periods in U.S. history (e.g., discovery, colonization, revolution)
    • SS.O.04.05.02: chronologically organize and explain the influences of individuals and events discussed in the stories of Native Americans, explorers, settlers and colonists in North America through the Revolutionary Period.
    • SS.O.04.05.03: research and compare the influence of various factors of the founding of the original colonies (e.g., economic, geographic, political, religious).
    • SS.O.04.05.04: identify areas and patterns of early American settlement and depict territorial expansion and population distribution in the United States through maps, charts, pictures and research projects.
    • SS.O.04.05.05: list the European explorers of the 15th and 16th centuries, explain their reasons for exploration and the information gained from their journeys and then show how their travels in North America affected both North America and the rest of the world.
    • SS.O.04.05.06: Compare and contrast community life and family roles in various regions and social classes of colonial America.
    • SS.O.04.05.07: research how and why African Americans came to America and explain the motivation behind the development of slavery.
    • SS.O.04.05.08: chronologically organize and categorize the major events leading to and during the Revolutionary War; examine and explain why and how these events influenced choice made by different groups (e.g., Patriots, Loyalists, Native Americans) during this period.
    • SS.O.04.05.09: describe language, stories, music, folk tales, and artistic creations as expressions of culture that influenced the behaviors of people in colonial America.
    • SS.O.04.05.10: compare and contrast the cultures of the colonists and Native Americans and describe the changes that occurred when they came into contact with one another.
    • SS.O.04.05.11: explain the similarities and differences in backgrounds, motivations and occupational skills between people in the English settlements and those in the French and Spanish settlements.
    • SS.O.04.05.12: select, analyze, interpret and use information from various sources for reconstructing the past (e.g., documents, letters, maps, photos, newspaper articles) and prepare short reports that explain who, what, when, where, how and why events occurred as they did.

Social Studies Standard 6: Reading

SS.S.04.06 / 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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