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West Virginia: 5th-Grade Standards

The fifth grade Social Studies program is a basic overview of the United States beginning with its emergence as a new nation. Students recognize and evaluate the significance of major events of each historical period. Students examine primary source documents relating to the establishment of the nation and the new government. They continue to learn the role of citizenship and social responsibility in the school and community. Students examine the transformation from rural to urban and from agriculture to industry focusing on the economic impact of these moves. Students learn how government decisions impact the economy. 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.05.01/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.5.1/Performance Descriptors
    • Novice—Students are able to:
      • state the roles of an American citizen in relation to responsibilities, rights, involvement in political processes and decision-making
      • identify powers of government and the core documents
      • identify names of groups and institutions working to meet the individual needs and promote the common good (e.g., Red Cross, laws)
    • Partial Mastery—Students are able to:
      • identify responsibilities and rights and give an example of decision-making involved in political processes
      • identify the source of governmental power and the belief in common values and principles as defined by our core documents
      • recognize names of groups and institutions working to meet the individual needs and promote the common good (e.g., Red Cross, laws)
    • Mastery—Students are able to:
      • explain the rights, responsibilities, participation and involvement in political processes and decision-making
      • examine the source of governmental power and the belief in common values and principles as defined by the core documents
      • describe how groups and institutions work to meet the individual needs and promote the common good (e.g., Red Cross, laws)
    • Above Mastery—Students are able to:
      • clarify the roles of an American citizen in relation to responsibilities, rights, involvement in political processes and decision-making
      • defend the source of governmental power, the belief in common values and principles as defined by our core documents
      • participate in groups or institutional activities that work to meet the individual needs and promote the common good (e.g., Red Cross, laws)
    • Distinguished—Students are able to:
      • justify and defend the roles of an American citizen in relation to responsibilities, rights, involvement in political processes and decision-making
      • justify and defend the source of governmental power and analyze the belief in common values and principles as defined by our core documents
      • evaluate the effectiveness of participation in a group or institutional activity designed to meet the individual needs and promote the common good
  • Objectives / Students will:
    • SS.O.05.01.01: analyze how government and non-government groups and institutions work to meet the individual needs and promote the common good (e.g., Red Cross, FEMA, Bills, laws, foundations) and evaluate their actions.
    • SS.O.05.01.02: explain the political process and evaluate its importance in decision-making.
    • SS.O.05.01.03: explain the consent of the governed as a source of government authority.
    • SS.O.05.01.04: evaluate the importance of citizens having and supporting common democratic values and principles expressed in the nation’s core documents.
    • SS.O.05.01.05: categorize the responsibilities, duties, privileges and rights of American citizenship and analyze the differences.

Social Studies Standard 2: Civics/Government

SS.S.05.02 / 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.5.2 / Performance Descriptors
    • Novice—Students are able to:
      • state how government meets the wants and needs of people in the foundation documents
      • name the steps taken for a bill to become law and take part in a mock trial
    • Partial Mastery—Students are able to:
      • identify how government provides for the needs and wants of the people in the foundation documents
      • list the steps necessary for a bill to become law, tell how laws evolve to meet the wants and needs of people and participate in a mock trial
    • Mastery—Students are able to:
      • explain how and when the government provides for the needs and wants of the people in the foundation documents
      • outline the steps necessary for a bill to become law, explain the evolution of laws to establish order and manage conflict and participate in a mock trial
    • Above Mastery—Students are able to:
      • research and explain how and when the government does or does not provide for the needs and wants of the people in the foundation documents
      • analyze the steps taken for a bill to become law, recognize the evolution of laws to establish order and manage conflict and participate in a mock trial
    • Distinguished—Students are able to:
      • evaluate how government does or does not provide for the needs and wants of the people in the foundation documents
      • justify the steps taken for a bill to become law, recognize the evolution of laws to establish order and manage conflict and argue points of law in a mock trial
  • Objectives / Students will:
    • SS.O.05.02.01: judge whether local, state and national governments do or do not provide for the needs and wants of people, establish order and manage conflict.
    • SS.O.05.02.02: assume a role in a mock trial proceeding to demonstrate the trial by jury process.
    • SS.O.05.02.03: examine, analyze and compare these three founding documents of the United States: (1)Bill of Rights (2)Articles of Confederation (3)First three articles of the Constitution
    • SS.O.05.02.04: analyze the importance of laws and explain and illustrate how laws are made and how they affect the home, classroom, school, community, state, nation and world.

Social Studies Standard 3: Economics

SS.S.05.03 / 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.5.3 / Performance Descriptors
    • Novice—Students are able to:
      • recognize economic factors, agriculture, slavery, industrialization, supply and demand and competition in the development of the United States economy
      • identify individual consumer habits from the emergence of a new nation to the present
    • Partial Mastery—Students are able to:
      • describe economic factors, agriculture, slavery, industrialization, supply and demand and competition in the development of the United States economy
      • list individual consumer habits from the emergence of a new nation to the present
    • Mastery—Students are able to:
      • describe the role of economic factors, agriculture, slavery, industrialization, supply and demand and competition in the development of the United States economy
      • trace individual consumer habits from the emergence of a new nation to the present
    • Above Mastery—Students are able to:
      • use the data to create a comparative chart of economic factors, agriculture, slavery, industrialization, supply and demand and competition in the development of the United States economy
      • differentiate individual consumer habits from the emergence of a new nation to the present
    • Distinguished—Students are able to:
      • use comparative charts to assess the impact of economic factors, agriculture, slavery, industrialization, supply and demand and competition in the development of the United States economy
      • critique individual consumer habits from the emergence of a new nation to the present
  • Objectives / Students will:
    • SS.O.05.03.01: explain the roles of consumers and suppliers in the United States economy and apply the concepts of sales, expenses and profits to a real life event (e.g., bake sale as a fund raiser, sports events, concession stand, snack machines)
    • SS.O.05.03.02: apply the concept of supply and demand to specific historic and current economic situations in the United States (e.g., slavery, oil and gas).
    • SS.O.05.03.03: assess economic factors in various regions of the United States and show how and why they enhance or limit economic activities.
    • SS.O.05.03.04: explain the role of agriculture and the impact of industrialization on the economic development of the United States.

Social Studies Standard 4: Geography

SS.S.05.04 / 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.5.4 / Performance Descriptors
    • Novice—Students are able to:
      • point out distances and identify locations and landforms
      • recognize the evolution of cultures in the United States
      • identify a region of the United States
    • Partial Mastery—Students are able to:
      • recognize and describe distances and identify locations and landforms
      • identify the evolution of cultures in the United States
      • describe various regions of the United States
    • Mastery—Students are able to:
      • measure distances, locate, identify, interpret and compare regions, landforms and locations
      • show the evolution of cultures in the United States
      • discuss various regions of the United States in regard to physical processes and illustrate how early human activities and the environment shaped the United States
    • Above Mastery—Students are able to:
      • apply distance measurements to help evaluate data collected regarding the physical environment and landscape
      • analyze the evolution of cultures in the United States
      • compare and contrast various regions of the United States including physical processes, early human activities and the environment
    • Distinguished—Students are able to:
      • choose locations varying in distance and summarize similarities and differences in geographic landscapes
      • analyze and evaluate the evolution of cultures in the United States
      • compare and contrast various regions of the United States and correlate the conditions of the environment to cultural patterns in the United States
  • Objectives / Students will:
    • SS.O.05.04.01: interpret and draw conclusions from United States maps (e.g., special purpose maps, graphs, charts, tables, timelines).
    • SS.O.05.04.02: measure distances in latitude and longitude using a scale on a variety of maps and globes and then transfer the concept of cardinal and intermediate directions to describe the relative location of countries by hemisphere and proximity to the equator.
    • SS.O.05.04.03: locate, identify and compare the major rivers, landforms, natural resources, climate regions, major soil regions and deserts of the United States and use a variety of maps to analyze the frequency or lack of urban areas within these regions.
    • SS.O.05.04.04: compare and contrast the various regions of the United States, locate each of the fifty United States and correlate them with their regions.
    • SS.O.05.04.05: examine the role of geography in the history of the United States expansion by correlating the conditions of the environment to cultural patterns and the westward movement and settlement to the location of natural resources and physical geography conditions.
    • SS.O.05.04.06: research how people have changed the environment of the United States, critique their actions and report your findings to the class.

Social Studies Standard 5: History

SS.S.05.05 / 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.5.5 / Performance Descriptors
    • Novice—Students are able to:
      • identify and analyze significant people, places, documents, ideas and events in correct historical periods, explain relevant quotes and conduct research about historical figures
      • list the events and historic figures that led the U.S. to become a world power and explain the role of the U.S. in significant events of the 19th and 20th century
      • identify ways immigration, westward migration and improvements in transportation impact American society
    • Partial Mastery—Students are able to:
      • connect significant people, places, documents, ideas and events to correct historical periods, explain relevant quotes and conduct research about historical figures
      • identify the events and historic figures that led the U.S. to become a world power and explain the role of the U.S. in significant events of the 19th and 20th century
      • give an example of influence of immigration, westward migration and improvements in transportation impact American society
    • Mastery—Students are able to:
      • identify and analyze significant people, places, documents, ideas and events in correct historical periods, interpret relevant quotes and conduct research about historical figures
      • analyze the events and historic figures that led the U.S. to become a world power and explain the role of the U.S. in significant events of the 19th and 20th century
      • describe the influence of immigration, westward migration and improvements in transportation impact American society
    • Above Mastery—Students are able to:
      • evaluate the significance of the actions of selected people, places, documents, ideas and events in correct historical periods, interpret relevant quotes and conduct research about historical figures
      • evaluate the events and historic figures that led the U.S. to become a world power and justify the role of the U.S. in significant events of the 19th and 20th century
      • explain the most significant influence of immigration, westward migration and improvements in transportation and their impact American society
    • Distinguished—Students are able to:
      • evaluate and communicate how people, places, documents, ideas and events are connected in historical periods, analyze and interpret relevant quotes and conduct research about historical figures to determine their significance in US History
      • summarize the events and include the relevant historic figures that led the U.S. to become a world power and defend how they influenced U.S. decisions in the 19th and 20th century
      • analyze and demonstrate the influence of immigration, westward migration and improvements in transportation impact American society
  • Objectives / Students will:
    • SS.O.05.05.01: analyze the events and the historic figures responsible for such documents as the United States Constitution, the Bill of Rights and the Emancipation Proclamation and explain why maintaining such documents, records and landmarks is important to the United States.
    • SS.O.05.05.02: create a timeline showing the arrival of major immigrant groups and describe their experiences and influence upon American society using primary source documents.
    • SS.O.05.05.03: describe the development of transportation in the United States and explain its impact on settlement, industry and residential patterns as well as the social and technological changes that occurred through the time of the Industrial Revolution.
    • SS.O.05.05.04: interpret quotes of famous Americans from various periods of history and explain how songs, symbols and slogans demonstrate freedom of expressions (e.g., patriotism, abolition of slavery, women’s suffrage, labor movements, Civil Rights Movement).
    • SS.O.05.05.05: research important figures and their reactions to events and judge their significance to the history of our democracy (e.g., George Washington, Thomas Jefferson, Abraham Lincoln, Sojourner Truth, Susan B. Anthony, Eleanor Roosevelt and Martin Luther King, Jr.).
    • SS.O.05.05.06: evaluate the contributions of regional folk heroes and other popular figures and judge the significance of those contributions to the cultural history of the United States (e.g., frontiersmen such as Daniel Boone, cowboys, mountain men such as Jedediah Smith, American Indian Chiefs including Geronimo and outlaws such as Billy the Kid).
    • SS.O.05.05.07: explain the issues faced by Washington when he became the first United States President.
    • SS.O.05.05.08: discuss reasons for westward expansion and explain how the government policies affected the inhabitants of the American West (e.g., Native Americans, their nations and their landholdings).
    • SS.O.05.05.09: analyze the impact of slavery and the Abolitionist Movement upon the development of the United States.
    • SS.O.05.05.10: identify causes, major events and important people of the Civil War and explain why various reconstruction plans succeeded or failed.
    • SS.O.05.05.11: summarize the events that led to the United States becoming a world power.
    • SS.O.05.05.12: identify the key figures and events, explain the causes and analyze the effects of World War I, the Great Depression, and World War II on the American people and on the policies of the United States government.
    • SS.O.05.05.13: research significant leaders in the Civil Rights Movement (e.g., John Fitzgerald Kennedy, Martin Luther King, Jr., Rosa Parks, Lyndon Johnson, Susan B. Anthony).

Social Studies Standard 6: Reading

SS.S.05.06 / 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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