In grade five, the lead discipline is history supplemented by a strong secondary emphasis on citizenship and government. Students explore the history of North America in the period before 1800. They learn about complex societies that existed on the continent before 1500, and subsequent interactions between Indigenous peoples, Europeans and Africans during the period of colonization and settlement. They examine regional economies and learn that profit motivates entrepreneurs (such as early American fur traders). They trace the development of self-governance in the British colonies and identify major conflicts that led to the American Revolution. They analyze the debates that swirled around the creation of a new government and learn the basic principles of democracy that were set forth in the Declaration of Independence, the Constitution and the Bill of Rights. Students become immersed in historical inquiry, learning to “think like a historian.” They weigh the costs and benefits of decisions (such as the decision of some colonists to sever ties with the British) and analyze the contributions of historically significant people to the development of American political culture.

Social Studies Strand 1: Citizenship & Government

Substrand 1: Civic Skills

• 1. Democratic government depends on informed and engaged citizens who exhibit civic skills and values, practice civic discourse, vote and participate in elections, apply inquiry and analysis skills, and take action to solve problems and shape public policy.
  • 5.1.1.1.1 Simulate a historic event to show how civic engagement (voting, civil discourse about controversial issues and civic action) improves and sustains a democratic society, supports the general welfare, and protects the rights of individuals.

  For Example:
  Historical events—Constitutional Convention, a town meeting.

  • 5.1.1.1.2 Identify a public problem in the school or community, analyze the issue from multiple perspectives, and create an action plan to address it.

  For Example:
  Public Problem—Students litter while walking to school; balls from the playground land in neighbor's yards.

Substrand 2: Civic Values and Principles of Democracy

• 2. The civic identity of the United States is shaped by historical figures, places, and events and by key foundational documents and other symbolically important artifacts.
  • 5.1.2.2.1 Identify historically significant people during the period of the American Revolution; explain how their actions contributed to the development of American political culture.

  For Example:
  Historically significant people might include George Washington, Thomas Jefferson, James Madison, Alexander Hamilton, Mercy Otis Warren, Joseph Brandt, Elizabeth Freeman.

Substrand 3: Rights and Responsibilities

• 5. Individuals in a republic have rights, duties, and responsibilities.
  • 5.1.3.5.1 Explain specific protections that the Bill of Rights provides to individuals and the importance of these ten amendments to the ratification of the United States Constitution

  For Example:
  Protections—speech, religion (First Amendment), bear arms (Second Amendment), protections for people accused of crimes (Fourth, Fifth, Sixth, Eighth Amendments).

Substrand 4: Governmental Institutions and Political Processes

• 7. The United States government has specific functions that are determined by the way that power is delegated and controlled among various bodies—the three levels (federal, state, local) and the three branches (legislative, executive, judicial)—of government.
  • 5.1.4.7.1 Explain the primary functions of the three branches of government and how the leaders of each branch are selected, as established in the United States Constitution

  For Example:
  Legislative branch makes laws; Congress is elected. Executive branch carries out laws; President is elected, cabinet members are appointed. Judicial branch decides if laws are broken; Supreme Court justices and federal judges are appointed

  • 5.1.4.7.2 Describe how governmental power is limited through the principles of federalism, the separation of powers, and checks and balances.
  • 5.1.4.7.3 Identify taxes and fees collected, and services provided, by governments during colonial times; compare these to the taxes and fees collected, and services provided, by the government today.

  For Example:
  Property tax funds local government (schools, parks, city streets). Sales and income tax funds state government (State Patrol, Department of Natural Resources). Fees fund parks.

• 8. The primary purposes of rules and laws within the United States constitutional government are to protect individual rights, promote the general welfare and provide order.
  • 5.1.4.8.1 Explain how law limits the powers of government and the governed, protects individual rights and promotes the general welfare.

  For Example:
  Miranda v. Arizona, Ninth and Tenth Amendments, Civil Rights Act of 1964.

Social Studies Strand 2: Economics

Substrand 1: Economic Reasoning Skills

• 1. People make informed economic choices by identifying their goals, interpreting and applying data, considering the short- and long-run costs and benefits of alternative choices and revising their goals based on their analysis.
  • 5.2.1.1.1 Apply a decision-making process to identify an alternative choice that could have been made for a historical event; explain the probable impact of that choice.

  For Example:
  Decision-making processes—a decision tree, PACED decision-making process (Problem, Alternative, Criteria, Evaluation, Decision).

Substrand 2: Personal Finance

• 2. Personal and financial goals can be achieved by applying economic concepts and principles to personal financial planning, budgeting, spending, saving, investing, borrowing and insuring decisions.
  • 5.2.2.2.1 Describe various uses of income and discuss advantages and disadvantages of each.

  For example:
  Uses of income—spend, save, pay taxes, contribute to others.
  Advantages of saving—earning interest and having enough money later to make a big purchase.
  Disadvantage—getting fewer goods and services now.

Substrand 4: Microeconomic Concepts

• 6. Profit provides an incentive for individuals and businesses; different business organizations and market structures have an effect on the profit, price and production of goods and services.
  • 5.2.4.6.1 Describe the concept of profit as the motivation for entrepreneurs; calculate profit as the difference between revenue (from selling goods and services) and cost (payments for resources used).

  For Example:
  Entrepreneurs—European explorers and traders. Profit equals revenue minus cost.

Social Studies Strand 3: Geography

Substrand 1: Geospatial Skills

• 1. People use geographic representations and geospatial technologies to acquire, process, and report information within a spatial context.
  • 5.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in the North American colonies; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.

  For example:
  “TODALS” map basics—title, orientation, date, author, legend/ key and scale.
  Spatial information—cities, roads, boundaries, bodies of water, regions.

• 3. Places have physical characteristics (such as climate, topography and vegetation) and human characteristics (such as culture, population, political and economic systems).
  • 5.3.1.3.1 Locate and identify the physical and human characteristics of places in the North American colonies.

  For Example:
  Physical characteristics—landforms (Appalachian Mountains), ecosystems (forest), bodies of water (Potomac River, Chesapeake Bay), soil, vegetation, weather and climate.
  Human characteristics—structures (Faneuil Hall), cities (Richmond, Philadelphia, New York City), political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.

Substrand 4: Human Environment Interaction

• 10. The meaning, use, distribution and importance of resources changes over time.
  • 5.3.4.10.1 Explain how geographic factors affected land use in the North American colonies.

  For Example:
  Geographic factors—climate, landforms, availability of natural resources.

Social Studies Strand 4: History

Substrand 1: Historical Thinking Skills

• 1. Historians generally construct chronological narratives to characterize eras and explain past events and change over time.
  • 5.4.1.1.1 Explain the construct of an era; interpret the connections between three or more events in an era depicted on a timeline or flowchart.

  For example:
  Eras—Before 1620; Colonization and Settlement: 1585- 1763; Revolution and a New Nation: 1754-1800.
  Events—the peopling of North America, the settlement of North American colonies, the events of the American Revolution.

• 2. Historical inquiry is a process which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past.
  • 5.4.1.2.1 Pose questions about a topic in history, examine a variety of sources related to the questions, interpret findings and use evidence to draw conclusions that address the questions.
  • 5.4.1.2.2 Explain a historical event from multiple perspectives.

  For Example:
  Event—Boston Massacre.
  Perspectives—British soldiers, American colonists.

Substrand 4: United States History

• 15. North America was populated by indigenous nations that had developed a whide range of social structures, political systems, and economic activities and whose expansive trade networds extended across the continent (Before European Contact).
  • 5.4.4.15.1 Describe complex urban societies that existed in Mesoamerica and North America before 1500 (Before European Contact).

  For Example:
  Maya, Aztec, Anasazi, Hohokam, Cahokia, Hopewell.

• 16. Rivalries among European nations and their search for new opportunities fueled expanding global trade networks and, in North America, colonization and settlement and the exploitation of indigenous peoples and lands; colonial development evoked varied responses by indigenous nations, and produced regional societies and economies that included imported slave labor and distinct forms of local government (Colonization and Settlement: 1585-1763).
  • 5.4.4.16.1 Identify various motivations of Europeans for exploration and settlement in Asia, Africa and the Americas from the fifteenth to early seventeenth centuries. (Colonization and Settlement: 1585-1763)

  For Example:
  Motivations—the search for a route to Asia, rivalries for resources, religious competition.

  • 5.4.4.16.2 Describe early interactions between indigenous peoples, Europeans and Africans, including the Columbian Exchange; identify the consequences of those interactions on the three groups. (Colonization and Settlement: 1585-1763)
  • 5.4.4.16.3 Identify the role of Europeans and West Africans in the development of the Atlantic slave trade. (Colonization and Settlement: 1585-1763)
  • 5.4.4.16.4 Compare and contrast life within the English, French and Spanish colonies in North America. (Colonization and Settlement: 1585-1763)
  • 5.4.4.16.5 Describe ways that enslaved people and people in free black communities resisted slavery and transferred, developed and maintained their cultural identities. (Colonization and Settlement: 1585-1763)
• 17. The divergence of colonial interests from those of England led to an independence movement that resulted in the American Revolution and the foundation of a new nation based on the ideals of self- government and liberty. (Revolution and a New Nation: 1754-1800)
  • 5.4.4.17.1 Identify major conflicts between the colonies and England following the Seven Years War; explain how these conflicts led to the American Revolution. (Revolution and a New Nation: 1754-1800)

  For Example:
  Conflicts related to the Proclamation Line of 1763, imperial policy shifts aimed at regulating and taxing colonists (Sugar Act, Stamp Act, Townshend Acts, Tea Act, "Coercive" Acts, Quebec Act), "taxation without representation," the Boston Tea Party, the Quartering Act.

  • 5.4.4.17.2 Describe the development of self-governance in the British colonies and explain the influence of this tradition on the American Revolution. (Revolution and a New Nation: 1754-1800)

  For Example:
  Colonial charters, Mayflower Compact, colonial assemblies.

  • 5.4.4.17.3 Identify the major events of the American Revolution culminating in the creation of a new and independent nation. (Revolution and a New Nation: 1754-1800)

  For Example:
  Lexington and Concord, Saratoga, Yorktown, Treaty of Paris.

  • 5.4.4.17.4 Compare and contrast the impact of the American Revolution on different groups within the 13 colonies that made up the new United States. (Revolution and a New Nation: 1754-1800)

  For Example:
  Groups—Women, Patriots, Loyalists, indigenous people, enslaved Africans, free blacks.

  • 5.4.4.17.5 Describe the purposes of the founding documents and explain the basic principles of democracy that were set forth in the Declaration of Independence, the Constitution and the Bill of Rights. (Revolution and a New Nation: 1754-1800)

  For Example:
  Consent of the governed, social contract, inalienable rights, individual rights and responsibilities, equality, rule of law, limited government, representative democracy.

  • 5.4.4.17.6 Describe the successes and failures of the national government under the Articles of Confederation and why it was ultimately discarded and replaced with the Constitution. (Revolution and a New Nation: 1754-1800)
  • 5.4.4.17.7 Describe the major issues that were debated at the Constitutional Convention. (Revolution and a New Nation: 1754-1800)

  For Example:
  Distribution of political power, rights of individuals, rights of states, slavery, the "Great Compromise."

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.