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West Virginia: 3rd-Grade Standards

Third grade Social Studies presents a study of the broader community to introduce state and nation. Students explain community changes due to technology, human interaction with the environment and the movement of people. Students practice citizenship in the school and community and study government at local, state and national levels. The basic economic concepts of supply and demand, taxation and budgeting within the context of the community will be introduced. The objectives for elementary West Virginia Social Studies may be integrated throughout the K-4 curriculum. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives.

Social Studies Standard 1: Citizenship

SS.S.03.01/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.3.1/Performance Descriptors
    • Novice—Students are able to:
      • name acts of good citizenship in various locations and practice principles of honesty, fairness, and justice
      • name groups that work together in the community
      • discuss what a volunteer program is and work to accomplish its goals
      • name patriotic symbols, holidays, and famous people
      • read about examples of the common good and the importance of respect for and protection of minorities
    • Partial Mastery—Students are able to:
      • recognize the importance of good citizenship in various locations and practice principles of honesty, fairness, and justice
      • identify groups that work in community and research their goals
      • name a volunteer program, and work to accomplish its goals
      • match patriotic symbols, holidays, and famous people to their meanings
      • study examples of the common good and state the importance of respect for and protection of minorities
    • Mastery—Students are able to:
      • describe and model good citizenship in various locations and practice principles of honesty, fairness, and justice
      • examine the impact that groups can make in a community by working together
      • choose a volunteer program, and work to accomplish its goals
      • explain the significance of patriotic symbols, holidays, and famous people
      • identify examples of the common good and recognize the importance of respect for and protection of minorities
    • Above Mastery—Students are able to:
      • explain why you choose to be a good citizen and practice principles of honesty, fairness, and justice
      • research community groups, find their goals, and explain how they make the community better
      • choose a volunteer program and take on a leadership role to accomplish its goals
      • research and explain the significance of patriotic symbols, holidays, and famous people
      • examine examples of the common good and explain the importance of respect for and protection of minorities
    • Distinguished—Students are able to:
      • explain what happens when people choose not to be good citizens and practice principles of honesty, fairness, and justice
      • analyze the impact specific groups make in a community by working together and determine the value of their work
      • create a volunteer program, and lead it to accomplish its goals
      • analyze the significance of patriotic symbols, holidays, and famous people and order them by relative importance
      • analyze specific examples of the common good and explain the importance of respect for and protection of minorities
  • Objectives / Students will:
    • SS.O.03.01.01: identify and practice principles of honesty, fairness and justice in experiences at home, school and in the community.
    • SS.O.03.01.02: describe and model the personal and civic responsibilities of good citizenship in the classroom, school and community.
    • SS.O.03.01.03: explain the significance of patriotic symbols, holidays, celebrations and famous people.
    • SS.O.03.01.04: recognize the importance of respect and protection of minorities.
    • SS.O.03.01.05: give examples of how people working together can accomplish goals that individuals working alone cannot.
    • SS.O.03.01.06: examine the impact that groups can make in a community.
    • SS.O.03.01.07: identify examples of concepts of the common good (what is best for the most people).
    • SS.O.03.01.08: choose a volunteer program and work independently and cooperatively to accomplish its goals.

Social Studies Standard 2: Civics/Government

SS.S.03.02 / 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.3.2 / Performance Descriptors
    • Novice—Students are able to:
      • state that government is important
      • find examples of rules and laws
      • define the three levels of government
      • participate in classroom voting to practice majority rule
      • state that citizens in the United States share certain beliefs
    • Partial Mastery—Students are able to:
      • give reason for the importance of government in different settings
      • use a checklist to evaluate rules and laws
      • match the three levels of government and their responsibilities
      • define and practice majority rule in the classroom
      • list commonly held principles and beliefs that unite citizens
    • Mastery—Students are able to:
      • evaluate the importance of government in different settings
      • apply criteria to evaluate rules and laws
      • identify the three levels of government and their responsibilities
      • define and give examples of majority rule
      • explain how commonly held principles and beliefs unite citizens
    • Above Mastery—Students are able to:
      • prioritize the importance of government in different settings
      • choose and use criteria to evaluate rules and laws
      • differentiate among the three levels of government and their responsibilities
      • compare/contrast majority rule and other political systems
      • evaluate how commonly held principles and beliefs unite citizens
    • Distinguished—Students are able to:
      • debate the importance of government in different settings
      • develop criteria to evaluate rules and laws
      • categorize the responsibilities of members of the three levels of government
      • defend the importance of majority rule in a democracy
      • evaluate how commonly held principles and beliefs unite citizens and protect them
  • Objectives / Students will:
    • SS.O.03.02.01: evaluate the importance of government in the classroom, school, community and state.
    • SS.O.03.02.02: explain that citizens are united by commonly held principles and beliefs.
    • SS.O.03.02.03: identify the three levels (local, state, federal) of government and the responsibilities of each level.
    • SS.O.03.02.04: define major rule and give examples of that concept in a democracy.
    • SS.O.03.02.05: apply criteria in evaluating rules and laws (e.g., strengths and weaknesses, design and purpose, enforcement, bias).

Social Studies Standard 3: Economics

SS.S.03.03 / 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.3.3 / Performance Descriptors
    • Novice—Students are able to:
      • define scarcity and supply and demand and sequence pictures that illustrate the path from raw material to finished product
      • find examples of advertising and discuss product demand
      • look at budgets and read about how banks work
      • read graphs that explain economic concepts
      • state that different occupations are paid differently
      • find examples of taxes and services
    • Partial Mastery—Students are able to:
      • give examples of scarcity and the concept of supply and demand and trace the path from raw material to finished product
      • discuss and illustrate how increases in advertising affect product demand
      • discuss why budgeting is important and how banks work
      • use graphics to explain economic concepts
      • discuss occupations and how higher salaries influence spending
      • discuss the relationship between taxes and services
    • Mastery—Students are able to:
      • characterize scarcity and illustrate the concept of supply and demand and the path from raw material to finished product
      • correlate increases in advertising and product demand
      • explain why budgeting is important and how banks work
      • construct and use graphics to explain economic concepts
      • compare/contrast occupations and their economic impact
      • analyze the relationship between taxes and services
    • Above Mastery—Students are able to:
      • explain how scarcity occurs and differentiate between the concepts of supply and demand and analyze the path from raw material to finished product when disruptions occur
      • analyze increases in advertising and other factors that increase product demand
      • analyze why budgeting is important and how banks work
      • determine the best graphics to construct and use to compare and contrast economic concepts
      • compare/ contrast occupations and illustrate their influence on the economy
      • analyze and illustrate relationship between taxes and services
    • Distinguished—Students are able to:
      • research and develop models that characterize scarcity, develop a marketing plan to illustrate the concept of supply and demand, and create a model to show raw material to finished product
      • create an advertisement that would increase demand for a sample product
      • prepare sample budgets and analyze the importance of banks
      • analyze economic trends and construct graphics to explain them
      • analyze how occupations influence the economy
      • prioritize the services to provide with available taxes
  • Objectives / Students will:
    • SS.O.03.03.01:characterize the concept of scarcity by citing examples of limited supplies and scarce resources.
    • SS.O.03.03.02: explain why budgeting is an important life skill.
    • SS.O.03.03.03: illustrate the basic concept of supply and demand.
    • SS.O.03.03.04: compare and contrast various occupations and their economic impact.
    • SS.O.03.03.05: summarize how banks serve as intermediaries between savers and borrowers.
    • SS.O.03.03.06: analyze the relationship between government taxation and the provision of public services (e.g., policemen, firemen, teacher, libraries, and public schools).
    • SS.O.03.03.07: illustrate the path of a product from the raw material to the final product (e.g., cotton to sweater, coal to electricity).
    • SS.O.03.03.08: correlate competition for products with increases in advertising.
    • SS.O.03.03.09: construct and interpret graphs, charts, maps and other data sources to illustrate the use of resources, the demand for products and the supply of goods and services.

Social Studies Standard 4: Geography

SS.S.03.04 / 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.3.4 / Performance Descriptors
    • Novice—Students are able to:
      • use basic maps and graphics
      • locate the equator and poles, on a map
      • locate WV and surrounding states
      • match pictures of geographic feature and definitions and state that people’s lifestyles and environments differ
      • state that people are affected by the environment
      • match pictures of jobs with environmental and state that the environment needs to be clean
    • Partial Mastery—Students are able to:
      • construct, use and use basic maps and graphics
      • locate borders, equator, poles, and time zones on a map
      • locate the states of the United States
      • identify geographic features and discuss environments and people’s lifestyles
      • give examples of how people affect and are affected by elements of the environment
      • give examples of how people make a living from the environment and how they can keep it clean
    • Mastery—Students are able to:
      • construct, use, and interpret basic map elements and graphics
      • locate borders, longitude and latitude lines, equator, poles, and time zones on a map
      • locate the states and capitals of the United States
      • recognize geographic features and compare/contrast people’s environments and lifestyles
      • relate how people affect and are affected by elements of the environment
      • describe how people make a living from the environment and how they can keep it clean
    • Above Mastery—Students are able to:
      • construct, use, compare/ contrast and interpret multiple map elements and graphics
      • use borders, longitude and latitude lines, and time zones to find specific locations
      • locate the states and capitals of the United States and discuss the regions
      • recognize geographic features, discuss their impact on people and draw conclusions about the affect of the environment on people’s lifestyles
      • analyze how people affect and are affected by elements of the environment
      • analyze how people make a living from the environment and how they can keep it clean
    • Distinguished—Students are able to:
      • construct, use, interpret and draw conclusions based on multiple maps and graphics
      • use borders, longitude and latitude lines, poles, and time zones on a map to describe relative location
      • compare/contrast states in the United States based on their location
      • evaluate how geographic features influence people’s lives and analyze how changes in the environment will affect people’s lifestyles
      • summarize the elements of the environment and their effect on people and how people try to change the environment
      • develop programs that help people make a living from the environment and still keep it clean
  • Objectives / Students will:
    • SS.O.03.04.01: construct and use the basic elements of maps and globes (e.g., title, legend, cardinal directions, scale, grid, parallels, meridians).
    • SS.O.03.04.02: locate north, south, east, west, borders, lines of longitude and latitude, equator, north and south poles and time zones using a map.
    • SS.O.03.04.03: recognize world geographic features (e.g., peninsulas, islands, continents, straits, mountains, rivers, deserts, oceans, seas, harbors, gulfs, forests, oases).
    • SS.O.03.04.04: name and locate states and capitals of the United States.
    • SS.O.03.04.05: compare and contrast climate, weather and location with regard to people’s clothing, food, shelter and jobs.
    • SS.O.03.04.06: relate how people affect and are affected by the various elements of the environment (e.g., water, soil, weather, climate, topography).
    • SS.O.03.04.07: describe how people in the community make their living from the environment and give examples of activities that individuals can do to keep the environment clean.
    • SS.O.03.04.08: construct and interpret data from various types of maps, globes, charts, graphs and timelines (e.g., population, products, climate).

Social Studies Standard 5: History

SS.S.03.05 / 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.3.5 / Performance Descriptors
    • Novice—Students are able to:
      • read about and report on major events, people, and their contributions to the U.S.A. , look at artifacts, pictures
      • use primary sources to learn about the settlement of an area and sequence pictures of the area
      • read about present cultures and those of other periods
      • state that respect for diversity is important
      • listen to discussions of current events
    • Partial Mastery—Students are able to:
      • research, discuss, and report on major events, people, and their contributions to the U.S.A. by using artifacts, pictures, and differing accounts
      • use primary sources to read and discuss settlement of an area and arrange items on timelines and explain them
      • compare present cultures to those another period
      • realize that the respect for diversity is important
      • discuss current events
    • Mastery—Students are able to:
      • research, discuss, make inferences, and report on the significance of major events, people, and their contributions to the U.S.A. by analyzing artifacts, pictures, and differing accounts
      • use primary sources to research the settlement of an area and prepare timelines and reports
      • compare/contrast present cultures to those of other periods
      • explain the importance of respect for diversity
      • discuss and draw conclusions about current events
    • Above Mastery—Students are able to:
      • research, and choose the best sources to explain the significance of major events, people, and their contributions to the U.S.A. by comparing and contrasting artifacts, pictures, and differing accounts
      • choose primary sources to use to research the settlement of an area and prepare timelines and reports
      • research, compare/contrast present cultures and cultures of other periods
      • explain and give examples of the benefits of diversity
      • discuss current events and predict possible effects on future events
    • Distinguished—Students are able to:
      • research and analyze the significance of major events, people, and their contributions to the U.S.A. by using artifacts, pictures, and explain the implications that make these significant in your research
      • evaluate the value of and use primary sources to research the settlement of an area and prepare timelines and reports
      • analyze present cultures and those of other periods to discover causes of differences
      • analyze the benefits of diversity
      • compare current events to past events and discuss their relationship to future events
  • Objectives / Students will:
    • SS.O.03.05.01: discuss the historical significance of major events, people and their contributions to the United States (e.g., Pilgrims, George Washington, American Revolution, Abe Lincoln, Civil War, Columbus, Native Americans, Rosa Parks, Martin Luther King, Jr.).
    • SS.O.03.05.02: research the settlement of a community/region and construct a timeline representing the settlement of a community/region using primary sources (e.g. publications, maps, journals, letters, etc.)
    • SS.O.03.05.03: compare and contrast present cultures to the cultures of people of other historical time periods (e.g., source of food, clothing, shelter, products used).
    • SS.O.03.05.04: make historical inferences by analyzing artifacts and pictures.
    • SS.O.03.05.05: discuss and draw conclusions about current events.
    • SS.O.03.05.06: research the lives of famous Americans, customs and traditions using various forms of literature (e.g., presidents, inventors, explorers, civil rights leaders, artists, writers).
    • SS.O.03.05.07: explain the importance of respect for diversity in the heritage, culture, ideas and opinions of others.
    • SS.O.03.05.08: compare and contrast different stories or accounts about past events, people, places or situations and identify how they contribute to our understanding of the past.
    • SS.O.03.05.09: discuss and sequentially organize a series of pictures that reflect historic change (e.g., transportation, technology, agriculture, events in history).
    • SS.O.03.05.10: organize information from various reference sources to prepare short reports and presentations.

Social Studies Standard 6: Reading

SS.S.03.06 / 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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