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West Virginia: Kindergarten Standards

Kindergarten Social Studies is an introduction to the lives of interesting people in history, time sequence using historic events, geographic direction and economic choices. The Social Studies program continues the formal introduction of the social responsibility and collaboration skills learned in Pre-Kindergarten. Teachers emphasize the importance of following rules, respecting the rights of others, developing self-control, honesty, courage, justice and leadership. The objectives for elementary West Virginia Social Studies may be integrated throughout the K-3 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.K.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 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.K.1 / Performance Descriptors
    • Novice:
      • able to identify honesty, courage, and patriotism.
      • given the opportunity to recite the Pledge of Allegiance.
      • able to match rules and consequences and identify examples of peaceful conflict resolution.
      • able to take care of personal belongings.
      • able to identify examples of volunteerism.
    • Partial Mastery:
      • able to define honesty, courage, and patriotism.
      • given the opportunity to recite the Pledge of Allegiance, sing patriotic songs, and celebrate national holidays.
      • able to define rules, consequences, and conflict resolution.
      • able to share, perform weekly chores, and care for personal belongings.
      • able to define volunteerism and relate how citizens contribute time.
    • Mastery:
      • able to identify and illustrate examples of honesty, courage, and patriotism.
      • given the opportunity to recite the Pledge of Allegiance, sing patriotic songs, and celebrate national holidays as well as discussing their significance.
      • able to demonstrate the need for rules, consequences, and peaceful conflict resolution.
      • learn to take turns and share, perform daily chores, care for personal belongings, and show respect for others.
      • able to give examples of volunteerism and explain why citizens contribute their time and talents.
    • Above Mastery:
      • able to classify examples of honesty, courage, and patriotism.
      • able to explain the purposes for the Pledge of Allegiance, patriotic songs, and national holidays.
      • given the opportunity to recite, sing, or celebrate each.
      • given the opportunity to examine the roles of rules, consequences, and conflict resolution.
      • given the opportunity to compare behaviors of sharing, performing chores, caring for belongings, and showing respect for others as examples of citizenship.
      • given the opportunity to research areas of volunteerism and choose an area of interest.
    • Distinguished:
      • able to summarize the relationships of honesty, courage, and patriotism.
      • able to justify the reasons for the Pledge of Allegiance, patriotic songs, and national holidays.
      • given opportunities to participate with each one and interpret the relationship of rules and consequences.
      • given opportunities to demonstrate conflict resolution; and convince others to exhibit behaviors of sharing, performing chores, caring for belongings, and showing respect for others.
      • given opportunities to recommend ways they can volunteer their time and talents.
  • Objectives / Students will:
    • SS.O.K.01.01: demonstrate an understanding that a good citizen takes turns and shares, takes responsibility for doing daily chores, cares for personal belongings and shows respect for what belongs to others.
    • SS.O.K.01.02: identify and illustrate examples of honesty, courage, and patriotism.
    • SS.O.K.01.03: identify, discuss and demonstrate the need for rules and the consequences for breaking rules and how to resolve disagreements peacefully.
    • SS.O.K.01.04: be given the opportunity to recite the Pledge of Allegiance, sing patriotic songs and celebrate national holidays, and discuss their significance.
    • SS.O.K.01.05: give examples and explain why citizens voluntarily contribute their time and talents to the community.

Social Studies Standard 2: Civics/Government

SS.S.K.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 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.K.2 / Performance Descriptors

    • Novice:
      • able to identify authority figures and classroom rules.
      • able to name classroom rules.
      • able to identify patriotic symbols with assistance.
    • Partial Mastery:
      • able to give examples of authority figures.
      • able to explain the importance of classroom rules.
      • able to match patriotic symbols with assistance.
    • Mastery:
      • able to give examples of authority figures and their roles in our daily lives.
      • able to explain the importance of rules and participate in developing rules.
      • able to identify traditional patriotic symbols and are given the opportunity to participate in patriotic activities.
    • Above Mastery:
      • able to categorize the roles of authority figures in their daily lives.
      • able to model behavior in accordance with the classroom rules they have developed.
      • able to discuss the importance of traditional patriotic symbols.
    • Distinguished:
      • able to compare and contrast roles of authority figures.
      • able to apply the classroom rules to other situations.
      • able to explain the importance of traditional patriotic symbols and give examples.
  • Objectives / Students will:

    • SS.O.K.02.01: explain why rules are important and participate in developing rules.
    • SS.O.K.02.02: give examples of authority figures in the home, school and community, and recognize their roles in our daily lives.
    • SS.O.K.02.03: identify traditional patriotic symbols such as state and national flags and be given the opportunity to participate in patriotic activities such as standing for the National Anthem.

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.K.3 / Performance Descriptors

    • Novice:
      • able to recognize that people have basic needs and wants.
      • able to identify various occupations in the local community and discuss the concepts of services and goods.
      • able to discuss the concepts of exchanging money for goods and services and of saving for the future.
    • Partial Mastery:
      • able to discuss the basic needs and wants of people.
      • able to discuss various occupations in the local community and understand the difference between services and goods.
      • able to understand the concepts of exchanging money for goods and services and of saving for the future.
    • Mastery:
      • able to discuss the basic needs of people and differentiate between needs and wants.
      • able to give examples of the occupations in the local community and recognize that government provides some services and goods.
      • able to demonstrate the concepts of exchanging money for goods and services and of saving for the future.
    • Above Mastery:
      • able to prioritize the basic needs of people and differentiate between needs and wants.
      • able to research the occupations in the local community and list those services and goods that are provided by the government.
      • able to model the concepts of exchanging money for goods and services and of saving for the future.
    • Distinguished:
      • able to categorize the basic needs of people and differentiate between needs and wants.
      • able to evaluate the occupations in the local community and categorize those services and goods that are provided by the government.
      • able to prioritize goods, estimating their monetary cost, and model a savings program.
  • Objectives / Students will:

    • SS.O.K.03.01: give examples of occupations within the local community.
    • SS.O.K.03.02: discuss the basic needs of people (shelter, food, and clothing) and give examples of each.
    • SS.O.K.03.03: discuss and give examples of economic concepts: needs and wants, exchange of money for goods and services, saving for the future.
    • SS.O.K.03.04: recognize that some goods and services are provided by the government (schools, parks, police and fire departments).

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.K.4 / Performance Descriptors

    • Novice:
      • able to locate North America as a land mass on which they live, and they locate the Atlantic Ocean as the closest body of water to them.
      • able to identify left/right and up/down.
      • able to list the seasons and identify rain and snow.
      • able to give the name of the city or community in which they live.
    • Partial Mastery:
      • able to locate North and South America and the Pacific and Atlantic Ocean on a globe or map.
      • able to recognize personal directions by using their body or location in a room.
      • able to match the characteristics of a season or type of weather with its name.
      • able to give an example of cities and rural communities in their area.
    • Mastery:
      • able to locate bodies of water and land masses on a globe or map.
      • able to identify community and map symbols and explain the knowledge of left/right, up/down, near/far, and above/under using locations on a map or picture.
      • able to compare and contrast the characteristics of the seasons and describe the characteristics of different types of weather.
      • able to compare and contrast characteristics of city and country life.
    • Above Mastery:
      • able to select land masses or bodies of water on a map that are close to each other and explain their relationship demonstrating knowledge of personal directions to locate their positions.
      • able to give examples and explain the need for community and map symbols.
      • able to give an example of a type of weather that occurs in each season and explain why it is likely to occur.
      • able to justify why their community or city is an urban or a rural area.
    • Distinguished:
      • able to use designated locations of land masses and bodies of water to distinguish relationships to other landmasses and bodies of water found on a globe.
      • able to give examples of community symbols in their area, and use map symbols to locate areas on a map.
      • able to compile a list of the kinds of weather likely to occur for each season.
      • able to when given examples of urban or rural life in their state or community, explain why each example is an urban or rural area.
  • Objectives / Students will:

    • SS.O.K.04.01: locate bodies of water and land masses using a globe or a map.
    • SS.O.K.04.02: demonstrate knowledge of left/right, up/down, near/far and above/under using locations on a map or picture.
    • SS.O.K.04.03: identify community symbols (e.g., traffic signs, traffic lights, street and highway markers) and map symbols (e.g., legend references to land, water, roads and cities) and explain what each one means.
    • SS.O.K.04.04: compare and contrast the characteristics of weather and human adaptation: four seasons, types of weather, types of clothing.
    • SS.O.K.04.05: compare and contrast characteristics of life in the city (urban) and the country (rural).

Social Studies Standard 5: History

SS.S.K.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.K.5 / Performance Descriptors

    • Novice:
      • able to describe the characteristics of communities and families and recognize that data relates to the studentsí lives.
      • able to discuss differences in other people, times, and cultures; and describe the past through literature, art, customs, and songs.
      • able to understand that there are different sources that are used to answer questions.
    • Partial Mastery:
      • able to discuss the characteristics of communities and families and sequence data as it relates to the studentsí lives.
      • able to describe differences in other people, times, and cultures; and discover the past through literature, art, customs, and songs.
      • able to recognize sources of information to answer questions.
    • Mastery:
      • able to identify characteristics of communities and families and collect and sequence data as it relates to the studentsí lives.
      • able to research the past through literature, art, customs, and songs and explain differences in other people, times, and cultures.
      • able to identify sources of information to answer questions.
    • Above Mastery:
      • able to classify characteristics of communities and families and collect and sequence data as it relates to the studentsí lives.
      • able to discriminate between the differences in other people, times, and cultures.
      • able to relate the past through literature, art, customs, and songs.
      • able to differentiate between the different sources of information that are used to answer questions.
    • Distinguished:
      • able to contrast and compare characteristics of communities and families and interpret data as it relates to the studentsí lives and categorize the differences in other people, times, and cultures.
      • able to reconstruct the past through literature, art, customs, and songs.
      • able to match different sources of information that are used to answer specific questions.
  • Objectives / Students will:

    • SS.O.K.05.01: collect data and sequence time, places, people and events as they relate to the studentís own life.
    • SS.O.K.05.02: identify sources of information to answer questions.
    • SS.O.K.05.03: research the past through stories of people, heroes, pictures, songs, holidays, customs, traditions and legends and explain the differences in other people, time and cultures..
    • SS.O.K.05.04: identify characteristics of communities, families, and family life.

(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:
      • list examples of civic responsibility;
      • give an example of volunteering locally; and
      • define good citizenship.
    • Partial Mastery:
      • give examples for civic responsibilities, privileges, and rights;
      • identify a local problem define volunteerism;
      • discuss behavior that demonstrates good citizenship.
    • Mastery:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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:
      • 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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